The Crisis of Delayed Capitation and Its Impact on Secondary Schools in Kenya

The Kenyan education sector is facing a critical moment as secondary schools across the country grapple with a severe cash flow crisis due to the delayed disbursement of government capitation funds. This delay threatens not only the smooth running of schools but also the upcoming Kenya Certificate of Secondary Education (KCSE) examinations, a critical milestone for thousands of students. As school heads sound the alarm, many fear that without immediate intervention, schools may be forced to close early, jeopardizing the academic future of their students.

Understanding Capitation and Its Importance

Capitation is the per-student funding provided by the government to ensure that free and compulsory basic education is achieved across Kenya. This financial support covers essential operational costs such as the purchase of teaching materials, maintenance, administrative expenses, and, crucially, funding for practical subjects like sciences. Each year, the government allocates funds to ensure that every child in a public secondary school has access to quality education, leveling the playing field for students from different socio-economic backgrounds.

In 2024, the government committed to releasing Ksh 24 billion in capitation funds to secondary schools. However, as the year draws to a close, a significant portion of this money has yet to be disbursed. The delayed release has created a cascade of challenges that threaten the very functioning of schools, with the most affected institutions being day secondary schools, which are particularly dependent on government capitation to operate.

The Crisis Facing Secondary Schools

Willy Kuria, the National Chairman of the Kenya Secondary Schools Heads Association (KESSHA), has expressed grave concerns about the current state of affairs. Speaking on behalf of secondary school principals across the country, Kuria highlighted that the delayed release of funds has paralyzed learning in many schools. Schools are now unable to meet basic operational costs, with the situation particularly dire in day schools, which rely heavily on government funding.

One of the most significant impacts of the funding delay is the inability of schools to adequately prepare for the upcoming KCSE examinations, especially in science subjects. Science practicals, a crucial part of the KCSE, require specialized equipment, chemicals, and other materials. Without the necessary funding, many schools are unable to purchase these items, leaving students unprepared for the practical exams. This lack of preparedness has raised alarms among school heads, who warn that the integrity and quality of the exams may be compromised.

In Murang’a County, for example, form three students from Gikuu Day Secondary and Kambirwa Day Secondary Schools have had to seek assistance from Murang’a High School to conduct their science practicals. This situation has strained resources at Murang’a High, which is already operating at full capacity. Such a scenario is not sustainable and highlights the extent to which the crisis has spread.

The Impact on Students and Teachers

For students, especially those in day secondary schools, the delayed capitation threatens not only their academic progress but also their morale. Science subjects require hands-on experience through practicals, and without the necessary resources, students risk being ill-prepared for one of the most crucial exams of their lives. Teachers, on the other hand, are feeling the pressure to deliver despite the lack of resources. Many are forced to improvise or rely on theoretical lessons, which cannot replace the hands-on experience students need in subjects like chemistry, biology, and physics.

The upcoming KCSE exams are set to begin in November, and with the school calendar set for a break starting on October 25, time is running out. The lack of practical sessions could result in students underperforming, particularly in the sciences, where practicals account for a significant portion of the final grade. This may widen the academic performance gap between well-resourced schools and those in underserved areas, undermining efforts to provide equitable education.

Government Response and the Way Forward

Despite the growing concerns from school heads and education stakeholders, the Ministry of Education insists that it is committed to ensuring smooth learning across the country. Education Cabinet Secretary Julius Ogamba recently addressed the issue during an event in Meru County, stating that the government had already released part of the funds. Ogamba reiterated the government’s commitment to ensuring that schools are adequately funded and operational.

Ogamba also pointed to the government’s efforts to support the Competency-Based Curriculum (CBC) by constructing more than 12,000 classrooms across the country. The goal is to provide 16,000 classrooms, ensuring a seamless transition for CBC learners from primary to junior secondary school. While these efforts are commendable, the immediate crisis of delayed capitation remains unresolved, leaving many schools on the brink of closure.

Potential Consequences if the Situation Persists

The prospect of early school closures is becoming increasingly real as schools struggle to manage without the necessary funds. If the government does not release the remaining capitation funds soon, many secondary schools may be forced to close before the scheduled end of the term on October 25. Such a move would have disastrous consequences for the students, teachers, and the broader education system.

For students, particularly those preparing for the KCSE, early closure would mean losing valuable study time and practical preparation for their exams. It would also disrupt the school calendar, which has already been affected by the COVID-19 pandemic in previous years. The loss of instructional time could have long-term effects on students’ academic performance and their future opportunities.

For teachers, early closure would result in unpaid salaries and the inability to meet their own financial obligations. Many teachers, particularly those in day schools, are already struggling to manage with limited resources, and further delays in funding could push them to seek alternative employment, exacerbating the teacher shortage in the country.

The broader education system would also suffer, as the crisis could lead to a loss of public confidence in the government’s ability to manage the education sector effectively. Parents, many of whom are already under financial strain due to the economic challenges facing the country, may be forced to pay additional fees to keep their children in school, further widening the gap between those who can afford private education and those who rely on public schools.

Conclusion: A Call for Urgent Action

The delayed disbursement of capitation funds has created a crisis in Kenya’s secondary schools that threatens to derail the academic progress of thousands of students. With the KCSE exams fast approaching, the lack of resources, particularly for science practicals, has left many students unprepared and anxious about their future. School heads, led by KESSHA Chairman Willy Kuria, have called on the government to act swiftly and release the remaining funds to ensure that schools can continue to operate and students can sit for their exams without disruption.

The government, through Education Cabinet Secretary Julius Ogamba, has assured the public that funds have been released and that it remains committed to supporting the education sector. However, with the situation worsening by the day, urgent action is needed to prevent school closures and ensure that all students, regardless of their socio-economic background, have access to quality education.

As the clock ticks towards the October 25 school holiday and the November KCSE exams, the government must prioritize the release of capitation funds to stabilize the education sector. Failure to do so could have long-lasting consequences, not only for the students and teachers affected but for the entire country, as the quality of education is critical to Kenya’s development and future prosperity.