Six Education Bills that could reshape how Kenya funds, teaches and assesses learners

Kenya’s education system is facing a major legal reset, with Parliament considering six Bills that could change how students are funded, schools are managed, teachers are trained and qualifications are recognised.

The proposals cover almost the entire education journey.

They start with early childhood and basic education, then move through teacher preparation and assessment before reaching universities, TVET institutions and the system used to verify qualifications.

The National Assembly Departmental Committee on Education is now in the final phase of public participation.

The committee extended the exercise to 16 additional counties from September 28 to October 2, after earlier hearings covered 31 counties. Written memoranda will also be accepted until 5pm on October 2. The additional hearings mean all 47 counties will have had an opportunity to participate.

That extension matters because several of the proposals have already attracted competing views from teachers, education stakeholders and other members of the public.

At the centre of the debate is a simple question: what should Kenya's education system look like as the country moves deeper into competency-based education?

Here is what the six Bills propose.

1. Tertiary Education, Placement and Funding Bill, 2026

For university and TVET students, this could be one of the most important changes.

The Bill proposes a Tertiary Education Funding Authority (TEFA) to bring together functions currently handled by the Higher Education Loans Board (HELB), the Universities Fund and the TVET Funding Board.

It also proposes changes to the role of the Kenya Universities and Colleges Central Placement Service (KUCCPS).

Under the proposed framework, placement and funding would be more clearly separated, with KUCCPS continuing to handle placement while the proposed authority manages financial support.

The proposal therefore goes beyond changing the name of a funding agency.

It could alter how students access loans, scholarships and other forms of government support.

For families planning for university or TVET, the details of how the new system would work will be particularly important.

2. Basic Education Bill, 2026

This Bill goes to the heart of what happens in schools.

It seeks to replace the existing Basic Education Act and establish a framework covering early childhood education, primary schools and Junior schools.

It also deals with school governance, financing, learner welfare, quality assurance and the administration of basic education.

One of the biggest debates has been the future management of Junior Secondary School.

Teachers' unions do not have a single position.

KUPPET has argued for greater autonomy for Junior schools, while KNUT has supported the comprehensive school model.

KUPPET's proposal would give Junior schools greater independence in areas such as management and administration. KNUT's position favours keeping Junior schools within the comprehensive school structure.

The disagreement shows why this Bill is likely to attract close scrutiny from teachers and parents before it reaches the final stages of Parliament.

3. Kenya National Educational Assessments Council Bill, 2026

Kenya's national assessment system could also get a new legal framework.

The Bill proposes replacing the Kenya National Examinations Council with a Kenya National Educational Assessments Council.

The proposed body would oversee national assessments and certification while providing a framework that is more closely aligned with competency-based education.

The proposal also contains provisions dealing with assessment standards, certification and examination malpractice.

If enacted, the change would mark another step away from a system centred largely on traditional examinations towards a broader assessment model.

However, the Bill does not mean KNEC examinations disappear overnight.

It contains transitional provisions for examinations already scheduled or under way if the new law takes effect.

4. Pre-Service Education and In-Service Training Bill, 2026

This proposal focuses on the people who run classrooms and education institutions.

It seeks to establish a statutory framework for teacher preparation before employment and continuing professional development for serving teachers and education managers.

The Bill proposes the establishment of institutions including the Kenya Teachers Training College for pre-service education and the Kenya School of Education for in-service training.

It also seeks to bring greater consistency to teacher education and professional development.

For teachers, the implications could include changes to how training institutions are governed and how professional development is organised.

That makes the Bill particularly relevant to both aspiring teachers and those already in the profession.

5. Kenya National Qualifications Framework (Amendment) Bill, 2026

This proposal deals with what happens after a learner completes training.

It seeks to strengthen the legal framework around national qualifications and provide for registration of institutions that award qualifications.

It also proposes a national database of qualifications.

The Kenya National Qualifications Authority says such a system could improve the traceability and verification of qualifications for learners, employers, institutions and government agencies.

The issue may sound less immediate than school fees or examinations.

But qualification verification matters to anyone applying for a job, joining another institution or seeking recognition of credentials obtained elsewhere.

The Bill therefore reaches beyond classrooms and into the labour market.

6. Kenya Institute of Curriculum Development (Amendment) Bill, 2026

The sixth proposal targets the institution responsible for developing Kenya's curriculum.

It seeks to amend the legal framework governing the Kenya Institute of Curriculum Development.

Among the proposed changes are adjustments to the institute's governance and operations, including changing the title of its head from Director to Chief Executive Officer and restructuring its governing council.

The proposal is part of the wider attempt to align Kenya's education institutions with the competency-based education system and clarify responsibilities across the sector.

What parents, teachers and students should watch

The six Bills are being considered together, but they will not affect everyone in the same way.

Parents will be most interested in school governance, learner welfare, fees and the organisation of Junior schools.

Teachers face possible changes in training, professional development and school administration.

University and TVET students could see changes to the institutions responsible for placement and financial support.

Graduates and employers could be affected by a more formal national system for recording and verifying qualifications.

And for the wider public, the proposed replacement of KNEC and changes to curriculum development could shape how competency-based education is assessed and implemented.

The Bills are not law yet

This is perhaps the most important point.

The six proposals have not become law.

The current process is still at the public participation stage.

Once the Education Committee completes its consultations, it will consider the views received and prepare its report. The Bills would then proceed through the remaining parliamentary stages, where MPs can debate and propose amendments before any final enactment.

The October 2 deadline therefore does not automatically bring the reforms into force.

For now, the six Bills are proposals.

But taken together, they represent a significant attempt to rewrite the legal framework around Kenya's education system — from a child's first years in school to university or TVET, teacher training, national assessment and the recognition of qualifications.

The next question is not simply whether Parliament will pass the Bills.

It is which parts will survive public scrutiny and parliamentary debate before they become law.

About the Author

Maureen Onyango is a journalist passionate about storytelling, life coaching and spiritual lessons. She studied at the Kenya Institute of Management and enjoys telling stories that inform, inspire and empower communities.