POVERTY BY DESIGN: How Kenya’s Political Elite Keep the Poor Uneducated Through a Broken Education System

By Jaymo Wa Thika,

Introduction

Education is universally recognised as a fundamental human right and a powerful tool for national development. For Kenya to achieve its Vision 2030 goals and compete globally, every child must access quality education—regardless of their socio-economic background.

However, despite major investments, Kenya’s education system remains riddled with inequalities, inefficiencies and political interference.

To transform this sector, Kenya must pursue bold reforms aimed at making education free, fair, and accessible for all. Lessons can be drawn from countries that have successfully implemented universal education, while addressing the structural flaws that currently hinder equity and progress at home.

Global Models of Universal and Free Education

Countries like Finland, Norway, and South Korea have built strong economies on the foundation of free and high-quality education for all.

In Finland, education is entirely state-funded from pre-primary to university, ensuring that no child is left behind. The system is equitable, with minimal disparities between urban and rural schools.

In South Korea, a post-war commitment to education saw massive government investment in free public schooling, which catapulted the country into a global technological powerhouse.

Cuba and Sri Lanka are also excellent examples of countries offering free education with high literacy rates, proving that political will and strategic investments can overcome poverty.

Kenya must draw inspiration from these models and recognize that inclusive education is not just a moral obligation but also an economic necessity.

The Misuse of Scholarships and Bursaries in Kenya

Despite the existence of numerous education support programmes, the Kenyan bursary system has become highly politicised and fragmented. Funds meant to support needy students are often manipulated by politicians to gain political mileage.

In many cases, bursary allocations are skewed, with undeserving beneficiaries—often relatives or supporters of political leaders—receiving funding. Nepotism and corruption have also eroded the integrity of scholarship awards, denying bright and needy students their rightful support.

Disparities among counties persist, with "politically connected regions" benefiting more from bursary disbursements. This results to cases where some regions get excess funding that exceeds their learners population, leading to their leaders going to extreme support programmes such as sending their students to learn abroad as well as providing them with fare and personal effects, despite certain regions getting an average bursary allocation of KES. 2,000 to 5,000 per student, which barely enough for a term's fees.

Lack of transparency and poor monitoring mechanisms allow ghost students and phantom institutions to siphon funds. Such misuse not only undermines public trust but also widens the gap between the rich and the poor, perpetuating the cycle of poverty.

How Political Elites Suppress Education:

One of the greatest but often unspoken threats to Kenya’s educational transformation is the deliberate sabotage by sections of the political elite, who benefit from an ignorant, poor and dependent population.

For decades, some leaders have weaponised poverty, using bursaries and scholarships, not as tools of empowerment, but as instruments of control. 

To ensure the children of the poor do not progress too far, the education system is intentionally underfunded, fragmented, and politicised. The goal is simple: keep poor families struggling and dependent on handouts, so they remain loyal during elections. Promises of school fees, uniforms, and books are dangled like bait, especially during campaign seasons.

The most affected are older generations, who, having grown up in hardship, often get swayed by small donations from politicians. They may receive a few thousand shillings as school fees or a food parcel, but their children continue to drop out of school due to chronic fees arrears and lack of support.

In many regions of the country, bright students are forced to abandon their education simply because they were not politically connected or belonged to a “wrong” community.

Meanwhile, children of politicians and the wealthy elites enjoy the best education in top-tier private and international schools. These institutions offer global curricula, advanced facilities, and extensive exposure—an unfair advantage over their peers in overcrowded, underfunded public schools.

Later in life, these children secure plum positions in government, parastatals, multinational companies and in leadership, further deepening the gap between the privileged and the majority poor.

This cycle of elite reproduction is not accidental. It is sustained by a system that rewards loyalty over merit, privilege over hard work and connections over competence.

Until these deep-seated inequalities are dismantled, Kenya will continue to suffer brain drain, youth unemployment and a stagnant economy—while the rich get richer and the poor remain shackled to poverty.

Consolidating Bursary Funds

To address some of these inefficiencies and misappropriation, Kenya should consolidate all bursary funds currently operated by different political offices: eg.

• The President's Bursary Fund

• The Governor’s education bursaries

• NG-CDF (National Government Constituency Development Fund) bursaries by MPs

• Ward-based bursaries by MCAs

• Women Representative’s bursary allocations

All these kitties should be merged into a single National Education Support Fund, directly administered by the Ministry of Education. This system should mirror the Kenya Schools Equipment Scheme (KSES) used in the post-independence era, which ensured schools received materials and funds directly from the government without political interference.

The KSES was one of the most effective post-independence education support programmes, established in the early 1960s soon after Kenya gained independence in 1963, and remained active and impactful through the 1970s and 1980s.

Managed directly by the Ministry of Education, KSES was a centralised government programme responsible for the procurement and distribution of learning materials—including textbooks, laboratory equipment, desks, chalk, and teaching aids—to public schools across the country. 

The scheme ensured that all schools, regardless of their location or political affiliation, received standard educational resources.

How the Scheme Worked:

1) Funds were allocated nationally through the Ministry of Education.

2) Supplies were purchased in bulks, reducing costs and ensuring uniform quality.

3) Distribution was done directly to schools, eliminating middlemen and political interference.

4) Schools received materials based on student population and subject needs, not favoritism.

This model significantly improved equity in access to learning resources, especially in remote and marginalised areas.

To improve a similar model, we can employ some of the following methods:-

(i) Digitisation: Use digital systems for real-time needs assessment, tracking distribution and auditing use of resources.

(ii) Transparency: Publish all disbursements and deliveries online for public accountability.

(iii) Decentralised logistics, centralised planning: While planning and budgeting remain at the Ministry, counties/constituencies can help with local distribution through their local educational offices.

(iv) Expanded the scope: Include CBC materials, ICT tools, and digital infrastructure support.

(v) Equity-based allocation: Use data on poverty, disability and marginalisation to prioritise schools in greatest need.

Reviving and modernising the KSES would restore fairness and remove political manipulation from educational support, ensuring that every Kenyan child, regardless of background, has access to quality learning resources.

A centralised digital system would improve efficiency, equity and accountability, allowing every deserving student—from marginalised areas to informal settlements—to benefit fairly.

Reducing Bureaucracy in Education Funding:

The current funding structure is bogged down by bureaucracies that delay disbursements and exclude deserving students.

To remedy this, Kenya must:

• We should enact laws that streamline education financing, reducing layers of approvals and intermediaries.

• Ensure that all education funds are disbursed directly to institutions or through digital wallets for students, bypassing political gatekeepers.

• Establish an independent oversight body to monitor the distribution and impact of education funds.

• Mandate real-time publication of bursary disbursements and beneficiary lists for public scrutiny and transparency.

Such legislative reforms will not only ensure timely support to learners but also promote integrity and inclusivity in the system.

Direct Government Support for CBC/CBE

The implementation of the Competency-Based Curriculum (CBC) and Community-Based Education (CBE) presents a transformative opportunity for Kenya.

However, these systems require substantial investment in teaching materials, infrastructure and teacher population and training.

The government must directly fund curriculum requirements such as learning kits, digital tools and training without relying on parents or political donations. All learners—regardless of where they are—must access standardised resources and support.

County education boards should work in coordination with the Ministry of Education to build and equip schools, especially in rural, informal and semi-arid regions.

Education should not be subjected to political moods or campaign cycles. Instead, it must be treated as a continuous national investment with clearly defined roles and outcomes.

A Vision for the Future:

Kenya’s current education system is a patchwork of efforts—some noble, others inefficient. While we have made progress in enrollment rates and access, quality and equity remain elusive.

To propel Kenya into the next economic giant, the education system must:

(i) Guarantee universal, free, and quality education from pre-primary to tertiary levels.

(ii) Be anchored on equity, transparency, and merit.

(iii) Be insulated from politics and driven by long-term national development goals.

(iv) Provide 21st-century skills through CBC/CBE that align with global job markets and Kenya’s economic ambitions.

An educated populace is Kenya’s greatest resource. With the right policies, investments and accountability structures, education can become the engine that drives inclusive development, innovation and social cohesion.

Conclusion:

Kenya stands at a critical juncture. The dream of providing free, fair and accessible education to every child is within reach—but only if we confront the political, structural, and ethical challenges that have long hindered progress.

By consolidating bursary funds, legislating efficient funding systems, insulating education from politics and ensuring government-led support for CBC/CBE, Kenya can build an education system that not only uplifts its people, but positions the country as Africa’s next economic beacon.

Education should never be a privilege for a few—it must be a promise to every child, from the hills of Pokot to the streets of Kibra, that their future matters.