Education stakeholders in Thika, Kiambu County, have raised alarm over growing confusion and inequity in the Form One placement process, warning that if not urgently addressed, it could worsen education disparities, strain learners, and undermine access to quality schooling countrywide.
They said the ongoing chaos has left many parents and learners traumatized, arguing that the situation would have been avoided through proper placement policies and sustained investment in school infrastructure nationwide.
Led by educationist Mary Kirika and Thika Business Community chairperson Alfred Wanyoike, the group questioned cases where learners are posted to day schools in far-flung areas that they have never heard of, terming the practice illogical and distressing for families.
“This situation is unnecessary and avoidable. No child should be placed in a school hundreds of kilometers away simply because some areas lack adequate facilities,” Kirika said.
They attributed the problem to unequal investment in school infrastructure, noting that while some constituencies boast of modern, well-equipped institutions, others continue to grapple with dilapidated classrooms, inadequate learning facilities, and poor security.
According to the stakeholders, the imbalance has created a few highly sought-after schools while leaving many institutions unattractive to learners, forcing authorities to scatter students across distant regions to fill gaps.
The group argued that equitable development of schools would foster better learning environments, promote fairness in placement, and significantly reduce the need to post students to remote or unfamiliar areas.
They challenged Members of Parliament to properly utilize Constituency Development Fund (CDF) allocations to upgrade schools in their constituencies, saying the millions of shillings MPs receive annually should be directed towards improving classrooms, dormitories, laboratories, and security.
“The CDF is meant to promote equity at the grassroots. When MPs fail to invest in education infrastructure, it is the learners who suffer. Communities sacrifice a lot to build and refurbish schools, including land, resources, and labor, believing their children will learn there. Instead, learners are sent to distant schools that are still struggling with basic infrastructure,” said Wanyoike.
Counseling psychologist Dr. Susan Gitau noted posting learners to poorly resourced schools exposes them to stress, anxiety, and social adjustment challenges, which negatively affect academic performance at a critical stage of development.
The stakeholders further called on investigative agencies to crack the whip on misuse of education funds, saying accountability is critical to restoring public confidence in the placement system.
By Kelvin Kathurima & Muoki Charles
