Report Proposes Revised Senior School Funding Model: Implementation Date.
A recent report envisions substantial reforms to the funding systems in senior secondary schools in Kenya, aiming to align financial resources with the specific needs of the Competency-Based Curriculum (CBC).
The document, titled “Final County Dialogue Report 2025,” suggests an entirely new funding framework set to be implemented in January 2026, coinciding with the transition of the first cohort under CBC to Senior Secondary School.
This funding model will be based on pathways chosen by students, wherein technical and science subjects are likely to receive greater financial grants due to the resource-intensive nature of these subjects.
Moreover, additional reforms within the new funding mechanism will influence students’ access to structured career guidance from Grade 7, provided by the Ministry of Education, assisting students in making subject selections aligned with their interests and anticipated future careers.
Furthermore, changes to pathways will be permitted for up to two months following admission to Senior Secondary School, thus allowing greater flexibility for learners.
The report includes measures to limit the transfer of students from the same Junior School into boarding Senior Schools to a maximum of five to encourage diversity, except in regions where fewer alternatives are available within counties.
Private educational institutions will also benefit from this initiative, as the government plans to incorporate them into the national school selection portal.
However, it remains uncertain whether students selecting private schools would obtain government capitation funding similar to that provided to public school students.
The report also advocates for the inclusion of KSL in teacher training programs to address the scarcity of educators in critical fields such as Special Needs Education and vocational subjects.
Government assistance should be extended to private schools to facilitate the procurement of textbooks through a subsidization scheme, along with a comprehensive audit of school infrastructures to ensure readiness for the new pathways.
Improving digital infrastructure in rural and underserved areas will also be a priority, with recommendations for the establishment of 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 dropped out of school, allowing them another opportunity to complete their education.
If these proposals are adopted, they hold the potential to significantly transform the educational landscape in Kenya, making it more inclusive, adaptable, and appropriately aligned with the demands of a contemporary setting.