pathways for the learners. The Gachathi Commission of resulted in a report that addressed the issue of national development and educational objectives. Although this report made several recommendations, it was never fully The Gachathi Report greatly motivated curriculum reform particularly in terms of coping. That report notes that half the Kenyan population is poor, with about 10 .. The Gachathi Report stressed that no improvement of education.

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According to Omindethe chairman of the first educational. Thus the eve of independence brought with it sweeping reforms in the educational. With gachaghi creation of a single nation came the emergence of a single educational system, no longer stratified along racial lines.

Ominde Commission was formed to introduce changes that would reflect the nation’s sovereignty.

Gachathi Commission Report and Recommendations – Gachathi Report

The commission focused on identity and unity, which were critical issues at the time. Changes in the subject content of history and geography were made to reflect national cohesion.

Between andthe system was adopted, seven years of primary, four years gahcathi lower secondary form 1 -4two years of upper secondary formand three years of university. This does not include the ‘pre-primary’ schooling provided to children under the age of six.

According to Rportthe policy was criticized in two major areas Thus the policy lacked orientation to employment. The Gachathi Report GoK,p raised the issue of unemployment in relation to policy: The problem is aggravated by the annual outputs of school leavers whose number continue to swell following the enormous expansion of the education. Among those who made calls for change of educational policy were, the Kenya National.

Education commissions in Kenya

Therefore, education, which was regarded by Kenyans as a medium for social mobility and national economic development failed to deliver as the number of unemployed school leavers continued to grow system in the first years of independence. ILO also called for a change to the education system in order to help reduce unemployment. The change consisted of increasing the technical and vocational aspects of the curriculum. The system of education was introduced in Januaryfollowing the Mackay report of Therefore the policy emanated from the assumption that it would equip pupils with employable skills thereby enabling school dropouts at all levels to be either self-employed or secure employment in the informal sector.

The system strongly emphasizes attitudinal and skills preparations for the repodt of work and especially self-employment. According to Sifunathere are three events that led to implementation of the system: In the Ministry gcahathi Education was changed to the Ministry of Basic Education with an introductory nine-year basic education system program.


Development of Education in Kenya since Independence

The rationale was that the previous program was too short and not rigorous enough to give graduates enough practical education.

It also recommended that the first six years of repprt were to concentrate on numeric and literacy skills and the last two years on basic education with practical orientation.

This represented a shift from a focus on enrollment to restructuring the program as a means to cater to the influx of unemployed. The System is divided into primary, secondary and university excluding the pre-school years. This sections gives a brief description of the structure.

It starts at age of six years and consists of eight years of schooling, out of which first three may be in the mother tongue, while English is invariably the language of instruction from standards 4 to 8. Most schools are public and run on the basis of harambee system, but the number of private schools, though small as yet, is rising very fast. Most schools are co-ed though a few only-girls schools also exist.

The primary education ends with an exam for Kenya Certificate of primary education. Enrolment levels in primary education are reasonable by third world standards – partly a result of the making it free. Secondary school consists of four years.

Majority of secondary schools are run on the Harambee system. About one fourth are Government schools, but only the most meritorious are able to enter them. The private schools charge high fees and many offer British O-levels, followed by A-levels or the Gachatthi Baccalaureate.

The enrolment in secondary school is far less compared bachathi the primary school, as it is not free, though some plans to do that are being prepared. Since the establishment of University of Nairobi inthe first public University in Kenya, seven more general public Universities and an estimated number of 17 private Universities have been introduced, most of them eeport by religious organizations.

One of the reasons is the outflow of students belonging to the higher socioeconomic strata, who often prefer foreign Universities. However, although the policy has been described a major educational reform in the. For instance, Amutabip. The system of education introduced in still remain the most radical. The system has been the subject of national debate since its inception.

The new education policy has also been implicated in the worst strikes that engulfed a number of schools in Kenya during the year and the general poor quality of education Amutabi, Since its inception, system has been changed to be more accommodative.


Several commission have been formed with the view of improving the system: A majority of these reports gachahti either rejected or partially implemented. For instance Muya, The Kamunge Report GoK, on Education and training which recommended the reduction of examination subjects under thewas implemented in secondary schools but ignored at the primary schools level; The president Moi rejected the Koech Report.

Gathachi report noted with great concern the rising rate of unemployment among school leavers and recommended the restructuring of the education system curriculum in order to have more streams of gachthi, mathematics and, technical and vocational subjects. Republic of Kenya, The Mackay Report influenced the repor of primary education from seven to eight years and thus influenced the restructuring of the education erport from to and hence the introduction of technical and vocational i.

They both commission reports emphasized the integration of technical and vocational education in the entire Kenyan educational system right from primary to tertiary levels Simiyu, The system of education. Kenya Education Commission Report.

Report of the National Committee on Educational Objectives. Great expectations as new system seems likely. Daily Nation on web. Factors, which influence the teaching of technical and vocational. Development of Education System in Kenya since Independence.

Gacharhi online at www. Thus the eve of independence brought with it sweeping reforms in the educational system. The system of education introduced in still remain the most radical and perhaps mindless change in the education in Kenya since independence. It has already caused great devastation to Kenya that even if it were changed today, the toll on the nation will be felt for many years to come. Its devastation is similar to that of the failed Ujamaa in Tanzania many years after it was officially scrapped.

The Gathachi report noted with great concern the rising rate of unemployment among school leavers and recommended the restructuring of the education system repott in order to have more streams of science, mathematics and, technical and vocational subjects Republic of Kenya, International Journal of Educational Development.

Kenya Education Commission Report, part I.

Report of presidential working party Mackey Report. Factors, which influence the teaching of technical and vocational subjects in primary schools in Uasin Gishu, district. Moi University Department of educational communication.