The crisis in Kenya’s underdeveloped public schools

Just 27 kilometres from Nairobi’s bustling city centre, Manyatta Secondary School is a stark reminder of the gap between policy intentions and local realities.

Established in 2019, the school serves approximately 250 learners, yet it faces significant challenges highlighting systemic failures in Kenya’s public education system.

Despite the allocation of substantial funds through the National Government Constituency Development Fund (NG-CDF), Manyatta’s infrastructure remains inadequate, raising critical questions about the management and utilisation of public resources.

According to the Bertelsmann Transformation Index Report 2024, Kenya loses billions of shillings annually to corrupt practices, siphoning funds away from essential services like education.

Human rights activist David Karani emphasizes the need for the community to take a more active role in auditing and holding leaders accountable.

“Our taxes should benefit our children, not enrich corrupt individuals,” Karani states. This sentiment resonates deeply within the Manyatta community.

In the 2021/22 financial year, Ksh.6.8 million was allocated to construct classrooms at Manyatta Secondary School.

However, the funds resulted in only one usable block with four classrooms, one of which doubles as an administration block with partitioned offices.

The situation at this school is not merely an inconvenience; it has dire implications for students’ well-being and academic performance. On hot days, students face dehydration and heat exhaustion, with some even fainting.

Macharia Mbiu, the board chair of the school, explains how extreme discomfort affects cognitive function, reducing attention spans and impairing academic performance.

Educational psychologists and sources like the World Health Organization have noted that high temperatures and poor learning environments can severely impact students' mental well-being and performance.

The average temperatures in Ruai, where Manyatta is located, range from 12°C at night to 24°C during the day, creating a challenging learning environment.

Moreover, the lack of a proper boundary fence exposes students and staff to safety risks. The school has previously experienced intrusions from local pastoralists, and a tragic incident saw the deputy principal hospitalised after being struck by a cow.

Although a wire fence is being installed, security remains insufficient. The students recount the discomfort of sitting in what was once a church, now used as a classroom, with iron sheets.

One student highlighted the embarrassment of attending a school known for its substandard facilities, a sentiment that contributes to social stigma.

Despite the substantial NG-CDF allocations—over Ksh.740 million to the Kasarani constituency from 2018 to 2024—Manyatta’s severe infrastructure deficiencies reveal how mismanaged or diverted funds can undermine domestic resource mobilisation (DRM) goals.

Community leaders, led by elder Simon Khalwale, argue that these issues demand greater transparency to ensure resources reach their intended destinations.

“With the substantial funds allocated, Manyatta should have safe, functional classrooms. However, the money seems to vanish, sparking suspicions of financial mismanagement and potential illicit financial flows (IFFs) that siphon off resources meant for vital educational infrastructure,” Khalwale asserts.

The debate surrounding the effectiveness of the NG-CDF has gained national attention. On July 8, 2024, Senator Paul Thangwa argued in the Senate that the NG-CDF model has become redundant and wasteful, given devolved governance structures.

He advocated for direct funding to schools, bypassing intermediaries. His proposal points to the excessive spending on bursaries, which he detailed as exceeding Ksh.40 billion when accounting for various government programs.

The community’s frustration is palpable. One mother noted that while the school maintains good discipline, it severely lacks infrastructure.

Her son, who treks six kilometres to attend, represents the dedication many students have despite the odds.

However, many families have opted to send their children to schools up to 4.8 kilometres away, such as Ruai Boys and Girls Secondary, Drum Vale Secondary, and Nile Road Special Girls School, in search of better conditions.

This situation reflects a broader systemic failure that discourages students and burdens families.

“Our school currently is in demand, but we cannot admit more students due to the lack of facilities, hence the urgent need for immediate action to expand the school's capacity,” said the board chair.

Khalwale criticised the decision to build a perimeter wall from concrete posts while students continue to suffer in makeshift classrooms.

“Why waste money on a wall when our children are forced to study in mud and sweltering heat?” he asked, pointing to what he called “misplaced priorities.”

This sentiment is echoed by others who feel let down by their elected officials. Even after local leaders, including the area MCA James Kariuki, addressed these issues publicly in 2024 during a classroom launch at Manyatta Primary in the presence of high-profile figures, progress remains stagnant.

The pervasive culture of corruption in Kenya, as highlighted by junior officials from the Kenya Revenue Authority (KRA), underscores the urgency of addressing these issues. The officials, who requested anonymity for fear of repercussions, noted that the country does not have a revenue problem but rather a corruption crisis.

“People are stealing with impunity because they know there are no consequences,” one remarked.

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