Education Training Budget Template PDF
Education Training Budget Template PDF
Education Training Budget Template PDF
Introduction
Kenya’s national education priorities include ensuring universal, inclusive, quality and relevant
education and training that is accessible to all. Against the backdrop of the Sustainable Development
Goals (SDGs), Kenya’s key policies, plans and strategies that guide the education sector include aspects
of the Kenya Vision 2030, its five-year rolling Medium-Term Plans (MTPs), national education sector plans,
and the County Integrated Development Plans (CIDPs) (Table 1). SDG 4 focuses on quality education and
Goal 5 on gender equality. Further, the Constitution of Kenya (2010) provides that all citizens have a
right to access quality basic education (which includes pre-primary, primary and secondary education),
while the national policy strives for 100 per cent transition to secondary education. The government is
actively supporting the revitalization of technical and vocational education and training (TVET), and the
expansion of university education, notably in the areas of science, technology and innovation.
The government is implementing curriculum reforms in education and training. A competence-
based education and training curriculum will radically change the design and delivery of education and
training to ensure it is aligned to the objectives and aspirations of the Kenya Vision 2030. The curriculum
reforms focus on individual learner’s potential, competencies and human resource development for
industrialization and global competitiveness.
years), secondary (age 14-17 years), and tertiary education (age 18-21 years) population is expected to
increase by 14.5 per cent, 14.6 per cent, 20.6 percent and 28.8 per cent, respectively. The national and
county governments must plan adequately for their target populations at respective levels of schooling
for improved human capital development and future labour productivity.
Aggregate basic education enrolment increased by 7.8 per cent during the review period from
15.3 million in 2014 to 16.5 million in 2017. Pre-primary enrolment grew by 9 per cent from 3.0
million to 3.2 million (Table 2). This increase is attributable to the expansion of pre-primary education
centres, integration of pre-primary education into basic education, devolution of preprimary education
function to county governments, demand for pre-primary education before joining primary school, and
the hiring of more pre-primary teachers by county governments.
Primary and secondary education enrolment expanded substantially during the review period.
Implementation of Free Primary Education (FPE) and Free Day Secondary Education (FDSE) has resulted
in their respective enrolments increasing by 5 per cent and 20 per cent, as the absolute numbers show
in Table 2. Primary and secondary school education capitation grants were also enhanced from Ksh
1,020 and Ksh 10,265 respectively, to Ksh 1,420 and Ksh 22,244, in 2017, for all learners in public primary
and secondary schools, respectively. The government is also committed to 100 per cent transition from
12.1
10.6
5.6 5.3
4.6 4.1
2.8 3.2
primary to secondary school. Other initiatives which have led to increased enrolment include
enhanced investments in school infrastructure and recruitment of additional teachers.
Efforts towards achieving greater equity in the education sector have led to near gender
parity at pre-primary, primary and secondary school levels. The respective Gender Parity
Index (GPI) scores were 0.96, 0.97 and 0.95 for the pre-primary, primary and secondary education
Table 2: Enrolment in pre-primary, primary, secondary, TVET and university education (2014-2017)
Pre-primary 2014 2015 2016 2017
Total enrollments ‘000 3,020 3,168 3,200 3,294
Gender parity index 1.1 0.97 0.96 0.96
Total no. of teachers 104,784 107,187 110,819 118,276
Pupil-teacher ratio 28.8 29.6 28.9 27.8
Primary
Total enrollments ‘000 9,951 10,091 10,280 10,404
Gender parity index 0.97 0.97 0.97 0.97
Private enrollment (%) 7.8 6.8 8.4 8.0
Total no. of teachers 200,758 210,868 214,990 217,532
Pupils-teacher ratio (public) 45.7 44.6 43.8 44.0
Primary completion rate (%) 79.3 82.7 83.5 83.6
Primary secondary transition rate (%) 76.1 81.9 81.3 81.8
Secondary
Total enrollments ‘000 2,332 2,558 2,721 2,831
Gender parity index 0.92 0.90 0.95 0.95
Private enrollment (%) 6.7 6.7 6.7 6.7
Number of pupils per teacher (Public) 27.6 27.9 28.5 29.0
Technical enrolment 147,821 153,314 202,556 275,139
University enrolment 443,782 510,685 523,706 520,863
Proportion of enrolment in private universities (%) 18.1 15.3 16.3 15.5
Source: Kenya National Bureau of Statistics (2018), Economic Survey
Figure 2: Proportion of children out of school across counties in 2012 and 2014 (%)
40.0
35.0
30.0
25.0
Percentage
20.0
15.0
10.0
5.0
0.0
Kakamega
Kirinyaga
Murang’a
Nyandarua
Nyeri
Meru
Machakos
Taita Taveta
Kitui
Kericho
Trans Nzoia
Lamu
TharakaNithi
Embu
Nandi
Bungoma
Bomet
Makueni
Nakuru
Nyamira
Kisumu
Kisii
Uasin Gishu
Vihiga
Siaya
Kiambu
Homa Bay
Busia
Kajiado
Narok
Laikipia
Migori
Mombasa
Isiolo
Nairobi
Kwale
Baringo
West Pokot
Mandera
Turkana
Garissa
Marsabit
Samburu
Wajir
Tana River
Elgeyo Marakwet
Kilifi
Pupil-Teacher Ratio
The pupil-teacher ratios (PTR) in pre-primary and secondary schools were below the
national norm of 1:35, while the primary level PTR was above the national norm of 1:40.
The pre-primary, primary and secondary school level PTRs were 28:1, 44:1 and 29:1, respectively
in 2017. The PTR level in Kenya was higher than for other developing countries in the Eastern and
Southern Africa Region, including Botswana, Comoros, Lesotho and Namibia who have smaller
pupil-teacher ratios, as low as 10 per cent or below (Figure 3).
It is, however, important to address the inequalities in the distribution of teachers across
schools and counties to support the optimal utilization of existing human resources. Among
the factors limiting Kenya’s equal distribution of teachers – especially at the primary school level,
include: insecurity in some counties, such as those of northern Kenya, causing an outflow of
teachers; teachers’ preferred postings to urban and high potential areas; and unwillingness of
teachers to be separated from their families due to social factors. In general, counties in arid
and semi-arid areas have comparatively fewer teachers for the equivalent school sizes in high
potential areas.
70
60
50
40
30
20
10
0
a
di
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ia
da
ia
n
M ar
aw
o
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a
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ut
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So
So
M
Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics and Kenya Ministry of
Education (2018)
100
80
60
40
20
0
la
os
ia
ho
ia
r
nd
aw
ca
an
ny
qu
go
op
ib
or
itr
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ru
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as
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M
M
Lower secondary (female) Lower secondary (male)
Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics and Kenya Ministry of
Education (2018)
cent. Kenya’s public education spending as a percentage of GDP oscillated marginally between
5.3 per cent in 2013/14 and 5.2 per cent in 2017/18, and between 18 per cent and 21 per cent as
a percentage of total government outlays (Figure 6). That spending only surpassed the Incheon
Declaration target in 2017/18, which implies education financing was sustainable during the
review period. Education spending level of below the Incheon target of 20 per cent in some
years was because of the country’s overall increased level of infrastructural expansion, especially
spending on roads and expansion of energy sector, and county governments spending.
Kenya’s 2016/17 budgetary resources for the education sector are comparable to other countries
in the region, maintaining a 21 per cent share of the budget. Kenya’s budget estimated at 22 per
cent was slightly above the sub-Saharan African target of 20 per cent, but lags other countries,
such as South Africa, Swaziland and Namibia) (Figure 7). Kenya spends approximately US$ 141
per pupil, which is much higher than neighbouring countries, for example Ethiopia, Madagascar
and Burundi.
500
400
Ksh billions
300
200
100
-
2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
20
Percentage
15
10
0
2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
% of GDP % of budget
Figure 7: Selected countries’ education spending over total spending (%), 2016/17
25 35.0
30.0
20
25.0
Percentage
15
20.0
15.0
10
10.0
5
5.0
0 0.0
r
i
da
om a
os
Le e
Bo tho
Sw ibia
nd
So la
ia
nd
aw
ia
ea
m a
N a
a
ca
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da
ni
bw
go
al
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qu
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an
ric
op
or
an
ila
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za
itr
as
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Su
ba
Ke
Af
An
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az
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Za
Er
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n
ag
ts
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U
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ad
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oz
So
So
M
Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics and Kenya Ministry of
Education (2018)
Note: Latest available spending is per student Purchasing Power Parity (PPP)
accounted for 22.7 per cent and 20.4 per cent, respectively, during 2017/18 (Figure 8a and 8b).
TSC spending constitutes teachers’ emoluments for public primary, secondary, special needs
and public middle level training colleges. Basic education spending covers capitation grants for
primary and secondary schools; quality assurance and other administrative costs,
Under the education functional classification budget, general administration and primary
education shares averaged 23.4 per cent and 20.0 per cent, respectively, during the review
period (Figure 9a). University education share was consistently high, averaging 38 per cent
over the review period. However, secondary education’s share reflected a sharp increase in 2018,
attributable to the Free Day Secondary Education’s (FDSE) increased spending on infrastructure
expansion. The increase in technical and university education spending reflects the growing need
for tertiary education spending following implementation of FPE since 2003 and free secondary
education since 2008. Further, as the country experiences population growth, there is increased
demand for skills development.
Primary education was the biggest recipient of government funding. Although its share
declined from 47.3 per cent to 36.9 per cent between 2013/14 and 2017/18, it remains the main
funding priority, followed by secondary and university education with respective shares of 30.9
per cent and 22.7 per cent in 2017/18. Pre-primary allocation increased from a 0.7 per cent share
400,000 100,489.0
100,825.0
25,034.0
22,083.0
70,827.8
Ksh millions
300,000
53,373.8
53,363.2 12,492.2
11,187.0
10,460.4
200,000 218,379 226,686
184,800 190,799
170,277
100,000
84,997.96 90,073.02
56,591.27 58,382.72 64,998.83
-
in 2013/14 to 1.1 per cent share. Pre-primary education is a constitutionally devolved function,
meaning that it has also benefitted from growing county government resources since 2013/14.
Spending on secondary, technical and university education increased significantly during
the review period. This is because of the FDSE programme which aims to increase access to
secondary education and transition from primary to secondary and allocation for teacher salaries.
Spending on technical education also increased owing to reforms aimed at revitalizing technical
training while addressing gaps in the supply and demand of skills in the labour market.
Regarding child sensitive programmes, secondary education took the largest share of
spending by programme (Figure 10a and 10b). This is expected given the annual capitation
of Ksh 22,400 per student in public secondary schools and the cost of secondary school teachers
who are paid relatively higher wages compared to primary school teachers.
450,000 4,869.3
4,682.0 11,942.0
11,561.0 25,034.0
400,000 22,083.0
100,000 180,161.9
144,782.9 163,354.7
137,499.4 139,890.9
50,000
-
2013/14 2014/15 2015/16 2016/17 2017/18
Figure 9b: Education sector spending by levels (or services), 2013/14-2017/18 (%)
about 92.6 per cent of the education budget is spent on recurrent costs, leaving less than
7.4 per cent for development spending.
Budget Credibility
During the review period, the education sector was characterized by large deviations
between approved budgets and actual spending which reflect on budget credibility. On
average, education expenditure credibility or outturn, captured through education spending
as a percentage of aggregate sector allocations, was low except for TSC (Figure 12). Technical
education experienced the lowest level of budget credibility due to the reorganization of
structures resulting from the devolution of youth polytechnic functions to county governments,
and low disbursements of development budgets. The low spending performance of the
university level can be attributed to delays in releases from the National Treasury. The TSC’s high
budget out-turn can be attributed to the spending resources on teacher’s salaries. Overall, the
low budget outturn undermines the credibility of the planning and budgeting process, including
linkages with resource mobilization and sector performance.
The credibility of education spending by economic classification shows deviations on
wages and salaries while there are significant deviations on goods and services and capital
60.0
50.0
40.0
73.6
68.9
30.0 58.8 60.6 60.6
20.0
10.0
0.0
2013/14 2014/15 2015/16 2016/17 2017/18
School Readiness Programme (ECDE) Free Primary Education Alternative provision of basic Education
Mobile School Program School Feeding Program (Adult Literacy, NFE, special)
Free Secondary Education EMIS Strengthening
Figure 11a: Education sector spending by economic classification, 2013/2014-2017/18 (Ksh million)
500,000
450,000
25,206.0 32,231.0
400,000
350,000
Ksh millions
14,845.9 27,001.5
300,000 179,756.0 178,578.0
18,361.1
250,000 104,943.2 188,823.2
88,006.1
200,000
150,000
184,324.8 187,954.4 193,293.1 221,323.0 231,475.0
100,000
50,000
-
2013/14 2014/15 2015/16 2016/17 2017/18
80.0 30%
34%
35% 42%
70.0 40%
Percentage
60.0
50.0
40.0 63%
61%
57%
30.0
52% 52%
20.0
10.0
0.0
2013/14 2014/15 2015/16 2016/17 2017/18
0 0% 0% 0%
-5 -1% -2%
-4% -4%
-5%
-10 -7% -7%
-8%
-15 -13% -12%
-17%
Percentage
-35
-40 -39%
-45
2013/14 2014/15 2015/16 2016/17 2017/18
Figure 13: Budget credibility by economic classification, 2013/14-2017/18 (deviation from amount approved as a %)
6%
1%
0%
-1%
-2%
-4%
-8% -8%
-9% -10%
-18%
-21%
-24%
-31% -31%
Mandera, Garissa, and Wajir; but they rank among the highest in per capita spending. Kiambu,
Nyeri and Uasin Gishu are the most efficient since their per capita spending is low and have high
years of schooling. Average years of schooling was 8.4 years compared to national target of 12
years; that is, if the entire population aged 15-64 years were to have a minimum of secondary
education.
It is expected that counties with high child poverty allocate higher per capita spending
on education. However, some counties with high child poverty rate including Turkana, West
Pokot, Tana River and Samburu counties (Figure 17) did not necessary have the highest per
capita spending. However, Wajir, Mandera and Garissa Counties were among the counties that
recorded high per capita spending at primary education level, meaning their resource allocation
was pro-poor. But the figure also shows that majority of counties have low allocations despite
relatively high poverty levels. The outcomes suggest the need for targeted education pending
especially for counties with higher levels of child poverty and ensure higher spending in some of
the counties contribute to reduction on incidence of child poverty.
450,000 37,996.5
400,000
350,000 30,949.8
Ksh millions
27,781.6
300,000 25,814.4
6,865.3
250,000
200,000 426,285.0
339,117.8
150,000 307,743.5
290,691.9
264,901.0
100,000
50,000
0
2013/14 2014/15 2015/16 2016/17 2017/18
12.0
40,000
10.0
Percentage
30,000 8.0
Ksh
6.0
20,000
4.0
10,000
2.0
- 0.0
Bungoma
West Pokot
Nyandarua
Kwale
Busia
Kericho
Embu
Marakwet
Homa Bay
Isiolo
Vihiga
Siaya
Migori
Bomet
Narok
Nakuru
Trans Nzoia
Kiambu
Laikipia
Tharaka Nithi
Baringo
Kitui
Kirinyaga
Makueni
Machakos
Kisumu
Nandi
Nyamira
Taita Taveta
Turkana
Lamu
Samburu
Meru
Kajiado
Murang’a
Kisii
Tana River
Uasin Gishu
Kakamega
Marsabit
Nyeri
Kilifi
Wajir
Garissa
Mandera
Nairobi
Mombasa
National
Per capita value (left axis) % of sub-national budget (2014/15) (right axis)
Nakuru Nyeri
Uasin Gishu Murang’a Mombasa
9 Kisumu
Nyamira
Machakos Embu Kajiado Kisii Taita Taveta
Nyandarua
Laikipia
Migori Kericho Vihiga Trans Nzoia
8 Baringo Marakwet
Siaya Meru Kakamega Kenya Homa Bay
Bomet Busia Makueni
Isiolo Nandi Tharaka Nithi
Bungoma Kitui Lamu
7
Narok
West Pokot Samburu Kilifi
Kwale Turkana Marsabit
Tana River
6 Garissa
Mandera Wajir
5
150.0 5,150.0 10,150.0 15,150.0 20,150.0 25,150.0 30,150.0 35,150.0 40,150.0 45,150.0 50,150.0
Figure 17: Per capita spending on education sector and child poverty rates by county, 2015/16
90
Turkana
West Pokot
80 Tana River Wajir
Samburu
Mandera
70 Migori
Kwale
Busia Garissa
Child poverty rate
respectively. It is therefore important for the national government to provide clear policy
guidelines on financing of preprimary education as part of basic education; and given its role in
laying foundation for learning in all the other education levels. The county governments will need
to ring fence capitation grants for pre-primary education learners in order to reduce household
spending at this level.
Private sector financing remains low despite the potential in public private partnerships in
education financing especially in science, technology, innovation and skills development.
The private corporate institutions financed 0.02 per cent of education resources, by providing
and operating learning institutions at various levels of education, and/or through direct funding
of education inputs. This level is relatively low when compared with household direct financing
of education through fees payment (37 per cent). NGOs and development partners’ external
grants and loans financed shares of 1 per cent and 0.35 per cent, respectively. Overall, NGOs,
FBOs, individuals, and corporate organizations support education through improvement of
school infrastructure and support to needy students (through bursaries and scholarships), but
their contribution remained below 1 per cent over time. It will be important for the sector to
design and implement clear guidelines for public private sector partnerships in education for
structured contribution of the corporate sector in education.
County Governments
Household (parents)
4%
External Loans and Grants
1% 54%
Figure 19: Main sources of financing the education sector, 2013/14-2017/18 (Ksh Billion)
800
19.4
700
18.6
600 17.9 249.1
17.2
500 245.9
Ksh billions
16.6
214.0 230.4 31.4
400
196.4 24.6
300 20.0 21.7
1.2
339.1 426.3
200
290.7 307.7
100 264.9
-
2013/14 2014/15 2015/16 2016/17 2017/18
Household (parents) NGOs and Religious Bodies Private Sector and Companies
Negative Continue pursuing progressive Construction and equipping of TVET Ministry of Education,
perception rebranding and repositioning institutions, advocacy and rebranding of National Treasury
and poor TVET TVET and Planning, County
uptake of Governments,
Enhance TVET trainee financing, and
TVET Development Partners
capacity building of trainers including
full roll out of CBET
Inequitable Implement targeted Conduct a survey to establish the extent Ministry of Education,
access to interventions to address of disparities National Treasury
education and regional gender and poverty- and Planning, County
Design targeted interventions to address
training related disparities at all levels of Governments,
the various disparities
education and training Development Partners
Develop and implement the
Differentiated Unit Cost (DUC) Develop and implement DUC in all
to guide financing tertiary education institutions.
Budget Capacity building in resource Mobilize resources for capacity building Ministry of Education,
credibility mobilization, budget absorption in budgeting and planning at various National Treasury and
and investment planning stakeholder levels Planning
Conduct Public Expenditure Tracking and
Service Delivery (PETs)
Low access Expand investment in tertiary Develop a framework for industry – Ministry of Education,
to tertiary education and strengthen training linkages and productivity Industry
education linkage between training and improvement among youth with no
leading to industry formal schooling
low labour
Improve management and
productivity
governance for service
providers in tertiary training
institutions and MDAs
Acknowledgements providing the team with technical support throughout the process of
The preparation of this Education Budget Brief was funded and supported writing the brief. The KIPPRA research team comprised Boaz Munga, Victor
Mose, James Ochieng and Phares Mugo.
by UNICEF (KCO) and UNICEF (ESARO) under the Child Responsive
Planning and Budgeting project. The Brief was prepared by Eldah Onsomu For more information, contact
of KIPPRA, with support from Michael Kahiti and Evelyne Anupi (Ministry Kenya Institute for Public Policy Research and Analysis
of Education). The entire process of preparing the brief was guided by the Bishops Road, Bishops Garden Towers
KIPPRA Executive Director, Dr Rose Ngugi. P.O. Box 56445-00200, Nairobi
We are most grateful to the UNICEF team of Ousmane Niang and Godfrey Tel: 2719933/4 ; Cell: 0736712724, 0724256078
Email:admin@kippra.or.ke
Ndeng’e (UNICEF KCO) and Matthew Cummins (UNICEF ESARO) for
Website: http://www.kippra.org
Twitter: @kipprakenya