education reforms report 2023 kenya pdf

Kenya Economic Update: Lessons from Kenya’s Education Reforms

The Nairobi Central Business District. 

Photo: Sarah Farhat/World Bank

STORY HIGHLIGHTS

• The latest World Bank economic analysis for the country highlights the success of education reforms, and recommendations for continued improvement
• Kenya provides education services for over 16 million children and youth, with almost 500,000 teachers distributed in close to 90,000 schools
• The education system is also expanding to accommodate more students, especially in pre-school and post-primary education

NAIROBI, June 7, 2021— Kenya’s education sector has improved quickly, despite disruption by COVID-19 (coronavirus). Before the pandemic, the government embarked on ambitious reforms which sought to improve the quality of education through several approaches; a competency-based curriculum (CBC), reforming professional teacher development, textbook policy, and management practices at the local level.

These reforms have made Kenya a top education performer in Eastern and Southern Africa, according to the Kenya Economic Update, Edition 25: Aiming High, Securing Education to Sustain Recovery . The report outlines the key messages from the new World Bank Public Expenditure Review (PER) in basic education and highlights Kenya’s impressive achievements, challenges, and the way forward.  

The report notes that Kenya’s real gross domestic product (GDP) is projected to grow by 5.5% in 2022 and 5.2% on average in 2023–24, a moderation following a remarkable recovery in 2021 from the worst economic effects of the pandemic. Education will need additional resources from this economic growth even while the country continues to recover from COVID-19, reduce inequities and expand the system and implement ambitious in a context of fiscal consolidation.  

“Learning remains one of the most critical assets for any country to promote equitable growth and poverty reduction, and that cannot happen without a solid foundation,” said Pedro Cerdan-Infantes, World Bank Senior Economist. “While the Education sector faces treacherous sources of inequality including uneven quality and results, Kenya has embarked on ambitious reforms to address the quality issues rather than considering the job done by virtue of near-universal access and coverage.”

Top education performer in Eastern and Southern Africa

Primary education is reaching universal levels while secondary school enrolment increased by over 50% in the seven years before the pandemic. These achievements have resulted directly from increased spending and enrolment at all levels, as well as consistent improvements in learning outcomes before the pandemic.

Performance also improved in numeracy (mathematics) and languages (English and Kiswahili). For example, performance in Class Three mathematics, English and Kiswahili improved in 2016 and 2018. Minimum requirement satisfaction increased by 6% in numeracy,16% in English, and 6% in Kiswahili. Regionally, Kenya is outstanding in reading, the report notes. Numeracy dropped in 2018 against neighboring countries, however, early grade mathematics assessments between 2015 and 2021 improved from 71% in 2016, to 80% in 2021 in secondary schools. Final secondary examinations (KCSE) performance improved from 11% in 2017 to 18% in 2021.

According to the report, these improvements resulted from sustained high spending on education. Expenditure has reached international benchmarks, both as a share of total government expenditure (TGE) and as a share of gross domestic product (GDP). TGE as a share of GDP reached 5.3% in 2018, higher than the average for other lower middle-income and upper middle-income countries, except for South Africa. The share of the government budget on education also increased, reaching 19% in 2020. Education spending per capita is also relatively high compared to countries in the region, which the report highlights is a key factor in quality education.

Despite these gains, challenges abound. Kenya has huge regional inequalities in all education outcomes. While most counties exceed 12 expected years of school, very low outcomes are concentrated in a few counties in the north and northeast of the country, in arid and semi-arid areas with EYS as low as 6.5 years. Only Nairobi County is near completing 12 years of Learning Adjusted Years of School (LAYS).

Education outcomes are much lower in rural areas and for lower income populations. Net enrollement rates (NER) are significantly higher in pre-primary, primary and secondary education, for children from households in the top 20% of income distribution, when compared to the bottom 20%.

Compounded by the pandemic, these challenges have led to learning losses and deepened inequalities in education. Around 17 million students and more than 320,000 teachers were affected by the closure of 30,000 primary and secondary schools in 2020. Schools gradually reopened from October 2020 to January 2021. Efforts to provide remote learning revealed a significant digital divide, with over 50% of the students being left out, mainly due to lack of appropriate electronic devices, access to electricity and internet connectivity.

The report proposes several policy recommendations centred on adequacy, equity and efficiency in resource use as the school system prepares to expand to accommodate more students, especially in pre-k and post-primary education. Continued and accelerated improvements in the sector will depend on:

• Adequate resources to achieve sector objectives and implement ambitious reforms by protecting spending in the short-term
• Prioritizing actions and mobilizing additional resources in the medium term
• Allocating resources more equitably, particularly development spending, teachers and school capitation grants
• Using resources efficiently by exploiting data more effectively in management, particularly at the local level, as well as improving coordination and reducing fragmentated management of the sector

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Kenya’s school reform is entering a new phase in 2023 – but the country isn’t ready

Lecturer of Education Management and Policy, Kenyatta University

Disclosure statement

Janerose Mutegi Kibaara does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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The start of the 2023 school year in Kenya marked an important occasion: the first cohort of pupils to adopt a new curriculum in 2017 entered junior secondary school .

The competence-based curriculum , as it is known, was launched in 2017 to replace the 8-4-4 system that had been in place for 32 years. The older system was criticised for its emphasis on teachers instructing students and on examinations. An evaluation in 1998, 13 years after it was introduced, detailed numerous shortcomings. These include subjecting students to a heavy workload .

The new curriculum aims at learners constructing their own knowledge and skills through exposure to challenging situations and experience. It is learner-centred and adaptive to the changing needs of students by encouraging innovativeness and creativity. Learners explore and find solutions in classrooms that are connected to real-life situations.

Since 2017, the new curriculum has been introduced in phases. Children who entered grade 1 at all public schools and all but a handful of private schools that year have been taught the new curriculum since day one. Six years on, approximately 1.2 million of those pupils, aged around 12, are entering grade 7. This grade, along with grade 8 next year, will be known as junior secondary school – a stage which hasn’t previously existed in Kenya. This stage will be housed in primary rather than in secondary schools.

But that is about all Kenyans know for sure about junior secondary school. Schools are poorly prepared to host and instruct junior secondary classes. Classrooms are incomplete, laboratories are lacking and learning materials have yet to be delivered to schools.

On top of this, the presidential Working Party on Education set up in September 2022 to assess hurdles to implementation and other practical questions has yet to publish its recommendations on implementation. The practical issues include a widespread perception that the new system is a financial burden for poor parents .

The government’s immediate task is therefore two-fold. First, it must try to ensure that the quality of education does not suffer. Second, it must provide education without discriminating against any learner based on their social or economic background. This would allay fears that the new system favours the rich.

Read more: 6 priorities to get Kenya's curriculum back on track – or risk excluding many children from education

The main challenges

There are three major hurdles to successfully implementing the new curriculum.

The first relates to preparedness of teachers and teaching material. Facilities like laboratories and workshops that are a key requirement for successful implementation of the curriculum are yet to be built, and the teaching materials are not ready for grade 7 learners.

Three years ago, Kenya’s main teachers’ union reported that an internal survey found that few primary school teachers across all 47 counties had been trained to roll the curriculum out. The union said training was truncated from the stipulated five days to just two or three days per school term. Teachers, by their own admission, lack the knowledge and skills they need to follow the curriculum.

This problem is compounded by chronic under-staffing in most schools across Kenya. The teacher deficit stands at over 90,000. This is mainly due to a freeze in employment imposed in 1997 owing to budgetary constraints. Until the 2022 order to hire 30,000 new teachers , only enough were employed to replace those retiring or leaving the profession through natural attrition. The new hires, though welcome, are a drop in the ocean.

The second hurdle is physical facilities: there simply isn’t enough room for the new pupils. The lack of infrastructure is a challenge which the government hasn’t met over the years. Some learners continue to attend lessons under trees.

Finally, the curriculum has been labelled as very expensive especially for parents in rural areas and those with low incomes. This is because parents are frequently called upon to buy materials for practical classwork. The assumption that all parents can afford smartphones and have access to a computer or printing services for some assignments has also not gone down well.

This would appear to advantage some students at the expense of others and add to existing disparities. This raises concern because education is a basic human right.

Way forward

One of the biggest challenges in Kenya is implementation of policies. This was also evidenced in the early years of the education system that is now being phased out. This is partly due to the failure to involve all stakeholders in education and the private sector to enhance partnerships and collaboration. Working together could promote innovation and research to make the education system relevant and practical.

Faced with the current challenges, the government can borrow a leaf from UNESCO’s guidelines on quality education for all. The recommendation calls for partnerships of all actors to learn, compile and evaluate good practices, provide resources enabling practitioners to exchange experiences, and pilot and scale up good ideas.

The government needs to ensure quality education without discriminating against any learner based on their social or economic background.

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Information For Development

Education Reforms Underway as Ministry Finalizes Draft Policy

The Ministry of Education has completed the development of draft policy and legislative proposals for the implementation of the Presidential Working Party on Education Reforms (PWPER) report and recommendations.

Consequently, Education Cabinet Secretary Ezekiel Machogu has invited stakeholders and the public to submit written memoranda on policy and legislative proposals for sustainable development in education, training, and research.

“Pursuant to Article 10 and 232 of the Constitution on public participation, stakeholders and members of the public were encouraged to participate in the submission of any input they might have on the policy documents by March 15th, 2024,” he stated.

In August 2023, the PWPER report was launched by President Dr. William Samoei Ruto. Chaired by Prof. Raphael M. Munavu, the Working Party examined the challenges affecting the education sector in Kenya and addressed among others access, relevance, equity and quality, governance and financing of education as well as experience in the implementation of Competency Based Education (CBE).

The 2024 Sessional Paper on a Policy Framework for Educational Reforms in Kenya repeals colonial education policies that provided inferior education and prepared natives for non-skilled labor and menial work.

This was meant to prepare them to serve at the bottom of society deepening racism, inequalities, imbalances in access, and discrimination against the natives.

Furthermore, Education, training, and research reforms present a diversity of cultures and traditions in knowledge and to champion Afrocentrism in the curriculum.

The policy provides holistic quality and inclusive education and training for transformation to a knowledge economy, supporting social cohesion, innovation, and sustainable development, and promotes and coordinates innovative, competence-based equitable learner-centered education, training, and research.

The national goals of education, training, and research aim at nationalism, and patriotism, promote national unity and accelerate socio-economic development through innovation and skills. Thus, through education, training, and research, learners will be empowered to promote individual development and self-fulfilment, sound moral values, social equality and responsibility.

In conclusion, Kenya’s rich and diverse cultures will develop as a result of the culmination of the national education goals, which translate to international consciousness which fosters positive attitudes towards other nations, good health, and environmental protection.

By Joseph Kamolo Mutua

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Final Recommendations of the CBC Education Reforms Task Force: Official Summary

The Presidential Working Committee on Education Reforms in Kenya has submitted the final findings and recommendations. Read a summary of all the recommendations below;

Helb to be replaced by the Tertiary Education Placement and Funding Board: Final CBC…

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14 radical proposals from Ruto's education reforms & how they affect students

Among the proposals are reduction in subjects & mandatory community service for students before employment

President William Ruto was presented with a comprehensive set of education reform recommendations aimed at revamping Kenya's education system and making it more accessible, inclusive, and aligned with the evolving needs of students and the job market.

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The recommendations were handed over to President Ruto during a high-level meeting at State House with the Presidential Working Party on Education Reforms .

President William Ruto has said the country’s education system will undergo immediate changes.

The proposals cover a wide range of crucial aspects, and if implemented, they have the potential to significantly transform the current educational landscape in the country.

14 key proposals Ruto received from Presidential Working Party on Education Reforms

• Kenya Institute of Curriculum Development (KICD) to reduce learning subjects: Lower primary from 9 to 7, upper primary from 12 to 8, junior school from 14 to 9, pre-primary to have 5, and senior school to have 7.
• School capitation to be increased as follows: Introduce Capitation of Sh 1,170 for pre-primary; double capitation to Sh 2,238 for primary level; Sh 15,043 for junior school; Sh 22,527 for senior school (day); Sh 19,800 for special needs institutions (SNE) (day) and Sh 38,280 for SNE (boarding). The capitation and grants to be reviewed every three years.
• Implement a minimum essential package to cushion schools with enrolment below the optimum level. The recommended amounts are Sh 70,200 for pre- primary; Sh 537,120 for primary level; Sh 2,030,805 for junior school; Sh 3,041,145 for senior school; and Sh 1,890,000 for special needs education.
• Ministry of Education to adopt a Comprehensive School System (PP1 — Grade 9) comprising pre-primary, primary school, and junior school managed as one institution . Drop the term "secondary" from junior secondary and senior secondary school.
• Coordinate bursaries and scholarships under the Kenya Basic Education Bursaries and Scholarship Council.
• Introduce a mandatory three (3) months community service program for senior school graduates before joining tertiary institutions.
• Implement nine (9) months of mandatory community service after completing tertiary education. Issue a certificate of compliance as proof before entering the workforce.
• Discontinue the current categorization of public secondary schools (National, Extra-county, County, Sub-county), and adopt a categorization based on career pathways for senior schools.
• Implement a one-year mandatory retooling program for pre-service training graduates to be CBC-compliant, and a one-year internship before registration as teachers.
• Adopt a sustainable financing model for university education that combines grants/scholarship, loans and household contributions for differentiated categories of students as vulnerable, extremely needy, needy and less needy in order to address equitable access and inclusion in education.
• Enact the proposed Tertiary Education Placement and Funding Bill to amalgamate HELB, UFB, and TVET Fund for higher education funding efficiency.
• Institutionalize linkages of TVETs with industries and government projects; and develop pathways for continuity between TVET and Universities and vice versa.
• Develop guidelines for accelerated education programs for marginalized groups, learners with special needs, and adult and continuing education to enhance equitable access.
• Develop internal capacity of KNEC to print national assessments.
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Request for proposals for consultancy for the development of the social and behaviour change communication (sbcc) strategy.

• Young Women's Christian Association of Kenya

The Young Women’s Christian Association (YWCA) of Kenya is a volunteer membership organization that exists to develop the leadership and collective power of women and girls to achieve social and economic empowerment, human rights, health, security, dignity, freedom, justice, peace and sustainable environment for all humanity. YWCA Kenya plays an important role in being the voice for the marginalized groups, and is progressive in addressing challenging issues affecting women and girls such as gender-based violence (GBV), economic empowerment barriers, sexual and reproductive health rights (SRHR) restrictions, prevalence of teenage pregnancies and child marriage, and pervasive gender inequality by advocating for women's participation in decision-making processes and addressing systemic inequalities. Through its programs and advocacy efforts, YWCA strives to empower women and girls in Kenya to overcome these challenges and achieve social, economic, and political equality.

YWCA Kenya together with consortium partners; Centre for Rights Education and Awareness (CREAW) and Life-skills Promoters (LISP) are implementing the “USAID Elevate Voice Yake” intervention on SGBV and women rights. The overall objective is to amplify the voices and aspirations of adolescent girls and women to better exercise their right to dignified and meaningful life protected from SGBV through integrated action by communities, government, private sector and civil society initiatives across 3 counties of Kiambu, Kwale and Meru, by 2027.

The intervention has the following four outcomes: 1. Enhanced community actions that promote positive norms, values, attitudes and practices that prevent and respond to sexual and gender-based violence across 3 counties by 2027. 2. Strengthened voice, power and agency of women and adolescent girls across 3 counties to prevent, detect and respond to violence through mentorship, coaching and Life skills promotion across 3 counties by 2027. 3. Strengthened accountability systems and structures for the implementation of SGBV laws, and policies that protect women and adolescent girls across 3 counties by 2027. 4. Strengthened government, civil society, private sector structures across 3 counties that protect women and adolescent girls against exploitation and abuse by 2027.

PURPOSE OF CONSULTANCY To develop a gender transformative Social and Behavior Change Communication (SBCC) strategy to be used by community; adolescent girls, young women, men, religious leaders, health workers, teachers and relevant government departments towards prevention and response to ending SGBV. The SBCC strategy will serve as the guiding document which defines the behavior change objectives, the barriers, the proposed strategies and specific interventions the project should undertake to achieve the change at individual, community and institutional level.

OVERALL OBJECTIVE The overall objective of the assignment is to develop an SBCC strategy that will be used for advocacy by adolescents girls, young women and male champions in the dissemination of messages that will influence positive masculinities and community actions towards upholding positive norms, values, attitudes and practices that prevent and respond to Sexual and Gender Based Violence ( SGBV).

SPECIFIC OBJECTIVES 1. Develop a detailed SBCC plan. 2. Develop unique and targeted media messages tailored for online and offline campaigns at the individual, community, and institutional levels. These messages aim to promote transformation towards gender social norms, policy reforms, and improvements in legal frameworks. 3. Develop a comprehensive SBCC toolkit with educational and outreach materials such as testimonials.

SCOPE OF WORK Under the supervision of the Deputy Chief of Party, the consultant will: 1. Conduct needs assessment ( to be done during the Co-creation forum) on existing social norms/ messages, gaps and best practices on SGBV in Kwale, Meru and Kiambu counties 2. Develop of culturally sensitive User-friendly campaign materials ( including digital assests) to foster social behavior change. 3. Work with the M&E team to put in place effective monitoring and evaluation framewrok to evaluate the effectiveness of SBCC strategies in behavior change. 4. Develop a community training manual on SBCC toolkit 5. Conduct a Pre-test of the developed SBCC strategy

DELIVERABLES The following outputs are expected: • Co- creation forum report on development of SBCC stragey and key messages for each of the project stakeholders including (but not limited to) adolescent girls, young women, male partners of AGYW, caregivers of AGYW, women powerholders, local traditional and religious leaders, community- and facility-based health providers, local policy makers • Draft SBCC strategy • Final SBCC strategy booklet ( user friendly) • Train project staff/partners on the SBCC strategy.

REQUIREMENTS • Individual or consulting firm. • University degree (Master’s or higher) or an equivalent qualification with experience in social behavioral sciences and related activities. • Familiarity with best practices in social and behavior change communications. • Provide three (3) references of similar work done • Provide a technical and financial proposal • Advanced knowledge and experience in social and behavioral change programming, with a focus on gender, women's rights, and SGBV; Proficiency in both written and spoken Kiswahili would be an added advantage.

TECHNICAL PROPOSAL FORMAT • To be submitted PDF or MS Word • The proposal should be submitted in the following format:

Section Cover Page - 1 page Table of content - 1 page Introduction/ background of firm/lead consultant - 2 pages Understanding the TOR - 2 pages Methodology/ proposed approach/ Data collection - 3 pages Workplan - 1 page

How to apply

Interested applicants to send the proposal for undertaking the assignment to [email protected] by COB 25th April, 2024.

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