Topic 4 Notes: CURRENT POLICIES IN EDUCATIONAL PLANNING IN KENYA

Policy is a statement of aims, purposes, principles or intentions, which serve as continuing

guidelines for management in accomplishing objectives. Education policies are government

principles of governance in education and laws or rules which govern the operation of the

education systems.

Education policy directly affects all forms and levels of education. Specific areas of focus in

education policy debates include site, choice and size of schools, class size, privatization of

schools, progression, teacher education and certification, salaries, methods of teaching, syllabus,

evaluation and graduation requirements. In addition, focus is put on investment in school

infrastructure, learning resources and the core values expected of schools to uphold and model in

their learners.

National policies provide a country with a roadmap of educational practices. However, the extent

of their success depends on several factors among them the environment, resource base, political

dynamics, economic capacity and the process of implementation.

Since independence, education in Kenya has largely been a government responsibility. Education

practices have been guided by policies in the form of commissions, presidential working parties,

committees and development plans initiated by the government. It has also been influenced by

international trends such as International conventions such as those of UNICEF,

WORLDBANK, IMF, UNESCO as well as bilateral and multi-lateral donors.

Over the years, education has served many functions, including: to unify the country and create

nationhood (single curriculum, single instructional language); provide basic skills at basic
education; to create purpose and determination among citizens and to be developmental and

incremental (provide equity, access, efficiency and gender parity).

4.1 Policy on Education and Training

In the recent past, the education sector has undertaken reforms underscoring the government’s

commitment to provision of quality education and training to its citizens. Much emphasis is

placed on access, equity, quality, relevance and the strengthening of governance and

management of education to realize full development of productive and skilled manpower. The

Constitution of Kenya (2010) created demands with implications on education and training. This

necessitated the development of the policy on education and training to align education to the

constitution and the Vision 2030.

The Task Force(TF) report is presented in a policy document entitled, Sessional Paper No. 1 of

2019 on A Policy Framework for Reforming Education and Training for Sustainable

Development in Kenya. The TF recommended the following:

i) A more flexible and comprehensive structure for Kenya Education System and

Curriculum Reform to specify the expected competences at every level of learning. The

recommended structure was 2 years of Pre-primary, 6 years of Primary (3 years lower

and 3 years upper), 6 years Secondary (3 years junior and 3 years senior), 2 years

minimum of Middle Level Colleges and 3 years minimum University education.

ii) Expand access to education at all levels.

iii) Undertake major curriculum reviews.

iv) Abolish all school levies which discriminate against poor households.

v) Review capitation grants to be in line with inflationary trends.

 vi) Establish a National Council for Nomadic Education in Kenya (NACONEK).

vii) Revamp Accreditation and Assessment System at all levels.

viii) Set up a National Qualification Framework for determining and assessing the

level of achievement and competences of learners who have gone through different

learning systems or different education structures. To achieve this, the Kenya National

Qualification Authority (KNQA) is established by law.

ix) Reduce the cost of education to households through the provision of teachers, teaching

and learning materials and grants to cover operational and maintenance expenses.

x) Fast track the realization of the national skills and competences training programmes at

the TVET level.

xi) Universities to develop their curricula and programmes based on the curricula offered at

the Basic Education cycle.

xii) Commission for University Education (CUE) to carry out quality assurance of the

programmes offered at all Universities in the country.

4.11 Structure of Education, Curriculum and Assessment

The TF noted that 8-4-4 system of education, curriculum and assessment excludes Early

Childhood Development and Education (ECDE). In addition, the quality of education was not

clearly spelt out for the curriculum delivery to focus on development of specific expected

competences to be assessed. Thus, it recommended a more flexible and comprehensive structure

for the education system and curriculum reform to specify the expected competences at every

learning level. The structure is 2 years of Pre-primary, 6 years of Primary (3 years lower and 3

years upper), 6 years Secondary (3 years junior and 3 years senior), 2 years minimum of Middle
Level Colleges and 3 years minimum University education. The structure comprises two cycles:

Basic Education cycle (14 years, free and compulsory) and Higher Education cycle.

The revised structure is expected to ensure learners acquire competences and skills that meet the

human resource aspirations of Vision 2030 by offering a choice of subject pathways at the end of

the Elementary School phase; attain 100% transition rate from primary to secondary, thus

eliminating wastage through automatic progression to the junior secondary after acquisition of

core skills and competences (literacy, numeracy and communication skills).

The curriculum was to be realigned to meet the demands of the New Constitution, the Country’s

Vision 2030 and the integration within East African Community. A proposal was made to

redesign the content for basic education to impart learners with relevant knowledge focusing on

technology, innovation and entrepreneurship, developing their full capacities, living and working

in dignity, enhancing the quality of their lives, making informed decisions and promote lifelong

learning. Also proposed was progressive assessment framework to identify the knowledge, skills

and competences that will be assessed for each level of education and the revision of the

curriculum and textbooks to ensure skills and competences are emphasized as proposed.

The new structure also aims to identify and nurture individual learner talent at the end of junior

secondary; provide for specialization at the end of junior secondary; introduce cumulative

Competence Assessment Tests (CATs). The CATs measure knowledge, skills and competences,

part of a formative assessment process and the credits accumulated in the summative assessment

at the end of each phase. This departs from the 8-4-4 evaluation style where learners pass or fail

and exit the system. The 8-4-4 education system is examination based and the assessment

disregards moulding good citizens and for self-reliance. Competency-based assessment in line

with a competency based curriculum has been introduced as proposed to emphasize skills and
competences. School-based assessments should be strengthened to operationalize regular and

cumulative assessment by teachers in the form of CATs. They need support from a national

framework or test-bank made available online on a regular basis to standardize the CATs.

Achievement at Kenya Primary Education Certificate (KPEC) level and Kenya Junior Secondary

Education Certificate (KJSEC) will be considered in Senior Secondary School admission and

streaming. School ranking will be subject to holistic assessment on specified performance

indicators such as academic, co-curricular, quality of management, operations and maintenance

of physical facilities, environmental care, learners ‘services and community outreach

programmes. The Cabinet Secretary will give a report on these indicators during a national

education day in a process that starts at institutional, county to the national levels.

The TF recommends renaming of Kenya National Examinations Council (KNEC) to the Kenya

Educational Assessment Council (KEAC) and its strengthening to handle all issues of

management and administration of assessments in the country. It recommends adequate funding

of the National Assessment Centre to facilitate effective administration of necessary studies and

learning achievement tracking. In addition, an effective mechanism for dissemination and

implementation of findings be developed. The National Assessment Centre should be

institutionalized, aligned with the new structure of education and capacitated to manage and

administer National Summative Assessment for each cycle.

It also recommends that diagnostic assessments should be enhanced to effectively evaluate

learner achievements at all levels of education and maintains that Universities should focus on

degree and postgraduate courses and avoid certificate courses.

4.12 Access, Relevance, Equity and Quality Education

Access, equity, quality and relevance are basic characteristics which define and drive systems of

education and training. For this reason, the TF recommended the expansion of access to

education at all levels; carrying out major curriculum reviews; end to all school levies which

work against poor households; review of capitation grants in accordance with inflation and the

establishment of a National Council for Nomadic Education in Kenya (NACONEK).

4.13 Information and Communication Technology (ICT) in Education

An effort to integrate ICT in education is an emerging issue that has received attention in

education policy making. There is need for effective use of ICT in teaching so as to equip

learners with skills relevant to the digital era and global system in the 21st century.

The TF recommended strengthening of ICT institutional framework for efficient integration of

ICT in the entire education sector. It also called for the establishment of a National Centre for

ICT Integration in Education (NACICTIE) devolved to counties. It proposed provision of

technical backup in ICT initiatives in government educational institutions.

Related to ICT, the TF observed that Open and Distance Learning (ODL) in Education lacks

policy framework for implementation. There is minimal use of ODL in Primary and Secondary

schools even in areas with physical and socio-economic barriers to access. The TF recommended

the establishment of an Open university dedicated to ODL.

4.14 Research, Education and Training

The TF observed that research is in Kenya is a preserve of few Ministries and academic

institutions - like postgraduate studies at universities. Funding for research programmes is very
low. Also observed was that Social research is unrecognized as a planning and management tool

in education and development. The TF recommended institutionalization of research by teaching

basic research skills among teachers and even at lower levels including ECDE, to encourage

critical, independent and investigative thinking among young learners and for the development

of a clear policy and legal framework on research.

4.15 Science, Technology and Innovation

In order to realize Kenya’s Vision 2030, Science, Technology and Innovation (ST&I) are

pertinent. The TF identified challenges to address to facilitate suitable activities to achieve

desired levels of technological advancement. Among its recommendations, the TF called for

adequate and well trained staff in ST&I and regular review of the curriculum to meet the

changing skills demands.

4.16 National Qualification Framework (NQF)

The TF proposed the setting up of a National Qualification Framework for determining and

assessing the level of achievement and competences of learners who have gone through different

learning systems or different education structures. Consequently, the Kenya National

Qualifications Authority (KNQA) was set up in 2015 to coordinate and harmonize education,

training, assessment, and quality assurance of all qualifications awarded in the country, with a

view to improving quality and international comparability. The Kenya National Qualifications

Framework developed by the authority is part of Kenya’s international commitments to develop

an accurate, reliable and robust database of all qualifications in the country to allow for

comparability and information sharing in the education sector globally. It contains set standards

and benchmarks to be used to assess learner achievements comparatively. These benchmarks are

then used to compare the achievements of a learner or the grade the learner is to be placed within

the education systems and in the world of work.

4.17 Financing, Investment and Resource Mobilization

As noted earlier the government of Kenya largely meets the cost of education. The TF

recommended the Government to continue reducing the cost of education to households by

provision of teachers, teaching and learning materials and grants to schools to cover expenses

under the Free Primary education (FPE) and Free Day Secondary Education (FDSE) policy;

capitation grants be allocated to learners in ECDE, primary, secondary, special needs education,

adult education and non-profit non-formal schools that meet set criteria; that TIVET be

mainstreamed into education for students to benefit from mainstream financing and enhanced

skills development.
The construction of new schools/classrooms and the renovation and maintenance of existing

facilities remain the responsibility of the (national and county) government, communities and

households. Community and household support will be based on agreed guidelines and aimed at

reducing the cost burden of education on communities and households.

The TF proposed the diversification and institutionalization of university education funding

sources to include government (grants, education bond and loans), private sector, development

partners, scholarships, bursaries, financial institutions, income generating activities and

philanthropy; encouragement of local, regional and international public private partnerships in

financing education and for investment in teacher professional development.

4.18 Teacher Education and Management

The TF established that Teacher Education in Kenya lags behind developments in the field in

most developed countries. There is lack of a policy framework for teacher education and unclear

definition of teacher education and the teaching profession. Only a few teachers have their career

development plan clearly defined. As a remedy, The TF recommended professionalization of

teaching and teacher education. It proposed that the government grants public universities full

academic and professional responsibility over Teacher Training Colleges (TTCs). Other

recommendations called for Continuing Professional Development (CPD) of teachers and

teacher educators and establishment of a Kenya School of Education to provide learning and

professional development courses to build capacity in the education sector collaborating with

other stakeholders.

4.19 Public Private Partnerships

A Public Private Partnership is an agreement between the government and the private

sector to design, plan, finance, construct, and/or operate projects that traditionally fall

within the realm of the public sector. In education it involves a mutual collaboration between

the government and the private sector that could help reduce public spending, increase access,

equality, equity in the provision of education. The private sector supplements government efforts

to provide education services.

In this regard, the TF recommended the creation of a revolving fund accessible by members at a

lower interest rate for both short term and long term interest in education projects. It proposed

government provision of adequate incentives to private investors in education for their effective

contribution to improving access, quality, equity and relevance.

To actualize this, the government through the Kenya Universities and Colleges Placement

Service (KUCCPS) places government sponsored students to private universities as well.

Similarly, the self-sponsored students in both private and public universities receive government

support through student loans from the Higher Education Loans Board (HELB).