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Overview of education in Kenya

Education in Kenya refers to the education system in Kenya. It is considered a basic right that should be offered to every individual. Education in Kenya predates to as early as the 18th century among the Swahili people. The earliest school was established by missionaries in Rabai. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education. Kenya has manoeuvered through three education curriculums since independence with the latest being, the Competency Based Curriculum, rolled out in 2017 to replace the 8 4 4 Curriculum that has been in practice since 1985. Even though efforts have been put in place to promote basic education, with literacy levels increase among the Kenyan population. Poverty, teenage pregnancy, truancy, drug abuse, among others, all affect the literacy levels of prospective pupils. In 2017, Kenya's education system was rated as the strongest among other forty three mainland countries on the African continent by the World Economic Forum. In the following year 2018, the World Bank also ranked Kenya as the top African country for education outcomes.

Historical records, not only from the travels of Johann Ludwig Krapf and Johannes Rebmann, reveal that Swahilis had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846. With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1903. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education. Among those who furthered their education abroad in the colonial era were Jomo Kenyatta, who attended Woodbrooke College and London School of Economics, Charles Njonjo, who attended Gray's Inn Law School, Peter Mbiyu Koinange, who attended Columbia University, Mwai Kibaki who attended London School of Economics, R. Mugo Gatheru who attended Roosevelt University, Tom Mboya, who attended Ruskin College, Oxford, Masinde Muliro, who attended University of Cape Town, Julius Gikonyo Kiano who attended Stanford University, and Barack Obama Sr., who attended the University of Hawaii at Manoa. Between 1959 and 1963, eight hundred Kenyan students attended US and Canadian universities. Julius Gikonyo Kiano was the first Kenyan to obtain a PhD. The trend steadily rose over the years and by the time of independence in 1963, 840,000 African children were attending elementary school.

Institutionalised education in Kenya had begun way before the country became independent in 1963, with at least seventy schools having been established by various groups and for various communities.

Strathmore College (1961): later Strathmore College of Arts and Sciences, and then the parallel Strathmore School and Strathmore College School of Accountancy. The latter merged with Kianda Secretarial College in 1993, and in 2002 became the current Strathmore University. Established under the guidance of the Opus Dei founder, Saint Josemaría Escrivá, in Muthangari, Westlands Sub county as a residential Sixth form college and the country's first multi ethnic plus poly religious school; currently managed by Study Centres of Kenya
Kianda Secretarial College (1961): established by Kianda Foundation in Westlands Sub County, Nairobi, in 1993 merged with Strathmore College School of Accountancy to form Strathmore University.

With the collapse of the East African community in 1977, Kenya continued with the same system of education but changed the examination names from their regional identity to a national identity. The East African Certificate of Primary Education (EACPE) became the Certificate of Primary Education (CPE) awarded after 7 years of primary school the first time the CPE was marked by a computer system. The East African Certificate of Education (EACE) became the Kenya Certificate of Education (KCE), awarded after 4 years of secondary school. The East African Advanced Certificate of Education (EAACE) became the Kenya Advanced Certificate of Education (KACE), awarded after 2 years of high school. The 7 4 2 3 system foresaw 11–13 years of basic education schooling and a minimum of 3 years for undergraduate university education.

In 1985, President Daniel arap Moi introduced the 8–4–4 system of education, which adopted 8 years of primary education, 4 years of secondary education and 4 years of university education. With the introduction of the 8–4–4 system CPE became KCPE (Kenya Certificate of Primary Education) while KCE became the Kenya Certificate of Secondary Education (KCSE). The length of basic education schooling was reduced to 12 years and the length of undergraduate studies was increased to a minimum of 4 years. From 1985 to 2017, public education in Kenya was based on an 8–4–4 system, with eight years of primary education followed by four years of secondary school and four years of college or university. To date, there has been steady growth in the advancement of education in the country which boasts of a great number of public and private universities as well as TVET institutions and middle level colleges.

In 2017, the Competency Based Curriculum (CBC) was launched to replace the traditional 8–4–4 system introduced by the President Moi in 1985. The Competency Based Curriculum was designed by the Kenya Institute of Curriculum Development (KICD) with the aim of churning out 'engaged, empowered and ethical citizens'. Unlike the 8 4 4 system where learners would spend 8 years in primary education, 4 years in secondary School and 4 years at the university, the CBC curriculum runs on a 2 6 3 3 3 System of Education where basic education has been organized in three levels; Early Years Education, Middle School Education, and Senior School. Under CBC, learners will now spend 2 years in Pre primary, 6 years in Primary (Grade 1–6), 3 years in Junior Secondary (Grade 7, 8, 9), 3 years in Senior Secondary (grade 10,11,12) retaining 12 years of basic education schooling and 3 years in university. The Competency Based Curriculum puts emphasis on seven core competences namely; communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn and self efficacy. According to KICD, the traditional curriculum is teacher centered while the CBC is learner centered. Learners are constantly assessed on the seven competencies based on the following areas; Meeting Expectations (ME), Approaching Expectations (AE) and Below Expectations (BE). The first cohort of learners under the CBC curriculum will clear Primary Education in 2022. They are expected to transition to junior high school in early 2023. The government has through the ministry of education been investing in developing the infrastructure required in public schools across the country to accommodate the junior high schoolers. In October 2021, President Uhuru Kenyatta directed the National Treasury to avail KSh.8 billion/= to the Education Ministry for the construction of 10,000 classrooms in secondary schools across the country by 2023. According to Education Cabinet Secretary Prof George Magoha, 700 new CBC junior classrooms had been completed within secondary schools as at February 2021. Consequently, CBC has been a top priority funding area in the  KSh.126.3 billion/= supplementary budget, submitted in parliament mid February by Treasury Cabinet Secretary Ukur Yattani. According to the Kenya Institute of curriculum Development (KICD), students transitioning to Junior secondary schools will be between the ages of 12 and 14.

An increasing number of private schools offer a system of education similar to the British system of education with eight to nine years of preparatory/primary school, followed by two to three years of secondary school (culminating in the International General Certificate of Secondary Education (IGCSE), and thereafter two years of high school leading to the Advanced Level qualification. This has similarities with the 7 4 2 3 system described above.

A few private schools provide formal education based on the K–12 education system in the United States and the Canadian curriculum, consisting of twelve school grades, leading to the equivalent of the US American and Canadian high school diplomas. Such schools include Rosslyn Academy, West Nairobi School and International School of Kenya in Nairobi, as well as Rift Valley Academy in Kijabe.

Out of all children in Kenya, about 85% attend primary school. 75% of those who complete primary education will proceed to secondary schools and 60% of those who complete secondary school will proceed to institutions of a higher level of education, including business and vocational institutions, national polytechnics, public and private universities within the country. Over 950,000 Kenyans have furthered their education abroad with a majority of graduates primarily from India, the United Kingdom, Canada, the United States, Russia, and Uganda.

The accessibility of education is influenced by four main factors: poverty, regional and gender disparities, policy framework, and the HIV/AIDS pandemic. In 2002, roughly 56% of the population lived in poverty. The people living in these conditions are also unable to acquire proper dietary needs, medical needs, and a clean and stable habitat. The children who are born into these conditions are predisposed to the disadvantaged access of education specifically to ECD. Not only can this influence their access to education, it can also influence their growth and development. While the government tries to offer some support, a majority of the costs associated with education are covered solely by the parents. Many of the families that are living in poverty are unable to afford to send their children to school. In today’s highly competitive and challenge ridden world, education can play a vital role in developing people’s characters development and promoting levels of personal growth needed to survive and thrive. Unlike uneducated people, person who pass successfully through the education system undergo experiences that often expose them to diverse cultures, worldviews, and ideas that will help foster global awareness, empathy, and vital skills needed to interact with diverse people, collaborate, learn, and pursue successful lives. In other words, it provides a sense of self discovery and helps people form their values, beliefs, and identities. However, education as it exists today has its limitations, including following a standardized curriculum that leaves little room for personal interests and individualized learning (Schlegel et al., 2019). Such factors affect creativity and often prevent people from pursuing their unique passions and talents. Also, marginalized groups may not access education due to economic disparities that affect their opportunities for personal growth and success. In the 21st century, education is evolving, and lifelong learning continues to be relevant as many people adapt to the ever changing technologies and industries. Online courses and self directed learning are common today, and they offer flexibility but need strong self discipline. Generally, education is a stepping stone to a meaningful life as it equips one with various skills and broadens horizons. It is only one part of the journey to success and personal fulfilment in today's changing world. Geographically, Kenya is very varied and diverse. Northern Kenya are Arid and Semi Ari Lands (ASALs), but the Central and Western areas are wetlands. Although the government has attempted to achieve accessible education for all citizens, many of the people living in the ASAL regions are continuously moving in search of Wetlands for their families and their livestock. Due to the constant migrations, their lifestyles create conflicts in education access as they are not in an area for long enough to begin the schooling process for their children in the required ECD education. Additionally, there have been land/tribal conflicts which results in families being exiled or parents being killed. The children in these conditions remain unsupported for any education needs as the parents cannot afford it. Connected to the geographical barriers are the cultural barriers in Kenya as well. Although the government attempts to provide equal educational opportunities regardless of gender, some parents focus their attention and resources on males and their education since they are seen as more of an asset to their family. As a result, more males than females are enrolled in ECD programs which creates a gender disparity. In primary school, students are taught English, Kiswahili and Indigenous language activities. Lower primary: This is a 4 year period that marks the first transition into the mainstream primary education system. and starts at ages 6 or 7. The grading system is called "standard", meaning the first four years the students transitions from standard one, through four. Upper primary: This is also a 4 year period that helps prepare the students for the high school years. At standard 7, the students become more aware of which high schools they want to attend. During the last year of the primary school system, students are allowed to select 4 to 6 secondary schools that they would like to attend including one national school and take the KCPE, which validates their transition to high school. Universal Primary Education (UME), an international development goal created by the World Conference on Education, has led to Kenya's target of universal primary education for all citizens. Since 2003, enrollments have increased drastically and today Kenya has much closer rates of enrollment to first world countries, such as the United States. In January 2003 President Mwai Kibaki re introduced free primary education which previously existed before the mid 80s when the government adopted cost sharing measures that led to a minor level of school fees charged by primary schools for textbooks, PTA, and extracurricular activities. Since 2003, education in public schools became free and compulsory (Kenya Constitution, Article 53, 2010). On learning that primary education had once again become free in Kenya, Kimani Maruge, an uneducated farmer and the world's oldest person to enrol in primary school joined Kapkenduiywo primary school in Eldoret at the age of 84. He was elected head boy at the age of 86 in 2005.

Secondary schools in Kenya fall into three categories: government funded, Harambee and private. Government funded schools are divided into national, provincial and district levels. Harambee schools do not receive full funding from the government and private schools are run by private organizations or individuals. After taking the primary school leaving exam and successfully passing, government funded schools select students in order of scores. Students with the highest scores gain admission into national schools while those with average scores are selected into provincial and district schools. Harambee schools accept students with low scores. Students who fail their examinations pursue technical and vocational education. The latter is divided into technical secondary school (lasting 4 years) and apprenticeships solutions. Since 2010, technical secondary schools student can have access to university programmes. A number of students also drop out of school by choice due to poor scores. Under the current system, students attend secondary school for four years before sitting for the school leaving exam at the end of the fourth year. The first class or year of secondary school is known as form 1 and the final year is form 4. At the end of the fourth year, from October to November students sit for the Kenya Certificate of Secondary Education examination. In 2008, the government introduced plans to offer free Secondary education to all Kenyans. Historic prestigious national high schools include Mang'u High School, Alliance High School (Kenya), Lenana School and Starehe Boys' Centre and School. Private secondary schools in Kenya are generally high cost, offering students an alternative system of education with better or more luxurious facilities compared to public schools. They are often favoured for prestige. Most private schools in Kenya offer the British system of education which includes "O levels" and "A levels". Very few offer the American system of education and a good number of them offer the Kenya system. Some of the oldest private schools in Kenya include Loreto Convent Msongari, Nairobi (1921), St. Mary's School, Nairobi, Braeburn School, Consolata School, Strathmore School, Oshwal Academy, Rift Valley Academy, Aga Khan Academy, Kenton College and Brookhouse School,

These institutions operate under the state department of vocational and technical training under the helm of a principal secretary. Current PS is Esther Thaara Muhoria. They award artisan, craft and diploma and higher national diploma certificates after successful completion of relevant courses. Courses offered by these institutions include Business Education, Accounting, Secretarial Studies, Nursing, Teacher Training, Computer Studies, Journalism, Media, Design, Culinary Studies, Foreign Languages, Tourism and Engineering. In order of credibility or accreditation, national polytechnics rank first, followed by government training institutes, teacher training colleges and private institutions. Although generally termed colleges, these institutions do not award degrees. Degrees are only awarded by Universities and Technical Universities. Over time, education has been a critical component in the pursuit of a meaningful life. People can get knowledge, skills, and perspectives important for career success, personal growth, and social contributions. However, it is not appropriate to view education as the only way of fulfilling life due to its limitations. Education provides a good foundation for economic stability and career opportunities. When well educated, people will cultivate problem solving, critical thinking, and communication skills to navigate the complex and competitive job market in the 21st century (Tran, 2023). Notably, it brings opportunities and opens doors for people to pursue their passions and have a sense of purpose and fulfilment. From July 2014, all government and private institutions offering Technical and Vocational Education and Training where put under this act normalized this sector as it had become tainted by unaccredited institutions offering substandard education as revealed by and As of 10 October 2016 there were 540 institutions accredited by the Authority

There are 48 universities in Kenya, 22 of which are public and 26 private. The University of Nairobi is the oldest public university in Kenya while KAG East university is the oldest among the private universities. While education accessibility has been of major importance at the primary and secondary levels in Kenya, the attempt of making education accessible has not been implemented at the higher education level, which leaves students from a lower socioeconomic status at a disadvantage compared to those of a higher socioeconomic status. In recent years there has been an increase in the cost of higher education worldwide, and there is no exception for Kenya which is limiting access to specific socioeconomic groups and those from different regions and ethnic groups since it favors and is more accessible to those who can afford it. There are very few students from disadvantaged backgrounds attending higher education institutions which is a reflection of the society and the quality of prior education. There are many social inequalities present in Kenya which have a direct impact on education such as: disparities in distribution of national income, security, and employment, levels of investment, health care, and public services are also evident across populations, genders, and ethnic groups. In an observation done by the Society for International Development, in 2004 10% of Kenya's population controlled about 42% of the national income while 10% contents with significantly less than 1%. The poverty gap has widened so significantly that the top 1% is making approximately $1,204 per month while the rest of the population is making approximately $181 per month. Immediately after independence, Kenya's public higher education was free for all students regardless of their socioeconomic status; it was fully funded by the government. This created a high demand for higher education which raised a concern for donor agencies. At that time, the demand was continuously increasing, but Kenya's economy was not improving, so the government established a cost sharing and cost recovery model. In the cost sharing model, the government would cover part of the cost, but the remaining cost was the institutions and families responsibility. After this change, the student loan scheme was introduced. It was the responsibility of the Higher Education Loans Board (HELB) to pay out loans to Kenyan students that are interested in attending a higher education institution; there have been concerns that the loans are not being distributed equitably which has not fully improved the higher education access issues. Kenya has also explored the Module II admissions plan. In this plan, the admitted students must pay their full tuition fees but also pay an amount that is equivalent to attending a private institution. This has widened the accessibility gap for families of lower socioeconomic status as they will not be able to pay the amount of tuition, so higher education remains unaffordable and inaccessible for those students.

In 2023, the Government of Kenya launched the Higher Education Financing portal to ensure equality in the access to education for University and TVET students. The HEF portal is based on the New Funding Model (NFM) launched by the President of Kenya on 3 May 2023. Under the NFM, students assessed as vulnerable and extremely needy will receive 100% Government funding for their education. Those assessed as needy will receive 93% of Government funding via the HEF portal.

There has been a recent focus on digital accessibility after the COVID 19 pandemic. In a study done by Githinji et al. (2022), there was a focus on the accessibility of digital content in Kenya. This was done at the higher education level. The study found that one of the major challenges in accessibility was the internet connectivity for both educators and students. In many areas in the country, there are not the necessary resources or funds to be able to purchase a device to access digital content.

SnoUniversity NameAreaYear Chartered Original name Year established Campus1 University of NairobiNairobi 1970 Royal Technical College, Royal College Nairobi 1956 Main campus, Kikuyu campus, Chiromo campus, Lower Kabete campus, Upper Kabete campus, Parklands campus, Kenya Science campus, Mombasa campus and Kisumu campus. 2 Moi University Eldoret 1984 Moi University 19843 Kenyatta University Nairobi 1985 Kenyatta University College 1965 Main campus, Parklands campus, Ruiru campus, City campus, Kitui campus, Mombasa campus, Nakuru campus. 4 Egerton University Njoro 19885Maseno University Maseno 1991 Maseno Govt. Training Institute, Siriba Teachers College 1955 Oginga Odinga University6 Jomo Kenyatta University of Agriculture and TechnologyKiambu 1994 Jomo Kenyatta College of Agriculture 1981 Multimedia University College of Kenya, Meru University College of Science and Technology, Murang'a University College,7 Masinde Muliro University of Science and Technology Kakamega2007 Western College of Arts and Applied Sciences 1972 Constituent colleges, Kibabii University College, Turkana University Uollege, Kaimosi University College, Main campus in Kakamega and Mumias campus8Dedan Kimathi University of Technology Nyeri 2012 Kimathi Institute of Technology, Kimathi University College of Technology (2007) as a Constituent College of Jomo Kenyatta University of Agriculture and Technology 1972 Main Campus, Nyeri9 Chuka University Chuka 2012 Egerton University Eastern Campus College, Chuka University College (2007) as a Constituent College of Egerton University 2004 Main Campus, Chuka10 Technical University of Kenya Nairobi 2013 Kenya Technical Institute, Kenya Polytechnic, Kenya Polytechnic University College (2007) as a Constituent College of the University of Nairobi 1961 Main Campus, Nairobi 11 Technical University of Mombasa Mombasa 2013 (MIOME), Mombasa Technical Institute [1966], Mombasa Polytechnic [1976], The Mombasa Polytechnic University College [2007] as a Constituent College of Jomo Kenyatta University of Agriculture and Technology 1940 Main Campus, Tudor. Satellite Campuses in Kwale and Lamu County12 Pwani University Kilifi 2013 Kilifi Institute of Agriculture, Pwani University College as a Constituent College of Kenyatta University 2007 Main Campus, Kilifi 13 Kisii University Kisii 2013 Primary Teachers' Training College (1965), Secondary Teachers' College (1983), Egerton Campus (1994), Kisii University College (2007) as a Constituent College of Egerton University 1965 Main Campus, Kisii Town Campus14University of EldoretEldoret2013Chepkoilel University College as a Constituent College of Moi UniversityMain Campus Eldoret15Maasai Mara UniversityNarok2013Narok University College as a Constituent College of Moi University2008Main Campus, Narok16Jaramogi Oginga Odinga University of Science and TechnologyKisumu2013Bondo Teachers Training College, Bondo University College, as a Constituent College of Maseno University(2009)Main Campus, Lake Victoria17Laikipia UniversityLaikipia2013LSFTC (1965), AHITI (1979), Egerton University Campus (1990), Laikipia University College, as a Constituent College of Egerton UniversityMain Campus, Nyahururu town Campus, Naivasha Campus, Nakuru Campus, Maralal Campus18South Eastern Kenya UniversityKitui2013Ukamba Agricultural Institute (Ukai), South Eastern University College (Seuco)2008SEKU Main Campus, Machakos Town Campus, Kitui Town Campus, Wote Town Campus, Mtito Andei Campus, Nairobi City Campus.19Multimedia University of KenyaNairobi2013Central Training School (CTS) to serve East African Posts Training School (1948), (KCCT) Kenya College of Communications Technology (1992), Multimedia University college of Kenya2008(MMU) Main Campus20University of KabiangaKericho2013The Government School, Kabianga (1925), Kabianga Teachers' Training College (1929), Kabianga Framers Training Cente (1959), Kabianga Campus of Moi University (2007), Kabianga University College2009(UoK) Main Campus, Kapkatet Campus, Kericho Satellite Campus, Satellite Campus21Karatina University Karatina2013 Moi University Central Kenya Campus, Karatina University College2008Main Campus, Karatina Town Campus, Itiati Campus, Nanyuki Campus, Riverbank Campus22Meru University of Science and TechnologyMeru2013(MECOTECH) Meru College of Technology (1979), (MUCST) Meru University College of Science and Technology2008MUST Main Campus, Meru Town Campus23Kirinyaga UniversityKerugoya2016Kirinyaga Technical Institute, Kirinyaga University College2012Kutus, Kerugoya24Machakos University. Machakos2016Technical Rural Training School (1957), Machakos Technical and Trade School(1958), Machakos Technical School(1967), Machakos Technical Training Institute (MTTI) (1987)1957Main Campus, Machakos25The Co operative university of KenyaNairobi1968Jomo Kenyatta University of Agriculture and Technology 2016 CUK Main campus,Karen

There are 3 categories of private universities: chartered universities – fully accredited universities, by the Commission for Higher Education; universities, which had been offering degrees long before the establishment of the Commission for Higher Education; and universities authorized to operate with Letters of Interim Authority (LIA).

Most universities in Kenya have a teacher training programme, and the B. Ed. programmes often have the most students compared to other programmes. Kenya's population is growing, which in turn means that the demand for teachers is growing; however, there is often a shortage of teachers due to budget issues in schools. There are four different levels of teacher education. Early childhood development teacher education, which is available as a certificate or 2 year diploma, requires 300 hours of teaching practice. Primary teacher education is a 2 year programme in which teachers in training practice teaching in four sessions of three weeks. A variety of subjects are studied. Diploma teacher education is a 3 year programme. Teacher trainees in this programme take a wide variety of subjects. The undergraduate bachelors programme is a 4 year programme; trainees study 2 different subjects. All teaching programmes require teaching practice in which a teacher trainee prepares for lessons and teaches the lesson while being assessed on their preparation and the teaching itself. Mentor teachers at the school work with administration and supervisors to assess the teacher trainee. One challenge to teacher education in Kenya is a lack of experienced teacher educators who have knowledge of both the content and pedagogy. Additionally, some of the teacher educators of primary programmes were themselves trained at the secondary level, so they do not possess the knowledge of primary education necessary.

In 2003, the government launched the Free Primary Education programme (FPE), which abolished primary school fees for all children. Previously, school fees, uniform costs, and textbook costs were a substantial barrier to education for many, especially considering the rate of poverty and economic inequality in Kenya. The aim of FPE was to remove these barriers to education and ensure that more children with low socioeconomic status are able to access schooling. Despite the goals of FPE to improve equitable education for all, analysis of the Kenya Certificate of Primary Education (KCPE) examination scores showed that counties with high enrollment impact and improved KCPE scores were in the arid and semi arid area, while counties with high enrollment impact and lower KCPE scores were in coastal areas. FPE led to an increased number of students who could attend school. It also led to an increase in the number of private schools, and it resulted in a larger teacher student ratio in schools. Despite more students per teacher, researchers found that the implementation of FPE resulted in only slightly decreased test scores in those who would have finished primary school regardless of FPE. Overall, FPE succeeded in increasing access to primary school.

The Free Primary Education programme secured equal rights for children with disabilities and set aside funding for schools with students with disabilities. Still, by 2005 less than 10% of children with disabilities had access to schooling. In 2010, a new constitution was adopted by Kenya which ensured that children with disabilities have the right to a free and compulsory education. Also in 2010, the National Special Needs Education Policy Framework was adopted by the Kenyan government to ensure that students with disabilities have access to good education. The objectives of this framework include early identification and intervention, increasing public awareness, supporting research, and providing adequate facilities. Despite the strong intentions of this framework to make education accessible for children with disabilities, by 2018 the framework had not been fully implemented. It is not uncommon for policies to remain unimplemented after adoption in Kenya; this may be due to a lack of available government funds. Prior to the adoption of Free Primary Education, only four categories of disability were recognized: hearing impaired, mentally handicapped, physically handicapped, and visual impaired. After Free Primary education was adopted, autism, cerebral palsy, and Down syndrome were included in the disability categories. The National Special Needs Education Policy Framework further expanded the list of recognized disability categories to twenty two, including orphaned students, the internally displaced, and nomadic students. There have been strides made in helping students with disabilities access an equitable education, but challenges remain. Few teachers are trained in special education. Referral and assessment services do not receive adequate funding, and not all schools have access to these resources. Additionally, there is a cultural stigma on people with disabilities in Kenya. The stigma and marginalization on people with disabilities is particularly acute in rural areas. Mobile devices are seeing some success as assistive technology for the visually impaired in Kenya. Approximately 1.4% of Kenyans may be visually impaired, and students who are visually impaired have less access to textual works. There are six schools for the blind in Kenya, but only two of them offer secondary education. Only two universities admit visually impaired students, and the majors open to them are limited because of a lack of assistive technology resources. However, mobile devices are very common in Kenya, and one study found that distributing mobile devices to students made it easier for students with visual impairments to access education. Students were able to type notes, record lectures, have text read to them, and easily communicate with classmates and professors via email.

In 2008, the national secondary education expansion programme was put in place. This programme reduced school fees at the secondary level and increased class sizes, thereby expanding access. This policy resulted in an increase of educational attainment by women by 0.75 years. It also reduced the chance of a first childbirth by age 19 and age 20 by about 30%, and it reduced the chance of first marriage by age 16 and age 18 by 40% and 20% respectively. This hints that being able to continue secondary education reduces behaviors that could stop women from pursuing education. Higher education for women is associated with benefits for both women and their future children.

In 2003 the Kenyan government promised free primary education to its citizens. In the early 70s primary school fees were abolished but in the mid 80s cost sharing measures between the government and its citizens led to the re introduction of minor fee charges by primary schools. As the trend continued with schools requiring parents to pay fees such as PTA, harambee, textbooks, uniforms, caution fees, exam fees and extracurricular activity fees, most parents became overburdened and unable to raise such fees. Those who could not afford the money to pay for their children's school fees often had their children drop out of school. Many children were also forced to drop out of school when teachers would not allow them to take exams. To pressurize parents to pay fees, schools often sent children home during the final exams. The growth of Kenya's education sector has exceeded expectations. After the first university was established in 1970, six other public universities and 23 private universities have been established. Although Kenya has its own universities, some parents prefer to send their children to universities outside the country. This is largely because Kenyan public universities are not as flexible with admission requirements as some foreign universities. Another factor that has been pointed out is that youth with disabilities are facing major obstacles to progress in higher education, and measures as affirmative action or measures tailored to the needs of particular profiles of students could play a relevant role in this.

In a 2020 study on literacy published in Early Education and Development, researchers found that mothers and fathers in Kenya do not spend much time reading and storytelling with their children. This may be explained by the low level of education attained by the mostly rural participants in the study; it could also be explained by the amount of time these families need to spend on subsistence activities. However, one third of other household members did read to children living in the same household, which had a positive effect on early childhood literacy.