Title: Basic Education in Kenya: A Reality Check
Publisher: Nsemia Inc. Publishers
Year of Publication: 2024
Author: Prof. Henry L.N. Onderi
Reviewer: Nyang’au Araka
Basic Education in Kenya: A Reality Check is about what works and what doesn’t in Kenya’s basic education setup.
It is an expose of a kind that delves into critical issues that affect education, a sector that is a key component in the country’s journey towards prosperity.
The book has been authored by Prof. Henry L.N. Onderi, who teaches at Jaramogi Oginga Odinga University of Science and Technology (JOOUST), where he also serves as the Director of Institutional Advancement and International Office.
The book has been published at a time when various reforms are ongoing in the country, and Kenyans are paying keen interest while others engage in dialogues that are punctuated with little understanding and distortion of realities.
One of those reforms is the ongoing rollout of the Competence Based Curriculum (CBC), which is systematically phasing out the 8-4-4 system that has benefitted millions of Kenyans since it started in 1985.
The introduction of CBC is anchored on the fact that 8-4-4 has served its purpose and a time has come for Kenya to shift to a new curriculum that aligns to emerging global labour market demands.
From the very onset, this book offers an insightful and critical examination of the state of basic education: primary and secondary levels of study in Kenya.
The author, who has previously served as high school teacher, principal, and director of a university campus points out that the country has been grappling with educational reform and development over the years.
A look at the author’s profile also shows that he is the outgoing (Kisii) County Education Board (CEB) chairman, a position he occupied for ten years, a time in which he interacted closely with key stakeholders of basic education.
Through this book, Prof. Onderi provides readers with a comprehensive overview of Kenya’s education system.
This book has been written in a captivating way and the content touches on diverse constituencies that in one way or the other have a hand in basic education in Kenya.
It is a useful resource for those in the entire education administration structure from school, sub-county, county, regional and the national level.
I also hope that the Ministry of Education will make use of this book as it is a true and honest scrutiny of issues in the sector and see if the author’s suggestions can help take the country’s education forward.
In addition, the book is a good reference material for other players in education, including students in higher institutions of learning, lecturers and researchers.
In fact, I dare say, this is a must read for those in the school of education in Kenyan universities.
In the initial pages, he has given a background/history of education, appreciating the numerous efforts, including monetary and human resource that has brought the country’s basic education to where it is today.
He gives an assessment of its successes, challenges, and areas requiring urgent attention.
The author has examined the objectives of the country’s philosophy of education, which includes giving equal opportunities to Kenyans, inculcating values, uniting the nation and eliminating social injustice.
He goes ahead to opine that the philosophy underpinning the country’s education has not truly achieved its intended objectives.
The professor has taken a multifaceted approach in tackling topics such as structure and functions of the Ministry of Education, Policy Issues in Education, Basic Education Reforms, and School Governance and Leadership.
He has also taken a look at Power, Authority and Delegation, School Discipline, Mentorship, Coaching and Career Choice, as well as Education Stakeholders.
Other topics in the book are: Teacher Education and Development, and Information and Communication Technology in Education.
Each topic focuses on different aspects of the education system, such as curriculum development, teacher training, infrastructure and access to education.
In each of these topics, Prof. Onderi has taken a keen look at what is contemplated in policy guidelines, circulars, Acts and other government documents.
For instance, while the Basic Education Act, 2013 is a fantastic document, the author argues that most parts of the Act have only been implemented in part while other parts have been totally ignored.
Prof. Onderi for instance lauds the creation of the National Education Board (NEB) with a chairman and eight members to advise the Cabinet Secretary (CS), department of education and other departments on policy matters as provided by the Act.
He however points out that the NEB is no longer visible, yet the Act has specified its functions including coordinating activities and reports from all the 47 County Education Boards (CEBs) and relaying the same with appropriate advice to the CS.
In the absence of the NEB, the author opines that CEBs are literally by-passing the office and dealing directly with the CS.
He writes that this disconnect denies CEBs the vibrancy with which they should operate.
Further, the author observes that the CEB has been allocated 21 functions, including coordinating and monitoring education and training in the county on behalf of the national government and county government, signaling the importance of the board in delivery of basic education in the country.
While this sounds exciting on paper, Prof. Onderi observes that board members and the chairman serve on a part-time basis and this inhibits their ability to execute their mandate as expected.
On school governance and leadership, the author pokes holes at the formation of Boards of Management (BoM), arguing that while the entities are critical, some lack capacity to deliver.
He notes that while the Act states that a BoM member should have at least completed secondary education, it does not specify on the minimum grade that one should have obtained to qualify to the board.
Due to this, Prof. Onderi observes that some members who score low quality grades easily make it to the board, yet they lack capacity and may feel inferior before the principal, and even fail to have an understanding of their mandate.
In some schools, the author notes, the headteacher or principal who is supposed to be the secretary to the board chairs meetings in situations where the substantive chairman suffers from an inferiority complex.
As well, some chairmen stay far from the schools and are hardly available when needed for meetings thus forcing the headmaster/principal to take charge, sometimes with unpleasant outcomes.
It is worth noting that Prof. Onderi has blended what is contemplated in circulars, Acts of Parliament, and the Constitution with real-life case studies, to present a sobering but necessary reality check for both policymakers and educators.
The author has explored the disconnect between educational policies and the practical realities on the ground.
In the recruitment of teachers particularly for secondary schools, the author has identified the strengths and weaknesses of the process.
He notes that the Teachers’ Service Commission (TSC) has delegated powers to BoM, but the powers can be abused.
This can disadvantage prospective job seekers, more especially in situations where the board does not live to its billing.
As noted, the author does not deny that the education system in Kenya has undergone significant transformation over the past few decades.
This includes the introduction of Free Primary Education (FPE) in 2003 and the later push for Free Day Secondary Education (FDSE).
The government also subsidises fees for students in boarding secondary schools, enhancing access to education for millions of Kenyans.
Through FPE, FDSE and other programmes, the book reveals that the country has made significant progress in attempting to provide accessible and equitable education to its young population.
For instance, he admits that the introduction of FPE in 2003 marked a significant milestone in Kenya’s educational development.
He argues that while FPE was an important step towards improving access to education, its implementation was fraught with challenges that were not fully addressed by the government thus compromising the quality of education.
The challenges include overcrowded classrooms, a shortage of teachers, and a decline in the quality of education.
The author underscores the need for a more strategic approach to educational reform, one that prioritizes both access and quality.
He has taken a similar look at FDSE, which was introduced in 2008, without taking sufficient regard to challenges that would arise due to increased student population, overstretched facilities and insufficient teachers.
Prof. Onderi warns that while the FDSE policy was aimed to increase enrollment at the secondary level, in reality, it occasioned an even greater strain on resources.
He says that schools are struggling to provide adequate facilities, teaching materials, and qualified teachers, and at the same time ensure that learners are well guided and disciplined.
The author appreciates that billions of shillings have also been pumped into the recruitment of more educators, expansion of school infrastructure and provision of textbooks.
However, according to the author, despite these efforts, systemic issues persist.
The bottlenecks that exist undermine the quality and accessibility of education for many students, especially in rural areas and among marginalised communities, where issues such as food insecurity and nomadism affect school calendar.
The author logically argues that the introduction of policies should take into consideration the necessary infrastructural and financial support required to make them sustainable and beneficial to the Kenyan people.
The disparity that exists between the quality of education in well-endowed schools and upcoming ones is also tackled in the book.
It emerges that the educational landscape in the country is tilted in favour of the rich to the detriment of the poor who are the majority.
Teacher quality is a major concern in the book, and the author argues that teachers should undergo refresher training from time to time to keep them in touch with emerging trends in the sector.
The author also delves into issues hampering teachers’ professional development, remuneration, and motivation, yet, without a highly qualified and motivated teaching workforce, the goal of providing quality education for all students remains distant and unattainable.
Since the book has been published during the time CBC is being rolled out in the country, Prof Onderi admits that the new curriculum faces challenges but expresses optimism that it will elevate Kenya to a middle-level economy someday.
The author also examines the exclusion of marginalised groups from the education system, given that some communities are pastoralist in nature and this denies children regular school attendance.
He roots for enhanced government efforts to promote inclusivity and in turn address the challenges affecting access to quality education in marginalized areas, and address the specific needs of girls and students with disabilities.
The last topic is ICT in Education, where Prof Onderi candidly expounds the role of technology in enhancing access to education and enabling teachers to offer their best.
He points out that ICT is the game changer that will ultimately transform education by providing access to digital learning materials and online resources.
However, for this to be attained, the author opines that the digital divide should be collapsed by addressing issues such as lack of electricity in rural areas.
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As well, teachers should be trained well on how to integrate technology into their classrooms, in as much as ICT may not solve all the pedagogical challenges.
In a nutshell, Basic Education in Kenya: A Reality Check is both a sobering and enlightening book that provides a thorough examination of Kenya’s education system.
The author has balanced critique with constructive suggestions for reform, and does not sound like a sensationalist who has no solution to offer.
