School Principals Warn of Disruption to Education Due to Delayed Capitation Funding

Numerous students in schools nationwide face the possibility of being sent home starting next week, following the government’s failure to provide sufficient capitation funding.

This situation arises after the Kenya Secondary School Heads Association (KESSHA) articulated its dissatisfaction with the ongoing delays in the disbursement of capitation for the second term.

School administrators have expressed concern that the postponement of over Ksh21 billion has left many institutions struggling with increasing debts, compelling them to make challenging decisions regarding resource allocation.

During a press conference on May 3, the school leaders elaborated on how the delayed funding has begun to jeopardize the operational stability of their institutions, adversely affecting critical functions ranging from administrative tasks to the maintenance of essential facilities.

“Delays in government funding invariably disrupt our services; for instance, late payments to suppliers often result in delayed deliveries,” remarked one head teacher.

“The postponement of capitation disbursement can adversely impact our schools’ performance. We urge the government to expedite the release of capitation funds to educational institutions.”

This development follows an announcement by Education Cabinet Secretary Julius Ogamba, made on May 2 during the Naivasha Education Conference, regarding the government’s intention to disburse Ksh21 billion in capitation to public schools in the upcoming week.

Ogamba indicated that these funds would significantly assist school leaders in planning for the second term, which commenced on Monday. He attributed the delays in fund disbursement to the government’s constrained financial resources, noting that approximately 30 percent of the national budget is typically allocated to the education sector.

“Some government-funded programs are exceedingly expensive, which has occasionally resulted in delays in the disbursement of capitation funds to schools,” Ogamba acknowledged.

In addressing this issue, the Education Cabinet Secretary also cautioned school leaders against imposing additional levies, emphasizing that the Ministry does not permit extra charges by educational institutions.

The delays in the allocation of these essential funds have generated uncertainty regarding the future stability of public education, particularly at a time when the government is facing challenges in implementing a Competency-Based Education system.

Parents and Teachers Achieve Success as Education Ministry Reverses Stance on Mathematics in Senior Schools

Julius Ogamba who is the cabinet secretary for education, has declared a major change in the senior secondary school math policy. The Ministry reversed a previous decision that allowed students to opt-out of mathematics courses based on their chosen fields of study.

“Mathematics will be mandatory across all three pathways at the senior school level,” stated Ogamba. While students in alternative pathways will engage with simplified forms of mathematics, STEM students will focus on pure mathematics.

This announcement was delivered Thursday morning during the National Conversation on Competency-Based Curriculum. The CS acknowledged that the earlier policy which made mathematics optional had created considerable anxiety among teachers and parents.

KICD collaborated with ministry officials to revamp the mathematics curriculum framework. The updated model ensures that students from Arts, Sports Science, and Social Sciences tracks receive appropriate mathematics education.

Under the former CBC system, three distinct pathways were utilized to categorize senior secondary education. Those who opted to specialize in social sciences or arts and sports science could completely bypass math. Julius Bitok, the principal secretary, endorsed the ministry’s latest mathematics directive.

He confirmed that all senior high schools would promptly implement the changes. The ministry will introduce differentiated mathematics curricula for various pathways. STEM students must continue to study pure mathematics, while other students will be provided with modified materials.

The ministry’s choice to retain mathematics as a core subject was positively received by educators. Increasing concerns regarding potential shortcomings in students’ math abilities were addressed in the announcement.

PS Bitok emphasized the importance of mathematics in maintaining educational standards. The ministry would provide schools with the support required to carry out the new curriculum.

CS Ogamba reassured stakeholders about the ministry’s commitment to delivering high-quality education. The adjustments aim to respond to public concerns and enhance educational outcomes in Kenya. The Education Ministry is still tackling broader issues related to CBC implementation.

Infrastructure improvements and teacher training initiatives remain key priorities. School administrators have been directed to adjust their curriculum planning accordingly. To bolster the mathematics program across all pathways, the ministry pledged additional funding.