Introduction to the Kenya Education Sector Support Programme

Transcript Introduction to the Kenya Education Sector Support Programme

KENYA PRMARY SCHOOL HEADTEACHERS ASSOCIATION (KEPSHA) ANNUAL CONFERENCE MOMBASA, 4

TO 8TH AUGUST 2014

PRESENTATION BY DR. BELIO R. KIPSANG, THE PRINCIPAL SECRETARY, STATE DEPARTMENT OF EDUCATION, MINISTRY OF EDUCATION, SCIENCE & TECHNOLOGY.

   It is my pleasure to address you today during this 10 th National delegates Conference of the association. I wish from the onset to commend you, Mr. Chairman, for choosing a most appropriate theme for the conference: “

making children count”

This theme clearly spells out the key reason why we are all gathered here and sums up our business not only in the schools we serve but the Ministry as a whole. 2

 The core business of the Ministry of Education, Science & Technology is to make the Kenyan Child count in matters of personal and social development.

 .

The school acts as the focal point and more so a child-friendly school that ensures every child enjoys an environment that is physically safe, emotionally secure and psychologically enabling.  It is on this basis that UNICEF introduced CFS in the world in 2002 to address the quality of teaching by changing the teaching practices to focus on the child and not the teacher.

 The Education sector as per the provisions of the Constitution 2010 effected through Basic Education Act 2013 aspires to provide basic education guided by the following values and principles among others;  The right of every child to free and compulsory Basic education;  Equitable access for the youth to basic education and equal access to education; 5

 protection of every child against discrimination on any ground whatsoever;  protection of the right of every child in a public school to equal standards of education including the medium of instructions used in schools for all children of the same educational level.

 promotion of quality and relevance; 6

 As an intervention to make sure that every individual talent is recognized and nurtured, the MOEST has in the recent past introduced various initiatives in education delivery  Multi Shift,  Multi Grade,  Mobile Schools,  E-learning , 7

 Child Friendly Schools initiatives and  Inclusive education.

 These approaches have proved to be useful especially in the Arid and Semi Arid Lands, and other hard to reach areas in our country.

 In the same spirit, the Basic Education Act 2013 has provided for establishment of the “

National Council for Marginalized and Nomadic Education

education ” whose function among others, will be to initiate the development of policies on all matters relating to nomadic 9

  The most recent initiative is the Government of Kenya commitment to implementing the Laptop Programme whereby public primary schools will be provided with Laptops with digital content for use in learning.

As educationist we must strive to make this programme successful, despite the challenges. 10

  The Government’s commitment to provision of quality education is demonstrated by the heavy investment in the sector. The country has been allocating a relatively higher percentage of the national budget towards education.

A major milestone in the education sector is the introduction of Free Primary Education (FPE) in 2003, and Free Day Secondary Education (FDSE) in 2008.

 The Ministry has also been funding other targeted programmes all aimed at increasing access, equity and quality of education. At primary level, the programmes under implementation are:  Special Needs Education  Low Cost Boarding Schools  Infrastructure Development  School Health, Nutrition & meals 12

 Primary Teacher Education  Early Childhood Education  Alternative Approaches to Provision of Basic Education  Expanding Education Opportunities to Children in ASAL  Co- curricula activities.

 ICT 13

  The Government of Kenya recognizes the need to create a just and cohesive society revolving around social equity and respect for every individual (including children) in a clean and secure environment. Core values and principles that the Ministry is pursuing.

 human dignity,  equity, 14

 social justice,  inclusiveness,  equality,  human rights, 15

   The country has made commendable achievements in providing for a safe learning environment for our children.

In 2008, the African Report on Child Wellbeing rated Kenya as one of the top most child-friendly countries.

This is because Kenya had already put in place appropriate legal provisions to protect children against abuse and exploitation through the Children Act 2000 16

  The Kenya Constitution 2010 (Article 53) lays emphasis on the fundamental rights of the child. As a country, we have fully domesticated the Convention on the Rights of the Child. It is now upon the heads of primary schools to ensure that children enjoy these rights, and especially the right to quality education.  This can be done through: 17

Nurturing Individual Learners Talents in CFS Environment

     Assisting the government to set clear standards and benchmarks for reading.

Increasing instructional time for reading; Establish and enforce reading standards and utilize reading diagnostic tools on a continuous basis.

Reduce barriers that impact negatively on reading levels of girls and boys; Make materials accessible to the disabled .18

    Implement policies and programs to promote reading.

Develop and implement school-based reading improvement programs Strengthen reading systems such as those for testing reading outcomes, monitoring performance over time.

Strengthen supervision (including teacher time on task and training of teachers).

   Promote parent and community engagement in children’s reading outcomes through strengthened school management committees.

Establish professional standards and codes of conduct and support professional development for teachers and administrators.

Enhance timely distribution of textbooks and instructional materials.

   Develop relevant reading curricula and ensure an adequate and timely supply of reading materials; Support appropriate, cost-effective and scalable technologies that have the potential to improve reading or reading system performance; and Identify and address gender dimensions that could contribute to reducing pupil absenteeism 21

  Establishing school management committees to include reading reports in school development plans; Mobilizing and engaging the private sector to provide appropriate/gender responsive physical facilities for learning.