The Crisis in Kenya’s Undeveloped Public Schools.

Just 27 kilometers from Nairobi’s vibrant city center, Manyatta Secondary School stands as a stark reminder of the gap between policy goals and local realities.

Founded in 2019, the school serves about 250 students, but it faces significant challenges that underscore the broader systemic failures within Kenya’s public education system.

Despite receiving substantial funding from the National Government Constituency Development Fund (NG-CDF), Manyatta’s infrastructure remains underdeveloped, raising serious concerns about the effective management and allocation of public funds. According to the Bertelsmann Transformation Index Report 2024, Kenya loses billions of shillings every year to corruption, diverting essential resources from services like education. Human rights advocate David Karani stresses that the community must play a more active role in auditing and holding leaders accountable.

“Our taxes should benefit our children, not fill the pockets of corrupt individuals,” Karani says, echoing a sentiment that resonates strongly in the Manyatta community.

In the 2021/22 financial year, Ksh.6.8 million was allocated to build classrooms at Manyatta Secondary School. However, this amount only resulted in a single block with four classrooms, one of which doubles as an administration area. Meanwhile, students are forced to learn in temporary iron-sheet structures that are noisy, poorly ventilated, and unsafe, worsening their discomfort and health risks.

The situation at Manyatta is more than just inconvenient; it directly impacts students’ health and academic performance. On hot days, students suffer from dehydration and heat exhaustion, with some even fainting. Macharia Mbiu, the school’s board chair, explains how the extreme discomfort affects students’ cognitive functions, reducing attention spans and impeding their learning. Studies from educational psychologists and organizations like the World Health Organization show that poor learning environments, especially those with extreme temperatures, can significantly affect students’ mental well-being and academic performance. With average temperatures in Ruai, where Manyatta is located, ranging from 12°C at night to 24°C during the day, the learning environment is particularly challenging.

Moreover, the absence of a proper boundary fence leaves students and staff vulnerable to safety risks. The school has experienced intrusions from local pastoralists, and a tragic incident saw the deputy principal hospitalized after being struck by a cow. While a wire fence is under construction, security concerns persist. Students recall the discomfort of attending classes in a building that was once a church, now repurposed with iron sheets.

One student expressed the embarrassment of attending a school known for its inadequate facilities, contributing to social stigma.

Despite the substantial NG-CDF allocations—over Ksh.740 million for the Kasarani constituency from 2018 to 2024—Manyatta’s infrastructure deficiencies reveal how mismanaged or misappropriated funds can derail the intended goals of domestic resource mobilization (DRM). Community leaders, led by elder Simon Khalwale, call for greater transparency to ensure funds are used effectively.

“With the substantial funds allocated, Manyatta should have safe, functional classrooms. Yet the money seems to vanish, raising suspicions of financial mismanagement and possible illicit financial flows (IFFs) siphoning resources meant for education,” Khalwale asserts.

The debate over the NG-CDF’s effectiveness has sparked national attention. On July 8, 2024, Senator Paul Thangwa argued in the Senate that the NG-CDF model had become inefficient and wasteful, particularly in light of the country’s devolved governance system. He proposed direct funding to schools, bypassing intermediaries, and pointed out that the government’s spending on bursaries exceeded Ksh.40 billion across various programs.

Frustration within the community is palpable. One mother remarked that while the school enforces good discipline, it suffers from a severe lack of infrastructure. Her son, who walks six kilometers to school, symbolizes the dedication of many students despite the challenges they face.

Yet many families are opting to send their children to schools within a 4.8-kilometer radius, such as Ruai Boys and Girls Secondary, Drum Vale Secondary, and Nile Road Special Girls School, in search of better facilities.

This situation highlights a broader systemic failure that discourages students and burdens families.

“Our school is in high demand, but we can’t admit more students due to the lack of space. Immediate action is needed to expand our capacity,” said the school’s board chair.

Khalwale criticized the decision to build a perimeter wall with concrete posts while students continue to suffer in makeshift classrooms. “Why waste money on a wall when our children are forced to study in mud and unbearable heat?” he asked, pointing to what he called “misplaced priorities.”

This frustration is shared by others who feel abandoned by their elected officials. Despite public addresses by local leaders, including MCA James Kariuki, during a classroom launch at Manyatta Primary in 2024, progress remains stagnant.

The pervasive culture of corruption in Kenya, as noted by anonymous officials from the Kenya Revenue Authority (KRA), underscores the urgent need to address these issues. “The country does not have a revenue problem but a corruption crisis,” one official remarked. “People are stealing with impunity because they know there are no consequences.”

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