Education stakeholders in Kenya are advocating for the return of the education sector management to a singular entity under the Director of Education, akin to the structure immediately post-independence. They argue that the fragmentation of the sector into various departments by successive governments has compromised the accountable coordination, leading to unprofessional funds allocations and general misappropriation.
The scholars emphasize that education remains a cornerstone of the nation’s future economic, social, technological, and industrial development. They warn that the sector must be liberated from frequent political interferences, which they believe have been detrimental. The tendency of new regimes to reform education has often resulted in negative effects, with positions created not to enhance efficiency but to reward political allies. This has led to unprofessional, uncoordinated, and sometimes haphazard reforms, producing overwhelmingly negative consequences for the sector.
Former Teachers Service Commission (TSC) Chief Benjamin Sogomo and Professor Peter Kagwanja are leading voices in the call for a more streamlined approach. They advocate for reducing the number of departments and roles to ensure they are maintained at an accountable and manageable level, thus minimizing confusion and overlaps where funds could be misappropriated. Sensitive areas, such as the management and issuance of bursaries, they argue, should be overseen by one or two authorities. Currently, with more than 300 segments involved, managing these funds has become cumbersome and inefficient.
The private sector, including banks, donor agents, individual philanthropists, and commercial firms, operates independent bursaries. The scholars suggest that the education sector should adopt a similar streamlined approach to enhance accountability and efficiency.
Sogomo has also frequently criticized the continued domiciling of Junior Secondary Schools (JSS) in primary schools. He argues that this practice is unfair to students in public institutions, where the required facilities are often inadequate. These students are denied access to laboratories and other essential infrastructure, putting them at a disadvantage compared to their peers in private schools, which are typically well-equipped.
Experts have also raised concerns about the Open University of Kenya (OUK). Despite its foundation as a pioneering institution for expanding online learning at all levels, little progress has been made in broadening access to the courses offered. When OUK was established, it was hailed as a game changer in digital online learning and teaching, expected to accelerate the hosting of all courses, including short and full-time technical courses offered under Competency-Based Technical Education Training (CBTET). However, the courses presented have remained traditional, and experts argue that the institution’s management needs to move beyond its comfort zone to launch and market-oriented courses that equip school leavers with flexible, marketable skills.
The scholars insist that for the education sector to regain its integrity and efficiency, there must be a return to centralized management under a Director of Education. This would ensure accountable coordination, professional funds allocation, and the elimination of political interference. Furthermore, they call for a reevaluation of the domiciling of JSS and an expansion of the OUK’s course offerings to meet the demands of the modern job market.
In conclusion, the call for consolidating the management of the education sector into one entity is seen as a necessary step to restore its integrity and efficiency. By reducing the number of departments and ensuring professional management of funds, the education sector can better serve the nation’s future development needs. Additionally, addressing the challenges faced by JSS and expanding the OUK’s offerings are crucial for providing equitable and relevant education to all students.
