Parliamentary Act to give effect to article 53 of the constitution and other enabling provisions to promote and regulate free and compulsory basic education, provide for accreditation, registration, governance and management of institutions of basic education; to provide for the establishment of the national education board, the education standards and the county education board.

A user-friendly version that ensures accessibility of the Sector Policy and Implementation Guidelines for Learners and Trainees by people with disabilities.

Competency-based education and training policy aim to improve Kenyans’ access to certification and formal recognition for their traditional apprenticeships as it involves the training of individuals to be able to perform to the standards required in employment, in an agreed range of contexts, repeatedly over time. The framework is designed to meet the high-quality demands of industry and business.

The essence of this policy is to remodify the objective of education, from transformational education that focuses on only learning content, to achieving societal transformation by enhancing public understanding and awareness while also building capacities of educators and trainers.

The overall goal of the policy is to promote gender equality in the education sector to empower women and contribute to national development. The main goal is to eliminate the gender inequalities in access to education in Kenya.

This policy has an overall goal to provide a framework for the provision of mentorship services in basic education institutions. It provides in-depth information on mentorship services.

The policy based on the principles of realism, relevance, synergy, good governance, has an overall objective to create endogenous science, technology and innovation capacities.

The main goal of this policy framework is to ensure quality access to basic education and training. This framework covers background information on nomadism; policy guidelines to facilitate policy implementation.

Parliamentary Act to provide for the development of university education, the establishment, accreditation and governance of universities; the establishment of the commission for university education, the universities funding board and the Kenya university and colleges central placement service board and the repeal of certain laws.

The government considers the establishment of science, technology and innovation institutions through some science, technology and innovation policies and science, technology and innovation Act to bolster the science, technology and innovation sector. The six chapters of this document address: the situational analysis of current status of the science, technology and innovation sector; programmes and projects that relate to the identified priority areas; policy and legal reforms for implementation of the 2nd medium-term plan programmes; implementation matrix and evaluation framework.

Parliamentary Act to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes.

To achieve a society in which all citizens regardless of their disabilities and special needs have access to education to realize their full potential, the national Special Needs Education (SNE) has the objective to promote awareness on the educational needs and capabilities of people with disabilities and facilitate inclusion of children with special needs.

This policy framework for education, training and research addresses the introduction, the macroeconomic context, philosophy, vision, mission, goals and objectives of education and training, early childhood development and education, management and planning of education and training.

This strategic plan has been developed in line with the new mandate of the ministry given upon its creation in March 2013, covering the basic, tertiary and university education, technical education, continuing education and learning, and science, technology and innovation. This document introduces the role of ministry in addressing national challenges, detail of the ministry’s performance in the recent year and strategic model to be adopted for implementation of the proposed plan.

This is an Act to facilitate the promotion, coordination and regulation of the progress of science, technology and innovation of the country; to assign priority to the development of science, technology and innovation; to entrench science, technology and innovation into the national production system and for connected purposes. Key points of the act include the establishment of advisory research committees, licensing of research and the establishment of the agency and national research fund.

The National Education Sector Plan (NESP) was developed to achieve the establishment of an administration that ensures equal access to basic education, school system that delivers the compulsory core curriculum and a tertiary educational structure that fosters academic quality, rigour and research necessary for a knowledge-based society and successful economy.

The objective of this manual is to create a safe and secure environment that facilitates quality teaching in all Kenyan schools. Highlights of the manual include introduction to school safety, importance of safe schools, indicators of school safety, safety standards and guidelines and monitoring and evaluation of the school Safety programme.

The broad objective of this policy is to guide effective counselling services in Technical Industrial vocational and entrepreneurship (TIVET) institutions in Kenya.

The plan focuses on the urgent need to enrol all students in basic education, raise literacy and numeracy levels, create a teacher education and development programme for basic education (pre-service), teacher education and development programme for basic education (in-service), and Information Communication Technology (ICT) for education and training. It also reviews macroeconomic performance from 2008 to 2012, the inputs expenditure estimates and trends in key indicators of education in Kenya.

These guidelines ensure that quality educational services are rendered in every early child development center; they also provide standards for quality & inclusive ECD services, management, supervision and accountability of early childhood development programmes for children in Kenya.