The politics of education reforms in Kenya: Critical assessment of the education system from 1963-2020

Abstract

The study conducted a critical appraisal of the education system and reforms in Kenya as influenced by the regime of the day. There are various factors that influence educational development in any particular country, namely political, historical, geographical, technological, religious, and ideological factors. The political factor is seen as the steering wheel of education in Kenya during pre-colonial, colonial and post-colonial periods. There is no doubt that educational policies on system reforms are significantly dependent on political and social conditions, which are no longer consistent with the current predominant economic reality. This has made it difficult to come up with better, reliable, and sustainable policies. The historical design was adopted in reviewing educational development under the leadership of the four presidents of Kenya. So far, the first and the second presidents remain known as the ones who have brought the most educational changes in the country. The new 2-6-6-3 education system emphasizes continuous assessment tests rather than the end of cycle tests and is more competencies-based than exam-based (as is the 8-4-4 system). The policy designers in the education sector should comprehend and embrace education policies since they are expected to give effective leadership and management practices in the development of education. Good education development can only be realized when a country tries to separate educational policies from national politics, clear stipulation of educational policies and their role in national development and a sound implementation of educational reforms. This article digs deeper into education policies and implementation in Kenya in an attempt to provide recommendations and suggestions to improve the educational sector.