A new education report has revealed that 7.4 percent of children in Kenya are enrolling in Grade 1 without undergoing Early Childhood Development Education (ECDE), highlighting significant gaps in foundational learning access.
The State of Education in Kenya Research Report, released on Thursday by Zizi Afrique Foundation and Usawa Agenda, points to notable disparities between rural and urban areas. According to the findings, 8.4 percent of children in rural regions begin primary school without prior ECDE experience, compared to 6.2 percent in urban settings.
Counties in northern Kenya recorded the highest rates of ECDE exclusion, with Mandera leading at 51.4 percent and Marsabit at 33.3 percent. In contrast, counties like Kisumu (1.3%) and Nakuru (1.8%) reported the lowest figures, highlighting regional inequalities in access to early learning.
The report further reveals that even among learners already in Grade 1 and above, 7.5 percent of boys and 7.4 percent of girls had not attended ECDE. Interestingly, children with disabilities showed a slightly lower non-attendance rate at 7.2 percent, suggesting that ongoing inclusion efforts may be yielding modest success.
ECDE in Kenya is a devolved function, managed by county governments, while the national government is responsible for policy development, curriculum design, and capacity support. Despite recent policy reforms and investments in ECDE infrastructure, challenges persist.
Between 2018 and 2021, national ECDE enrolment grew by nearly 5 percent, supported by the expansion of ECDE centres from 46,623 in the 2022/23 financial year to 47,666 in 2023/24. Of these centres, 32,461 are public and 15,205 are privately run.
However, the sector has seen a sharp decline in teacher numbers, dropping from 92,359 in 2019 to 69,561 in 2022—a 25 percent decrease. The report warns that such teacher shortages could undermine gains made in early childhood education, calling for renewed investment in ECDE staffing and quality improvement.
The findings underline the urgent need for targeted interventions, especially in marginalized counties, to ensure every child has access to foundational education that sets the stage for lifelong learning.
