Khisa Alfred Simiyu, Khisa Stephen Werunga


Education and training has been a tool for economic, social and political development of any state towards realizing the common good for all. Ancient Greece philosophers identified the human person as a critical player in state development agenda and therefore the goal on human empowerment is key and central in the process of attaining the “good” life in a state. Thus, according to Aristotle, the state has to take full control of the education of the young towards becoming responsible citizens. The study interrogated the goals of education, critically examined the concept self-reliance, analyzed the epistemological, metaphysical and axiological tenets of existentialism and synthesized the implications of existentialism in education and training Kenya for self-reliance. The study found out that the empowerment process is dual in nature, individual student and state development. The individual development has been emphasizing skill development at the expense of economic and values. It is therefore necessary to embrace multidimensional orientations in reforming education and financing education and training that do not enslave the trainees after graduation.

Article visualizations:

Hit counter


goals of education, self-reliance, existentialist perspective

Full Text:



Amutabi, M. (2003). Political interference in the running of education in post-independence Kenya: A critical retrospection. International Journal of Education Development, 23(2), 127-144.

Andafu, E., & Simatwa, E. (2014). A Critique of the Kenyan system of education in view of the Freirian Concept of education: A philosophical perspective. International Research Journals, 5(8), 331-347.

Audu R., I. C. (2013). Human Capital Development in Technical Vocational Education (TVE) for Sustainable National Development. Journal of Education and Practice , Vol.4, No.7, pp 100-106.

Cheserek G. J. and Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and constitution 2010. Journal of Emerging Trends in Educational Research and Policy Studies, 471-478 Vol. 3, No. 4.

Chowdhury, M. (2016). Emphasizing Morals, Values, Ethics, And Character Education in Science Education and Science Teaching. The Malaysian Online Journal of Educational Science, Volume 4 - Issue 2 pp 1-16.

Gülcan, N. (2015). Discussing the importance of teaching ethics in education. Procedia - Social and Behavioral Sciences, 2622 – 2625.

Kauka, E. O. (2018). An Analysis of the Nexus of Existentialism in Education. International Journal of Research and Innovation in Social Science (IJRISS), Volume II, Issue XII, pp 228-232.

Kaymakcan R., &. M. (2012). Values in the Curricula of Religious Education and Social Studies in Primary Schools in the Context of Local-Universal Dilemma*. Educational Sciences: Theory & Practice, 12 (2) Supplementary Special Issue PP 1588-1591.

Kenya Institute of Education (KIE) (2013). Craft Certificate in Building Technology Syllabus and regulations. Nairobi: Kenya Institute of Curriculum Development.

Kiruki, J. K. (2004). Introduction to Critical Thinking. Eldoret: Zapf Chancery Research Consultants and Publishers.

Lawson, T. (2011). Empowerment in Education: liberation, governance or a distraction? A review. Power and Education, Volume 3 Number 2 pp 89-103.

Mackatian C., Imbovah M., Imbovah N. and Gakungai D. K. (2016). Development of education in Kenya; Influence of the political factor beyond 2015 Mdgs. Journal of Education and Practice, 55-66 Vol 7.No 11.

Mart C. T. (2012). Existentialism in two plays of Jean-Paul Sartre. Journal of English and Literature, Vol. 3(3), pp 50-54.

Mulenga, D. C. (2001). Mwalimu Julius Nyerere: a critical review of his contributions to adult education and postcolonialism. International Journal of Life long Education, 446-470 Vol 20 No. 6.

Muricho, P., & Chang'ach, J. (2013). Education Reforms in Kenya for Innovation. International Journal of Humanities and Social Science, 3(9), 123-145.

Nasibi W. M., N. (2003). Instructional Methods: Teaching Across the Curriculum. Nairobi: Strongwall Africa.

Nasongo, J., & Musungu, L. (2009). The Implications of Nyerere's theory of education to contemporary education in Kenya. Educational Research and Reviews, 4(4), 111-116.

Niculescu R. M., &. N. (2013). Religious education an important dimension of human’s education. Procedia - Social and Behavioral Sciences, PP 338-342.

Ongori, H. (2009). Managing behind the scenes: A viewpoint on employee empowerment. African Journal of Business Management , Vol.3 (1), pp. 009-015.

Otara, A. (2013). The Future of Education and its challenges in Africa. International Journal of Humanities and Social Science, Vol.2 No.9.

Raosaheb, M. V. (2016). Existentialism: A philosophic standpoint to existence over essence. The South Asian Academic Research Chronicle A Peer Reviewed Refereed and Indexed International Inter-disciplinary Open Access Monthly e-Journal, Vol III Issue 1 pp 13-20.

Republic of Kenya (1981). Second University in Kenya (Mackay Report). Nairobi: Government Printer.

Republic of Kenya (1964). Kenya Education Commission. Nairobi: Government Printer.

Republic of Kenya (1976). Report of the National Committee on Educational Objectives and Policies (Gachathi Report). Nairobi: Government Printer.

Republic of Kenya (1988). Report of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond, (Kamunge Report). Nairobi: Government Printer.

Republic of Kenya (1999). Report of the Inquiry into the Education System of Kenya (TI QET) Koech Report. Nairobi: Government Printer.

Sanga, I. (2016). Education for self-reliance: Nyerere's Policy Recommendations in the context of Tanzania. African Research Journal of Education and Social Sciences, Vol.3 No. 2.

Wanyama P. M., &. C. (2013). Education Reforms in Kenya for Innovation. International Journal of Humanities and Social Science, Vol. 3 No. 9 pp 124- 145.



  • There are currently no refbacks.

Copyright (c) 2021 Khisa Alfred Simiyu, Khisa Stephen Werunga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).