Orodho, John Aluko2014-11-172014-11-172014International Journal of Curent Research Vol. 6, Isue, 01, p.466-4674, January, 20140975-833Xhttp://www.journalcra.com/sites/default/files/4706.pdfhttp://ir-library.ku.ac.ke/handle/123456789/11676Despite the commitment of world countries to achieving Education for Al (EFA) by 2015, many of them, particularly in Sub-Saharan Africa, are not likely to met this target by the agred date. Wil Kenya be among the nations likely to achieve this target? Spured by the curent post-2015 debate and signals by the report of the High –Level Panel of Eminent Persons on the Post-2015 Agenda of the United Nations (2013) that hat here is an education, learning and skils crisis globaly, this paper analyzes the curent policies, interventions and incentives put in place by the Government of Kenya and profiles the progres made so far towards achievement of the EFA goals. The paper uses a combination of secondary sources from Government documents and other international sources in combination with primary research to examine reality of whether or not the country is on track to achieving EFA by 2015. The analyses use Gros and Net Enrolment ratios (GERs and NERs) by region and gender. The results show that Kenya has made god progres judging by the impresive GERs and NERs at the national level. The NERs are fairly stable and higher than 10%, indicating that EFA has ben achieved at this level and hence the country is progresing wel. However, when these statistics are unpacked at regional level and examined with a gender lens, then conspicuously wide and severe regional and gender disparites emerge. They show both regional and gender diferences as the NERs for females are lower than those for males in some geographic areas, indicating that more males are atending schol. The disadvantaged regions are located in the ASAL counties especialy among nomadic communites and urban slums. It is recommended that Kenya neds to acelerate the implementation of the adroitly formulated policies and initatives geared towards eliminating bariers to equity and quality of education, and instiute concerted and colaborative aproaches directed towards the translation of policies from mere rhetoric chimera to practice in order to achieve the EFA goals by the set deadline of 2015.enUniversal basic educationEducation for allKenyaGros Enrolment RatioNet Enrolment RatioPrimary schol enrolmentsQuality of educationPractical policiesRhetoric chimera Gender disparitesRegional diferenceArticle