2018 EDUCATION QUALITY DIALOGUES

Transcription

1 R E P U B L I C O F K E N Y A MINISTRY OF EDUCATION S T ATE D E PARTMENT OF BASIC EDUCATION 2018 EDUCATION QUALITY DIALOGUES Presentation by: Ministry of Education

2 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 Primary NER rose from 88% in 2012 to 91.2% in 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 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.

3 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 ( ). Monitoring Learner Achievement (MLA) at Form 2 ( ).

4 Purpose of National Assessments Establish pupils competency levels in Literacy and Numeracy; Find out the personal, home-based and schoolbased 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.

5 Conceptual Framework School Characteristics. Type, location, school type, home work policy, class sizes, head teacher qualification, pupil discipline, parental involvement, etc. Learner Achievement Pupil/ Student Characteristics Age, gender, absenteeism, socio economic status (SES), meals, siblings, etc. Teachers Characteristics Age, gender, qualification, workloads,in-service training, etc.

6 Research Methodology Research Design Descriptive Survey The sample of schools was generated using the Sample Design Manager (SAMDEM).

7 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

8 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

9 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

10 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

11 KEY FINDINGS

12 Percent LEARNING OUTCOMES: EGMA Class Performance per Mathematics Operation 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.

13 Percent LEARNING OUTCOMES :EGMA Class 2 Mombasa Kirinyaga Tharaka Nithi Trans Nzioa West Pokot Vihiga Meru Turkana Kitui Wajir Bungoma Samburu % of pupil reaching 50% & above benchmark in selected counties in EGMA Mathematics High performing Low performing Lowest achievement levels observed among pupils from counties in ASAL areas such as West Pokot, Turkana, Wajir and Samburu.

14 LEARNING OUTCOMES: NASMLA Class 3: Numeracy Level Level 1 Level 2 Level 3 Level 4 Description of Competency % of pupils Applies single step addition or subtraction operations (e.g. add numbers without carrying over, subtract without borrowing). Counts in whole numbers Applies a two-step addition or subtraction operation involving carrying over and borrowing. Applies simple multiplication operations involving multiples of 10. Recognizes simple fractions. Divides whole numbers. Identifies lines and patterns 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 simple common everyday units of measurement such as days, weeks, litres, metres and shillings Translates information presented in sentences into simple arithmetic operations. Uses multiple arithmetic operations (in the correct order) on whole numbers A considerably high percentage of pupils is not attaining high order skills in Mathematics; 95.5% did not attain Level 4 competencies.

15 LEARNING OUTCOMES : NASMLA Class 3: Literacy Level Level 1 Level 2 Level 3 Level 4 Competency Description English % of learners Kiswahili % of learners Pre-reading: Matches words and pictures involving concrete concepts and everyday objects. Arranges words in alphabetical order Emergent reading: Spells correctly simple everyday words and recognizes missing letters in such words. Uses familiar words to complete simple everyday sentences Basic reading: Uses correct punctuation in simple sentences. Interprets meaning by matching words and phrases. Identifies the main theme of a picture Reading for meaning: Links and interprets information located in various parts of a short passage. Infers meaning from short passages. Understands and Interprets meaning of a picture and writes short sentences to describe the theme 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..

16 Kirinyaga Tharaka Nithi Embu National Mandera Bungoma Marsabit Nairobi Taita Taveta Mombasa National Marsabit West Pokot Turkana Mombasa Taita Taveta Tharaka Nithi National Marsabit Mandera Turkana Mean scores NASMLA Class 3: Achievement per county Achievement levels in numeracy and literacy in selected counties High Low High Low High Low Maths English Kiswahili Low achievement in numeracy and literacy skills is observed mainly among pupils from counties in ASAL areas.

17 LEARNING OUTCOMES : SACMEQ IV: Class 6 Region Reading Mean Mathematics Mean Nairobi Central North Eastern Eastern Nyanza Rift Valley Coast Western National 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 and respectively. However, regionally Kenya was position 2 and 3 in Numeracy and Literacy respectively.

18 SACMEQ IV: Teacher performance A notable decline in performance of teachers in Reading except in North Eastern. Nyanza had the highest decline at mean score points. Indeed there was a percentage of teachers ( 1.2%) operating at Level

19 Percent LEARNING OUTCOMES : MLA Form Numeracy Achievement Levels in MLA Form 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.

20 Percent LEARNING OUTCOMES : MLA Form 2 Literacy Literacy Achievement Levels in MLA Form Listening & Speaking Reading comprehension Writing Grammar Literary Skills Total 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.

21 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.

22 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.

23 Pupil / Student Characteristics Pupil overage persists % 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 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.

24 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.

25 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.

26 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

27 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.

28 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.

29 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.

30 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.

31 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.

32 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.

33 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 34 Education Quality Dialogues