Effective leadership in the education sector requires more than policy formulation from offices in Nairobi. It demands consistent engagement with schools, teachers, learners, and parents at the grassroots level. Recent criticism directed at Education Principal Secretary Julius Bitok by National Assembly Majority Leader Kimani Ichung’wah has reignited debate on whether top officials in the Ministry of Education are sufficiently connected to realities on the ground.
Kimani Ichung’wah faulted PS Bitok for what he described as a lack of understanding of challenges facing schools across the country. According to the legislator, the PS largely operates from Nairobi and rarely interacts directly with learning institutions, especially those in rural and marginalised areas. This, he argued, has contributed to poor implementation of education policies and delayed responses to urgent issues affecting learners and teachers.
The education sector in Kenya faces numerous challenges, including teacher shortages, delayed capitation funds, overcrowded classrooms, infrastructure deficits, and confusion surrounding curriculum reforms. For such issues to be addressed effectively, ministry leadership must go beyond boardroom decisions and actively engage with stakeholders on the ground. When top officials appear detached, policies risk becoming out of touch with practical realities.
Critics argue that a Principal Secretary, as the accounting and administrative head of the ministry, plays a crucial role in translating government policy into action. Visibility, accessibility, and accountability are therefore essential qualities. Regular school visits, consultations with teachers’ unions, and engagement with county education offices help leaders gain firsthand insight into the real impact of their decisions.
However, supporters of PS Bitok may argue that systemic challenges in the education sector cannot be blamed on one individual. Budget constraints, inherited structural problems, and competing national priorities also influence how policies are implemented. Nonetheless, public criticism from senior government figures like Ichung’wah highlights growing frustration within leadership ranks and signals the need for better coordination within government.
The debate surrounding PS Julius Bitok ultimately reflects a broader concern about governance in Kenya’s education sector. For reforms to succeed, leadership must be grounded in the lived experiences of those the system serves. Whether through increased field engagement or improved stakeholder communication, reconnecting decision-makers with realities on the ground remains essential for meaningful progress in education.
