By Wasike Elvis

The National Assembly Education Committee has come under pressure to introduce far-reaching changes in Kenya’s education sector after members of the public raised concerns over student placement, education financing, teacher welfare, school governance and access to quality education.

The committee, chaired by Tinderet MP Julius Melly, on Monday began a fresh round of public participation on six proposed Education Reform Bills, with residents and education stakeholders in Uasin Gishu and Elgeyo-Marakwet counties presenting a raft of proposals they want lawmakers to consider before the legislation is passed.

The public participation exercise is aimed at gathering views on proposed changes that are expected to influence the management, financing and delivery of education from basic learning institutions to universities and Technical and Vocational Education and Training institutions.

Among the Bills before the committee are the Tertiary Education, Placement and Funding Bill, the Pre-Service Education and In-Service Training Bill, 2026, the Basic Education (Amendment) Bill, 2026, the Kenya Institute of Curriculum Development (Amendment) Bill, 2026, the Kenya National Educational Assessments Council Bill, 2026, and the Kenya National Qualifications Framework (Amendment) Bill, 2026.

In Elgeyo-Marakwet, participants called for a more transparent and equitable system of placing students in universities and TVET institutions, arguing that placement should go beyond academic performance and take into account learners’ interests, abilities and individual circumstances.

They said students should have greater opportunities to pursue courses and institutions that match their talents and career aspirations rather than being placed in programmes that may not align with their abilities or interests.

The issue of tertiary education financing also emerged strongly, with participants calling for zero-interest student loans and more flexible repayment arrangements.

They proposed that beneficiaries should be given a reasonable grace period after completing their studies before being required to start repaying their loans, arguing that many graduates struggle to secure employment immediately after leaving college.

Stakeholders also called for measures to ensure a smooth transition of learners from secondary school to universities and TVET institutions, saying gaps in the transition process continue to affect students joining tertiary education.

Teachers and their professional development also featured prominently during the discussions, with participants calling for the institutionalisation of the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and strengthening of programmes aimed at equipping teachers with relevant skills.

They further demanded stronger guidance and counselling services in schools to address the social, emotional and academic challenges facing learners.

Participants also raised concerns over the management of teachers and Boards of Management, calling for greater transparency and accountability in the running of schools.

In Uasin Gishu at the Eldoret National Polytechnic where they were welcomed by the Chief principal Dr Charles Koech the discussions centred largely on teacher welfare, staffing levels and access to quality education.

Stakeholders urged the Government to ensure that schools have adequate numbers of teachers and that educators are remunerated on time.

They also called for continuous teacher promotions and timely resolution of welfare concerns affecting teachers, arguing that motivated educators are critical to improving learning outcomes.

The participants further pushed for stronger support for TVET institutions, saying the sector plays a critical role in equipping young people with technical and practical skills needed in the labour market.

They urged the Government to invest more in TVET infrastructure, training equipment and staffing to make vocational education more attractive and accessible to young people.

Another key proposal from Uasin Gishu was the need to improve access to education at the early childhood level, with stakeholders calling for consideration of free Early Childhood Development Education.

They argued that access to affordable early education would ease the financial burden on parents while giving children a stronger foundation before progressing to primary school.

The stakeholders also called for clearer categorisation and management of public primary schools, Junior Secondary Schools and special schools to eliminate confusion over their respective mandates and improve service delivery.

Special attention was given to learners with special and multiple needs, with participants calling for stronger mechanisms to identify, support and retain such learners within the education system.

On education governance, participants emphasised the importance of maintaining the independence of key institutions responsible for curriculum development, assessment and teacher management.

They called for clearer separation of mandates among education agencies to avoid duplication and confusion while ensuring that each institution is held accountable for its responsibilities.

Parents’ representatives were also defended during the forums, with stakeholders proposing that they continue to play a role in Boards of Management.

The participants argued that parents are important stakeholders in the education system and should continue having a voice in decisions affecting the management and welfare of schools.

The public participation forums are part of the committee’s wider process of scrutinising the proposed legislation before it prepares its recommendations to the National Assembly.

The exercise has provided education stakeholders, parents, teachers and members of the public with an opportunity to directly influence laws that could reshape Kenya’s education sector.

The committee is scheduled to move to Trans Nzoia and Kakamega counties on Tuesday as it continues collecting views before completing its public participation exercise.

The submissions gathered from the counties are expected to inform the committee’s deliberations as it considers whether to recommend the Bills for passage, amendments or further review by Parliament.