Decentralisation, Educational Governance and Peacebuilding in Kenya

This paper raises a number of critical questions about the impact of devolution and decentralisation of education in Kenya on equity and integration, and how this relates to peacebuilding. It analyses interview data collected... [ view full abstract ]

This paper raises a number of critical questions about the impact of devolution and decentralisation of education in Kenya on equity and integration, and how this relates to peacebuilding. It analyses interview data collected at the national level and across three county case studies. The 2010 Constitution of Kenya made provisions for devolution, establishing two levels of government - National and County. While the Ministry of Education, Science and Technology still has responsibility for primary, secondary and university education, the county governments now have responsibility for providing early childhood development education and managing youth polytechnics. In addition, decentralisation gives increased responsibility to District Education Offices. District Education Officers are employees of the national government at sub-county (formerly district) level and are responsible for the implementation of national government policies in relation to non-devolved functions. Three counties that differ in terms of distance from the central government, socio-economic and cultural factors have been chosen in order to understand different experiences of the devolution process across the country. Divergences in the perspectives of stakeholders at different levels of education policymaking and implementation are explored, taking into account what devolution has meant for their own role in decision-making and access to resources. Governance challenges associated with having two parallel forms of governance at the county level are brought to light and reasons why interviewees respond either negatively or positively to the prospect of complete devolution of the education sector are expounded.