Country Presentation: Kenya Professor George Godia EBS Permanent Secretary, Ministry of Education Dr Caroline Wanjiru Kariuki Director, Kenya Education Management Institute UNESCO School Leadership Experts Meeting, Paris, France, 14-15 January 2013

Outline

• • • Background: National International Frameworks, Commitments, and Education Frameworks and Programme The Status of Education: Achievements and Challenges as determined in the 2001-2010 EFA National Assessment School Leadership: Definition, Policy, Current Status, Programme, Challenges and Training Needs 2

BACKGROUND

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Background: International Commitments

• • Signatory to major declarations and conventions, such as the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and CEDAW Commitment to, and action towards, the achievement of the Millennium Development Goals and Education for All by 2015

Background: National Frameworks

• • Vision 2030: Critical role of education and training to transform Kenya into a middle income country that provides high quality life for all citizens by 2030.

The Constitution of 2010: The right of all Kenyans to education – every child to free, compulsory basic education; persons with disabilities to educational institutions and facilities; and young people (15-35 Age Group) to access relevant training

Background: National Frameworks

• The Basic Education Bill, 2012: An Act of Parliament to make provisions for the

promotion and regulation of free and compulsory basic education; to provide for accreditation, registration, governance and management of institutions of basic

education; and for connected purposes.

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Background: Education Policy Framework/Programme

• •

Sessional Paper No 14 on Reforming Education

and Training Sector, 2012 : a sector-wide framework to realign education and training sector to Vision 2030 and the Constitution of 2010.

The 2 nd Medium Term Plan for Vision 2030 and National Education Sector Support Programme

(NESSP) for 2013/14-2017/18: a five-year plan and programme to implement the Basic Education Act and operationalize the Policy Framework

National Education Sector Support Programme (NESSP)

  A five-year 2010); (2013/2014 – 2017/2018) investment programme using SWAp and informed by the EFA National Assessment and the Kenya Education Sector Programme (2005 The NESSP addresses quality, equity, access and governance issues in the education sector 8

THE STATUS OF EDUCATION IN KENYA:

ACHIEVEMENTS, ISSUES AND CHALLENGES AS IDENTIFIED IN THE 2001-2010 NATIONAL EDUCATION FOR ALL ASSESSMENT

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Achievements

• • • • • Sustained commitment to, and investment in, education and training Major policies, frameworks, standards and curricula in place Investment in the teaching force Significant expansion, in particular in basic education, as a result of FPE and FDSE Greater concern for quality of education 10

Budget Provision to Education

Average 21.5 % of the public expenditure, and 7% Share of GDP 11

GER, NER and Transition Rates in Primary Schools (2000-2010)

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Trends in GER and NER in Secondary Education (2000-2010)

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Number of Primary and Secondary School Teachers Employed

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Monitoring Performance of Female and Male Candidates in KCPE

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Issues and Constraints

• • • • • Expanded vision of education and learning: from early childhood and adulthood Concepts and definitions – not clearly defined/multiple definitions (ECCE, Literacy, lifeskills, lifelong learning, etc.) Data: availability and quality, lack of disaggregation for certain data, and quantitative vs. qualitative Significant disparities (geographical, gender, socio economic) Emerging issues (HIV and AIDS, peace, refugee education, etc.) 16

Issues and constraints

• • • • • Goals that are still a challenge to monitor & measure – ECCE, Lifeskills & Literacy Intra-sectoral coordination (UBE, quality) Inter-sectoral and –ministerial coordination and partnership with the civil society (ECCE, life skills and Literacy) Implementation capacities at all levels Governance and management issues 17

SCHOOL LEADERSHIP:

DEFINITION, POLICY, CURRENT STATUS, ISSUES AND CHALLENGES AND NEEDS

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Definition of a head teacher/school leader

“ Means the lead educator or administrator in a primary school level education institution appointed by the Commission and as such responsible for the implementation of education policy guidelines and professional practices ”

(Teacher Service Commission Act, 2012)

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Definition of a principal/school leader

“ Means the lead educator or administrator in a post- primary school level education institution appointed by the Teacher Service Commission and as such responsible for the implementation of education policy guidelines and professional practices ”

(Teacher Service Commission Act, 2012)

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• •

Policy on teacher/leadership management

A Sessional Paper No 14 on Reforming Education and

Training Sector 2012 undertakes to ‘ Develop a Teacher Development and Management Policy that will institute Continuous Professional Development (CPD) for teachers including those in leadership.

In-service training programmes for education leadership concerned with curriculum management and delivery will be strengthened.

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Current Status

• • • Headship is a deployment position on basis of seniority and qualification, but not as a result of training in leadership.

There are a variety of leadership trainers both state and non-state The courses offered are unaccredited and are not properly harmonized 22

Current Status, cont

’

d

• • • The School Empowerment Programme (SEP) is ongoing. This is a blended learning programme focusing on strengthening management and leadership capacity and pedagogic effectiveness in all public primary schools.

Primary and Secondary Education leaders undergo a Diploma in education management through distance and e-learning media Teacher Unions, and the Kenya Secondary Heads Association are also offering some courses 23

Issues and Challenges

• • • Inadequate school infrastructure Teacher shortages by 38,468 teachers for primary schools and 36,574 for post-primary institutions bringing the shortage to 75,042 and as such teachers have to take a heavy teaching load ad do administration Interference by stakeholders management of schools in the 24

Issues and Challenges, cont’d

• • • • Inadequate application of technology in school management.

inadequate teacher development strategies to prepare school administrators Non accreditation of leadership courses offered by different providers Lack of harmonization in the provision of leadership programs 25

Issues and Challenges, cont’d

• • • • Weak Private- Partnership framework.

Exposure media of learners to unsuitable social Teacher training curriculum does not adequately prepare school leaders Elusive rationalization of staffing at school level 26

Issues and Challenges, cont’d

• • • Weak capacity in resources management Weak curriculum competencies delivery supervisory Lack of innovative resource mobilization strategies thus over-reliance on government disbursements 27

Leadership Strategies proposed under NESSP

• • • • Recruitment of adequate number of teachers for all public institutions.

Building capacity of education administrators on financial management Development of a framework for teacher career planning and development Build capacity of leaders on financial management and use of ICT 28

• • •

Leadership Strategies proposed under NESSP

Establishment of counties.

TSC Resource Centres in the Establishment of institutional based quality standards management (QSM) in curriculum implementation and delivery through performance appraisal system and performance contracting.

Standardized Monitoring and Evaluation (M&E) framework for Teacher management activities 29

PRINCIPAL/SCHOOL LEADERSHIP THE KEMI, ISSSUES AND CHALLENGES AND TRAINING NEEDS

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What is the Kenya Education Management Institute (KEMI)?

• • KEMI is the Capacity Building Agency of the Ministry of Education mandated to undertake management training, research and consultancy. Target group: Education Officers, QASOs, Principals, Head teachers, Deans, Heads of Department's, Senior Teachers, BOGs, SMCs, Specialized staff e.g.. Accounts clerks

The KEMI Model

• KEMI was established in 1981 and modeled along 2 institutions: – Agency for the Development of Education Management (ADEM) in Tanzania started in 1978; and – Malaysia National Institute for Educational Leadership and Management or Institut Aminuddin Baki (IAB), formerly known as Malaysian Education Staff Training Institute (MESTI), started in 1979.

Functions of the KEMI

Organize and conduct training Research & Consultancies Develop Instructional Materials Form Networks Resource Centre 33

Training Targets set by MOE

–

The Kenya Education Sector Support Program

(KESSP) was made up of 23 investment programs. – KEMI was in charge of the capacity building investment program of KESSP.

– Under the KESSP the institute was given a target to train 45000 education managers within a 5 year period (2005-2010).

Performance indicator:

No. of Education Managers trained

BASELIN E 2005

12369

KESSP 2005 2010 TARGET

45000 KESSP 2005-2010 TARGET

ACTUAL 2005-2010 VARIANC E

48541 3541 BASELINE 2005 0 10000 20000 30000 40000 50000 35 60000

PROGRESS OF THE KEMI TRAINING PROGRAMS BY DECADE No. of Education Managers Trained by Decade

DECADE ONE TWO THREE TOTAL Years 1981 1991 1992 2002 2003 2012 1981 2012 No. of Education Managers trained

7607 4862 71,657 84,126

No. of participants enrolled in the Diploma in Education Management Program 2011/2012 Target Head teachers of primary schools Total No. Actual 20,000 19833 % trained 99.1% Principals schools

TOTAL

of secondary 6,470

26470

5425

25258

83%

95.4%

PERFORMANCE CONTRACT EVALUATION Ranking of KEMI in the Performance Contract

POSITION 2008 2009 2009 2010 2010 2011 CATEGORY

1. TERTIARY EDUCATION INSTITUTIONS 2. TOTAL PARASTATALS IN KENYA (140) 2 37 1 11 1 31

LEADERSHIP ISSUES RELEVANT TO TRAINING

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. LEADERSHIP SKILLS GAP

• • • School principals were originally trained for teaching and not administration Teacher Training Colleges and Universities (at undergraduate level) do not prepare teachers for school management. Teachers promoted to become HoDs/Senior Teachers/Deputies ’ /Head teachers lack school management skills.

2.

GOOD GOVERNANCE AND ACCOUNTABILITY

• • In August 2010, the Republic of Kenya enacted a new constitution, which is progressive and rights-based offering an opportunity to build a human rights state and society. It introduces a devolved government for greater citizen participation and greater accountability from all duty bearers at all levels.

3. RESULT BASED MANAGEMENT – PUBLIC SECTOR REFORMS

TRANSFORM FROM Process oriented, process and entitlements, control, unnecessary bureaucratic practices, inward considerations, being risk averse TO Targeted results, delegation, enabling and empowering speedy delivery of services, citizen focused services and risk management .

GoK reforms focus on

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Results for Kenyans

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4. VISION 2030 LEADERSHIP

The Vision 2030 school principals must focus on: Mainstreaming Science, Technology and Innovation (STI) Mainstreaming Science, Technology and Innovation (STI) in the school

5. FINANCIAL MANAGEMENT: EFA

Successful implementation of the Free Primary Education (FPE) and Free Day Secondary Education (FDSE) requires capacity development of the school principals in order for them to effectively manage the funds and other resources under these programs.

CHALLENGES BASED ON KEMI SURVEY

CHALLENGES FACING SCHOOL PRINCIPALS (BASED ON SURVEY)

1. Teachers: Inadequate; uncooperative; uncommitted; complacency; low morale; resistant to change; generational gaps; absenteeism; HIV/AIDS; need capacity development; 2. Learners: Entry behavior affects performance; indiscipline; Drug & substance abuse; HIV/AIDS; sexual harassment of girls by male teachers; boy/girls relationships;

CHALLENGES FACING SCHOOL PRINCIPALS cont.

5. Funding: Inadequate; delayed remittances; delay in fee payment 6. Facilities: Inadequate facilities e.g. classes, labs, lab equipment, ICT rooms/equipment; 7. Leadership skills: Principals need training in school management, financial management, law, ICT etc.

CHALLENGES FACING SCHOOL PRINCIPALS cont.

11. Public policies: Rigid procurement regulations; ineffective policies/directives

12: School Management (BOG/PTA/SMC):

Uncooperative; uneducated; 13: Interference: politicians; community; sponsors 14. Technical education: Apathy to technical/tertiary education

TRAINING NEEDS

Training Needs

1. Devolution of government services 2. Good governance and accountability 3. Result based Management Public Sector reforms 4. Vision 2030 – Mainstreaming STIs 5. Financial Management

Training Needs

6. Public Administration 7. Organization Climate 8. Student discipline 9. Pedagogical leadership 10. Child friendly schools 11. ICT 12. Contemporary issues

CAPACITY DEVELOPMENT - PARADIGM SHIFT 1. Capacity at the individual level – e.g. Training Personnel for leadership transformation - Financial, Procurement, and Good Governance training 2. Capacity building at the organizational level: e.g. Develop strategic plans; incentive and reward systems; Develop the capacity to monitor performance in the process of building capacity and service delivery 3. Capacity building methodologies: delivery methodologies; use of distance/e-learning methodology e.g. Devolved

You must be the change you wish to see in the world (Mahtma Gandhi)

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THANK YOU

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