By Hilda Atika
Shilalyo Mixed Secondary School in Shinyalu Constituency stands as a stark example of the challenges facing rural education in Kenya. Squeezed onto a small piece of land, the school’s infrastructure is in a deplorable state, barely meeting the minimum requirements for a conducive learning environment.
With no proper compound, students lack open spaces for physical activities or even simple outdoor interactions. The classrooms are cramped, offering little room for movement or group activities, and the overall setting does not inspire academic excellence. Essential facilities such as toilets, a library, a science laboratory, and a dining hall are nonexistent. The absence of these critical amenities has created significant challenges for both students and teachers.
A spot check revealed that the school’s kitchen is a makeshift structure, far from meeting the expected standards of hygiene and safety. Due to the lack of land, constructing a permanent kitchen has been impossible. Meal preparation is done under extremely difficult conditions, adding to the daily struggles faced by the school community.
Despite the deplorable state of its infrastructure, Shilalyo Secondary School has made commendable academic strides. In the 2024 Kenya Certificate of Secondary Education (KCSE) exams, two sisters emerged as the school’s top candidates, both scoring a mean grade of B-. “That is a very unique accomplishment,” remarked Joan Mocho, the deputy principal and acting principal. “The results brought joy to the school community, showcasing how education here is transforming lives despite the odds.”
One of the school’s most pressing challenges is the lack of qualified teaching staff. The school has no Physics teacher, forcing students to teach themselves the subject. Even the KCSE candidates had to rely on self-study to prepare for their exams. “You cannot discourage them from choosing the subject,” Mrs. Mocho noted. “They are determined to learn on their own.”
The shortage of Teachers Service Commission (TSC) teachers has further exacerbated the situation. The Board of Management (BOM) has been forced to employ teachers, but this solution comes with financial implications. “BOM teachers eventually leave for greener pastures in better-paying schools, leaving us in a constant cycle of recruiting and training new staff,” Mrs. Mocho explained.
The school serves a community where the majority of parents live below the poverty line. Many students miss school to work alongside their parents in commercial jobs to provide food for their families. The school also has a significant number of orphans and vulnerable students, some of whom act as parents to their younger siblings. Others are raised by elderly grandparents who cannot afford basic educational requirements.
Despite these challenges, Shilalyo Secondary School continues to make progress. Mr. Sylvester Songore, the school’s sole Chemistry teacher and Director of Studies, expressed pride in the students’ resilience. “Most of last year’s candidates were below average when they joined, yet they have surpassed expectations. This year, we are sending nine students to university, compared to five the previous year,” he said.
The administration has occasionally received bursaries from the MP and the Member of County Assembly (MCA) to sustain the school, but the funds are insufficient to cover all expenses. Mrs. Mocho is calling on MP Fred Ikana to step in and provide more substantial assistance, which would help address the pressing issues and create a better learning environment for the students.
“With adequate support, we can transform Shilalyo into a beacon of hope for this community,” she concluded.
