Karua noted that many children are unable to handle simple classroom tasks, saying the trend reflects deeper systemic failures that require urgent intervention from both county and national governments.
“Nearly 3 out of 4 Grade Three learners cannot do basic math. More than half are struggling with English,” she wrote.
Her remarks come at a time when concerns have been mounting over foundational learning in early-grade education, particularly in literacy and numeracy.
Stakeholders in the education sector have repeatedly warned that gaps at the lower levels of learning can have long-term consequences on a child’s academic progression and future prospects.
Karua stressed that the situation demands immediate attention, calling on leaders at all levels to prioritize reforms that will address the root causes of the problem.
She suggested that without deliberate and sustained action, the country risks widening inequality, as children from disadvantaged backgrounds are often the most affected by weak learning systems.
The PLP leader reiterated that education is a cornerstone of national development and social mobility, warning that failure to address current shortcomings could undermine efforts to build an inclusive and competitive society.
Her statement adds to the growing public discourse on the quality of education in Kenya, especially under ongoing curriculum reforms and resource constraints facing schools.
While the government has made efforts to improve access to education, questions persist about the quality of learning outcomes and whether students are acquiring essential skills at the expected levels.