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Colonial education policies in Kenya mainly favoured Europeans and Asians.
Africans were neglected and left with no space to influence their education. Up to the
1920s, their interests were represented by missionaries. The advent of Local Native
councils provided a platform for Africans to air their grievances including their
educational needs that were to be addressed by the colonial government. The purpose
of the study was to investigate Kipsigis Local Native Council (LNC) efforts in the
development of education in colonial Kenya from 1924 to 1964. The study was
guided by the following objectives; to investigate Kipsigis LNC education resolutions
and initiatives in the development of education in Kericho, to evaluate Kipsigis LNC
role in the growth and development of teacher training and post-secondary education
in Kericho District, and to trace Kipsigis LNC role in establishment, growth, and
development of primary and secondary education in Kericho. The study adopted a
theory of Marcus B. Weaver-Hightower entitled; An Ecology Metaphor for Education
Policy Analysis. The theory states that policy creation is a complex and contradictory
process. Ecology can be broken down into four categories namely; actors,
relationships, environments, and structures. The theory applied to the study because it
enhanced interrogation of actors and their interaction in policy enactment and
implementation in Kipsigis LNC which was the focus of the study. Purposive
sampling and snowball sampling techniques were employed which enhanced the
selection of information-rich respondents. The historical method of research was used
which is mainly anchored in the interpretive philosophical paradigm. Sources of data
were both primary and secondary data obtained through oral interviews that were
guided by interview schedules. The researcher also visited Kenya National Archives
for archival data. The study established that Kipsigis LNC used a multi-pronged
approach to push its agenda on education. Several committees and councils were
established to advance its educational agenda which included; Kericho District
Education Board, African District Council, General Purposes and Finance Committee,
and Bursary Education and Schools Committee. The study also established that
Kipsigis LNC was not curious to interrogate the reasons why no students from
Kericho had been selected for admission to secondary schools. The main role the
LNC played in the development of education was a provision of grants for improving
school infrastructure it also enacted resolutions that aided the development of
education in Kericho. It was deduced from the study that subtle collaborations
enabled Kipsigis LNC to firmly assert its dissatisfaction on some educational issues
without necessarily channelling them through associations although such associations
existed in Kericho District. It was such forged collaborations that made its demands
partly addressed by the colonial government. |
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