At least 330 cases of school unrest have been recorded in Kenya since April 27, 2026, the Ministry of Education has said, with 95 involving fires and 34 attempted arson attacks, leaving 18 learners dead amid growing concern over safety in learning institutions country.
The director-general for Basic Education, Dr Elyas Abdi, disclosed the figures at the Kenya Education Management Institute (KEMI) graduation ceremony, where more than 700 school managers and teachers graduated with diplomas in Education Leadership and Management.
“I am sorry to report that we have had 95 fire incidents. Out of these, resulted 18 fatalities. In addition to the 16 deaths at Utumishi Academy , we have lost two boys in Eastern Kenya and another in Western Kenya,” he said. Dr Abdi said investigations into unrest repeatedly pointed to weaknesses in school leadership, making administrators central to efforts to restore order and safeguard learners.
The dormitory at Utumishi Girls Senior school that caught fire, killing scores of students while others are nursing serious injuries.
Photo credit: File | Nation Media Group
Of the 330 cases, 185 were student agitations that did not result in serious damage or injuries.
Kenya’s basic education sector serves six million primary learners, more than three million in junior school and another three million in secondary school, supported by 458,000 teachers deployed by the Teachers Service Commission.
Despite heavy investment in infrastructure and curriculum reforms, he said outcomes remained the key measure of success.
“We may invest heavily in infrastructure, recruit teachers, expand digital learning and develop innovative curricula, but these investments can only achieve their intended impact when schools are led by visionary, ethical and competent leaders who inspire excellence, embrace innovation and place learners at the centre of every decision,” he said.
Dr Abdi said the success of Competency-Based Education (CBE) depended on leadership quality in schools, noting that the reform required more than curriculum redesign.
“In Kenya, the implementation of competency-based education represents one of the most transformative reforms in our education system. However, the success of this reform depends not merely on curriculum redesign but on the quality of leadership exercised within our institutions,” he said. “Digital transformation is no longer optional. It is an essential enabler of quality education, efficient service delivery and evidence-based decision-making,” he said.
Open University of Kenya Vice-Chancellor Prof Elijah Omwenga, represented by Prof Raphael Nyonje, praised KEMI’s role in strengthening leadership and management training.
The Teachers Service Commission Acting CEO Eveleen Mitei.
Photo credit: Dennis Onsongo | Nation Media Groip
TSC Acting CEO Eveleen Mitei, represented by Mr Fredrick Nganga, lauded the programme for improving efficiency and learning outcomes.
“KEMI is assisting TSC in making its work more efficient in the field. The knowledge and skills acquired by teachers strengthen leadership and improve learning outcomes,” he said.
KEMI CEO Dr Maurice Odundo urged graduates to create inclusive, safe and adaptable learning environments, and apply skills in schools.
