Malawi: Nsanje Women Cry Out for Adult Literacy Classes

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Nsanje — Nsanje women have faulted government for failing to provide adult literacy learning services in the area despite their strong willingness to enroll for classes.

Belita Mafunga, 45, a mother who hails from the area of Traditional Authority Malemia village explains she failed to go to school when she was young due to poverty but has always had a strong desire to go back to school.

She explained she was encountering a lot of challenges when participating in different groups such as church service as she could not read.

Due to that she explained she was forced to just stay at home.

“When I receive a letter I have to wait for my children to come from school to read it for me. I have a phone but I cannot operate it. I really need adult literacy school in our village so that we can have knowledge on different things and so that our lives can be improved,” Mafunga lamented.

Village Head John said adult literacy schools were crucial for the community development.

He revealed that apart from poverty, people in the past were not aware of the importance of going to school but now things had changed.

“In our area of Group Village Nthukuso there is one adult literacy school which is far from us, it is at a distance of about three kilometers and most women cannot manage to go that far. This the reason why we are asking for help to well-wishers that at least we should also have one literacy school adult

b in the area of Chief John,” Village Head John added.

Assistant District Community Development Officer, Joseph Gama said in Traditional Authority Malemia there are 21 literacy schools and 170 teachers.

He acknowledged that most of the women are illiterate and per the policy, each village is supposed to have one school but this is not the case currently because of inadequate resources.

Gama viewed that, “We have been asking government and other non-governmental organization to help us to fulfill the work as per the policy that governs adult literacy schools that every village must have one school and we are still waiting for the feedback.”

Source – Malawi News Agency

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Africa: Technology Can Help Kids Learn, but Only If Parents and Teachers Are Involved

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Educational psychologist Dr Benjamin Bloom wanted to understand how people learn. So in 1965 he and his colleagues created Bloom’s taxonomy : a system for identifying, understanding and addressing learning. They came up with a system that’s composed of two elements: thinking and the ability to apply knowledge, and then feelings and emotions.

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When a student learns about gravity, the cognitive elements would include knowledge and understanding of the concept of a force pulling an object towards the Earth; acceleration, mass and so on. The moment the student has developed understanding, she would be in a position to apply (psychomotor) – the acquired knowledge and skills in new situations. For example, she might want to see what would happen if something different was done to the same object – would it experience the same acceleration?

This learning process doesn’t happen in an isolated context. It takes place during interactions with peers and teachers – what the model refers to as the affective domain. That is the elements of learning that affect emotional development. Elements of interest, motivation and values would help the student to appreciate the discussion and value the ideas as well as encourage her to develop social skills appropriate to working in groups. Eventually, development of this domain benefits broader communities and society as a whole.

Some researchers claim that integrating technology into teaching and learning improves students’ grades. Others argue that technology makes little difference to how students perform because traditional approaches to teaching still predominate.

A lot of research in this area has focused on technology as a tool. But what is the value of technology as a medium to encourage interactions between parents, teachers and students – tapping into the affective domain – and ensure that students construct knowledge?

Myself and other academics from the Mauritius Institute of Education and London’s  Brunel University wanted to know how technology could be used to transform the teaching and learning process into an innovative, interactive environment that promotes students’ cognitive development driven by the affective domain. So we embarked on  a study that attempted to build a case for incorporating the affective domain in the teaching and learning of physics using technology.

A space to develop the affective domain

The study was carried out in two phases: exploratory and evaluative. The evaluative phase confirmed the findings made in the exploratory phase.

The exploratory phase involved one teacher, 22 students (all 13 and 14 years old) from a coeducational school situated in Mauritius’ central region and 19 parents.

In the evaluative phase 31 students from an all-girls’ school (in the same region as the first school), 15 parents and one physics teacher participated.

We developed a framework called the Pedagogical Technological Integrated Medium. It is founded on a well-documented framework, TPACK, which was created to facilitate the use of technology in schools. Our framework helps learners to create knowledge and develop an understanding of physics through interactions between teachers, students and parents.

We created an interactive website to monitor how parents, teachers and students were engaging with the framework. The site encompasses a series of home tasks (parent-student and parent-teacher interactions), in-class tasks (student-teachers) and out-of-school activities (parent-student-teacher interactions).

For instance, students used the website to consolidate their existing knowledge of measurement as a concept in physics. They did this in collaboration with their parents before attending classes.

The experiment showed that learners benefited enormously from the approach we had adopted. By creating the affective domain through interactions with their parents (at home) and teachers (at school), the students were able to construct physics knowledge. The added dimension was that we used technology as a medium to meet this end.

Benefits of our approach

The framework was well received by students, parents and teachers. One parent told us:

I was happy that my daughter was discussing with me and I encouraged her to complete all the tasks and to tell me if she had any difficulty.

Students said they wanted to do more activities and be provided with more notes on the website because this would help them “to learn better”. One said,

I would like to try it first before learning it [the concept] at school.

The teachers were also happy. One said that, “the activities contained in the web lesson have helped me to understand in which specific areas students hold misconceptions”. The teacher also hailed the chance to “innovate in my teaching”.

Integrating the affective domain into our model has shown the potential of key educational stakeholders – parents, students and teachers – to collaborate. The teacher established a network with parents and learners and used the insights gained to construct her interactive lessons.

The schools we worked with are planning to use the website to sustain the interaction that’s been developed between teachers, students and parents. We also plan to get more schools in Mauritius using this system.

The affective domain matters

Our study has provided evidence of a change in students’ attitudes: they claimed to be interested, motivated and better prepared to learn new concepts in class.

It’s been known for a long time that educational technology can offer opportunities for cognitive development in learning science. We’ve now proved that this isn’t sufficient unless the affective domain forms an integral part of teaching and learning when technology is integrated into the process.

Disclosure statement

Yashwant Ramma receives funding from Mauritius Research Council.

Source : The Conversation

About Attitude                About Values                About Behaviour

One Per cent Levy in Oyo Schools : Nigerians Are Suspicious of Govt.’s Intention-Prof Olagoke

Parents and residents at  the location of one of the Models  schools have expressed worries over the unbecoming  behavior of students of the school, who daily patronize cybercafes within the vicinity of the school, during school hours, in preference to the academic comfort of their school. This is a reflection of the incompetence  of the school management and Teachers to impart the right values on the students. Even as mushroom private schools continue to spring up in room and parlor and three  Bedroom apartments at different locations in t Oyo state, parents  also expressing worries over the announcement by the  state  Government that beginning from next session,  one(1) per cent levy shall be imposed on the fees collected  by both Public and Private schools in the state, they insist that this amounts to double taxation. In this interview with Federationews2day, the Founder and Spiritual Head of Shafaudeen worldwide, Prof. Sabitu Olagoke advises the state Government to approach the levy with caution. Excerpts :

The Oyo state Government has announced its intention to collect 1 per cent from all the fees collected by both public and private secondary schools in the state,  what is your reaction to this announcement  ?

My opinion is that the Government of Oyo state is ready to  re fix to a rightful position the education status, most especially in Oyo state. Government itself realizes that there are problems in the educational structure and practices The problem manifest in the state of things in public schools, most of them have dilapidated buildings, some do not have  furniture. Public schools have the best Teachers, but there are no facilities to work with. Unfortunately, those in Government and the elites do not patronize the  public schools. When Chief Obafemi Awolowo started his education programme, , he ensured that all his children attended these schools, and through each of them he was able to feel the pulse of the public schools, as regards the state of things in these schools. Unfortunately, Government, presently, has all the structure and mechanism through which education facilitation can  be effective and  result oriented, but corruption and indiscipline have permeated the fabric of every unit of the system, so that even before  a file is moved, you must grease the palm of the clerk, before anybody is promoted you must have greased the palms of the powers that be along the line When it comes to pension some people insist on getting 10 per cent out of your gratuity, before your file will see the light of the day.  So, when you have this kind of erratic system, the goal of education is already defeated. So, that is the situation of things in the education sector in Nigeria, Oyo state in particular.

The lapses on the side of Government has made every Tom, Dick and Harry to venture into education, but with the perspective of becoming an entrepreneur, whereby you commercialize everything. When  I was in secondary school, my prorietor of blessed memory, Mr. T.A Ogunkoya, had B.A History form Newcastle in 1950, he single handedly left Isonyin, for Abanla, bought acres of land and built all the structure in the school and unfortunately in 1976, Government took it  over and bastardized the very good work the man had done. The place is now a caricature of its old self. This is to say that Government  has not been able to understand what it takes to follow Chie Awolowo’s legacy. Now a lot of people have ventured into education without knowing anything about it.  You see a lot of private schools in dilapidated buildings and these people are capitalizing on the fact that most of our people are illiterates, most of the parents. They only repackage these children with good clothing, so that the parents will believe  that their children are attending good schools, whereas most of these schools are mushroom. And now that Government is restructuring, all these things are more of theories, because since they have started, we have not felt the impact. Not all the private schools are  registered with the state Government. And indeed, Government officials pass by all these  schools, but because of their relationships with the owners, nothing is done.  These are the areas that we are having problems. So, the first thing Government ought to do, is to go through all the nooks and crannies of Oyo state in the Morning, Afternoon, Night and during the weekend, to identify all these schools, good or bad. After assessment those found wanting should be shut. So in the area of Government collecting one per cent of fees collected by public and private schools in the state, those that are registered and Government still says that whatever you are getting from the intakes, one per cent should go into the coffers of Government, then this is unfortunate, Government is supposed to encourage private individuals, who float private schools,  so long as their intentions are genuine and once they have the right concept on ground, not vice versa.

However,Government must have looked into another perspective, Government must have the belief that all privately owned schools are for commercial purposes and once you are running schools for commercial purposes, the goal of education has already been defeated, because you won’t be able to deliver. You will be more into what you will realize in terms  of gains or profits. Education and schools are not supposed to be commercial ventures. UNICEF says education is a right. Chief Awolowo promoted free education, now that the various tiers of Government in Nigeria have failed in giving us free education and corruption  has now permeated the whole system, the major problem we are now having is  what is to be done. Government should be very cautious. Although some schools were founded on the premise that their founders have been able to corruptly enrich themselves and now using the money for education, if that is the perspective of Government to collect one per cent , it is okay, they want them to at least pay back, but some of us have genuine intentions. They should firstly go into how much we collect as school fees, then some of us may even be assisted by Government, but for those of us who they might be suspecting  have corruptly enriched  themselves, the one per cent can apply. But if it should be generalized, there is nothing we can do, but to seek to know what Government has been doing  from all the money collected. So, the people are suspicious of Government’s intentions and they think it is another way of selfishly enriching the purse of some Government functionaries. So, they must not allow the society to think that there is a bad motive behind the intention of Government to collect one per cent from the fees of  public and privates  schools. Government should be able to justify what they are going to do with the money, so, they must have a rethink.

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Commission in Tanzania Bars 19 Universities from Admitting Students

19 universities in Tanzania have been barred from admitting students  2017/18 academic year by the Tanzania  Commission Universities (TCU).

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The action of the TCU, which does not affect returning students, has resulted in confusion in the affected institutions.

Universities in Tanzania are expected to resume for a new session in September.

Prospective students were caught unawares by the order which came just four days into the college enrollment window.

Nearly 33,000 candidates who sat their Form Six national examination in 2017 scored first and second division to qualify for direct entry into university. Over 20,000 others with division three and below are also expected to seek for enrollment in colleges for training that corresponds with their scores.

Ebonyi Govt To Close Down Private Schools Without Operating Licenses

The Ebony state Government has declared that it will close down any private school in the state which does not have the approved license.

This declaration was made on Monday by the State Commissioner for Education, Prof. John Eke in Abakaliki.

“It is the license that you validly secure from the ministry of education as a school proprietor that qualifies you to open and operate a school in the state.

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“We are not in a lawless state. There is law and order which moderate the behavior and actions of individuals.

“It is therefore against the law of the state to establish and operate any school, including nursery, primary and secondary, without an enabling license issued by the ministry,”

“School business is not like the normal business where the owner has a mindset of profit maximization. It goes beyond that”, Prof Eke concluded.

“The school is a place for character moulding where the totality of the life of the child including the mental, emotional, spiritual, social and cultural aspects, are shaped.

“That is why we are being careful while screening applications for issuance of operating licenses for prospective school proprietors.

“We also carry out periodic review through monitoring and evaluation of schools to ensure that they are complying with the set standards,” he said.

Education and Economic Recession : The Nigerian Experience

The rate of school drop outs in Nigeria is on the increase, while the standard of education at all levels has fallen drastically.

Banditry, cultism, gangsterism  and examination malpractice are now common place in  most educational institutions. Of concern, is the dearth of qualified  Teachers and basic infrastructure   at all levels, just as mushroom educational outfits  have taken over.Major cities and suburbs are home to a room, two rooms and three bedroom schools, with people wondering  how these schools secured Government approval. A sizable  number of state Governments now rely on these schools to compliment their efforts in the education sector.

Indeed, over crowding, poor working conditions for Teachers and poor sanitation have resulted in the  poor quality of teaching  and the turn out of half baked products.

The proliferation of  continuing education centres, also known as to cater for the tutorial colleges, deficiencies of the regular educational institutions has not helped matters.

These colleges perfect  various methods of examination malpractices, including  bribing of  examination officials, to obtain desired  results.

The  physical outlook of average student,  is a good reflection of the rot i the system, such a student if not observed carefully could be mistaken for a motor park tout or a street urchin.

Under normal conditions, wherein governance revolves on  accountability, education is an instrument of change and a means for accelerated  development. But this is only possible when education is available, relevant, accessible and affordable  to everyone, who is willing and ready.

To address he perennial problems confronting the education sector, Government should go extra mile to create an enabling environment for teaching and learning, comparable to what obtains in advanced countries.

In addition, Government should embark on regular supervision,monitoring and evaluation  of the entire system of education, while ensuring a rich curricula, that is diversified, to emphasize integrated skills development at the should basic  educational level.

In conclusion, leaders  facilitate attitudinal change, by laying good examples for the  people to follow.

 

 

 

Kenya: President Mocks Opposition Over Free Secondary Education

Press release

NAKURU, 4 June 2017 (PSCU) – President Uhuru Kenyatta mocked the opposition today for copying his plan to implement free secondary education next year, and then pledging to do it a few months earlier.

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“You have to think. Then you have to plan. You cannot just copy, and then pledge to do it earlier,” President Kenyatta said on a campaign stop in Gilgil, as he wrapped up a three-day campaign blitz through Nyandarua, Laikipia and Nakuru counties.

President Kenyatta was accompanied by Deputy President William Ruto, Nakuru Governor Kinuthia Mbugua, Nakuru Jubilee gubernatorial aspirant Lee Kinyanjui and a host of local Nakuru county leaders.

A day after the President unveiled key planks of his re-election bid that included free secondary education, scaling up the cash transfer programme for the elderly, increase and expansion of technical training institutes and health cover for mothers after maternity as the next steps in his transformation agenda.

“Politicians should not just wake up in the morning and tell Kenyans that they will do this and that and within a given period after they win elections without thinking or planning on how to go about such issues,” said President Kenyatta.

He added: “We’ve set aside Kshs 5 billion to expand infrastructure in schools to provide for the implementation of free secondary education. One cannot claim he can provide free education overnight without budgeting for it.”

The President and his deputy spoke on Sunday when they addressed thousands of Jubilee supporters at various stopovers as they at Free Area, Kikopey, Gilgil, Naivasha, Longonot and Mai Mahiu among other areas along the Nakuru-Nairobi road.

The President said the former Prime Minister Raila Odinga knows very well that policy making and implementation requires proper planning.

He said it is unrealistic for the Opposition to claim that it will implement the free secondary education a month after the August elections.

The Head of State point out that competition based on agendas and policy were key to the transformation of the lives of Kenyans.

“Our colleagues in the Opposition are doing ‘copy-pasting’ of our projects and now competing with us on dates and when to implement projects we have already put in the pipeline,” said President Kenyatta.

The President said Jubilee has promised to implement the free secondary education in January next year because it has put in place proper mechanisms that will ensure its successful implementation.

In this connection, the Head of State said Kshs 5 billion has been set aside to improve schools infrastructure to ensure the success of the implementation of the free secondary education beginning January next year.

He said Opposition leaders had no agenda for Kenyans and were now thriving on politics of tribalism, hatred and confusion ahead of the next General Election.

The President urged Kenyans to be wary of such leaders who were out to divide them on tribal and religious lines to achieve their selfish gains at the expense of the country’s unity.

He told Kenyans to be courageous and say no to ethnic based political parties, which derail development and national cohesion.

“Kenyans should judge Jubilee by its development track record. This is why I ask voters to support leaders promoting politics of unity and development and ignore those dividing us on ethnic backgrounds,” said President Kenyatta.

“Leaders must be courageous to unite the people of Kenya so as to attain accelerated development and achieve cohesion in our country instead of dividing them on ethnic backgrounds,” added President Kenyatta.

President Kenyatta said Jubilee was committed to peace and stability of the country unlike the Opposition that cared less for the two key ingredients of Kenya’s development and prosperity.

He commended different ethnic communities in Rift Valley for living together harmoniously and peacefully, saying development was elusive if there was no peace.

“Peace is paramount for development and this is why I ask you to continue embracing peace for accelerated development,” said President Kenyatta.

Deputy President Ruto urged voters to ignore the Opposition leaders who have nothing new to offer the country after failing to deliver when they served in senior positions in previous regimes.

“The August elections will be competition between those serious in service delivery and those engaging in propaganda,” said the Deputy President.

He said Jubilee’s development track record in less than five years cannot be compared to what others did in 30 years when they held leadership positions.

Source : Kenya Presidency(Nairobi)

Kenya: Teachers Employer Issues New Guidelines to Protect Students

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Caning, sex and drug and substance abuse will not be condoned in learning institutions, teachers have been warned.

Even keeping canes in staff rooms, classrooms or any part of the school is illegal, according to new guidelines issued by the Teachers Service Commission to enhance the safety of learners.

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School administrators also have a duty to protect the learners against sexual abuse by reporting cases to the police and other security agencies.

“Cases of sexual abuse, whether within or outside the school, should be thoroughly investigated, documented and action taken with expediency,” says a circular to headteachers in primary and secondary schools by the commission’s chief executive Nancy Macharia.

The circular is seen as a response to cases of bullying in schools, whether by prefects or other students.

“Any form of bullying, including physical, verbal or psychological abuse, should be eradicated in the learning institutions,” says the circular.

“Under no circumstances should corporal punishment or use of physical force to inflict pain be administered to learners,” said Ms Macharia in the communication.

The circular also affects principals of teacher training colleges, institutes of science and technology and national polytechnics.

CORPORAL PUNISHMENT

All teachers are cautioned that corporal punishment or any other degrading treatment constitutes a professional or criminal offence and can lead to disciplinary action or prosecution in a court of law.

For the prefects who have lately been at the centre of the bullying cases, the commission has directed that they be sensitised on their role in school governance, which does not include punishing learners in any way.

Recently, the principal of Alliance High School, Mr David Kariuki, opted for retirement following allegations of bullying at the school that left scores of students injured.

The bullying is said to have been carried out by prefects and senior students for a long time, yet the principal had not taken action.

Parents raised the alarm with the Ministry of Education early this year, leading to an investigation.

Maseno High School principal Paul Otula was interdicted and is currently under investigations over claims that a student at the national school was sexually molested by senior students.

EXPOSURE TO DRUG

The learners should be protected from exposure to drug and substance abuse through stringent surveillance programmes to make the learning and surrounding environment free from drugs.

“Guidance and counselling should be intensified to sensitise learners, parents and guardians on the dangers of drug and substance abuse,” said Ms Macharia.

The TSC boss has also warned headteachers against forcing or allowing students to repeat classes after it emerged that some schools were forcing academically weak students to repeat or were asking them to register in other schools, to ensure the schools perform well.

“Forced repetition is prohibited under Section 35 of the Basic Education Act. All learners should be assisted to transit to the next class and complete any given segment in the learning cycle,” she reminded headteachers.

School administrators who are still allowing holiday tuition have been put on notice after the commission made it clear that all schools should operate within the term dates issued by the Education Cabinet Secretary.

The circular is copied to the Cabinet secretary, county directors of education, regional coordinators of education, headteachers’ associations, and other education stakeholders except the teachers’ unions.

TSC has also asked headteachers to ensure learners report and leave school within the prescribed hours.

Source : Daily Nation

Zimbabwe: Dokora Curriculum – Teachers Vow to Petition Mugabe

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A Teachers union is soliciting for 500 000 signatures from members with the aim of petitioning President Robert Mugabe to stop the implementation of the new curriculum introduced by education minister, Lazarus Dokora.

Dokora, in January this year, introduced a new curriculum in the primary and secondary education system “without” consulting teachers and other stakeholders.

The curriculum, among other subjects, introduced the writing of dissertations by form four students and mandated the same to go for industrial attachment.

The new curriculum also did away with subjects such as Geography, while bringing in a “Muslim” subject which replaced religious studies.

Also introduced was sexual reproductive health studies in primary schools.

Last week, the Progressive Teachers Union of Zimbabwe (PTUZ), held a stakeholders meeting in Harare, where they deliberated and resolved to approach President Mugabe and appeal for the abandonment of the new curriculum.

Teachers said they were not given enough time to scheme and understand the new curriculum.

“We are going to apply a multifaceted approach as this meeting has agreed which include litigation, naming and shaming the ills and shortcomings of this curriculum so that we try to knock sense to the government ,” PTUZ President Takavafira Zhou, announced after the meeting.

“We are not against government but what we are simply saying is that we want to be consulted and we do not want to be ruled but to be led properly and our massage is that the basic and best thing is to leave the education system as a terrain of professionals not politicians,” said Zhou.

PTUZ secretary general Raymond Majongwe said they wished to petition President Mugabe and parliament as well as challenge Dokora’s unplanned decision to force teachers to implement the new curriculum without giving them time to study it.

“It is the future of our children which is being destroyed because as we speak teachers are not teaching because everything brought by Dokora is relevantly new to them.

“We hear that Dokora is saying that we were consulted, but the truth of the matter is that we were not consulted. Our involvement and observations were not factored in, so when they talk of consultations it must be direct day light robbery and thievery that culminated in a document that does not summarize the truth,” said Majongwe.

He added,” So, in as far as we are concerned in the submissions that we are going to be making to whoever wants to listen to us, this process was fake, it is a clear fraud and it does not fit and pass the litmus test of what it was meant to achieve”.

Source : New Zimbabwe

Kenya: National Exams to Be Scrapped Under New Education Plan

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A new education system that will replace the 8-4-4 was unveiled Monday and will phase out the national examinations currently done at the end of primary and secondary school cycles.

Unlike the current system that is heavily focused on examinations, the new one will be competency-based and will give more emphasis on identification of talents and nurturing them.

The new system puts emphasis on continuous assessment tests rather than end of cycle tests.

The focus is to equip learners with skills rather than having them cram and reproduce facts.

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Learners will take two years in early childhood education, three in lower primary, three in upper primary, three in lower secondary and three in senior secondary.

The National Basic Education Curriculum Framework that has been working on the system has not, however, indicated how many years will be spent in tertiary institutions.

According to the new framework, the new system will give every child a chance to succeed in life by carving out pathways that develop their interests and allow them to live and work locally, nationally and globally.

Initially, it had been planned that the new curriculum would be piloted in May and rolled out in January next year, but that is not conclusive yet.

This is because the syllabuses as well as teaching and learning materials have not been produced.

Neither has training been done for teachers nor the modules for teacher training been concluded.

CONSULT MORE

Education Cabinet Secretary Fred Matiang’i, who launched the system at the Kenyatta International Convention Centre in Nairobi, asked Kenyans to continue making suggestions on it with a view of improving it.

“We should make it better and avoid negative views,” he said and directed the Kenya Institute of Curriculum development to hold quarterly meetings with stakeholders to enrich the system, adding that the government had a specific budget for the review.

The new system is crafted around three levels — early, middle and senior schools — with a focus on continuous assessment tests as opposed to the summative evaluation that defines the 8-4-4.

In the initial plan, the curriculum should have been rolled out next year in pre-primary and lower primary schools. But this has not been concluded.

In the framework, the curriculum provides that pupils join pre-primary at the ages of four and five followed by lower primary at between six and nine years.

Middle school will comprise upper primary and junior school while graduates of junior school will branch out to either senior school, tertiary or higher education depending on their competencies.

They will also have the option of joining talent schools, general education on technical and vocational skills or basic education and training.

Under the new structure, pupils will progress from Grade 1 to Grade 12.

However, experts and teachers union leaders who attended yesterday’s national conference asked the government to allow for more consultations for the system to become acceptable and successful.

Religious leaders, led by National Council of Churches (NCCK) General-Secretary Peter Karanja said they supported the review.

Education scholar Gilbert Oluoch said the new system will be expensive because it will require re-training of teachers and the construction of more facilities to accommodate a higher transition rate.

TRAIN TEACHERS

The Kenya Union of Post Primary Education Teachers (Kuppet) and Kenya National Union of Teachers (Knut) cautioned the government against rushing the process without having re-trained the teachers who will implement it.

“At this time, observing the progress made, we feel that the process is being rushed because of signs that we are reading,” said Knut Secretary-General Wilson Sossion, warning that since the review was not a political flagship project, politics should be kept out of it.

“It is the teacher who needs to understand these reforms more than the curriculum developers who will never implement it,” Mr Sossion told the forum.

He also demanded that more time be allocated to testing the curriculum.

“In this case, considering the timelines given, 2018 school year may be the best timing for this pilot.

“We should create space for a good evaluation of the pilot outcomes, both internal and external and measure the results of the proposed changes.

“A rushed process, and one that is both implemented and measured by insiders may miss the target,” said Mr Sossion.

He added: “We need to carefully define the outcome levels that will measure success and carefully introduce sound measures that will inform the review.

“While it is important that KICD evaluates the process, we need to invest also in a external evaluator.

“This way we can guarantee that we shall deliver to Kenyans valuable reforms.”

Kuppet Secretary-General Akelo Misori asked stakeholders to study the system keenly.

“Both angels and devils are in the details of the curriculum review process and therefore we must provide 21st century facilities for effective learning to take place,” he said.

Catholic Bishop Alfred Rotich asked stakeholders and the government to be open on the review and not to introduce contentious issues such as sex education.

LEARNING AREAS

The system gives students in secondary school a chance to specialise in the subjects they wish to pursue in tertiary institutions and learning areas have been divided into three categories: arts and sports, social sciences and science and technology, engineering and mathematics.

Under sports, students will pursue games, performing arts and visual arts while social science options will be languages and literature, humanities and business studies.

The third option will have pure and applied sciences, engineering and technical studies.

Subjects to be taught in lower primary will include literacy, Kiswahili, English and indigenous languages, as well as mathematical and environmental activities (science, social and agriculture activities).

In upper primary, pupils will be taught Kiswahili, English, home science, agriculture, science and technology, mathematics, religious studies, moral and life skills, creative arts (art, craft and music), physical and health education, social studies (citizenship, geography and history) with an option of foreign languages (Arabic, French, German, Chinese) and indigenous languages.

At junior secondary, a learner will be required to take the 12 core subjects — including English, Kiswahili, mathematics, integrated science, health education, pre-technical and pre-vocational education, social studies, religious education, business studies, agriculture, life skills education, sports and physical education.

They will also take a minimum of one and a maximum of two subjects according to personalities, abilities, interests and career choices.

The optional subjects are home science, computer science, performing arts, foreign languages, Kenya Sign Language, indigenous languages and visual arts.

In senior secondary, a student will take two core subjects irrespective of the pathway identified.

They include community service learning (life skills, citizenship, entrepreneurship, financial literacy and research) and physical education.

Source :  Daily Nation