Kenya education Essay

An Overview of the Kenyan discipline System Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 Im back again with an outline of what Ive in condition(p) near the Kenyan gentility frame from the diverse experiences that Ive had. Youll notice this blog is slightly more(prenominal)(prenominal) academic in nature, solely I matt-up that it was important to find research to back up my ca work observations. command is sensed as wholeness of the principal motivating chemical elements behind field of take aim economic development and it is virtuoso of the approximately effective ways in which individuals mickle ever take to to achieve better opportunities and a high standard of living in Kenya.For these reasons Kenya has invested heavily into its upbringing g everywherenance everyplace the gone twenty eld. It is my indigenous objective in this blog to utter all that I construct keep an eye oned close the direct and alternate statement frames in Kenya in the comp devastationious 12 weeks that I get to been here. I discuss the structure of capital and secondary shallows, the death penalty of habitual free main(a) facts of life (FPE), extra and equitcap able entre to program line, obstacles to direction within the elucidateroom, additional needs development and inclusion.My understanding is derived from my experiences vi sticking and work at eleven different everyday and closed-door disciplines in Kenya, 2 Masters courses in sp atomic number 18 Needs schooling that I audited, academic journal articles as well up as approximately(prenominal) discussions and conversations that I tolerate had with variant individuals related to the field of fostering. Structure of un bring ind and indirect reproduction To start up, Id corresponding to outline what I throw off learned about the structure of primary and secondary schooling in Kenya. I shed gained most of my insight from vi perplexin g nine different everyday and cliquish schools in Nairobi and Mombasa.During these visits I was able to tour individually school, observe classes, and interact with administrators, teachers, and school-age childs. What follows is an invoice of some of the pertinent information that I consent ga in that respectd. Children begin primary classes around the age of three years old. They stick in a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of primary coil fosterage) interrogative sentence label at the end of Standard 8, students whitethorn or may not qualify to run crossways a secondary high school. petty(a) school in Kenya has four directs, forms 1 4 and is completed scarcely when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a linchpin role in determining whether or not students atomic number 18 able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their harmonyal theme material predominantly in Kiswahili up until Standard 3 in a homeroom schoolroom.It is not until Standard 4 students are immersed in English and must follow a strict cadencetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan prime Education plan documents, I noticed that art and music were and so included in the program. However, after inquiring after this, I spy that art and music yield been cut from the prison termtable ascribable of the cost and perceived unimportance of the subject material.From the little experience I open, it seems as though the tip to which children are allowed to express the mselves creatively through art and music depends mostly on the school and classroom teachers. From personal observation I nates say with confidence that the cash advance to education in Kenya is with child(p)ly teacher relate and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teachers primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in firm classrooms thus far to report student progress.Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and bolture in the lives of students for they ultimately catch out whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in a ll subject areas and are worth a total of 400 dents. Students must achieve a minimum of 250 marks if they wish to enter secondary school.In order to graduate extravagantly direct students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to visor out that Kenyan teachers have gauzy classroom forethought. Most of the students that I have discovered are fabulously well behaved and show a level of focus and respect that I have not seen on such(prenominal) a jumbo subdue before. I am impressed by teachers classroom control e supererogatoryly considering the large class sizes that they handle on a workaday basis. I attribute this classroom control to the use of incorporated punishment, which is considered to be the norm in Kenya.It has besides been argued that students passivity in the classroom dates back to British colonial days and has been an aid and a repugn in encouraging students to take responsibility for t heir study (Ackers and Hardman, 2001). Universal handsome ancient Education An other key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. M any(prenominal) of the challenges that the Education system topically faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.Mugalavai argue that the master(prenominal) problems facing the education system are, issues of access, equity, quality, relevance and efficiency in the management of educational resources, (2012, 473).The following discussion leave elaborate on such issues. As of January 2003, the NARC g all overnment established the FPE program to satisfy the make happy it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This toil was a not bad(p) success in terms of the increase readjustment of disadvantaged children.More than 1.5 million children enrol take in universe schools across the pastoral, (Makori). However, the country was not yet haved to suit such a large increase as peck be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which direct to over crowding and congested classrooms. thither was a defraudage of teachers at the time, which led to the employment of unqualified teachers (Makori). crops lost revenue from the omit of tuition fees, which led to a strain on command materials and resources as well as limited physical facilities (Makori).Lastly, teachers challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors detain to impede access to education in Kenya. some parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the monetaryly underprivileged. slimy health and the inability to seek medical attention likewise impede galore(postnominal) childrens access to education and negatively dissemble their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many an(prenominal) of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, disrespect their low salaries, felt obligated to bring food for the most needy.Lastly, at that place is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained kinda low in comparison. in that location are a number of reasons that account for this. For instance, secondary schools still collect tuition payments. Although these fees have been reduced, it is still sort of expensive for many. Distance similarly plays a major role for some in accessing education.As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools turn to out across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 in like manner create a barricade in accessing Secondary School. 2004 KCPE results show that a oft higher percentage of students from private schools qualify for secondary school than creation school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011).The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another elicit point to note is that FPE does not enable all children equitable access to quality education the key word here being quality. There is an alarming difference between the quality of education that public schools straits vs.that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an ad jibe issue forth of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students.There is much specu lation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased en cut intoment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose eagerness varied. Circumstances such as these diminish a teachers ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms be make senses limited.It is thought that this large influx of premiere contemporaries learners has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increase stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption.Obstacles to Learning Within the Classroom For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that pass on produce citizens who are able to engage in life big development, learn new skills quickly, perform more non routine tasks, capable of more mazy problem- closure, take more decisions, understand more about what they are work on, require less supervision, assume more responsibility, have more spanking tools, have better reading culture, quantitative compend, reasoning and expositoryskills (Cheserek and Mugalavai, 2012, 472).As this statement explains, Kenya needs a ardent education system that pass on train individuals to meet the growing economic needs of rules of order. However, as discussed previously, examine shows that students in public primary schools are achieving significa ntly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil.In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and build that the predominant education style was characterized by the transmission of knowledge and was teacher focused in nature. Students were motivated to come in but answered preplanned, closed questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001).They go on to preserve that, there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the example mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the meat of the pupils answers except to evaluate them(Ackers and Hardman, 2001, 12). Inte persistingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools.The teachers that I observed tattled on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001).From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular size classroom, which creates a congested environment. In such cases it is or so impossible for a single teacher to meet the needs of every individual learner. specialization becomes ineffectual, as does mobility within the classroom.Resources are spread thin and many attempt learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in operate affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of reenforcement and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching fare that is both historically and culturally embedded.Attitudes towards kind can be stubborn, making transformation a slow process. Thirdly, teachers lack an a ppropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the governing cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress.Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. special(prenominal) Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and rede of picky Needs students and Issues and Problems in circu mscribed Needs Education.Secondly, I have worked for a short time at a private special needs school entitled brilliantly Hills. In addition to Bright Hills, I have also visited three different Special Units in public schools Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to part some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed Special Units. These classes are home to students who have a wide range of learning needs, which cannot be met by regular classroom teachers. I have been told that Special Units are comprehensive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to take the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum.However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and screen door Unit at the Kilimani Primary School. Learning skills such as astragalus and weaving give students the potential to earn a livelihood after-school(prenominal) of school and become productive members of society. Although the Kenyan Minister of Education O.K. a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges.The factors that hinder the provision of education for special needs learners include black guidelines that describe the implementation of an comprehensive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a la ck of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class Issues and Problems in Special Needs Education mirrored this argument.Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools.Many of my classmates recall that inclusion is indeed the way forward in repossessing the issues inherent in special needs education. Others however, count that inclusive education is too driven a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases.Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually afflicted into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deafen or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources.It is common practice for a Primary school to pull struggling students out of t he regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum.Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers attitudes, and confederation support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cu ltural context within which this system works.The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and co-ordinated problems that impede equitable access to quality education, reformation is high on the governments list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenyas future is bright as long as these discussions continue and individuals strive to make change.References Ackers, J. , & Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , & Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st cytosine Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In educational Research & Po licy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , & Takavarasha, K. (2011). Access and Quality in the Kenyan Education System A Review of the Progress, Challenges and Potential. Retrieved from http//www.povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing comprehensive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , & Njoroge, M. (2011). comprehensive Educational Practices in Kenya Evidencing Practice of Itinerant Teachers Who Work with Children with Visual worsening in Local Mainstream Schools.International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of commonplace primary education in Kenya An analysis of its impact and progress towards achieving the EFA sto pping point in Kisii District. Retrieved from http//www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category Uncategorized // 16 Comments 16 Responses to An Overview of the Kenyan Education System Issues and Obstacles to Learning 1. women fashion show 2013 // June 25th 2013 somebody basically help to make critically posts I would state. That is the very first time I frequented your websitepage and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task 2. graham flour Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much entrust for change, there are enormous challenges ahead. I honor what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools.Do you have any s uggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very perceptive and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and partnership both in school and out of school? Is there hope that the Kenya education system pass on ever become learner centered rather than content and teacher centered?4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I astounded with the analysis you made to make this actual put up extraordinary. rattling(prenominal) job 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study I am researching on how we can move from teacher centered ap proach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning..i agree learning molds the Kenyan society and if problem solving & conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society & God-father system where minority rule and the rest cant challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have do great job. Just check KCPE mark is 500 not 400. The public schools suffer a lot of wishing ranging from teachers to resources.If only teachers were enough something like 125-35 which is the current proposal to the education ministry enough classrooms and resources, I dont think the syllabus would be a problem however wide. Im inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage.Kenya is becoming gradually sensitive of SEN and some progress has been made. I would however wish that we borrowed a paging from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in obedient health.News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the inte rnational as well, I cant fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August second 2013 Indeed, Kenya has a long way to go before the government is able to provide quality education however, we must agree that there is some progress despite the obstacles.Kenya has the resources, the manpower and the capacity to provide the young multiplication with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to price policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school is that in reality a priority for the Kenyan kids?Even in developed countries like the UK the government doesnt provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. kind of of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge.The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they stillmaintain special schools because inclusive practice is not just a matter of closing special schools and winning children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be approachability of resources and manpower as well as change of attitude by those who consider themselves normal. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue.If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be abnormal? What is most worrying is that any time you listen to news or read newspapers, the most likely publicise to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a corking example of what I mean http//www.nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html A societys treatment of those who are weak and dependent is one critical indicator of its social progress. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special n eeds noted that social attitudes towards the education and reverence of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens.The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to mass aside funds for research so that policies can be authorize through research to avoid implementing policies, which are politically driven. (Kiarago is a doctorial researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree.9. Isaac Maluki // August 22nd 2013 convey you for your honourable report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack o f school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the opening of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http//www. cc-gate.com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili.12. John muema // Novembe r 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this patch of work then we should expect to see enormous steps pickings root in the educational system. of course, steps to spin the country foward. i salute you 14. THOMAS ODENY //.