A New Chapter for Maritime Education in Kenya
Lesse Hansen global crewing manager Africa for Wilhelmsen Ship Management and Eng. Titus Kilonzi deputy director at Bandari Maritime Academy. (Photo/ Courtesy)
By Andrew Mwangura
Email, thecoastnewspaper@gmail.com
The recent developments at Bandari Maritime Academy signal important shifts in Kenya’s approach to maritime education and training.
While these changes may be more modest than initially reported, they nonetheless represent meaningful progress toward a more effective maritime education system.
Contrary to earlier speculation, tuition fees at BMA will remain unchanged for the time being, pending approval of any adjustments by the government and other regulatory bodies.
This clarification is important, as it tempers expectations while highlighting the complex administrative processes that govern educational financing.
While a fee reduction would have been welcome news for prospective students, the stability in fees provides current students and their families with the predictability needed for financial planning.
More promising is the news that students will now be permitted to sit for their examinations without having cleared their fee balances.
This policy shift removes a significant barrier that has historically prevented capable students from demonstrating their academic achievements due to financial constraints.
It represents a more compassionate approach to education that prioritizes learning outcomes over strict financial compliance, while still maintaining the institution’s expectation that fees will ultimately be paid.
The integration of the STCW Basic Safety Training Course into the standard curriculum is perhaps the most substantive academic improvement.
By incorporating this essential training into diploma and certificate programs rather than treating it as a separate, additional expense, BMA is streamlining the path to qualification for aspiring seafarers.
This change acknowledges that safety training is not an optional add-on, but a core component of maritime education.
The announcement that the ECDIS -ARPA simulator is now fully operational represents another concrete improvement in the quality of training available.
Modern navigation systems are the backbone of contemporary shipping operations, and hands-on experience with these technologies is invaluable for students preparing to enter the industry.
The functioning simulator bridges the gap between theoretical knowledge and practical application, ensuring that BMA graduates are prepared for the technological realities of today’s maritime workplace.
The formal recognition of the BMA’s students association still stands as a positive development for student representation and advocacy.
As the newly formed association prepares to participate in the upcoming Seafarers Sensitization Forum (SSF) at the Kenya Maritime Authority (KMA) amphitheatre, its members have an opportunity to establish themselves as serious stakeholders in the conversation about maritime education and careers.
In an encouraging sign of the growing prominence of this student body, officials of the BMA students association will also participate in the Madaraka Day holiday celebration set to be held in Homa Bay, along the shores of Lake Victoria on June 1, 2025.
With this year’s Madaraka Day theme aptly focusing on the “Blue Economy,” the students’ participation takes on special significance.
For many of these future maritime professionals, this will mark their first trip to the great Lake Victoria and their first journey out of the port city of Mombasa – a symbolic bridging of Kenya’s diverse maritime environments that perfectly encapsulates the comprehensive vision needed for developing the country’s blue economy potential.
The SSF, with its dual focus on Maritime Education and Training alongside Seafarers Welfare comes at a critical time as students prepare to return to BMA on April 29th, 2025.
The attendance of all 80 nominated members of the various Seafarers organizations is essential to ensure comprehensive industry representation and meaningful dialogue.
These representatives bring with them decades of collective experience navigating both literal seas and the complex regulatory waters of the maritime industry.
Their participation serves multiple critical functions: 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 – from deck officers to engineers, from coastal operations to international shipping, from regulatory bodies to commercial enterprises. Their comprehensive participation ensures 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.
The dual focus of the SSF on maritime education and training alongside seafarers selfare represents a holistic approach that has been lacking in 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.
As Kenya continues to develop its blue economy strategy, the quality and accessibility of maritime education will play a decisive role in determining whether we can fully capitalize on our coastal resources and geographic position.
The changes at BMA, while incremental, suggest a growing recognition of this reality and a willingness to adapt educational approaches to better serve both students and industry.
The true test will be whether these initial steps lead to more comprehensive reforms that address the fundamental challenges facing maritime education in Kenya – from funding constraints to curriculum relevance, from industry engagement to international recognition of qualifications.
The upcoming forum presents an opportunity to begin charting this more ambitious course.
For students returning to BMA today, these developments offer reason for cautious optimism.
While the journey toward a truly world-class maritime education system in Kenya remains long, the current changes suggest the ship is finally beginning to turn in the right direction.
The writer is a Maritime Affairs Analyst.
