Today’s post comes from a long time educator and current head school master at Nbuku high school in Meru, Kenya, Mr. Nick Nyagah.
A galaxy of events has served to redefine the Kenyan Education arrangement since independence.
1. Report of the Kenya Education Commission (Ominde Report, 1964)
Sought to realign the education inherited from the colonialists to be in tandem with the needs of the young nation.
It proposes an education that would foster National Unity as well creating sufficient human resource base to spur development.
2. Report of the National Committee in Educational Objectives and Policies
(The Gachathi Report 1976)
Focused on Kenyan educational policies and objectives.
Economics social and cultural aspirations of the Kenyan people.
‘Harambee’ or community funded schools were started.
National centre for early childhood Education at the Kenya Institute of Education was also started.
3. Report on the Presidential Working Party on the 2nd University in Kenya (Mackay Report 1981)
This recommended the removal of the 7-4-2-3 system of education and replaced it with the current 8-4-4 arrangement
It also saw the expansion of other post secondary training institutions.
Moi University was established
The commission for Higher Education CHE was established.
4. Report of the Presidential Working Party on Education and Manpower Training for the
Next Decade and Beyond. (The Kamunge Report, 1988)
– Focused on improving education financing, quality and relevance.
– The policy of cost sharing between government, parents and communities was introduced.
5. The Commission of Enquiry into the Education system of Kenya.
(The Koech Report 2000)
Recommended Totally Integrated Quality Education and Training (TIQET)
The government failed to adopt the report due to cost implications.
However some of its recommendation e.g. Curriculum rationalization have been adopted and implemented.
6. Introduction of FPE and FSE by the Narc (National Rainbow Coalition Regime) of president Kibaki in 2005 and after 2007.
However the challenge of economic down turn has dogged the policy with funds getting to the schools quite late.
The government has increased its effort in educational funding through bursaries disbursed through local authorities and the CDF (constituency development fund)
However issues of disbursement of funds to the needy are thorny as education institutions are not in charge of identifying the beneficiaries. Many a times the really needy ones do not benefit.
The Kenya Secondary Schools Heads Association (KSSHA) is perennially petitioning the government to give the responsibility of disbursing bursary funds to the school managers instead of the local authority and CDF. This is in appreciation of the open fact that the school managers know the deserving cases better as they deal with them directly and on daily basis.
-Nick Nyagah 2009