Public schools lack long-term infrastructure plans – report

Public primary schools are grappling with dilapidated infrastructure and overstretched facilities without any plans for expansion, a new report says.

The report by the Auditor General has put the Ministry of Education on the spot for failing to have a long-term expansion plan for the schools.

An audit for the financial years 2015-2016 to 2019-2020 revealed that most schools are underfunded.

"The lack of a long-term plan is occasioned by an inadequate needs assessment, inadequate budget, and lack of adequate guiding policy on infrastructure standards," the report reads.

The report further clarifies that this has resulted in crowding in most schools in the country.

“The consequences of the lack of long term plan for expansion, improvement, and maintenance is a deficit in infrastructure,” the report reads.

In 2021, the Education ministry was allocated Sh4.2 billion for primary and secondary school infrastructure, among other allocations.

Previously, Sh5,000 was disbursed for every student in the 2020-21 financial years to develop schools.

The money was disbursed under the Maintenance and Improvement Fund and the Economic Stimulus Programme.

In addition to covering chairs, lockers, and desks, the funds are intended to cover the construction and repair of classrooms, labs, sanitation facilities, dormitories, and dining halls.

In the report, Gathungu said the capitation released for every student at the time of the audit was not enough to undertake impactful projects.

Further, an analysis of data obtained from the Education ministry shows that in 10 years—2010/2011 to 2019/2020—about 22,000 public primary schools were funded.

"Interviews with school heads revealed that the amount received is not adequate to undertake maintenance projects that are impactful," the report reads.

From the analysis, each school received Sh648,453 from the School Infrastructure Fund.

“Further review of schools' request for funding revealed that this amount may only be enough to complete one classroom,” Gathungu said.

The Auditor General further inquired into the rationale used to identify the needs of public primary schools.

She noted that the institutions are requested to provide reports of their needs on an ad hoc basis.

She added that there is no evidence that the ministry uses the data for long-term planning purposes.

“Individual schools send their infrastructure needs any time of the year depending on the urgency of their need and if requested to do so,” the report reads.

Still, on quality of infrastructure, Gathungu queried why the Basic Education Act 2013 does not give guidance on materials to be used and maintenance standards for facilities.

She said the regulation only specifies the class size in terms of pupils per class as well as the number of pupils to use a washroom.

According to the Basic Act 2013, an application for the establishment of a basic education institution shall contain the name, physical, postal, and electronic addresses of the proposed institution.

"It should include the governance and management structures of the institution, membership of the proposed institution, academic qualifications, and experience of the promoters and managers of the intended institution," the Act reads.

Gathungu explained that the lack of proper guidance is likely to trigger the adoption of poor-quality facilities.

“This leaves room for any type of structure to be used as a classroom, toilet, and other facilities. At the same time any type of material can be used for construction,” she said.

The ripple effect of the lack of a long-term plan, as seen in the report is deficits in infrastructure that result in crowding and congestion.

For instance, data obtained from 55 schools showed that 46 of them required extra classrooms, 44 had fewer desks, 43 had ratio fewer administration offices and 23 had no reliable water supply.

“As a result of the deficiencies, 19 of the sampled schools had student classroom ration higher than recommended 50 students per classroom. 34 schools had more than recommended 30 students sharing a toilet,” the report reads.

From the analysis, Chepkurkur Primary School had 94 students while Koroton Primary School had 10 students. Both are in Baringo county.

On toilets students’ ratio, 161 students in a school in Bungoma county share one toilet while nine students share a toilet in a primary school in Makueni county.

As primary schools struggle with congestion, it is expected that the situation will worsen due to the double intake expected while accommodating junior secondary learners.

Magoha has been touring different counties to oversee the implementation of the presidential directive on the Sh8 billion CBC classrooms project in secondary schools.

He warned contractors against delayed and poor workmanship.

The CS said most of the construction works have started across the country except in a few regions.

He directed national government officials mandated to implement the project to kick start the process without further undue delay.

Magoha said his ministry in collaboration with the other agencies is working tirelessly to ensure the transition to junior secondary school is implemented without hitches.

Capitation funds awarded to public schools meant to cater for infrastructure are disbursed depending on budgetary allocations in a financial year.

A report by the departmental committee on education and research indicated that schools that apply for the grants are taken through a quality assessment procedure by ministry officials.

The Education ministry was allocated Sh4.2 billion for primary and secondary school infrastructure, among other allocations.

Previously, Sh5,000 was disbursed for every student in the 2020-21 financial years to develop schools.

The government released Sh2,000 for each learner this year.

The funds are also meant to support parental initiatives including building dormitories and classes to complete stalled infrastructure projects.

Edited by SKanyara