The State of STEM Education in Kenya

Are We Preparing the Next Generation of Scientists?

Kenya’s ambition to become a knowledge-driven economy hinges on its ability to cultivate a robust pipeline of scientists, engineers, and innovators. In 2025, the country has made notable strides in expanding access to STEM (Science, Technology, Engineering, and Mathematics) education—but persistent gender gaps, regional disparities, and resource constraints continue to challenge progress. This article presents a data-driven analysis of Kenya’s STEM education landscape, examining enrollment trends, equity issues, and institutional efforts to prepare the next generation of scientists.

1. National STEM Enrollment Trends

STEM education in Kenya is offered across primary, secondary, TVET, and university levels. Enrollment has grown steadily, but STEM remains underrepresented compared to other disciplines.

Key Statistics

  • Primary and Secondary Schools:
    • STEM subjects are integrated under the Competency-Based Curriculum (CBC)
    • National STEM competency scores average 58%, with urban schools outperforming rural counterparts
  • TVET Institutions:
    • STEM-related enrollment stands at 43% of total TVET students
    • Female enrollment in STEM TVET programs is below 50%, despite affirmative action policies
  • Universities:
    • STEM courses account for 35–40% of total undergraduate enrollment
    • Women represent less than 30% of STEM students at public universities

2. Gender Gaps in STEM Education

Despite gains in gender parity at primary and secondary levels, women remain underrepresented in STEM fields at higher education and professional levels.

Contributing Factors

  • Cultural Norms:
    • Early marriage, gender roles, and societal expectations discourage girls from pursuing science careers
  • School Dropout Rates:
    • Teenage pregnancy and lack of support systems lead to high dropout rates among girls in STEM pathways
  • Subject Selection Bias:
    • Girls are less likely to choose physics, chemistry, and mathematics in secondary school, limiting STEM progression

Enrollment Disparities

  • Dedan Kimathi University of Technology (DeKUT):
    • Female representation in STEM peaked at 29% in 2022
  • National University Enrollment (2023):
    • Women accounted for 42% of total university students, but only 28% in STEM disciplines

3. Regional Disparities in STEM Access

STEM education access varies significantly across Kenya’s counties, with rural and marginalized regions facing the greatest challenges.

Urban vs Rural Divide

  • Urban Schools:
    • Better access to labs, digital tools, and qualified STEM teachers
    • CBC implementation more effective due to infrastructure
  • Rural Schools:
    • Limited lab facilities, frequent electricity outages, and low digital fluency among teachers
    • STEM competency scores average 45%, compared to 71% in urban pilot programs

County-Level Gaps

  • ASAL Counties (Arid and Semi-Arid Lands):
    • STEM enrollment and performance significantly lower
    • Girls face compounded barriers due to poverty and cultural practices
  • Western and Rift Valley Regions:
    • Higher STEM participation due to proximity to research institutions and better school infrastructure

4. Institutional and Policy Interventions

Kenya’s government and education stakeholders have launched several initiatives to improve STEM access and equity.

Government Programs

  • 100% Transition Policy:
    • Ensures all learners move from primary to secondary school, boosting STEM exposure
  • National Guidelines for School Re-entry (2020):
    • Supports pregnant girls and young mothers to return to school
  • STEM Scholarships:
    • Elimu, Wezesha, and county bursaries target vulnerable girls
    • In 2020, 4,811 out of 9,000 scholarships were awarded to girls

Curriculum and Pedagogy

  • Competency-Based Curriculum (CBC):
    • Emphasizes inquiry-based learning and critical thinking
    • Integration of digital simulations (e.g. PhET) improves STEM engagement in rural schools
  • Teacher Development:
    • Structured training programs increase teacher self-efficacy and STEM instructional quality
    • Pilot programs show performance gains from 45% to 71% after simulation-based interventions

5. Challenges and Recommendations

Persistent Challenges

  • Gender stereotypes and lack of female role models in STEM
  • Inadequate infrastructure in rural schools
  • Shortage of qualified STEM teachers
  • Limited access to digital tools and internet connectivity

Strategic Recommendations

  1. Expand Simulation-Based Learning
    • Scale up PhET and LabXchange tools in CBC classrooms
  2. Invest in Teacher Training
    • Institutionalize STEM pedagogy development, especially in rural areas
  3. Strengthen Gender Equity Policies
    • Promote female STEM networks and mentorship programs
  4. Improve Infrastructure
    • Prioritize lab construction, electricity access, and digital connectivity in underserved regions
  5. Monitor and Evaluate Progress
    • Use disaggregated data to track gender and regional disparities in STEM outcomes

Conclusion

Kenya’s STEM education system in 2025 is evolving, but gaps remain. While policy reforms and curriculum innovations have laid a strong foundation, the country must address gender and regional disparities to truly prepare the next generation of scientists. With targeted investments, inclusive pedagogy, and sustained political will, Kenya can unlock the full potential of its youth and position itself as a leader in African science and innovation.