Poor School Infrastructure Poses Challenge to Learning, Report Finds as Migosi Ogamba Pledges Reform
Inadequate infrastructure in schools continues to hinder effective teaching and learning across Kenya, with worsening conditions affecting public schools in both urban and rural regions. A recent report by Usawa Agenda highlights numerous school factors—such as staffing, student population, and sanitation facilities—that are limiting student performance and growth.
According to the report, public schools struggle with class sizes that continue to swell as students advance to higher grades, while private schools typically maintain smaller, more manageable classes. For example, in pre-primary education, public schools accommodate an average of 45 children per class, compared to 31 in private institutions. In primary grades, public school classes can reach between 73 and 78 pupils, while private schools maintain an average of just 18 to 26 students per class.
The “Foundation, Literacy, and Numeracy Assessment Report 2023” underscores the disparity in facilities, noting that private schools benefit from libraries, science laboratories for Junior Secondary, and internet connectivity. In contrast, many public schools still lack these basic amenities. Overcrowding and limited seating often force children in public schools to sit on the floor, and some students even continue learning outdoors under trees—a scenario rarely seen in private institutions. High enrollment has led some public schools to partition classrooms with plywood or mats to accommodate the growing numbers.
While public schools do have an advantage in terms of space for extracurricular activities, with more playing fields available compared to private schools, security remains a concern. Only 14 out of 100 public schools and five out of 100 private schools lack fencing, while two in ten public schools and seven in ten private schools are only partially fenced.
In Parliament this week, Nyakach MP Joshua Aduma urged Education Cabinet Secretary Migosi Ogamba to address the infrastructure crisis in schools. In response, Ogamba reported that the government has allocated KSh3.3 billion toward infrastructure improvements through Members of Parliament, with a phased plan that will begin in Nairobi and eventually reach other cities.
Thika MP Alice Ng’ang’a proposed a shift-learning model to help alleviate overcrowding and ensure students receive more individualized attention. During a speech at Chania Girls, Ng’ang’a emphasized the advantages of shift learning for addressing both teacher shortages and infrastructure constraints. This approach aligns with her recent initiative to convert Jamhuri Primary School into a secondary school, aimed at relieving pressure on crowded institutions.
Chania Girls High School Principal Mary Mwangi highlighted how limited classroom space has affected her students, with many studying under tents over the past three years. She noted that the school has repurposed a classroom into a dormitory and constructed a temporary dormitory until their new hostel is complete.
Usawa Agenda Executive Director Emmanuel Manyasa criticized the government’s inaction, pointing out that infrastructure challenges affect not only education but also students’ personal development. He called for an increase in teaching staff and improved learning environments, warning that these issues compromise the successful implementation of the Competency-Based Curriculum (CBC). With just two years until the CBC cohort moves to senior secondary, Manyasa questioned what steps the government is taking to ensure schools are ready to support students’ educational journeys.
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