Education stakeholders in Tharaka-Nithi have urged the National Assembly to grant Junior Secondary Schools (JSS) greater autonomy and address systemic challenges in the education sector during a public participation forum held at Chuka University on Thursday. The event, organized by the National Assembly's Departmental Committee on Education, aimed to gather input on six proposed Education Reform Bills ahead of their parliamentary review. Attendees included parents, teachers, education officials, and representatives from the Kenya National Union of Teachers (KNUT) and Kenya Union of Post Primary Education Teachers (KUPPET).
Kitutu Masaba MP Clive Ombane Gisairo, a member of the parliamentary committee, emphasized the forum's purpose: to capture local concerns and ensure they inform the committee's final report. 'We are here to listen to the people and ensure their views are captured,' Gisairo stated. 'We will evaluate the issues raised and identify what needs to be changed, removed, or added before presenting our report to Parliament.'
JSS autonomy emerged as a central theme, with KUPPET representatives advocating for structural changes to the comprehensive school model. Pauline Nyamu, KUPPET Tharaka-Nithi Branch treasurer, highlighted that JSS teachers feel disadvantaged under the current system. 'Greater autonomy would address challenges facing JSS teachers and improve their motivation,' she argued. Nyamu also criticized inadequate facilities for learners in the Competency-Based Education (CBE) curriculum, particularly the lack of laboratories for practical lessons.
In contrast, KNUT representatives supported the comprehensive school model but called for reforms to address systemic issues. KNUT Tharaka-Nithi County Executive Secretary Njeru Mutani urged the government to increase and timely disburse capitation funds, proposing a phased release of 50% in the first term, 30% in the second, and 20% in the third. 'Timely disbursement would enable schools to plan and meet obligations,' Mutani said, adding that illegal fees must be eradicated to ensure schools have adequate resources.
Stakeholders also raised concerns about teacher career progression and support. Mutani emphasized the need for professional training and clear pathways for educators, particularly in marginalized areas like Igambang’ombe, where teachers have highlighted hardship allowance disparities. The forum further discussed administrative improvements, with proposals for headteachers and deputy headteachers in comprehensive schools to enhance coordination.
Education governance was another focal point, with calls for County Education Boards to be led by qualified professionals. Tertiary education financing also featured prominently, as stakeholders advocated for accessible higher education without excessive student debt. The proposed Tertiary Education, Placement and Funding Bill, 2026, seeks to establish a legal framework for placement and funding, part of six bills under review.
The six proposed bills include the Basic Education Bill, Kenya National Educational Assessments Council Bill, and others. Gisairo confirmed the committee would integrate Tharaka-Nithi's feedback with input from other counties before finalizing its report. 'This exercise ensures reforms address challenges faced by learners, teachers, and institutions,' he said. The committee's findings will shape the legislative process as Parliament deliberates on the reforms.
The forum underscored the urgency of balancing autonomy with accountability in education. Stakeholders stressed that systemic changes must prioritize equitable resource distribution, teacher welfare, and infrastructure development to meet the demands of modern curricula like CBE. As the committee prepares its report, the voices of Tharaka-Nithi's education community will remain a critical component of the national dialogue on educational reform.
The National Assembly's public participation process reflects a broader effort to democratize policy-making. By incorporating grassroots perspectives, the committee aims to craft legislation that addresses localized challenges while aligning with national educational goals. The outcome of these discussions could set a precedent for future reforms in Kenya's education sector.
Kenya's education landscape faces mounting pressure to adapt to evolving needs. With over 12 million learners and a growing emphasis on practical, competency-based learning, the proposed reforms represent a pivotal moment for policymakers. The input from Tharaka-Nithi highlights the complex interplay between institutional structures, resource allocation, and the lived experiences of educators and students.
The committee's report, expected to be submitted to Parliament in the coming months, will serve as a blueprint for shaping Kenya's educational future. As stakeholders await its findings, the emphasis on transparency and stakeholder engagement underscores a commitment to inclusive governance. The success of the reforms will ultimately depend on their ability to translate these discussions into tangible improvements for schools across the country.