A Critique of Education for Liberation Towards the Achievement of Kenyan Vision 2030

Abstract

Kenya as a country is focusing to be fully industrialised. Having attained independence in 1963, the Kenyan government from the first to the current one have legislated various policy frameworks that would guarantee a good welfare for the people of Kenya with emphasis being focused on obliteration of poverty, ignorance and disease. This philosophic study launched a critique of the education system in Kenya focusing on its effectiveness in liberating the Kenyan people and enabling them to focus their energies on the realisation of the vision 2030. The research analysed various education theories and practices that focus on education for liberation and the effects of liberation on the overall development of the nation. It was found out that perennial, progressive and pragmatic approaches to education in Kenya have been employed and contributed much to the current status of education. However, it is noted that much of these theories and practices have not worked well to solve the problems and in certain instances have exacerbated the problems. It was identified that anti-social conditions such as corruption, radicalisation, the culture of impunity and ethnicity are likely to curtail the country from achieving the projected vision 2030.Ubuntu an African philosophy of education has been discussed and approved as the requisite philosophy that maximises liberation. The study recommends for heutagogy and Ubuntugogy as educational paradigms that would guarantee liberation that is accommodative with respect to African value systems. The study further recommends for restructuring of the technical and vocational curriculum to be in indigenous languages and also emphasising on social studies and adult education that focuses on the role of liberating education on the realisation of Kenya’s vision 2030.