More Cows Than Pupils: Unraveling the Crisis of School Closures in Rural Kenya

More cows than pupils – What was once a bustling morning at Kaliluni Primary School in southern Kenya has now transformed into a scene where cows are the only attendees. The once vibrant institution, once filled with over 200 children, now struggles to maintain even a handful of students. As we step into the dusty compound, the air is silent except for the lowing of cattle grazing between open classroom doors. Inside, rows of empty chairs line the halls, and the remnants of textbooks lie scattered across floors. Only five pupils remain, and on this particular visit, they—along with the sole teacher present—are absent. A lone schoolgirl in uniform walks past, her steps heavy with the weight of isolation. Maureen Mwisiwa, 12, has been attending school for the past week but finds herself surrounded by solitude. “I feel bad missing lessons all those days while pupils in other schools are still in class,” she admits to the BBC.

Kaliluni’s plight is emblematic of a broader trend across Kenya’s rural regions. Over the past three years, the school has seen its enrollment numbers drop dramatically, leaving it on the brink of closure. For Maureen’s mother, Josephine Muasya, the decision to move her daughter to another school is driven by a simple realization: “If a school doesn’t have enough trained teachers and the necessary facilities, why would we waste time there?” Josephine is not alone in this sentiment. Many parents with children still enrolled at Kaliluni are preparing to transfer their kids to better-equipped institutions, despite the longer commute. The distance to the new school is 8 kilometers—more than double the previous 4 kilometers—but the lack of public transport in Kitui county, a remote area over 200 kilometers east of Nairobi, makes the journey unavoidable.

The CBE Curriculum and Its Disruption

The decline at Kaliluni is tied to Kenya’s 2017 shift to Competency-Based Education (CBE), a reform aimed at modernizing learning by emphasizing creativity and practical skills over rote memorization. Under the old system, primary schools taught children up to grade eight, with students transitioning to senior schools at age 14. Now, the final year of primary ends at grade six, followed by a new intermediary stage—junior secondary—for grades seven to nine. This change has placed additional demands on rural primary schools, requiring them to provide science labs, specialized teachers, and updated materials to meet the new curriculum. Yet, many of these schools lack the infrastructure to support such a transition.

“Infrastructure gaps are acute,” says Mark Kasyoki, an education expert. “Many rural schools don’t have even basic facilities like laboratories, yet learners are expected to pursue science and technical pathways.” The CBE system was designed to reduce educational inequality by making learning more accessible and relevant for all children. However, its implementation has created a paradox: while it aims to uplift underprivileged communities, it has exacerbated the challenges faced by schools in remote areas. Kasyoki warns that without urgent intervention, the reform could inadvertently harm the very groups it seeks to help.

A Silent Exodus of Students

The impact of these closures is stark. In Kitui county, schools like Sooma and Manooni have already shut down, their enrollment numbers dwindling to just six and three pupils, respectively. The departures have been gradual, with students quietly migrating to nearby schools that offer better resources. One girl, who once attended Manooni Primary, now walks 3 kilometers to the nearest institution. “We want the best for our children,” says Tabitha Katingu, a mother who transferred her two kids to a school with improved facilities. “If the system can’t meet their needs, why keep them here?”

The transition to CBE has forced rural schools to adapt rapidly. Teachers, who previously taught a broad range of subjects, now face the challenge of mastering specialized disciplines. “The problem isn’t that we’re resistant to change,” explains a Kitui-based educator. “It’s that many of us haven’t received adequate training for the new approach. The preparation has been inconsistent, especially in areas where resources are scarce.” This lack of support has left some teachers frustrated and students struggling to keep up. For instance, the introduction of science-based lessons has placed an extra burden on schools without labs or trained staff.

While the curriculum overhaul is a central factor, other dynamics are also shaping the crisis. Demographic shifts, such as smaller family sizes and migration for employment, have reduced the number of students in these communities. “Young people are leaving for better opportunities,” notes one parent. “Life is hard here. Everything costs more, and education isn’t always seen as the best path.” This trend has compounded the pressure on schools, which now must compete with urban institutions for students and resources. The result is a growing disconnect between rural schools and the needs of their students.

A System in Transition

The closure of Kaliluni and hundreds of other schools has sparked debate about the sustainability of Kenya’s education system. Critics argue that the move to CBE, while well-intentioned, has overlooked the logistical challenges of rural areas. “The new curriculum should strengthen schools, not weaken them,” says Tabitha Katingu. “But when you can’t provide even the basics, it becomes a struggle.” This sentiment is echoed by educators and parents alike, who highlight the need for investment in infrastructure, teacher training, and resource distribution.

Despite these challenges, some see hope in the reform. Advocates believe that CBE could eventually create a more dynamic and equitable system, where students are assessed on their skills rather than standardized exams. However, they acknowledge that the transition requires time and significant funding. “It’s a long-term solution,” says Kasyoki. “But right now, the focus is on survival.” For schools like Kaliluni, survival may depend on whether they can attract enough students to justify their existence. The question remains: will the system adapt to the needs of rural communities, or will these schools become relics of a bygone era?

The case of Kaliluni Primary reflects a deeper struggle in Kenya’s education sector. With over 2,000 rural schools now facing possible closure, the government must address the mismatch between policy and practice. Without intervention, the dream of a more inclusive and practical curriculum may be overshadowed by the reality of empty classrooms and abandoned facilities. As Maureen’s mother watches her daughter walk the long distance to a new school, the future of rural education hangs in the balance. Whether this transition will lead to growth or collapse depends on how quickly the system can respond to the needs of its most vulnerable learners.