Introduction

Education during the missionary and colonial period

The partition of Africa in the earlier stages mainly involved missionaries whose modus operandi
was setting up convents and mission centres1. To aid their mission work, they had to teach the
willing Africans how to read and write thus the conversion of churches and mission centres to
teaching and training centers. The missionaries were therefore charged with the duty of getting
Africans to embrace Western Civilization through Education with the first mission school being
set up at Rabai in 1846 by Ludwig Krapf and Johann Rebman2. Missionary education in Kenya
during the colonial period was an important aspect of the education system. It must however be
noted that the main reason for establishment of Education in Kenya during this era was the
demands by the European settlers who wanted good Education for their children. From these
demands, a commission was established in 1908, The Fraser Commission, which led to the
introduction of education along racial lines.
Missionaries from various religious denominations, such as the Catholic Church, the Anglican
Church, and the Presbyterian Church, established mission schools throughout the country3. These
schools provided education to a small number of African students, with a focus on religious
instruction and vocational training. The schools were also used to promote European culture and
values among African students. Missionary education was often seen as a means of "civilizing"
the African population, and was used as a tool of colonialism to control and subjugate the
African population. The education provided by the mission schools was limited, and did not
prepare students for higher education or professional careers. However, the mission schools did
provide a basic education to some Africans, and laid the foundation for the development of more
formal education systems after independence. In addition, Missionaries played a key role in
spreading Christianity in Kenya, particularly through the establishment of schools and churches,
which acted as centers of religious education.
The education system in Kenya during the colonial period was primarily designed to serve the
needs of the colonial government and the European settlers. The system focused on providing
basic education to a small number of Africans, with the goal of producing a small number of
educated workers who could serve as intermediaries between the colonial government and the
African population. The majority of Africans were not provided with education, and those who
received an education that was heavily biased towards European culture and values. This system
reinforced the social and economic inequalities that existed under colonial rule, and laid the
foundations for the continued marginalization of the African population after independence4.

1
‘Role of Missionaries in Colonization of Africans’ (2012) https://www.globalblackhistory.com/role-of-
missionaries-in-colonization-of-Africans (accessed on 26th December 2022)
2
Pauline Odhiambo, ‘History of Education In Kenya’ (2020)
3
Vincent Gucha, ‘The Role of the Church Before and After Independence in Kenya’ (2019)
4
‘Understanding Inequalities of Race, Colonialism and Migration’ (2022)
https://www.exeter.ac.uk/research/socialinequality/immigration/ (accessed on 26th December 2022)
Education in Post Independent  Kenya
After Kenya gained independence in 1963, the education system underwent significant changes.
The new government made education a priority and implemented policies to increase access to
education for all citizens, particularly for girls and marginalized communities5.
The Kenya Education Commission was established right away after independence by Hon. J.
Otiende, the minister of education. A well-known Kenyan academic named Prof. Ominde
presided over the commission6. The commission's mandate required it to assess Kenya's current
educational resources and provide advice to the government on the creation and execution of
national policies for education. The Ominde commission advocated for a unified educational
system in its recommendation. It also supported the idea that harambee (self-help) schools should
be created through cooperation. Free elementary education was supported by the commission
report as a crucial goal for educational advancement. The commission suggested expanding
instruction at this level for the secondary segment. Secondary schools needed to be built, and
cooperation was required. Changes in educational administration and management occurred
concurrently in independent Kenya. The government is now obligated to oversee all facets of
education under the 1964 Constitution. As a result, the Education Act was passed by the Kenyan
parliament in 1968. The Act gave the education minister authority to oversee all national
education policy. However, the Ominde panel came under fire for failing to address fundamental
concerns connected to the development of education7. The panel did not provide forecasts for
increased educational opportunities. Although the commission had not addressed the problems,
harambee schools' presence was crucial. There were other commissions tasked with education
reforms influencing policies towards the same, Kamunge Commission that majored on
vocational training, Ndegwa Commission that majored on teachers’ welfare, Gachathi
Commission that majored on secondary education, among others.
Other notable changes post-independence were the expansion of primary education. The
government made primary education free and compulsory, which led to a significant increase in
enrollment. The government also built new schools and trained new teachers to meet the growing
demand for education.
Secondary education also expanded, with the government setting up more secondary schools,
and the introduction of the 8-4-4 system of education which provided eight years of primary
education followed by four years of secondary education and four years of university education.
The government also established a number of technical and vocational institutions to provide
training in technical and vocational skills.
However, despite these efforts, the education system in post-independence Kenya still faces
many challenges. The quality of education remains low, particularly in rural areas. There is a
shortage of trained teachers, and many schools lack basic facilities such as electricity and
running water. Additionally, the education system continues to be plagued by corruption, and
there are concerns about the relevance of the curriculum to the needs of the country.

5
Ernest Davou, ‘Girl Child Education in Post Independent Kenya’ (2012)
6
Anthony M. Wanjohi ‘Development of Education System in Kenya Since Independence’ (2019)
7
Paul Korir, ‘A Critique Of Approaches To Educational Reform In Kenya With Special Reference To Richard Paul’s
Theory Of Knowledge, Learning And Literacy’ (2010)
In recent years, the government has taken steps to address these challenges, such as increasing
funding for education, launching programs to recruit and train more teachers, and introducing
new technologies such as e-learning to improve the quality of education.