A new report by education advocacy group Usawa Agenda paints a concerning picture of learning outcomes in Kenyan primary schools. The State of Education in Kenya Report (2024) reveals that 3 out of 10 Grade 6 learners are unable to read a Grade 3-level English story, raising serious questions about literacy progress and the effectiveness of the basic education interventions.

The findings are based on a nationwide assessment conducted in 2023, which tested over 44,000 pupils across 1,973 public and private primary schools. The evaluation assessed foundational literacy and numeracy competencies and highlights persistent learning gaps among older primary school learners.

According to the report, a significant proportion of students are struggling with basic comprehension skills well below their expected grade level. said a spokesperson from Usawa Agenda.

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Regional disparities were also evident, with rural schools and those in under-resourced counties showing lower literacy outcomes. Additionally, factors such as teacher availability, classroom resources, and home learning environments were cited as contributing to the performance gaps.

Education experts warn that such trends could have long-term implications for learners’ ability to transition effectively to junior secondary education and ultimately, for national development. The report calls for urgent and targeted interventions, including enhanced teacher training, remedial programs, and stronger accountability systems to support learning recovery.

With the Competency-Based Curriculum (CBC) now fully implemented through Grade 10, stakeholders are urging the Ministry of Education to address foundational literacy as a cornerstone of quality education reforms.

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