The Conundrum of Education Policy Change in Kenya: Implementation Challenges

Abstract

This study investigated the conundrum of education policy change in Kenya and the impediments to effective policy implementation that compromise outcomes and impact. The purpose was to examine how the return of school fees and other insidious charges, and a lackadaisical political will, affected the implementation of education policies. Specifically, the study sought to investigate the effects of return of school fees and other insidious charges on the implementation of education policies in Kenya and to examine the effects of a lackadaisical political will on the implementation of education policies in Kenya. Guided by Developmental Theory, the study conceptualised these two key factors as independent variables influencing the dependent variable of effective policy implementation, with stakeholder awareness and participation as intervening variables. The research was conducted in Dagoretti North Sub-County, Nairobi County, targeting teachers, school administrators, policymakers, parents, and NGO/CBO officials involved in or affected by education policy. The study adopted a pragmatist paradigm combined with a critical theory perspective, enabling both practical evaluation of policy outcomes and critique of structural factors shaping implementation. A mixed-methods research design was employed, integrating quantitative surveys and qualitative interviews to capture both measurable trends and contextual insights. The sample size was 750 respondents, determined using Yamane’s formula, comprising 290 educators, 390 parents, 30 policymakers, and 33 NGO/CBO officials. Quantitative data was collected through structured questionnaires containing closed-ended Likert scale items, while qualitative data was gathered through semi-structured interviews and focus group discussions. Validity was enhanced through expert review and pilot testing, while reliability was tested using the test–retest method. Quantitative data was analyzed using descriptive statistics and regression analysis to determine relationships between independent and dependent variables. The study found that the return of school fees and other insidious charges significantly hindered policy implementation, explaining 49.7% of its variation (R² = 0.497, F = 322.50, p < 0.000) with a negative and statistically significant effect (β = –0.705, p < 0.000), indicating that each unit increase in such charges reduced implementation by 0.652 units. Similarly, lackadaisical political will accounted for 50.7% of the variation in implementation (R² = 0.507, F = 349.53, p < 0.000) with a negative and significant effect (β = –0.712, p < 0.000), where each unit increase in weak political will lowered implementation by 0.668 units. The study concludes that both the return of school fees and other insidious charges, alongside lackadaisical political will, exert substantial and statistically significant negative effects on the implementation of education policies in Kenya, collectively accounting for about half of the variation in implementation outcomes. The study thus recommends that the government strengthen education financing by fully funding essential inputs and strictly enforcing fee abolition policies, while simultaneously enhancing political commitment through consistent policy enforcement, robust inspection mechanisms, and sustained prioritisation of education beyond electoral cycles.