In Kenya, 19.1 million people live below the poverty line, with urban poverty rates hitting in informal settlements such as Kibera, Africa’s largest slum. Approximately 200,000 people call Kibera home, with thousands of children living in households earning less than KES 5,000 to 10,000 per month. These children face significant challenges in accessing quality education, which remains their primary pathway out of poverty. Yet, the barriers to achieving this are immense, from overcrowded classrooms to underqualified and underpaid teachers, to the lack of parental engagement.
Understanding and addressing these barriers is central to unlocking real change—not only in Kibera but in marginalized urban communities worldwide.
Education remains one of the most powerful tools for improving the socioeconomic trajectory of families in Kibera. However, the education system in Kenya has shifted from a community-driven approach, where parents and the broader society played an active role, to a more formalized system where classrooms and teachers are viewed as the sole providers of knowledge.
At Metis, we recognize the critical importance of restoring this shared responsibility. To that end, we recently brought together local education leaders—educators, NGO heads, and community organizers—working in Kibera. Our objective was to discuss the challenges they face and explore collective solutions. These conversations were dynamic. By fostering collaboration and exchanging ideas, these leaders are not only identifying practical, actionable pathways to improving education in Kibera but also changing the narrative for their communities. Here are some of the key insights from this meeting:
Challenges Faced by Educators
One of the central issues is the quality and capacity of teachers in low-income areas like Kibera. While pay for teachers in public schools is very standardized, these schools can only uptake some of the kids in Kibera. Currently, Olympic Primary School has over 5000 students, with each class holding up to 100 learners. To mitigate this, local leaders have come in to build private and community schools. Many children in Kibera attend low-cost private schools, often run by local leaders or community groups. However, these schools are largely unregulated, and teachers are poorly compensated—sometimes earning as little as KES 5,000 a month. The disparities between teachers in different schools—some earning up to KES 60,000—create vast differences in motivation and quality of education delivered.
Despite the introduction of the Competency-Based Curriculum (CBC) in Kenya, many teachers in Kibera still lack the qualifications and professional development required to implement it effectively. Many of these teachers are high school graduates who scored low grades in their KCPE exams and have no training in how to teach. With a national and global teacher shortage, slums are often more marginalized in the number and quality of teachers they get. This highlights the need for targeted interventions to build teacher capacity. Professional development programs, tailored to the unique challenges teachers face in urban informal settlements, are crucial. These programs should focus on pedagogical skills, classroom management, and student engagement, with additional support from structured mentorship and coaching provided by school leaders.
Strengthening low-fee-paying schools, which serve a significant portion of Kibera’s children, is vital to improving access to quality education. One key strategy is offering professional development during school holidays, addressing specific gaps identified through a participatory process involving teachers. By empowering teachers with the right skills, schools can foster a more effective learning environment.
In addition to enhancing teacher capacity, school leadership—headteachers and deputies—must be equipped to offer ongoing support. Their involvement in structured mentorship ensures that teachers can apply newly acquired skills effectively. Collaborating with government bodies to ensure that schools meet policy standards is equally important. This can only be achieved through stronger partnerships and a mindset shift that values the contributions of low-cost schools to the broader education system.
Moreover, teachers in these settings often assume roles beyond the classroom—acting as caregivers and counselors—due to limited parental involvement. This exacerbates the pressures on educators and further underscores the need for greater parental engagement in children's education. Addressing this issue will not only relieve teachers but also create a more holistic support system for learners.
Parental Engagement: The Missing Link
Over the years, a major shift in parental involvement has taken place. Historically, parents, elders, and community members were deeply involved in children’s education outside the classroom—engaging them through storytelling, sharing knowledge, and nurturing moral and social development. Today, however, many parents in Kibera, overwhelmed by the demands of survival, have transferred their educational responsibilities entirely to schools. This leaves teachers not only responsible for academic instruction but also for addressing the emotional and social needs of their students.
Research consistently shows that parental engagement plays a pivotal role in children’s academic success. For example, a recent study by USAWA found that children whose mothers have tertiary education are 68% more likely to excel in English and 47% more likely in numeracy than children whose mothers have only primary education. In Kibera, however, many households are led by single parents or guardians with limited education and resources. Despite these challenges, these parents can still play a valuable role in their children’s education if given the right support. Without such engagement, children miss the reinforcement of learning at home, and teachers are left to shoulder the entire responsibility.
To address this, community-based programs are essential to raise awareness among parents about the significance of their involvement and to equip them with practical tools to support their children’s education. Initiatives such as workshops, home-school collaborations, and community-led activities can foster a culture of learning that extends beyond the classroom.
Parental engagement is also crucial in addressing deeper issues like child abuse and fostering learner well-being. With 56% of children in Kibera exposed to abuse and 50% of young adults in Kenya reporting some form of abuse, the home becomes a critical space for intervention. Most cases of abuse occur at home, making it essential to educate parents on child protection and to actively involve them in their children’s holistic development. By empowering parents through community programs and workshops focused on safeguarding practices, they can create safer, more nurturing environments. This engagement will not only prevent abuse but also enhance collaboration between schools and families to address trauma and promote student well-being. Prioritizing parental involvement allows us to move from reacting to abuse to preventing it, ensuring every child has a safe, supportive environment to learn and grow. Freely In Hope works actively in slums in Kenya to support schools and caregivers with child protection.
Collaborating for Systemic Change
Kibera has over 500 NGOs operating across various sectors, but the oversaturation of organizations, often working in silos, limits systemic change. The fragmentation of efforts leads to duplication rather than a unified approach to solving education challenges. To achieve meaningful, long-term impact, stakeholders must come together under a shared vision. NGOs, community leaders, and government agencies should align their efforts, pool resources, and leverage each other’s strengths to create cohesive and sustainable solutions.
An example of successful collaboration is Dignitas, an education development organization that empowers schools in Nairobi’s informal settlements through leadership training and infrastructure support. They partner with different schools and organizations and drive a collective approach to their impact. This kind of partnership can play a vital role in bolstering local schools, but we must go further—encouraging local innovation, fostering resourcefulness, and reducing dependency on external aid.
Resources vs. Resourcefulness
Another significant barrier to quality education in Kibera is the lack of resources. Schools in low-income areas often lack basic supplies, and many households face food insecurity, which means that education sometimes takes a back seat to survival needs. Yet, true transformation will not come from relying on external donations alone. Communities must be empowered to solve their challenges creatively using the resources they have.
For instance, schools could repurpose available spaces to create gardens, providing food for school meals and reducing the cost of education for families. This not only addresses an immediate need but also fosters self-sufficiency and resilience within the community. Partnerships with organizations that can provide essential supplies or training are still important, but local leaders must drive the solutions for sustainable change.
The challenges facing education in Kibera are complex and multifaceted, but they are not insurmountable. Through collective action, innovative solutions, and a relentless focus on equity, we can transform education for children in informal settlements. The future of Kibera’s children should not be determined by the income bracket they were born into. Every child deserves access to quality education that equips them with the tools to break the cycle of poverty and build a better future.
At Metis, we remain committed to driving this change, empowering local leaders, and fostering collaboration to create a brighter future for all.
Contributed by:
Mary Asiko, Geoffrey Ooko, Frederick Magige (Becky School), Francis Odhiambo (Chezacheza Dance Foundation), Duncan Masiru (Little Rock ECD), June Omune (Dignitas), Lydia Matioli (Freely in Hope), Victor Odhiambo (Garden Of Hope), Keith Obiero, and Muthoni Gakwa, Naftaly Muroki, Alvin Kiiru (Metis Collective).
Becky School: Mary Asiko (Founder), Geoffrey Ooko (Teacher) and Frederick Magige (Teacher).
Chezacheza Dance Foundation: Francis Odhiambo (Founder).
Little Rock Inclusive ECD Centre: Dan Masiru (Teacher).
Dignitas Project: June Omune (Development Director).
Freely in Hope Kenya: Lydia Matioli (Program & Partnerships Director).
Garden of Hope: Victor Odhiambo (Founder).
Carolina for Kibera (CFK Africa) :Keith Obiero (Program Lead, Youth Leadership & Education).
Metis Collective: Muthoni Gakwa (Executive Director), Naftaly Muroki (Senior Community & Advocacy Manager) and Alvin Kiiru (Alumni Consultant).
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