Volume 7, Issue 8, August – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Kericho District Education Board Initiatives in

Development of Education in Colonial Kenya
Ngeno Kipkemoi Robert, Prof. John Chang'ach, Dr. Kefa Lidundu Simwa,
Moi University, Department of Educational Foundations
School of Education P.O. Box 3900, Eldoret (co.de 30100) Kenya

Abstract:- Local Native Councils (LNCs) in Kenya played a operations. On the subject of buildings, it was noted that the
key role in development of education during the colonial best way to improve the type of school would be to get a new
period. Although they were set up as a ploy by the colonial one instituted as an example. Mr. Andersen offered to do this,
administration to closely monitor African activities at local at one of the aided schools of the Africa Inland Mission (KNA:
level, their educational implications were never foreseen. PC/ NZA/2/11/16). Copies of the memorandum were given to
This paper attempts to give a glimpse of Kericho District members in the meeting on 17th February 1943. It was agreed
Education Board which was one of the Institutions under that if a Swahili version were available, the discussion would
Kericho LNC which shaped development of education in take place on it at the next meeting. It was reported that the
colonial Kenya through infrastructural development, boring auger had been used at Sitotwet and Kiptere. The future
allocation of bursaries, allocation of grants-in-aid and arrangement would be made by the District Commissioner. The
building grants and payment of teachers’ salaries using new building at Cheptenye was to be submitted to the Medical
second world war bonus. Primary and secondary sources Officer. It was suggested that 18 inches were the most suitable
were consulted mainly archival documents from Kenya width for a school (KNA: PC/ NZA/2/11/16). Copies of the
National Archives, Oral interviews and Journal articles. memorandum on school buildings and sanitation in Swahili
were available at the meeting on 13th July 1943. They were,
I. INTRODUCTION therefore, to be sent to the African members. At that time, the
new building at Cheptenye had not been erected but money had
Kericho District Education Board as an institution within been collected for the purpose (KNA: PC/ NZA/2/11/16).
Kipsigis LNC discussed several policy issues that influenced
positively the development of education in colonial Kenya. Public health issues are critical in education
These were; the development of physical infrastructure, award administration in Kenya. This is evident in the promulgation of
of bursaries to students and formation of bursary committee, several education policies that guide it. They include the safety
provision of building grants and grants- in- aid and war bonus standards manual for schools in Kenya, the Education Act
payment to teachers. (cap211), the public health Act (cap 242), and the ministry of
public works building and regulations/standards. The safety
II. DEVELOPMENT OF PHYSICAL standards manual for schools in Kenya for example outlines in
INFRASTRUCTURE detail guidelines that should be adhered to by all schools
including; safety on school grounds, safety in physical
Policies about public health and safety in schools can trace infrastructure, health and hygiene safety, safety in the school
their roots to the colonial period. Kipsigis LNC took a central environment, food safety, teaching, and learning environment,
role in this respect either by formulating such policies or by socio-cultural environment of the school, transportation safety,
actively providing facilities that aided in the construction of disaster risk reduction and school (MOE, 2008).
infrastructure that met the required standards at low cost. The
board in a meeting on 20th January 1942, noted that no Safety in physical infrastructure specifically is mainly
memorandum had been sent out by the Medical Officer. Plans concerned with physical facilities such as classrooms, offices,
of village schools in other districts had been supplied to him for toilets, dormitories, libraries, laboratories, kitchens, water
reference. It was also noted in July of the same year that a tanks, and playground equipment, among others. It states that
memorandum on school sanitation and hygiene had been sent such physical structures need to be appropriate, adequate, and
out to European members, but a revised memorandum had since properly located free from any risks to users. The policy states
been made by the senior Health Inspector, Kisumu. The how classrooms, dormitories, and sanitation structures should
Medical Officer stated that this memorandum was to be taken be in terms of size, how doorways are designed, the spacing of
as the accepted policy for Nyanza in matters of school hygiene beds, and pit latrine depth among others (MOE, 2008).
(KNA: PC/NZA/2/11/16).

The Medical Officer reported the purchase by LNC of a

boring auger for latrines. This would be sent around on loan. A
health worker would be available to supervise the first

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Volume 7, Issue 8, August – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
III. KERICHO DISTRICT EDUCATION BOARD schemes. In Malawi, (NOVC 2006, as cited by Oketch,2020)
BURSARIES for one to benefit from the education bursary scheme, the
expected beneficiary should be genuinely needy, not a recipient
Kericho Local Native Council (KLNC) played a central of another scholarship, and should have a positive attitude
role in the provision of educational bursaries. This was one of towards education. These conditions are also reflected in the
KLNC's initiatives in the promotion of education in colonial 2021 KTDA education bursary application form where the
Kenya. Erasto Arap Sio who was the Inspector of schools and a following eligibility conditions are stated; applicant must be a
secretary in the Kericho District Education Board (KDEB) Kenyan citizen, be from a needy family, and be required to keep
meeting that was held on 20th January 1942, said that no answer good grades in high school. (https://ktdateas.com). In Kenya
had been received about the provision of money for bursaries today several Institutions provide educational scholarships
from central funds. It was reported that no boys from Kabianga namely KTDA, Equity bank, Kenya Commercial Bank (KCB),
were on the select list for secondary schools. Therefore, the and Cooperative bank.
board opined that the amount allotted for bursaries was
sufficient. The other reason why funds were sufficient was that IV. GRANTS-IN-AID AND BUILDING GRANTS
there had not been many applications for the course at Kapsabet
for which grants had been provided (KNA: PC/ NZA/2/11/16). KDEB played a significant role in the provision of funds
Although this decision seems logical, however, members of the for building schools and provided grants-in-aid. On 20th
KLNC needed to have increased budgetary allocation which January 1942, it deliberated on a letter from the Director of
could have been used to encourage more students to join teacher Education which accompanied the draft rules on grant-in-aid.
training at Kapsabet to catch up or be at par with other LNCs in From this deliberation, the following issues were raised; the
Nyanza Province. As indicated by Rono (2000), the colonial new salary scale for teachers which was expected to come into
government started participating in the development of force in 1943 was to be reported to the Advisory Council on
education in KLNC later than it did among all other African Education, particularly the effects of its proposals on
communities in Nyanza Province. the cost of existing services (KNA: PC/ NZA/2/11/16).

The minutes of the KDEB meeting dated 17th February Concerning the appointment of a European supervisor, the
1943 stated that there were no new entrants for secondary Board considered that such an appointment was not an urgent
school from the district. At that time, bursaries were being necessity because there were only twelve aided schools. It was
provided from central funds. The Director of Education stated advisable to have all these schools supervised by one man on a
that for LPT candidates, the number of fees would be part-time basis. It was agreed that the Principal of the
considered when deciding bursary to be awarded to them. The Government African School could not undertake such work
Board resolved that the normal amount of bursary to be because of his responsibilities. (KNA: PC/ NZA/2/11/16). The
awarded should not exceed 50% of the total fee to be paid. For board agreed with the idea however, it was impossible to carry
LPT training in Nyanza, the fee was seventy shillings (KNA: it owing to the lack of a suitable man. In the meantime, it was
PC/ NZA/2/11/16). hoped to have a unified scheme of work used in all the aided
schools. The Board also was entirely in favour of powers being
In July 1943, the Board resolved that no bursaries would given to District Education Boards to make bye-laws.
be given in the future for teacher training. Applications for Concerning scales of salaries for teachers who would not be
bursaries made by parents of candidates for secondary eligible for new terms of service, it was decided to bring the
education would be considered by a sub-committee consisting matter up at the next meeting. It was recommended that
of a District Officer, Erasto Sio, and Douglas Mutai. On 20th elementary teachers should be put on the Government scale of
September 1946, the KDEB asked the following members to sit 25/= x1/50 to40/=. The Board agreed that Elementary Teachers
on the Committee of inquiry into the number of bursaries to be who had passed primary should be on a scale of 30/= x 2/= to
awarded to successful candidates for Secondary Education: 50/=, this was to be confirmed at the next meeting (KNA: PC/
Douglas Mutai, Arap Too, Azariah Chepkwony, and Chief NZA/2/11/16).
Arap Tengecha (KNA: PC/ NZA/2/11/16).
The secretary reported that the Director of Education had
It is important to mention here that apart from KDEB issued a circular (No. 34 of 1941) on salaries of teachers with
granting bursaries, it also acted as an educational policy partial passes. These should be considered eligible for a
enactment institution. As noted, it appropriated policy on the minimum of the appropriate scale. They would not however be
bursary amount to be granted per student, whom to get a regarded as eligible to receive any increment until they had
bursary, and formed a committee that would be in charge of that obtained a full pass in the examination. If during the intervening
process. This became a yardstick for the education bursary period their work had been entirely satisfactory and they
allocation policies and committees that would later come up in eventually obtained a satisfactory pass in the examination, the
post-colonial Kenya such as the CDF Bursary fund Committees possibility of placing them at the point on the scale which they
established in 2003 as noted by Oketch (2020). Globally, policy would have reached had they passed the examination at the first
guidelines exist that guide the provision of education bursary attempt would be considered (KNA: PC/ NZA/2/11/16).

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Volume 7, Issue 8, August – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The Board on 17th February 1945, made additions and the building depended on the brick supply. The LNC had agreed
modifications to teachers' salary scales as follows. to vote 300 pounds from the balance of the 1945 special cess
for equipment grants in 1947 (KNA: PC/NZA/2/11/16).
Table 1: Teachers' Salary Scale KDEB's interest in infrastructural development even in
Teacher Salary missionary-run schools was a reflection of the then prevailing
E.T and PSC Teacher 28/= x 2/= Bar at 36/= global mood in the positive development of African education
Failed Junior Secondary 28/= x 2/= 40/= and the welfare of the African population in general. Kallaway
Teacher (2009) noted that new ideas on colonial education were
Junior Secondary School 30/= x 2/= 40/= emerging between 1930-960, particularly within the missionary
Certificate and philanthropic circles. International missionary networks
Source: KNA: PC/NZA/2/11/16 and the International missionary council devoted several of
their conference sessions to the links between the education and
Given increases in salary scales, the payment of war welfare of the African population.
bonus, and the anticipated inauguration of a provident fund the
board reiterated its decision not to add any new schools to the It was confirmed in the KDEB meeting held on 21st
grant-in-aid list until its financial position was clearer. The February 1947 that the sum promised of 500 shillings to
board also deliberated on the bars in salary scales for teachers. Tenwek for Elementary Training course 1946 had now been
Suggestions for tests to which teachers would have to submit paid to be a building grant for temporary buildings. On the issue
before they could pass the bars in their salary scales were of the non-recurrent grants, it was noted that the 1945 special
circulated to members. Requests from headteachers for special cess had brought in more than the estimated 5000 pounds. A
consideration in the matter of salary could not be answered until small surplus was available for equipment. The board,
the new civil service board had made proposals. (KNA: PC/ therefore, approved the following: to ask for a supplementary
NZA/2/11/16). estimate of 180 pounds for furniture grants, since only 200
pounds was inserted in the estimate, and the amount required
Management and payment of teachers' salaries and was 380 pounds. Half of this amount (190 pounds) was to be
administration of professional development examinations were used for the bulk purchase of cut timber for desks, the money
the responsibility of the Local Native Council, but this was to be used by the Education Officer to make purchases based on
regulated by the national government. It is clear from the KDEB a tender submitted by Mr. Kelly of Kakamega.
discussion that management in the teaching profession is laced
with predation. The headteachers presented a request for special The KDEB was informed on 21st February 1947 that the
consideration by the board. This can be viewed as an attempt to Director of Education considers 20' x 25' to be the most useful
deny students and teachers under them their share in the context size of the classroom and that the size should be standard when
of limited financial resources that prevailed at the KLNC at the building with public funds. It was pointed out that the 150
time. pounds given to mission schools were a grant-in-aid only, and
considerable additional expenditure would be incurred which
In the meeting of 8th February 1944 held at Kabianga, it must be met by the community either by cash donations or by
was resolved to divide the grant of 3000/= equally among the free labour or both. The board clearly stated that if funds are
following three schools as follows: limited, it was a mistake to spend too much on buildings. A
good floor, good furniture, and a roof were more important than
Table 2: Grants to Mission Schools the walls of a building. It was in that assumption that savings
could be affected, therefore members were asked to consider
School Mission Location
plans for temporary buildings on permanent foundations (KNA:
Kaplong Roman Catholic Buret PC/NZA/2/11/16). This is corroborated by Windel (2009) who
Mission asserts that projects were designed to provide education at little
Cheptenye Africa Inland Belgut cost to the state and to address welfare concerns in the era of
Mission global depression. The colonial government often worked with
Gaborok Local Native Belgut (formerly missions in the recruitment of students for teacher training in
Council Kiptere) government schools and also allocated grants to mission
Source: (KNA: PC/NZA/2/11/16). schools that cooperated with it.
The 20th September 1944 KDEB meeting indicated that The District Commissioner stated in the KDEB meeting
permission to pay the sum of 500 shillings to Tenwek was still of 21st February 1952 that collections for building grants
being awaited from the Director of Education. The money was needed to be regularised therefore the Board decided that
available in the KDEB fund and would be paid out immediately special receipt books in Kericho should be issued. The DC
after the sanction had been given. Concerning non-recurrent agreed to get these books printed and they were to be issued to
grants, steps were being taken to erect the Elementary practice the chief concern when permission was granted for the
school (LNC) at Kabianga (Kapmaso). The commencement of collection. The DC recommended that the collections were to

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Volume 7, Issue 8, August – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
be made only from 1st May – 31st December so that people period. These institutions deliberated on health and safety
would have the chance of paying their poll tax and fees at the issues on education and promulgated educational policies
beginning of the year (KNA: DC/KAPT/1/4/15). This is concerning them. District Education Boards specifically KDEB
confirmed by Mathew Korir who stated that building grants promulgated policy that guided the award of education
were collected from each elder who had school-going children. bursaries. It clearly outlined that any bursary that was to be
Failure to comply, often a calf or a cow was confiscated (O.I awarded was not to exceed fifty percent of the total fee.
Mathew Korir, 8/4/19).
REFERENCES
The Education officer stated that 10683.70 shillings
remained unallocated. KDEB agreed to allocate Shs. 10000 for Archival sources
WGM Tenwek intermediate school. The recurrent balance of KNA: PC/NZA/2/11/16, 1932-48, Committee – South Lumbwa
shillings 14988.40 was to be refunded to the ADC and the board Agenda Minutes.
requested that the ADC should revote this sum for building. If KNA: DC/KAPT/1/4/15, 1955, Confidential Report, Kipsigis
this was done the Board agreed to allocate 10000 shillings District Education Board Estimates for January-June 1955.
WGM Cheptenye Intermediate and Shs 2800 each to AIM
Litein and RCM Kaplong for the teachers' house. The money Oral Interviews
for workshop grants for Intermediate schools recommended by O.I Mathew Korir, 8/4/19
the Beecher report had not yet been received (KNA; O.I Jonah Chepsengeny, 2/2/19
DC/KAPT/1/4/15).
REFERENCES
V. THE SECOND WORLD WAR BONUS
[1]. Armstrong, M. and Allan, P. (2009). Education as a
The monthly rate for LNC employees in Kericho District Catalyst to Development. London: Macmillan
had been fixed at three shillings. The total number of teachers [2]. Kallaway, P. (2009). "Education, Health and Social
employed in the aided schools was thirty, including the last Welfare in the Late Colonial Context: The International
three months of 1942 therefore the sum of money required was Missionary Council and Educational Transition in the
1314/= to meet the payment of bonus up to the end of 1943. At Interwar Years with specific reference to colonial Africa,"
the meeting on 13th July 1943, the Board resolved that war History of Education 38, no.2. 217-246
bonus would be paid to teachers on the grant-in-aid list as soon [3]. MOE (2008) Safety Standards manual for schools in
as the LNC supplementary estimate had been sanctioned (KNA: Kenya.
PC/ NZA/2/11/16). [4]. Network of Organization for orphaned and Vulnerable
Children (NOVC) (2009). Ministry of Gender Children
Unlike other districts in Nyanza Province, a war bonus and Social Welfare Government of Malawi. USAID
was not paid to cater for fees for the descendants of the ex- ASSIST Project.
soldiers. Gregory Smith who was a District Commissioner had [5]. Rono, T. (2000). A History of colonial education among
proposed the construction of a technology school in Kapkatet Kipsigis of Kenya, circa 1895-1963, MA Thesis, Egerton
that was to provide technical education in Kericho District but University.
the Kipsigis disagreed with the suggestion because they [6]. Windel, A. (2009). British Colonial Education in Africa:
believed that the land allocated to Kabianga Government Policy and Practice in the Era of Trusteeship. History
African School was enough to accommodate both school and Compass 7/1. 1-12,10.1111/j.1478-0542.2008.00560
technical college. This was heightened by the fact that the [7]. https://ktdateas.com KTDA National Tea Scholarship
community had earlier been evicted to pave way for tea Application Form. Retrieved on 3/24/2022 1100 hrs.
plantations in Kericho therefore they believed that setting up a
technical college at Kapkatet was a ploy to acquire more land
from the colonialists (O.I Jonah Chepsengeny 2/2/19).

VI. CONCLUSION

Public health and safety policies are salient in education

in Kenya today. include the safety standards manual for schools
in Kenya, examples include the Education Act (cap211), the
public health Act (cap 242), and the ministry of public works
building and regulations/standards. All these policies are aimed
at enhancing the safety of learners in school and provide good
environment for learning. This paper has revealed that such
policies trace its foundations to the institutions such as District
Education Boards which were established during the colonial

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