Abstract
Kenya’s education system is undergoing major reforms, especially the curriculum and the human resource aspects. The reforms are aimed at fulfilling Kenya’s national and international goals of education, which are assumed to ultimately support the realization of the nation’s development goals. The education governance structure is reflective of the devolved system of government, even though education is a preserve of the national government rather than a shared responsibility with the county government. This chapter examined Kenya’s education governance structure using the top-down and bottom-up perspectives. The aim was to determine whether the current structure-a result of the promulgation of the 2010 Constitution and the introduction of the devolved system of government- acts as a solid foundation for education policy formulation and implementation. Findings indicate that the structure has been solid and has provided a base on which developments in education have been achieved. However, the structure has also brought with it challenges in education management. Lewin’s (1940’s) change management model and May and Finch’s (Sociology 43(3):535–554, 2009) normalization process theory have been suggested as foundation models that can further strengthen Kenya’s education governance structure.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abuya, B. A., Admassu, K., Ngware, M., Onsomu, E. O., & Oketch, M. (2015). Free primary education and implementation in Kenya: The role of primary school teachers in addressing the policy gap. SAGE Open, 1–10. https://doi.org/10.1177/2158244015571488.
Elmore, R. E. (1978). Organizational models of social program implementation. Public Policy, 26(2), 185–228.
Global Partnership for Education. (2018). Education in Kenya. Retrieved from https://www.globalpartnership.org/country/kenya
Government of the Republic of Kenya. (2007). Kenya vision 2030. Nairobi: Government of the Republic of Kenya.
Kabita, D. N., & Ji, L. (2017). The why, what and how of competency-based curriculum reforms: The Kenyan experience. Nairobi: UNESCO International Bureau of Education.
Kangethe, K. (2018, July). Kenya ranked third most innovative country in Africa. Retrieved from https://www.capitalfm.co.ke/business/2018/07/kenya-ranked-third-most-innovative-country-in-africa/
Kenya Institute of Curriculum Development. (2016). Basic education curriculum framework. Republic of Kenya: Kenya Institute of Curriculum Development.
Kenya Institute of Curriculum Development. (2018). Competency based curriculum. Retrieved from https://kicd.ac.ke/press_releases/competence-based-curriculum-january-3rd-2018/
Khan, A. R. (2016). Policy implementation: Some aspects and issues. Journal of Community Positive Practices, 16(3), 3–12.
Lipsky, M. (1980). Street level bureaucracy: Dilemmas of the individual in public services. Russell Sage Foundation. Retrieved February 17, 2020, from www.jstor.org/stable/10.7758/9781610447713.
May, C., & Finch, T. (2009). Implementing, embedding, and integrating practices: An outline of normalization process theory. Sociology, 43(3), 535–554.
Mind Tools. (2018). Lewin’s change management model. Retrieved from https://www.mindtools.com/pages/article/newPPM_94.htm
Ministry of Education. (2012). A policy framework for education: Aligning education and training to the Constitution of Kenya 2010 and Kenya Vision 2030 and beyond. Republic of Kenya: Ministry of Education.
Ministry of Education, Science and Technology. (2014). Education for all 2015 national review report. Republic of Kenya, Ministry of Education, Science and Technology.
Ministry of Education Science and Technology. (2015). National education sector plan volume one: Basic education programme rationale and approach 2013–2018. Republic of Kenya: Ministry of Education, Science and Technology.
Ministry of Education, Science and Technology. (2016). About us. Retrieved from http://www.education.go.ke/index.php/about-us
Mwinyipembe, M. M., & Orodho, J. A. (2014). Effectiveness of uality assurance and standards officers’ school supervisory roles in enhancing students’ academic performance in national examinations in Nakuru District, Kenya. Journal of Education and Practice, 5(16), 69–80.
Ngugi, M., Mumiukha, C., Fedha, F., & Ndiga, B. (2015). Universal primary education in Kenya: Advancement and challenges. Journal of Education and Practice, 6(14), 87–95.
Nyamai, F. (2018a). Class 1 and 2 pupils now set for new curriculum. Business Daily Africa. Retrieved from https://www.businessdailyafrica.com/news/Class-1-and-2-pupils-now-set-for-new-curriculum/539546-4250406-lshnrl/index.html
Nyamai, F. (2018b). Teachers unions tell TSC to stop job appraisals. Daily Nation. Retrieved from https://www.nation.co.ke/news/education/Teachers-unions-tell-TSC-to-stop-job-appraisals-/2643604-4359246-ow2eau/index.html
Nyamai, F. & Atieno, W. (2018, August). Why Uhuru Kenyatta slammed breaks on teacher transfers. Daily Nation. Retrieved from https://www.nation.co.ke/news/education/Uhuru-orders-review-of-teachers%2D%2Ddelocalisation-policy/2643604-4713930-wxr1al/index.html
Paudel, N. R. (2009). A critical account of policy implementation theories: Status and reconsideration. Nepalese Journal of Public Policy and Governance, 2, 36–54.
Public Service Commission. (2018). Mandate. Retrieved from https://www.publicservice.go.ke/index.php/homepage/mandate
Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: The Free Press.
Stewart, J. J., Hedge, D. M., & Lester, J. P. (2008). Public policy: An evolutionary approach (3rd ed.). Boston: Thomson Wordsworth.
The Basic Education Act, 2013, No. 14 (2013).
The Teachers’ Service Commission. (2007). Policy on identification, selection, appointment, deployment and training of heads of post primary institutions. Nairobi: The Teachers’ Service Commission.
The Teachers’ Service Commission. (2012). Teachers’ Service Act, No. 20 of 2012.
The Teachers’ Service Commission. (2018). TPAD tool for teachers.
Transparency International Kenya. (2014). Devolution handbook 2014. Nairobi: Transparency International Kenya.
UNESCO. (2015). Education for all 2000–2015: Achievements and challenges. Education for all global monitoring report 2015. Paris: UNESCO Publishing.
Uwezo. (2016). Are our children learning? Uwezo Kenya sixth learning assessment report. Nairobi: Twaweza East Africa.
Wasanga, P. M., Ogle, M. A., & Wambua, R. M. (2012). The SACMEQ III project in Kenya: A study of the conditions of schooling and the quality of education. Nairobi: The Kenya National Examination Council.
World Economic Forum. (2017). The global human capital report 2017: Preparing people for the future of work.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Wakiaga, L.A. (2020). Kenya: Robust or Burst: Education Governance in Kenya After Promulgation of the 2010 Constitution. In: Ärlestig, H., Johansson, O. (eds) Educational Authorities and the Schools. Educational Governance Research, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-38759-4_18
Download citation
DOI: https://doi.org/10.1007/978-3-030-38759-4_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-38758-7
Online ISBN: 978-3-030-38759-4
eBook Packages: EducationEducation (R0)