Abstract:
The bible in the book of Leviticus tells that a nation should and ought to find its place in every fifty years, the
jubilee/or the year of the Lord’s favour. This article is an analysis of the role played by education, religion and
culture in molding the people of Kenya since her political independence in 1963. It will evaluate and assess the
contribution made in liberating the people of Kenya from colonialism or European domination. The article
shows how formal education in Kenya has contributed to political liberation and cultural disadvantages. The
themes within this article are treated in four sections: (1) the place of African culture and religion in Kenya (2)
the influence of Christianity on the Kenyan people; (3) the place of education and national integration of a
people; (4) The liberated Kenyan and the beyond. The dialectic between the liberating and the imitative
consequences of education in Kenya is one of the central themes which drive the African people to claim their
identity in the contemporary world of democratic principles and practices. The author traces the influence of
missionary education and secular colonial training on the assimilated class. Also the characteristics of the
African cultures are analyzed in light of religion and development. Hence this article provides an insight into the
state of educational development in Kenya and the role of Christianity, religion and culture in narrowing the
knowledge divide. It documents the progress made in educational development, while revealing the challenges
faced. The article further provides an overview of the historical and economic context, social factors, and the
organization and state of education. Critically discussed are the interplay aspects that exist between Christianity,
Education, Culture and Religion in Kenya since Independence in 1963. While the context is Kenyan, the
strategies discussed are applicable to other African countries with similar challenges.
