The horrific fire at Utumishi Senior School last week has jolted the nation. Sixteen girls perished while asleep. Seventy-nine others suffered injuries. Unknown to many of us, even those physically unharmed now carry deep, unquantifiable trauma. I wish them quick healing from the post-traumatic stress disorder.
This tragedy rightly reignited debate in Parliament on Tuesday, June 2, 2026. As a matter of fact, the lawmakers missed the mark entirely. Their energy produced heat, but no light.
Some Members of Parliament called for the abolition of boarding schools nationwide. Others demanded a commission of inquiry. A few, such as the Majority Leader Kimani Ichung’wah, blamed the church for moral decay. Some rightly urged parents to improve mentoring at home.
Utumishi fire exposes the Elephant in the Classroom
However, I must say that these arguments, however loud, skirted the core issue. Watching the debate, one felt MPs do not live in Kenya. They complained about congestion. Not one raised the elephant in the classroom, namely delayed capitation.
Schools are waiting for this year’s funds. Many principals say that last year’s arrears remain unpaid. It is rank hypocrisy to discuss discipline while starving institutions of basic resources.
The two issues should be addressed at the same time. It has become common for headteachers to beg for capitation as if seeking favors. They fear criticizing the government. Irregular transfers punish anyone who speaks out. This financial crisis extends from primary schools to TVETs and universities. Silence from MPs on this matter is deafening.
Leadership Failures Undermining School Discipline
Leadership was another glaring omission in the “fiery” debate. No MP mentioned in-service training for principals or student leaders. Poor morale among teachers went undiscussed. No one proposed restoring the TSC’s role in teacher recruitment. Currently, MPs issue recruitment letters at political rallies. That is a recipe for patronage, not professionalism. Insiders will tell you that nepotism often decides who leads a school. Promotion criteria ignore leadership and integrity. That must change.
Abolishing boarding schools would be the biggest folly. Who doesn’t know that in many arid and semi-arid regions, high schools are scattered by up to 80 kilometers apart? Can a child walk for 80 kilometers daily? Aren’t the risks even greater than those of boarding? Abolishing boarding schools would create a new crisis; in fact, such a move is an admission of policy failure, not a solution.
Also Read: Danstan Omari Breaks Down How the Utumishi Girls Case May Lead to Free Release
It is not only diversionary but also dishonest. Somebody should remind the abolitionists that the glory of senior schools lies in fixing what is broken, not running away.
Practical Solutions for Sustainable Reform
What then should we do? First, benchmark with successful schools. Many Kenyan schools have maintained exemplary discipline for decades, and as a teacher and management student, I believe their cultures of order and performance are no accident. They result from consistent funding, visible leadership, and community (stakeholders’) involvement. We must study what works and replicate it faithfully.
Second, revisit the process by which principals and deputies are promoted. Emphasis must shift to proven leadership and integrity. Political patronage has no place in education management. Without credible leaders, discipline will remain elusive. The Ministry must establish transparent, competency-based selection criteria immediately.
Third, restore teacher morale through meaningful action. Poor remuneration, delayed salaries, and political interference crush motivation. Teachers cannot enforce discipline when they feel devalued. The TSC must reclaim its mandate transparently. Recruitment should never again happen at political rallies. That practice demeans the profession and undermines standards.
Fourth, address the chaos in TVET without further delay. The government boasts about technical training, yet facilities continue to decay. Trainer morale is dangerously low. Upward mobility is stagnant. Curriculum changes are sporadic and confusing. The transition from KNEC to CDAC-CBET remains a complete mess. Principals have no say in critical decisions. Unilateralism kills ownership and accountability across the sector.
Mentoring offers a powerful path forward, yet it remains undervalued. Some leadership experts have averred that mentoring is by far the greatest gift you can give a teenager. They argue that when you mentor them, you do not give instructions. Instead, be available, ask questions, and be more concerned about what they care about than what you care about. This truth applies directly to our schools. Adults must learn to listen before they lecture.
Also Read: How Kenya Failed the Girls of Utumishi Academy
The broad-based government under President Ruto has done a grave disservice to education. Leaders at all levels of the education sector beg for what is rightfully theirs. This culture of fear and silence enables mediocrity. Parliament’s theatrical outrage changes nothing on the ground. We need financial integrity, leadership training, and genuine accountability.
We must stop pretending that arson happens in a vacuum. A school that cannot pay its bills cannot command respect. A principal posted through favor cannot inspire discipline, and a teacher demoralized by political interference cannot shape young minds.
Kenya’s education crisis is not unsolvable; however, solving it requires honest diagnosis and courageous action. MPs must stop performing and start governing. Parents, teachers, and administrators must work together as partners, not adversaries. Above all, the government must release capitation promptly and unconditionally. Anything less is just smoke and mirrors.
The 16 girls of Utumishi deserved better. Their memory demands we stop chasing shadows and start fixing broken systems. Let that be the lesson we finally learn before more lives are lost to negligence dressed as debate.
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