Education Cabinet Secretary Migos Ogamba has called for urgent action to address persistent disparities in educational outcomes, infrastructure, resources, inclusion and institutional capacity in Kisii and Nyamira counties, following the release of a new education baseline assessment.
Ogamba said the assessment provides evidence that should guide education stakeholders in moving from isolated interventions to coordinated, long-term action aimed at improving learning outcomes in the Gusii region.
“The value of the baseline is not simply that it gives us another report. Its real value is that it challenges us to move from assumptions to evidence, from isolated interventions to coordinated action, and from short-term responses to long-term transformation,” Ogamba said.
The assessment, conducted by scholars from Kisii University, examined the state of education in the two counties, including educational performance, equity and inclusion, infrastructure, digital transformation and teacher development.
It also assessed technical and vocational education and training, higher education, financing and partnerships, learner well-being, climate resilience and emerging challenges facing the sector.
Ogamba spoke during the inaugural Gusii Education Stakeholders Convention at Kisii University, which brought together government officials, education agencies, university and college leaders, teachers, parents, learners, development partners and private-sector representatives.
Equity Bank Kenya Head of Education Sector Peter Ndoro said the findings should provide a basis for stakeholders to work together rather than address education challenges separately.
“If we are serious about reimagining education, collaboration cannot be optional. No single institution can transform education alone. Government provides policy, resources and an enabling environment. Schools and universities provide knowledge and nurture talent. Teachers shape the minds and character of learners. Parents provide support and guidance. Development partners bring expertise and resources,” Ndoro said.
“The private sector contributes investment, innovation, technology and opportunities, while communities provide local knowledge and ownership. When these players come together around a shared purpose, we can achieve far more than any one institution could achieve alone.”
Ndoro said the convention provides an opportunity for stakeholders to examine existing approaches and develop solutions that reflect the realities facing learners in the region.
“This convention provides precisely such an opportunity: a platform to listen, learn from one another, challenge existing approaches and develop solutions that respond to the realities of learners in the Gusii region,” he said.
The baseline comes as the education system faces rapid technological change, with artificial intelligence, digital learning and online platforms changing how learners access and apply knowledge.
Ogamba said technology alone would not transform education, challenging teachers to adapt their roles as the nature of learning changes.
He said teachers must increasingly act as facilitators, mentors, innovators, researchers and lifelong learners, helping students develop critical thinking, collaboration, creativity and the ability to apply knowledge to real-world challenges.
The CS also called for education to place greater emphasis on skills rather than examination grades alone, including communication, problem-solving, innovation and responsible use of technology.
He said Kenya must also remove the artificial divide between academic and technical education, arguing that practical skills are essential to the country’s economic development.
