Rewriting the Rules: Prof. Bigambo Leads Education Change in Western Kenya

By Godfrey Wamalwa 

 In the bustling corridors of Nyakwaka Girls School in Busia County, a quiet but determined revolution in education is underway. Leading the charge is Prof. Okumu Bigambo, a lecturer at Moi University and Chairperson of the Busia County Education Board. Known for his forthright manner and uncompromising advocacy, Prof. Bigambo has been working tirelessly to reshape the education landscape across the Western region, tackling issues that have long held students and schools back.

For Prof. Bigambo, the challenges facing schools are not just about infrastructure or curricula. They are about people — parents, teachers, and school leaders — and the roles they play in shaping a child’s future. In recent years, Busia County’s performance in national examinations has been dismal, with the most recent KCSE yielding only three “A” grades. For him, this is not a statistic; it is a warning. “Parental disengagement is costing our children their future,” he has said at several forums across the Western region. “We cannot expect schools to succeed if parents abdicate their responsibilities.”

His solution is as bold as it is practical: parental performance contracts. These agreements formalize the responsibilities of parents, ensuring they contribute actively to their children’s education — paying fees on time, monitoring progress, and participating in school activities. The proposal has sparked debate but also recognition that schools cannot operate in isolation. “Education is a shared responsibility,” Prof. Bigambo emphasizes. “When parents step up, students thrive, and schools can deliver real results.”

But accountability is not only for parents. Under his leadership, the Busia County Education Board has reformed Boards of Management in public schools, ensuring they move beyond ceremonial roles to actively oversee resources, support teachers, and implement national education policies effectively. According to Prof. Bigambo, strong leadership at the school level is essential to ensure reforms are not just theoretical but translate into improved learning outcomes for students across the Western region.

Equity, too, is at the center of his agenda. He has criticized the elevation of certain secondary schools to national status without proportional investment in infrastructure and staffing, calling such moves “cosmetic.” For him, true reform means prioritizing resources for under-served areas, ensuring every student has access to quality education, regardless of their background or where they live.

Prof. Bigambo’s vision goes beyond academics. He has raised concerns over rising teenage pregnancies, which contribute to high dropout rates, urging parents to take responsibility and protect their children’s education. He also promotes enrollment in the School Health Assurance scheme, which provides access to essential health services and helps keep students in school. Moreover, he has been a vocal advocate for the mental well-being of school leaders, warning that principals and teachers face immense pressure, particularly during the rollout of the Competency-Based Curriculum. He argues that effective leadership requires support, compassion, and working conditions that allow educators to thrive.

Through his work, Prof. Bigambo is redefining what educational success looks like in the Western region. His reforms, while sometimes controversial, are rooted in a simple principle: education is a collective endeavor, and lasting change requires commitment from everyone — from parents to policymakers. His advocacy has sparked dialogue, challenged long-standing assumptions, and inspired communities to rethink how they approach learning.

In a region where progress has often been slow, Prof. Bigambo’s efforts offer a vision of hope. By demanding accountability, strengthening governance, promoting equity, and safeguarding the welfare of both students and teachers, he is laying the foundation for a new era in Western Kenya’s education sector. His story is not just about policy; it is about people, responsibility, and the belief that every child deserves a fair chance to succeed.

As schools in the Western region begin to feel the impact of these reforms, one thing is clear: Prof. Okumu Bigambo is not merely advocating change — he is rewriting the rules of education, one school and one student at a time.