ABSTRACT
Kenyan educational policy reforms that encompass teacher education have a long history. Their address and effects on the ideas of the common good have varied across Kenya’s colonial and postcolonial periods. In this chapter, a critical examination is made of Kenya’s education policy reforms in both colonial and postcolonial periods and their search for holistic individual and national development. Specifically, the chapter examines a theoretical framework that has undergirded Kenya’s educational policy reforms; Kenya’s educational policy reforms in the colonial and postcolonial period; teacher preparation programs in Kenya and their nexus to holistic individual and national development; and a narrative of my lived experience as an educator with regard to the role of Kenyan schools in advancing holistic individual and national development. Additionally, the chapter provides a critique of Kenya’s educational policy reforms, their challenges, and future prospects.
