As schools prepare to reopen on Monday, Nyamira County faces a looming crisis, exposing stark disparities in education preparedness. Despite government assurances that 98% of Grade 9 classrooms have been constructed, several schools in this remote region remain ill-equipped to accommodate the pioneer Competency-Based Curriculum (CBC) learners transitioning to Junior Secondary School (JSS).
At Omobiro Primary School in North Mugirango, a dilapidated Early Childhood Development and Education (ECDE) classroom is set to host 42 Grade 9 learners next week. This structure, abandoned for years, paints a grim picture of unfulfilled promises. “Tunaona our government ikiahidi kwamba wamepeana pesa ya kujenga mashule kote nchini, lakini shule yetu hatujapata chochote,” lamented Board Chairman Evans Okioga.
The frustration extends to Masosa Primary School in West Mugirango Constituency, where over 120 learners face uncertainty. Board Chair Lucy Mwangi expressed concern over the lack of funds for the construction of classrooms, despite tenders being awarded. “Bado hatujapewa kitu chochote sasa tunashangaa hawa watoto wakikuja tutawaweka wapi?” she questioned.
The Ministry of Education’s delays in disbursing funds have disrupted plans in many schools, such as Egesieri Primary, where construction tenders were only advertised in late December. These challenges starkly contrast with the preparations of elite schools like Moi Forces Academy and Midas Academy, where teachers and parents are engaged in retooling programs to enhance learning outcomes.
While schools in urban centers celebrate state-of-the-art facilities and well-equipped staff, rural schools like those in Nyamira struggle with overcrowded classrooms, insufficient learning materials, and inadequate infrastructure. This glaring inequality threatens the essence of education as an equalizer and leaves hundreds of learners grappling with shattered expectations.
The government’s ambitious rollout of the CBC framework risks losing credibility unless urgent measures are taken to address these disparities. As learners return to school, the gap between policy promises and ground realities becomes more evident, underscoring the urgent need for equitable education investment to ensure no child is left behind.
