Kiharu Member of Parliament Ndindi Nyoro reignited conversation on the affordability of secondary education by drawing attention to government expenditure patterns and budgetary allocations.
His remarks come against the backdrop of persistent concerns about school fees, delayed capitation and overcrowded classrooms in public secondary schools across the country.
Nyoro argued that Kenya has the financial capacity to provide free day secondary education if resources are properly prioritised and prudently managed.
According to the legislator, an allocation of Ksh30 billion would be sufficient to fully fund day secondary schooling nationwide, eliminating fees that continue to burden parents and guardians.
He maintained that such an amount is modest compared to funds lost through inefficiencies, wastage, and questionable spending in other sectors.
The MP pointed out that while the government has made strides in expanding access to basic education through free primary schooling and subsidised secondary education, gaps remain that disproportionately affect learners from low income families.
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He said many students drop out or underperform due to unpaid fees, lack of learning materials, and pressure to balance school with income-generating activities at home.
Nyoro’s remarks have sparked mixed reactions, with some leaders welcoming the proposal as a practical solution to improve access and equity, while others caution that free day secondary education would require more than just tuition coverage.
Critics argue that schools are already underfunded and that without adequate investment in infrastructure, teachers, and learning materials, quality could be compromised.
Education stakeholders have also weighed in, noting that delayed capitation disbursements have strained school operations, forcing principals to send students home frequently.
They argue that a fully funded model could stabilise schools, improve planning, and enhance learning outcomes if implemented transparently.
The MP challenged the Treasury and policymakers to rethink national priorities, insisting that investing in education yields long term economic and social returns.
He framed free day secondary education not as an expense, but as an investment in human capital that could reduce inequality, unemployment, and crime.
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