Government should not disintegrate the powers and functions of the Teachers Service Commission as recommended by the task force on. Kamunge report – Although the committee finished its work same year and came up with blueprint of new university was not until that Moi set. However from. (P. 33) The Wanjigi Report, however, did not recommend ways to ensure that Kamunge Report () The Kamunge Report () was the fourth report.
|Published (Last):||19 July 2010|
|PDF File Size:||6.87 Mb|
|ePub File Size:||14.19 Mb|
|Price:||Free* [*Free Regsitration Required]|
By the early s, demands for the review of the system of education, and more so its pre vocational component in primary schools, increased. AllAfrica is a voice of, by and about Africa – aggregating, producing and distributing news and information items daily from over African news organizations and our own reporters to an African and global public.
Kamunge, the team published its final report in It should be remembered that one of reort tasks of the Koech team was to review education laws, and this it did by providing a clause-by-clause suggestions on what should be reviewed.
Immediately user-fees were introduced and “boom” withdrawn, an unprecedented wave of student unrest hit the universities.
Kenya: Yet Another Kamunge Report a Bad Idea
Consequently, the inauguration of Moi University took place on December 6, reporf Although the committee finished its work the same year and came up with a blueprint of a new university, it was not until that Moi University was set up. During that period, the Government introduced two regimes of free primary education.
Secondly, talking to educationists and other professionals in the past few days, and reflecting on the country’s education history, Rfport get the feeling that there is cynicism in regard to the chairman, Mr James Kamunge.
Enrolment in secondary schools climbed fromstudents in toin The causes were also kamung in disappointment and distrust between the Government and students. They noted that development of education in the next decade reprt beyond should be engaged in expanding access, raising completion rates, retention, and raising relevance and quality at all levels. But many students and their parents continued to regard university education as free leading to the prevailing low recovery of these loans.
In order to address some of those concerns, inthe Government carried an internal audit through the Master Plan on Education and Training, and Commission kamunhe Inquiry into the Education System of Kenya ofpopularly known as the Koech Commission. As a result some of the better public schools became exclusive province of students whose parents who could afford to pay high fess.
Mackay to prepared etailed plans of a new university in the country.
Indeed, the reason why the Narc administration introduced free primary relort inwas to reverse kamunbe negative impact of cost-sharing in public education, a consequence of the Kamunge Report. Subsequently, the panel that carried the audit highlighted the role of education as that of addressing issues beyond provision of vocational skills but to include aspects of mental, attitudinal and social abilities.
Bythe three national polytechnics, Kenya Polytechnic, Eldoret Polytechnic and Mombasa Polytechnic, had 9, students in various fields. The team recommended in-service courses for school inspectors, who would also be required to upgrade their academic and professional qualifications. Amid plans to restructure the education system, the Kenya Junior Secondary Education KJSEan examination sat mostly by harambee school students at Form 2 was abolished in School strikes took a tragic turn in when 19 girls at St Kizito Mixed Secondary School, Meru, died in an attack by the boys.
The 18 technical institutes also had a total of 7, students, while the 17 institutes of technology had a combined enrolment of 5, students.
Nairobi — Education minister George Saitoti set the ball rolling this week when he formed a team to review all laws in education. However, from the early s, enrolment declines were observed and many stakeholders faulted the system of education, which was blamed of re-introducing a colonial-like system of education that encouraged social stratification in equalities. During the first two decades of independence, the Kenyan state was characterised generally by uncontrolled expansion of formal education at rfport levels.
The first anomaly in the task-force is its lack of broad representation. The main complaint was that the need for home science classrooms and workshops increased the cost of education. As already pointed out, the reportt crisis of the decade led to the Structural Adjustment Programmes of the World Bank that were presented as conditionalities to be adhered to if the Government was to be put on the list of aid beneficiaries.
Kamunge Commission Report and Recommendations – Kamunge Report of
Whereas several pre-vocational subjects were introduced in primary education, a raft of vocational and pre-technical subjects were introduced in secondary schools, such as agriculture, business studies, computer studies, home science and industrial education building and construction, electricity metalwork, drawing and design, power mechanics, woodwork and aviation technology.
It would be a duplication of efforts if the team was to start afresh when up to 80 per cent of the work has been done. However, inthe college was elevated to a constituent college of the University of Nairobi, following an Act of Parliament and renamed Kenyatta University College.
According to educational researchers at the Kenya Institute for Public Policy Research and Analysis, high dropout rates and repetition rates reversed the gains that had been achieved in previous years.
Kenya: Yet Another Kamunge Report a Bad Idea –
By then the gains that were realized, with the introduction of the Second Free Primary Education were steadily eroded with introduction of the system of education. Secondary schools developed and equipped by the Government and with teachers paid from public funds were to be designated as public schools. Nevertheless, economic decline led to a severe shortage of resources to the extent that the Government could no longer afford to subsidise the coast of secondary schooling for students in public secondary schools.
The Board has already made reprt on these in its draft report, which was presented for stakeholders’ review last month.
The Government had reacted to public demands made kamunye education and supported local harambee initiatives. Looked at broadly, the tendency by this and past governments to set up task-forces to do all sorts of things, but whose recommendations are never implemented, leaves a great deal to be desired. The team proposed compulsory primary kamunbe and called for the abolishing of categorization of schools as high and low cost.
It also cancelled student allowances “boom”.
Observers, however, take exception to the composition of the team in terms of representation, duplication of efforts, and its ability to deliver on education reforms.