Introduction
For many Kenyan children, the start of Grade 10 is a turning point, marking the beginning of senior secondary school where students specialise, tackle more advanced competencies and lay the foundation for their future careers. This year, however, the progression came with mixed emotions. Many families were forced to confront the harsh reality that education in Kenya is becoming increasingly unaffordable, with costs rising faster than most household budgets can accommodate. Although the Central Bank reported that inflation eased to 4.4 per cent in January 2026, the reality at school gates on opening day highlighted the widening gap between official policy expectations and what families can realistically manage. With many parents resorting to borrowing to meet these rising costs, families are becoming increasingly trapped in debt, underscoring the urgent need for practical policy solutions to ensure equitable access to senior secondary education.
Kenya’s Education System and the Financial Shift
Kenya’s public education system has undergone major reforms over the years, but none have reshaped financial pressures as much as the Competency-Based Curriculum (CBC), which is the current model. Under the 8-4-4 system, implemented from 1985 to 2017, primary education lasted eight years, secondary education four years and university another four years on average.
The country’s commitment to accessible education gained global recognition in 2003 with the introduction of Free Primary Education (FPE), which dramatically increased enrolment. This effort was later extended to secondary education through the Free Day Secondary Education (FDSE) policy, providing government capitation per learner to subsidise fees and limit household borrowing.
The introduction of the CBC in 2017 fundamentally altered these patterns. Primary education, previously a single eight-year block, was divided into three key stages: Lower Primary (Grades 1–3), Upper Primary (Grades 4–6) and Junior Secondary School (Grades 7–9). After completing junior secondary, students transition to senior secondary, comprising Grades 10–12. These changes concentrated costs at key progression points, particularly the move into Grade 10, creating significant financial pressure and often driving families into debt. While CBC was designed to improve learning outcomes and better prepare students for life beyond school, it disrupted the predictable cost patterns parents were accustomed to under 8-4-4, where only KCPE and KCSE represented major financial transitions.
The Transition: Concentrated Costs at Grade 10
If progression to senior secondary were simply a matter of advancing a grade, the pressures might be manageable for most Kenyans. In practice, Grade 10 entry requires students to meet a variety of academic and logistical requirements. Progression is assessed through the Grade 8 National Assessment (KPSEA) and the Kenya Junior Secondary Education Assessment (KJSEA), while final exit at the end of senior secondary culminates in the Kenya Secondary Education Certificate Examination (KSECE), required for university, college or vocational entry.
Beyond assessments, families face costs for school transfers, new uniforms, textbooks, tuition, boarding and transport. For many households, the total cost of entering Grade 10 now exceeds 150 per cent of a single month’s salary. Data from the Kenya National Bureau of Statistics shows most formal-sector workers earn below KSh 50,000 per month, while initial requirements for Grade 10 often exceed KSh 85,000, leaving families heavily reliant on debt to bridge the gap.
The Debt Nightmare: Digital Lenders
Faced with these immediate financial demands, many parents turn to short-term credit, with digital lending platforms and micro-lenders ranking as one of the fastest sources of emergency cash in Kenya. Loans taken to cover school fees often evolve into long-term debt, leaving families with less income for essentials such as food, healthcare and other household needs.
Schools are affected as well. According to the Kenya Secondary Schools Heads Association, unpaid fees create growing arrears, making it difficult for schools to cover essentials such as food, electricity and water. The result is a vicious cycle: parents incur debt, schools face operational pressure, and the quality of education risks erosion.
The Funding Illusion
Much of the Grade 10 debt problem stems from gaps in public funding. Under FDSE, government capitation is meant to be KSh 22,244 per learner, but actual disbursement is roughly KSh 9,221 per learner, leaving a shortfall of around KSh 13,023 per student. This creates a funding illusion: families expect government support to cover basic school costs, yet schools must recover the shortfall through levies and infrastructure fees. Combined with official Cluster 1 national school fees of KSh 53,554, the financial burden of Grade 10 forces many families into high-cost borrowing.
A Path Forward: Financing a Sustainable Transition
Addressing Grade 10 debt requires a practical and coordinated approach that eases immediate financial pressure and reduces reliance on high-interest borrowing. One step is the introduction of a Consolidated National Education Kit, through which the government could procure uniforms, stationery and other essentials in bulk and distribute them at the start of the school year. This would lower upfront costs for families and help limit debt. Bursary programmes also need reform. Current support is fragmented, leaving some families over-supported while others receive no assistance. A unified national registry could ensure timely and equitable distribution to vulnerable learners.
Timing is another critical factor. Financial pressure peaks in January when multiple payments fall due. Structured low-interest transition loans with capped rates and longer repayment periods could help families manage Grade 10 entry costs responsibly without falling into a cycle of debt. By combining bulk provision of essentials, better bursary coordination and carefully designed loans, families can focus on their children’s education rather than financing it.
Conclusion
Grade 10 marks a pivotal stage in Kenyan education, but rising entry costs are trapping families in debt and threatening equitable access to senior secondary schooling. The current system contrasts sharply with the 8-4-4 model, where only KCPE and KCSE represented major financial hurdles. Aligning policy with realistic funding, improving bursary coordination and introducing practical financial tools is essential to ensure that Grade 10 remains a stepping stone to opportunity, not the start of a cycle of debt.
Written by Tabitha Nungari, Administrator at Expertise Global
