The changing phase of examination and assessment in Kenya by The Kenya National Examinations Council

Dr. David Njegere

Session-1-CEO-KNEC-Presentation-for-ICP-World-Convention-13th-August-2024

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SUMMARY

Introduction

  • Speaker Background:
    • Dr. Njugere is the CEO of the Kenyan National Examination Council since July 1, 2021.
    • Holds a PhD in Education, a Master of Philosophy in English, and a Bachelor of Education in English and Literature from Moi University.
    • Has additional qualifications in curriculum design, development, and large-scale assessments from UNESCO and Education Testing Services in New York.
    • Instrumental in Kenya’s shift to a competency-based education system, contributing to various educational task forces.

Purpose of Education

  • Core Elements of a School:
    • Students: A school must have learners, and ensuring their presence is a primary responsibility.
    • Learning: The core purpose of having students in school is for them to learn. Without learning, a school fails to fulfill its role.
    • Assessment: It’s critical to assess whether learning is happening, which validates the school’s effectiveness.
  • Reflection on the Purpose of Education:
    • Question posed by Ralph Taylor in 1949: “What purpose does education seek to serve?”
    • Kenyan historical context: Prior to colonialism, education was informal but inclusive, with no one being labeled as a failure.
    • Contrast with the formal education system that arrived with colonialism, which introduced grading and certificates that could alienate students.

Issues with Traditional Assessment Systems

  • Problems Identified:
    • Selective Success: The traditional system focused on a small percentage (around 20%) of students who achieved high grades, leaving the remaining 80% labeled as failures.
    • High Stakes: Secondary school exams in Kenya have disproportionately high stakes, causing extreme stress and anxiety for students.
    • Labeling Students: The grading system (A-E) can have severe social and psychological impacts, with students labeled as failures based on exam outcomes.
  • Impact on Students:
    • Dr. Njugere shared distressing statistics, such as 48,000 students receiving an E grade, leading to feelings of failure and hopelessness.
    • The system was seen as failing these students rather than the students failing the system.

The Need for Educational Reform

  • Revised Mission and Vision:
    • Mission: Nurture every learner’s potential.
    • Vision: Engage, empower, and ensure that every child is ethical.
  • Competency-Based Education:
    • Education should focus on what students can do rather than what they cannot.
    • The need to shift from summative (end-of-course) assessments to formative (ongoing) assessments, which provide continuous feedback and opportunities for improvement.

Introduction of Formative Assessments

  • New Assessment Approach:
    • Formative assessments are being introduced from as early as grade 3.
    • Aim to provide feedback to students, teachers, and parents throughout the educational journey rather than only at the end.
    • Data-Driven: The new system generates more comprehensive data on each student, allowing for tailored interventions.
  • Reducing High-Stakes Pressure:
    • The new system reduces the high stakes associated with exams by moving away from a culture of ranking and intense competition.
    • Sobriety in Exams: For the first time, police presence was eliminated during primary school assessments to decrease the tension around exams.

Challenges and Change Management

  • Change Management Issues:
    • Resistance to Change: Challenges in changing the mindset of educators, parents, and society towards new assessment methods.
    • Cultural Shifts: Difficulty in moving away from ranking and comparing students, a practice deeply embedded in the educational culture.
  • Guiding Principles for Reform:
    • Opportunity: Every child should have the opportunity to excel in their area of strength without being forced into areas where they may not be naturally inclined.
    • Reassessment of STEM Emphasis: Education should not overemphasize STEM subjects at the expense of other areas where students may excel.
    • Balanced Evaluation: Students should be evaluated not just on weaknesses (e.g., in math or language) but also on their strengths.

Conclusion

  • Call to Action:
    • Dr. Njugere urged educators to work collaboratively to ensure no child feels like a failure when they leave the education system.
    • The new assessment system is designed to highlight every student’s potential and strengths, rather than focusing solely on what they cannot do.
    • The goal is to create an educational environment where all students are engaged, empowered, and ethically grounded.
  • Final Remarks:
    • Dr. Njugere emphasized that the ultimate success of the new system would depend on the commitment of principals, teachers, and the entire educational ecosystem to embrace and implement these changes.

KESSHA Introduction
Ministry of Education on Kenyan Education System

Dr. William Sugut, Director Secondary and Tertiary Education

SUMMARY

Introduction and Background

  • Speaker: William Sugut, head of the Directorate of Education Senior School, Ministry of Education, Kenya.
  • Experience:
    • Former high school teacher, deputy principal, and principal.
    • Worked as a quality assurance standards officer, district education officer, and county director of education.
    • Served as head of secretariat on the CBC Task Force and later as regional director of education for Eastern Kenya.
    • Currently holds a Ph.D. in educational administration.
  • Role: Represented the Principal Secretary of Basic Education and presented on the state of basic education in Kenya.

Education Goals in Kenya

  • Core Goals:
    • Foster nationalism, patriotism, and national unity.
    • Promote socio-economic and technological needs.
    • Provide individual development and self-fulfillment.
    • Instill sound moral and religious values.
    • Promote social equality, responsibility, and respect for indigenous cultures.
    • Develop international consciousness and positive attitudes toward health and environmental protection.

Historical Overview of Kenyan Education Systems

  • Timeline:
    • 1963: Independence led to the Ominde report focusing on realigning education with leadership needs.
    • 1976: Gachathi report redefined vocational policies and cultural aspirations.
    • 1981: Introduction of the 7-4-2-3 system and later the 8-4-4 system after the Mackay report.
    • 1988: Kamunge report focused on education equality, relevance, and financing.
    • 1999: Koech report on total integration and equality in education.
    • 2012: Professor Odhiambo report realigned education with the 2010 constitution.
    • 2020: Fatuma Chege report on enhancing access, relevance, and equity.
    • 2023: Professor Raphael Munavu’s report on implementing the competency-based curriculum (CBC).

Current Education System: 2-6-3-3-3 Structure

  • Overview:
    • Pre-primary: 2 years focusing on foundational skills for 4-5-year-olds.
    • Primary: Grades 1-6 covering basic subjects like language, mathematics, science, social studies, and creative arts.
    • Junior Secondary: Grades 7-9 with a broader curriculum including technical subjects and agriculture.
    • Senior Secondary: Grades 10-12 where students choose from three pathways (Arts and Sports, Social Sciences, STEM).
    • University: Typically 3 years, with variations depending on the course.

Competency-Based Curriculum (CBC)

  • Vision: To nurture every learner’s potential, focusing on engaged, empowered, and ethical citizens.
  • Core Competences:
    • Communication and collaboration.
    • Self-efficacy.
    • Critical thinking and problem-solving.
    • Creativity and imagination.
    • Learning to learn and digital literacy.
    • Citizenship and environmental responsibility.
  • Pathways:
    • Arts and Sports: Music, dance, theater, film, fine arts, and sports.
    • Social Sciences: Humanities, languages, geography, religious education, and more.
    • STEM: Pure and applied sciences, technical studies like aviation, construction, and computer science.

Assessment and Evaluation

  • Competency-Based Assessment:
    • Pre-primary: Purely formative.
    • Primary and Junior Secondary: Both formative and summative assessments to guide learning and placement.
    • Senior Secondary: Assessments facilitate transitions to tertiary education and training, with special considerations for learners with disabilities.

Interventions and Resources

  • Resource Allocation:
    • Capitation funding for primary, junior, and senior schools based on student numbers.
    • Textbooks are centrally procured and distributed.
    • Examination and assessment fees are covered for all learners.
    • Scholarships, meals in arid areas, and sanitary towels for girls to improve access and retention.
  • Policy Dimensions:
    • Development of an overarching education policy moving through cabinet to parliament.
    • 13 legislative pieces addressing various aspects of education are ready for parliamentary deliberation.

Leadership and Governance

  • Student and Principal Leadership:
    • Student leaders are part of school boards, which presents challenges like handling board allowances for students.
  • Education Management Structure:
    • Kenya is organized into 8 regions, 47 counties, 303 sub-counties, and 1,450 zones, ensuring efficient management from school to national level.

Conclusion

  • Gratitude: The speaker thanked the audience and emphasized the importance of understanding Kenya’s education system, ending with a note of appreciation in multiple languages.

Catching up

Report from the Executive

1. Student Leadership (Presented by Sofia)

  • Focus on Student Voice:
    • The initiative, led by Maria Doyle, aims to bring students’ voices into ICP decision-making processes.
    • The project began with a video involving students from Canada, New Zealand, Argentina, Ireland, and Singapore, where they shared their perspectives.
  • Student Engagement:
    • In Romania, students participated live via Zoom, contributing to discussions despite technical challenges.
    • Students have also been contributing articles to the ICP magazine, offering authentic insights into the issues ICP is addressing.
  • Future Plans:
    • The goal is to involve students more deeply in decision-making processes in schools, ensuring their voices lead to tangible changes.
    • A new video was created this year featuring global student collaboration, with local students commenting live during sessions.

2. Wellbeing of Leaders (Presented by Peter)

  • Focus on Wellbeing:
    • The strategic plan emphasizes the health and wellbeing of school leaders, drawing from data such as principal health surveys.
    • The challenge lies in moving beyond merely collecting data to implementing strategies that genuinely support leaders.
  • Research and Initiatives:
    • Collaboration with the Irish network YPPN on sustainable leadership.
    • Launching new research with Deakin University on vicarious trauma for school leaders, particularly in crisis situations.
    • The goal is to gather and disseminate effective strategies that have been successful in various schools and systems.

3. Emerging Leaders Program (Presented by Michael)

  • Program Overview:
    • ICP is running an Emerging Leaders Professional Learning Program to support the development of future school leaders.
    • The program, which started in Rovaniemi, has seen significant interest, with enrollment numbers far exceeding initial expectations (from 100-150 planned participants to 318).
  • Program Content:
    • Focuses on leadership in the context of change, particularly around competency-based curricula and formative assessment.
    • Addresses the balance between personal wellbeing and leadership responsibilities, emphasizing the importance of self-care and peer support.
  • Research and Resources:
    • Mention of a tragic event in Tasmania, Australia, where research was conducted on how to support school principals in extreme crisis situations.
    • The research is available to help leaders learn from these experiences and manage similar challenges in their own contexts.

4. Parent Engagement (Presented by Damien)

  • Importance of Parent Engagement:
    • Emphasized the dual role of parents as the first educators and as partners with schools in the educational process.
    • Shared personal experiences from his teaching career, illustrating the spectrum of parent involvement from inner-city schools to affluent suburbs.
  • Programs and Collaborations:
    • Highlighted the Partnership Schools program in Ireland, where parents and teachers collaborate on specific initiatives to improve school outcomes (e.g., literacy programs, fundraising for resources).
    • Noted the changing profile of parents, with a significant proportion now holding third-level qualifications, leading to a more engaged and informed parent body.
  • Challenges:
    • Addressed the stress that can come from parent interactions, especially when expectations are not aligned, and the need for mutual respect and understanding.

Conclusion of the Session

  • Strategic Plan Discussion:
    • The session provided an introduction to key points from the strategic plan but did not delve deeply into it, leaving more detailed discussions for later sessions.
  • Call to Action:
    • Participants were encouraged to mingle and discuss their experiences in small groups, reflecting on the topics presented.
    • The session aimed to foster an exchange of ideas and best practices that could be recorded and shared later.

Roundtable Discussions

1. Principal and Teacher Well-being

  • Focus of Research: Emerging research in China indicates that the well-being of principals is closely linked to that of teachers, with both facing significant pressures from government, society, and parents.
  • Sustainable Leadership: The need for sustainable leadership is emphasized globally, with concerns that talented leaders are leaving due to job pressures. Programs are being developed to support emerging leaders and encourage leadership sustainability.

2. Student Voice and Leadership

  • Student Input in School Development: Involving students in discussions about learning spaces and well-being programs is crucial. Examples from various countries, including Ireland and South Africa, highlight the positive impact of student councils and representation in school governance.
  • Challenges and Opportunities: While some countries have well-established systems for student engagement, others are working to involve students in more meaningful ways, particularly in decisions that affect their learning and school environment.

3. Parental Engagement

  • Triangle Collaboration (China): In China, the collaboration between family, school, and society is vital for education. Schools involve parents in curriculum design and teacher evaluations, although managing diverse parental expectations is challenging.
  • Global Approaches: Parental engagement varies widely, with some schools implementing structured programs and others focusing on informal interactions. Challenges include balancing state support with parental responsibility and addressing cultural barriers to involvement.

4. Educational Reforms and Systemic Challenges

  • Competency-Based Curriculum (Kenya): Kenya is implementing a curriculum that aims to identify and nurture students’ talents. However, challenges such as lack of infrastructure and the need for teacher retooling remain significant.
  • National Education Policy (India): India’s NEP 2020 aims to make education more inclusive, but effective implementation is a major challenge, especially in large, populous regions.

5. Assessment and Evaluation

  • Formative vs. Summative Assessment: Both India and Kenya are moving towards integrating formative and summative assessments to provide a more balanced evaluation of students. This shift aims to reduce the focus on high-stakes exams and better prepare students for the real world.
  • Continuous Comprehensive Evaluation (India): India’s experience with CCE highlights the challenges of reducing exam pressure while ensuring students are adequately prepared for future demands.

6. Discipline and Well-being in Schools

  • Managing Indiscipline: Both India and Kenya are shifting from physical punishment to more supportive disciplinary measures, such as counseling. However, practices vary widely, with some schools still relying on outdated methods.
  • Support Systems: Schools are increasingly employing counselors to address behavioral issues and support student well-being, although the effectiveness of these systems varies.

7. Broader Educational Trends

  • Student-Centered Education (China): China’s education reforms emphasize a student-centered approach, with teachers adapting their methods based on student needs and feedback.
  • Global Perspective: The discussions highlighted common global challenges, including the need for sustainable leadership, effective parental engagement, and the integration of student voice in education systems.

Climate Change Initiatives – Roundtable Discussions

  • School-Level Sustainable Actions:
    • Schools are actively engaging students in sustainability initiatives, such as collecting plastic waste and partnering with NGOs for recycling.
    • These actions help raise awareness among students about the importance of reducing plastic use and participating in environmental conservation.
  • K-12 Education Approach:
    • Sustainable practices are integrated across different educational stages, including waste segregation, energy conservation, and the production of bioenzymes as eco-friendly cleaning alternatives.
  • Community Outreach and Awareness:
    • Schools conduct community outreach programs, like marathons and plantation drives, to promote environmental consciousness.
    • Initiatives such as no-honking campaigns help spread awareness about noise pollution and other environmental issues.

Innovative Curriculum Integration

  • Global Citizenship Curriculum:
    • Some schools have developed curriculums focused on the Sustainable Development Goals (SDGs) and climate change, using storytelling to engage students.
    • These programs have received international recognition and involve family participation to enhance awareness.
  • Skill-Based Environmental Education:
    • SDG goals are incorporated into the primary curriculum, emphasizing conceptual learning through activities rather than rote memorization.

Critique and Challenges

  • Criticism of Current Approaches:
    • Some participants are skeptical about the effectiveness of current climate education initiatives, arguing they are theoretical and lack practical, scalable solutions.
  • The Role of Technology:
    • Technology is viewed as critical in addressing environmental issues, with a call for innovations to replace unsustainable practices.
  • Economic and Systemic Barriers:
    • Economic factors and corporate greed are identified as significant barriers to implementing sustainable practices on a larger scale.

Broader Environmental and Economic Issues

  • Global Environmental Challenges:
    • Participants shared examples of severe environmental degradation in different countries, emphasizing the need for systemic change to support individual sustainability efforts.
  • Need for Government and Corporate Action:
    • There is a strong call for government and corporate responsibility to support environmental initiatives and provide economic incentives for sustainable practices.

Government Priorities and Climate Initiatives

  • Government Focus:
    • Governments have deprioritized climate initiatives due to economic pressures from COVID-19 and global recessions, though every country is recognized as contributing to climate change.
  • School-Level Actions:
    • Individual schools are taking steps such as installing solar panels, but budget constraints make sustainable practices challenging without government support.

Challenges in Sustainability Efforts

  • Cost and Accessibility:
    • High costs of sustainable technologies, such as solar energy storage, prevent wider adoption, highlighting the need for government incentives.
  • Global Leadership and Collaboration:
    • There is a need for global leaders to create a unified approach to climate change, emphasizing collaboration across sectors.

Political and Economic Barriers

  • Political Extremism:
    • Political cycles and extremism often undermine long-term environmental policies, leading to inconsistent progress.
  • Economic Pressures and Environmental Impact:
    • Short-term economic gains from industries like mining conflict with long-term sustainability goals.

Indigenous Knowledge and Resilience

  • Learning from Indigenous Practices:
    • Indigenous practices offer valuable lessons in sustainable living and resilience, which can be integrated into modern education.
  • Resilience in Education:
    • Educators should incorporate resilience strategies into teaching to prepare students for a future where traditional knowledge may be crucial.

The Role of Technology and Student Voice

  • Technology as a Solution:
    • While education is important, technology is seen as the key to solving environmental problems, supported by political and economic will.
  • Empowering Students:
    • Student movements, like those inspired by Greta Thunberg, have raised awareness, though their long-term effectiveness is still debated.

Conclusion and Future Directions

  • Skepticism and Realism:
    • There is a shared skepticism about the current approaches to climate education, with a consensus on the need for practical, systemic changes.
  • Call for Unified Action:
    • Greater collaboration between governments, industries, and educational institutions is needed to create a cohesive strategy for addressing climate change.

Addressing Climate Anxiety and Responsibility in Education

  • Climate Anxiety Among Students:
    • Significant climate anxiety exists among students, and educators have a responsibility to provide hope and actionable responses.
  • Student Protests and Voice:
    • Student protests are growing, particularly in countries like Australia, where students voice their concerns about inheriting an unsustainable future.

Climate Action Frameworks and Initiatives

  • Nepal’s Green School Concept:
    • Nepal’s government has implemented a “green school” concept focused on climate action and involving students in environmental activities at school and home.
  • Singapore’s Curriculum and Sustainability Projects:
    • Singapore integrates climate education into the curriculum, with schools experimenting with sustainability projects like hydroponics.

Challenges in Balancing Economic and Environmental Priorities

  • Economic Pressures vs. Sustainability:
    • A tension exists between economic growth and environmental sustainability, often skewed by media and political agendas.
  • Need for Long-Term Thinking:
    • There is a call for a shift towards long-term thinking in both education and broader society to achieve true sustainability.

Integrating Climate Education Across All Levels

  • Climate Education from Early Years:
    • Climate education should begin in early childhood, fostering a connection with nature and a sense of responsibility.
  • Student Agency and Co-Design:
    • Schools are involving students in co-designing sustainability initiatives, empowering them to contribute to climate solutions.

The Role of Conversations and Global Leadership

  • Importance of Ongoing Conversations:
    • Keeping the conversation about climate change alive is essential for continued action and engagement.
  • Global Leadership and Vision:
    • There is frustration with world leaders who deny climate realities, emphasizing the need for visionary leadership to galvanize action.

Addressing the Complexity of Sustainability

  • Short-Term Solutions vs. True Sustainability:
    • There is skepticism about short-term solutions labeled as sustainable, with a focus on the need for long-term impact.
  • Influence of Student Movements:
    • While student movements have created global awareness, their long-term impact on policy remains uncertain.

Conclusion and Future Directions

  • Ongoing Advocacy and Action:
    • Advocacy for climate education and sustainability must continue, with active involvement from local to global levels.

Moving the Dial on Effective and Sustainable School Leadership

Dr. Páiric Clerkin, IPPN

Session-5_-Moving-the-dial-on-effective-sustainable-leadership

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SUMMARY

Teacher Retention and Leadership Concerns:

  • Retention Challenges: There is a significant issue with retaining teachers in Ireland, as many are leaving for opportunities abroad, such as in Australia. The speaker emphasizes the difficulty in replacing these teachers once they leave.
  • Leadership Reluctance: There is a notable reluctance among experienced Irish teachers to step into leadership roles, particularly as principals or headteachers. This is a concern shared globally, not just in Ireland.

Role Clarity and Leadership Frustration:

  • Lack of Role Clarity: There is widespread frustration among school leaders in Ireland due to unclear roles and expectations. This lack of clarity is contributing to increased anxiety and unsustainable leadership practices.
  • Communication Overload: School leaders are overwhelmed by the constant stream of directives related to educational reform, which pulls them away from their core responsibilities of leading teaching and learning.

Efforts to Improve Leadership Sustainability:

  • Advocacy for Change: The Irish Primary Principals’ Network (IPPN) is actively engaging with policymakers to redefine the role of school principals and ensure that school leaders focus on appropriate priorities.
  • Governance Reform: Weak governance structures are identified as a significant source of frustration for Irish principals. IPPN’s top priority is to reform these structures to allow school leaders to focus on their core purpose.

Health and Well-being of School Leaders:

  • Negative Impact: The well-being of school leaders in Ireland has been significantly affected by the pressures of the job. Research shows that Irish principals scored a low 3.61 out of 5.6 in terms of sustainable leadership, indicating high levels of stress and dissatisfaction.
  • Sustainable Leadership Report: The IPPN’s Sustainable Leadership Report highlights the need for both systemic change and personal reflection among school leaders to improve their practices and well-being.

Strategies for Empowering School Leaders:

  • Local Support Groups: IPPN is committed to providing local support groups for every principal and deputy principal to foster a supportive community.
  • Shared Leadership: The organization is promoting shared leadership between principals and deputy principals by advocating for non-teaching hours that allow them to collaborate effectively.
  • Mentorship and Development: A mentoring program for newly appointed deputy principals is being developed, and there is a focus on empowering emerging leaders through resources and coaching.

Focus on Professional Development and Relationships:

  • Capacity Analysis Framework: IPPN has developed a framework called PIEW to help school leaders assess and build their capacity.
  • Partnership Schools Framework: The organization is promoting positive relationships within schools through a joint initiative with the National Parents Council, aimed at enhancing collaboration between school leaders and parents.

Action-Oriented Approach:

  • Policy Maker Engagement: The IPPN has engaged policymakers by initially focusing on its own responsibilities as a professional association, which helped gain respect and consideration for broader systemic changes.
  • Future Goals: IPPN aims to reduce the high percentage of deputy principals unwilling to take on principal roles by providing additional support and resources to encourage their professional growth.