Effective Leadership and Governance Practices in Basic Education: A Panacea for Realizing Kenya’s Vision 2030
Nyakundi, Gilbert Morara
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Currently basic education is receiving much attention because of challenges emanating from both Free Primary Education and Free Day Secondary Education (FPE and FDSE) programmes that were introduced in 2003 and 2008 respectively. To this end, challenges in access, quality and relevance as well as school administration and management are widely acknowledged. However, the significance of effective leadership and good governance practices in schools appear to be underrated. As a result, basic education continues to be delinked from higher education and industry thus slowing down the country’s impetus towards improved political and socio-economic development. This paper reviews extant literature on leadership and governance practices in the context of public primary and secondary schools and examines goals of basic education vis-à-vis those of Kenya’s Vision 2030. It develops a conceptual understanding of effective leadership and good governance and highlights important levels in current leadership and governance in schools that needs to be accorded prominence in future education sector strategic planning. The paper identifies leadership, governance and management challenges facing schools and concludes that effective leadership is important in ensuring that schools develop and uphold good governance and management practices which are critical ingredients in the provision of quality basic education as a spring board to realization of Kenya’s development as premeditated in vision 2030.