2018 EDUCATION QUALITY DIALOGUES - MINISTRY OF EDUCATION - Ministry of Education Presentation by

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2018 EDUCATION QUALITY DIALOGUES - MINISTRY OF EDUCATION - Ministry of Education Presentation by
REPUBLIC OF KENYA

        MI N I ST RY OF E D U CAT ION
    STATE DEPARTMENT OF BASIC EDUCATION

2018 EDUCATION QUALITY
       DIALOGUES
             Presentation by:

           Ministry of Education
Introduction
 Kenya has made great strides in achieving education for all.
  Among them:
    Participation in ECDE has increased, from NER of 64.2% in 2012
      to 74.9% in 2016.
    Primary NER rose from 88% in 2012 to 91.2% in 2016.
    Close to 85% of learners who complete Standard 8 make it
     to secondary schools.
    Secondary NER, although still low, rose from 41.7% in 2012
     to 49.5% in 2016.
 With Increased access there arises concern on quality of
  education.
 Need to collect empirical data to inform on learning
  outcomes as well as conditions of learning.
Introduction –cont.-
 To this end , MoE, through KNEC, has regularly
  conducted National assessments to monitor learner
  achievement.
 Four (4) Monitoring Learner Achievement studies:
    Early Grade Mathematics Assessment
    (EGMA)Baseline Study at Class 2 ( 2016).
   National Assessment System for Monitoring Learner
    Achievement (NASMLA) at Class 3( 2016)
   Southern & Eastern African Consortium for Monitoring
    Educational Quality (SACMEQ) IV at Class 6 ( 2013-
    2017) .
   Monitoring Learner Achievement (MLA) at Form 2
    (2014-2017).
Purpose of National Assessments

Establish pupils competency levels in Literacy
 and Numeracy;
Find out the personal, home-based and school-
 based factors that influence the learning
 outcomes of pupils/ students in Literacy and
 Numeracy;
Determine the combination of inputs that are
 associated with pupil / student achievement in
 Literacy and Numeracy.
Conceptual Framework

 School Characteristics.
 Type, location, school type, home            Learner Achievement
 work policy, class sizes, head
 teacher qualification, pupil
 discipline, parental involvement,
 etc.

Pupil/ Student Characteristics             Teachers Characteristics
Age, gender, absenteeism, socio economic   Age, gender, qualification,
status (SES), meals, siblings, etc.        workloads ,In-service training,
                                           etc.
Research Methodology

Research Design
  Descriptive Survey

The sample of schools was generated using the
 Sample Design Manager (SAMDEM).
National Assessments
 1.   Early Grade Mathematics Assessment (EGMA) Baseline Study
 Undertaken to establish early grade mathematics competencies among
  Class 2 pupils before EGM interventions.
 Gathered information on pupil, teacher school and home characteristics.
 Actual sample :
         300 regular (public and private) schools
         21 SNE schools
         5,762 Class 2 pupils
         325 Head teachers
         325 Senior teachers
         325 Class 2 Mathematics teachers
         71 Curriculum Support Officers
         52 Quality Assurance and Standards Officers
         20 Primary Teacher Training College lecturers
National Assessments Cont…
2.   National Assessment System for Monitoring Learner
     Achievement (NASMLA) Class 3
      Assessed Class 3 pupils in numeracy (Mathematics)and
       literacy (English and Kiswahili).
      Assessed pupils’ acquisition of Life Skills and HIV and
       AIDS awareness.
      Gathered information on pupil, teacher, school and
       home characteristics.
      Sampled schools: 250
      Actual sample :
           247 regular (public and private) schools
           5,522 Class 3 pupils
           247 Head teachers
           466 Class 3 teachers
National Assessments Cont…
3. Southern and Eastern Africa Consortium for Monitoring
   Educational Quality (SACMEQ) IV
   Assessed Class 6 pupils competencies in Mathematics
    and Reading (English).
   Assessed Class 6 teachers competencies in
    Mathematics and Reading (English).
   Assessed pupils’ knowledge in Life Skills and HIV and
    AIDS.
   Gathered information on pupil, school and home
    characteristics .
   Sampled schools: 230
   Actual sample :
   5,325 Class 6 pupils
       652 teachers
       224 schools
       224 school heads
National Assessments
4. Monitoring   Learner Achievement (MLA) at Form 2

   Assessed Form 2 learners competencies in
    numeracy (Mathematics) and literacy skills
    (English).
   Assessed learner’s knowledge in Life Skills and
    HIV and AIDS.
   Gathered information on pupil, school and
    home characteristics. Actual sample :
      239 schools
      5,872 Students
      475 Form 2 teachers
      239 Principals
KEY FINDINGS
LEARNING OUTCOMES: EGMA Class 2
                                  Performance per Mathematics Operation
            100
                           79.7               79.1
            80
                                                                             68.2
                                                              62.6
                                                                                             57.3
            60
  Percent

                                                                                      42.7
                                                       37.4
            40                                                        31.8
                    20.3               20.9
            20

             0
                    Addition          Subtraction    Multiplication    Division     Number pattern

                  Not achieved 50 % benchmark                   Achieved 50 % benchmark

A considerable percentage of Class 2 pupils did not reach the 50%
benchmark in most mathematical operations especially multiplication,
division and number patterns.
LEARNING OUTCOMES :EGMA Class 2
                 % of pupil reaching 50% & above benchmark in selected
                              counties in EGMA Mathematics
                99.2
          100              95
                                      90.2

          80
                                                      59.2          57.3
          60                                                                     55.6     54.7   54.2      54      54
Percent

                                                                                                                           50.5
                                                                                                                                     45.7

          40

          20

           0

                                                                                 Vihiga

                                                                                                           Kitui

                                                                                                                   Wajir

                                                                                                                           Bungoma
                                                      Trans Nzioa

                                                                    West Pokot

                                                                                                 Turkana
                Mombasa

                                      Tharaka Nithi

                                                                                          Meru

                                                                                                                                     Samburu
                          Kirinyaga

                High performing                                                           Low performing

Lowest achievement levels observed among pupils from counties in
ASAL areas such as West Pokot, Turkana, Wajir and Samburu.
LEARNING OUTCOMES: NASMLA Class 3: Numeracy
                                                                                % of
Level Description of Competency                                                pupils
          Applies single step addition or subtraction operations (e.g. add
          numbers without carrying over, subtract without borrowing).
Level 1   Counts in whole numbers.                                             83.1
          Applies a two-step addition or subtraction operation involving
          carrying over and borrowing. Applies simple multiplication
          operations involving multiples of 10. Recognizes simple fractions.
Level 2   Divides whole numbers. Identifies lines and patterns.                71.1
          Translates information presented in a sentence into one
          arithmetic operation. Interprets place value of whole numbers up
          to thousands. Adds and subtracts simple fractions. Interprets
Level 3   simple common everyday units of measurement such as days,
          weeks, litres, metres and shillings.                                 36.1
          Translates information presented in sentences into simple
          arithmetic operations. Uses multiple arithmetic operations (in the
Level 4   correct order) on whole numbers.5                                     4.5
A considerably high percentage of pupils is not attaining high order skills
in Mathematics; 95.5% did not attain Level 4 competencies.
LEARNING OUTCOMES : NASMLA Class 3: Literacy
                                                                         English   Kiswahili
Level                      Competency Description                         % of       % of
                                                                        learners   learners
          Pre-reading: Matches words and pictures involving
Level 1   concrete concepts and everyday objects. Arranges words
          in alphabetical order.                                         14.9        10.5
          Emergent reading: Spells correctly simple everyday words
Level 2   and recognizes missing letters in such words. Uses familiar
          words to complete simple everyday sentences.                   60.1        63.1
          Basic reading: Uses correct punctuation in simple
Level 3   sentences. Interprets meaning by matching words and
          phrases. Identifies the main theme of a picture.               38.1        69.2
          Reading for meaning: Links and interprets information
          located in various parts of a short passage. Infers meaning
Level 4   from short passages. Understands and Interprets meaning
          of a picture and writes short sentences to describe the
          theme.                                                         28.6        47.1

Majority of the pupils have not acquired basic skills in literacy; 85.1% and
90.5% did not attain Level 1 competencies in English and Kiswahili
respectively..
Mean scores

                                                                                                              0
                                                                                                                  200
                                                                                                                                          600

                                                                                                                            400
                                                                                                 Kirinyaga                                    608.7

                                                                                              Tharaka Nithi                                 595.4

                                                                                       High
                                                                                                     Embu                                  583.2

                                                                                                  National                            500.2

                                                                           Maths
                                                                                                  Mandera                      400.1

                                                                                                 Bungoma                          430.6

                                                                                       Low
                                                                                                  Marsabit                        431.9

                                                                                                   Nairobi                                    611.6

pupils from counties in ASAL areas.
                                                                                               Taita Taveta                                   606.7

                                                                                       High
                                                                                                 Mombasa                                    595.6

                                                                                                  National                            499.5

                                                                           English                Marsabit                     411.2

                                                                                               West Pokot                         430.6
                                                                                       Low

                                                                                                   Turkana                        432.4
                                                                                                                                                                                                                           NASMLA Class 3: Achievement per county

                                                                                                 Mombasa                                        615.4

                                                                                               Taita Taveta                                 597.6
                                                                                       High

                                                                                              Tharaka Nithi                               569
                                                                                                                                                        Achievement levels in numeracy and literacy in selected counties

                                                                                                  National                            500.2
                                                                           Kiswahili

                                                                                                  Marsabit                    389

                                                                                                  Mandera                     397.8
                                                                                       Low

Low achievement in numeracy and literacy skills is observed mainly among

                                                                                                   Turkana                        424.9
LEARNING OUTCOMES : SACMEQ IV: Class 6
  Region                Reading Mean       Mathematics Mean

  Nairobi                 657.9                689.6
  Central                 600.1                613.1
  North Eastern           589.5                676.1
  Eastern                 585.9                612.6
  Nyanza                  573.2                614.5
  Rift Valley             571.3                603.3
  Coast                   564.1                 608
  Western                 557.5                573.1
  National                577.6                608.1

• Higher national mean realized in Mathematics than in English.
• Lowest achievement levels in Reading and Mathematics recorded in
  Western region with a mean score of 557.5 and 573.1 respectively.
• However, regionally Kenya was position 2 and 3 in Numeracy and
  Literacy respectively.
SACMEQ IV: Teacher performance

 A notable decline in performance
  of teachers in Reading except in
  North Eastern.
 Nyanza had the highest decline at
  -64.0 mean score points.
 Indeed there was a percentage of
  teachers ( 1.2%) operating at Level
LEARNING OUTCOMES : MLA Form 2
                           Numeracy Achievement Levels in MLA Form 2
   100

          80

               71.1     67.3                                           70
          60                                       81.3      85.4
                                                                                   79.8   79.2
                                 88.8     89.5
Percent

          40

          20
               28.9     32.7                                           30.0
                                                   18.7                            20.2   20.8
                                 11.2     10.5               14.6
           0

                 Achieved minimum competency     Not achieved minimum competency

 Considerably high percentages of Form 2 students have not
 attained minimum competency levels in specific areas in
 Mathematics, most of which are covered from primary level.
LEARNING OUTCOMES : MLA Form 2 Literacy

                           Literacy Achievement Levels in MLA Form 2
           100
                    23.7                                                     30.7
           80                      44.1                        38.6                        37.3
                                                49.6
           60
 Percent

           40       76.3                                                     69.3          62.7
                                   55.9                        61.4
                                                50.4
           20

            0
                 Listening &      Reading      Writing       Grammar     Literary Skills   Total
                  Speaking     comprehension

                   Achieved minimum competency           Not achieved minimum competency

Form 2 students continue to demonstrate low acquisition of literacy
skills especially higher order literacy skills such as Writing and Reading
Comprehension.
Summary of the findings from the EGMA Class 2, NASMLA
Class 3, SACMEQ IV and MLA Form 2 studies

 Achievement of Competencies in Literacy and Numeracy
  Low achievement levels in literacy are more prevalent in
    ASAL counties.
  Low levels of literacy and numeracy skills start at early
    grades and persist in secondary level.
  Generally, girls perform better in literacy, especially at early
    grades; boys perform better in numeracy.
  Older pupils achieve less than younger pupils indicating
    that overage affects learning outcomes.
  Urban and private schools perform better than their rural
    and urban counterparts respectively.
Achievement of Competencies in Literacy and
Numeracy (Cont.)

 Pupils from high socio economic background
  perform better than those from low socio economic
  status.

 Pupils sharing text books with more than one
  colleague perform worse than those not sharing.

 Pupils having regular meals perform better those not
  having regular meals.

 Pupils whose parents meet teachers regularly perform
  better than those whose parents don’t frequently
  meet teachers.
Pupil / Student Characteristics
 Pupil overage persists- 40.5 % of Class 3 pupils were
  overage.

 Overage more prevalent in ASAL counties.

 Garissa recorded the highest percentage( 98%).

 Class repetition in SACMEQ IV rose from 48.2% in
  2007 to 53.3% in 2013- mostly in Nyanza (60.3%),
  Western (57.3%) R/Valley (54.6) and Coast (54.1%).

 Pressure from Parents and low achievement were
  cited as main causes of class repetition.
Pupil /Student Characteristics Cont…

 Drop out: in MLA, Form 2 more boys than girls dropped
  out.

     Financial constraints, truancy, low academic
      achievement, marriage and pregnancies were cited
      as reasons for drop out.

 Gender disparity: Near gender parity in Class 3, at Class
  6 there are more boys than girls enrolled in schools in
  North Eastern Region (ASAL areas).

    North Eastern had the lowest percentage of girls
     enrolled.

 Pupil absenteeism still persists; 52% of pupils and 59.6% of
  pupils in EGMA and NASMLA respectively reported to
  have been absent during the term.
Pupil /Student Characteristics –Cont.-

    Sickness was cited as the most common reason
      for absenteeism
    Highest level of absenteeism was reported in
      ASAL counties with Marsabit ( 97.7%) and
      Mandera (93.9%) leading in NASMLA Class 3
      study.
    EGMA Baseline study , Head teacher cited lack
      of food as a cause of absenteeism(76.1%)
 Pupil/ student discipline – truancy cited as one of
  the forms of indiscipline among pupils.
    Discipline cited as one of the factors affecting
      leaning outcomes.
 Level of HIV/AIDS awareness is satisfactory
  although there is stigma associated with HIV/Aids
  among Class 3 learners.
Pupil/Student Characteristics –Cont…

 Provision of Regular meals- Considerable
  percentage of Pupils do not have regular meals.
    Marsabit had the highest percentage( 32.5%)
     of Class 3 pupils not taking supper regularly
     and also the highest percentage of
     absenteeism.
    Kwale( 37.5%) and Busia( 35.5%) had the
     highest percentages of Class 3 pupils not
     taking breakfast regularly.

 ICT Skills – Only 31.9 % of Class 3 pupils reported
  to have been exposed to computer/laptops
Teacher, H/Teacher & School Characteristics
 Teacher Absenteeism : in EGMA 36% of teachers
  reported to be absent without permission.

 Teacher Discipline : Skipping classes and lateness to
  class are prevalent among Class 6 and Form 2
  teachers.

 Syllabus coverage : Inadequate teachers (64.7 %),
  time wastage (57.5 %), frequent absenteeism by
  pupils (50.9 %) ) and teachers (47.7 %), failure to
  prepare schemes of work(45.3%),inadequate
  training(39.4%),low teacher morale (37.9%) and
  weak administration( 35.2%) affected to a large
  extent syllabus coverage at Class 3.
Teacher, H/Teacher & School Characteristics Cont…

 ICT Skills: Teachers lack requisite ICT skills
    There is low integration of ICT in enhancing
      learning.

 Testing : Significant percentage of teachers (39.7%)
  frequently used commercially sourced tests,
  compromising quality of learning and assessment.

 Professional development: A number of teachers
  have never attended in-service courses.

 Weak pedagogy: Considerable percentage of
  Class 3 teachers are not motivated to mark their
  pupils work.
     A significant percentage of Class 2 teachers
       does not use lesson plans and lesson notes.
Teacher, H/Teacher & School Characteristics- Cont.-

    Staffing :Overall shortage of class 3 teachers-
     27.7%
           ASAL counties experiencing more teacher
             shortages.
               West Pokot(75.0%), Narok( 73.8%),
                Mandera( (73.0%),Tiata Taveta (
                72.6%),Kajiado(71.0%), Kitui ( 70.1%).

 Learners with Special needs and disabilities: Large
  percentage of Class 3 teachers (57.7%) had learners
  with special needs and disabilities.
    Teachers and Head teachers lack requisite skills to
     handle learners with special needs and disabilities.
    Lack of assistive devises and facilities adapted for
     learners with special needs and disabilities.
 Desired Pupil toilet ratio not realized.
Teacher, H/Teacher & School Characteristics- Cont.-
    Some regions do not have Educational Assessment
     and Resource Centres to identify and support learners
     with special needs.
 Performance Appraisal System -Teachers and head
  teachers lack adequate training in Performance
  Appraisal Systems.
 Only 16.8% of Class 3 teachers were familiar with PAS to a
  large extent.

 Professional development -Majority of head teachers
  have not received in-service training in institutional
  (school) management.

 Lack of adequate instructional materials, the 1:1 pupil
  book ratio had not been attained.
Teacher, H/Teacher & School Characteristics- Cont.-

 Support in Curriculum Implementation
 Lack of regular assessments by DQASO
   over 70.0 % of Form 2 teachers reported
    not to have been assessed on
    curriculum implementation within a
    period of four years preceding the time
    of data collection.
   Considerable percentage( 34.2%) of head
   teachers did not monitor class attendance by
   Class 2 teachers
 Inadequate parental involvement in their
  children’s learning:
    Majority (68%) of Class 2 teachers
     reported that parents did not check
     their children’s homework.
Policy Commitments/Suggestions

Need to dialogue on:
 Improved pedagogy to enhance acquisition of high
  order skills in numeracy and literacy.

 Focus on early learning/ECDE to ensure acquisition of
  requisite competencies before joining Grade 1.

 Mitigating overage by reinforcing school entry age
  and class repetition policies.

 Enhancing instructional supervision so as to ensure that
  teachers embrace best practices in curriculum delivery.

 Strengthening of institutional based quality assurance.

 Continuous capacity building of teachers in their
  subject areas as well as in ICT and SNE.
Policy Commitments/Suggestions -Cont.-
 Distribution of teachers across counties.

 Pupil and Teacher absenteeism.

 ICT infrastructure- provision, utilization and
  maintenance.

 Utilization of, and enhanced accountability
  for textbooks to ensure the 1:1 policy is
  adhered to.

 Child friendly schools.

 School Feeding Programmes- to be
  enhanced, more significantly in ASAL areas.
34

     Education Quality Dialogues
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