Documente Academic
Documente Profesional
Documente Cultură
7. J.B. Wambugu
8. J.D. Ochieng
9. Thomas Lungah0
10. Paul Fordham
11. Dr Mohamed Hyder
12. Israel Somen
13. David N. Michuki (co-opted)
14. C.P. Vivian (co-opted)
15. G. V. Krishna (co-opted)
16. S.J. Kioni (Co-opted)
17. David Mwiraria (co-opted)
Secretariat
1. Roger Carter
2. G. Kiti
Mrs. M.P. DSouza
Consultants
A.D. Collop
V.L. Griffiths
Prof Arthur Lewis
The commission, commonlyreferred to as the Ominde Commission, published its findings and
recommendations in a report releasedin two parts in 1964 and 1965. The
report contained 160 policy recommendations on various aspects ofthe Kenyan educational
system.
The Commission urged theGovernment to reform the systemtowards national
development,which they viewed as the mostimportant role that education could play in an
independent country. In this regard, the Ominde Commission identied nine specic objectives,
describing what the purpose of education in Kenya was to be.
The team recommended thateducation being a function of theKenyan nation had to foster a
senseof nationhood, promote nationalunity, and serve the people ofKenya Without
discrimination.
It also stated that public schoolshad to respect the religious convictions and cultural traditions of
allpeople of Kenya.
Education as an instrument forthe conscious change of attitudesand relationships, had to
preparechildren for those changes of outlook required by modern methodsof productive
organisation, fosterrespect for human personality,observe the needs of national development,
promote social equalityand remove divisions of race, tribeand religion.
From the recommendations, theGovernment set out six clear broadgoals of education:
1. National unity
2. National development
3. Individual development and self-fulllment
4. Social equality
5. Respect and development ofcultural heritage
6. International consciousness
The Commission endorsed free primary education, the creation of the Kenya Institute of
Education, and recommended a 7-4-2-3
system model of education, sevenyears of primary cycle, four years ofsecondary education, two
years ofadvanced secondary education and a minimum of three years of university education.
Regulating harambee schoolsThe Ominde Commission noted the rapid growth of Harambee
andother unaided secondary schoolsbecause of the demand that therewas for secondary school
education. But many of these schoolswere unregistered and lacked basicfacilities and qualied
staff, andgenerally admitted students whomay not have performed very Wellat the end of primary
education.The Commission recommendedgovernment regulation of those schools to avoid
encouraging unemployment and frustration of theirgraduates.
It also urged the Government toinclude unaided schools in educational planning and avail
professional advice by the inspectorate tothese schools.
Universal primary education
The Commission advocated for freeuniversal primary education (UPE). It called for a curriculum
that wassuitably related to the land andpeople of Kenya, inclusion of topicsrelating to citizenship
and regularsinging of the National Anthem and raising of the ag in schools.
Ominde recommended English as the medium of instructionfrom grade one in primary
school.Kiswahili was to be a compulsorysubject in primary and secondaryschool in preparation
of eventuallyadopting it as the national language.
Examinations board
The Commission recommendedestablishment of the East AfricanExaminations Board to replace
theCambridge University Local Examinations Syndicate.
This was to ensure that theproposed curriculum change wouldbe reected in the
examinationsrequirements. The team supportedthe Governments initiative of abolishing racial
segregation in schoolsand urged the Government to offerbursaries to African children so thatthey
could join schools dominatedby Europeans and Asians.
The Commission the creation ofnational schools as Well encouraging all government maintained
secondary schools to have 20 per centof their students from other partsof the country. Teachers
had to beready to Work outside their homesand develop a national rather than atribal outlook.
Economic development
The Commission encouraged development of adult education to enablepeople with elementary
educationto participate in national and economic development.
It recommended that religiouseducation be treated as any other
academic subject and should notbe used to entrench any particularfaith in children.
However, churches and otherreligious bodies were to remain assponsors and offer pastoral care
tothe schools.
Teacher education
The Commission felt that unqualied teachers in the schools, lowmorale in the teaching
professiondue to poor pay and poor Working conditions would hinder achievement of
educational goals. It recommended in-service training forprimary school teachers and
thatprimary school graduates shouldnot be recruited as untrained teachers.
Planning of education
The Commission recommendedrestructuring of the curriculum from the model of 4:4:2:2 system
four years of lower primary,four years of upper primary, and twoyears of lower secondary and
twoyears of Form 3 and Form 4- whichrestricted many African children from proceeding to
10. Aim of primary educationshould not simply to prepare the lucky minority for secondary
school but to prepare the remaining majority for successful entry into a satisfactory life of
Work and to continue education through less formal means.
Teachers Service Commission Act(1961)
In 1967, the Teachers Service Commission Act was enacted, ostensiblygiving all teachers one
employer,the Teachers Service Commission(TSC). The Act clearly spelt out theteachers terms of
service makingthe job acquire a more professionalstatus.
In 1968, Primary Teacher Training Colleges Were consolidated from36 to 24.
Education Act (1968)
In 1968, the Education Act (Cap211) was published and placedthe responsibility of all
educationmatters in the hands of the Government. The Act saw the establishment of the Kenya
Institute ofEducation.
It provided an explicit legal frame work of education in Kenya, andgave guidelines on promotion
ofeducation in the country and management of schools.
It also gave direction on registrationof private schools, inspection andcontrol of schools,
examinations and financing of education.
Through the Act, the Governmentassumed full responsibility of alleducation. It also gave school
committees and Boards of Governors legal framework for their operations.
Educational policies
Although the Government had implemented most of recommendations made by Ominde and had
also acquiesced to some of the urgent public demands by expanding education in all sectors by
1970, there had emerged new clamour for reforms. Educators and parents argued education had
failed to address adequately needs of the country and its people.
Related posts:
1. Gachathi Commission Report and Recommendations Gachathi Report
2. Levels of Education in Kenya
3. Ndegwa Commission Report and Recommendations Ndegwa Report
4. Ominde Commission Report and Recommendations Ominde Report of 1964
5. Education Policy in Kenya
6. Koech Commission Report and Recommendations Koech Report
7. Teachers Service Commission Kenya
8. Aims of Education in Kenya
9. National Goals of Education in Kenya
10. Trade Unionism For Teachers in Kenya
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