Background
Is
education knowledge in basic skills, academics, technical, discipline,
citizenship, or is it something else? In its focus on good academic performance
and putting on notice teachers whose schools are not performing well or whose
subjects are not well performed, the Kenyan education system seems to say only
academic basics are important and that is based on collecting knowledge without
understanding its value. How about the processing of knowledge, using
inspiration, visionary ambitions, creativity, risk, ability to bounce back from
failure, motivation? Most educational institutions focusing on academic
performance do not consider these skills; these skills are associated with
understanding the value of knowledge (Mwaka et al, 2010).
Memorization
and regurgitation hence become distinctive features of Kenya’s exam-centric
education as it demands little creativity of our children and teachers. In a
majority of schools, teachers do not focus on teaching and learning, but on
jerking up the school mean grade and national ranking.
The
schooling process in Kenya therefore seems to be failing in its role of
offering education to young people for adequate living in the society. It also
fails in its provision of moral and social values leading to a situation of
non-education. Bennars (1990) describes the phenomenon of non-education as all
forms of association between adults and children which cannot be termed
education. It implies the erosion of childhood resulting in the neglect of
traditional modes of value inculcation and the actual marginalization of the
youth.
Educational Inequity
This can
be defined as unequal opportunities; that a person’s life achievements should
be determined primarily by his or her talents and efforts, rather than by
pre-determined circumstances such as race, gender, social or family background.
In Kenya, children’s background and
environment are also determinants of their performance. Children born into poverty are half as likely
to graduate from high school as their peers in other communities. Even for
those who graduate they graduate with less than par level of skills. This inequity of
opportunity limits the future of individual students, communities, and our
nation as a whole; and in addition to educational crisis we are also faced with
identity crisis to tackle.
The Statistical Crisis
In
Kenya, primary education is free but more than one million children are out of
school and those in school are not learning. A survey of primary school
teachers revealed that some teachers scored 17 per cent in a math test based on
the syllabus they teach. For the massive outlay of public resources, 6.7 per
cent of GNP, our education accomplishes too little for our children and
society.
A
survey of primary schools pupils revealed that two out of three pupils in
standard three failed a standard two, literacy and numeracy test. Among
standard three pupils, only 28 per cent from the poorest households had
achieved expected numeracy and literacy, compared to 48 per cent in the richest
households
Hence,
education is exacerbating rather than ameliorating social inequality in Kenya.
Moreover, transition rates are depressing. In 2012, the gross enrollment ratio
in secondary school was 48 per cent, woefully low compared to 115 per cent in
primary school.
.
Policy Issues
Summarily,
education and training can therefore reduce social and economic disparities.
Today, Kenya is characterized by large inequalities with respect to income
distribution and this has constrained economic growth. Investment in education
and training will be an important strategy to address such differences, which
in turn, result in faster economic growth. The involvement in education and
training is justified on the basis that human capital investments have large
social returns. For the above reasons, the Kenyan Government has, over the years,
demonstrated its commitment to the development of education and training
through sustained allocation of resources to the sector. However, despite the
substantial allocation of resources and notable achievements attained, the
sector still faces major challenges related to access, equity, quality, relevance, efficiency in the management of
educational resources, cost and financing of education, gender and regional disparities,
and teacher quality and teacher utilization.
What it Will Take?
EDUCATIONAL LEADERSHIP
Educational
leadership enhances learners’ outcomes through creation of an environment where
learning permeates the organizational culture. This means that an educational
leader is able to promote a shared vision, mobilize people, lead curriculum and
pedagogical practice, administrate effectively, and reflect critically on all
practice
Our
mission is to revolutionize educational reform, by committing dedicated young
graduates to a two-year teaching strategy so as to ensure that all children
have an opportunity to receive excellent education. Possible?? I believe it is, if we all decide to become
our children’s advocates.
BUILDING THE MOVEMENT
Filling high-need classrooms
with passionate, high-achieving individuals who will do whatever it takes to
help their students succeed is a critical piece of our approach—but it’s not
enough to reach educational equity. Success relies on the work the ‘Teach for Kenya’
members do as alumni after their two-year commitment, from within the field of
education and other sectors, to continue to expand opportunities for all
students.
They say to learn is to teach,
and by teaching we become part of something bigger than our own selves.