Similarly, construction of primary schools increased from 11,873 in 2001 to 15,816 in 2010 with enrollments doubling from 4,875,185 to 8,419,305 in the same year . Similarly, construction of secondary schools increased by 355% in the same period (Mihayo, 2011) cited by Haki Elimu. At least over 100% of children now access education (Mihayo, 2011; UNESCO, 2011). However, the increase in enrollment does not correspond to the quality of education, where primary school graduates cannot calculate standard basic mathematics at level II. They can hardly read standard Kiswahili level II (World Bank, 2012; Mihayo, 2011 2014; Uwezo, 2012; Hartwig, 2013). This is not to say that the ability to read and write remains the only measure to ensure students' cognitive ability. Literary skill must go beyond reading and writing to numerical and technological knowledge (Shank & Brown, 2013). Schools cannot improve skills and technology if they suffer from a shortage of teachers, or sometimes have unqualified teachers, and schools lack teaching and teaching materials. Poor quality of education in primary school leads to poor quality of education in secondary school (World Bank 2012; Uwezo, 2012). This is why every year students fail the national primary and secondary school exam i.e. National Examination Result (URoTMOEVT, 2012) Figure 1:2. I rely on the same argument that,