2018 EDUCATION QUALITY DIALOGUES · Reading comprehension ... the forms of indiscipline among...
Transcript of 2018 EDUCATION QUALITY DIALOGUES · Reading comprehension ... the forms of indiscipline among...
2018 EDUCATION QUALITY DIALOGUES
Presentation by:
Ministry of Education
R E P U B L IC O F K E NYA
MINISTRY OF EDUCATION
STATE DEPARTMENT OF BASIC EDUCAT ION
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).
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.
Purpose of National Assessments
Conceptual Framework
School Characteristics.
Type, location, school type, home
work policy, class sizes, head
teacher qualification, pupil
discipline, parental involvement,
etc.
Pupil/ Student Characteristics
Age, gender, absenteeism, socio economic
status (SES), meals, siblings, etc.
Teachers Characteristics
Age, gender, qualification,
workloads ,In-service training,
etc.
Learner Achievement
Research Design
Descriptive Survey
The sample of schools was generated using the
Sample Design Manager (SAMDEM).
Research Methodology
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
20.3 20.9
37.431.8
42.7
79.7 79.1
62.668.2
57.3
0
20
40
60
80
100
Addition Subtraction Multiplication Division Number pattern
Perc
en
t
Performance per Mathematics Operation
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
99.295
90.2
59.2 57.3 55.6 54.7 54.2 54 5450.5
45.7
0
20
40
60
80
100
Mo
mb
asa
Kir
inyag
a
Th
ara
ka N
ith
i
Tra
ns
Nzi
oa
West
Po
ko
t
Vih
iga
Meru
Tu
rkan
a
Kit
ui
Wajir
Bu
ng
om
a
Sam
bu
ru
High performing Low performing
Perc
en
t
% of pupil reaching 50% & above benchmark in selected
counties in EGMA Mathematics
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
Level Description of Competency
% of
pupils
Level 1
Applies single step addition or subtraction operations (e.g. add
numbers without carrying over, subtract without borrowing).
Counts in whole numbers. 83.1
Level 2
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. 71.1
Level 3
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. 36.1
Level 4
Translates information presented in sentences into simple
arithmetic operations. Uses multiple arithmetic operations (in the
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
Level Competency Description
English
% of
learners
Kiswahili
% of
learners
Level 1
Pre-reading: Matches words and pictures involving
concrete concepts and everyday objects. Arranges words
in alphabetical order. 14.9 10.5
Level 2
Emergent reading: Spells correctly simple everyday words
and recognizes missing letters in such words. Uses familiar
words to complete simple everyday sentences. 60.1 63.1
Level 3
Basic reading: Uses correct punctuation in simple
sentences. Interprets meaning by matching words and
phrases. Identifies the main theme of a picture. 38.1 69.2
Level 4
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. 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..
NASMLA Class 3: Achievement per county
60
8.7
59
5.4
58
3.2
50
0.2
40
0.1
43
0.6
43
1.9
61
1.6
60
6.7
59
5.6
49
9.5
41
1.2
43
0.6
43
2.4
61
5.4
59
7.6
56
9
50
0.2
38
9
39
7.8
42
4.9
0
200
400
600K
irin
yag
a
Th
ara
ka N
ith
i
Em
bu
Nati
on
al
Man
dera
Bu
ng
om
a
Mars
ab
it
Nair
ob
i
Tait
a T
aveta
Mo
mb
asa
Nati
on
al
Mars
ab
it
West
Po
ko
t
Tu
rkan
a
Mo
mb
asa
Tait
a T
aveta
Th
ara
ka N
ith
i
Nati
on
al
Mars
ab
it
Man
dera
Tu
rkan
a
High Low High Low High Low
Maths English Kiswahili
Mean
sco
res
Achievement levels in numeracy and literacy in selected counties
Low achievement in numeracy and literacy skills is observed mainly among
pupils from counties in ASAL areas.
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
28.9 32.7
11.2 10.518.7 14.6
30.020.2 20.8
71.1 67.3
88.8 89.581.3 85.4
7079.8 79.2
0
20
40
60
80
100P
erc
en
t
Numeracy Achievement Levels in MLA Form 2
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
76.3
55.9 50.461.4
69.3 62.7
23.7
44.1 49.638.6
30.7 37.3
0
20
40
60
80
100
Listening &
Speaking
Reading
comprehension
Writing Grammar Literary Skills Total
Pe
rce
nt
Literacy Achievement Levels in MLA Form 2
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.
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.
Summary of the findings from the EGMA Class 2, NASMLA
Class 3, SACMEQ IV and MLA Form 2 studies
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.
Achievement of Competencies in Literacy and
Numeracy (Cont.)
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
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.
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.-
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 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
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.
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 learnerswith 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.-
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 theirchildren’s learning:Majority (68%) of Class 2 teachers
reported that parents did not checktheir 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.
Education Quality Dialogues
34