Good governance in Senior Schools is important because it will enhance sustainability and success in implementing the Competency-Based Curriculum (CBC). There is the exigence of building trust among the key stakeholders. The management must make the right decisions, and ensure that resources are used responsibly. Senior Schools should adhere to legal and ethical standards. As they also strive to meet the diverse needs of their community. The Cabinet Secretary (CS) of Education is responsible for the overall governance and management of Basic Education and Training in the country.
Largely, the Basic Education Act (2013) empowers the CS to entrust this noble responsibility to any agency, body, organ, or institution, as it may deem fit and appropriate. My 27th treatise on Competency-Based Education explores Quality Assurance, Standards and Risk Management in Senior Schools as clearly explained in one of the latest policy documents: Guidelines for Implementation of Senior School Education (2025).
Quality Assurance and Standards in Senior Schools
To begin with, Quality Assurance and Standards in Senior Schools is of essence. For through it, Senior Schools will attain and maintain high educational outcomes, as well as churn out learners who are well-rounded. Quality Assurance and Standards entails setting clear goals, focusing on rigorous assessment, and continuous improvement in teaching and learning. Its key dimensions revolve around 5 thematic areas: (1) Leadership and management, (2) curriculum implementation, (3) learners’ welfare, (4) physical infrastructure, and (5) community involvement.
Secondly, in the new education dispensation, Quality Assurance and Standards in Senior Schools will be done through strengthening the internal and external Quality Assurance and Standards assessment and reporting processes. Meaning, each Senior School is expected to establish an internal quality assurance mechanism in line with the provisions of National Education Quality and Standards Framework (2021) and Institution Based Quality Assurance Implementation Guidelines. This mechanism will, through an institution-based quality assurance, enable the school to carry out self-assessment on standards and quality in each of the dimensions of quality and standards. It will also generate reports replete with raft of recommendations to address, solve, or correct areas and sections within the school with the broader view of improving the teaching and learning environment.
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Thirdly, external Standards Assessment in Senior Schools will be carried out by the officers from the Directorate of Quality Assurance and Standards as clearly spelt out in the Basic Education Act (2013) and National Education Quality and Standards Framework (2021). The onus is also on external assessment team to offer technical support to the institution-based quality assurance team. There should be generation of time-bound reports, with raft of recommendations for improvement shared with the school.
Quality Management in Senior Schools
Actually, Quality Management involves the implementation of rules, processes, and practices that support high academic standards, efficient instruction, and creation of positive learning environment. In this regard, it is incumbent upon the Board of Management (BoM) in Senior Schools to: Develop a clear vision, mission and core-values. In global standards, core-values or culture principles of an institution should be 6 in total. Jim Collins nodes to this notion in his heroic book titled Built to Last, where he explores successful habits of visionary companies.
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Additionally, as part of Quality Management, the BoM should enhance leadership and governance, establish a quality management framework, implement continuous improvement process, develop student support and welfare system and encourage stakeholder involvement and communication. By the same token, it is incumbent upon BoM to promote a safe and conducive learning environment, use technology to enhance quality, focus on co-curricular development, establish quality monitoring and evaluation system, and promote an ethical and inclusive culture.
Risk Management in Senior Schools
Consequently, to guarantee security, welfare and efficient operation of the school community, risk management is paramount. Therefore, there is the urgent need of identifying, evaluating and reducing risks related to health, safety, finances and legal compliance. It is the role of the BoM to establish a formal risk management policy outlining objectives, responsibilities, and procedures for identifying and managing risks. BoM should establish Risk Management Committee made up of school administrators, teachers and other relevant staff to oversee risk management initiatives. BoM should regularly conduct risk assessment so as to ensure safety of school compound, students, data, financial management and legal compliance.
Finally, schools should develop emergency plans, and establish safety protocols for emergencies. Schools should train their staff and students on evacuation procedures, and conduct regular drills. Schools should develop and implement cyber security protocols. Schools should establish a reporting system for incidents or risks. Schools should enhance students’ welfare, and safeguards by implementing strict child protection policies, as well as training the staff on safeguarding responsibilities. Schools should monitor and review risk-management practices. Schools should develop crisis-management and public communication plan. Schools should undertake legal audit to ensure compliance with all legal requirements, including child protection laws, employment laws, health and safety regulations, and educational standards.
By Victor Ochieng
Victor Ochieng’ is an education consultant. He trains members of Board of Management (BoM). He is a speaker in Principals’ Conferences. He assists schools to write and review management documents such as lustrum (5-year) Strategic Plans (SPs). vochieng.90@gmail.com. 0704420232
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