Development of Education in Kenya

1. 0 INTRODUCTION2 1. 1 Definition of scathe3 1. 2 Background information4 1. 2. 1 Pre-colonial grooming4 1. 2. 2 purport colonial direction in Kenya (Neocolonialism)4 1. 3 content Aims/Goals of tenet in Kenya6 1. 4 social scheme of maturation6 1. 4. 1 Early childishness Development and stopping point7 1. 4. 2 uncreated instructing8 1. 4. 3 thirdhand see9 1. 4. 4 teacher breeding9 1. 4. 5 Tertiary association10 1. 4. 6 University genteelness11 1. 5 memorial tablet trunk11 1. 5. 1 Permanent secretary11 1. 5. 2 pay and face Division12 1. 5. 3 directorate of facts of life12 . 5. 4 Field Service upbringing Officers13 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA14 2. 1 Recommendations to the Ch al angiotensin-converting enzymeenge of didacticsal activity in Kenya17 3. 0 Conclusion18 3. 1 References. 19 1. 0 INTRODUCTION The readying of culture and pedagogy to in alto pay offher Kenyans is fundamental to the success of the political relati ons all(a) overall ontogeny strategy. First, the languish term objective of the organisation is to go bulge out every Kenyan with prefatorial fictional extension tuition and information, including 2 historic period of pre- ancient, 8 years of unproblematic and 4 years of junior-grade/technical preparation. pedagogics overly hires at enhancing the ability of Kenyans to preserve and lend oneself the environment for productive gain and sustainable livelihoods. Second, breeding of upstanding tone human imaginativeness is central to the increase of subject field goals for industrial ontogeny. Third, the realization of universal find to basic grooming and studyal activity delays equitable access to cultivation and construction for all children, including discriminate and vulnerable groups.Fourth, precept is necessary for the preparation and protection of democratic universes and human dependables. Hence, this topic aims at describing the ex drawmen t of formal tuition in Kenya. It will first of all of all explore formal nurture in pre-colonial era. It will then show how variant commissions view contri thated to the instruction of formal nurture in post-colonial era. The melodic theme will desirewise shed light on the national goals of instruction, the carcass structure of fosterage and finance agreement in each train of grooming through governing initiatives.Moreover, it will select into the memorial tablet of the command carcass and in the end discuss the various disputes facing the development arena and their recommendations. 1. 1 Definition of wrong nurture According to Sifuna and Otiende (1992) precept is the deal of acquiring worth succession accumulated know leadge, skills attitudes and value from one generation to the next. From this point of trance indeed, facts of life is meant to teach a savant how to live his life by evolution his mind and equipping him to deal with verity. imp osing as defined by Webster dictionary is relating to or involving the outward form, structure, relationships, or written text of elements quite an than meaning. It whitethorn also mean following or fit in with established form, custom or rule. ballock rearing A formal training program is the process of training and developing people in knowledge, skills, mind and character in a structured and conscious program. The features of formal teaching include Classrooms, teachers, pupils, content and conk outs (Sifuna and Otiende, 1992). 1. 2 Background information 1. . 1 Pre-colonial education Sifuna, Chege and Oanda (2006) observe that historical records chance upon that Kenyans had access to education as furthest back as Johann Ludwing Krapf and Johannes Rebman. Formal education was introduced basically to boost evangelism and posterior on it be sire an instrument for issue of skilled labour for the Europeans farms and clerical module for colonial administration. T he missionaries obdurate the type of education African had to have they built tames, man geezerhoodd them determined the broadcast and influenced education policies.It all started in 1846 with the church missionary society (CMS) establishing a tame at Rabai the Coast obligation and separates across Kenya much(prenominal) as wizard civilise daytimes Kaimosi (1903), Maseno condition (1906), Jamhuri high drill (1906), Europeans girls, Kenya high shoal (1908), Mangu high give instruction (1925) and others. During that time education in Africa, Kenyan included was stratified on racial lines in matters of arrangement structure, curricula and re bloods. For example, the Europeans placement had an pper deliberate resource, its platform was establish on British traditions, Arabs and Asians system came second. Africans prepargond youths to work on Europeans farms. 1. 2. 2 Post colonial education in Kenya (Neocolonialism) Sifuna and Otiende (1992) noned that racial separa tionism was abolished in 1960 as the country move closer to independence. With the progression of independence on 12th December, 1963- a ministry of education was created. The shallow system in Kenya was brought under a localized standard curriculum and worldly concern examinations.Since independence, the political science has addressed challenges facing the education sector through delegacys, Committees and Taskforces. The first bearing, after independence, came up with the storey of the Kenya development delegating (The Ominde Report, 1964) that sought to reform the education system inherited from the colonial political sympathies to operate it more responsive to the involve of autonomous Kenya. The Commission proposed an education system that would foster national unity and the creation of fit human capital for national development.Sessional opus No 10 of 1965 on African Socialism and its Application to Planning in Kenya formally stick toed the Ominde Report a s a basis for post-independence educational development. The Report of the guinea pig Committee on educational Objectives and Policies (The Gachathi Report, 1976), foc employ on redefining Kenyas educational policies and objectives, giving consideration to national unity, and economic, sfountainhead-disposed and cultural aspirations of the people of Kenya.It departed in Government harbor for Harambee schools and also led to innovation of the content Centre for Early childhood training (NACECE) at the Kenya Institute of tenet (KIE). The Report of the death chairial work troupe on the Second University in Kenya (The Mackay Report, 1981) led to the removal of the advanced (A) take aim of supplemental education, and the expansion of other post- subaltern training institutions.In addition to the shaping of Moi University, it also recommended the establishment of the 844 system of education and the Commission for higher(prenominal) nurture (CHE). It diversified the schoo l curriculum with emphases on pre-vocational and technical skills (Re common of Kenya, 1981). The Report of the Presidential Working Party on Education and work force training (1988) focused on up education financing, quality and relevance.This Manpower formulation for the Next disco biscuit and Beyond (The Kamunge Report) was at a time when the Government contrivance for the provision of instructional materials through the National Textbook Scheme was in efficacious and in that locationfore adversely touched the quality of statement and education. From the recommendations of the Working Party in 1988, the Government produced Sessional Paper No 6 on Education and readiness for the Next Decade and Beyond. This led to the form _or_ system of regimen of cost sharing between politics, pargonnts and communities.The Commission of Inquiry into the Education frame of Kenya (The Koech Report, 2000) was mandated to recommend ways and nitty-gritty of enabling the education system to assuage national unity, mutual social responsibility, speed industrial and technological development, life-long learning, and adaptation in response to changing circumstances. The Koech Report recommended altogether Integrated part Education and information (TIQET). While the Government did not adopt the Report callable to the cost implications close to recommendations, such as curriculum rationalization have been adopted and implemented.Recent policy initiatives have focused on the attainment of education for all (EFA) and, in grumpy, universal proposition main(a) Education (UPE). The key concerns ar access, retention, equity, quality and relevance, and internal and external efficiencies inside the education system. The effectiveness of the up-to-the-minute 8-4-4 structure and system of education has also come under increasing scrutiny in light of the decline in schedule and retention particularly at the autochthonic and subaltern school levels in the move dec ade.The Government is committed to the provision of quality education and training as a human right for all Kenyans in accordance with the Kenyan law and the world-wide conventions, such as the EFA goal, and is developing strategies for moving the country towards the attainment of this goal. The slaying of destitute Primary Education (FPE) is critical to the attainment of UPE as a key milestone towards the realization of the EFA goal (htt//www. virtualcampuses. eu/index. php/Kenya). 1. National Aims/Goals of Education in Kenya Aseey and Ayot (20096) state that in Kenya the fundamental goal of education is to mark and equip the youth to be riant and useful citizens of the society. From this fundamental needs turf out more aims of education. In Kenya, t here atomic number 18 seven specific goals of education, namely national unity, national development, individual development and social fulfillment, social equality, respect and development of cultural heritage and internation al consciousness. 1. Structure of education Kenyas education system is a three to four tier system. In 1985 Kenya introduced the current 8-4-4 system ? Primary education 8 years age 6-13 ( give up and compulsory) ? inessential education 4 years age 14-18(subsidized for educatees in daytime Schools and the Government forgets fees guidelines to all public schools) ? Higher education 4 years age 19-21 (subsidized for those selected through the Universities spliff gateway Board) 1. 4. 1 Early childishness Development and EducationThe provision of ECDE as observed by republic of Kenya (1999) involves households, residential district and Government exertions in the corporate development of children from the time of conception. The structure of ECDE provision is separate into that for 0-3 year-old children and for 4-5 year-old children. For this sub-sector, the MOES policy is to focus on 4-5 year-old children with a view to providing a holistic and integrated course of study th at decorouss the childs cognitive, social, moral, spiritual, stirred and corporeal needs.The Government is already implementing measures that test to improve the performance of this sub-sector. These include establishing guidelines and standards for the management, inadvertence and curriculum development for ECDE establishment of NACECE and govern Centres for Early puerility Education (DICECE) for purposes of in-servicing teachers and training of trainers mobilizing communities and p bents through aw beness creation, and providing participation support grants to support marginalized/vulnerable communities in collaboration with other partners.Other measures, which ar cosmos implemented to enhance quality education at this level, include implementing a 2-year in-service training programme for ECDE teachers mounting a 9-month training of trainers course developing guidelines and planes for ECDE programmes enhancing the capacity of supervisors and inspectors to ensure quality of ECDE programmes and equipping NACECE and DICECEs to pull together the needs of the programmes.Despite the above measures, access, equity and quality in this sub-sector remain cons instruct by various factors that include especial(a) teaching and learning materials, inadequate ECDE centres inadequate community participation lack of a unmortgaged policy on transition from pre- direct to capital school inadequate nutrition and wellness services lack of enough handy teachers low and irregular salaries for ECDE teachers and lack of sportsmanlike entry age guidelines (htt//www. virtualcampuses. eu/index. php/Kenya). 0 1. 4. 1. 1 Financing of pre- primary educationThe pre-primary education is basically controlled by secret institution, religion and organization. Its finance rigorously depend on the p atomic number 18nts previously but currently the giving medication has allocated close to bullion to finance this level of education. 1. 4. 2 Primary education According to Minis try of Education (1987), this is the first phase of the national 8. 4. 4 system of education. The course cultivation for eight years. Its aim is to ensure that functional and mulish education that will meet the needs of the majority of children who terminate their formal education at standard eight.Financing of primary education in Kenya is universal, free and compulsory to all Kenyan citizens. The organization through constituency development fund has constructed physical facilities, purchased teaching and learning materials and employing teachers. The primary school curriculum is like throughout the country. It is nationally developed at the Kenya institute of education by the subject experts. The government of Kenya recognizes that provision of universal primary education as an important milestone to economic and social development.In particular it has been established that by providing primary education to women, a society is able to act its development. The government, si nce January 2003 has managed to implement free primary school education programme that has seen a severe increase in the number of children attention school. The Government has also increased its budgetary allocation to education as well as introducing a Constituency Bursary Fund for efficient facilitation of education at the grassroots level.The implementation of the Universal Free Primary Education, as part of the Millenium Development Goals (MDGs), has earned Kenya the re contriveable Education Award 1. 4. 2. 1 affirmation Two certificates argon awarded to students in primary school level these argon The Kenya protection of Primary Education awarded by the Kenya National examination council and the Kenya Primary Living documentation issued with the authority of the Director of Education. 1. 4. 3 secondary coil educationThe secondary education in Kenya comprises of 4 years of education in which an exam referred to as Kenya security system of Secondary Education (KCES) is d one to finish this level of education. It has three compulsory subjects English, Kiswahili and math, a cognizance separate where a student chooses all or two sciences among Chemistry, Physics and Biology. The last section of the structure comprises humanities in which a student must cleanse one subject and two at maximum, these subjects argon Geography, History, C. R. E and Social Ethics. in conclusion there is a category of subjects cognize as applied sciences and they argon offered by limited school and a student is allowed to pick one subject in this category, they include skilful Drawing and Design, Woodwork, Metalwork, graphics and Design, Electricity, Aviation and Power Mechanics. Students who obtain a grade of C+ and above argon eligible for admission at Kenyan public Universities but ascribable to limited positions the grade is shifted annually and can go as high as B+. There atomic number 18 two categories of secondary schools in Kenya, namely public and undergrou nd schools (Bogonko,1992). 1. . 3. 1 Financing of secondary school education The public secondary schools are funded by the Government or communities and are managed through a Board of Governors and farm Teacher joinings. Subsidized for students in Day Schools and the Government provide fees guidelines to all public schools. The private schools, on the other hand, are established and managed by private individuals or organizations and the parents pay full fees for their children. 1. 4. 4 Teacher Education There are phoebe bird teacher education programmes in Kenya as observed by nation of Kenya (1999).These are The Early Childhood Development and Education (ECDE) teacher education programme in which teachers are learn through in-service courses in regularise Centres for Early Childhood Education (DICECEs). The National Centre for Early Childhood Education (NACECE) develops the curriculum, trains trainers and supervisors, and conducts monitoring and evaluation. The Secondary teac her education which is provided at the parchment and course levels in sheepskin teacher training colleges and universities respectively.The technical foul teacher education is offered at the Kenya Technical Teachers College in capital of Kenya which trains diploma level teachers for secondary schools, technical training institutes, primary teachers colleges, institutes of technology and vocational polytechnics. The finical needs education teacher education is provided to lordly qualified practicing teachers through atwo-year diploma programme at the Kenya Institute of Special Education (KISE) and nettly the Primary teacher education (PTE) which is provided in 18 certificate level colleges through a two-year, residential programme.The entry criteria for primary teacher education require a candidate to have acquired a tokenish grade of C (plain) in the Kenya Certificate of Secondary Education (KCSE). In addition, one must have obtained a marginal grade of D in Mathematics and C- in English. For the entry of a diploma programme for secondary teacher education requires a candidate to have acquired a minimum grade of C (plain) in KCSE and minimum grade of C in the two teaching subjects of his/her choice and a minimum grade of C+ for a degree course.To qualify for the award of the Primary Teacher Education Certificate, a student must excrete all the practical teaching and obtain a pass in all eight subjects. The final grade distinction, credit, pass, fail is determined by passes in the six best performed subjects. 1. 4. 5 Tertiary Education These are mettle colleges that offer certificates, diplomas and some undergraduate degrees. Their curriculum is administrated by the ministry of high education.The source of finance is self sponsored and in some cases by the government through higher education loan board or subsidence free to the public institution (Ministry of Education, 1987). 1. 4. 6 University education In Kenya, they are twain everyday unive rsities Private universities. The unexclusive universities offer certificates, diplomas, degrees, masters and Ph. D. They are sponsored by the government by paying salaries to the staffs including lecturers, provision physical facilities.In addition, students who are selected by the government were put acrossn some monetary support through Joint Admission board (J. A. B). The Private universities on the other hand, are self-sponsored and only support students to get some financial support from the government through Higher Education impart Board (HELB). 1. 5 regime system Getao (199657) explains that The Kenya education system is centralized in the sense that administration, curriculum development and the formulation of policies are centralized. In Kenya, sevens makes the laws pertaining to education.Occasionally, the President makes decrees related to education. He appoints the ministers who preside over the interpretation and implementation of the educational policies. The system of education in Kenya is administered from two separate ministries namely the Ministry of Education and the Ministry of Higher Education each headed by the Minister and an jock Minister . The Ministry of education is trustworthy for formal education from pre-primary education, special education, primary education, secondary education and Teachers education.The Ministry of higher education is trustworthy for higher education which include Technical and vocational training colleges, Tertiary colleges and universities. The administration departed of ministry of education is broadly based on functional units. These are 1. 5. 1 Permanent secretary Heshe is the head of departments in the ministry. Heshe is the overall head of the ministry. Heshe is the accounting officers. He she is the formulator and implementer of government policies on education. 1. 5. 2 finance and administration DivisionThis is the wing of the administrative department of the ministry responsible for da y to day administrative and financial management affairs of the ministry. It is headed by the Deputy Secretary (Finance and Administration) who is responsible to the long-lived Secretary and takes action on all policy matters and cabinet decisions that involve the Ministry and prepares all Cabinet Memoranda for the Ministry. 1. 5. 3 Directorate of Education According to Ministry of Education (1987) the Directorate of Education is the chief victor officer of the ministry.Heshe is responsible for both the ministry and the permanent secretary on all master matters to do with Education. The Functions of the Directorate of Education are to Formulate policies give directions and management of professional functions relating to education. He/she is to deal with welfare of the students, develop curricula for the ministry, initiate training programme, Inspect schools and teachers, promote teachers, give scholarship and award to students, give grants and grant-in- supports to school as wel l as to produce and supply educational materials and equipments.The Directorate has three divisions namely The Administration and focusing of Programmes (AMP), The Education Policies and Programmes (EPP) and The Quality Assurance Officers (QAO). The Administration and Management of Programmes are in ill of registering the schools and institutions, following up audited announces, giving grants and grant-in- aid to schools, inspecting reports, Discipline of students, giving annual report and admission and transfer of students.The Education Policies and Programmes is in charge of the formulation of policies for the Pre-primary Education, Secondary Education, Technical Education, Special Education, Teacher Education, The Kenya Institute of Education (KIE), University Education and other forms of Tertiary Education, 8-4-4 System of Education and Scholarship Awards to Overseas Universities. The Quality Assurance Officers department is a section in the Ministry of Education that deals l argely with the victuals and improvement of standards of education in Kenyans school and colleges.It inspects the methods of teaching and the teaching and learning materials or resources. 1. 5. 4 Field Service Education Officers This is another part of administration in education in provincial level, District level, Division and village or vocational levels. They represent the government in their level of operations. They are i) Provincial Director Education Officers (P. D. E O. ) ii) District Education Officers (D. E. O. ) iii) Education Officers (E. O) Other administration departments in the ministry of education include i) Board of Governors (B.O. G) who represent the government in the school level. ii) Parent Teachers Association (P. T. A) that links the school and the community. iii) Kenya National testing council. This is body of administration is used to supervise examinations and offer certificate in unlike levels of education in Kenya such as primary level, secondary leve l and teacher education. iv) Kenya Institute of Education (KIE). This body of administration is used in publishing the syllabus and drawing of curriculum in education system of Kenya. v) Teacher Service Commission (T.S. C. ) This is the body that recruits and employs teachers. It also sucks teachers who are not behaving well. Other education bodies that are used in administration include Jomo Kenyatta foundation, Kenya Education Staff Institute (K. E. S. I), Commission for Higher Education (CHE), Kenya Literature Bureau (KLB), Public Universities Inspection Board which lists all sessional papers, parliament acts such as the Education Act, conscription legislation, information on Kenya universities and tertiary institutions, reports, tidings Kenya National Examination Council(KNEC) which is the national body responsible for overseeing national examination in Kenya for primary and secondary education amongst others. 2. 0 CHALLENGES FACING THE FORMAL EDUCATION IN KENYA Although the K enyan Government is putting effort in improving education in Kenya, there exempt umpteen challenges that are facing the sector which need to be addressed. These just about of these challenges have been observed by Sifuna, Chege and Oanda (2006) in most of the African countries. They are as follows There is inadequate championship to the education sector.The education sector requires enough financial support for it to undertake its duties such as curriculum development education explore and the implementation of educational policies, teacher retribution of salaries and so on. The Kenya education sector produces its musical accompaniment mainly from the Kenyan government through the Ministry of Finance and also from international donors. However, there is still minimal championship which may be attributed to the misappropriation of funds as well as abject championship of the education sector by its primary source the Kenyan government.Consequently, the poor funding will r esult in the unsatisfactory enforcement of the education sectors mandate. There may be poor curriculum development and education research as well as the improper implementation of educational policies. The shortfall of educate teachers is another challenge in education sector. The education sector struggles to meet the demand of teacher to the sector due to the shortage of teachers. This may be attributed to proficient teachers attrition in preference to other fields which offer better salaries and wage packages as opposed to what is offered by the teaching profession.There is also the Brain course where trained teachers go to teach in other countries where they believe there are better functional conditions in terms of benefits salaries and remuneration packages as opposed to those offered here in Kenya. An acute shortage of trained teachers to the education sector results in the oeuvre of savage teachers to meet the supply deficit. The entering of the free primary educati on and free secondary education initiatives in 2003 by the Narc Government in quest of education for all saw a sharp increase of student enrollments.At the time the government had not put in place adequate facilities and educational resources subsequently, there arose a strain on the already limited lendable resources for exercise the overcrowding in schools where schoolroom were packed beyond capacity. Several recommendation were made afterwards which saw the subsidization of education in the place of free education which requires the government to pay for part of resources required firearm the guardians and parents in the programme meet the snag expenses.Some parents were still unable to meet subsidized cost of educating their children which in enchantment saw the canping out of school for children who lack school fees (http//www. /par. or. ke/documents/policy). In marginalized areas such as the erratic communities in northern Kenya student enrollment and classroom atte ndance is poor as a result of the influence by the nomadic culture which requires nomadic families to move with their livestock from place to place in search of solid food water. Seeing that the children cannot be leave behind, they are left with no choice but discontinue the learning.Gender disparity as observed by Kibera and Kimokoti (1997) poses a challenge to formal education in Kenya in terms of the ratio of boys to girls enrolled to educational institution. In some communities, especially in agrarian areas where traditions are still followed, boys are for the most part enrolled for an education while girls are left at lieu to take of the home and family. There is the belief in such communities, that educated girl would be of more benefit to her matrimonial home hence her paternal home would not be able to reap the benefits of having her educated.There are also limited alternative education programmes such as teenage flummox programmes to cater for the education of those girls who drop out of school due to early pregnancies. Most of these girls have to drop out of school for some time until the time they have their babies and even then they would have to stay at home take palm of their babies, limiting their chances to go back to school and finish their education. Enrollment into bad education programmes is discouraging and a challenge to the education system.Many illiterate and semi-illiterate adult fears the scratch they may receive from their family, friends and society and this may beep from enrolling into such programs. Moreover, there are a few adult education programmes and institutions which is a great challenge to those adults seeking to receive such an education. Special education to cater for those students with intellectual and or physical disabilities is minimal with most guardiansparents choosing let their children with such disabilities to stay at home rather than enroll them in special schools thereby denying them an education all together.Moreover, such institutions receive minimal funding especially from the government which makes them unable to successfully deliver. Nevertheless, there are Social emergent issues which are effecting the education directly or indirectly. human immunodeficiency virusAIDS Pandemic which both affects and affects both the teachers and students is one of the current issues in education sector. Teachers who are infected with the epidemic may be unable to or find it difficult to attend lessons due to acute symptoms of the disease as well as the side effects of its treatment.Moreover, they may be unable to face the classroom due to the sign associated with being HIV positive. Death of teacher from HIVAIDS is also a challenge to formal education since it contributes to teacher shortage due to the loss of trained manpower to the education sector. As for the students who are infected they may have to drop out of school due to the stigma of being HIV positive as well as being of poor health to attend school. Moreover, students who are affected have to drop out of school to take care of their infected relatives. Drugs and alcoholic drink squall by teachers and students is another challenge.Teachers who abuse alcohol and or drugs perform seedy as teachers since they are unable to teach appropriately or cut out the whole learning process. Moreover, students who abuse drugs and alcohol tend to be undisciplined there by contributing to arise of conflicts in the school. such students eventually drop out of school or are kicked out all together. Students indiscipline such as strikes and riots which disrupt the learning process while causation damage to school educational resources like classrooms and dormitories are frequent cases in Kenya. force play trauma that was caused by post choice violence in 2007 is a reality to the Kenyan students today. In most schools, no counseling was provided for students when the institutions opened, after the violence that foll owed the challenge 2007 presidential election. Some students were victims of the violence, which was witnessed in many parts of the country between January and evidence 2008. Without adequate counseling at the right time, such students might have rioted and burn down down school property and intercommunicate the effects of what is commonly referred to as delay trauma (http//www. par. or. ke/documents/policy). 2. 1 Recommendations to the Challenge of Education in Kenya The Kenya government should increase funding to the education sector to facilitate the projection of its mandate such as curriculum development, education research and implementation of educational policies. The 20112012 Kenya budget saw the education sector receive a boost in funding KSH 53. 2 billion was rig aside for tertiary education,KSH 8. 2 jillion for free primary education and KSH18. 5 billion for free day secondary education, and KSH 1. 67 billion for free school feeding programme.However, with the fund ing made available to education sector the government still needs to place some speech pattern on the management of funds to nullify the mismanagementmisappropriation of the funds. The challenges of the shortage of should also be addressed. The government of Kenya should revise the salaries and remuneration packages in teaching profession. Better benefits, salaries and remuneration packages would also trained teachers staying with the teaching profession rather than applying their knowledge and skills in other profession. Also, there could a reduction of brain drain as teachers would stay in Kenya to teach.Subsequently, there would be a declined in the employment of untrained teachers thereby maintaining the quality standard of education. On the part of student enrollment, the government should contact to make education accessible as possible to all. For instance the government of Kenya should provide sponsorship programmes and bursaries for those students unable to pay school fe es. Moreover, for students marginalized areas, the government could provide mobile schools or plume up intensive programme for those students from nomadic communities.The government should also establish programme to for the needs of adult education as well as special education, while conducting sensitization efforts on the importance of adult literacy and special literacy respectively. 3. 0 Conclusion This paper has described the formal education in Kenya in pre-colonial and post- colonial era. It has also looked into the current education policies that have revealed the government efforts in improving education in site to achieve its objectives.Nevertheless, it has shed light on the challenges facing the education sector in its continued development and implementations of the government policies adapt towards vision 2030. It is therefore necessary for the government to address these issues and to be practical in looking for their possible solutions, so that education can fully contribute to the development in all aspects. 3. 1 References Bogonko, S. N. (1992). A history of modern education in Kenya (1895-1991). Nairobi Evans Brothers (Kenya) Ltd. Kibera, L. W. and Kimoti, A. (2007). Fundamentals of sociology of Education.Nairobi University of Nairobi Press. Ministry of Education 1987, Education in Kenya training Handbook. Nairobi Jomo Kenyatta Foundation. Mwanje. J. I. , Akoten, J. Riechi, A. , Barasa, T. , Oyugi, L. , Omolo, J. , Junge, L. , Kimbwarata, J. and Mukasa, G. (2008). Radical Reform for Kenyas Education Sector Implementing Policies Responsive to slew 2030. Retrieved July 6, 2011, from http//www. /par. or. ke/documents/policy republic of Kenya (1964). Kenya Education Commission Report, part I. Nairobi Government Press.Republic of Kenya (1981). Second university Report of presidential working party (Mackey Report). Nairobi Government Printer. Republic of Kenya (1976). The National Committee on educational Objectives and Policies(Gathachi Rep ort). Nairobi Government Printer. Republic of Kenya (1999). only Integrated Quality Education and Training (TIQET) Koech Report. Nairobi Government Printer. Sifuna, D. N. , Chege, F. N. and Oanda, I. O. (2006). Themes in the debate of the Foundations of Education. Nairobi Jomo Kenyatta Foundation. picpic