Stakeholders push for shift from access to quality of education
Mombasa Governor Abdulswamad Nassir (right) with Kericho Governor Dr Eric Mutai (left) and other education stakeholders attend the National Foundational Learning Conference in Mombasa on March 24, 2026.
What you need to know:
- Nearly 79 per cent of children in Kenya are unable to read and understand an age-appropriate text by the age of 10.
- Beyond the classroom, stakeholders noted that foundational learning is central to Kenya’s broader development agenda.
Education stakeholders have called for urgent reforms to ensure that access to schooling in Kenya translates into meaningful learning outcomes, with a renewed focus on strengthening foundational literacy and numeracy skills among learners.
The call was made during the inaugural National Foundational Learning Conference held in Mombasa, which brought together senior government officials, education practitioners, development partners, and policymakers to deliberate on improving learning outcomes in the country.
Speaking at the conference, the Director General at the Ministry of Education, Dr Elyas Abdi, said Kenya must now shift its focus from expanding access to education to improving the quality of learning, particularly in the early grades.
“Access must translate into learning, and that learning must begin at the foundational level,” said Dr Abdi.
He noted that while Kenya has made significant progress over the past decade in increasing school enrolment through free basic education and policies supporting learner transition, gaps remain in actual learning outcomes.
Dr Abdi emphasized that foundational learning—comprising literacy, numeracy, and socio-emotional skills—is critical in shaping a learner’s academic journey and future success. He warned that without these basic competencies, learners struggle to grasp concepts across subjects, ultimately affecting the overall performance of the education system.
The conference comes in the backdrop of worrying statistics that highlight the scale of the challenge. According to the World Bank’s Learning Poverty estimates, nearly 79 per cent of children in Kenya are unable to read and understand an age-appropriate text by the age of 10.
Similar findings from Uwezo East Africa assessments indicate that many learners complete lower primary education without attaining minimum literacy and numeracy proficiency.
Education stakeholders said the figures underscore a critical gap in the education system and the need for sustained efforts to strengthen foundational learning.
The Director General at the Ministry of Education, Dr Elyas Abdi.
“When learners fail to acquire these foundational skills early, the consequences are far-reaching. They struggle across subjects, lose confidence, and often fall progressively behind in their education journey,” said Kenya Primary Headteachers Association (KEPSHA) chairman, Mr Fuad Ali.
Mr Ali added that strengthening foundational learning is not only an educational priority but also a national development imperative, as it lays the groundwork for a skilled and productive workforce.
Stakeholders at the conference highlighted that Kenya’s transition to the Competency-Based Education (CBE) system marks a significant milestone in education reforms. The new system shifts focus from content coverage to the development of competencies, skills, and learner outcomes.
Dr Abdi noted that the country is at a critical stage, with the first cohort of learners transitioning to senior school under the new system this year, making it even more important to ensure strong foundational skills are developed early.
From a systems perspective, he said improving learning outcomes requires not only identifying effective strategies but also ensuring their consistent delivery at scale.
Among the key drivers of improved foundational learning, Dr Abdi cited teacher development as central. He pointed out that structured pedagogy combining lesson plans, instructional materials, training, and coaching—has proven to be one of the most effective approaches to improving learning outcomes.
He referenced the success of the Tusome Early Grade Reading Programme, which has recorded measurable gains in literacy levels.
He added that ongoing initiatives such as school-based teacher support and continuous professional development are being strengthened in collaboration with the Teachers Service Commission and teacher training institutions.
On assessment, Dr Abdi underscored the importance of using data to inform teaching and support learners. He cited the Competency-Based Assessment framework, the National Assessment System for Monitoring Learner Achievement (NASMLA), and programmes such as the Kenya Primary Education Equity in Learning (KPEEL) as key tools that have enhanced data collection and monitoring of learner progress.
However, he emphasized that the focus must now shift to ensuring that this data is effectively used at the classroom level to guide instruction and provide targeted support to learners.
Mombasa Governor Abdulswamad Nassir (left) with Early Childhood Development and Education (ECDE) teachers and other education stakeholders attend the National Foundational Learning Conference in Mombasa on March 24, 2026.
The Director General also highlighted the need to address inequities in education, noting that learning outcomes are influenced by factors such as infrastructure, teacher distribution, and socio-economic conditions. Government interventions, including school feeding programmes and targeted investments in underserved areas, have played a critical role in supporting vulnerable learners.
He further stressed the importance of strengthening quality assurance systems and ensuring coherence across curriculum, teaching, assessment, and supervision to improve learning outcomes.
Dr Abdi said the planned rollout of the Kenya Education Management Information System (KEMIS) will be a major step in enhancing data-driven decision-making and accountability within the education sector.
Beyond the classroom, stakeholders noted that foundational learning is central to Kenya’s broader development agenda, including Vision 2030 and the Bottom-Up Economic Transformation Agenda.
“It shapes the quality of our workforce, the productivity of our economy, and the wellbeing of our citizens,” said Dr Abdi.
The players also emphasized the critical role of school leadership in advancing foundational learning. School heads were urged to support effective teaching practices, promote the use of learning materials, and foster a culture of continuous assessment and improvement.
“Education reforms succeed in classrooms, and classrooms are shaped by school leadership,” said Mr Ali, adding that strong instructional leadership is key to improving learner outcomes.
Despite the progress made, stakeholders acknowledged persistent challenges, including large class sizes, teacher shortages, limited resources, and disparities between urban and rural schools. Socio-economic factors affecting early childhood development were also cited as barriers to effective learning.
To address these challenges, the conference outlined key priorities, including strengthening teacher training in early grade instruction, promoting a national reading culture, leveraging data to improve teaching, expanding access to learning materials, and enhancing school leadership capacity.
Stakeholders stressed that improving foundational learning requires a collective effort involving government, teachers, parents, development partners, civil society, and the private sector.
“The future of our nation is shaped in classrooms where children learn to read, write, and reason,” said Mr Ali.
The conference is expected to inform future education policies and strategies aimed at improving learning outcomes and ensuring that every child in Kenya acquires the foundational skills necessary for lifelong success.
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