The recently released results of the 2024 Kenya Certificate of Secondary Education (KCSE) examinations have highlighted a worrying trend in academic performance. Out of the 958,928 students who sat for the exams, only 246,391 attained the minimum grade of C+ required for direct university admission.
This represents a mere 25.5% success rate, leaving 712,537 students with no option but to pursue alternative academic or vocational pathways such as Technical and Vocational Education and Training (TVET) institutions.
While the government continues to emphasize the importance of TVETs in equipping students with market-ready skills, educators in Thika have voiced concerns about the root causes of this underperformance. They attribute the high failure rate to frequent teacher strikes, exorbitant school fees, and delays in government funding, all of which have disrupted the quality of education and contributed to poor outcomes.
One of the major factors cited by school principals in Thika is the recurrent teacher strikes that have plagued the education sector. Over the course of 2024, numerous strikes were staged by teachers demanding better pay, career progression, and adherence to the 2021-2025 Collective Bargaining Agreement (CBA) signed with the Teachers Service Commission (TSC).
“When we have the teachers’ strikes, students are left unattended, and minimal teaching occurs. This is a costly challenge that significantly impacts their academic performance,” said James Gitau, Principal of MP Shah Chania High School.
The disruptions caused by these strikes often result in incomplete syllabi, inadequate preparation for exams, and a lack of motivation among both teachers and students. Many students are left to navigate the curriculum on their own, further widening the gap in learning outcomes.
High school fees and delayed capitation disbursements have also been flagged as significant barriers to academic success. According to Faith Mwarama, Principal of Thika Karibaribi Girls High School, many students are forced to stay at home due to unpaid school fees, while schools struggle to purchase essential learning materials and equipment.
“The fee arrears are a big challenge for students. They spend significant time out of school because of unpaid fees. Secondly, delayed capitation disbursements make it difficult for schools to purchase materials for practicals, which are critical for exam preparation,” Mwarama explained.
Capitation funds, intended to subsidize education costs and ensure seamless operations in schools, have often been delayed, leaving schools financially strained. Similarly, the National Government Constituency Development Fund (NG-CDF), which supports needy students through bursaries, has faced challenges in timely allocation and distribution.
The principal of Thika High School has called on the government to prioritize the timely disbursement of capitation and NG-CDF funds to alleviate the financial burden on schools and parents. “There needs to be a strategic plan for bursaries to ensure that students remain in school longer, and schools are equipped with the resources needed to prepare students for exams,” he stated.
Further, stakeholders have emphasized the need for the Ministry of Education to address systemic issues within the sector. A key recommendation is to minimize teacher strikes by ensuring the implementation of agreements made with teachers and addressing their grievances proactively.
Improving working conditions, facilitating promotions, and streamlining the Junior Secondary School transition could significantly reduce the frequency of industrial action.
Additionally, a review of school fees policies to make education more affordable and accessible is critical. The government has been urged to subsidize costs further and ensure that funds are allocated to schools without delays.
The poor performance in the 2024 KCSE exams highlights broader challenges in Kenya’s education system. The fact that three-quarters of the candidates failed to meet the minimum university entry requirement raises concerns about the quality of education and its alignment with national development goals. While TVETs are a viable alternative, the reality remains that most students and parents view direct university admission as a key marker of success.
The disruptions caused by teacher strikes, financial constraints, and policy gaps have far-reaching consequences. For students, these challenges erode confidence, limit opportunities for higher education, and diminish their future prospects. For the nation, this underperformance reflects poorly on efforts to achieve universal access to quality education and the development of a skilled workforce.
The overwhelming failure of students in the 2024 KCSE examinations is a wake-up call for Kenya’s education stakeholders. While the Ministry of Education has made efforts to improve the system, persistent issues such as teacher strikes, high fees, and funding delays continue to undermine progress.
To reverse this trend, a multifaceted approach is needed. Timely disbursement of funds, better teacher-management relations, and affordable education policies are crucial. By addressing these challenges, Kenya can create an education system that not only prepares students for academic success but also equips them with the skills needed to contribute to national development.
