NAIROBI, Kenya, July 18 – A newly released education assessment has spotlighted vast learning gaps across Kenyan regions, with North Eastern counties recording the weakest performance among primary school pupils.
The report reveals that just 2 out of every 10 Grade 4 pupils in North Eastern Kenya are able to understand an English passage meant for Grade 3 learners a figure that has triggered fresh concerns over the inclusivity of the country’s education system.
Compiled by education think tanks Zizi Afrique Foundation and Usawa Agenda, the State of Education in Kenya Rapid Assessment of Gaps in the Education Sector offers a sobering analysis of the rollout of the competency-based curriculum (CBC), with a focus on learner achievement.
While assessments under the CBC are now being implemented nationally, the study finds that students in hardship regions particularly those in arid and semi-arid lands are falling behind significantly in literacy.
“Learning outcomes are low and inequitable. Only 4 in 10 Grade 4 learners nationally can comprehend a Grade 3 English story, and the figure is worse in rural and marginalized areas,” the report notes.
The research further identifies systemic barriers contributing to poor performance, such as lack of trained teachers, crumbling classrooms, inadequate learning devices, and late disbursement of school funds.
The report urged the government and stakeholders to prioritize investments that target the most disadvantaged learners through better teacher distribution, infrastructure upgrades, and learning resources adapted for marginalized settings.
The study warns that unless deliberate and localized action is taken, Kenya risks creating a future defined by stark educational inequality.
