In the heart of sprawling informal settlements and ASAL regions in the country, thousands of children wake up each morning with the same dream—to go to school and secure a better future.

Yet, for many, this remains just a dream, as barriers ranging from poverty to lack of schools continue to deny them access to quality education.

The challenge is overwhelming, Nairobi has only 225 public primary schools, accommodating just 37 percent of the school-age population, according to the Nairobi City County Integrated Development Plan (2018-2022).

This leaves a significant portion of children dependent on community-based institutions, commonly known as Alternative Providers for Basic Education and Training (APBET) schools.

These schools have become a beacon of hope, offering learning opportunities to children who would otherwise be locked out of the education system.

However, despite their critical role, APBET schools operate in a legal gray area, struggling for recognition and government support.

For many families in informal settlements, the struggle to educate their children is a daily battle. The Usawa Agenda report highlights that financial instability, cultural practices, and long distances to public schools force many children out of education.

The 2024 Foundational Literacy and Numeracy Assessment (FLANA) survey found that 16 percent of pre-school-age children are not in school.

“Now increasingly, we have more boys than girls out of school, which is different from what we used to see previously,” says Usawa Agenda Director Emmanuel Manyasa.

“The issue of learning outcomes being stagnant—just four out of ten children meeting or exceeding expectations—shows there is still a long way to go.”

Economic hardship also plays a significant role in school dropouts. Many children are forced to work to support their families, prioritizing survival over education.

“Lack of fees accounts for a 37.8 percent drop in school enrollment, while teenage pregnancy and early marriages are also major contributors,” Manyasa explains.

In Kibra alone, there are over 250 APBET schools compared to just nine public schools. However, these community schools remain unrecognized by the government, making them ineligible for funding and other essential resources.

The Basic Education Act requires an APBET school to occupy at least one acre of land to qualify for registration—an almost impossible requirement in congested areas like Mathare and Kibra. “Where do I get an acre of land in places such as Mathare?” questions MP Anthony Oluoch.

“If these schools cannot be registered, they are not recognized, and that means they miss out on crucial government funding.”

Kibra MP Peter Orero echoes this concern, advocating for the amendment of the law to allow APBET schools to receive government capitation, just like public schools.

“We are asking for something simple: let these schools be registered and funded because the land requirement is unrealistic,” he says.

“Children should not be categorized as private or public; they are Kenyan children who deserve an education.”

Despite their importance, APBET schools struggle to stay afloat. Parents must shoulder the entire cost of education, as APBET students do not benefit from the free primary and day secondary education initiatives.

“The big question is—who is funding the education of these children in informal settlements?” asks Innocent Basengo, Regional Director at Opportunity International.

“Despite clear provisions in education regulations, learners in APBET schools are excluded from capitation, leaving their parents with the burden.”

Juma Lubambo, National Secretary General of APBET, is urging the Ministry of Education to fast-track the registration process. “Most of our schools are ready for registration, but the process is painfully slow. Many have met the minimum requirements under the policy,” he says.

Even where the government has stepped in with school feeding programs, APBET learners remain excluded.

Nairobi County Governor Johnson Sakaja takes pride in the Dishi na County initiative, which feeds students in public schools. But for children in APBET schools, hunger continues to be a daily challenge.

“Why can’t food be delivered to APBET schools at lunchtime the same way it is to public schools?” questions Mary Maina, a school administrator in Mukuru Kwa Njenga.

“Do these children have to run to public schools just to get a meal and then go back to their schools?”

A concerned parent adds, “How many children benefiting from the school meals program actually live in informal settlements? Most of our children are left out.”

Education stakeholders agree that without government intervention, the education gap will continue to widen.

Manyasa stresses that expanding bursaries, scholarships, and school feeding programs to include APBET learners is crucial.

Other proposed solutions include constructing more schools, improving sanitation, providing incentives for teachers to work in hardship areas, and implementing digital learning solutions for remote learners.

“We need to see education differently. It should not be about land requirements but about ensuring every Kenyan child gets a chance to learn,” says Orero.