In the latest turn of events around the “ghost learners” scandal, a growing chorus of public school head‑teachers is pushing back, arguing that they should not be held responsible for inflated student numbers or “ghost learners” reported by the Ministry of Education (MOE).

Instead, many contend that the problem lies within the ministry’s data‑entry systems and oversight of the national learner registry.

According to recent reports, head‑teachers say they inherited learner‑enrolment figures already loaded into the system, and when the verification exercise began they found themselves being questioned over numbers they claim had been manipulated or entered at higher levels.

The teachers assert that the MOE must take responsibility for inaccurate data in the National Education Management Information System (NEMIS), rather than penalising educators at the school‑level.

The teachers’ union echoes this sentiment, warning that while schools face funding delays and reputational risk, the structural problems within the ministry’s data and verification processes remain unaddressed.

The controversy began when an audit disclosed that between the 2020/21 to 2023/24 financial years, government capitation funds were being paid to non‑existent learners and even schools.

A special audit revealed that more than KSh 3.7 billion had been over‑paid because enrolment numbers in NEMIS did not match physical registers. (The audit found, for example, that 354 secondary schools, 99 junior secondary schools and 270 primary schools were over‑funded. )

In response, the Ministry launched a nationwide verification exercise. As of mid‑September 2025 the ministry announced that over 50,000 “ghost students” had been identified in secondary schools alone, and that the verification process was still only about halfway complete.

Schools are now required to upload each learner’s Unique Personal Identifier (UPI), registration number and certified bank account for capitation to be released. The verification has also revealed schools with extremely low enrolment in some cases fewer than 10 learners and some non‑existent schools already flagged for closure or merger by the ministry.

The MOE has linked the inflated data with leaks in capitation payments, claiming that funds meant for genuine learners have been diverted.

Meanwhile, the head‑teachers’ protest has turned the spotlight back on systemic issues: schools say they are facing question‑and-blame while deeper responsibility for accurate data collection, and system integrity rests with the ministry.