A new UNESCO report reveals that school heads in Kenya are spending too much time on administrative tasks, negatively impacting foundational learning outcomes.

• School heads spend only 22% of their time on instructional support, compared to 36% on administrative duties.
• This administrative burden is occurring while 40% of Grade 6 learners struggle with basic reading and numeracy.
• The report emphasizes the need for heads to act as instructional leaders, not just managers, to improve teaching and learning.