Why National Assembly Rejected Education Reforms Recommendations
Reforms in the education sector faced a setback yesterday as Parliament halted the implementation of recommendations put forth by a taskforce focused on the Competency Based Curriculum (CBC). The National Assembly Speaker, Moses Wetang’ula, firmly reminded State agencies not to amend laws unofficially, emphasizing that this responsibility belongs exclusively to Members of Parliament.
Wetang’ula asserted that the Ministry of Education cannot proceed with the recommendations of the Presidential Working Party on Education Reforms (PWPER), led by Prof. Raphael Munavu, without approval from the House.
As a result, he instructed the Leader of the Majority, Kimani Ichung’wah, to request a comprehensive statement from Education Cabinet Secretary Ezekiel Machogu regarding the status of the report’s implementation. Wetang’ula stated, “Nobody, including the minister of government, can purport to make law or do things that appear to be interpreted as if they have made law because they have no capacity to make any law.”
Wetagula’s directive followed Emuhaya MP Omboko Milemba’s assertion that the recommendations made by the working party were in violation of several laws, including the Constitution. He contended that these recommendations were illegal as they sought to encroach upon the authority of the Teachers Service Commission (TSC).
Several MPs echoed Milemba’s sentiments, urging the Speaker to issue clear directions on the matter. Ichung’wah supported these views, emphasizing that only MPs have the power to make laws, while others can, at best, offer recommendations.
Ainabkoi MP Samuel Chepkonga firmly stated that only elected legislators should create laws, emphasizing that any other entity attempting to do so is unconstitutional.
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Rarieda MP Otiende Amollo accused the ministry of attempting to bypass parliamentary and judicial scrutiny by implementing recommendations without their formal approval.
Notably, some of the recommendations, such as the relocation of junior secondary school to primary school, the adoption of a new grading system, a new funding model, and changes to learning areas, have already been put into practice.
However, the TSC has opposed these recommendations and called upon the National Assembly to intervene, citing concerns about the encroachment upon its mandate and functions.
In particular, TSC Chief Executive Nancy Macharia expressed that the PWPER did not sufficiently consider the Commission’s input on critical matters related to the teaching service. Macharia stated, “The Commission’s Board has analyzed the recommendations of the Report and identified areas that will impact its mandate and functions under the Constitution and Statute Law.”
Why National Assembly Rejected Education Reforms Recommendations
