Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Abstract

Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19
experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya’s education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country’s immediate and long-term plans.