Since gaining independence, Kenya’s education system has been shaped by a series of commissions aimed at reforming policies, curricula, and access to learning. These commissions were instrumental in defining the trajectory of the country’s education sector, addressing both structural and socio-economic challenges. Among the earliest, the Ominde Commission of 1964 sought to reorient education toward national development, promoting equity, cultural integration, and skills acquisition. Its recommendations included the establishment of the Kenya Institute of Education (KIE), introduction of Universal Primary Education, and the replacement of the Cambridge University Local Examinations with the East African Examinations Board, paving the way for locally relevant assessments.
Over the following decades, other commissions built on these reforms. The Gachathi Commission (1976) introduced vocational subjects and technical skills into schools to enhance employability, while the Mackay Commission (1981) established the 8-4-4 system, expanded university education, and removed A-Level education. The Kamunge Commission (1988) focused on education quality, relevance, and financing, though some recommendations increased the financial burden on parents. Later, the Koech Commission (1999) proposed the Totally Integrated Quality Education and Training (TIQET) system, emphasizing modular learning, curriculum simplification, and broader accessibility for learners, particularly targeting gender equality and pre-university preparation.
Collectively, these commissions have left an enduring mark on Kenya’s education landscape. They shaped policies that enhanced inclusivity, promoted vocational and technical skills, and expanded opportunities for higher education. While challenges such as curriculum relevance and equitable resource distribution persist, the legacy of these commissions demonstrates a consistent national effort to adapt education to Kenya’s socio-economic needs. Moving forward, policymakers continue to draw lessons from past reforms as the country implements modern initiatives like the Competency-Based Education and Training (CBET) system and the expansion of Technical and Vocational Education and Training (TVET), aiming to build an education system that is equitable, practical, and future-ready.