A New Horizon for Maritime Education in Kenya

By Andrew Mwangura

Email, thecoastnewspaper@gmail.com

The recent developments at Bandari Maritime Academy represent a significant and long-overdue shift in Kenya’s approach to maritime education and training.

As the blue economy increasingly becomes a focal point of national development strategies, these changes signal a welcome recognition of the critical role that well-trained seafarers play in our economic future.

The decision to reduce tuition fees by up to Ksh50,000 stands as perhaps, the most immediately impactful change.

For years, high costs have served as an insurmountable deterrent for talented young Kenyans seeking careers at sea, thus, effectively limiting the maritime profession to those with financial muscle or privilege rather than those with aptitude and passion.

This reduction opens doors that have remained firmly closed to many deserving students and has the potential to transform the demographic landscape of Kenya’s maritime workforce.

Similarly, the integration of the STCW Basic Safety Training course into diploma and certificate programs without additional charges eliminates another financial hurdle that has historically complicated the path to maritime certification. 

This streamlining of educational costs reflects a more holistic understanding of what constitutes essential maritime training, rather than treating safety as an optional add-on with its own price tag.

Perhaps, most promising for the future is the formal recognition of the BMA’s students’ association. Student representation has long been undervalued in technical education settings with the false assumption that vocational students need less agency in shaping their educational environment than their counterparts in traditional universities.

The establishment of this association acknowledges that maritime students deserve a collective voice and a structured mechanism to advocate for their interests.

The upcoming seafarers sensitization forum at the Kenya Maritime Authority Amphitheatre represents an important first test of whether these changes reflect a genuine philosophical shift or merely surface-level adjustments.

The inclusion of the newly formed students association as participants in this forum suggests that there is real interest in bringing student perspectives into industry conversations.

However, meaningful participation will require more than mere attendance; it will demand that established industry players and regulatory bodies genuinely listen to and engage with student voices.

It is precisely for this reason that the attendance of all 80 nominated members of the seafarers organizations are not merely requested, but essential in the blue economies.

These representatives bring with them decades of collective experiences navigating both literal seas and the complex regulatory waters of the maritime industry.

Their participation serves multiple critical functions such as validating the importance of the student association by engaging directly with its members; providing practical insights into how academic reforms translate to workplace realities; establishing mentorship pathways between current professionals and aspiring seafarers; and ensuring that the conversation encompasses the full spectrum of maritime careers and challenges.

Moreover, these 80 members represent diverse segments of Kenya’s maritime workforce ranging from deck officers to engineers, to coastal operations, to international shipping, to regulatory bodies, and to commercial enterprises. 

Their comprehensive attendance and participation will ensure that no aspect of maritime employment is overlooked in discussions about educational reform.

In a rapidly evolving industry where siloed thinking presents a significant liability, this cross-sectional dialogue becomes indispensable.

Perhaps, most importantly, their attendance signals to policy makers, educational administrators, and the broader public that maritime professionals are invested in the future of their industry and the quality of incoming talents.

This visible demonstration of solidarity and professional commitment serves to elevate the status of maritime careers in the national consciousness; something solely needed as Kenya works to develop its blue economy potential.

The dual focus of the seafarers sensitization forum on maritime education and training alongside seafarers welfare represents a holistic approach that has been lacking in the previous industry gatherings. 

Too often, these critical aspects have been addressed in isolation, as if the quality of training and the wellbeing of seafarers were unrelated concerns.

In reality, they are inextricably linked – comprehensive education prepares seafarers for the physical and psychological challenges of maritime careers — while strong welfare systems ensure they can apply their training in sustainable, fulfilling professional lives.

The forum’s agenda acknowledges that improvements in maritime education mean little if working conditions remain problematic, just as enhanced welfare programs cannot compensate for inadequate training.

The presence of all nominated seafarer representatives will ensure that discussions maintain this crucial balance, drawing on real world examples of how education and welfare intersect throughout maritime careers; from cadet experiences to retirement planning.

For far too long, Kenya’s maritime sector has operated within hierarchical structures that prioritize experience over innovation and seniority over fresh perspectives.

While experience certainly carries value, the challenges facing modern shipping — from environmental sustainability to digital transformation – requires new thinking alongside seasoned wisdom.

As these changes take root, we must also consider broader questions about maritime education in Kenya. Is Ksh50,000 reduction sufficient to democratize access to these careers? How will the Academy ensure that curriculum quality isn’t compromised as costs are reduced? Will the Students Association receive substantive support to develop into an effective advocacy body?

The industry faces unprecedented challenges and opportunities in the coming decades.

Climate change is altering shipping routes and demanding new approaches to vessel design and operation while digitalisation is transforming every aspect of maritime commerce and global competition for skilled seafarers continues to intensify.

In this context, Kenya cannot afford an education system that produces merely adequate maritime professionals.

We need exceptional talent, drawn from all segments of our society, equipped with both technical expertise and critical thinking skills, and empowered to contribute to global conversations about the future of shipping.

The recent changes at BMA offer hope that we are moving in this direction. But lasting transformation will require sustained commitment from all stakeholders – government, industry, educational institutions, and students themselves – to reimagine maritime education not as a process of replicating past practices but as preparation for navigating uncharted waters.

The winds of change are blowing at BMA. Let us hope they herald not merely a brief gust, but a sustained shift in course toward a more inclusive, innovative, and impactful approach to maritime education in Kenya.

The writer is a Maritime Affairs Analyst.