CHANGAMOTO ZA ELIMU KATIKA JAMHURI YA KENYA

 

Written by Karl Baldacchino

Maendeleo ya elimu nchini Kenya yameathiriwa na mambo mbalimbali, kama kuwa koloni la Uingereza kuanzia 1895 hadi 1963 na kuwa Jamhuri mnamo 1964. Kwa sasa, Kenya ina idadi ya watu milioni 53.77 wanaozungumza lugha 42 za kikabila. Kuna mamlaka kadhaa za kitaifa za elimu, kama vile Baraza la Kitaifa la Elimu ya Wahamahama, Tume ya Elimu ya Vyuo Vikuu, Tume ya Huduma kwa Walimu (TSC), na Baraza la Mitihani la Kenya (KNEC), pamoja na ushawishi wa kimataifa kwa ubora wa elimu, hasa kupitia Malengo ya Maendeleo ya Milenia (MDGs). Haya yote yamechangia kuunda mfumo unaokuza upatikanaji, ubora, na viwango vinavyofikiwa, huku haki ya elimu ikihusishwa katika marekebisho ya katiba ya mwaka 2010 na kupitia Sheria ya Elimu ya Msingi ya 2013. Hata hivyo, maendeleo haya huenda na changamoto kadhaa, zinazoleta masuala ya kijumla yanayoonekana ulimwenguni, na pia masuala maalum katika muktadha wa Kenya, hasa kwa jamii za asili, mashirika ya elimu, na mafunzo ya walimu.

Changamoto za Kijumla za Elimu

Mwaka wa 2020, kulikuwa na wanafunzi milioni 18 nchini Kenya, milioni 15 kati yao wakiwa shule za msingi na sekondari, wakifuata mfumo wa “8-4-4”: miaka minane ya msingi, minne ya sekondari, na minne ya elimu ya juu. Sera za serikali zimesaidia kuongeza kiwango cha wanafunzi wanaoendelea kutoka shule ya msingi hadi sekondari kutoka 83% mnamo 2018 hadi 95% mnamo 2020, huku asilimia 95.7 ya matumizi ya serikali yakienda kwa elimu ya msingi ya umma. Sekta binafsi pia imeunga mkono kwa kuanzisha ufadhili wa pamoja ili kufanikisha elimu ya msingi bure, ingawa wazazi bado hulipia sare, chakula, usafiri, na vifaa vya masomo.

Tafuta Kenya inaeleza mfumo wa elimu nchini kama “hali ya mgogoro” kutokana na changamoto kama vile: pengo la kijinsia kwa wasichana katika kaunti 23 kutokana na mila za kitamaduni, viwango vya juu vya kuacha shule kwa sababu ya umaskini, ajira za watoto, dawa za kulevya, afya duni, ukosefu wa vifaa vya kutosha kama shule za umma, madawati, viti, na vitabu; kutokuwepo kwa walimu mara kwa mara darasani kutokana na mgomo wa mara kwa mara wa kuomba mazingira bora ya kazi na mishahara; na ushawishi wa kisiasa unaosababisha ubadhirifu wa fedha, ambao huchangia kuvuruga mgao wa rasilimali na mipango. Zaidi ya watoto milioni 1.2 wa umri wa shule ya msingi hawajasajiliwa, huku mayatima wakiwa hatarini zaidi. Ni takriban 1% pekee ya vijana wa Kenya walio vyuoni kutokana na gharama za juu za ada na changamoto kwa vijana wa familia maskini kupata fursa hii, na kundi kubwa la umri wa miaka 15-24 likiwa na kiwango cha juu cha ukosefu wa ajira.

children sitting on chairs inside classroomPhoto by Doug Linstedt on Unsplash

Sababu Kuu za Changamoto Hizi

Sababu kuu ya changamoto hizi ni kuwa umaskini umenea nchini Kenya, ambapo Saa ya Umasikini wa Ulimwengu inakadiria kwamba Wakenya milioni 11 wanaishi kwa chini ya dola 1.90 kwa siku, hali inayozidisha tatizo la njaa kwani mtoto mmoja kati ya wanne anapata kukua kwa kuchelewa kutokana na ukosefu wa chakula cha kutosha nyumbani. Utafiti wa 2014 wa Shirika la Umoja wa Mataifa la Kuhudumia Watoto (UNICEF) ulionyesha kwamba kiwango cha elimu walicho nacho wazazi kinahusiana kwa karibu na kiwango cha umaskini ambacho watoto wanaweza kukutana nacho, na kuathiri upatikanaji wao wa elimu na kuongeza tofauti za kijamii na kiuchumi.

Utafiti wa 2019 wa Abuya et al. ulibaini kuwa watoto wa kaya za wazazi mmoja walikuwa na uwezekano mdogo wa kuwa katika elimu ya msingi kwa wakati sahihi ikilinganishwa na watoto wanaoishi na wazazi wawili, huku watoto wanaoishi na walezi wakiwa na uwezekano wa asilimia 23 mdogo wa kuwa katika elimu ya msingi kwa wakati sahihi. Changamoto hizi zinaikabili moja kwa moja mpango wa maendeleo wa kitaifa wa ‘Vision 2030’, ambao bajeti yake iliongezeka kwa asilimia 50 ili kufanya elimu iwe na ushindani na mifumo mingine duniani na kuboresha kiwango cha maisha. Hata hivyo, matokeo yake yalikuwa ni mipango mibaya, kwani mamilioni ya wanafunzi waliorudi shuleni baada ya kuacha shule kwa sababu ya umaskini walisababisha madarasa kuwa na watu wengi, na walimu kuwa na kazi ngumu ya kushughulikia madarasa mengi kwa wakati mmoja.

Kwa wanafunzi zaidi ya milioni nane, walimu 216,517 katika shule za msingi wanakabiliwa na wastani wa wanafunzi 50 kwa mwalimu Nairobi, 92 kwa mwalimu Turkana, na wanafunzi 200 kwa darasa katika Shule ya Kibera Olympic, ikionesha kwamba mfumo huo unakabiliwa na shinikizo kubwa.

Katika hali hii, wasichana wanaendelea kuwa hatarini kwani wanakabiliana na desturi za zamani na wazazi wanaogopa kwamba kuwapeleka binti zao shule ni kupoteza rasilimali, wakiona kuwa wanafaa zaidi kushughulikia kazi za nyumbani, kuwajali ndugu zao, na kusafiri umbali mrefu kutafuta maji. Wasichana pia mara nyingi wanalazimishwa kuolewa mapema na kupata mimba kwa kubadilishana na manufaa ya kiuchumi na kijamii, wakikabiliwa na uwezekano wa mara 2.5 zaidi wa kukumbana na unyanyasaji wa kijinsia (GBV) kutokana na historia ya hivi karibuni ya migogoro ya ndani na mipakani nchini Kenya.

Shughuli za Flying Kites, shirika linalolenga kuboresha elimu kwa kutimiza mahitaji ya wanafunzi binafsi, zimeeleza umuhimu wa kuwekeza katika wasichana si tu kwa ajili ya usawa wa kijinsia, bali pia kwa sababu wasichana wanaweza kuonekana kama wakala wa mabadiliko na kuimarisha upatikanaji wao wa Mwongozo, Habari, Rasilimali, Uongozi, na Ujuzi (G.I.R.L.S.). Kipaumbele kimoja ni viwango vya usafi ambavyo vinapelekea wasichana wengine kuacha elimu kwa sababu hawawezi kumudu taulo za sanitar, ambapo mmoja kati ya wasichana kumi wenye umri wa miaka 15 hawana upatikanaji wa hivyo na wangejikita katika shughuli za ngono ili kupata pesa za bidhaa hizo, hali inayosababisha mimba za mapema na muda mdogo wa kuzingatia elimu.

Kuvamiziwa kwa COVID-19 kulikuwa na athari hasi kwa sera za elimu za zamani na za sasa, kuonyesha ukosefu wa mipango iliyokuwa tayari kukabiliana na mabadiliko ya ujifunzaji wa mbali, na mtandaoni. Ni muhimu kutambua kuwa Wizara ya Elimu ya Kenya (MoE) ilizindua sera ya usimamizi wa majanga mwezi Julai 2018 lakini ilishughulikia tu athari za mvua kubwa, moto wa porini, na kukuza amani na usalama lakini haikupanua lengo la miongozo ya usalama wa pamoja kuzuia kuingiliwa kwa elimu kutokana na magonjwa, hasa ikizingatiwa milipuko ya zamani ya malaria, HIV/AIDS, Ebola, na Zika katika Afrika. Badala yake, janga hili lilionyesha ukosefu wa miundombinu ya ICT kutokana na ukweli kwamba serikali ilitegemea matangazo ya elimu wakati asilimia 17 tu ya Wakenya wana upatikanaji wa broadband na wanafunzi wanaoishi katika maeneo ya vijijini hawakuwa na vifaa vya kidijitali; asilimia 42 tu ya watoto walikuwa na upatikanaji wa televisheni na asilimia 19 walikuwa na redio, hali ambayo ilisababisha ongezeko la kiwango cha kazi za watoto kwani asilimia 16 na 8 ya wasichana na wavulana mtawalia hawakurudi shuleni walipoanza tena masomo tarehe 4 Januari 2021; iliwatia hatarini wanafunzi 150,000 wa wakimbizi ambao walikuwa wamefungwa katika nyumba inayoitwa nyumbani wakati shule zilipofungwa tarehe 15 Machi 2020; na kuongeza umaskini kwani watoto walikosa upatikanaji wa chakula shuleni, na kuongeza viwango vya GBV, ndoa za mapema na mimba kwa wasichana. Hali hii pia ilionekana katika ukosefu wa ujuzi wa kidijitali na ujifunzaji wa mtandaoni walionao walimu, hali ambayo ilisababisha ukosefu wa maandalizi ya kubadilisha ujifunzaji wa mbali na kusaidia wanafunzi kushiriki kama wanafunzi wa mtandaoni, kupoteza uhusiano muhimu kati ya mwalimu na mwanafunzi ambao unahakikisha uhamishaji wa maarifa kwa usahihi.

Ukosefu wa Mipango ya Elimu na Kiwango Cha Chini cha Wahitimu

Kuna ukosefu wa usawa kati ya rasilimali na mahitaji ya elimu kwa wanafunzi, ambao unahitaji sera za mipango sahihi za elimu ambazo zinaanzisha mifumo ya kisayansi, kimkakati, na bora kutumia rasilimali chache kwa mfumo unaofanya kazi vizuri. Lakini bila wapangaji, wahesabuji, wachambuzi wenye sifa, zana sahihi kama kompyuta na mashine za kukadiria, na data sahihi, mfumo unakumbwa na changamoto zinazozuia kuunda mfumo wa kulinda dhidi ya matatizo ya baadaye, hasa ikizingatiwa kutokuwepo kwa utulivu wa kisiasa unaoshughulikia mfumo huu.

Aidha, wapangaji wanahitaji kupanua mishahara ya walimu na njia za kupandishwa vyeo, mambo ambayo yanawafanya walimu kuchukua kazi nyingine ili kujikimu, hali inayoongeza kutokuwepo kwa walimu shuleni. Mfumo huu lazima uwe na walimu waliofundishwa vizuri na wenye sifa, ambazo ni wajibu wa TSC kama ilivyoamuriwa na katiba kuwasajili, kuajiri, kugawa, kupandisha vyeo, kuhamasisha, kukagua, na hata kumaliza ajira za walimu ndani ya mfumo wa elimu, wakati wote wakihifadhi viwango ambavyo mafunzo ya walimu yanategemea.

Kwa hivyo, jukumu la kutoa na kudumisha walimu linapaswa kudumisha mitazamo ya mabadiliko, holistic, ya ubunifu, lakini pia ya kitaalamu, ambayo Jonyo na Jonyo (2017) wamesema imeshindwa kushughulikia kuwa walimu wanakabiliwa na upungufu wa wafanyakazi, hawana ujuzi wa kidijitali, hawaangaliwi na kutathminiwa kulingana na viwango vilivyowekwa, wanatarajia malengo ya chini na wana miundombinu isiyokidhi mahitaji, na kupitia umoja wanakataa maendeleo ya 2015 ya Tathmini na Maendeleo ya Utendaji wa Walimu ambayo inakusudia kuimarisha hadhi ya mwalimu kama kiongozi wa utekelezaji wa mitaala lakini badala yake inahofiwa kama zoezi la “kuondoa” watu wasio na uwezo.

Mafunzo ya walimu yanahitaji kubadilika ili kabla ya kuingia darasani, na pia kupitia maendeleo ya kitaalamu kupata ujuzi mpya, waweze kuunganisha kufundisha mitaala na kuongezeka kwa uwezo wa kidijitali, ambao hukusanya data ili kuongeza utendaji na utoaji wa huduma, pamoja na kupanua mfano wa ufundi ulioanzishwa kwa walimu wachanga kuweza kufundishwa pamoja na walimu wakubwa kwa mafunzo ya uongozi ili waweze kusimamia majukumu ya darasani huku wakichukua tahadhari kuhusu mabadiliko yoyote yanayohitaji walimu kubadilisha tabia zao.

Ushirikiana na mafunzo ya walimu ni kubadilisha mbinu za ufundishaji na tathmini ya wanafunzi, ambayo Akala (2021) amesema inabaki kuhusiana na “kumbukumbu ya taarifa zisizo za maana” ambazo ni ngumu kwa wanafunzi kukumbuka kupitia “ujifunzaji wa kiholela” kwa kujifunza habari ili kisha kuzirudisha kwenye mtihani. Kitu ambacho kinahitajika badala yake ni kulinganisha mbinu hizi na mitaala inayotegemea ujuzi (CBC) ambapo wanafunzi wanafundishwa kufikia:

“Ujuzi wa vitendo wa kutosha na maarifa ya kufanya shughuli au huduma kwa kiwango na ubora unaokubalika na tasnia na mteja katika kipindi ambacho mtu mwenye uwezo katika ngazi hiyo anaweza kutarajiwa kufanya kazi hiyo.”

CBC inaweza kuonekana kuwa bora kuliko njia inayozingatia mitihani ya ufundishaji kwa sababu inawaruhusu wanafunzi kuendeleza kile walichojifunza kwa njia inayoweza kupimwa ambayo inawapa nguvu zaidi kuliko tathmini pekee na badala yake inazalisha uzoefu mzuri wa kujifunza wa msaada na kukidhi mahitaji yao katika elimu. Hii inaweza kusaidia kupunguza mvutano unaosababishwa na utendaji wa kitaaluma wa mashindano unaohitaji alama nzuri ili kupata elimu bora na kuzuia wanafunzi kupata nafasi ya kupumzika na kukuza ujuzi wa kijamii.

Uondoaji wa Utamaduni na Lugha za Kiafrika

Mwisho, kama matokeo ya ukoloni, Kenya inaendelea kuondoa lugha na tamaduni za kienyeji katika elimu, ikidumisha hisia ya ‘ukabila mbaya’ inayoweka kipaumbele katika maudhui, mbinu za ufundishaji, na matokeo ambayo bado yanazingatia Kiingereza au Magharibi. Utafiti wa 2019 wa Ng’asike ulionyesha tatizo hili kutoka kwa mtazamo wa jamii ya Waturkana, ikionyesha jinsi jamii hiyo ilivyokuwa na hasara kubwa katika kuendeleza uwezo wao wa kujifunza na kupata ujuzi, hasa katika kujifunza lugha, akidai kwamba kuna ushahidi mwingi kutoka nchi nyingine kama Mali, Burkina Faso, na Afrika Kusini kuhusu faida zinazotokana na kujumuishwa kwa lugha za asili za wanafunzi.

Badala yake, wazazi, mashirika, na jamii wanaendelea kuona matumizi ya lugha ya mama kama ‘kurudi nyuma’ au ‘ukabila’ na kujumuisha maarifa ya kienyeji katika mipangilio ya elimu kuna hatari ya wanafunzi kuwekwa katika hali ya chini katika kujifunza Kiingereza. Ng’asike (2019) alieleza faida za kujumuisha lugha za mama na maarifa ya kienyeji katika elimu. Wanafunzi wanaotoka katika jamii hizi tayari wamepata njia za kuhusisha ulimwengu kupitia lugha yao ya mama na desturi za kitamaduni, ambazo zinatoa msingi ambao waalimu wanaweza kuunda madaraja ya kuelewana yanayosaidia katika kuendelea na mada za mitaala na kujifunza lugha katika hatua za juu zaidi za mfumo wa elimu. Utafiti pia unapendekeza matumizi ya vitabu vya hadithi katika Kiingereza, Kiswahili na lugha ya mama kama zana muhimu katika hatua za awali za elimu, ambayo itawawezesha wanafunzi, wazazi, na jamii pana kushiriki katika hadithi, kuongeza ujuzi wa kusoma kwa wanafunzi na watu wazima, na vifaa mbadala na vya ziada ambavyo vinatoka katika ukakasi wa kile kinachochukuliwa kuwa muhimu katika mitaala au vifaa vinavyokuwa “vyombo vya kuhamasisha thamani za Magharibi.”

Hitimisho

Ni dhahiri kwamba elimu ya Kenya inakabiliwa na changamoto nyingi zinazovuka kwenye masuala ya kijamii, kiuchumi, kisiasa, na kitamaduni. Hata hivyo, mfumo uko tayari kushughulikia masuala haya na kutoa suluhisho, ukiwa na nafasi kwa wadau wa kibinafsi na wasio wa serikali kusaidia kuboresha mfumo huo. Kuweka wazi baadhi ya mipango muhimu: Tusome ni mpango wa kitaifa ambao ulitoa jumla ya vitabu milioni 26 na vifaa vya ziada kwa wanafunzi katika shule za msingi 1,384 ili kuongeza viwango vya ujuzi wa kusoma; mpango huu unakamilishwa na mpango wa ujuzi wa kidijitali (DLP) wa 2016 ambao kwa mafanikio ulitoa vifaa milioni 1.2 kwa shule za msingi 21,718 na kuongeza umakini na usajili, pamoja na kuunda ajira zaidi ya 11,000 katika eneo la ICT; na hatimaye, Mfano wa Chakula wa Nyumbani (HGFM) ambao ulijenga juu ya chakula cha shule kwa njia ya jumla kwa kuanzisha mfano wa ukuaji wa jamii unaoshughulikia wakulima wa ndani kuuza bidhaa zao kwa shule, kuunga mkono uchumi wa soko la ndani pamoja na lishe yenye virutubisho kwa wanafunzi, ambayo inachangia katika lengo la kimataifa la kutokuwepo kwa njaa.

Sources

Featured Image from :Photo by Oscar Omondi on Unsplash

[i] Ndemwa, N. & Otani, M. (2020) ‘Education System in Kenya – Its Current Condition and Challenges’. Memoirs of the Faculty of Education, Shimane University, p. 15.

[ii] Ibid.; see also Ng’asike, J. T. (2019) ‘Indigenous Knowledge Practices for Sustainable Lifelong Education in Pastoralist Communities of Kenya’.  International Review of Education, Vol. 65, p. 22.

[iii] Ibid., pp. 18 & 19; see also Ng’asike, p.21

[iv] Ibid., p. 16.

[v] Ibid., pp. 19; see also Jonyo, D. O. & Jonyo, B. O. (2017) ‘Teacher Management: Emerging Issues in Kenya’. European Journal of Educational Studies, Vol. 4(1), p. 19; see also Jesse, N. W. (2021) ‘Effective Ways of Overcoming Challenges Facing High School Teachers in Kenya’. International Journal of Humanities and Social Science, Vol. 11(1), p. 45; see also Ngwacho, A. G. (2020) ‘COVID-19 Pandemic Impact on Kenya Education Sector: Leaner Challenges and Mitigations’.  Journal of Research Innovation and Implementation Education, Vol 4(2), pp. 129-130.

[vi] Ibid., p. 16; see also Kibaara, J. M. (2021) ‘Kenya’s Education Goals Face the Challenges of Affordability, Traditions and COVID-19. The Conversation. Available online from: https://theconversation.com/kenyas-education-goals-face-the-challenges-of-affordability-traditions-and-covid-19-168113 [Accessed 04/05/2022]; see also Abuya, B. A. (2021) ‘Securing the Education of Kenya’s Girls During COVID-19’. The Conversation. Available online from: https://theconversation.com/securing-the-education-of-kenyas-girls-during-covid-19-154871 [Accessed on 04/05/2022]; see also Akala, B. M. (2021) ‘Revisiting Education Reform in Kenya: A Case of Competency Based Curriculum (CBC)’. Social Studies & Humanities Open, Vol. 3, p. 2; see also Jensen, A. (2019) ‘Enhancing Digital Education in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/digital-education-in-kenya/ [Accessed on 04/05/2022]; Brock, H. (2021) ‘Continued Education for Vulnerable Children in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/vulnerable-children-in-kenya/ [Accessed on 04/05/2022].

[vii] Kibaara.

[viii] Tafuta Kenya, ‘Challenges Facing Education in Kenya and Solutions’. Available online from: https://tafutakenya.com/challenges-facing-education-in-kenya-and-solutions/ [Accessed on 04/05/2022]; see also Samuel (2022) ‘Challenges Facing Educational Planning in Kenya’. World Student Forum. Available online from: https://worldstudentforum.com/challenges-facing-educational-planning-in-kenya/ [Accessed on 04/05/2022]; see also Ndemwa & Otoni, pp. 19-20 & 23-24; see also Jonyo & Jonyo, pp. 21 & 34-36; see also Jesse, pp. 46-48; see also Akala, pp. 1 & 2.

[ix] Brock.

[x] Manning, G. (2021) ‘Education in Kenya is a Path Out of Poverty’. The Borgen Project. Available online from: https://borgenproject.org/education-in-kenya/ [Accessed on 04/05/2022]; Ngwacho, p. 133.

[xi] Brock.

[xii] Abuya, B. A. et al. (2019) ‘Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya’. Sage Open, April-June 2019, pp. 1-2 & 5-8.

[xiii] Ibid.; see also Kabaara; see also Jonyo & Jonyo, p. 25; see also Jesse, p.48; see also Akala, p. 2.

[xiv] Ibid.; see also Ndemwa & Otoni, pp. 16-17; see also Kibaara.

[xv] Abuya; see also Tafuta Kenya; see also Ndemwa & Otoni, pp. 23-24; see also Olk, S. (2019) ‘Overcoming Barriers to Education for Internally Displaced Children’. The Borgen Project. Available online from: https://borgenproject.org/education-for-internally-displaced-children/ [Accessed on 04/05/2022].

[xvi] Manning.

[xvii] Ibid.; see also Tafuta Kenya; see also

[xviii] Ngwacho, p. 131

[xix] Ibid., pp. 133-134; see also Kibuku, R. N. et al. (2020) ‘e-Learning Challenges Faced by Universities in Kenya: A Literature Review’.  The Electronic Journal of e-Learning, Vol. 18(2), pp. 153-154; see also Brock; see also Kibaara; see also Abuya; see also Manning.

[xx] Kibuku et al., pp. 154 & 156-157.

[xxi] Samuel.

[xxii] Ibid.

[xxiii] Tafuta Kenya.

[xxiv] Ndemwa & Otoni, p. 19.

[xxv] Jonyo & Jonyo, pp. 23-26.

[xxvi] Ibid., pp. 32 & 36-37.

[xxvii] Akala, pp. 1, 2 & 4; see also Ng’asike, pp. 27, 35 & 37; see also Tafuta Kenya.

[xxviii] Ibid., p. 2.

[xxix] Ibid., p. 3; see also Ndemwa & Otoni, pp. 17 & 23.

[xxx] Ibid., p. 7; see also Ng’asike, pp. 22-24 who gives a good indication how historical progress during and after colonial regimes impact the access of indigenous communities to a quality education.

[xxxi] Ng’asike, pp. 37-39

[xxxii] Ibid., pp. 24, 28, 37 & 40.

[xxxiii] Ibid., pp. 27, 30-33, 36-37 & 41

[xxxiv] ‘Let’s read’ in Kiswahili’.

[xxxv] Jensen; see also Maria, J. (2020) ‘Tusome: Powering Childhood Learning in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/tusome-powering-childhood-learning-in-kenya/ [Accessed on 05/05/2022]; see also Clausen, A. (2020) ‘The Home-Grown School Feeding Model Tackles Zero Hunger’. The Borgen Project. Available online from: https://borgenproject.org/home-grown-school-feeding/ [Accessed on 05/05/2022].

Educational Challenges in the Republic of Kenya

Educational Challenges in the Republic of Kenya

Kenya’s educational development has been impacted by numerous factors, such as being a colony of the British Empire from 1895 until 1963 and becoming a Republic in 1964[i]. Kenya currently has a population of 53.77 million people who speak a total of 42 ethnic languages[ii]. There are various national authorities for education, such as the National Council for Nomadic Education in Kenya, the Commission for University Education, the Teachers’ Service Commission (TSC), and the Kenya National Examination Council (KNEC);[iii] as well as international influence for quality education, especially the Millennium Development Goals (MDGs).[iv] All these contributed to the development of a system that promotes access, quality, and attainable standards, enshrining the right to education in the constitutional revision of 2010 and through the Basic Education Act of 2013.[v] However, this progress may be outweighed by negative results, leading to general issues we see globally but also issues specific to the Kenyan context with regards to indigenous communities, education agencies, and the teacher training of educators.

General Educational Challenges

In 2020 there were 18 million students in Kenya, 15 million in primary and secondary schools, following a format known as the ‘8-4-4’ system of eight years in primary, four years in secondary, and another four in post-secondary education as a result of policies that sought to fulfil the MDG of  universal primary education, quality education for all (EFA). The current government policy aimed at a 100% student transition from primary to secondary education helped to increase this ratio from 83% in 2018 to 95% in 2020, dedicating 95.7% of total expenditure to enhance public primary education.[vi] The government and private sector also came together to adopt joint funding mechanisms to provide both basic education but also eradicate poverty, allowing for tuition fees to be waived for primary education first, but gradually doing so for public day secondary education too, despite the fact that parents continue to pay for uniforms, meals, transport, and learning materials.[vii]

The digital media organization Tafuta Kenya refers to the Kenyan education system as a ‘state of crisis’ because of issues like gender disparity for girls in education due to traditional, cultural beliefs in 23 counties; the high drop-out rates due to poverty, child labour, drugs, poor health; inadequate facilities such as not having enough public schools, desks, chairs, textbooks; the high rate of absenteeism of educators in classrooms partially tied to frequent strikes for better working conditions and salaries; and the persistent trend of political influence that leads to corrupt embezzlement of funds that disrupts resource allocation and planning.[viii] More than 1.2 million children of primary age are not enrolled in primary school, with orphans especially vulnerable in this respect, and that only roughly 1% of Kenyan youth are in university because of the high tuition fees and the lack of access to youths from lower socio-economic backgrounds, leaving those aged between 15-24 years old the largest age group in terms of unemployment rates.[ix]children sitting on chairs inside classroomPhoto by Doug Linstedt on Unsplash

The main reason for these issues is that poverty remains rife in Kenya, with the World Poverty Clock estimating that 11 million Kenyans live on less than $1.90 per day, worsening the issue of hunger as one in every four children experiences stunting as a result of homes not having enough food to feed their children who are at risk of having undeveloped brains.[x] A 2014 study by the United Nations International Children’s Emergency Fund (UNICEF) concluded that the level of education held by parents is a firm indication of the level of the poverty that children may face which hinders their access to education and increases socio-economic disparities.[xi] In a similar vein, a 2019 study by Abuya et al. concluded that children from single parent households were less likely to be in primary education at the right age in comparison to children living in two-parent households, standing at 66% and 74% respectively, and that children living with guardians were 23% less likely to be in the primary education at the right age, with the data based on gender, educational attainment, household income, the number of siblings, and the educational institution, to display the impact of socio-economic resources being available to invest in children’s education.[xii]

These issues directly challenge the ‘Vision 2030’ national development plan of Kenya, whose budget increased by 50% to make education competitive with other systems globally and raise the quality of life. However, it resulted in bad planning because millions of students who dropped out in the past due to poverty returned which led to overcrowded classrooms, leaving teachers overwhelmed with the task of handling sometimes three classrooms with their respective behavioural challenges.[xiii] With over eight million students being accommodated by 216,517 teachers in primary schools, the average of 50 students per teacher in Nairobi, 92 students per teacher in Turkana, and 200 students per classroom in Kibera Olympic School is evidence that the system is pressured.[xiv]

In this situation, girls remain vulnerable since they continue to face ‘archaic’ traditions and parents who fear that sending their daughters to school would be a waste of resources, seeing them better fit to handle chores, care for their siblings, and travel long distances for water. Girls are also often forced into early marriages and pregnancies in exchange for economic and social benefits, remaining 2.5 times more likely to face gender-based violence (GBV) given Kenya’s recent history of internal and transboundary conflict.[xv] The activities of Flying Kites, an organisation focused on improving education by meeting the needs of individual students, has expressed the importance of investing in girls not only for gender equity, but also because girls can be seen as agents of change and boosting their access to Guidance, Information, Resources, Leadership, and Skills (G.I.R.L.S.).[xvi] One priority is sanitation standards which results in some girls leaving education because they cannot afford sanitary pads, wherein one in every ten 15-year-old girls do not have such access and would resort to engaging in sexual activities to get money for such products, leading to more early pregnancies and less time to focus on education.[xvii]

The outbreak of COVID-19 negatively impacted the past and current education policies, highlighting the lack of prepared plans to tackle the shift to remote, distance, and online alternatives of learning. It is noteworthy that Kenya’s Ministry of Education (MoE) had launched a disaster management policy in July 2018 but only addressed the effects of heavy rains, wildfires, and promoting peace and safety but did not expand the aim of common safety guidelines to prevent the disruption of education as a result of diseases, especially considering the past outbreaks of malaria, HIV/AIDS, Ebola, and Zika across Africa.[xviii] Instead, the pandemic highlighted the inadequate ICT infrastructure given the fact that the government leaned on broadcasting education when only 17% of Kenya has access to broadband and students living in rural regions did not own digital devices; only 42% of children had access to a television and 19% to a radio, resulting in a higher rate of child labour since 16% and 8% of girls and boys respectively did not return to education when schools reopened on 4th January 2021; put at risk 150,000 refugee students who were confined in a so-called home when schools closed on 15th March 2020; and increased poverty since children lost access to school meals, and increased the rates of GBV, early marriages and pregnancies for girls.[xix] This was also reflected in the lack of digital and e-learning skills that teachers held, leading to a lack of preparation to shift to remote learning and aiding students to engage as e-learners, losing the crucial teacher-learner connection that ensures a steady transfer of knowledge.[xx]

Lack of Educational Planning & Low Educator Qualifications

There is a clear mismatch of resources to meet the needs of education for students which require proper education planning policies that implement logical mechanisms that set goals according to needs by systematically, strategically, and optimally utilizing the limited number of resources for an efficient system.[xxi] But without qualified planners, statisticians, analysts, the right tools such as computers and calculating machines, and accurate data, the system buckles under issues that hinder developing a system that safeguards against future problems, especially given the political instability that underlies the system as different political beliefs disrupt a consistent and coherent flow of government activities.[xxii] Furthermore, planners need to expand teachers’ salaries and promotion tracks, issues that result in teachers taking on other jobs to make ends meet which increases teacher absenteeism.[xxiii]

The system must be buttressed by educators who are properly trained and qualified which are obligations that fall under the TSC as mandated by the constitution to register, recruit, assign, promote the transfer, exert discipline, review, and even terminate the employment of teachers within the education system, all the while maintaining a set of standards that teacher training is based upon.[xxiv] Therefore, the task of supplying and maintaining teachers must retain transformational, holistic, creative, yet professional mindsets which Jonyo & Jonyo (2017) have argued has failed to address that teachers are understaffed, digitally illiterate, are not monitored and evaluated according to set standards, aim for low targets with an inadequate infrastructure, and through unionisation resist the development of the 2015 Teacher Performance Appraisal and Development that seeks to strengthen the status of the teacher as a leader of curriculum implementation but instead is feared as a ‘weeding’ exercise for incapable individuals.[xxv] Teacher training needs to change so that prior to entering a classroom, and also through professional development to attain new skills, they can fuse teaching the curriculum with an inflation of digital, automated capabilities that collect data to increase performance and service delivery, as well as expand the apprenticeship model established for junior teachers to train alongside senior teachers with leadership training so that they can manage in-class responsibilities whilst taking note of any changes that require teachers to adjust practices.[xxvi]

Tied to teacher training is amending pedagogical methods of teaching and students assessment which Akala (2021) has argued remains attached to the ‘recall of trivial information’ that is dense for students to remember through ‘rote learning’ by drilling information into memory to then be regurgitated in exams.[xxvii] What is instead being called for is to balance these methods with a competency based curriculum (CBC) whereby students are taught to attain:

‘sufficient practical skill and knowledge to perform the activity or service to a degree and quality that is acceptable to the industry and the customer in a time within which a competent person at the level could reasonably be expected to perform the task.’[xxviii]

CBC is arguably better than an examination-focused mode of teaching because it allows students to retain what they learned in a measurable way that empowers them beyond simply assessment and instead produces positive learning experiences of support and meeting their needs in education. This can help to reduce tension resulting from competitive academic performance that demands good grades to attain quality education and bars students from having the space to relax and develop social skills.[xxix]

Exclusion of Indigenous Culture & Language

Lastly, as a consequence of colonialism, Kenya continues to exclude indigenous languages and cultures from education, perpetuating a sense of ‘negative ethnicity’ that prioritises the content, teaching methods, and outcomes that remain inherently English- or Western-focused.[xxx] The 2019 study by Ng’asike observed this issue from the perspective of the Turkana community, showing how the community remained at a significant disadvantage of developing their learning and skills attainment capacities, especially in terms of language learning, arguing that there is ample evidence from other countries such as Mali, Burkina Faso, and South Africa  of the benefits that result from the inclusion of students’ mother tongues, be it Kiswahili, Turkana or any of the other ethnic languages spoken outside school.[xxxi]

Instead, parents, agencies, and communities continue to see the practice of the mother tongue as ‘backward’ or ‘tribalism’ and including indigenous knowledge within educational settings risks students being placed at a disadvantage to learn English.[xxxii] Ng’asike (2019) explained the benefits of including mother tongues and indigenous knowledge in education. Students coming from these communities have already adopted ways of associating the world through their mother tongue and cultural practices which provides a foundation on which educators can create bridges of understanding that helps them to progress onto curricular topics and language learning further down the education system. The study also suggests the use of story books in English, Kiswahili and the mother tongue as a primary tool in the early stages of education which would allow students, parents and the wider community to engage in storytelling, increase student and adult literacy, and alternative, supplementary materials that depart from the rigidity of what is considered important in the curricula or materials that ‘become vehicles of passive transmission of Western values.’[xxxiii]

Conclusion

It is evident that Kenyan education faces many challenges that spill over into socio-economic, political, and cultural issues. However, the system is willing to address these issues and provide solutions, making space for private and non-governmental actors to assist improving the system. To mention a few programmes of importance: Tusome[xxxiv] is a national programme that provided a total of 26 million textbooks and supplementary materials to students in 1,384 primary schools to increase literacy rates; the latter is complemented by the 2016 digital literacy programme (DLP) that successfully provided 1.2 million devices to 21,718 primary schools and increased attention and enrolment as well as creating over 11,000 jobs in the field of ICT; and lastly, the Home-Grown Feed Model (HGFM) that built on school meals in a holistic manner by adopting a community-growth model that approaches local farmers to sell their products to schools, supporting both the local market economy alongside nutritiously dense diets for students which contributes to the global goal of zero hunger.[xxxv]

Written by Karl Baldacchino

Sources;

Featured Image from :Photo by Oscar Omondi on Unsplash

[i] Ndemwa, N. & Otani, M. (2020) ‘Education System in Kenya – Its Current Condition and Challenges’. Memoirs of the Faculty of Education, Shimane University, p. 15.

[ii] Ibid.; see also Ng’asike, J. T. (2019) ‘Indigenous Knowledge Practices for Sustainable Lifelong Education in Pastoralist Communities of Kenya’.  International Review of Education, Vol. 65, p. 22.

[iii] Ibid., pp. 18 & 19; see also Ng’asike, p.21

[iv] Ibid., p. 16.

[v] Ibid., pp. 19; see also Jonyo, D. O. & Jonyo, B. O. (2017) ‘Teacher Management: Emerging Issues in Kenya’. European Journal of Educational Studies, Vol. 4(1), p. 19; see also Jesse, N. W. (2021) ‘Effective Ways of Overcoming Challenges Facing High School Teachers in Kenya’. International Journal of Humanities and Social Science, Vol. 11(1), p. 45; see also Ngwacho, A. G. (2020) ‘COVID-19 Pandemic Impact on Kenya Education Sector: Leaner Challenges and Mitigations’.  Journal of Research Innovation and Implementation Education, Vol 4(2), pp. 129-130.

[vi] Ibid., p. 16; see also Kibaara, J. M. (2021) ‘Kenya’s Education Goals Face the Challenges of Affordability, Traditions and COVID-19. The Conversation. Available online from: https://theconversation.com/kenyas-education-goals-face-the-challenges-of-affordability-traditions-and-covid-19-168113 [Accessed 04/05/2022]; see also Abuya, B. A. (2021) ‘Securing the Education of Kenya’s Girls During COVID-19’. The Conversation. Available online from: https://theconversation.com/securing-the-education-of-kenyas-girls-during-covid-19-154871 [Accessed on 04/05/2022]; see also Akala, B. M. (2021) ‘Revisiting Education Reform in Kenya: A Case of Competency Based Curriculum (CBC)’. Social Studies & Humanities Open, Vol. 3, p. 2; see also Jensen, A. (2019) ‘Enhancing Digital Education in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/digital-education-in-kenya/ [Accessed on 04/05/2022]; Brock, H. (2021) ‘Continued Education for Vulnerable Children in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/vulnerable-children-in-kenya/ [Accessed on 04/05/2022].

[vii] Kibaara.

[viii] Tafuta Kenya, ‘Challenges Facing Education in Kenya and Solutions’. Available online from: https://tafutakenya.com/challenges-facing-education-in-kenya-and-solutions/ [Accessed on 04/05/2022]; see also Samuel (2022) ‘Challenges Facing Educational Planning in Kenya’. World Student Forum. Available online from: https://worldstudentforum.com/challenges-facing-educational-planning-in-kenya/ [Accessed on 04/05/2022]; see also Ndemwa & Otoni, pp. 19-20 & 23-24; see also Jonyo & Jonyo, pp. 21 & 34-36; see also Jesse, pp. 46-48; see also Akala, pp. 1 & 2.

[ix] Brock.

[x] Manning, G. (2021) ‘Education in Kenya is a Path Out of Poverty’. The Borgen Project. Available online from: https://borgenproject.org/education-in-kenya/ [Accessed on 04/05/2022]; Ngwacho, p. 133.

[xi] Brock.

[xii] Abuya, B. A. et al. (2019) ‘Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya’. Sage Open, April-June 2019, pp. 1-2 & 5-8.

[xiii] Ibid.; see also Kabaara; see also Jonyo & Jonyo, p. 25; see also Jesse, p.48; see also Akala, p. 2.

[xiv] Ibid.; see also Ndemwa & Otoni, pp. 16-17; see also Kibaara.

[xv] Abuya; see also Tafuta Kenya; see also Ndemwa & Otoni, pp. 23-24; see also Olk, S. (2019) ‘Overcoming Barriers to Education for Internally Displaced Children’. The Borgen Project. Available online from: https://borgenproject.org/education-for-internally-displaced-children/ [Accessed on 04/05/2022].

[xvi] Manning.

[xvii] Ibid.; see also Tafuta Kenya; see also

[xviii] Ngwacho, p. 131

[xix] Ibid., pp. 133-134; see also Kibuku, R. N. et al. (2020) ‘e-Learning Challenges Faced by Universities in Kenya: A Literature Review’.  The Electronic Journal of e-Learning, Vol. 18(2), pp. 153-154; see also Brock; see also Kibaara; see also Abuya; see also Manning.

[xx] Kibuku et al., pp. 154 & 156-157.

[xxi] Samuel.

[xxii] Ibid.

[xxiii] Tafuta Kenya.

[xxiv] Ndemwa & Otoni, p. 19.

[xxv] Jonyo & Jonyo, pp. 23-26.

[xxvi] Ibid., pp. 32 & 36-37.

[xxvii] Akala, pp. 1, 2 & 4; see also Ng’asike, pp. 27, 35 & 37; see also Tafuta Kenya.

[xxviii] Ibid., p. 2.

[xxix] Ibid., p. 3; see also Ndemwa & Otoni, pp. 17 & 23.

[xxx] Ibid., p. 7; see also Ng’asike, pp. 22-24 who gives a good indication how historical progress during and after colonial regimes impact the access of indigenous communities to a quality education.

[xxxi] Ng’asike, pp. 37-39

[xxxii] Ibid., pp. 24, 28, 37 & 40.

[xxxiii] Ibid., pp. 27, 30-33, 36-37 & 41

[xxxiv] ‘Let’s read’ in Kiswahili’.

[xxxv] Jensen; see also Maria, J. (2020) ‘Tusome: Powering Childhood Learning in Kenya’. The Borgen Project. Available online from: https://borgenproject.org/tusome-powering-childhood-learning-in-kenya/ [Accessed on 05/05/2022]; see also Clausen, A. (2020) ‘The Home-Grown School Feeding Model Tackles Zero Hunger’. The Borgen Project. Available online from: https://borgenproject.org/home-grown-school-feeding/ [Accessed on 05/05/2022].