One of the most prudent decisions a country can ever make for its future is the decision to invest in quality education of its present generation. At family level, much like at the state level, there is a firm, irrefutable belief in education as the greatest equaliser in society. To borrow the famous words of RL Sharpe, each learner is given a bag of tools, a shapeless mass, and each must make a stumbling block or a stepping stone.
In that sense, quality education is also a pathway for according, and dispensing justice in a republic. Plato, the Greek philosopher, had much to say on this score. The many education systems around the world are somewhat modelled along his ideas of baseline, universal introduction of learners to benefits of education, and sieving their abilities while placing them where they are most likely to thrive, in a republic.
Because of this important function of education as enabler of justice, and by extension a republic’s prosperity, it is critical that any important policy decisions around education is thoroughly thought through, fleshed out and public buy-in availed.
In the last few months, concerns have emerged about the workings of the new university funding model, among them inconsistency in costing methodology for university programmes. Our learners have been at the forefront, leading a public debate on the new model which directly affects their welfare.
Through advocacy, they have added their voice, and new perspectives to the debate. They appreciate that the aspirations of the new model are noble, progressive, inclusive and equitable in approach, but they have also raised critical questions on its practical workings, and its roll out.
As a country, we must appreciate our learners for staking out their claims in re-shaping the funding model policy. They have demonstrated that they care, that they are involved, they are alert, and they are willing to participate in shaping their future.
Our learners are telling us that they are not passive stakeholders to the ongoing reforms. Our President has, on the other hand, demonstrated that he is listening, and was magnanimous enough to establish a national committee on the review of the model.
It is important to acknowledge that the funding model was a product of another inclusive, public and transparent work of another body, the Presidential Working Party on Education Reform.
Upon collecting public views and engaging in comparative reviews, the working party settled on equitable access to higher education through a needs-based system of scholarships and loans, with student eligibility determined by a Means Testing Instrument. This led to the implementation of the model in last year. It is neither too late nor too early to revisit the model to align the practical difficulties experienced at the implementation level.
Article 10 of the Constitution on national values and principles of governance requires all public entities to utilise inclusive and participatory processes when making or implementing public policy decisions.
The step taken by the President to revisit the model at the implementation stage is a step in the right direction. The timeline and structure of the committee is testament to the urgency of the matter, but also its delicate nature.
As a country which values education, we should support this committee to deliver its mandate, and unlock the immense potential in the model.
Kenya is undoubtedly a hotbed of brilliant ideas, innovation and research. We should all lend the benefits of these values to the committee knowing that whatever proposals they make will go a long way in shaping our country’s future.
Prof Wambua is the Chancellor, University of Embu
