National Assembly Departmental Committee on Education holds stakeholder engagements on the six proposed education reform bills at Parliament buildings, October 27, 2026. /PARLIAMENT

The National Assembly Departmental Committee on Education has begun a new round of stakeholder consultations on six education reform Bills, following the conclusion of public participation forums across all 47 counties.

The county forums ended on October 2, 2026, after an extension of the initial September 25 deadline, with the committee now consolidating views and recommendations before compiling final report on the proposed changes.

On Tuesday, the committee, chaired by Tinderet MP Julius Melly, engaged civil society organisations and religious groups to gather further submissions on the proposed reforms.

The six bills are the Tertiary Education, Placement and Funding Bill; Basic Education Bill; Kenya National Educational Assessments Council Bill; Pre-Service Education and In-Service Training Bill; Kenya National Qualifications Framework (Amendment) Bill; and Kenya Institute of Curriculum Development (Amendment) Bill.

The proposals cover university and TVET placement, student financing, basic education administration, national assessments, teacher training and professional development, qualifications tracking, and changes to KICD’s mandate and governance, including replacing the director’s title with chief executive officer.

One of the most contentious issues emerging from the consultations is whether junior schools should be granted administrative autonomy from primary schools, under which they currently operate.

During the county forums, the Kenya Union of Post-Primary Education Teachers (Kuppet) and the Kenya National Union of Teachers (Knut) differed sharply on the proposal.

Kuppet backed autonomy, arguing that junior schools have distinct funding and management needs. Knut opposed the move, warning that it could disrupt the funding and management of basic education institutions.

Other stakeholders proposed a compromise under which autonomy would depend on school enrolment, where institutions with smaller populations would remain under the comprehensive school leadership.

Some junior school teachers, however, insisted on full autonomy.

"To stop this chaos and disagreement between facilitators of the two levels, let's just be given full autonomy," one teacher said.

"It's either autonomy or autonomy. If they want comprehensive school, give them the ECDEs plus adult education centres," another added.

During Tuesday's consultations, stakeholders also called for clearer governance arrangements for comprehensive schools, streamlined education financing and stronger safeguards for learners.

Mizizi Elimu Africa proposed reducing student loan repayment deductions from 25 per cent to 15 per cent and strengthening support for adolescent mothers returning to school.

The Elimu Yetu Coalition called for the abolition of bursaries in favour of fully free education and recognition of the qualifications of refugee teachers.

The Elimu Bora Working Group proposed providing grants alongside student loans and allocating 2.5 per cent of national revenue collected by the Kenya Revenue Authority to the education fund to strengthen student financing.

Learner welfare and school discipline also featured prominently.

The Kenya Catholic Secretariat called for schools to retain appropriate disciplinary powers, including suspension and expulsion, while maintaining the prohibition of corporal punishment.

It further argued that education funding should follow the learner rather than be restricted to public institutions, to promote equitable access to education.

World Vision Kenya called for free, nutritious meals for learners in private schools without imposing meal levies on parents.

The Supreme Council of Kenya Muslims (SUPKEM) also opposed school levies, called for the abolition of bursaries and questioned whether the proposed legislation sufficiently prioritised learners.

On inclusive education, United Disabled Persons of Kenya called for accessible learning materials, inclusive assessments and expanded affirmative action for learners with disabilities.

Faith-based organisations also sought a greater role in education governance.

The National Council of Churches of Kenya (NCCK) proposed revising the definition of a school sponsor and including religious organisations in the governance of the Kenya Institute of Curriculum Development.

The Hindu Council of Kenya similarly called for greater inclusion of its community in education policy consultations.

Meanwhile, the Human Dignity and Wellness Centre proposed incorporating climate education into the legislation.

The committee will consider the recommendations alongside oral and written submissions gathered during the county forums as it prepares its report.

The final report will inform Parliament's consideration of the six bills and the proposed changes to education policy and administration.