done in phases starting with the most basic.

Setting a good environment during the

implementation process is critical.

Sessional Paper No 1 of 2019: provides a policy framework for Reforming Education and Training for

Sustainable Development in Kenya. This policy is in line with the requirements in the policy framework

on reforming the provision of P. E and sport.

Sessional Paper No 1 of 2019: provides a policy framework for Reforming Education and Training for

Sustainable Development in Kenya. This policy is in line with the requirements in the policy framework

on reforming the provision of P. E and sport. Sessional Paper No. 3 of 2005: on sport and development

provides guidance and direction on management of sport.

The 2030 Agenda for Sustainable Development (2015): commits to eradicate poverty and achieve

sustainable development by 2030, ensuring no one is left behind. Sport is recognized as an important

enabler for Sustainable Development.

East Africa Community (EAC) Protocol: embraces culture and sport as both enablers and drivers of a

people-centred integration agenda through promotion and enhancement of diverse sport activities as

well as preservation of culture

Kenya National Sports Policy (2002): provides for the holistic development of sport in the country for all

segments in society. This policy provides a requisite inter linkage between the basic education sub -

sector and other sectors of the government

Kenya National Sports Policy (2002): provides for the holistic development of sport in the country for all

segments in society. This policy provides a requisite inter linkage between the basic education sub -

sector and other sectors of the government.d

Challenges
Conflict of interest.

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Sporting activities teach learners how to build teamwork and solve problems in teams. Sports also boost

self esteem; lower chances of breast cancer and other non-communicable diseases associated with

physical inactivity and reduce stress levels for both learners and the facilitators. These are wanting

presently, in the education system, because of the less emphasis on P.E. and Spor

According to (Physical Education and sport policy for basic education,2021) there has been a

challenge of implementation of physical education in schools. This has been as a result of low

regard of Physical Education (P.E) and sports activities by learners facilitators, insufficient

equipments to facilitate this learning area, inadequate capacity of teachers to facilitate this P.E.

POLICY FORMULATION

In this stage, the policy alternatives are given to address the given problem.

Sessional Paper No 1 of 2019: provides a policy framework for Reforming Education and Training for

Sustainable Development in Kenya. This policy is in line with the requirements in the policy framework

on reforming the provision of P. E and sport.

Sessional Paper No 1 of 2019: provides a policy framework for Reforming Education and Training for

Sustainable Development in Kenya. This policy is in line with the requirements in the policy framework

on reforming the provision of P. E and sport. Sessional Paper No. 3 of 2005: on sport and development

provides guidance and direction on management of sport.

The 2030 Agenda for Sustainable Development (2015): commits to eradicate poverty and achieve

sustainable development by 2030, ensuring no one is left behind. Sport is recognized as an important

enabler for Sustainable Development.

East Africa Community (EAC) Protocol: embraces culture and sport as both enablers and drivers of a

people-centred integration agenda through promotion and enhancement of diverse sport activities as

well as preservation of culture

Kenya National Sports Policy (2002): provides for the holistic development of sport in the country for all

segments in society. This policy provides a requisite inter linkage between the basic education sub -

sector and other sectors of the government

Kenya National Sports Policy (2002): provides for the holistic development of sport in the country for all

segments in society. This policy provides a requisite inter linkage between the basic education sub -

sector and other sectors of the governmen

Challenges

Conflict of interest.

STEP 4; POLICY ADOPTION.

Ministry of Education Provide policy direction on P.E and Sport for basic education. Coordinate the

implementation of P.E and Sport policy for basic education. Facilitate the provision of infrastructure for

P.E and Sport. Provide a budgetary allocation for P.E and Sport. Safeguard learners in P.E and Sport

Ministry in Charge of Finance Provide funds for P.E and Sport t as per the advice by the MOE on

budgetary requirement..

Ministry in Charge of Sports, Culture and Heritage Provide overarching framework for sporting activities.

Talent identification and development for competitive games and sports, modern and traditional games

and sports, community sporting events and programmes. Support efforts towards resource mobilization

for P.E and Sport infrastructure.

Ministry in charge of ICT and Youth Affairs Provision of ICT infrastructure. Ensure that out-of-school-

youth gain access to P.E and Sport programmes. Promote intra generational peace dialogues through

sporting activities. Support the mainstreaming of P.E and Sport policy that considers the needs of the

disadvantaged youth/ adolescent in the education sector.

Teachers Service Commission Ensure provision of adequate and professional human resource for P.E

and Sport in all basic education.

Attorney General Support MOE in drafting the relevant legislation. Provide advisories on legal matters

related to P.E and Sport

Kenya Academy of Sports Nurturing talent and sports research.

UN agencies/governmental organizations Provide technical and financial support for the implementation

of P.E and Sport programmes.

CHALLENGES

Political sustainability, lobbing by interest groups.

STEP 5; POLICY IMPLEMENTATION.

To put the adopted policy into implementation, the government shall apply different methods that

include..

Governance and management are essential for effective and efficient implementation of P.E and sport in

basic education institutions. Sound strategies of planning would include creating clear structures and

assignment of roles and responsibilities to ensure the best interest of all learners. Setting up an effective

institutional framework at different levels of leadership will enhance good governance. Good

governance is responsive to the needs of the stakeholders in P.E and sport to ensure the sustainability of

the physical education and sporting activities in Basic Education. There will be need to observe the

established leadership structures and the articulated independence and clarity in the unity of command

as provided in the institutional framework. For effective management, there is need to have clear and
transparent structures on the management of material resources and human capital utilization. There is

therefore need to put mechanisms for management and governance of P.E and sport to ensure efficient

and effective resource utilization.

METHODS OF IMPLEMENTATION

Teachers training.

Provide adequate equipment and resources to facilitate that.

CHALLENGES

Political interference

Lack of funding.

Effective monitoring, reporting, evaluation and learning will ensure the intended objectives are achieved

by providing feedback for improved delivery of P.E and sport and decision making. Monitoring,

evaluation and reporting of P.E and sport will enable tracking of implementation and measuring of the

effectiveness, efficiency and quality of P.E and sport programs in Basic Education Institutions. Through

M&E, necessary data will be gathered to guide planning and efficient use of resources. The Ministry of

Education will ensure adherence of standards for P.E and sport. Standard guidelines will be developed to

clearly inform procedures and processes for teaching, learning, assessment and monitoring. In addition,

published reports on impact and success stories about benefits of P.E and sport to contribute to

sustainable

This Policy will be reviewed from time to time as need arises in line with international, regional and

national trends and also address pertinent and contemporary issues. It will also be reviewed in line with

government policies and priorities.

development will be shared to promote best practices under communities of practice to stimulate

future development of P.E and sport in basic education.

In conclusion,

The policy

Reference.

Kokkinos, P. (2012). Physical activity, health benefits, and mortality risk. International Scholarly Research

Notices, 2012(1), 718789.

Building on the principle of ‘leaving no one behind’, the UN and its member states adopted 17

Sustainable Development Goals (SDGs) to make emphasis on a holistic approach achieving sustainable

development for all. P.E and sport can contribute to the achievement of the goals, in particular SDG 3,

which emphasizes on healthy lives and promotes well-being for all at all ages. It can be used as a tool to

promote healthy lifestyle and well-being of children and youth to create healthy, active and engaged

citizens. Further, physical activity is proven to generate great health benefits, manifesting in a longer life,

a reduced risk of heart diseases, cancer and non-communicable diseases such as diabetes type 2 as well

as anxiety, depression and stress. SDG 4 seeks to ensure an inclusive and equitable quality education to

promote lifelong learning opportunities for all.

The Sixth International Conference of Ministers and Senior Officials Responsible for Physical Education

and sport (MINEPS VI) in 2017 marked a shift from declarations of policy intent to measurable actions

with the adoption of the Kazan Action Plan emphasizing on P.E and sport as enablers of sustainable

development and peace. It laid emphasis on MINEPS V (2013) where it was recognized that P.E and
sport can bring a variety of individual and societal benefits such as health, social and economic

development, youth empowerment, reconciliation and peace. Consequently, nations in the modern

world have embraced P.E and sport development. It is considered as “one of the most effective means

of providing all children and youth with skills, attitudes, values, knowledge and understanding for

lifelong participation in society” (MINEPS V, 2013). The Kenya Youth Development Policy, 2019

emphasizes the importance of sport development for promoting better health and wellness among the

youth. The policy thus prioritizes and supports direct involvement of youth in physical activity and

interventions that target them. This is in tandem with the view that promotion of physically active life is

imperative in the early life for the health development of children and youth including those with

disabilities and special needs.

The policy also actualizes the Kazan Action Plan (2017) that calls for states to ensure access to sport as a
fundamental right for all and fosters convergence in sport policy development, measure progress,
structure and prioritize dialogue and cooperation between different actors and specify linkages with the
Sustainable Development Goals (SDGs).Incorporation of P.E and sport in CBC as a learning area and
providing for a career pathway in Sports notwithstanding, there has not been implementation of these
activities in institutions due to various challenges such as: low perception of P.E. and sport by teachers,
facilitators and other stakeholders, inadequate resources such as teaching / learning materials and
equipment. Teachers’ capacity to effectively facilitate P.E and sport for all learners including those with
disabilities and special needs have also been inadeq