KENYA

National consultation in preparation

for the Sub-Saharan Africa Regional Conference

on the Post-2015 Education Agenda

REPORT

December 16, 2014

16 December 2014 Page 2

I. Introduction

Kenya is located in Eastern Africa and borders Somalia, Ethiopia, South Sudan, Uganda and

Tanzania. The most recent census conducted in 2009 puts the country’s population at 38.6

million1people. Primary school-aged children comprise 16.3 percent of this population.

Although lower than the Sub-Saharan Africa average of 17.6 percent, it nevertheless

underlines the demographic constraint this population exerts on the education system.

According to a “rebased” GDP computation in 2013, Kenya was ranked as a middle income

country. Its Gross national income (GNI) per capita, $1,160, has surpassed the World Bank

threshold of $1,036. Since 2000, the country has managed to sustain good levels of

investment in Education. Public spending on education as a percentage of government

expenditure was 25.8 per cent in2000 and 17.21percentin 2013, which was less what the

County Governments were allocated for Education. This was against an international

benchmark of 20 percent. The percentage share of the education budget to GDP rose from

5.2 percent in 2000 to 6.7 percent in 2010 against an international benchmark of 6 percent.

The structure of education in Kenya is 8-4-4 where, primary school education takes eight

years, secondary education four years and university education four years as well. This

structure also encompasses Early Childhood Care and Development (ECCD) which takes

three years, and two years at pre- primary schools. There are also post primary youth

polytechnics, post-secondary tertiary education, adult and continuing education. Following

the promulgation of a new constitution in 2010 and the subsequent alignment of the

education sector to the new Constitutional dispensation, the national government is

responsible for education policy, standards, curricula, examinations and the granting of

university charters while county governments are responsible for pre-primary education,

village polytechnics, home craft centers and childcare facilities.

II. Proposed targets on the post-2015 education agenda in the perspective of national challenges and priorities in education: views and opinion of national stakeholders

ECCD

Proposed Post 2015 Target: Increased enrolment of boys and girls in ECCD in all Counties by 2030

Enrolment in ECCD has steadily grown, rising from 1,255,194 pupils in 2000 to 2,465,605

pupils in 2013. The Gross Enrolment Rate (GER) and The Net Enrolment Rate (NER) increased

from 44.9 and 31.0 percent in 2000 to 69.0 and 31.0 percent in 2013, respectively. These

GER and NER trends however suggest that participation in ECCD is still lower than expected.

1 Republic of Kenya, 2010

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It is anticipated that with the devolution of pre-primary education function to the county

governments, the enrolment rates will rise.

During the national consultations on the post 2015 education agenda, stakeholders

identified disparities in the levels of school readiness of pre-school children among and

between counties, regions and social economic status as a major challenge in ECCD

provision. School readiness is understood in the Kenyan context as the acquisition by pre-

school children of appropriate knowledge, skills, attitudes and abilities to assist them

seamlessly transit and cope with the primary school curriculum and other learning demands.

Other challenges include inequity in access to ECCD, poor and inadequate infrastructure,

teaching and learning resources, academically oriented ECCD and inadequate community

participation.

Basic Education

Proposed Targets:

1) Increased access to quality education by all boys and girls by 2030

2) Attainment of desired levels of literacy and numeracy by all boys and girls expected of

their age and level of education.

GER in primary education increased from 99.6% in 2000 to 119.6 % in 2013. The NER has

been rising steadily since 2000 reaching 95.9 % in 2013 having surpassed the Vision 2030

Medium Term Plan I (MTP I) target of 90% by 2010. In 2000, the primary completion rate

averaged 57.7 % (60.2 for boys and 55.3 for girls). In 2013, it has increased to 81.8 % (80.3

boys and 78.8 girls). The transition rate for both boys and girls from Primary to Secondary

school increased from 46.5 (47.6 boys, 45.4 girls) in 2000 to 76.6 (74.6 boys, 78.6 girls) in

2012.

GER in secondary education rose from 25.2 percent in 2000 to 56.2 percent in 2013. The

NER increased from 14.0 percent in 2000to 39.5percent in 2013. These trends in GER and

NER reveal that access and retention in secondary education remains a challenge despite

initiatives by government and development partners such as Free Day Secondary Education

(CDF), Constituency Development Funds (CDF), Bursaries, teacher employment and

deployment.

Tertiary Education and Higher Education

Proposed targets:

1) Increased enrolment by males and females in TVET,

2) Increased enrolment of female students in Science, Technology and Mathematics in

TVET programmes at tertiary level,

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3) Improved infrastructure in TVET

Promoting youth employment has become an increasingly important policy issue in Kenya.

Subsequently government has made efforts to reform and expand post-basic and tertiary

education. This is reflected in the enrolment trends in post basic and tertiary education

where the GER for TVET institutions, teacher training institutions and universities increased

from 2.5% in 2000 to 4.7% in 2010. Skills development programs to help address issues of

youth poverty, unemployment and inequality have been introduced with the aim of

providing relevant skills for employment creation.

Youth and Adult Literacy

Proposed Targets:

1). All youths and adults reach a proficiency level in literacy and numeracy

2) Youths and adults have knowledge & skills for decent work and life

3). Youths and adult learners to be taught by qualified, professionally-trained instructors

4). All countries to allocate 3% of education budget to youth and adult literacy

In Kenya, literacy and continuing education takes at least four forms; 1) Extension education

and training in areas such as agriculture, cooperative, health, nutrition, family life, business,

environmental education and general education; 2) Continuing education for adults wishing

to further qualifications; 3) Adult literacy; 4) Basic education for out-of-school youth. The

number of learners enrolled in ACE programmes more than tripled from 93,903 in 2000 to

292,273 in 2013. However progress towards 2015 target of halving illiteracy has been slow

and uneven. This is because minority language groups and indigenous people often register

low levels of literacy.

III. Operationalization of the education agenda at national level

The proposed priorities from the national consultations on the post 2015 agenda for Kenya are consistent with the priorities set out in the National Education Sector Plan (NESP, 2013/2014 – 2017/2018) and the second Vision 2030 Mid-Term Plan II. The operational plan of NESP outlines six priority areas that reflect key goals, objectives and priorities in Kenya’s national education agenda for the period 2014 – 2018 and beyond. These are1) Governance structures and processes; 2) Access to free and compulsory basic education; 3) Education quality; 4) Equity and Inclusion; 5) Relevance and 6) Social competencies and values.

ECCD

Since County governments are responsible for pre-primary education (as well as village polytechnics, home craft centers and childcare facilities), sound governance structures and processes will be operationalized through the development of a National Education Sector

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Governance Framework for a harmonized national governance policy framework spanning central, county and institutional levels. Review of the ECCD policy will be undertaken to identify implementation gaps and to provide guidelines for sharing responsibility and mainstreaming ECCD into basic education. A robust registration of ECCD providers will be established.

Basic Education

To improve access to free and compulsory basic education, the operational plan sets out strategies to expand the Free Primary Education (FPE) and Free Day Secondary Education (FDSE) policy to cover Early Childhood, Adult and Continuing Education (ACE) and Alternative Provision of Basic Education and Training (APBET), expansion and rehabilitation of Basic Education infrastructure, efficient and effective targeting of Bursaries, Grants and Scholarships and developing a comprehensive national programme framework for Special Needs Education, creation of alternative education pathways for APBET and ACE and the development of a policy and operational framework for Education in Emergencies.

For improved education quality in basic education, an Education Standards and Quality Assurance Council (ESQAC) has been established to complement the school-based Performance Self–Evaluation (PSE). The operational plan enhances Early Grade Reading and Mathematics Quality Improvement initiatives to ensure that all pupils can read and do mathematics by the end of Grade 2. It also plans to enhance teacher management through an improved teacher registration system for more efficient deployment and tracking of the teaching workforce and establishment of personal and professional standards of quality of teachers. A National Teaching Standards Framework (NTSF) will be developed and operationalized as the basis for a comprehensive performance management set of instruments as well as a National Teacher Development Policy to provide a framework for a coordinated and relevant approach to teacher development.

Equality and inclusion in Basic education is being addressed through the review of the Gender in Education Policy 2007, introduction of a voucher system as an equity instrument for the most vulnerable children and the establishment and operationalization of the National Council for Nomadic Education in Kenya (NACONEK) to expand educational opportunities in arid and semi-arid lands.

Tertiary Education and Higher Education

In order to transform TVET in Kenya, the operational plan of NESP Vol III has strategies to re-align TVET programmes to national goals and market needs, expand available TVET opportunities and make them more accessible to those who need them; Devolve TVET to counties to ensure equal opportunities to all, employ affirmative action to ensure equity in respect to gender, vulnerable groups and persons with special needs; entrench competency based TVET; strengthen governance and management of the TVET sector and institutions; re-brand TVET in order to enhance positive perception and develop and implement a mechanism for sustainable financing of TVET.

Youth and Adult Literacy

The operational plan spells out strategies to develop an alternative education pathway specifically to improve literacy levels for out of school youth and adults. This will provide an

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operational framework to support the Basic Adult Literacy Programme (BALP), the Post Literacy Programme (PLP) and community education initiatives. The programmes are offered in a range of settings and the framework is expected to assist the development of a consistent and quality approach to lifting literacy levels in the community.

a. Suggested national benchmarks per target

Early Childhood Care and Education (ECCE)

By 2020, 70% enrolment of boys and girls in ECCE in all counties

By 2030, 100 % enrolment in ECCE of boys and girls in all counties

By 2020, 80 % male and female have trained teachers in ECCE in all counties

Target 1 Muscat: By 2030, at least 100 % of girls and boys are ready for primary school through participation and at least 1 year of pre-primary

Basic Education • By 2030 there should be a comprehensive reforms of teacher training programs to enable

adequate service delivery

• By 2030 transition at all levels to be at 100% by expanding the existing all educational

facilities

• By 2030 gender parity at county levels in both access and completion attained • 100% of standard five learners have acquired foundational literacy and numeracy

Youth and Adult Literacy

I) Muscat Agreement By 2030:

All youths and 95% of adults reach a proficiency level in literacy and numeracy (target 3)

95% of youths and 80% adults have knowledge & skills for decent work and life (target 4)

Youths and adult learners to be taught by qualified, professionally-trained instructors (target 6)

All countries to allocate 3% of education budget to youth and adult literacy (target 7) II) Open Working Group on Sustainable Goals

Goal 4.4 increase by at least 50% the number of youths and adults who have relevant skills.

Goal 4.6 by 2030 ensure that all youths and at least 95% adults have attained literacy and numeracy

Tertiary and Higher Education

Allocate at least 20 % of Education budget to TVET

Realize gross enrollment of at least 20% in TVET

By 2030 at least 20% and 15% of adults have knowledge and skills for decent work

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b. Suggestions of implementation requirements to facilitate implementation of the future education agenda at national level (in terms of policy and planning, governance, coordination and partnerships, financing, and monitoring and accountability)

Policy and Planning

Stakeholders felt that the development of a National Curriculum Policy Framework is required to facilitate curriculum reform at all levels. The necessary components for this NCPF would include: competency based principles, creativity oriented learning, 21st Century pedagogy, human rights and global citizenship and best practices in language of instruction. It will promote high academic achievement as well as development of social competencies. The consultations also proposed the review of the ECCD policy, harmonization of the ACE and the APBET policies, review of the national plans and strategies in line with the post 2015 targets, revision of the chapter on education in vision 2030 and the reform of all policies in line with the post 2015 education agenda.

Governance, coordination and partnership

The consultation felt that a National Education Sector Governance Framework was required to facilitate strong coordination at county and national level as well as enhancement of governance and accountability. It was proposed that robust mapping and registration of providers in ECCD and youth skills development would improve partnership, reduce duplication and enhance accountability. It was deemed important to coordinate all donor investment in line with the priorities of the Sector Plan.

Financing

Stakeholders strongly felt that it was important to sustain investment in education at the rate of 6-7 percent of the GDP and at least 20% of government expenditure. The stakeholders expressed the importance of reviewing the process of capitalization in schools, provision of differentiated funding to education programs, rationalization of the establishment of university courses vis a vis diploma colleges. Review the funding of TVET and middle level colleges.

Monitoring and Accountability

The stakeholders suggested the strengthening of the capacity of officers in monitoring and evaluation to enhance accountability and establishment of Monitoring and Evaluation infrastructure from the sub county to the national level. Stakeholders also felt that the development of an integrated national education sector information and administration policy and the strengthening of the sectors information system (NEMIS) for data and information management system was essential.

IV. Conclusions and recommendations In conclusion, the National Stakeholders Consultative forum, after considering the progress made so far in the achievement of the EFA goals and the challenges encountered since 2000,

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noted that despite the remarkable progress made, EFA is still an unfinished business. There was need therefore to have the Post- 2015 Education agenda focus on evidence based planning, well defined implementation and resource allocation procedures for it to yield better results. The Consultative forum agreed on the following key recommendations:

1. Review of the existing ECCD policy and developing guidelines to aid County Governments to effectively manage ECCD;

2. Early stimulation and good nutrition in early childhood care and education;

3. Strengthening of intra and inter -Sectoral coordination;

4. The standardization and professionalization of pre- school teacher training;

5. increased focus on out of the school children, marginalized, poor urban and most

vulnerable;

6. Strengthening governance and accountability mechanisms at the school level;

7. Reviewing and developing a competency based curriculum;

8. Progressively enforcing the constitutional right for free and compulsory education;

9. Establishing an equity based funding model;

10. Enhanced focus on learning outcomes to improve education quality;

11. Implementation of Competency- based Modular Curriculum framework;

12. Enhanced linkages between industry and training institutions;

13. Make Adult and Continuing Education demand- driven as opposed to supply-driven;

14. Undertake regular Literacy Surveys/ assessments to determine the literacy levels;

15. Conduct research to fill data gaps for example on education among children in

disadvantaged and marginalized groups; and

16. Post- 2015 GPI analysis should move away from the National average and focus more

on regional and county analysis.

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Annexes

National Stakeholders Consultations on the Post-2015 Education Agenda

Date: 16th December, 2014

Venue: Hilton Hotel, Nairobi

Provisional Programme

8.30 -9.00am Registration

9.00-10.00am Opening Session

Welcome and introductions by Education Secretary

Director, UNESCO Regional Office for Eastern Africa

Secretary General, KNATCOM

Official Opening by Principal Secretary- State Department of

Education

10.00-10.15am Break

10.15 – 10.45am Presentations :Highlights of the Kenya National Education For All

Review (2011-2014)

Global consultations on Sustainable Development Goals, post-

2015 education agenda and proposed targets, and education

agenda at National level

10.45 – 11.45am Panel discussion

11.45 – 1.00pm Plenary

1.00 pm Lunch Break

2.00 – 3.00pm Small Group discussions per EFA Goal

3.00 – 4.00 pm Group feedback

4.00 – 5.00pm Synthesis of national targets, recommendations to the global agenda

5.00pm Closing

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List of participants

Name Institution and Organization

1. H.E. Amb. Prof

George Godia

UNESCO Permanent Delegation Paris

2. Stephen Kimotho Kenya Union Post Primary Teachers (KUPPET)

3. Pamela Obuya Kenya National Commission for UNESCO

4. Hesbon Otieno Kenya National Union of Teachers (KNUT)

5. Ndepesa Mwangi Ministry of Education, Science and Technology (MoEST)

6. Martina Muoki Ministry of Education, Science and Technology (MoEST)

7. Johnson Nanjakululu Ministry of Education, Science and Technology (MoEST)

8. Kevin Mwiti Teacher’s Service Commission (TSC)

9. Francis Njau RTI

10. Tabitha Kamau Kenya National Commission for UNESCO

11. Catherine Asego Elimu Yetu Coalition (EYC)

12. Colleta M. Musau Kenya National Association of Parents (KNAP) – Makueni County

13. Sellyn Abeno (KNAP)

14. Rose Wariara KNAP

15. Pius M Lisutsa KNAP

16. Esther W. Maina KNAP

17. Mariana Mogaka KNAP

18. Isaac Biketi KNAP

19. Dr Eva Njoka Kenya National Commission for UNESCO

20. James Kaburi Ministry of Education, Science and Technology (MoEST) –

Directorate of Higher Education

21. Jane Theuri Ministry of Education, Science and Technology (MoEST) –

Directorate of Directorate for Policy and Partnerships

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22. John Awiti Kenya Secondary Schools Heads Association (KESSHA)

23. Jane Kanina Ministry of Education, Science and Technology (MoEST) -

Directorate for Higher Education

24. Eunice Kimani Ministry of Education, Science and Technology (MoEST)

25. Phoebe Obudho Kenya National Commission for UNESCO (KNATCOM)

26. Jane Njagi Ministry of Education, Science and Technology (MoEST)

27. Martha Ekirapa Ministry of Education, Science and Technology (MoEST)

28. Solomon Kamau Kenya Adult Learners Association (KALA)

29. Warue Kariuki UNESCO Consultant

30. Vick Ikobwa UNESCO

31. Rita Wahome Teacher’s Service Commission - Nyandarua

32. Mary Sichangi Centre for Mathematics, Science and Technology Teachers in

Eastern Africa (CEMASTEA)

33. Peter Maiyo KNAP

34. Rev. Emmanuel

Nyongesa

KNAP – Bungoma County

35. Rev Francis Mwaniki KNAP

36. Ronald Kilonzo KNAP – Makueni County

37. Richard Juma

Wanjala

KNAP - Bumula

38. Simon Rure KNAP – Mt. Elgon

39. Oliver O. Odongo KNAP

40. Christopher Tenge KNAP – Bungoma County

41. Moses Chesang KNAP – Baringo County

42. Charles Dola KNAP

43. John Chirchir KNAP

44. Riziki Muramba KNAP – Mombasa County

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45. Charles Gitau

Mwaniki

MoEST - DPP

46. Onsemus Kiminza MoEST - DPP

47. Ann Nkwama TSC

48. Evelyn Anupi MoEST

49. Robert Olodo MoEST -

50. Dr. Dinah Mwinzi MoEST

51. Kinara I.N MoEST

52. Audi Oluoch MoEST

53. John Mugo Uwezo

54. Mukhta A. Ogle Kenya National Examination Council – National Assessment

Centre

55. Dr. Jane Gatwa MoEST

56. Rose Nyanga MoEST