As of 2022, Kenya counted ****** primary educational institutions, including private and public schools. The amount increased from ****** in 2021 when a peak was reached. However, compared to 2013, the number of primary schools increased by around ** percent.

In 2022, close to 10.4 million students were enrolled in primary schools in Kenya. The number slightly increased from approximately 10.3 million in the previous year. Primary education in the country begins at the ages of five to seven years old, and the school year commences in January and ends in November.

Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel and in defining school catchment areas for planning. However, such analyses are limited due to the perennial problem for absence of geocoded school databases. We, therefore, assembled existing school databases in western Kenya, merged and cleaned them to a unique list of 2170 public day primary school in 2009 and 4682 in 2020. We focused only on PPS managed by local authorities, community, Ministry of Education, non-governmental and religious organisations. These are more accessible by the general public since the introduction of free and compulsory primary education by the Kenyan government in 2003. We also excluded special schools catering for the deaf, blind, and neurologically impaired. The database was geocoded via Google Earth, OpenStreetMap and Geonames while ensuring no schools were located within protected areas or in water bodies by carefully rechecking the coordinates derived from online gazetteers.

School locations in Kenya. It comprises Primary and Secondary Schools. The dataset was provided by Kenya Ministry of Education.

Kenya: Primary school enrollment, percent of all eligible children: The latest value from 2019 is 78.84 percent, a decline from 104.79 percent in 2016. In comparison, the world average is 101.52 percent, based on data from 160 countries. Historically, the average for Kenya from 1970 to 2019 is 99.22 percent. The minimum value, 59.71 percent, was reached in 1970 while the maximum of 116.45 percent was recorded in 1983.

Kenya KE: Children Out of School: % of Primary School Age data was reported at 16.881 % in 2012. This records a decrease from the previous number of 21.129 % for 2009. Kenya KE: Children Out of School: % of Primary School Age data is updated yearly, averaging 28.706 % from Dec 1999 (Median) to 2012, with 12 observations. The data reached an all-time high of 38.687 % in 2002 and a record low of 16.881 % in 2012. Kenya KE: Children Out of School: % of Primary School Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank.WDI: Education Statistics. Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In 2022, Kenya had around 221.5 thousand teachers in public primary schools. Female teachers had higher number than males, at approximately 119.2 thousand and 102.3 thousand, respectively. Since 2015, the number of teachers in the country has generally increased apart from a slight decrease in 2022.

This is the list of GIS coded primary schools that was completed in 2007

Kenya Primary Schools data from 2007 is an extract of data collected by the Ministry of Educations in its School Mapping Database. The database plays a crucial role in enabling improved and targeted planning initiatives in the ministry.

Abstract

1.1 Preambule

This study was funded by Google.org. The study began in 2008 and will end in 2011. Field work was done between May and July 2009 for the first round and February and March 2010 for the second round. The purpose of this field report is (1) to document how the data was collected; (2) to act as a reference to those who will be writing scientific papers, processing, and analyzing the data; and (30 consolidate the findings for purposes of sharing with key stakeholders including teachers and Ministry of Education. The report has five sections: Section 1 presents the study background. Section two presents data collection issues. Section three outlines the district and individual school reports. Section four captures the challenges experienced. Section five outlines the lessons learnt and recommendations for future classroom-based studies.

1.2 Purpose of the study

The purpose of this study was to examine the teaching process and generate information relevant to objective policy advice on the quality of teaching and learning. The intention is that by sharing the evidence generated by this study with policy makers, it is hoped that it will lead to the improvement of the quality of teaching in primary schools in Kenya. It sought to understand whether classroom interactions, including how aspects such as 'Opportunity to Learn' explain learning achievement.

1.3 Research questions guiding the study

The following are the main research questions guiding the study. However, the data collected is rich on teaching practice information and will make it possible to answer several other research questions.

a). What are the differences and similarities in teaching practice among teachers in high and low performance schools?

b). Does the observed teaching practice explain student achievement?

c). Do teacher attributes explain student's learning achievement?

d). What policy recommendations on teaching practices can improve the quality of teaching in primary education?

Based on the guiding research questions, the following research papers have been conceptualized and are being finalized for publication as publicly available and accessible APHRC Working Papers.

a) Do teachers who have a good understanding of maths demonstrate better teaching practice in the classrooms?

b) Does teaching practice explain differences in learner achievement in low and high performing schools?

c) Social relations as predictors of achievement in maths in Kenya primary schools.

Other questions that the data may help to answer

a) Do opportunities to learn (measured by teacher absenteeism, curriculum completion, and bullying and class size) explain learning gains.

b) To what extent do student characteristics, classroom sitting arrangements and classroom participation explain learning gains?

c) Assess whether female and male teachers differ in mathematics teaching and content knowledge, and whether this is reflected in pupils' mathematics performance.

Geographic coverage

Six districts in Kenya: Embu, Nairobi, Gucha, Garissa, Muranga and Baringo and 12 schools in each district

Analysis unit

Pupils

Schools

Universe

Grade 6 pupils in the selected schools, the headteacher and Math, English and Science Teachers

Sampling procedure

The target was districts that had consistently perfomed at the bottom, middle and top for 5 consective years. The selection of the best and poor performing districts and schools, the Kenya Certificate of Primary Education (KCPE) results of the last five years available were used to rank districts (nationally) and schools (at district level). School performance in national examinations (a proxy indicator for student achievement) in Kenya varies by geographical and ecological regions of the country. Based on the distribution of school mean scores in a district, schools were categorized as low performing and high performing schools in any given year.

Specifically, six districts in Kenya, two that have consistently been ranked in the bottom 10% of the KCPE examinations over the past 4 years, two that have been consistently ranked within the middle 20% and another two that have consistently been ranked in the top 10% over the same period were selected for the study. A total of 72 schools, 12 in each of the six districts were randomly selected for the study. The schools selected for the study included six that had consistently been ranked in the bottom 20%, and six that had consistently been ranked in the top 20%. A further selection criterion for the schools ensured a mix of rural, peri-urban and urban schools in the sample. While taking a national representation in to account, the sample size was influenced by resource availability.

In the selected schools, grade six pupils were included. In case of multi-streams one grade was randomly selected.

Mode of data collection

Face-to-face [f2f]

Research instrument

Survey instruments:

· Head teacher questionnaire: This instrument solicited information on school management, staffing, enrolment and parental participation in school affairs, among others.

· Teacher questionnaire: This solicited for information on biodata, qualification and training, discipline and syllabus coverage. The questionnaire was administered to grade six Maths, English and Science teachers.

· Learner questionnaire: The questionnaire solicited information on social economic background of the grade six learners and the school environment. This questionnaire was administered to grade six pupils in the selected schools.

Assessment tools:

· Mathematics teacher assessment tool, for grade six math teachers.

· Learner mathematics assessment tool, for pupils in the selected grade six streams.

Classroom observation and checklist tools:

· Classroom observation checklist: The checklist solicited information on availability of relevant textbooks, teacher and student made teaching and learning materials, other teaching resources, enrolment, learner absenteeism and lesson preparation.

· Opportunity to Learn (OTL) form: This form collected information from grade six exercise books that a learner used between January and November 2009. The information collected included date when the lesson was taught, and the main topic and subtopic as defined in grade six subject syllabus. In the absence of a main topic or subtopic, some contents of the lesson were recorded. These were later to be matched with main topic and subtopic from the s

Cleaning operations

Data editing took place at a number of stages throughout the processing, including:

a) Office editing and coding

b) During data entry

c) Structure checking and completeness

d) Secondary editing

Response rate

Total of 72 schools, all the head teachers interviwed, 2436 pupils, 213 teachers

Kenya KE: School Enrollment: Primary: Private: % of Total Primary data was reported at 15.991 % in 2014. This records an increase from the previous number of 10.576 % for 2009. Kenya KE: School Enrollment: Primary: Private: % of Total Primary data is updated yearly, averaging 10.576 % from Dec 2005 (Median) to 2014, with 5 observations. The data reached an all-time high of 15.991 % in 2014 and a record low of 4.457 % in 2005. Kenya KE: School Enrollment: Primary: Private: % of Total Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

School age population, primary education, both sexes (number) in Kenya was reported at 8318181 Persons in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Population of the official age for primary education, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

The dataset shows the number of overloaded desks in primary schools per county. This is a special need as it affects the quality of learning for the primary school children

In 2022, roughly 5.1 million girls were enrolled in primary school in Kenya. Among the boys, the number was higher at just over 5.2 million. The enrollment in the first stage of formal education recorded a slight increase for both genders.

This dataset shows the enrollment per gender per county for primary school children attending private schools in Kenya

Making Education Information Available to All in Kibera

Many people collect information about education - and they sometimes make it open and free to use. So, why isn't it easy to find information about a particular school - for a parent, or for an education researcher? Much of the information that's out there isn't connected to the other data - and especially when it comes to informal schools, which provide a great deal of the education services in places like informal settlements.

Primary school starting age (years) in Kenya was reported at 6 years in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Primary school starting age (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Kenya KE: Primary School Starting Age data was reported at 6.000 Year in 2017. This stayed constant from the previous number of 6.000 Year for 2016. Kenya KE: Primary School Starting Age data is updated yearly, averaging 6.000 Year from Dec 1970 (Median) to 2017, with 48 observations. The data reached an all-time high of 6.000 Year in 2017 and a record low of 6.000 Year in 2017. Kenya KE: Primary School Starting Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank.WDI: Education Statistics. Primary school starting age is the age at which students would enter primary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.; ; UNESCO Institute for Statistics; ;

Kenya: Primary school enrollment, percent of all eligible children: Pour cet indicateur, UNESCO fournit des données pour la Kenya de 1970 à 2019. La valeur moyenne pour Kenya pendant cette période était de 99.22 pour cent avec un minimum de 59.71 pour cent en 1970 et un maximum de 116.45 pour cent en 1983.

Record of primary schools in Kenya (2013) with details on : - name - Constituency - Ratios on boys/girls , teaching staff - type eg day/ boarding, mixed , public or private