Introduction
Education is a human right, but access to it varies widely between countries. In East Africa, Kenya and Sudan represent two contrasting realities. While Kenya has made significant strides in improving education for all, Sudan continues to face serious barriers due to conflict, instability, and limited infrastructure.
In this article, we break down the key differences in access to education between Kenya and Sudan in 2025, and what these differences mean for the future of young people in both countries.
1. Government Policies and Commitment
Kenya:
Kenya has consistently prioritized education as a national development pillar. The introduction of Free Primary Education (FPE) in 2003, followed by Free Day Secondary Education, significantly boosted enrollment. The new Competency-Based Curriculum (CBC) also aims to improve learning relevance and inclusivity.
Sudan:
Sudan has struggled with policy implementation. Decades of civil war, inconsistent governance, and low budget allocations have left education underfunded. While some regions attempt to implement free education policies, enforcement and resources remain weak.
2. Education Funding and Budget Allocation
Kenya:
In 2025, Kenya allocates about 25–30% of its national budget to education. This supports teacher salaries, learning materials, and infrastructure development — especially in rural and informal settlements.
Sudan:
Sudan spends less than 10% of its budget on education. Most funding comes from foreign aid and NGOs. Economic instability and competing priorities (like defense) reduce the consistency of education support.
3. Conflict and Displacement
Kenya:
While Kenya has faced occasional unrest, its school systems generally remain operational across the country. Even in marginal areas like Turkana or Garissa, mobile schools and NGO partnerships help reach nomadic communities.
Sudan:
Access is severely limited in conflict zones, especially Darfur, Blue Nile, and South Kordofan. Schools are often destroyed or abandoned. Children are displaced, with many living in refugee camps or working to support families instead of attending school.
4. Gender Inequality and Cultural Factors
Kenya:
Kenya has implemented gender equity initiatives, including sanitary towel distribution, mentorship programs, and affirmative action to support girls’ education. While challenges like teen pregnancy and early marriage persist in some counties, national efforts have improved gender parity in enrollment.
Sudan:
Cultural norms, especially in rural Sudan, discourage girls from pursuing formal education. Child marriage and gender-based violence are common barriers. In some areas, girls are expected to marry by age 13–15, ending any chance of secondary education.
5. Literacy Rates and School Attendance
- Kenya Literacy Rate (2025 est.): ~83%
- Sudan Literacy Rate (2025 est.): ~61%
Kenya:
Over 90% of children complete primary school. Secondary school attendance is growing thanks to bursary programs and public day schools.
Sudan:
Many children, especially in rural or conflict-affected regions, never enroll in school. Only about one in three children completes primary education.
6. Infrastructure and Teacher Availability
Kenya:
Kenya has invested heavily in classrooms, desks, and school feeding programs. Most schools are government-funded, and TSC ensures qualified teachers are deployed countrywide.
Sudan:
Inadequate infrastructure, lack of electricity, poor roads, and underpaid teachers make school attendance unreliable. In some areas, a single teacher handles multiple grades or hundreds of students.
Conclusion
The difference in access to education between Kenya and Sudan is shaped by a mix of government priorities, conflict, funding, gender dynamics, and policy enforcement. While Kenya still faces challenges, it is on a progressive path. Sudan, on the other hand, needs long-term peace, investment, and reform to provide equal access to education for its children.
For Kenya, continued investment and innovation can help achieve 100% universal education. For Sudan, the focus must be on peacebuilding and rebuilding public trust in educational institutions.
