Abstract:
Colonial educational policies were marked by conflicting interests of different actors who were involved in the
provision and consumption of education. Initially, education matters were left to individual colonies and
voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in
the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate
Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical
Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate
western morals, technical skills, and the need for rural advancement. Africans did not contend with
recommendations of these commissions; therefore, several institutions emerged that sought to improve
educational conditions for Africans, such as political associations, Local Native councils, and Independent school
associations. Data for this study was collected qualitatively; this involved both primary and secondary sources
of data. The results of the study indicate that politics has a direct influence on educational policy. The study will
be significant to educational stakeholders, educational policy developers, and planners, educational historians
and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the
history of education.
