The recent transition within the Kenya Private Schools Association (KPSA) has reopened difficult but necessary conversations about the direction the association has taken over the years. Across many private schools in Kenya, there is a growing feeling that KPSA has gradually drifted away from its core mandate of protecting, supporting, and professionally representing private schools.
Instead, many members believe the association increasingly became commercialised, centralised, and controlled by a small inner circle whose priorities did not always align with the needs of ordinary member schools.
These frustrations did not emerge overnight. They accumulated over time through repeated experiences that left many school directors feeling ignored, exploited, and excluded from meaningful participation in the association.
One of the biggest concerns repeatedly raised by members involves the commercialisation of KPSA activities and events. Traditionally, meetings, annual luncheons, conferences, and annual general meetings were expected to provide opportunities for school directors to discuss educational challenges, policy changes, curriculum implementation, learner welfare, teacher development, and the future of private education in Kenya.
However, many members increasingly began feeling that these platforms were being transformed into marketing arenas for corporate sponsors.
Sponsors from sectors such as banking, insurance, motor vehicle companies, and other commercial service providers became highly visible during crucial KPSA functions. Institutions such as Isuzu East Africa, insurance firms, banks, and financial service providers were frequently allocated extensive speaking time during meetings attended by school directors.
While partnerships between educational organisations and corporate entities are not inherently wrong, many members felt the balance shifted excessively toward commercial interests at the expense of substantive educational discussions.
Directors attending these events often found themselves subjected to prolonged presentations, sales pitches, product promotions, and corporate advertising sessions that consumed valuable meeting time. Instead of deep conversations about CBC implementation challenges, school compliance pressures, teacher welfare, or educational policy advocacy, members were sometimes forced to sit through repetitive marketing presentations designed primarily to generate business for sponsors.
This created growing resentment among some school owners who questioned whether KPSA events still existed for schools or for corporate advertisers.
The frustration intensified because many paid-up members were still required to pay additional participation fees, meal charges, or event facilitation costs despite having already paid annual subscriptions to the association.
For many directors, this arrangement felt exploitative. They questioned why members who faithfully paid subscriptions throughout the year still had to repeatedly pay to attend events organised under the umbrella of their own association.
Some members began to feel that KPSA activities were increasingly becoming revenue-generating opportunities rather than member-service platforms. The perception that top officials personally benefited financially from sponsor arrangements further deepened mistrust among ordinary members.
Whether entirely accurate or not, perceptions matter greatly within associations. Once members begin to believe that leadership decisions are influenced more by financial interests than by institutional service, confidence weakens rapidly.
Another major source of dissatisfaction involved the association’s response whenever member schools faced crises or public controversies. Many school directors complained that KPSA leadership often acted too late and with insufficient urgency whenever private schools came under pressure from government agencies, media scrutiny, regulatory disputes, or legal challenges.
Members expected the national association to serve as a strong and immediate defender of private schools. Instead, some felt abandoned during difficult moments. In situations where schools required advocacy, public clarification, legal support, or strategic intervention, leadership responses were sometimes viewed as slow, weak, or inconsistent.
This perceived silence significantly damaged confidence, as many schools joined KPSA specifically expecting protection and representation in moments of vulnerability.
Perhaps even more controversial has been the persistent criticism surrounding representation in national education bodies and government-related institutions. KPSA is often expected to nominate or second representatives to various educational panels, technical committees, festivals, institutions, and stakeholder engagements involving organisations such as the Teachers Service Commission (TSC), Kenya National Examinations Council (KNEC), Kenya Institute of Curriculum Development (KICD), Kenya Education Management Institute (KEMI), Kenya Institute of Special Education (KISE), Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), music and drama festivals, and various educational taskforces.
Many members feel these opportunities were not always allocated transparently or in a meritocratic manner. Instead, accusations of favouritism, kinship networks, friendship circles, and internal patronage increasingly emerged. Some directors believed that appointments were frequently favoured by loyalists and cronies rather than the most qualified or competent professionals available within the private education sector.
This perception created two serious problems. First, many talented and experienced educators within KPSA felt excluded and demoralised because opportunities seemed reserved for a small, connected group. Second, weak representation in national forums sometimes undermined the credibility and influence of private schools within broader educational conversations.
Representation matters greatly in national policy spaces. When associations send individuals who lack expertise, professionalism, or strategic understanding, the entire sector suffers. Members, therefore, increasingly began demanding a more transparent and merit-based nomination culture.
The criticism directed toward the outgoing leadership reflects a broader issue affecting many organisations: the danger of cartelization. Once leadership structures become concentrated within small inner circles, accountability weakens. Decision-making becomes less consultative. Loyalty begins to outweigh competence. Members gradually feel alienated from the very institution meant to represent them.
This is precisely why many KPSA members are now demanding a new leadership culture built on transparency, inclusivity, professionalism, and service delivery.
The new leadership has an opportunity to completely reset the association. Members want KPSA meetings to return to their original purpose — discussing education rather than functioning as commercial marketplaces. They want partnerships with sponsors managed transparently and ethically, without allowing corporate interests to dominate educational forums.
Members also want subscriptions to translate into meaningful benefits instead of endless additional charges. Most importantly, they want strong advocacy whenever schools face challenges and fair representation in national educational spaces.
KPSA still possesses enormous potential to become one of the most influential educational associations in Kenya. However, this will only happen if leadership genuinely prioritises member interests above personal networks, financial opportunities, or political loyalty.
READ ALSO: Why the KPSA national leadership must reach out to every faction
The future strength of the association will depend on whether the new administration chooses reform over cartelism, merit over favouritism, and service over self-interest.
Private schools across Kenya are watching closely. They no longer want ceremonial leadership. They want credibility, professionalism, accountability, and visible value from their association.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
