Education stakeholders have been urged to take urgent and coordinated action to improve learning outcomes in Kenya by addressing structural barriers affecting learners across the country following the release of a new baseline survey by the Chalan Foundation.

The report, which examines the state of learning among students in public secondary schools, highlights persistent challenges that undermine education outcomes despite improved school enrolment across many parts of the country.

Speaking during the dissemination of the report in Nairobi, Principal Secretary for Arid and Semi-Arid Lands (ASALs) and Regional Development, Kello Harsama, emphasised the need to strengthen learner retention and improve transitions to higher education and employment, particularly for students in ASAL regions.

Harsama noted that many learners in marginalised areas still face multiple obstacles that limit their ability to complete school and access opportunities beyond secondary education.

“We must continue investing in partnerships and evidence-based interventions to ensure every learner acquires the skills needed to thrive in a rapidly changing world,” he said.

The principal secretary underscored the importance of collaboration among government institutions, communities, civil society and development partners to support learners and create a more inclusive education system.

Chief Executive Officer of KCB Foundation Mendi Njonjo called on the government and other education stakeholders to closely study the findings of the survey and work collectively to strengthen learning in schools.

She said the report provides critical insights that can help guide practical reforms aimed at addressing systemic challenges affecting learners.

“The findings provide an opportunity for stakeholders to reflect on what is working and where additional support is required to ensure every learner has a fair chance to succeed,” Njonjo said.

The baseline survey was conducted in 10 counties and 51 public day secondary schools, involving 612 learners and more than 200 parents and guardians.

According to the findings, although learners demonstrated high motivation to pursue education, school attendance remains fragile in many areas. Nearly 48 per cent of students surveyed reported that they were unable to attend full school weeks consistently due to challenges such as school fees constraints, illness and other household-related pressures.

The report also points to wider structural barriers including poverty, limited access to learning resources, psychosocial stress among students and persistent digital access gaps that continue to affect education outcomes.

Chalan Foundation Founder Margaret Koskei said the organisation established its education and life skills development programme to address barriers that prevent vulnerable learners from remaining in school and succeeding beyond the classroom.

Koskei noted that while progress has been made in expanding access to education, deeper socio-economic challenges still threaten learners’ ability to complete their studies and transition successfully into higher education or employment.

She called for sustained investment in programmes that support learners academically, socially and emotionally in order to improve retention and long-term success.

• A Tell Media / KNA report / By Michael Omondi