Report Suggests Updated Senior School Funding Model: Execution Date.
A recent report foresees significant alterations to the funding of senior secondary schools in Kenya in an effort to align financing with the distinct needs of the Competency-Based Curriculum (CBC).
The report, titled “Final County Dialogue Report 2025,” recommends a completely new funding model slated to commence in January 2026, coinciding with the transition of the first cohort under CBC to Senior Secondary School.
Funding for the model will be based on pathways chosen by students, where technical and science subjects are likely to receive a larger grant due to their resource demands.
Additional reforms under the new funding framework will influence students’ use of structured career guidance starting from Grade 7, provided by the Ministry of Education, to aid students in making subject selections aligned with their interests and anticipated future careers.
Moreover, pathway changes will be permitted for up to two months following admission to Senior Secondary School, thereby providing learners with flexibility.
The report suggests limiting the transfer of students from the same Junior School into boarding Senior Schools to five to foster diversity, unless there are areas with limited options within counties.
Private schools will also gain advantages, as the government plans to include them in the national school selection portal.
However, it remains uncertain whether students choosing private schools will receive government funding like those in public institutions.
The report additionally recommends that KSL be integrated into teacher training programs to tackle the shortage of educators in critical fields such as Special Needs Education and vocational disciplines.
The government should support private schools in acquiring textbooks through a subsidization initiative, along with conducting a national audit of school infrastructures to ensure they are prepared for the new pathways.
Improving digital infrastructure in rural and underserved areas will also be prioritized, with recommendations for establishing solar-powered laboratories and mobile ICT units.
Finally, the report emphasizes the need for a re-entry framework under CBC for learners who have previously left school, allowing them another opportunity to complete their education.
If these proposals are accepted, they could potentially transform the educational landscape of Kenya by creating an inclusive, adaptable, and ideally suited environment to meet the demands of a contemporary setting.