ACCESS ISSUES IN KENYAN PRIMARY EDUCATION

Abstract

Prior to the British colonization of Kenya, indigenous people had a flourishing educational system, which was conducted in the context of family, community, clan, and cultural group (Mungazi, 1996). This traditional system of education was informal and carried out through a continuous life-transforming process involving age groups related to the acquisition of experience in their order of seniority and wisdom. The existing literature argues that the objective of traditional education was to build the capacity of individuals to be responsible citizens, as well as to contribute significantly to meeting the needs of their community (Mungazi, 1996, p. 40). Additionally, traditional education in Kenya was conducted through “immersion in traditions, dance, song, and story, involvement with learning groups, exposure to cooperative work, and ancestor spirit of worship that cemented kinship ties and obligation” (Mungazi, 1996, p. 40). This form of education provided individuals with practical and relevant skills to help address the emerging needs of the society (Busia, 1964, p. 17). It is argued that traditional education in “old Africa encouraged social responsibility, political participation, work orientation, morality and spiritual values” (Fafunwa & Aisiku, 1982, p. 10). This traditional education system flourished, particularly in Kenya and other Africans countries, because it integrated components such as “child character building, intellectual training, manual activities and physical education” (Fafunwa & Aisiku, 1982, p. 10).