Grim state of ECD education threatens learner readiness – report

ECDE learners in a classroom. /AI

The foundational years of learning in Kenya are in crisis, a new education sector assessment report has warned.

It reveals glaring gaps in Early Childhood Development and Education (ECDE) system that threaten to derail long-term learning outcomes under the Competency-Based Education (CBE).

The findings are contained in a report titled ‘State of Education in Kenya Research Report: Rapid Assessment of Gaps in the Education Sector 2025’.

The survey, conducted by Zizi Afrique Foundation and Usawa Agenda, show that despite increasing enrolment and investment, ECDE remains one of the most under-resourced levels of education in Kenya — marked by poor access, underqualified teachers, and significant regional disparities.

“There’s growing investment in ECDE, but the gaps are still wide. Without attention to this foundational stage, the entire education reform agenda could crumble,” the report warns.

Nationally, 7.4 per cent of children enroll in Grade 1 without any prior ECDE experience, compromising their school readiness.

The situation is worse in rural areas, where exclusion from ECDE is higher (8.4 per cent) compared to urban areas (6.2 per cent).

Regional inequalities are also stark, Mandera county leads with an exclusion rate of 51.4 per cent, followed by Marsabit at 33.3 per cent, while Kisumu (1.3 per cent) and Nakuru (1.8 per cent) have near-universal access.

The report notes that lack of ECDE participation impacts learning performance down the line.

It says children who attended preschool are 9 per cent more likely to perform better in mathematics and 18 per cent more likely to perform better in English than those who did not.

“Preschool attendance significantly improves academic performance in later years,” the authors note, underscoring ECDE’s pivotal role in shaping learning outcomes under CBE, which prioritises progressive skill development.

Children with disabilities are particularly disadvantaged.

The report shows that 7.2 per cent of children with disabilities in Grade 1 and above have never attended ECDE, a figure nearly identical to their peers without disabilities, indicating a blanket lack of inclusive support.

In addition to access, teacher quality in ECDE is a major concern.

The report highlights that ECDE teachers often have “the lowest qualifications and shortest training” in the entire education system.

This undermines the effectiveness of early learning and risks entrenching inequality before formal primary education begins.

Moreover, the national education data system lacks reliable school readiness indicators.

The Kenya School Readiness Assessment Tool (KISRAT), meant to provide this data, is still under review, while a platform to integrate ECDE data into the Kenya Education Management Information System (KEMIS) remains under development.

While ECDE is constitutionally a devolved function, the report notes a lack of coordinated policy implementation between counties and the national government.

This leads to inconsistent standards and resource allocation across regions.

“Given the devolved nature of ECDE, it is recommended to establish it as a distinct pillar, separate from Primary/Secondary education,” the report proposes.

It adds that this would enable better oversight and targeted investment.

Despite the shortfalls, the report notes some positive strides made thus far.

It cites a nearly five per cent increase in ECDE enrolment between 2018 and 2021, attributing it to policy and infrastructure investments.

The report notes that major funders such as the LEGO Foundation, Conrad Hilton Foundation, Echidna Giving, and the UK’s Foreign, Commonwealth and Development Office (FCDO) have shown growing interest in ECDE.

Still, the researchers caution that more needs to be done to “leverage funders, improve teacher quality, and eliminate regional disparities” if the country is to raise a generation of competent learners.

The authors conclude the report that “ECDE must be seen not as a peripheral issue, but as a central plank of education reform”.

They warn that neglecting it will jeopardise Kenya’s goal of preparing young citizens for lifelong learning and innovation.