Research Analysis of Budgetary Allocation For Basic ... - Hakijamii

Since the introduction of free primary education in 2003, an estimated 1.5 million 

children, who were previously out of school now attend classes. However, in spite 

of the government’s commitment to provision of universal FPE, there are segments 

of society which continue to face a myriad of hurdles in accessing basic education. 

Some of the hurdles they face include high pupil-teacher ratios, inadequate learning 

materials and limited admission spaces due to fewer schools. Though these 

challenges exist in public primary schools, they are more pronounced in schools 

located in the informal settlements. 

Hakijamii 

The overall objective of this research was to find out the country’s budgetary allocation 

pattern for basic education in urban slums, with a focus on 2006/07, 2007/08 and 

2008/09 financial years. This research was carried out through collection of the 

relevant data from the line ministries, specifically, the Ministry of Education. 

The study found that there are limited opportunities for pupils, especially those living 

in the informal settlements, who would like to access subsidized basic education. It 

also revealed that many informal schools have sprung up in the slums to bridge the 

gap of lack of public subsidized primary schools. The study recommends that in its 

long term planning, the government should build more public primary schools that 

are accessible to the population living in informal settlements. It also concludes that 

the government should have a budgetary component directly earmarking support 

for informal but community-supported schools in the slums as an interim strategy to 

mitigate high incidences of poor access to education by children who have attained 

school-going age. 

AN ANALYSIS OF 

KENYA’S BUDGET ALLOCATION PATTERNS 

FOR BASIC EDUCATION IN URBAN SLUMS 

FROM 2006/7 TO 2008/9 FINANCIAL YEARS 

Hakijamii 

Hakijamii Trust, 

2nd Floor, Golf Course Commercial Centre 

Kenyatta Market 

P.O. Box 11356 – 00100 

Nairobi, Kenya. 

Tel: +254 - 020 - 2731667 / 2720751 

Fax: +254 - 020 - 2726023 

Email: esrc@hakijamii.com 

The production of this booklet was funded by Concern Worldwide 

Design: Peter Wambu

AN ANALYSIS OF 

KENYA’S BUDGET ALLOCATION PATTERNS 

FOR BASIC EDUCATION IN URBAN SLUMS 

FROM 2006/7 TO 2008/9 FINANCIAL YEARS 

Produced by Hakijamii Trust 

June 2010

Kenya’s budget allocation patterns for basic education 

Contents 

Definition of Operational Terms 

Informal Settlements – Any of the sprawling residential areas 

of Nairobi city, characterized by unplanned/poor housing, prevalent 

environmental degradation, dysfunctional sewerage system, illegal water 

connections, dilapidated road network etc 

Ministry – The Ministry currently in charge of basic education in Kenya 

Nairobi – Nairobi Province. 

Non Formal Schools – Private and community run primary schools in 

informal urban settlements which are not recognized by the Ministry of 

Education and do not receive funding from the government. 

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Acronyms 

APHRC African Population and Health Research Centre 

EFA Education for All 

EMIS Education Management Information Systems 

ETF Electronic Transfer Fund 

FPE Free Primary Education 

FY Financial Year 

GPA General Purpose Account 

IEA Institute of Economic Affairs 

KES Kenya Shillings 

KESSP I Kenya Education Sector Support Programme I 

KESSP II Kenya Education Sector Support Programme II 

MDGs Millennium Development Goals 

MOE Ministry of Education 

MoEST Ministry of Education, Science and Technology 

MoHEST Ministry of Higher Education, Science & Technology 

NARC National Rainbow Coalition 

NFS Non Formal Schools 

NER Net Enrolment Rate 

NCC Nairobi City Council 

OMC Oversight Management Committees 

PTA Parents Teachers Association 

SMC School Management Committees 

SIMBA School Instructional Materials Bank Account 

List of Tables 

4.2.1: Total Budget vis-à-vis Allocation to Education Sector.....…….11 

5.1.1: FPE Bank Accounts...................…………………………….......18 

5.2.1: Public Primary Schools’ Distribution in Slums Villages...…….20 

5.3.1: Enrolment of Pupils in Public Primary Schools.....…………....23 

5.4.1: SIMBA Account Allocations.....................…………………........24 

5.4.2: GPA Allocations......……………………………………….….24 

List of Figures 

Fig. 1: Comparison between GPA and SIMBA Allocations.........…....25 

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The government seeks to achieve 

Education for All by 2015 

1.0 Background 

Free and compulsory primary education for Kenyan children was 

one of the key pre-election promises that led the Government 

that ascended to power in December 2002. Since then, an 

estimated 1.5 million children, who were previously out-of 

school have turned up to attend classes (Mathooko, 2009). A long 

term objective of FPE is to provide basic quality education to 

enhance Kenyans’ ability to preserve and utilize the environment 

for productive and sustainable livelihoods, to develop quality of 

the human race; to realize the universal access to education and 

training for all including the disadvantaged and the vulnerable 

and as a necessary tool for development and protection of the 

democratic institutions of human rights (MOEST, 2005). In the 

end, the government seeks to achieve EFA by 2015, in tandem 

with her international commitments (ibid). 

4


The FPE initiative focuses on attaining Education for All (EFA) and 

in particular, Universal Primary Education (UPE). The key concerns 

are access, retention, equity, quality and relevance and internal 

and external efficiencies within the education system (MOEST, 

2005). As a result, levies were banned in all public primary schools 

and therefore, admission into schools is ideally supposed to 

be free. Under the program, all children are admitted without 

discrimination (GoK, 2009). 

The FPE fund comprises an allocation of Kshs 1,020 per child per 

annum. These funds are used for purchase of teaching and learning 

materials, operation and maintenance and for general purpose. 

As a result, many schools are coping with a 100 percent or more 

increase in numbers as compared to their pre-FPE enrolments. 

Average classroom sizes have risen from 50 to 70 pupils, with 

one teacher per classroom while facilities have remained the 

same (Mathooko, 2009). Schools close to slum areas of the capital 

city of Nairobi have registered increases of approximately 1,400 

pupils (ibid). 

In spite of the government’s commitment to provision of universal 

FPE to all children that have attained school going age, there are 

segments of the society which continue to face myriad hurdles in 

access of and participation in basic education. Key amongst these 

are children in the slums. The dimensions of these hurdles include 

high pupil-teacher ratios, inadequate learning materials, and limited 

admission spaces due to fewer schools. Though these challenges 

exist in public primary schools, they are more pronounced in 

schools located in the informal settlements. 

The government’s financial allocations to the primary schools 

in the slums shows a steady rise in successive financial years, 

but whether this has translated into better access and quality 

education remains debatable. 

5


2.0 Objectives of the Research 

The country is working towards 

achieving gender parity in education 

The overall objective of this research was to find out the country’s 

budgetary allocation pattern for basic education in urban slums, 

with a focus of 2006/07, 2007/08 and 2008/09 financial years. 

The specific objectives guiding the analysis were as follows: 

• Determination of the budgetary allocation pattern/trend in 

Nairobi urban informal settlements for primary education 

sector for the years 2006 to 2009 and compare the same 

with the total allocation for Nairobi primary schools 

• Assessment of the actual disbursement against allocation for 

the three years for the Nairobi Urban informal settlements 

against Nairobi formal settlement schools 

• Disaggregate what percentages are spent on direct provision 

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of services to the pupils and what percentage is used in 

administration and personnel costs 

• Determine what has been the per capita allocation and 

disbursement trend per pupil over the three years under 

review for both informal and formal settlements in line with 

the percentage allocated for each student 

• Determine whether there has been progressive increment 

or decrement of per capita allocation over the years for the 

urban informal settlements 

• Recommend necessary changes to the budgetary allocation 

pattern/trend to realize the right to basic education for the 

urban poor 

On the overall, this research intends to transform the current 

system in which policy and legislative agenda on education, 

especially budgetary allocation is set without the direct and active 

involvement of the urban poor. 

3.0 Methodology 

This research was carried out through the collection of the 

relevant data from the line ministries, specifically, the Ministry of 

Education. This involved doing a review of documents to gather 

such information that was necessary through desk reviews. Other 

government departments visited include, inter alia; Nairobi City 

Council’s Department of Education and resource centers at the 

Ministries of Education (Basic Education Section), Planning & 

National Development and Finance. 

Nevertheless, there were challenges in the collection of data 

on budgetary allocations to primary education from Nairobi 

Cit Council’s Department of Education. This hampered speedy 

delivery of the assignment. 

7


One of the major hurdles we face is 

overcrowding and lack of facilities in schools 

4.0 Literature review 

4.1 Free Primary Education: Implementation and Challenges 

Between 2003 and 2007, the Education Sector comprised of two 

Ministries, namely: the Ministry of Education and the Ministry 

Education, Science and Technology. The Ministry of Education has 

four Directorates namely: - Basic Education, Higher Education, 

Quality Assurance and Standards, and Policy and Planning while the 

Ministry of Education, Science and Technology has one Directorate 

namely Technical Education (IEA, 2007). However, since 2008, this 

was revised to have basic education under Ministry of Education 

and post-secondary, tertiary and university education under the 

Ministry of Higher Education, Science and Technology. 

The goal of education in Kenya is to achieve Education for All 

and meet the MDGs by 2015 (MoEST, 2005). In order to realize 

8


the goal, the education sector has set indicators, amongst them: 

primary school Net Enrolment Rate (NER) increased to 100 % 

by 2015, completion rate of 100% by 2010; and achievement of 

gender parity at primary, secondary and university education 

levels by 2015. The sector’s key policy priority is to improve the 

performance of education in terms of access, quality and relevance 

by reducing the cost burden (IEA, 2007). 

In reference to the realization of the goal, the Education sector 

has undergone major reforms, with the key one being the launch 

and implementation of FPE in January 2003. The FPE fund aims at 

addressing financial and quality output in primary schools in the 

country, while also targeting children from poor and needy families. 

Communities are expected to participate in the management and 

implementation through school committees. The head teachers 

and school management boards make procurement decisions, 

while the MoE consistently monitors the expenditure and general 

use of the fund (Economic Survey, 2008). 

The programme recognizes that education can only be offered 

in partnership between various stakeholders each of whom has 

a specific role to play. On its part, the Government of Kenya in 

collaboration with development agencies provides teachers and 

critical learning material and operation expenses for all children 

enrolled in primary schools. The parents on the other hand are 

expected to provide examination fees for Std 8, school uniforms, 

school meals, boarding facilities, health care and transport to and 

from school (GoK, 2009). The program also allows for community 

initiatives in the maintenance and development of facilities and 

services that are not funded under FPE. Schools are only allowed 

to collect extra levies after written authority is granted from the 

MoE. Even then no child is to be sent home due to non payment 

of extra levies. 

However, while free primary education has increased participation, 

it has at the same time created considerable problems. 

9


• It has exacerbated the problem of inadequate teaching and 

learning facilities. 

• As a result of the high influx of new pupils, classrooms are 

congested. Many of the preliminary surveys seem to show that 

the existing facilities make a mockery of the free education 

programme. 

• Primary education continues to experience many challenges 

relating to access (physical and financial) and equity. These 

include: overstretched facilities; overcrowding in schools, 

especially those in urban slums; limited number of schools 

especially in slum areas; high Pupil-Teacher Ratios (PTRs) in 

densely populated areas; high cost of special equipment for 

children with special needs; diminished community support 

following their misconstrued role vis-à-vis that of the 

Government under the FPE initiative; 

• Gender and regional disparities; increased number of orphans 

in and out of school as a result of HIV/AIDS; and internal 

inefficiencies (MoEST, 2005). 

In addition to the above challenges, schools witness poor resource 

management, in-adequate in-servicing of teachers, poor learning 

environment due to overcrowding, inadequate facilities, poor 

health and sanitation, gender insensitive environments, barriers 

for those with special needs and inadequacies in quality assurance, 

which also contribute to low quality (ibid). 

Therefore, this requires considerable investment in the governance 

processes around the education sector as a whole to improve 

on efficiency and effectiveness. Of particular focus should be the 

Oversight Management Committees (OMCs) related to primary 

education in the informal settlements. These include School 

Management Committees (SMCs), Parents Teachers Associations 

(PTAs) and Community Based Management Committees (KESSP 

I, 2005). This will ensure greater outcome of the entire process, 

considering the amount of money being channelled into this level 

of education and the number of pupils being attended to. Failure 

to take such a measure will mean that the outcome of the free 

primary education will continue being sub-optimal. 

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4.2 Budgetary Implications within the FPE Context 

The education sector resource requirements are guided by the 

sector policy commitments articulated in the Sessional Paper 

No. 1 of 2005 and Kenya Education Sector Support Programme 

I (KESSP). The Sessional paper provides public investment 

programmes and other development activities for the education 

and training sector, within the context of overall sector spending 

projections covering all operating costs of the education sector. 

These are in tandem with the national sector goals on attainment 

of Education for All (EFA), Millennium Development Goals 

(MDGs) by 2015 and Economic Recovery Strategy for Wealth and 

Employment (ERSWEC) (MoEST, 2005). 

Part of the key targets of Sessional Paper No.1 (2005), which 

is being operationalized by KESSP I is construction/renovation 

of physical facilities/equipment in public learning institutions in 

disadvantaged areas, particularly in Arid and Semi-Arid Lands 

(ASALs) and urban slums by 2008. The attainment of such a goal has 

a direct bearing on the financial support that the government and 

other development partners are willing to channel to such areas. 

The education sector has been one of the top consumers of 

the national budget across the years. The government’s budget 

expenditure on education is as shown in the table 4.2.1 below. 

Table 4.2.1: Total budget vis-à-vis allocation to education 

(Amount in billions) 

Year 

Total Budget 

(projections) 

Allocation to 

Education Sector 

Education allocation 

as % of total budget 

2005/06 508.5 96.7 19.0% 

2006/07 550.2 101.7 18.5% 

2007/08 693.6 119.7 17.3% 

2008/09 759.8 140.09 18.43 

Source: IEA (2008) 

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Within the sub sectors, the primary education gets the highest 

allocation since the introduction of FPE in 2003. This mainly 

caters for the capitation grant at the rate of Kshs. 1,020 per pupil 

enrolled in public primary schools (IEA, 2007). 

In 2007/08, 17.3% of the national budget was allocated to the 

sector which was expected to cater for the subsidization of 

primary education, hiring of 11,000 more teachers, increased 

teacher salaries and secondary school tuition subsidies according 

to the Finance Minister’s 2007/08 Budget speech. The allocation 

was estimated to reach more than 20% of total public spending in 

the 2008/09 FY (IEA, 2007; 2008). 

4.3 FPE in formal and informal areas of Nairobi 

Before 2003 all parents had to contribute to certain types of 

school costs, and this meant that many poor children could not 

go to school. Since the introduction of FPE many more poor 

children go to school. At the same time, the number of children 

sent to private primary schools has nearly tripled in the fear of 

low education quality associated with overcrowding in public 

schools (IIG, 2009). 

The FPE program has still faced various challenges in relation to 

its impact in the formal and informal areas in Nairobi. Various 

studies have been carried out in Nairobi’s formal and informal 

areas on the implementation of FPE. A study conducted by the 

education research program at the African Population and Health 

Research Centre (APHRC) shows that even among the poorest 

of the poor in Kenya; it is the better-off families that take their 

children to public primary schools where free primary education 

is offered (Ngare et al, 2008). This is unexpected because Kenya is 

implementing a free primary education policy primarily to ensure 

that the poorest of the poor are not locked out of school due to 

lack of school fees. 

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The study shows that the poor families that are more likely to 

have their children enrolled in primary school are those that are 

relatively ‘richer’, those that reside out of informal settlements, 

are headed by a woman, are small in size, live near a school, 

and the family head is more educated. In relation to the type of 

primary schools where poor families enroll their children, families 

living outside informal settlements are more likely to send their 

children to public schools where free primary education is offered 

than families living in informal settlements (Ngare et al, 2008). 

Statistics show that 74% of families living in the relatively lowincome 

formal settlements have their children enrolled in public 

primary schools compared to 52% of families living in the informal 

settlements. Even within the informal settlements, it’s the better-off 

families that are more likely to have their children in public schools. 

For instance, among the poorest slum families, only 54% have 

their children in public schools, whereas 61% of the ‘richest’ slum 

families have their children in public schools (Ngare et al, 2008). 

This means that children living in these settlements have very 

limited access to public primary education. Thus poorer families 

are enrolling their children in fee-charging non-public schools 

compared to relatively richer families. Because of this fact, many 

non-public schools have emerged in slums to fill this gap. These 

children attend the non-formal/non public or informal schools, 

which are basically supported by communities, religious groups 

and other organizations. Such schools charge minimal fees and 

use the national curriculum taught in public schools, but they 

lack basic learning requirements – qualified teachers, equipment 

and facilities (Ngare et al, 2008, UNICEF 2006) The Ministry of 

Education rarely inspects their teaching quality, lesson notes or 

examination records (UNICEF, 2006). 

The presence of informal schools means that there are two levels 

of education: One for children from the slums, another for children 

from better conditions. (UNICEF, 2006). Overcrowding in the few 

13


public schools in or near slums has been seen to lower the quality 

of learning in these schools, and as such, poor parents have opted 

for the non-public schools (Ngare et al, 2008, UNICEF 2006). 

The question that begs answers here is why do poorer families 

take their children to fee-charging and low quality informal 

schools The study by APHRC attributes this scenario to 

“flexibility of non-public schools, low social capital and networks, 

and perceived differences in the quality of education provided by 

different schools” (Ngare et al, 2008). 

It is important to also note that there are very few public primary schools 

within and near informal settlements; for instance, there are 3 public 

primary schools in the vicinity of Kibera informal settlement, these being 

Ayany Primary School, which has a population of 1753 and 27 teachers, 

Kibera Primary School which has 2253 students and 33 teachers while 

the largest school is Olympic Primary School with 2605 students and 

33 teachers. In Mukuru Kayaba there are 3 schools with a total of 4500 

children. The percentage of boys to girls going to school is about 50/50 in 

the lower primary class es (Strathmore University, undated). In Mathare, 

there are three public primary schools nearby. These can serve 

two thousand children at most. The slum itself has more than 

three hundred thousand children of school age (UNICEF, 2006). 

In the slum areas, the government also faces the challenge of 

posting teachers. There has been a lot of resistance from teachers 

and head teachers against transfers to schools in informal 

settlements, citing security concerns. Many schools in the poor 

areas are understaffed because teachers are reluctant to go to 

areas where parents cannot afford to pay for private tuition after 

normal school hours. In the affluent areas, the same teachers could 

expect to earn extra money, (say kshs.10, 000) per month on top 

of their salary. Poor areas have been used as dumping grounds for 

‘bad’ a teacher – which is seen as a demotion. Poor schools are 

inclined to get teachers who are least experienced or those who 

are redeployed by TSC on disciplinary grounds (Mathooko, 2009). 

14


On the other hand, there are relatively well equipped primary 

schools in Nairobi province. These include those historically 

established for Europeans and Asians before Kenya’s independence. 

These schools have facilities such as libraries, swimming pools, 

halls and school buses, which are not common in other schools. 

They are also characterized by high tuition fees. Children have to 

wear rather expensive school uniforms and shoes. Consequently, 

even if categorized as a ‘public’ primary school, only children of 

wealthy families can afford to enroll. In such schools free primary 

education is not really free as they actually charge some levies or 

fees. This is because it is difficult for such costly primary schools 

to maintain existing facilities by merely using grants from the 

government. (Sawamura and Sifuna, 2008) 

In the FPE program, parents still cater for expenses such as 

uniform, lunch and transport. Expenditures for items such as 

school uniforms are very costly. This illustrates the fact that 

despite declaration of ‘free’ education it is still very expensive 

for an ordinary parent to send his/her child to a good public 

primary school. It is estimated that parents have to raise over 

10,000 shillings per year per child to meet the cost of uniforms, 

transportation, lunches, extra tuition, some levies and other 

expenses. It is partly for this reason that many children are unable 

to gain access to primary education, despite the government’s 

intervention of abolishing fees (ibid). 

Another key issue is the fact that many schools still collect fees and 

levies skillfully from parents for their survival in spite of the fact 

that the government’s support of KES. 1,020 per pupil is expected 

to cover the basic school requirements. Most schools whether 

high, medium or low cost schools charge parents some money 

to meet the gaps in their budgets. These payments are generally 

categorized as ‘compulsory’ or ‘optional’ payments. Therefore, 

even optional payments such as extra/evening/Saturday tuition 

turn out to be compulsory as all pupils are expected to attend 

classes which are intended to provide them with extra coaching 

for examinations. To conceal these payments from the scrutiny of 

15


district education officers, they are often made under such labels 

as ‘child support’, or ‘furniture replacement’ (ibid). 

In response to these challenges Kenya Education Sector Strategic 

Plan I (KESSP) was established to help the Government to achieve 

a number of targets as outlined in the Sessional Paper No. 1 of 

2005. Two specific targets are relevant to this study; 

• Enhance access, equity and quality in primary and secondary 

education through capacity building for 45,000 education 

managers by 2005; 

• Construct/renovate physical facilities/equipment in public 

learning institutions in disadvantaged areas, particularly in Arid 

and Semi-Arid Lands (ASALS) and urban slums by 2008. 

These interventions still remain a milestone for the education 

sector to address as the challenges are diverse when you consider 

FPE in the light of particular areas such as slums. 

In conclusion, while the free primary education is a supply and 

demand driven intervention, there is a low level of accessibility of 

public schools in informal settlements. It appears that the poorest 

of the poor are not adequately served by the free primary 

education policy and that equity remains elusive even when 

education is said to be free. There is therefore need to increase 

the uptake of free primary education especially among the poor 

in Nairobi’s informal settlements. 

16


Because of lack of adequate funds for FPE, pupils in 

public schools have to share resources such as books 

5.0 Findings and Discussion 

5.1 Introduction 

Since the inception of FPE, schools have been receiving FPE 

funds directly into their bank accounts electronic transfer funds 

(ETF) from the ministry of education. Schools maintain two bank 

accounts, namely; the School Instructional Materials Bank Account 

(SIMBA): These funds are used for the purchase of instructional 

materials; and the General Purpose Account (GPA) for meeting 

operational expenses. The vote heads are described overleaf. 

17


Table 5.1.1 FPE Bank Accounts 

ACCOUNT 

SPECIFIC VOTE-HEADS 

SIMBA • Text books (Kshs 360) 

• Exercise books (Kshs 210) 

• Supplementary readers and reference materials per 

• 

pupil (Kshs 55) 

Pencil (Kshs 15) 

• Dusters, chalks, registers (Kshs 5) 

• Charts and wall maps (Kshs 5) 

GPA • Support staff wages (Kshs 112) 

• Repair, maintenance and improvement (Kshs 127) 

• Activities (Kshs 43) 

• Quality assurance (Kshs 29) 

• Local travelling and transport (Kshs 10) 

• Electricity, water and conservancy (Kshs 21) 

• Postage/box rental/telephone (Kshs 22) 

• Contingency (Kshs 6) 

NB: The figures in brackets are the amounts spent per pupil per year 

Source: (Kenya Education Directory, 2009; Sawamura and Sifuna, 2009) 

5.2 Distribution of schools in Nairobi 

Available data indicates that Nairobi has about 194 primary schools 

(Appendix 1) spread across eight (8) districts, namely Westlands, 

Embakasi, Central, Lang’ata, Dagoretti, Makadara, Pumwani and 

Kasarani. These are schools meant to cater for the bulging city 

population, which is estimated at about 4 million people (Amnesty 

International, 2009). However, information from NCC Department 

of Education shows that the city has 205 public primary schools. 

This is against 184 private schools and 490 community schools 

which give a combined number of 674 schools. This means that 

the public schools are a paltry 23% of the total number of schools 

that pupils in search of basic education in the city can access. 

18


This illustrates a constricted opportunity for pupils who would 

want to access subsidized basic education. A majority of these 

schools are private and are located in the formal settlements of 

the city. The paradox is that in spite of the huge population in 

the slums, they are poorly serviced with primary schools. This 

situation becomes acute considering that public primary schools 

are even lesser in the slums, thus leaving their space to be filled 

up by high cost private schools whose fees is beyond the reach 

of most households in the slum areas. In its report, Amnesty 

International (2009:11) notes the following: 

“…the estimated 25,000 residents of Soweto East have no public primary 

schools. There are two private primary schools which charge Kshs 800-1,200 

(US$10-15) per child a year. Parents who cannot afford to pay are forced to 

send their children to distant public schools, and then only if they manage to 

enroll their children in the overcrowded public school system. Most children 

living in the settlements therefore do not have access to the government’s 

free primary education programme launched in 2003.” 

The population of Nairobi’s slum areas is approximated at 2 

million people vis-a-vis that of the entire city which is estimated 

at 4 million people (ibid). 

Below is a tabulation of the schools distribution in different 

slums in Nairobi. The broad slum areas include, inter alia, Kibera, 

Korogocho, Huruma, Kangemi, Kawangware, Mukuru, Mathare 

and Deep Sea. However, these are divided into smaller yet 

significant villages/settlements. There are also other smaller slums 

apart from these ones which have the same squalor conditions. 

For purposes of our analysis, we chose the model of smaller yet 

significant villages. 

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Table 5.2.1: Public Schools’ Distribution in Slums Villages 

DISTRICT 

1 Westlands 

2 Central 

3 Madaraka 

4 Lang’ata 

SLUM 

Suswa village 

Masai village 

Kaptagat 

Waruku 

Kibarage 

Mji wa Huruma 

Bondeni 

Kahonoki village 

Corner Mbaya 

Kambi moto 

Mahira village 

Redeemed village 

Ghetto village 

Gitathuru 

Commercial Settlement 

Fuata Nyayo (Fuata Proper 

& Kisii villages) 

Mariguini Settlement 

Lunga lunga (Sinai & 

Jamaica) 

Kingston settlement 

Mtumba village 

City cotton- Wilson 

Riverside Mbagathi 

Quarry/Raila 

Plot 10 (Unyende) 

Kuwinda village 

Dagoretti Center 

• 

• 

AVAILABLE PRIMARY 

SCHOOLS 

Highridge Primary 

North Highridge 

Cheleta Primary School 

Kiboro Primary School 

Daima Primary 

Huruma Primary 

St. Benard’s Primary 

Olympic Primary School 

Mwiara Primary School 

• Gatiba Primary 

• Kirigu Primary 

• Mutuini Primary 

20


5 Dagoretti 

6. Pumwani 

Gachui village 

Githarani village 

Kaburi 

Kamwanya village 

Kandutu village 

Kanguku village 

Kareru 

Kawangware 

Kawangware Kiamboni 

Kawangware Sokoni 

Kirigu 

Kware 

Muria Mbugo village 

Muslim village 

Mutego 

Njiku village 

Pipeline 

Buruburu City Carton 

village 

Kinyago- Kanuku 

Eastleigh Muungano 

Majengo 

Zawadi 

New Eastleigh Akumba 

Kiambiu 

City Cotton/ Biafra 

Mathare 4A village 

Gomongo/Jathaini 

Juakali/Mururuni 

Gituamba 

Shape 

Majengo Githurai 

Kamae 

Muthokinjo/Kumikumi 

• 

• 

• 

• 

Rithimitu Primary 

Muria Mbogo 

Kirigu Primary 

Gitiba Primary 

Zawadi Primary 

Eastleigh Airport Primary 

Mathare 4A primary 

21


7 Kasarani 

8 Enbakasi 

Source: Inventory Nairobi Slums (2009) 

Kariobangi Light Industries 

Jangwani 

Tusker village 

Soweto Kahawa 

Quarry village 

Clay village 

Ruaraka village 

Laundry village 

Mohra Moldada village 

Kyang’ombe 

Embakasi Sokoni 

Kayole Soweto 

Matopeni 

The data above indicates that the government’s performance in 

establishment of schools in the slum areas is wanting. The need 

for more public primary schools in the slums is buttressed by the 

fact that many primary schools there are privately-owned and as 

such, charge fees which put the affordability and accessibility of 

basic education past many households in the slums. Our survey 

also revealed that many non formal schools have sprung up in 

the slums to bridge the gap of lack of public subsidized primary 

schools. Ordinarily, these schools fundraise on their own selves 

to meet their budget demands. Gaps in their fundraising, which is 

perennial, results in shoddy educational output. 

We also realized during our review that many children who have 

attained school going age in the slums, are forced to attend public 

primary schools located on the peripheries of slums because of 

lack of schools in the slums. A case in point is that of the pupils from 

Commercial settlements and Fuata Nyayo villages in Makadara 

who attend Mariakani Primary School. Some children in Sinai slum 

attend St. Benard’s Primary School, which is approximately 3 Kms 

away. Kawangware village, situated between Gitanga, Naivasha 

22


and Kawangware Roads, has approximately 25, 000 people and 

6,000 household, with the ratio of adults to children being 2:5. 

However, this slum is serviced by only one public primary school, 

Kawangware Primary School. 

5.3 Enrolment of Pupils in Primary Schools 

Our survey shows that the number girls’ enrolment in public 

primary schools in the years under review has been consistently 

higher than that of boys. However, the difference is marginal. 

Below is a summary of that information. 

Table 5.3.1: Enrolment of Pupils in Public Primary Schools 

YEAR BOYS GIRLS TOTAL 

2006 100,622 102,599 203,221 

2007 102,037 103,820 205,857 

2008 101,083 103,097 204,180 

Total 303,742 309,516 613,258 

Source: NCC Dept of Education 

From a gender budgeting dimension, more girls accessed, 

participated in and therefore benefited from public subsidized 

education at the primary level. 

5.4 Budgetary Allocations to Nairobi Primary Schools 

Data from Nairobi city council’s education department gives 

the following figures as received and spent in the city’s schools, 

disagregated for the different broad vote-heads; 

23


Table 5.4.1: Simba Account Allocation 

Financial 

Year 

Total received 

FINANCIALS (KES) 

Total spent 

% of 

Variance 

Balance 

2006/07 125,746,858.00 118,334,879.00 6 7,411,979.00 

2007/08 60,234,300.00 28,001,771.00 47 32,232,529.00 

2008/09 70,942,900.00 1,488,892.00 97 69,454,008.00 

Table 5.4.2: General Purpose Account Allocation 

Financial 

Year 

Total Received 

FINANCIALS (KES) 

Total Spent 

% of 

Variance 

Balance 

2006/07 73,389,451.00 65,819,652.00 10 7,569,799.00 

2007/08 74,631,405.00 19,590,313.00 74 55,041,092.00 

2008/09 - - - - 

In the overall, money allocated for schools instructional materials 

was generally higher than that allocated for general purposes as 

illustrated in the graph below. 

Fig. 1: Comparison between GPA and SIMBA allocations 

Comparison between GPA and SIMBA allocations 

140 

Allocation (Millions) 

120 

100 

80 

60 

40 

20 

0 

2006/07 2007/08 2008/09 

Financial Year 

GPA 

SIMBA 

24


However, there is a sharp decline in both of these allocations 

between FY 2006/07 and FY 2007/2008. For instance, the 

allocation to SIMBA declined by a record 53% for the period 

between FY 2006/07 and 2007/08. This was a significant decrease 

considering the fact that the enrolment for pupils in public primary 

schools actually increased by 2,636 pupils (NCC Department of 

Education). 

The 2007/08 FY shows huge variances between what was 

allocated vis a vis what was spent both for the GPA and the 

SIMBA budget allocations. Unfortunately, the percentage variance 

seems to increase as the years under review progress. Secondly, 

variances on the GPA account record a greater degree of variance 

as compared to the SIMBA one. Here, we see a downward trend 

in utilization of money meant for administrative purposes. 

Across the three years, the allocation to school instruction 

materials was consistently higher than that of the general purposes 

account apart from FY 2007/08. This means that a bulkier amount 

of the allocation went into support of direct learning materials as 

compared to administrative costs. 

Several non-formal schools have sprung up in the slums to bridge the gap created by 

lack of public primary schools 

25


6.0 Conclusions and Recommendations 

6.1 Conclusions 

Drawing from the observations noted from the review of available 

data, we wish to make the following conclusions; 

• The higher number of public primary schools in formal 

settlements in Nairobi means that children from more stable 

economic backgrounds are benefiting more from government 

subsidy on education as compared to children in the slum 

areas, who are more vulnerable and most in need. 

• The number of public primary schools in the slums is not 

commensurate with the ever-increasing number of children in 

there; especially those who have attained school going age. 

• Although it is the Government’s stated policy to support 

public primary schools in informal settlements in the same way 

as those in formal settlements, this has not been adequately 

implemented. For instance, our survey showed that some 

schools in Mukuru – Lunga Lunga were receiving only KES.260 

per child instead of the recommended KES.1020. 

• Pupils in some slum areas have to walk for long distances out 

of the slums to access public primary schools in neighboring 

estates at times running the risk of insecurity. 

• Informal schools have emerged to bridge the gap created by 

lack of sufficient public primary schools in the slums 

• Some informal schools are charging school fees to parents in 

the slums which is beyond the reach of many households. 

• Weaker OMCs account for the government’s failure to 

effectively support NFE institutions serving the urban poor. 

26


• Budgetary allocations for SIMBA have been consistently 

higher than those for GPA. However, these figures should 

rise in tandem with the increase in enrolment of pupils. In 

instances where there is a decline in allocation in a successive 

year whereas there is an increase in enrolment, there is suboptimal 

performance in service delivery to the pupils. This 

mitigates the quality imperative of FPE. 

6.2 Recommendations 

This study’s findings point to the following recommendations; 

• The government should, as a matter of midterm and longterm 

planning, build and expand public primary schools within 

or that are accessible by the population residing in informal 

settlements. This will reduce the high incidences of low 

access to and participation in primary education. Additionally, 

the society’s poor will access and enjoy the Government’s 

subsidy on education. 

• The Government should set a population threshold in terms 

of the number of children who have attained school going age 

in an informal settlement area, for a public primary school 

to be erected. This will help deal with equity imperative with 

regard to access of public subsidies. 

• The capacity of OMCs (PTAs, SMCs & CBMCs) to manage 

school resources and ensure attainment of educational goals 

at the local level should be strengthened as matter of priority. 

This will also enhance the portfolio quality of NFE institutions 

to attract monetary support from other organizations apart 

from the government as well as improve accountability and 

transparency in governance and resource use. 

• The Government should have a budgetary component directly 

earmarking support for informal schools in the slums as an 

27


interim strategy to mitigate high incidences of poor access to 

schooling by children who’ve attained school going age, due 

to the deterrence of high school fees or other costs. 

• Incentives should be given to informal primary schools in 

the slums to encourage them to lower the fees charged to 

students. These incentives can include tax breaks on purchase 

of school instructional materials, deployment of government 

paid teachers and financial support for administrative costs 

like rent, electricity etc. 

There should be greater participation of CSOs including, especially 

those involved in advocacy of the rights and entitlements of slum 

dwellers, in the budget making process. This will capture the 

realities on the ground in the slum areas and have meaningful 

interventional measures reflected in the budget in terms of 

allocation to components that have a direct implication on the 

slum dwellers. 

KESSP II should leverage more resources to the NFE institutions 

especially primary schools. This will ensure that the urban poor 

access quality education hence eliminating the possibility of this 

segment of the population accounting for failure to attain the 

stated national educational goals. 

Other recommendations 

• Data on expenditure of public funds especially for past 

financial year(s) should be readily available to those interested 

in public policy advocacy. 

• The Education Management Information Systems (EMIS) 

should be updated to help guide the monitoring and evaluation 

of education outcomes, especially amongst schools serving 

the vulnerable population like the urban poor. 

28


Appendix 1: List of Primary Schools in Nairobi 

1. Aga Khan Primary School, The 

2. Ainsworth Street Primary School 

3. Arya Primary School 

4. Ayany Primary School 

5. Banda School Ltd, The 

6. Baraka Primary School 

7. Bas Academy (Kahawa West) 

8. Bellevue Kindergarten Ltd ( South C) 

9. Bernard Estate Primary School 

10. Bohra Primary School (Westlands) 

11. Bondeni Primary School 

12. Brainston Academy (Thika Road) 

13. Brich Junior Academy (Komarock) 

14. Busara Primary School 

15. Bygrace Academy (KomarocK Est.) 

16. Carmelvale Catholic Primary School (Buruburu) 

17. Cheleta Primary School (Runda) 

18. Compuera Academy 

19. Consolata School (Westlands ) 

20. Cura Primary School (Section 58) 

21. Cutchi Gujarati Hindu Union Primary School 

(Ronald Ngala St.) 

22. Dagoretti Corner Primary (Dagoretti Rd) 

23. Dagoretti Muslim Primary(Muthwara Rd.) 

24. Daima Primary School (Juja Rd.) 

25. Dayspring Junior School (Kariobangi South) 

26. Donholm Primary School 

27. Doonholm Catholic Primary School 

28. Dr Aggrey Primary (Juja Rd) 

29. Dr Livingstone Primary (Jerusalem) 

30. Drive in Primary (Outering) 

31. East Gate Prep School 

32. Eastleigh Airport Primary (Luther Rd) 

33. Embakasi Primary (Airport North Rd) 

34. Epren Academy Ltd 

35. Fort Smith Academy 

36. Fountain Junior Academy 

37. Fred’s Academy (Uniafric Hse, 2nd Fl.) 

38. Funguo School (Funguo Est. ) 

39. Gacii Primary Sch. (Redhill off Limuru Rd) 

40. Gacio Junior Academy (Lower Kabete Rd) 

41. Garden Estate Primary Sch. (Off Thika Rd) 

42. Gathiga Primary School (Gathiga 

Village,Kiambu Off Peponi Rd) 

43. Gatoto Primary School 

44. Gichagi Primary School 

45. Ginas Preparatory School 

46. Gitiba Primary School (Dagoretti Mkt) 

47. Good Testimony Junior School 

48. Gracious Academy 

49. Harambee Estate Primary School 

(Harambee Estate) 

50. Hekima Primary School (Ngong Rd) 

51. Heshima Road Primary School 

52. Highridge Primary Sch. (4th Parklands Ave) 

53. Highway Educational Complex 

(South B Plainsview Estate) 

54. Hospital Hill School 

55. Huruma Primary School (Huruma Rd) 

56. Imara Primary School (Komarock Rd) 

57. Infill Academy (Komarock) 

58. Islamia Primary School 

59. Joowi Progressive Primary School 

60. Joseph Kangethe Primary School 

61. Josnah Primary School 

62. Juja Rd Primary School (Chai Rd) 

63. Kabiro Primary School (Kawangware) 

64. Kahawa Baptist Academy (Off Kamiti Rd) 

65. Kahawa Primary School (Off Thika Rd) 

66. Kaloleni Primary School (Vijana Rd) 

67. Kamuiru Primary School (Limuru Rd) 

68. Kangemi Youth Centre (Kangemi) 

29


69. Karura Forest Primary School 

70. Kawangware Primary School (Market Rd) 

71. Kayole 3 Primary School (Kayole) 

72. Kens School 

73. Kenyatta College Primary School 

(Thika Rd, Kahawa) 

74. Kenyatta University Primary Sch. (Thika Rd) 

75. Khalsa Race Course Road Primary School 

(Race Course Rd) 

76. Kibera Primary School (Kibera) 

77. Kibichiku Primary School (Mwimuto Rd) 

78. Kiboro Primary School (Juja Rd) 

79. Kihara Primary School 

80. Kileleshwa Primary School (Gichigu Rd) 

81. Kilimani II Primary School 

82. Kilimani Junior Academy (Langata South Rd) 

83. Kimathi Primary School (Kimathi Est) 

84. King’eero Primary School 

85. Kinoo Primary School (Naivasha Rd, Kinoo) 

86. Kirangari School (Lower Kabete Rd) 

87. Kirigu Primary School 

88. Kiu River Primary School 

89. Laiser Hill Academy (Magadi Rd) 

90. Langata Junior School 

91. Langata Junior School Co Ltd 

92. Langata Road Primary School ( Nairobi ) 

93. Lavington Primary School (Lavington) 

94. Loreto Convent Valley Road Sch. (Valley Rd) 

95. Mahia-Ini Primary School 

96. Mahiga Primary School 

97. Makini Schools & College Ltd (Makindi Rd 

Off Ngong Rd) 

98. Makongeni Primary Sch. (Likoni/Jogoo Rd) 

99. Malezi Preparatory School Ltd (Off 

Kitengela Rd, Langata Civil Servants Est) 

100. Mama Ngina Kenyatta Primary School 

101. Mara Road Academy (Hospital Rd) 

102. Mariakani Primary School 

103. Marrison Primary School (Heshima Rd) 

104. Marurani Primary School 

105. Mary Immaculate Primary Sch. (Kamiti Rd) 

106. Masai Girls Primary School 

107. Mathare 4A Primary School 

108. Mathari Primary School 

109. Maxwell Preparatory School 

110. Mbagathi Road Primary School (Mbagathi Rd) 

111. Moi Air Base Academy Primary School 

112. Moi Avenue Primary School (Moi Avenue ) 

113. Moi Educational Centre (Mai Mahiu Rd Off 

Langata Rd) 

114. Moi Forces Academy Primary School (Nairobi) 

115. Morrison Primary School (Makongeni) 

116. Mt Angel School (Thika Rd) 

117. Mukarara Primary School 

118. Mukuru Primary School (Enterprise Rd) 

119. Murang’a Road Primary School (Murang’a Rd) 

120. Muthaiga Primary School (Off Thika Rd) 

121. Muthurwa Primary School (Sakwa Rd) 

122. Mutuini Primary School 

123. Nairobi Academy, The (Langata Rd) 

124. Nairobi Jaffery Academy (El Molo Rd Off 

James Gichuru Rd) 

125. Nairobi Primary School ( Nairobi ) 

126. Nairobi South Primary School 

127. Ndongoro Primary School 

128. Ndurarua Primary School (Naivasha Rd) 

129. Netherlands School Society (Dennis Pritt Rd) 

130. New Kibera Primary School 

(Kibera Drive, Olympic) 

131. New Pumwani Primary School 

132. (New Pumwani Estate) 

133. New Uthiru Primary School (Naivasha Rd) 

134. Ngei Primary School (Otiende Est) 

135. Nithonjin Gakko (Langata Rd) 

136. Olympic Primary School (Kibera) 

137. Oshwal Jain Primary Sch. (2nd Parklands Ave) 

138. Our Lady of Mercy Shauri Moyo (Ambira Rd) 

139. Park Road Primary School (Mugira Rd) 

30


140. Peace Junior Academy 

141. Plainsview Primary School 

142. Princeton Laureat Academy Ltd ( Nairobi ) 

143. Rabai Road Primary School 

144. Racecourse Primary Sch. (Old Racecourse Est) 

145. Riruta Central Primary School (Off Ngotho Rd) 

146. Riruta H G M Primary School (Naivasha Rd) 

147. Riruta Satellite Academy (Kabiria/Ngotho Rd) 

148. Riruta Satellite Primary School (Kibiria Rd 

149. Riverbank Primary School (Ngara) 

150. Ronald Ngala Primary School (John Osogo Rd) 

151. Rose of Sharon Academy Ltd 

152. Roysambu Primary School (Zimmerman Est) 

153. Ruaraka Academy Ltd 

154. S C L P Samaj School (Nairobi West) 

155. S S D Primary School (Ronald Ngala St) 

156. Salama Primary School 

157. Serare School (Ngong Rd) 

158. Shadrack Kimalel Primary Sch. (Off Mbagathi Rd) 

159. Shepherds Junior School (Ol Donyo Lengai Rd, 

Buru Buru Phase II) 

160. Soweto Primary School 

161. St Angelas Academy (Golf Course Stage) 

162. St Catherine School (Dunga Rd) 

163. St Dominics New Njiru Primary School 

164. St Elizabeth’s Lunga Lunga Primary School 

165. (Lunga Lunga Rd) 

166. St George’s Primary School (Dennis Pritt Rd) 

167. St John’s Primary School (Jogoo Rd) 

168. St Joseph Primary 

169. St Martin School 

170. St Mary Academy (Outer Ring Rd, 

Doonholm Est) 

171. St Mary’s Karen Primary School 

172. St Mary’s Ruaraka School 

173. St Nicholas Primary School (Kindaruma Rd) 

174. St Nicholas School (Rose Ave) 

175. St Paul’s Primary School (Off Jogoo Rd, 

Mbotela Estate) 

176. St Peters Sch. (Off Narok/Masai Mara Rd) 

177. St Teresa’s Girls Primary School (Juja Rd) 

178. State House Primary Sch. (Aboretum Rd) 

179. Sunflower Primary School (Outering Rd) 

180. Thawabu Primary School (Kioi Rd) 

181. Thika Road Academy (Kahawa Sukari Ave 

Off Thika Rd) 

182. Thika Road Christian School (Thika Rd) 

183. Thika Road Primary School (Thika Rd) 

184. Thomas Burke Primary School ( Nairobi ) 

185. Uhuru Primary School (Uhuru Est) 

186. Umoja Two Primary School (Kibkosia Rd) 

187. Vedic Primary School (Ngara Rd) 

188. Vickmery Junior Academy (Kangundo Rd) 

189. Visa Oshwal Primary School (Mpaka Rd) 

190. Wangige Primary School 

191. Wendani Junior Academy (Thika Road) 

192. West Nairobi School (Miotoni Rd) 

193. Westlands Primary School (School Lane) 

194. White Cottage School (Westlands) 

195. World Hope Academy (Lavington) 

196. Zawadi Primary School ( Nairobi ) 

31


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