The current budgetary crisis plaguing Kenya’s education sector underscores a decade-long trend of poor planning and ineffective policy implementation by the Ministry of Education (MoE) and the broader government. This situation was foreseeable with the transition from the 8-4-4 system to the Competency-Based Curriculum (CBC), not due to the curriculum’s complexity but because of the casual approach adopted by the top leadership in the Executive, including the Cabinet, Treasury, and MoE, in addressing serious challenges.
The ongoing protests by Generation Z against the government highlight the failures of the Executive and, to some extent, the Legislature in fulfilling their responsibilities. When CBC was introduced, the MoE should have meticulously documented all sector requirements to ensure its successful implementation. A prime example is the teacher requirement. Under CBC, both primary and secondary education last six years each, meaning 50% of basic education is now at the secondary school level. Additionally, CBC’s technical nature necessitates a higher number of teachers at the secondary level than the 8-4-4 system required.
The employment of 46,000 intern teachers, predominantly in secondary schools, was a response to this increased demand rather than a magnanimous gesture by President William Ruto’s government, as some supporters misleadingly claim. During the drafting of the 2024/2025 Financial Bill, it became apparent that the government was unwilling to convert the terms of service for intern teachers to Permanent and Pensionable (P&P) terms, prompting a strike. This compelled the education and research committee of the National Assembly to intervene, convincing the Treasury to allocate KSh18 billion for this transition.
Supporters of the Financial Bill argued that passing it was crucial for employing teachers, a red herring designed to divide the youth. The reality is that teachers are required because students need education, not because the government acts as an employment bureau sympathetic to the unemployed youth.
It is high time for the Cabinet to prioritize funding essential social sector requirements over those that can be deferred, such as road, dam, and stadium construction. Moreover, the government could adopt policies that allow for a win-win situation of employing teachers without additional costs. For instance, transferring Grade 9 students to Senior Secondary Schools (JSS) could save significant resources. The MoE plans to construct 20,000 classrooms in primary schools for Grade 9 students at a cost of KSh23 billion, in addition to laboratories and teachers. By transferring Grade 9 to JSS, which already have classrooms, laboratories, and teachers, these funds could be redirected to employ the 46,000 interns on P&P terms and stabilize staffing at the critically understaffed Grade 7 and 8 levels.
Why is such a straightforward decision so challenging? Are there senior officials in the Treasury, MoE, or Cabinet who stand to benefit from constructing these unnecessary classrooms? Such actions lend credibility to the concerns raised by Gen Z demonstrators regarding governance issues across all sectors.
Is Education Cabinet Secretary Ezekiel Machogu unable to recommend these changes, or is he influenced by powerful individuals with vested interests in the sector? Citizens are closely watching how the National Assembly will vote on the second 2024 Financial Bill, aware of the potential consequences of disregarding public sentiment. As the nation navigates this crisis, it is imperative for the government to demonstrate a commitment to prioritizing education and addressing the sector’s fundamental needs.
