OCDE - PISA 2025 Results (Volume I) - Kenia de 2026

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PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

The Programme for International Student Assessment (PISA) assesses the knowledge, skills and attitudes of 15-year-old students. The tests explore how well students can solve complex problems , think critically and communicate effectively; data collected through questionnaires describe the context in which students learn. This gives insights into how well education systems are preparing student s for real life challenges and future success. Kenya participated for the first time in PISA in 2025. By c omparing results internationally, policy makers and educators in Kenya can learn from other countries’ policies and practices. Fifteen-year-old students in Kenya and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

Kenya2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

Notes: Due to missing data, not all countries and economies are included in every dimension. F or each dimension, the top country/economy and the OECD average are highlighed; truancy values are sorted in descending order, so that values shown to the right correspond to lower levels of truancy.

For indicators derived from students’ and principals’ reports, differences between countries and economies should be interpre ted with caution, as they may reflect variations in response behaviour rather than true underlying differences. Non-response to questionnaires, cultural norms, as well as differing interpretations of questions can influence these indicators.

Definitions: Values that are not reported as percentages correspond to mean values of the corresponding questionnaire indices. Percentages are defined as follows: Percentage of students scoring above a baseline level of proficiency : students scoring at or above Level 2 in science, mathematics and reading; at or above Level 3 in computational problem solving; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at

mathematics and reading; at or above Level 3 in computational problem solving; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at school: Percentage of students who disagree or strongly disagree that “School has done little to prepare me for adult life when I leave school”; Absence of bullying: Percentage of students who reported never or almost never being victim of any type of bullying act (among a list of five different types of acts); Truancy: Percentage of students who reported that in the two weeks prior to the PISA test they had skipped at least one class or day of school; Academic resilience in science: Percentage of students from the bottom quarter of socio-economic status (disadvantaged students) who scored in the top quarter of performance amongst students in their own country/economy; Beliefs in social mobility: Percentage of students who disagree or strongly disagree with the statement “Your status in s ociety is something that you can’t really change very much”; No shortage of teaching staff: Percentage of students in schools whose principal reported that the school’s capacity to provide instruction is not at all hindered by a lack of teaching staff; Peer-to-peer tutoring: Percentage of students in schools whose principal reported that peerto-peer tutoring is provided; Learning to assess AI-generated content in class : Percentage of students who reported that, in their school lessons, they assess the quality of information generated by Artificial Intelligence chatbots (e.g. ChatGPT) sometimes, often or very often; School policy: cell phone bans in school : Percentage of students in schools whose principal reported that the use of cell phon es is not allowed on the school premises; School policy: subject-specific guidelines on digital devices : Percentage of students in schools whose principal reported that the school has formal guidelines for the use of digital devices for teaching and learning in specific subjects.

Source: Figure I.1.2.

An interactive dashboard is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills.html 3

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

Source: Figure I.1.2.

An interactive dashboard is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills.html 3

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

Notes on data quality in PISA 2025 This edition of PISA includes data from 91 countries and economies. While t he vast majority of countries and economies met PISA’s technical standards, a small number did not. In particular, caution is required when interpreting results of countries and economies mentioned in this note with an asterisk () next to their names: their results could be affected by greater uncertainty, or even be biased, because one or more PISA sampling standards were not met. For more information, see the Reader’s Guide in PISA 2025 Results, Volume I and Chapter 18 (Data Adjudication) in the PISA 2025 Technical Report. In Kenya, all data met the quality standards set by PISA and were considered fit for reporting. How well did 15-year-old students in Kenya do on the test? How does Kenya compare? • Students in Kenya scored less than the OECD average in mathematics, reading and sc ience (Figure 2). • A smaller proportion of students in Kenya than on average across OECD countries were top performers (Level 5 or 6) in at least one subject. At the same time, a smaller proportion of students than on average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) in all three subjects (Figure 3). • In computational problem solving, the mean score of students in Kenya was lower than the OECD average (Figure 2). Figure 2. Mean performance in science, mathematics, reading and computational problem solving Kenya, OECD average and selected comparison countries/economies

Notes: Comparison countries/economies include the highest-performing countries and econom ies overall and the highest-performing OECD countries; for comparisons with all remaining PISA 2025 participants, see source T ables and Figures. Horizontal lines that extend beyond the

Kenya, OECD average and selected comparison countries/economies

Notes: Comparison countries/economies include the highest-performing countries and econom ies overall and the highest-performing OECD countries; for comparisons with all remaining PISA 2025 participants, see source T ables and Figures. Horizontal lines that extend beyond the markers represent a measure of uncertainty associated with mean scores (the 95% confidence interval).

Source: Tables I.B1.2a.1-3 and Tables I.2.1, I.2.4, I.2.o1 and I.2.o24  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

What students know and can do in science Figure 3. Proficiency in science, mathematics and reading among 15-year-old students Kenya and OECD average

Source: Tables I.B1.2a.10-12 • Some 16% of students in Kenya attained Level 2 or higher in science (OECD average: 74%). At a minimum, these students can recognize the correct explanation for familiar sci entific phenomena and can use such knowledge to identify, in simple cases, whether a conclusion i s valid based on the data provided. Over 85% of students in top performers B-S-J-Z (China), Macao (China) , Singapore, Estonia, Japan, Chinese Taipei and Korea (in descending order of that shar e) performed at this level or above. • In Kenya, almost no students were top performers in science, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and autonomous ly apply their knowledge of and about science to a wide variety of situations, including unfamiliar ones.

What students know and can do in mathematics • In Kenya, 9% of students attained at least Level 2 proficiency in mathematics (OECD average: 65%). At a minimum, these students can interpret and recognize, without direct in structions, how a simple situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency).

65%). At a minimum, these students can interpret and recognize, without direct in structions, how a simple situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency). • Almost no students in Kenya were top performers in mathematics, meaning that the y attained Level 5 or 6 in the PISA mathematics test (OECD average: 8%). The largest shares of student s attaining Level 5 or 6 were observed in Seven Asian countries and economies: BS-J-Z (China) (54%), Singapore (37%), Chinese Taipei (32%), Macao (China) (29%), Korea (23%), Japan (22%) and Hong Kong (China) (21%). At these levels, students can model complex situa tions mathematically, and can select, compare and evaluate appropriate problem-solvi ng strategies for dealing with them. In 13 countries and economies participating in PISA 2025, more than 10% of students attained Level 5 or 6 proficiency. 5

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

What students know and can do in reading • Some 11% of students in Kenya attained Level 2 or higher in reading (OECD average: 69%). At a minimum, these students can identify the main idea in a text of moderate length, fi nd information based on explicit, though sometimes complex criteria, and can reflect on th e purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 93% in BS-J-Z (China) to 4% in Rwanda. • In Kenya, almost no students scored at Level 5 or higher in reading (OECD average: 6%) . These students can comprehend lengthy texts, deal with concepts that are abstract or counterintuiti ve, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Performance gaps within Kenya

students can comprehend lengthy texts, deal with concepts that are abstract or counterintuiti ve, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Performance gaps within Kenya Figure 4. Science performance and socio-economic status of students and schools

Source: Tables I.B1.2b.7 and Table I.B1.2b.11; and OECD, PISA 2025 Database.

Notes: The left-hand chart shows how the performance of students at different levels of socio-economic status compares to the performance of students with similar socio-economic background across OECD countries on average. The shaded area represents a measure of uncertainty

(the 95% confidence interval). Percentages reported on the chart correspond to the percentage of students in Kenya that are in each international quartile of socio-economic status. The right-hand chart plots the performance and average socio-economic status of schools that participated in PISA (only schools with students in the modal grade for 15-year-olds are shown). The size of dots is proportional to the population of 15-year-old students that each school represents. Socio-economic disparities • The PISA index of economic, social and cultural status is computed in such a way that all students taking the PISA test, regardless of the country where they live, can be placed on the same socioeconomic scale. This means that it is possible to use this index to compare the performance of students of similar socio-economic background in different countries. In Keny a, 42% of students6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

(the largest share) were in the bottom international quartile of the socio-economic scale, meaning that they were among the most disadvantaged students who took the PISA test in 2025. Thei r average score in science was 339 score points (Figure 4, left chart). In B-S-J-Z (China) and Türkiye, students of similar socio-economic background tend to score significantly higher. • The PISA index of economic, social and cultural status can also be used to or der students from

average score in science was 339 score points (Figure 4, left chart). In B-S-J-Z (China) and Türkiye, students of similar socio-economic background tend to score significantly higher. • The PISA index of economic, social and cultural status can also be used to or der students from the most disadvantaged to the most advantaged within each country and economy, and to create four groups of students of equal size (each comprising 25% of the population of 15-year -old students in each country/economy). In Kenya socio-economically advantaged st udents (the top 25% in terms of socio-economic status) outperformed disadvantaged students (the bottom 25 %) by 8 score points in science. This is smaller than the average difference between the two gro ups (85 score points) across OECD countries. • Socio-economic status was a predictor of performance in science in all PISA-participating countries and economies. It accounted for 0% of the variation in science performance in PISA 2025 in Kenya (compared to 12% on average across OECD countries). • Some 26% of disadvantaged students in Kenya were able to score in the top quarter of science performance. These students can be considered academically resilient because, despite their socio-economic disadvantage, they have attained educational excellence by compar ison with students in their own country. On average across OECD countries, 12% of disadvantaged students scored in the top quarter of science performance in their own countries. Student attitudes towards school and learning in Kenya Student curiosity, perseverance and perceived value of school • In Kenya, 68% of students agree or strongly agree that they are curious about many different things, compared to 73% across OECD countries. Moreover, 67% of students reported th at they apply additional effort when work becomes challenging (OECD average 60%). At the same time, 19% agree or strongly agree that school has been a waste of time (OECD average: 24%). • Curiosity, perseverance and valuing school are most often associated with higher science performance. In Kenya, after accounting for students’ and schools’ socio -economic profile, a one19% agree or strongly agree that school has been a waste of time (OECD average: 24%). • Curiosity, perseverance and valuing school are most often associated with higher science performance. In Kenya, after accounting for students’ and schools’ socio -economic profile, a oneunit increase in the curiosity index is associated with a difference of 30 score points in science performance, compared to an average of 19 score points across OECD countries; students who perceive greater value in school and disagree that it is a waste of time tend to achi eve higher scores in science (by 54 score points ) than their peers who feel they are wasting their time at school (OECD average: 27 score points). Student attitudes towards learning • PISA 2025 also asked students about other attitudes towards learning. For example, 45 % of students in Kenya have a growth mindset (OECD average: 69%), i.e. hold the belief that intelligence can be cultivated through work, effort and feedback. On average across OE CD countries, students with a growth mindset score 28 score points higher in science than those with a fixed mindset. In Kenya, this difference is 21 score points, after accounting fo r students’ and schools’ socio-economic profile. • PISA 2025 data further describe students’ self -regulation and goal-setting behaviours. For example, in Kenya about 61% of students reported that they often or very often plan their approach to studying. Furthermore, 60% of students ask themselves questions about the material t o check if they have understood everything (OECD averages: 37% and 49%, respectively). 7

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

• An autonomous self-regulated learner knows when and where to ask for help. PISA 2025 data show that, in most countries, students tend to rely on their teachers and clas smates for support with their schoolwork. In Kenya, 80% of students ask their teachers for help when they need it and 82% ask their classmates when they do not fully understand something (OECD averages: 77%

show that, in most countries, students tend to rely on their teachers and clas smates for support with their schoolwork. In Kenya, 80% of students ask their teachers for help when they need it and 82% ask their classmates when they do not fully understand something (OECD averages: 77% and 82%, respectively). • In Kenya self-regulated goal-setting and help-seeking are positively related to science performance, after accounting for students’ and schools’ socio -economic profile. A one-unit increase in the index of goal-setting is associated with a difference of 17 score points (OECD average: 3 score points).A one-unit increase in the index of help-seeking is associated with a difference of 17 score points (OECD average: 6 score points). How is school life in Kenya? Perceived shortages of human and material resources • In 2025, 53% of students in Kenya were in schools whose principals reported that i nstruction was hindered, at least to some extent, by a perceived lack of teaching staff (OECD average: 39%); the corresponding share for a perceived lack of assisting staff was 37% (OECD average: 39%). • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 54% of students in Kenya attended schools whose princi pals reported that a lack of educational material (e.g. textbooks, IT equipment, librar y or laboratory material) hindered instruction, at least to some extent, and 54% were in schools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighti ng and acoustic systems) was perceived to hinder instruction. Digital resources • In Kenya, students reported spending on average 1.6 hours per day using digital devices at school for learning activities (OECD average: 1.7 hours). At the same time, a non-negli gible share of students’ device use on school days is dedicated to non -learning activities: students in Kenya

• In Kenya, students reported spending on average 1.6 hours per day using digital devices at school for learning activities (OECD average: 1.7 hours). At the same time, a non-negli gible share of students’ device use on school days is dedicated to non -learning activities: students in Kenya reported spending 1.9 hours per day using digital devices at school for leis ure (OECD average: 1.1 hours). • In Kenya, 18% of students reported that their peers are often distracted by the use of digital devices during most or all science lessons (OECD average: 28%). On average across OECD countri es, students who reported digital distraction in their science classes score 11 p oints lower in science than those who reported no digital distraction (after accounting for students’ and schools ’ socioeconomic profile). In Kenya they score 49 points lower. • On average across OECD countries, students in schools where cell phone use is not allowed on school premises are about 13% less likely to report digital distraction. In 2025, 60% of students in Kenya attended schools with such a ban (OECD average: 49%). • Students in most education systems use AI chatbots for schoolwork, creating new challenges and opportunities for their learning. In Kenya, 46% of students reported using AI chatbots to help them learn at least once a week (OECD average: 46%). Students also frequently use AI to conduc t preliminary research on a new topic (Kenya: 33%; OECD average: 31%), to summarise a text they had to read (Kenya: 36%; OECD average: 30%), and to draft text for writing assignments (Kenya: 35%; OECD average: 29%).Only 13% of students reported never or almost never using AI chatbots for any of the schoolwork tasks examined in PISA (OECD average: 14%).8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

Bullying and cyberbullying

for any of the schoolwork tasks examined in PISA (OECD average: 14%).8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

Bullying and cyberbullying • In Kenya, 55% of students reported being victims of at least one form of bullying a few times per month or more in 2025 (OECD average: 20%). • Cyberbullying is relatively uncommon compared with other forms of bullying, but its victims tend to experience significant achievement deficits. In Kenya, 13% of students reported th at upsetting information about them was published online, without their consent, at least a few times a month during the 12 months prior to the PISA test (OECD average: 3%). These students scored, on average, 58 points lower in science than their peers. Teacher support and disciplinary climate in science lessons • In Kenya, 75% of students reported that, in most science lessons, the teacher shows an interest in every student’s learning (OECD average: 69%), 81% that the teacher continues teaching until the students understand (OECD average: 66%), 82% that the teacher gives extra help when students need it (OECD average: 73%). • Disciplinary climate in science lessons in 2025 remains a concern in many c ountries and economies: about 16% of students in Kenya reported that they cannot work well in most or all lessons (OECD average: 19%); 18% reported noise and disorder disrupted most or every science lesson (OECD average: 31%); 19% of students reported that their classmates do not listen to what the teacher says (OECD average: 29%). Parental involvement and support • In 2025, 62% of students in Kenya reported that their parents or guardians asked them , at least once per week, what they did at school , while 54% reported having at least weekly dis cussions about problems they might have at school. Truancy and lateness

Parental involvement and support • In 2025, 62% of students in Kenya reported that their parents or guardians asked them , at least once per week, what they did at school , while 54% reported having at least weekly dis cussions about problems they might have at school. Truancy and lateness • In 2025, around 35% of students in Kenya reported having skipped at least one day of sc hool in the two weeks prior to the test (OECD average: 22%); 40% reported skipping at least one class (OECD average: 24%); 36% reported arriving late for school (OECD average: 50%). Student readiness for environmental challenges • In Kenya, 15% of students reached at least baseline proficiency (Level 2) in environmental science. On average across OECD countries, 74% of students achieve this level, with more than 85% reaching it in seven countries and economies. • PISA 2025 shows that students in most education systems report strong pro-environme ntal attitudes, although fewer feel confident about how to collaborate effectively. In Ken ya, 78% of students believe that they can positively impact the environment (OECD average: 81 %); 83% believe that collective action can address environmental problems (OECD average: 82%) ; 79% report knowing how to work with others to positively impact the environment (OECD average: 68%). • In Kenya, 77% of students reported that they are somewhat or very interested in contributing to protecting the environment in their future jobs (OECD average: 62%). • Most students engaged in environment-related activities at least once over the 12 months prior to the PISA test. On average across OECD countries, the most common forms of engagement are discussing with friends and family how to have a positive impact on the environment (Kenya: 84%; 9

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

OECD average: 56%) and making purchasing decisions based on the sustainability of products

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

OECD average: 56%) and making purchasing decisions based on the sustainability of products

(OECD average: 54%; 66% in Kenya). Key Features of PISA 2025 in Kenya The content • The PISA 2025 survey focused on science, with mathematics and reading as minor areas; an assessment of learning in the digital world measured students’ computational problem -solving skills and their ability to self-direct their learning in a digital envi ronment. Results for science, mathematics, reading and computational problem solving are released on 8 Sept ember 2026 and analyses of students’ self-directed learning in 2027. The students • Over 760 000 students took the assessment in 2025, representing about 33 million 15-year-olds in the schools of the 91 participating countries and economies. • In Kenya, 6 460 students, in 245 schools, completed the assessment, representing about 1 99 000 15-year-old students. • PISA students are aged between 15 years 3 months and 16 years 2 months at the ti me of the assessment, and they have completed at least 6 years of formal schooling. In this note, the y are referred to as 15-year-old students. The assessment • Students took a two hour test, and each student was tested in two subjects. Different students were given different test questions and different combinations of subjects (e.g. scien ce followed by reading, or mathematics followed by science, etc.). Test items were a mixture of mult iple-choice questions and questions requiring students to construct their own responses. • Students also answered a background questionnaire, which took about 35 minutes to complete. The questionnaire sought information about the students themselves, their attitu des, dispositions and beliefs, their homes, and their school and learning experiences. School prin cipals completed a questionnaire about school management, organisation, and the learning environment. • Some countries/economies also distributed additional questionnaires, to students, par ents and/or

The questionnaire sought information about the students themselves, their attitu des, dispositions and beliefs, their homes, and their school and learning experiences. School prin cipals completed a questionnaire about school management, organisation, and the learning environment. • Some countries/economies also distributed additional questionnaires, to students, par ents and/or teachers, to elicit more information. The findings from these optional questionna ires are not covered by this note. Contact For more information about PISA 2025 visit www.oecd.org/pisa Explore, compare and visualise more data and analysis using http://gpseducation.oecd.org. Questions can be directed to the PISA team at the Directorate for Education and S kills: edu.pisa@oecd.org. This note was written by Francesco Avvisati (OECD Directorate for Education and Skills).10  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: KENYA © OECD 2026

This work is published under the responsibility of the Se cretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relate s to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable so lution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”.

single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable so lution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union The Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. The information in this document relates to the area under the effe ctive control of the Government of the Republic of Cyprus.

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The full book is available in English: OECD (2026), PISA 2025 Results (Volume I): Future-Ready Students, PISA, OECD Publishing, Paris, https://doi.org/10.1787/73451bc5-en.

© OECD 2026

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