President William Ruto used his State of the Nation Address on Thursday to outline the government’s progress in expanding Kenya’s education sector, with a focus on teacher recruitment, school infrastructure, and the rising enrolment in technical training institutions.
Addressing a joint sitting of Parliament, the President said the government has hired 76,000 teachers since 2022 and expects to take in another 24,000 by January 2026.
If completed, the intake would bring the total number of new teachers to 100,000 in three years an attempt to ease pressure in schools that have long struggled with high pupil-teacher ratios.
Ruto said the ongoing recruitment is intended to support effective implementation of the Competency-Based Curriculum (CBC), which requires more teachers and continuous learner assessment.
Kenya has faced a teacher deficit estimated at over 100,000 as of 2022, according to the Teachers Service Commission.
On infrastructure, the President said national government funding working alongside the NG-CDF has delivered 28,000 new classrooms across the country.
He added that 1,600 science laboratories are under construction, a step meant to ease congestion in secondary schools and support CBC practical lessons.
The President also pointed to the expansion of Technical and Vocational Education and Training (TVET) institutions, noting that enrolment has more than doubled from 341,000 students in 2022 to 718,000 this year.
He said more young people are taking up programmes in ICT, engineering, agriculture, hospitality and design, reflecting a shift toward skills-based training.
The growth in TVET numbers comes at a time when the government has been pushing for increased funding, equipment upgrades and stronger partnerships with industry to align training with labour market needs.
Ruto said the government views investment in education from early learning to tertiary level as central to promoting equity and long-term development.
He added that supporting teachers remains a key priority, describing them as “essential drivers” of Kenya’s education reforms.
Despite the reported progress, many public schools still face overcrowding, inadequate learning materials and staffing shortfalls, particularly in rural and arid regions.
Education stakeholders have previously called for a more predictable recruitment framework, improved teacher welfare and targeted investment in infrastructure for schools most affected by shortages.
