REFORMING FOR VALUE CREATING EDUCATION IN PRIMARY SCHOOL KENYA: ADDRESSING POLICY AND PRACTICE.

Education and training is a provision that is fundament to governments overall development strategy since January 2003, when the government came power, major reforms to revamp the education sector are being implemented. The reforms cut across the major sub-sectors in education, Primary education, that is early childhood education, Primary education both formal {and non-formal} secondary education, Tertiary education A sessional paper is currently being developed by the government which will provide legal framework for the ongoing sectoral reforms. The purpose of the sessional paper will guide education for the next 20 years and will provide policy guidelines that will provide ensure every Kenyan the right to education and training no matter his or her socio, economic status. The objective of the reforms is to improve access, equity, quality and relevance of education and training at all levels. National policies are indeed the road maps of practices in education in any county; however, the degree to which they succeed will depend on certain variable; environment, resources, political, economic capacity and the implementation process. Kenyan, education has been guided by policy guidelines since independence. Policy documents have been in the forms of commissions, presidential working parties, committees and developments plans to guide education practices. To enhance clarification, Policy is a government statement of interest to carry out an activity. The nature of policy also provides standardization, uniformity and gives confidence to service provider. At the same times, policy, when published, assures the client of unbiased service through standardization and uniformity. The findings of the present study will be current curricular reforms which are geared towards competency-based learning. At the core of competency ?based learning is the promotion of national valves and principles of good governance for sustainable development. I demonstrate how such decisions have interfered in the running of education. I argue that these political decisions have marginalized the role and contribution of professionals and thus impacted negatively on policy formulation and implementation. My contention is that ideas of politicians are privileged even when they are shallow and myopic. I therefore blame politicians for the crises in the education sector in Kenya today.