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KNEC BULLETIN THE KENYA NATIONAL EXAMINATIONS COUNCIL NEWS

An Officer from KNEC Communication's Office, Maswai Johnpaul takes Amb (Dr) Amina Mohammed

through KNEC Career Guidance Handbook during Skills and Career Event held at KICC

JANUARY - JUNE 2019

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THE KENYA NATIONALEXAMINATIONS COUNCIL

Council ChairmanDr. John Onsati, OGW

Ag. Chief Executive OfficerDr. Mercy G. Karogo (MBS)

Directors 1. Patrick Ochich2. Imelda Barasa3. Dr. Ibrahim Otieno

Editorial Team1. Alice Atamba2. Maswayi Johnpaul3. Selline Agunda4. Swabra Abdulhamid5. Epha Ngota6. Peter Muhia7. Tobias Owiti8. Asman Amaunda9. Paul Ngie10. Henry Wanyama

Copyright@2019KNECAll correspondence addressed to the publisher will be assumed for publication no unathorised reproduction without prior written permission from the publisher. Articles submitted will be editedto fit clarity.

NHC BuildingP.O. Box 73598 - 00200

City SquareNairobi, Kenya

Tel: +254 020 3341050/27Fax: +254 020 2226032Email: info@knec.ac.ke

Table of

VisionTo be a World Class Leader in Educational Assessment and

Certification

MissionTo Assess Abilities and Certify

Learner Achievements in Conformity with Global Standards

Monitoring Learners Progress...........................

KNEC sets record straight on Grade 3

MLP assessment.............................................

2018 ndings on learners achievements...........

Parental Involvement................................

KNEC showcases post school courses.............

DTE poor performances in maths and

science discussed............................................

Group 4 subject assessment revised................

Subject ofcers train on CBA............................

Customer care view.........................................

KNEC at KESSHA.............................................

KNEC at UoN open day.....................................

Bench marking tours........................................

KNEC develops HIV/Aids policy........................

Accessibility Audit............................................

Beyond Zero Marathon.....................................

Cervical cancer................................................

Depression......................................................

Telephone operator retires...............................

Appointments...................................................

Entertainment...................................................

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The KNEC BusinessThe bus iness of KNEC is to adminis ter examinations and award certificates to successful candidates, equate certificates issued by other examining bodies, and to carry out research on educational assessment.

The Council values are:a. Accountability;

b. Integrity;

c. Team Spirit;

d. Professionalism;

e. Inclusiveness;

f. Quality Customer Service;

g. Innovativeness.

KNEC Core Functions

The core functions of the Council are to:a. Develop examination policies, procedures

and regulations;

b. Develop national examination tests;

c. Register candidates for the KNEC examinations;

d. Conduct examinations and process the results;

e. Award certificates and diplomas to successful candidates;

f. Conduct educational assessment research;

g. Carry out equation of certificates and diplomas issued by other credible examining boards;

h. Conduct examinations on behalf of foreign examination boards;

i. Advise the government on matters p e r t a i n i n g t o e x a m i n a t i o n s a n d certification.

Core Values The Council observes the National Values and Principles of Governance outlined in Article 10 of the Constitution of Kenya 2010. The Council has domesticated the National Values into Council Values and are stated in the Council's Strategic Plan as follows:

The KNEC MandateAccording to section 10 of the Kenya National Examinations Council Act No. 29 of 2012; KNEC is mandated to:a. Set and maintain examination standards;

b. Conduct public academic, technical and other national examinations within Kenya at basic and tertiary levels;

c. Award certificates or diplomas to candidates in such examinations;

d. Confirm authenticity of certificates or diplomas issued by the Council upon request by the government, public institutions, learning institutions, employers and other interested parties;

e. Under take research on educational assessment;

f. Advice any public institution on the development and use of any system of assessment when requested to do so, and in accordance with such terms and conditions as shall be mutually agreed between the Council and the public institution;

g. Promote the international recognition of qualifications conferred by the Council;

h. Advice the Government on any policy decision that is relevant to, or has implications on the functions of the Council or the administration of examinations in Kenya;

I. Do anything incidental or conducive to the performance of any of the preceding functions.

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It is said, you can surmount a huge mountain by simply taking the first step; and to achieve your dream, see the world

as you want it to be and not as it may appear to you. In regards to this, to achieve our mandate, we have set our eye on a goal. We have put in p l a c e a l l m e a s u r e s tha t sha l l enab le us administer and mark examinations as well as issue credible results. To be able to achieve our goals for the remaining cycle, preparations were smoothly undertaken. These includes: successful registration of candidates for both school and post school examinations, training of examiners and inspection of examinations centres.As a team let us work diligently to ensure we meet our goals. Our ultimate desire is to uphold the motto for credible examinations as we realize our mandate.Cognizant of the new Competency Based Curriculum, KNEC seats at the tail end of implementation, and most importantly delivery of the curriculum through preparing credible assessments. We are responsible in Monitoring Learners Progress in the new curriculum. We have put our best foot forward to see this is done successfully with Grade 3 being the first to be monitored continuously after the rollout of the CBC in January 2019.

Research division has continued to conduct studies on learner progress as a way of promoting quality education. Various studies have been conducted, the findings of the studies are ready for dissemination through national

a n d c o u n t y dialogues. The o u t c o m e o f the se s tud i e s have contributed i m m e n s e l y t o w a r d s

improving quality of education in the country. Measures have always been carried out to ensure sustained improvement programmes. The Council has undergone transition during the period between January and June. A new Council Chairman, Dr. John Onsati was appointed to replace Prof. George Magoha upon elevation to the position of Cabinet Secretary, Ministry of Education. Two members were appointed to the board: Dr. Mary Gaturu and Dr. Karen Adhiambo. CPA Fred Sporta was coopted as Council member.From October to the end of the year, we enter the peak examinations period, I want to encourage you to collaborate and cooperate to ensure we give the best to the Kenyan child and the entire Nation.

May God bless you!!

“To achieve your dream, see the world as you want it to

be and not as it may appear”

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the CHIEF EXECUTIVE OFFICER’S NOTE

Dear readers,

e are proud to present to you Winfor mation on act iv i t ies undertaken between January

and June 2019 through this bulletin. Apart from activities undertaken during this period, there is information on health, customer care and staff welfare matters.

Readers both internal and external will realize how Council treasures and values the customer care component hence the considerable degree of emphasis placed on this particular component in every issue addressed in the bulletin. This is because KNEC is committed to offer excellent customer care services. To illustrate the commitment, the service charter clearly explains with set frames how every department/division promises to offer services to customers. It is our desire that we strictly adhere to the timelines in ensuring we are giving our customers best services. Every staff was issued with a copy of the charter and the same can be accessed through the website. We have also purposed to publish the charter in every bulletin release as a way of enhancing accessibility. With the kind of dissemination concerning the service charter, it is a reminder to all at KNEC that a beginning that is laced with gratitude, ensures that everything falls into place with grace and ease. With the right attitude anything is possible. We shall continue serving our customers with gratitude and the right attitude.

We appreciate those who contribute to the bulletin's editorial content. We further wish to encourage and invite members of staff to send articles about personal exper iences or encounters whi le performing official work, at workshops, training or at activities in their functional areas.

In order to realize the purpose of the bulletin, we invite your feedback for continual improvement. Your views matters!

We hope you will find the bulletin informative and interesting.

Alice AtambaPublic Communications

oni tor ing of Learners MP r o g r e s s i s t h e n e w paradigm shift. Education

stakeholders and the public at large are striving to make of what the new concept means, and with all these efforts aimed at getting to understand the concept, KNEC staff must also be at the forefront to comprehend what MLP is all about in order to guide the public adequately.

T he Gover nment o f Kenya i s committed to the provision of quality learning at all levels of education and training. C u r r i c u l u m D e v e l o p m e n t , Curriculum Implementation and Curriculum Assessment are the three (03) facets in the 'Triad of Learning', which work interdependently for effective learning to be realized.

The Competency Based Curriculum is currently rolled out up to Grade three (3). KNEC is prepared to carry the first a s se s sment a t the Ear l y Yea r s Assessment at Grade 3.As per the Basic Education Act 2013 Section 84 on Examinations and Assessments, KNEC is mandated to conduct public examinations as provided for under the Kenya National Examinations Council Act (2012).

The Cabinet Secretary is mandated to make regulations prescribing— (a) the conduct of school based assessments; (b) conditions; (c) the certification of school based assessments, in which the Competency Based Assessment is anchored.

Monitoring Learner Progress

According to the Framework, KNEC is expected to undertake Monitoring of Learners Progress for competencies at the following levels:

• Early Years Education at Grade 3; • Middle Years Education at Grade

6;• Lower Secondary Education at

Grade 9; and • Senior School Education at Grade

12

Reports of Monitoring Learner Progress through Monitoring of Learner Achievements

• The Ministry of Education (MoE) has been carrying out periodical National Assessments at critical tiers in the Education System through the monitoring of learner achievements.

• These assessments focus on learner background, school and teacher characteristics

• The MoE established a National Assessment Centre (NAC) at KNEC, which has been conducting various formative assessments as follows:

• In 2010, KNEC assessed Class 3 learners' competencies in English and Mathematics in 328 schools drawn from 156 districts and the former 8 provinces

• In 2016, KNEC carried out another study at Class 3 in 247 schools across 47 counties. It assessed learner achievements in English, Kiswahili, Mathematics and Life Skills. i. A similar study was carried out

at Class 3 in 2018 in 244 schools across 47 counties. It tested learner achievement in English,

Kiswahili, Mathematics and Life skills.

ii. KNEC also carries out research studies at Class 6 to monitor education quality under Southern & Eastern Consortium for Monitoring Education Quality (SEACMEQ), which is a regional consortium mandated to assess education in its 16 member countries. At this level, KNEC has carried out two SEACMEQ studies so far.

These assessments were conducted in sampled schools but after the roll out of the CBC the monitoring of learner progress will be a census.

Monitoring of Learner Progress at Grade 3 Pilot Study

• In preparation for national roll-out of The Monitoring of Learner Progress at Grade 3 KNEC conducted a Pi lot study in September, 2018 in 100 schools across the country, out of the 235 schools which had been identified by KICD for p i lo t ing the Competency Based Curriculum.

• The outcome of the pilot report by KNEC ensured the preparedness for the Monitoring of the Early Years Learners in 2019.

MONITORING LEARNERS PROGRESS (MLP)

A younger learner perfects his skills in music

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Grade 3 MLP tasks will be set by the Kenya National Examinations Council (KNEC). The tasks will then be uploaded on the Grade 3 portal. The Head teacher will download, print and handover the tasks to the class teachers as per the schedule prepared by KNEC.The Class Teachers will administer the tasks; mark, score and upload the performance levels of each learner on the Grade 3 portal. Grade 3 MLP will cover three learning areas as follows:

u English Language Activities This will focus on Listening,

Speaking, Reading and Writing skills.

u Mathematical Activities The task seeks to determine the

ability of learners in Numbers, Measurement and Geometry.

u Integrated Learning Areas (ILA) ILA in Grade 3 incorporates several learning areas namely;

u Environmental Activities,u Hygiene and Nutrition

Activities,u K i s w a h i l i L a n g u a g e

Activities/ Kenyan Sign Language (KSL),

u M o v e m e n t ( P h y s i c a l Education) and Creative Activities (Art, Craft and Music),

u Religious ActivitiesWhy ILA? Unlike assessing a specific learning area, ILA helps learners to identify the relationship across the different learning areas and to see how ideas are connected.It is one of the preferred methods of assessing the acquisition of the core competencies such as Communication & Collaboration, Critical thinking & Problem-solving, Citizenship, Creativity and Imagination, Learning to Learn, Self-efficacy and Digital Literacy.

Monitoring Frequency Grade 3 Monitor ing Lear ner Progress (Grade 3 MLP) will be an

annual exercise. It will begin with ILA which will run for two months starting Ju l y f o l l owe d by E n g l i s h a n d Mathematical Activities in September 2019. Monitoring progress of learners with disabilityProgress of Learners with disability will be monitored using two approaches:1. Learners with Special Needs in

Regular Schools will be provided the same assessment tools but adapted to suit their various disabilities.

Learners with Visual, Hearing I m p a i r m e n t a n d P h y s i c a l impairment following the regular curriculum with adaptation will be monitored using:• Adapted English Activities,

Mathematical Activities and Integrated Learning Areas depending on the learner's disability.

2. Learners with disability in the SNE PathwayLearners with disability followingthe Stage-based SNE pathwayat Foundation Level shall bemonitored using specific tools inthe following learning areas:

• Communication, Social and Pre-literacy

• Activities of Daily Living (ADL) • Integrated Learning Areas. (This

covered three learning areas

name l y ; Or i en t a t i on and Mobility Skills, Pre-Numeracy Ski l ls, Sensory-Motor and Creative Activities).

Purpose of Monitoring Learner Progress at Grade 3

• informs and improves the qual i ty of education and support long term learning achievement of learners;

• assesses learners as they acquire knowledge and skills in a given situation;

• provides a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience.

Benefits of Feedback from the Monitoring of Learner Progress

• improves learning and instruction; • identifies and nurtures every

learner's potential;• guides in selection of pathways and

tracks in senior secondary school;• measures learners' achievement

and certification at the end of basic education in Grade 12;

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The Government of Kenya is committed

to the provision of quality learning at all levels of

education and training.

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HOW WILL GRADE 3 MONITORING LEARNER PROGRESS (GRADE 3MLP) BE ADMINISTERED?

Portfolio folders and the output of Integrated Learners Areas (ILA)

• establishes a means of measuring l e a r n e r s ' p a r t i c i p a t i o n i n Community Service Learning and acqu i s i t i on o f va lue s a s a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12;

• provides feedback to learners, schools, parents and other stakeholders in basic education;

• provides evidence as a basis for accountability of teachers, school a d m i n i s t r a t o r s a n d o t h e r stakeholders in basic education

• The Monitoring of Learner Progress provides opportunities to all categories of learners with Special Needs (SNE);

• Assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based.

• Monitor ing of each learner Progress will be carried out when the learner is ready regardless of the age.

The monitoring of the learner progress will be individualized

Tools to be used for Monitoring Learner Progress

• Observation schedules: is used to record the characteristics and behaviour that learners manifest during the performance of specific tasks individually or as a group.

• Checklists: consists of a list of attributes of a learners individual's behaviour. The teacher required to observe and tick whatever behaviour the learners portrayed. Measures self-efficacy, Personal social decision making.

• Rating Scales: allows the teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner.

e.g. Exceeding expectation (4), Meeting expectation (3), Approaching expectation (2) and Below expectation (1)

• Rubrics: uses a criteria to determine learner's performance which consist of a fixed measurement scale and de t a i l ed de sc r ip t ion o f the characteristics for each level of performance, e.g identification and categorisation of objects.

• Questionnaire: on various aspects of a person's situation or issue which can be used before, during and after teaching to get feedback.

• P r o j e c t o n s e t a c t i v i t i e s implemented within a set timeframe with a clear start and end time. This gives an opportunity to learners to apply their acquired knowledge and transferable skills to a real life situation.

• Journals which the learner keep a record of their personal feelings, thoughts and experiences on a daily basis under the guidance of the teacher. It shows the activities carried out in by a learner each day.

• Portfolio which is a collection of evidence assembled by learners to demonstrate competency. The portfolio file contains all the major learning activities, assessment projects and documents.

• Oral or Aural Questions is used to establish what a learner knows and can do. While oral questions are posed by the teacher verbally, aural questions are usually pre-recorded

and played to the learner. • Learner's Profile enables learners

document their challenges. It also enables the teacher to gain a better understanding of which aspects of topics are well understood and which ones require attention.

Written Tests which are designed according to pre-determined criteria to measure competencies in specific learning areas like creative thinking, problem solving and communication.

Adaptation of Tools to be used for

Monitoring Progress of Learners

with Special Needs• The Tools to be used for

Monitoring Progress of Learners with Special Needs will involve adaptations and modification to suit their varied disabilities

• Modifications may be in terms of presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling.

• The adaptation is for the learners w i t h s p e c i a l n e e d s b u t u n d e r t a k i n g t h e r e g u l a r schooling.

Dates for the conduct of Monitoring of Learners Progress

• This will be conducted between th th

16 and 20 September 2019.• The Tools for this exercise will be

Dr David Njengere on the left (MoE) and the Westlands Education Officer during an

MLP pilot at Makini School

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uploaded on the KNEC Portal for the schools to download.

• T h e C u r r i c u l u m S u p p o r t Officers and the Sub County Directors of Education will coordinate the exercise in the Sub Counties.

• Scoring will be done by the classroom teachers either singly or in collaboration with other teachers in the same school in accordance with the guidelines provided in the marking guides a n d r u b r i c s f o r v a r i o u s monitoring tools and within the specified time frames.

• The performance levels will then be uploaded on the KNEC portal as stipulated in the KNEC guidelines by the teachers with the support of the head teacher.

Reporting of Grade 3 MLP Grade 3 MLP has adopted a qualitative approach in reporting

learners' progress. This will cover four performance levels namely;

· Exceeding Expectation (4),

· Meeting Expectation (3),

· Approaching Expectation (2),

· Below Expectation (1).

Analysis will be done to report on the learners' acquisition of competencies and other educational intervention aspects.

Learner Grade TransitionPerformance will not prevent a learner from progressing from one grade to another. Reporting of Learner Progress will be done at two levels;

1. A report by the Grade 3 teachers at the school level.

At the end of every grade, the

performance levels will be reported

using a School Year Report (SYR)

prepared by the class teachers. The

SYR template covering all the

learning areas will be provided by

KNEC for purposes of uniformity

and accountability. This will provide

the learner, teacher, school and

parents/guardian with clear and

comprehensive feedback on the

learner progress.

2. A report by KNEC on the entire system.

KNEC will give a national report on

the Grade 3 Learner Progress to

infor m pol icy dec i s ions and

improvement of the curriculum

implementation process.

KNEC will not report learners'

performance per learner, school, Sub � County or County; rather reporting of the learners' performance will be based on the entire system for purposes of informing policy � decisions and improvement of curriculum implementation process.

KNEC SETS RECORD STRAIGHT ON GRADE 3 MLP ASSESSMENT

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Dr. Karogo

The forthcoming Grade three assessment aims at checking what learners have learned and what they can do in light of the learning experience they have had so far both inside and outside a classroom.The Kenya National Examinations Council Acting Chief Executive Officer Dr Mercy Karogo clarified during the August 1st P r e -C o n f e r e n c e b y KNEC at the Kenya Institute of Curriculum Development. KNEC's pre-conference was the first among eight others as a build up to the

r d3 Na t iona l Confe rence on

thCurriculum Reforms on 16 August, 2019 whose theme was 'Expanding Inclusion: Reaching Every Child through the Education Reforms.' The discourse in the pre-conferences was an immediate follow up to 47 County Education Quality Dialogues 2019 which took place between July 15 to 31.In view of the 2019 Competency Based Curriculum (CBC) roll out in 2019 at lower primary, the county education dialogues, pre-conferences

rdand the 3 National Conference on Education centered discussions on the CBC as a major reform in the education sector.KNEC's Pre-Conference theme was: 'Towards Educat ion Refor ms- Monitoring Learner Progress and

Learner Achievement in the CBC.'Dr Karogo clarified that Grade 3 assessment will monitor the progress of learners against set standards and not an examination to give scores to learners.She said the assessment will help the policymakers know the suitability teaching and learning environment of the school, instructional materials and

als

o the extent of parental engagement in the education of their children.T he find ing s w i l l enab l e t h e Government make decisions to strengthen al l the factors that contribute to good teaching and learning in schools. She said the assessment will help government have a composite report about curriculum management and delivery at the school level. Karogo said the Monitoring Learner P r o g r e s s R e p o r t , w i l l h e l p government know the strength and weakness in the implementation of the curriculum. “It will take appropriate measures to address the weakness while building on the strength revealed,” she said.

Karogo clarified that the assessment will not rank learners or the school as happens in the traditional national examinations Kenyans have known for years.The Chairman of the Kenya National Examination Council (KNEC) Dr. John Onsati said they would undertake a national exercise of monitoring the progress of learners and make appropriate instructional decisions going forward.Dr Onsati made the remarks at the Kenya Institute of Curriculum Deve lopment dur ing the pre-conference towards Education Reforms: Monitoring Learner and Learner Achievement in Competence Based Curriculum context.

The Cabinet Secretary for Education, P r o f G e o r g e M a g o h a a l s o underscored the importance of the Pre-Conference meetings saying they will develop a shared understanding on Assessment in preparation for the m a j o r N a t i o n a l C u r r i c u l u m Conference on Education Reforms aligned to the Competence Based Curriculum.Magoha said the public need to unders t and tha t the Grade 3 assessments are not examinations, but continuous monitoring of learners prog ress dur ing learning in a classroom.

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The forthcoming Grade three assessment aims at checking what learners have learned and what they can do in light of the learning experience they have

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KNEC DISSEMINATES 2018 FINDINGS ON LEARNER ACHIEVEMENTS

The National Assessment Centre (NAC) was institutionalized by the Ministry of Education (MoE) in 2006 to undertake National Assessments to monitor learner achievement at Basic Education Level as learners' progress to different tiers. NAC conducts Monitoring Learner Achievement (MLA) studies using the National Assessment System for Monitoring Learner Achievement Framework which was developed in 2007. The overriding aim of carrying out National Assessments is to establish

learner acquisition of basic skills and competencies spelt out in the national curriculum, as well as to collect empirical data on the school and home characteristics that influence learning outcomes. National Assessments also give policy suggestions towards improvement of the quality of education.

Ta r g e t 4 . 1 . 1 o f S u s t a i n a b l e Development Goals (4) commits governments to the monitor and report on the proportion of children

and young people in Grades 2 and 3, at the end of primary and at the end of lower secondary.The objective is to monitor the achieving of at least a minimum proficiency level in reading and numeracy- mathematics.The Ministry of Education through KNEC has been monitoring learner achievement through the National Assessment System for Monitoring Learner Achievement (NASMLA) F r a m e w o r k w h i c h w a s

institutionalized in 2006.It is the NASMLA Framework which has given impetus to the Grade 3 MLP rolled out in January 2019. KNEC has since 2018 conducted five (5) National Assessments aimed at tracking learner achievement.

1. a r l y E Grade Mathemat i c s Assessment (EGMA) Midline

2. Endline Studies at Grade 2 (Numeracy)

3. National Assessment System for

Monitoring Learner Achievement

(NASMLA) Class 3 (English,

Kiswahili and Mathematics, and Life

skills).

4. NASMLA Class 7 (English, Kiswahili and Mathematics, Science and Life skills).

5. M o n i t o r i n g L e a r n e r Achievement (MLA) Form 2 Baseline study (Mathematics, English, Kiswahili, Biology, Physics and Chemistry).

The studies have always been carried in a nationwide survey on a sample basis. A representative sample of 250 schools was used for the NASMLA and MLA studies.The sample comprised 300 regular and 25 pure SNE schools for the E G M A s t u d i e s w i t h C l a s s sizes/samples of largely 25 learners in all the studies which were later reported in a descriptive survey design.

Achievement tests and background questionnaires were administered.

This report summarises the findings from these studies. It also suggests interventions that can be put in place towards improvement of quality of education.

Findings presented druing the 2019 county dialogs During the July 2019 Education Quality County Dialogues, KNEC took the opportunity to disseminate the findings of its studies to various stakeholders. The findings answer the question as to whether our children are learning

while in school at various levels.

1. E a r l y G r a d e M a t h e m a t i c s

Assessment (EGMA) Midline and

Endline Studies At Ear l y Grade Mathemat i c s Assessment for Grade 2, results from the EGMA Baseline and Endline studies show that, over time, there are improvements in learning among Grade 2 children in numeracy.

The proportion of children attaining minimum proficiency level stands at the 50 percent benchmark with an increase from 71.1 percent at baseline to 76.1 percent of endline.

There was notable improvements in the percentage of children attaining the 50 percent benchmark in subtraction, from 79.1 percent at baseline to 81.9 percent at endline, an operation where many children have had difficulties previously.

However, a significant proportion of the children face challenges related to multiplication and division. At endline, more than 30 percent of learners in regular schools did not attain the 50 percent benchmark in these two operations.

Similarly, there was a decline in the proportion of learners from SNE schools attaining the 50 percent benchmark in division from 70.4 percent at baseline to 41.7 percent at endline.

There are no significant gender gaps in per for mance in the d i f f e ren t mathematical operations at endline between boys (with 76.1percent attaining the minimum proficiency) and girls (with 75.9 percent attaining the minimum proficiency).

ASAL Areas

Children from regions classified as ASAL areas do not perform well as counterparts in non- ASAL areas. Still, there are also pockets within non-ASAL areas, like Bungoma, Uasin Gishu and Trans Nzoia counties,

where learning is generally weak.

Despite ASAL areas performing worse, the top three most improved counties, recording the higher proportion of children attaining the 50 percent benchmark between the baseline and endline, are largely from ASAL areas – Samburu, Wajir and Baringo (an increase of 41.3, 39.3 and 26.4 percentage points respectively).

There are notable improvements in the learning outcomes of children with special needs especially in subtraction and number patterns. In subtraction, the percentage of pupils in SNE schools attaining the 50 percentage benchmark improved from 15.8 percentage to 54 .4 percentage, while in number patterns the proportion improved from 36.5 percent to 45.9 percent.

Monitoring

Learner

Progress Report,

will help

government

know the strength

and weakness

in the

implementation

of the

curriculum.

“

“

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Private Schools

There is a higher proportion of children attaining the 50 percent benchmark from private schools compared to public schools. Similarly, there is a higher proportion of children attaining the 50 percent benchmark from schools located in urban areas compared to schools in rural areas.

2. National Assessment System for Monitoring Learner Achievement for Class 3The learning trends in numeracy at Grade 2 are observed at Grade 3. For instance, majority of Grade 3 learners, over 80 percent, can easily handle simple addition and subtraction operations such as adding numbers without carrying over and subtracting without borrowing. A relatively large proportion, however, face challenges with higher order mathematical operations. This means close to 3 in 10 learners (35 percent) cannot solve a two-step

addition or subtraction involving carrying over and borrowing, cannot apply simple multiplication operations involving multiples of 10 and cannot recognize simple fractions. Close to 6 in 10 Class 3 learners cannot add or subtract simple fractions and interpret simple common everyday units of measurement such as days, weeks, litres and shillings. Almost all Class 3 learners, 9 out of 10, cannot translate information presented in sentences into simple arithmetic operations.The learning trends in literacy gets a bit surprising given that 87 percent of learners could not attain the basic level 1 competency– they cannot match words to pictures and arrange words in alphabetical order in both English and Kiswahili, a trend also observed in 2016. The learning trends in literacy among Grade 3 learners also show weak comprehension among learners.Almost 40 percent and 20 percent cannot pass an Emergent Reader in

English and Kiswahili respectively– they cannot correctly spell simple everyday words and cannot recognize missing letters in such words. Another 50 percent and 30 percent of learners have weak basic reading skills in English and Kiswahili respectively– they can neither use correct punctuation in simple sentences nor interpret meaning by matching words and phrases. In both English and Kiswahili, more than 50 percent of Class 3 learners cannot read for meaning– that is they cannot, among others, link and interpret information located in various parts of a short passage.

3. National Assessment System for Monitoring Learner Achievement for Class 7 According to results from NASMLA Class 7, there are serious learning deficiencies observed among Class 7 learners. Over 70 percent of Class 7 learners did not attain the 50 percent minimum benchmark in Mathematics, while more than 6o percent (precisely 63.3 percent) could not attain the halfway mark in Kiswahili. Equally, close to 60 percent could not attain the 50 percent minimum benchmark in Science and English. The low achievement levels are worrying since the assessments were administered in January when the learners had commenced Class 8, pointing to 'low skill acquisition carry-over' to secondary education. The learning difficulties, especially in higher order ski l ls, observed at foundational levels (Grade 2 and 3) 'persists through subsequent grades'calling for immediate interventions.At Grade 7 level, gender differences emerge, perhaps explaining the low enrolment of girls in STEM subjects at higher levels, with a higher proportion of boys attaining the minimum b e n c h m a r k s i n S c i e n c e a n d Mathematics while a higher proportion of g i r l s a t ta ined the min imum benchmarks in English and Kiswahili.Regional disparities, characterized by a

Pupils sitting for Mathematics test during EGMA Endline study in Kakamega County, each pupil is equipped with counting aids

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Almost all Class 3 learners, 9 out of 10, cannot translate information presented

in sentences into simple arithmetic operations

“”

general low learning attainment in ASAL areas, also persist.

· In English, lowest achievement l e ve l s we r e r e p o r t e d i n Mandera, Wajir and Turkana.

· In Kiswahi l i , the lowest ach ievement l eve l s were reported in Mandera, Wajir and Garissa counties.

· The lowest mean scores in Mathematics were observed in Wajir, Mandera and Laikipia.

· In Science, the lowest mean scores were registered in Mandera, Kisi i and Wajir counties.

4. Monitoring Learner Achievement (MLA) for Form 2 Assessment results at Form 2 reveals evidence of 'low skill acquisition carry-over' from primary to secondary education levels. Students were assessed in six subjects– Mathematics, English, Kiswahi l i , Biolog y, Physics and Chemistry.The mean scores of all subjects were below the expected mean score of 40 except for English, which was 45.7. Low achievements were mainly observed in Mathematics and Biology with means of 23.4 and 17.7 respectively. Indeed, the null performance in Biology is consistent with the recent trends in performance in KCSE in the subject.A very low proportion of learners attained minimum proficiency (50 percent benchmark) is observed. Nearly 9 in 10 learners could not attain this level in Mathematics and Biology while 8 out of 10 learners could not in Kiswahili and Chemistry. Also, 7 out of 10 learners could not attain minimum proficiency for Physics while 6 out of 10 could not in English.Within subject analysis shows that students have very low mastery of c o n t e n t i n a l m o s t a l l c o r e operations/skills which they begin learning about at primary level.For instance, in Mathematics, less than 15 percent of students attained the m i n i m u m b e n c h m a r k i n c o r e o p e r a t i o n s l i k e n u m b e r s , measurements, algebra, geometry,

trigonometry, statistics and geometry.At secondary school level, gender differences emerge signaling boys doing well in STEM subjects compared with girls.In Mathematics, boys achieved a slightly higher means scores than girls at 24.7 against 22.0. Girls attained slightly higher mean scores in English and Kiswahili at 46.9 and 38.2 against 44.5 percent and 37.1 percent respectively.Like it is the case for primary, achievement levels are generally low in ASAL areas and some pockets in non-ASAL areas.

· Reported Lowest Achievement Levels in MathematicsKisii, Isiolo and Tana River counties.

· Reported Lowest Achievement Levels in Biology Tana River, Kaj iado and Marsabit.

· Reported Lowest Achievement Levels in Physics Isiolo, Tana River and Wajir.

· Reported Lowest Achievement Levels in ChemistryIsiolo, Tana River and Kitui.

· Reported Worst Performers in EnglishWajir, Mandera and Tana River

· Reported Worst Performers in Kiswahili

Wajir, Mandera and Homa Bay

5. Factors that influence the learning of our children?

a) Children (learner) Related Factors

Gender : W i th exce p t ion o f NASLMA for Class 3 where girls performed better than boys in all the s u b j e c t s , g i r l s , g e n e r a l l y , outperformed boys in literacy while boys did better than girls in numeracy and in science. Age: Generally, performance among older children is lower than those of appropriate age children.In Grade 2, at Endline, the sample of pupils aged 13 scored 0.43 points lower in Mathematics than the age appropriate counterpar ts (the

appropriate age for Grade 2 is 7).In NASMLA Class 3 study, older pupils scored 3.6, 8.4 and 8.7 points lower in Mathematics, English and Kiswahili, respectively, than age appropriate counterparts.Despite this, on average, close to 45 percent of learners (in all studies combined) were overage. This trend is also observed in NASMLA Class 7 and MLA Form 2 Baseline studies.Most of the over-age children are from ASAL counties. Nearly 8 out of 10 Class 2 children from Garissa, Kilifi and Turkana in the EGMA Endline study were overage. In the NASMLA Class 3 study, 9 out of 10 Class learners from Garissa, Turkana and Wajir counties were overage. In NASMLA Class 7 study, nearly 8 out 10 Class 7 learners from Tana River, Garissa and Kwale counties were overage.It is significant to note that Garissa has consistently had high percentages of overage children even in previous studies.

Absenteeism: While being absent is associated with lower achievement, learner absenteeism remains relatively high– approximately 60 percent of children in Class 7 and Form 2 learners reported to have been absent from school on atleast one day during the term. In class 3, pupils who reported to have been absent during the school term scored 6.1,7.9 and 7.7 points lower in Mathematics, English and Kiswahili respectively than their counterparts reporting not to have been absent on any day. Key causes of absenteeism were sickness, domestic labour and lack of school fees.Class Repetition: The government's current policy is 100 percent transition from primary to secondary. However, children are repeating classes due to, among others, school policies that encourage the vice, parental pressure, transfers to other schools and poor academic performance.· Over 40 percent and close to 60

11

percent of learners in Class 3 and 7 in the NASMLA studies reported t o h a v e r e p e a t e d a c l a s s , respectively.

· Generally, boys are more likely to repeat classes relative to their girl counterparts.

· Repeating classes is harmful to learning. Among Class 7 children, those who had repeated a class scored 4.1, 3.4, 3.3 and 5.0 points lower in Mathematics, English, Kiswahili and Science respectively than those who had repeated.

Drop – out Rates: Despite the Free Primary Education policy and the highly subsided secondary education, children are not completing schools as they drop out of the system.·� Close to 8 in 10, head teachers

reported that they had experienced cases of drop out among Class 7 learners from 2016 to 2018.

· According to MLA study, in general, more boys than girls in Form 2 dropped out of school; dropout rate was highest as students transited through Form 1 to 2 with an average of 14 students dropping out at this stage.

· Learners are dropping out of school d u e t o , a m o n g o t h e r s , p o ve r t y / fi n a n c i a l r e a s o n s , pregnancy of girls truancy and low academic achievement.

Provisions of Meals: Having regular meals reduces learner absenteeism leading to higher achievements levels. Sadly, a significant proportion of children go without a single meal or only a meal in a day.· In the EGMA Endline study, lack

of food was cited by 44.5 percent of the head teacher as one of the causes of absenteeism at Grade 2 learners.

· Close to 18.2 percent of Form 2 students in MLA study go to school without taking breakfast while 22.6 percent go without lunch.

Indiscipline:· Close to 9 in 10 teachers across all

the studies reported to have cases of indiscipline among Class 3 pupils in their schools.

· Cases of pupil/student indiscipline are related to drug and substance abuse, absenteeism and noise making were reported.

b) Teachers Related Factors.Teacher Qualifications: Across the studies, nearly all the teachers, 9 out of 10, have undergone pre-service teacher training course and therefore have requisite qualifications for teaching.

Teacher In-Service Professional Development: As observed in the 2018 Kenya Education Sector Analysis (ESA), once in service, a relatively good proportion of the teachers do not receive any in-service training to enhance their pedagogical skills.In the NASMLA Class 7 study, 36.0 percent of teachers reported that they had not attended in-service training since 2016 while 21.1 percent reported that they had only attended in-service training only once since 2016.MLA Form 2 study indicates that 35.9 percent of teachers had not attended any in – service training.

Teachers Support to Learners with Special Needs and Disabilities: Most teachers and school administrators in regular schools do not have the requisite skills to support learners with special needs and disabilities.While 5 out 10 teachers in the EGMA Endline study had learners with special needs and disabilities in the classes, slightly more than 6 in 10 had not been trained to support such learners.In EGMA Midline and Endline studies, 76.4 percent and 89.3 percent of QASOs had not been trained in supporting learners with special needs and disabilities, respectively.Ideally, QASOs and CSOs are supposed to play the role of supporting teachers to deal with learners with special needs and those living with disabilities. However, majority of them do not also have training in supporting learners with

special needs and disabilities.

ICT Skills: There is low integration of ICT in teaching and learning among teachers due to lack of ICT skills among teachers.In EGMA Endline Study, close to 5 out of 10 (46.0 percent) of Grade 2 teachers have never been trained on the use of ICT gadgets like computer/tablets to teach.In NASMLA Class 3, 65.3 percent and 47.3 percent of the teachers reported not to use internet access and tablets/laptops in teaching and learning respectively.The trend is similar in other studies– for instance, in NASMLA Class 7 study and MLA Form 2. In NASMLA Class 7 Study and MLA Form 2 Baseline studies, significant percentages of teachers (44.3 percentage and 31.8 percentage respectively) had not adopted the use of ICT in teaching their subjects.The low ICT Skills among teachers is mainly due to lack of access to ICT infrastructure and inadequate training in integration of ICT in teaching and learning.

Classroom Teaching Methods: Contrary to the requirements of Competency Based Curriculum ( CBC) and Competency Based Assesment (CBA), most classes are characterized by teacher–centred teaching approaches as opposed to the learner-centred approaches/pedagogical approaches that encourage enquiry.In the EGMA Endline Study for instance, 38.4 percentage of the Curriculum Support officers (CSO)

12

Key causes of absenteeism

were sickness, domestic labour

and lack of school fees.

“

”

respectively reported that teachers commonly use lecture method.Similarly, NASMLA Class 3 study shows that a notable 29.7 percentage of teachers still use lecture method.Teachers are not using pedagogical approaches that encourage inquiry.For instance, in MLA Form 2, 31.8 percent, 32.8 percent and 37.2 percent of teachers of Biology, Physics and Chemistry respectively did not use field work/trips at all. Further, 19.3 percent of teachers never exposed learners to experiments at all.

S u p p o r t t o C u r r i c u l u m Implementation: The government relies on CSOs and QASOs to continuously support teachers in the implementation of the curriculum, including the CBC. The CSOs and QASOs are however not regularly visiting schools and offering support to teachers, especially those teaching special needs children, on regular basis.In the NASMLA Class 3 and Class 7 studies, close to 20 percent of teachers had not been assessed by QASOs over three years preceding the studies. Similarly, in the same studies, close to 10 percent of teachers had not been assessed by CSOs over three years preceding the studies.

Special NeedsSupport to teachers in Special Needs Schools is even worse – in EGMA Baseline, Midline and Endline studies, 28.6 percent, 29.6 percent and 25.3 percent of the QASOs reported that they did not visit SNE schools learning.In the EGMA Endline study, close to 30 percent of Sub- County QASOs acknowledged that they never analyse end term tests to determine learning outcomes of Grade 2 pupils.CSOs and QASOs are not regularly visiting schools due to, among others, unavailability of transport, inadequate resources, shortage of officers against the backdrop of growing number of schools among other factors.

Reliance on Commercial Exams: C B C a n d C BA e m p h a s i z e o n continuous classroom assessment of learners by the teachers. However, a substantial proportion of teachers are not using own tests to continuously monitor learning but are relying on past papers, zonal and commercial ly outsourced assessments and tests, a trend that puts to question the diagnostic value of these assessment tools.In the EGMA Midline and Endline Studies, 16.0 percent and 16.5 percent of the teachers were reported to using commercially sourced tests regularly.Similarly, in the NASMLA Class 3 study, 30.1 percent and 31.2 percent of the t eachers were repor ted to use commercially sourced tests and past papers to assess learning respectively.In the NAMSLA Class 7 Study, 29.1 percent and 39.8 percent teachers reported that they bought internal and external joint examinations respectively.In the MLA Form 2 study, close to 75 percent of teachers reported to have used past at least frequently.

Frequently of Testing: Pupils from schools that administered tests f r e q u e n t l y s c o r e d l owe r t h a n counterpar ts from schools that administered test less frequently.In the NASMLA Study, Class 3 pupils who were assessed frequently scored 40.76, 51.8 and 63.1 points lower in Mathematics, English and Kiswahili, respectively, than those who were assessed frequently.These results are not surprising given the re l a t ive ly h igh re l i ance on commercial exams and low support for teachers in test construction by Quality Assurance and Standards Officers (QASOs).

Remedial Classes: In line with a number of experimental studies in Kenya, attending remedial classes boosts learning. Pupils who attend remedial classes frequently achieved higher scores than those who attend remedial class less frequently.

In the EGMA Midline study, pupils who attend remedial classes frequently achieved 0.11 points higher than their counterparts who did not attend remedial classes frequently.Attending remedial classes is a burden to the parents and the learners. In both the MLA for m 2 Base l ine and NASMLA Class 7 studies, more than half of the children indicated that they paid for attending the remedial classes.Homework Assignment: Does homework promote learning and are teachers recommended to issue homework to learners? The studies reveal that homework is good for learning and this could be due to the tutoring effect that results from parents and siblings helping learners at home.In the NASMLS Class 7 study, children w h o w e r e g i v e n h o m e w o r k / assignments on daily basis scored 4.0, 2 . 1 a n d 3 . 1 p o i n t s h i g h e r i n Mathematics, English, Kiswahili and Science than those who were not given homework/assignments at all.Learners acknowledge to have received help to do homework from their parents and siblings. Homework is therefore promoting learning due to the tutoring effect that results from the additional help that learners get from parents and siblings.

Teacher absentee ism: In the NASMLA Class 7 Study, 9 out of 10 teachers reported to have missed one or more lessons in typical term.In the EGMA Midline and Endline studies, 25.2 percent and 18.0 percent of headteachers reported that, to some extent, some teachers were away from school without permission, respectively.In NASMLA Class 3 study, 23.6 percent, 21.7 percent and 18.1 percent of the headteachers respectively, cited chronic absenteeism, negligence of duty and missing lessons as the most common forms of indiscipline among teachers.In the MLA Form 2 Baseline Study, 7.1 percent, 4.7 percent and 3.9 percent of the principals reported lateness, missing lessons and negl igence of duty

13

respectively, as the most common forms of indiscipline among teachers.Other forms of teacher indiscipline include sexual harassment of learners and fellow teachers as alcohol and substance abuse.

Teacher Distribution: There exist disparities in teacher deployment across counties. Generally, there are reported shortages of teachers in ASAL and hardship areas such as West Pokot, Mandera, Wajir and Turkana.The NASMLA Class 3 study established a high shortfall of teachers with 94.0 percent of headteachers in Garissa reporting shortage, followed by Nairobi and Lamu at 74.0 percent and 71.0 percent respectively. The NASMLA Class 7 study revealed that the mean establishment for teaching staff is 14. Similarly, MLA Form 2 Baseline study revealed significant teacher shortage in schools as evidenced by the high number of Board of Management employed teachers.Results from MLA Form 2 shows that locally employed teachers seem to fill the gap mainly at secondary levels.

Schools Related Attributesa) School Infrastructure/Facilities:

A relatively good proportion of

schools do not have adequate

infrastructure such as desks, well-

equipped laboratories, learning aids

and other facilities. Close to 40 percent of the schools

in the EGMA Endline, study did

not have basic infrastructure such

as desks and tables for pupils and

teachers. Close to 6 in 10 secondary schools

in the MLA form 2 Baseline Study

did not have a school library, close

to 2 in 10 did not have a science

laboratory while close to 7 in 10 had

a laboratory that was, however, not

well equipped. The NASMLA Class 3 Study shows

that 31.6 percent of schools did not

have laptops/tablets while 48.4

percent did not have enough

laptops/tablets. Access to laptops/tablets is worse

in upper primary. In the NASMLA

Class 7 study, laptops were found to

be unavailable in 43.7 percent of

the schools. At the lower secondary school level,

as revealed by the MLA Form Study

in 41.2 percent of schools, there

were no laptops/computers while

78.1 percent of schools had

inadequate computers/laptops.

b) Facilities for learners with

special needs and disabilities:

Learners with special needs and

disabilities are learning in the most

difficult conditions. They attend

schools with inadequate

infrastructure to support learning

based on their forms of

disabilities. In the EGMA Midline and Endline

studies, close to 9 in 10 teachers

reported that inadequate resources

were one of the challenges they

faced in supporting learners with

special needs and disabilities. In NASMLA Class 7 Study, almost

all teachers (9 in 10 teachers)

repor ted non-avai labi l i ty of

learning devices for children with

special needs and disabilities such

as compound markers, assistive

technology, vocational training

materials/equipment and adapted

chairs/bed/desks. Lack of supportive devices is also

observed at secondary levels. In the

MLA Form 2 Baseline study, the

percentage of teachers reporting

inadequacy and unavailability of

assistive devices was 63.7 percent

and 15.1 percent respectively.

c) Educational Assessment and

Resources Cent r es : Ear l y

identification, assessment and

placement of children with special

needs and disabilities remains a big

c h a l l e n g e i n K e n y a . T h e

government has established the

Educational Assessment and

Resource Centres (EARCs) to play

this role. However, EARCs are not

playing their roles as interlockers

between schools and communities

for a number of reasons. EARCs are generally far and not

easily accessible to schools. In the NASMLA Class 3 Study, 17.7

percent of the head teachers

reported that the nearest EARC

was more than 20 kilometres away

from their schools, while 4.1

percent of the head teachers

indicated that they did not have

EARCs in their zones. In the

NASMLA C lass 7 study, 20.6

percent of the head teachers

reported that EARCs were located

more than 20 kilometres away from

their schools. In the same study, substantially high

percentage (75.9 percent) of the

teachers reported that pupils with

special needs and disabilities did

not get assistance from EARCs

despite the fact that 59.7 percent of

the teachers indicated that their

schools were located within a radius

of 10 km from the EARCs. EARCs also face other challenges

including poor understanding of

the concept of special needs and

disabilities; inadequate funding;

lack of capacity; understaffing;

long distance to schools, among

others.

d) Pupil/Student Text Book Ratio:

While the policy of textbook to

pupil ratio 1:1 has largely been

achieved in Mathematics at Grade

2, this has not been achieved for

Class 3, Class 7 and Form 2. In the

MLA Form 2 Baseline Study, a

significant percentage of schools

reported that one textbook was

shared by more than five students

in almost all subjects. Despite this,

the studies demonstrate that access

14

to textbook is associated with

higher performance.

In the NASMLA Class 3 study, pupils in

schools where textbook sharing was

lower scored 4.31 points higher in

Mathematics than pupils n Schools

where one textbook was shared by more

pupils.

In MLA Form 2 Baseline Study,

students who had access to textbooks

scored 5.1, 4.4 and 2.0points higher in

Mathematics, English and Kiswahili

respectively than those who did not

have. e) School Safety Regulations:

Children are learning in unsafe

environment, as a considerable

proportion of schools have not adhered

to school safety regulations.

In the EGMA Midline and Endline as

well as NASMLA Class 7 studies, close

to 30 percent of schools did not have a

well-marked and manned entrance gate.

Furthermore, close to 60 percent had

Dr. Assumpta Matei making a presentation during a workshop for developing literacy benchmarks

15

There is a higher proportion of children

attaining the 50 percent benchmark from

private schools compared to public

schools.“

”

gates but no attendant/gatekeeper.In the NASMLA Class 3 study, a good

proportion of schools lacked basic

safety facilities such as a gate ( 37.3

percent), fence (13.3 percent), first aid

kits ( 69.9 percent), firefighting

equipment ( 92.9 percent) and fire

assembly points (88.4 percent).In the MLA Form 2 Baseline study,32.7

percent and 14.8 percent of schools

had hazardous environment such as

unlevelled games field, and abandoned

pit latrines, respectively.

L ow p a r e n t a l i nvo l ve m e n t : Generally, there is low parental involvement in the learning of their children especially male parents in rural areas. Only 2 out of 10 Class 3 and 7 learners reported to have been assisted by parents to do homework. Also, majority of the teachers, 51.9 percent, reported that parents did not check pupils' homework.The low parental involvement is mainly in rural areas and among male parents and it is largely due to negligence and low literacy levels.

What can we do to improve the Quality of Education?

a) Reduce Dropout, Class Repetition

and learner Absenteeism to ensure

universal access and completion of

Basic Education

Ensure that direct and indirect costs that prevent access to basic education are minimized.Embrace a multi-agency approach (involving different stakeholders including parents, local leaders, security agencies) in dealing with challenges that prevent children accessing education.Undertake targeted community sensitization programmes on the importance of education.S t akeho lder s to sens i t i s e the communities to ensure that cultural practices do not affect schooling.Develop a framework to guide identification of vulnerable children and corresponding targeted support interventions.Adapt existing infrastructure in schools to fac i l i ta te inc lus ive education.

b) Improve foundational literacy and numeracy skill acquisition in early grades ( Grade 1 to 3)

Re d u c e o v e r a g e l e a r n e r s b y reinforcing school entry age and class repetition policies as well as sensitizing

communities, especially in ASAL areas on the need to enroll children on time.Limit classes sizes in lower primary (Grade 1 to Grade 3) to 50 or below for effective teacher-pupil interaction;Offer continuous support to early grade teachers at the classroom level, majority of whom may not have received adequate or specific training for teaching early grade reading or numeracy– through school level mentorship and coaching from experienced teachers or through structured in-service trainings.Conduct reading instruction in the children's local language ( mother tongue or language of the catchment area), for grades 1 and grade 3 alongside teaching them national language (Kiswahili) and official language of instruction (English) which will become the language of instruction from Grade 4.Provide instructional materials – textbooks, teacher guides and other materials that teachers can use to promote regular reading and arithmetic practice;Set children on high – development trajectories through early childhood nutrition, stimulation and care.

c) Make assessments a continuous and a mul t i l eve l p r ocess – happening at classroom, national and regional/international level – with the focus on an individual learner

Continuously provide support to teachers at the classroom level, to tailor teaching to the needs of the learners and effectively assess learning, especially higher order skills, offered at school through:-

§ Mentorship and coaching from

experience teachers.

§ S u p p o r t f r o m K N E C ,

CSOs/QASOs including areas

of test development to reduce

over reliance on commercial

examinations.

§ Structured in – service training.

Continuously conduct sample – based MLA studies in line with SDG 4.1.1 to inform on learning outcomes and educational inputs that influence learning outcomes.Conduct the Kenya Early Years Assessment (KEYA) at Grade 3 and P r i m a r y S c h o o l E d u c a t i o n Assessment (PSEA) at Grade 6.D e ve l o p a n d i m p l e m e n t t h e framework for participation in the programme for International Students Assessment Development (PISA –D).D e ve l o p a n d i m p l e m e n t t h e framework for participation in the trends in international Mathematics and Science Study (TIMSS).

d) Ensure that teacher training pre-service programmes are aligned to competency Based Curriculum

Undertake an assessment of the status and relevance of existing programmes and infrastructure in public pre – primary and primary teacher training colleges.Review with the aim of aligning with CBC/CBA, the current pre-primary and primary school pre – service teacher training curricula and assessment f r amework ba s ed on the above assessment.Develop manuals and scripted lessons on CBC to guide teachers in applying newly acquired skills.Create digital platforms and repository of CBC and CBA manuals and scripted lessons access and reference by teachers.Upgrade the infrastructure in existing public pre-primary colleges according to the new curricula and assessment framework.Develop guidelines for identifications and deployment of tutors in pre-primary teacher training institutions.Develop guidelines for minimum entry requirements for trainees entering pre – service pre- primary and primary teacher training colleges.Establish the Kenya School of Education to act as a hub for continuous research on pedagogy.

Develop framework to institutionalize

internship programmes for all persons

entering the teaching service

PARENTAL INVOLVEMENT IN CHILDREN EDUCATION

16

a) Provide continuous (in-service)

professional support to teachers to

impr ove the i r knowledge and

competence

Ensure continuous school level coaching

and mentorship of trainee/ beginner

teachers and more so incumbent teachers

who are facing professional challenges.

Encourage school level peer learning and

experience sharing among teachers

(Teacher Research Groups/Lesson Study

Groups).

Train CSOs and QASOs for on-site

coaching and guidance to teachers in areas

of test construction, curriculum delivery,

learner centred teaching approaches and

effective assessment of children learning.

Equip schools with ICT infrastructure

and ensure effective training of teachers

in integrations of ICT in teaching and

learning.

Continuous training of teaching in

CBC/CBA through face to face training

while developing digital modules (and

create an on- l ine reposi tor y) on

CBC/CBA for reference by teachers from

their schools.

Establish functional EARC at sub-county

levels that are accessible to schools to

offer in service support to teachers on

supporting children with special and

disabilities.

b) Reduce teacher's school classroom

absenteeism and indiscipline cases

among teachers.

Encourage and strengthen local/school

level initiatives (by teachers, school

management committees, local leaders)

aimed at reducing teacher absenteeism.

Ensure provision of alternative/

substitute teachers in classes where

teachers are absent.

Offer effective support systems such as

guidance and counselling to enable early

identification of teachers' behavioural

problems.

c) Ensure that the deployment of

teachers to schools is based on

enrolment address regional inequality

in teacher distribution.

Establish enrolment – based criteria for

teacher allocation by ensuring that the

deployment of teachers to schools is

based on reliable school level enrolment

data.

Ensure effect ive engagement on

stakeholders – politicians, parents, local

communities - in teacher deployment

across schools, based on agreed norms

such as uncontested/reliable date, agreed

criteria and appropriate incentives.

Provide incentives for teachers to work in

hardship areas.

Ensure gender balance in the deployment

of teachers to schools.

d) Strengthen instructional leadership

of school head teachers, school Board

of Management and other leaders

Continuously train school head teachers,

d e p a r t m e n t a l h e a d s a n d o t h e r

instructional leaders (at the county and

sub-county levels) to increase their

capacity for sustained onsite coaching and

guidance to teachers in their schools. Such

trainings should also include issues related

to health, safety, life skills and HIV and

AIDS.

Train and provide both the schools head

teachers and the local school Boards of

Management with simple tools for

tracking different school level indicators

such as teacher attendance to school,

instructional materials among others.

Improve the quality of school leadership

through strategies such broad-based

selection of the local school management

committees, competitive hiring of school

head teachers, rewards for high –

performing school head teachers and

regular rotation of school head teachers.

e) Ensure that conditions in all

schools are minimally conductive for

teaching and learning

The ministry of Education should

address g aps in school phys ica l

environment (severe overcrowding, and

lacking toilets) and in the access to

instructional resources (lacking trained

teachers and textbooks).

Encourage schools to create libraries /

book corners/book boxes to inculcate a

reading culture in pupils.

The Ministry of Education and Boards of

Management should put measures in

place to ensure that essential facilities and

services are adequate in schools.

Expand primary education through ICT

based cost-effective models (using

technology in classrooms) that can

facilitate use of viral labs (in place of

tradit ional labs may prove to be

expensive), adapted open sources

teaching materials.

Equip schools with facilities for learners

with special needs and disabilities.

Musa Kipchirchir of NASMLA in discussion during a workshop on benchmarks

17

f) Maximize parental involvement in

children learning.

Sensit ize parents through school

management committee meeting to

ensure they become involved in their

children's learning.

Develop a clear homework policy to guide

teachers so that they develop better

strategies to engage parents/guardians

and avoid overburdening pupils with too

much work.

Skills development is key to unlocking Kenya's global competitiveness in order to realize sustainable economic growth. The Hands on the Future Kenya Skills Show 2019 was the second edition initiative by the Permanent Working Group on TVET (PWG) in conjunction with the Technical Vocational Education Training Authority (TVETA) and the State Department for TVET in the Ministry of Education. The first show was held in January 2017.

The 2019 event of February at the Kenyatta International Convention Centre (KICC) attracted more than130 exhibitors from public and private TVET institutions, NGO and private sector companies.

On showca se , t h e r e we r e 75 workshops on relevant topics around TVET and youth empowerment. The interactive skills show strived to expose youth to a multitude of technical and vocational career choices and training opportunities that are readily available to help them gain necessary skills to increase employment chances or make them ready to utilize the learnt life skills in T V E T t h a t l e a d s t h e m t o

entrepreneurship roles in various sectors.

TVETA Director General , Dr Kipkirui Langat said there are plans to turn the show into an annual skills competition in collaboration with World Ski l ls Internat ional the o r g a n i z e r s o f w o r l d s k i l l s competition. The event was officially opened by immediate the then Educa t ion Cab ine t Secre ta r y, Ambassador Dr Amina Mohamed. While on a tour at the exhibition booths, Dr Amina's attention was directed towards the Kenya National Examinations Council presence where she was taken through the examining body's Career Guideline Handbook.

The handbook is on the Post Schools Examination Courses in Technical, Business and Teacher Education. The courses are meant to empower youth with relevant skills for the job market. Dr Amina was impressed with the handbook and urged that KNEC widely circulates it to learning institutions to give alternative to those who will not make it to the University.

Youth keenly following events at KICC on Future Hands on Skills three-day Workshop

Leonard Mwanja of Test and Development, Post School Exams creates awareness to clients who visited the KNEC exhibition tent

18

KNEC SHOWCASES POST SCHOOL COURSES AT THE SKILLS

AND CAREER EVENT (By Maswayi Johnpaul)

“The TVET Sector, is at the heart and soul of the government development agenda. This is a sector so dear to me because it concerns the present and future of our Children,” the CS had early on said this in her opening speech. She added that the Hands on the Future– Kenya Skills Show has come in the nick of time when the government has launched the Big Four Agenda action plans, which is meant to guide the development agenda of the country in the next four years and beyond. She lauded the Hands on the Future–

Kenya Skills Show whose main objective is to sensitize the youth, parents and members of the public on various opportunities in the TVET sector.

The Kenya National Examinations Council was represented at the event by former Principal Examinations Administrator and PA to the CEO Caroline Karicho. Other officers from Public Communications included: Alice Atamba, Selline Agunda, Paul Ngie and Johnpaul Maswai, while the

Test Development Department was represented by Leonard Mwanja, Zachary Onsase and Dickens Ogony who expounded on the curriculum and other technical issues.

The Kenya National Examinations Council used this opportunity to create awareness about KNEC Post Schools Examinat ions. Career guidance hand books were issued to the stakeholders for further reference and guidance.

Behind on the far left; a participant from Kagumo DTE making a contribution

19

DTE POOR PERFORMANCE IN MATHEMATICS, SCIENCE SUBJECTS DISCUSSED (by JohnPaul Maswayi)

Candidates' performances in sciences and mathematics subjects at Diploma Teacher Education (DTE) level has been deplorable since 2010.The Kenya National Examinations Counci l wi tnessed candidates ' alarming failures in science and mathematics in the year 2017 when no student from the entire cohort passed in chemistry, this means that the subjet had no qualified teacher produced by

the 24 DTE Teacher Training Colleges. There were very low pass rates recorded in physics, biology and mathematics. Mathematics scored a mean of 32.03 percent, Physics 34.35 percent, Biology 33.5 percent and Chemistry 36.21 percent as compared to languages such as English (57.92 percent), Kiswahili (52.73 percent) and French (63.02 percent). By and large the Arts and Languages

subjects posted mean mark of 45 percent.The performance of humanity subjects such as Geography (51.28 percent), History (47.33 percent), CRE (62.61 percent) and IRE (46.31 percent) was also far much better than mathematics and science subjects.

Due to this poor performance KNEC through Research and Qual i ty Assurance had to go on the drawing board to establish where the challenge is.A three-day meeting was organized by Research and Quality Assurance through Teacher Examinations unit at Kenya School of Government in E m b u t h a t b r o u g h t a l l k e y stakeholders on board to come out with deliberation that will help inform KNEC, and also inform policy formulation.

When giving the key note address on behalf of KNEC Acting CEO Dr Mercy Karogo, ICT Director Dr. Ibrahim Otieno revealed that the number of DTE colleges had risen from 7 in the year 2010 to 27 in 2019. Similarly the candidature also rose from 587 in 2010 to 1,825 in 2018.“You realize that this is an enormous responsibility that requires you to give this activity the attention it deserves, that is why KNEC chose this venue,” Otieno said.It is my hope therefore that you will deliver as expected and share with us the way forward towards improving the training of mathematics and science teachers at the DTE level, Otieno observed.

The forum brought on board Ministry of Education Officers, Teachers Service Commission, Kenya Institute o f Cur r i cu lum Deve lopment , C E M A S T E A C e n t r e f o r

Mathematics, Science and Technology Educat ion in Afr ica and One Representa t ive f rom Diploma Training colleges. The Discourse took

th thplace from 4 to 6 March 2019.

Joseph Githinji, moderator keenly following

the discussions to find answers

A group photo of the participants at KSG-EMBU

20

ASSESSMENT FOR GROUP 4 SUBJECTS

REVIEWED TO ENHANCE VALIDITY The assessment of the 2019 group 4

subjects was for the first time

conducted in a different manner after

the Kenya National Examinations

Council in conjunction with the

stakeholders reviewed the conduct of

the exercise in order to improve the

validity and reliability of the process.

KNEC uses the project-based

assessment approach as an integral

part of student assessment in the

Kenya Certificate of Secondary

Education (KCSE) examinations. In

the project assessment, a candidate is

given an opportunity to actively

explore the real world by applying the

acquired knowledge and skills over a

period of time to solve a problem,

complete a piece of work or create a

key product.

The Council held a stakeholders' th

meeting on the Wednesday of 16

January 2019. The meeting went into a

g r e a t l e n g t h t o s h a r e w i t h

stakeholders, a developed concept

note meant to enhance the validity and

reliability of KCSE Group IV Projects

assessment;

V i e w s w e r e r e c e i v e d , a n d r e c o m m e n d a t i o n s f r o m t h e stakeholders on technical issues in the proposed assessment strategy for the KCSE group 4 projects incorporated in the new way the administration and assessment of the KCSE group 4 projects will be effected from 2019.

The changes, thereafter, required that all KCSE project instructions will be uploaded to the KNEC portal on a provided date with each project having a work plan showing project activities and the timelines within which they should be observed and assessed.

Previously project activities used to be uploaded to the KNEC portal at the end of project in September, but in the n e w c h a n g e s t h e y a r e n o w summarized into two key milestones (I and II). This has led to a significant improvement in terms of validity.

Pic to r i a l ev idence was no t a requirement before as compared to the new changes where project assessment scores are keyed and uploaded with a pictorial evidence showing the status of the project. Each candidate will maintain a project portfolio of evidences on the different stages of project implementation. The portfolio will be kept in the school until the KCSE results are released.

Further, this means that the total scores for milestones I and II will be keyed and uploaded together with a pictorial evidence within the stated timelines. It goes to a great deal to ensuring that the scores submitted by the schools reflect the actua l perfor mance and achievement o b s e r v e d d u r i n g p r o j e c t implementation by the candidate.

This has put the demand to strict adherence to the deadline since failure to observe the same means that schools will not be able to access the system as KNEC monitors and assess a sample of candidates' work.

Through the projects assessment,

KNEC ideally seeks to provide

candidates with challenging and

engaging tasks in the context in which

professionals/adults in the subject

area work and also provide candidates

with opportunities to showcase the

application of knowledge and skills

learned to produce a product or

complete a performance in the real

world context.This i s in tune wi th the new Competency Based Curriculum which calls to equipping learners/candidates with an opportunity to demonstrate ski l ls and competencies which realistically represent those required for success in the daily lives of adults in the 21st Century world.

Nobody else captures the essence of change more than J.D. Meier, the author of Getting Results the Agile Way. He asserts that change is a chance to stop doing what is not working, start doing things that would work better and a chance to keep doing the things that work well. In the same vein, the current paradigm shift from 8-4-4 system of education in Kenya to the Competency Based Curriculum (CBC) marks the termination of what is outdated, begins a gradual journey towards things that are contemporary and offers an opportunity to retain what is still relevant in our 8-4-4 education system. To keep up with the pace of these curriculum dynamics, capacity building among subject

officers was organized to provide them with requisite knowledge for assessing the new curriculum. The training was also aimed at moulding subject officers into experts who can train teachers in the implementation of Competency Based Assessment (CBA).

stThe workshop began on Monday 1 to thFriday 5 April, 2019 at Egerton

University. The university gave unparalleled pleasantness. With its moder n conference fac i l i t i e s, sumptuous meals, gleaming furniture and dazzling floors and windows t ak ing cen t r e s t ag e , Eg e r ton University was the place to be. Its glorious sunny days conjured up the feelings of warmth and joy among trainees. Sometimes the wind would gather wild momentum and thick clouds would charge across the sky but this did not interfere in any way with the programe of the workshop. The t r a i n i n g c a p t u r e d a u t h e n t i c assessment, steps in creating authentic assessment, development of authentic tasks, assessment rubrics, CBA tools, portfolio, and assessment feedback.

Coordinator Grade 3 MLP, Anne Ngatia, speaks during the training

21

KNEC uses the project-

based assessment

approach as an integral

part of student

assessment in the

KCSE examinations.

“

”

SUBJECT OFFICERS TRAINED TO MASTER THE COMPETENCY BASED ASSESSMENT

The discussions were interactive, and undertaken in comfort and with great concentration. The conference hall was approximately fifty feet long, by perhaps thirty feet wide. The beautiful mahogany tables each with four plastic chairs occupied the immaculate space. More surprising were the walls. It looked as if it were pasted there from the pages of a book rather than built and plastered from cement and sand, the work of a competent mason no doubt. The participants learned that in authentic assessment, learners are expected to perform real-world tasks that manifest meaningful application of acquired knowledge and skills, and that the tasks given to the learners should be replicas to the kinds of problems faced in real life. Because authentic assessment involve real-world tasks, they are also likely to be more interesting for learners, and thus more motivating. They can also provide more specific and usable information about what learners have achieved as well as what they have not learned. However, authentic assessments may require more time and effort on an instructor's part to develop.In creating authentic tasks subject officers learned that the teacher should start with the end in mind. This means that the task should be formed with standards and learning outcomes in mind. The teacher then decides on the task which reflects a real-world activity or scenario, and comes up with clear criteria to determine whether the

learner has performed the task well or not. The teacher will also be required to create an assessment rubric for evaluation of learner's performance. An assessment rubric, unlike a marking scheme, is rather detailed since it breaks down the learner's performance into various levels and indicates the criteria upon which the performance will be assessed.Besides rubrics, there are several instruments that can be used to determine the achievement of learning outcomes in CBA. For this reason, subject officers discussed in details the use of observation schedules, checklists, rating scales, questionnaires, project, journals, oral or aural questions, learner's profile, written tests, anecdotal records and portfolio. Portfolio is an assessment tool used in CBA to assess the Integrated Learning Area (ILA}. The aim of ILA is to have a seamless assessment which is not defined by specific learning areas but will draw experiences from different learning areas. Portfolios can be used to understand how learners think, reason, organize, investigate, and communicate. The last component of the training programme was repor ting and feedback. Subject officers learned that it is a report or information about a learner's performance on a task. There are two main types of feedback, formative and summative. While the former is given in the course of

learning to monitor learner's learning, the latter is administered at the end of set criteria (syllabus) to evaluate l ea r ner ' s l ea r n ing ag a ins t se t benchmarks, primarily used for placement.The workshop came to a close on

thFriday 7 April 2019. It was a warm pleasant day. Although two o'clock in the afternoon and fatigue was expected among subject officers, their body language conveyed different message. Their heads were leaning so far forward that their chins nearly touched their knees as they listened to the coordinator, Anne Ngatia and Hassan Bundu giving their closing remarks on the success and challenges of the workshop. Quoting an American writer Alvin Toffler, Anne Ngatia accurately captured the significance of continual capacity building on CBA among subject officers. She said that the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. At the end of the workshop, the mood was carnival. Trainees were treated to delicious and yummy cuisines. The crunchy cakes and other palatable exploded in everyone's mouth as if they were miniature bombs made from the juiciest ingredients in the world. Hot greasy aroma filled the dining area, while competent chefs prepared beef and chicken on the hotplates right there in front of us.

22

It is a normal working day at your work station. Let us begin with early morning hours where a client walks to a reception armed with an enquiry about one of yours services.As a routine, you listen and direct them to the relevant office, and go about your business at the customer care desk. The disgruntled client comes back, and complains saying they would prefer if you would answer their questions from the start since the officer you referred them to neither heard them out, nor gave them the way

CUSTOMER CARE VIEW “A show of empathy while at service” (By Selline Agunda)

forward. There you go listening to their case once again, and advise them accordingly. “Call it just another day in the office”.

Such instances tend to mark my lowest moments as a front office manager. The question is, if the tables were turned and you were that client, would you like the service or the response you are giving? E m p a t hy i s t h e c a p a c i t y t o understand or feel what another person is experiencing from the other

person's frame of reference. Simply put, put yourself in their shoes.While such a trait -empathy- is assumed that it should be inborn for individuals it is not the case since others l ike what happens with acquiring certain traits in the world persons will take time to learn in the course of duty.

Empathy, like all other choices is personal. It is a social skill not learnt in school neither can you enforce it to work when you have not resolved to

make a practice. Whatever the circumstances set aside your view point as you try to see things from the other person's point of view is key to customer satisfaction. It does not cost anything to stop whatever you are doing so that you can listen to a student who has missed out on the registration deadline, that teacher who requires a Teachers Service Commission (TSC) number but has lost a KCPE certificate, or that

individual who has a bit of a speech challenge as they try to express themselves.

The Council (KNEC) receives clients from all walks of life, from the political class, to that high profile e xe c u t i v e o f a w e l l - k n o w n corporation, to that exchange student, and more so a teacher. Their visits to a place seeking service should not be taken for granted. The expectation, is

to be treated with decency that comes with a being human. It is incumbent upon us to demystify t h e t h e o r y t h a t m a j o r i t y o f government offices are by far the scariest places to seek services.This, we can only do by being empathetic to our clients as a surest way of to show true service to the public via offering excellent customer service.

23

KNEC PARTICIPATES IN KENYA SECONDARY SCHOOLS HEADTEACHERS ASSOCIATION CONFERENCE

KNEC continues to partner with stakeholders as a show of commitment that they are part and parcel to what the Council does as a service entity. In partnering, besides enhancing our visibility it is an opportunity to showcase our services and products. T h e Ke n y a S e c o n d a r y S ch o o l Headteachers Association (KESSHA) holds an annual conference that is attended by i ts membership of headteachers. This year's conference was held in June at the Kenya School of Revenue Administration, Mombasa. KNEC was not only invited as an exhibitor, but also as a facilitator during the plenary session. KNEC Acting Chief Executive Officer, Dr. Mercy Karogo and the Director, Test Development Patrick Ochich were the Council 's representatives at the c o n f e r e n c e . K N E C t o o k t h e opportunity to continue sensitizing stakeholders on Grade 3 Monitoring of Learners' Progress. In line with the Basic Education Curriculum Reform's vision to enable every Kenyan to become an Engaged, Empowered and Ethical Citizen and the mission's to Nurturing Every Learner 's Potent ia l , KNEC has developed tools that will help identify learners' abilities beyond the cognitive domain. Acting CEO Dr Mercy Karogo assured participants that the examining body is committed to ensure assessments (Monitoring Learner Progress) under CBC provides important and critical feedback for the leaners. A presentation made by KNEC was evidence that CBC

will not affect learner's ability in developing and nurturing critical thinking skills.

It is not only KNEC, rather a c o l l a b o r a t i v e a p p r o a c h w i t h CEMASTEA, KICD, and TSC will have an important input especially in teacher development. CBC in essence calls for a clear paradigm shift to Monitoring of Learners Progress during learning (Formative) that would be largely school-based, as opposed to s u m m a t i v e e n d o f t h e c y c l e examinat ions that i s cur rent ly administered to Class 8 and Form 4 for KCPE and KCSE examinations respectively.

Education Cabinet Secretary, Prof George Magoha called on teachers to deliver the new CBC curriculum. He reiterated that concerted efforts and support from teachers and other stakeholders is the only thing that will help the Ministry of Education deliver on a skilled focused curriculum. Prof M a g o h a m a i n t a i n e d t h a t t h e government wi l l not back off implementing the new Competency Based Curriculum (CBC).

Prof. Magoha thanked the support the ministry received from the Kenya Secondary School Headteachers Association (KESSHA) and the post primary teacher union- KUPPET for the CBC curriculum. He noted that though there are some challenges, they will be conquered with the unity and

collaboration endured by the teaching fraternity. He promised that the government was more than ready to support the implementation. He lauded teachers' tireless diligence and commitment to duty as he implored that they go out of their way and ensure they had oversight responsibilities in their areas. “Your Success as a field officer in your particular areas is not the warmth of your offices, but in the field duty. You must go out and check out the progress of your work. Success will not come where you are, you must go out and pursue it” said the CS. As a teacher, I am very proud of each one of you, because teachers are thinkers. We are lucky to be in one of the most important profession where we mould and shape destinies, he added.The ministry welcomes those with divergent views to present them as a way of feedback that will find solutions rather than just opposing the CBC for the sake of it.

Prof Magoha made opening remarks at th the 44 Kenya Secondary School

Headteachers Association 2019 conference held at the Kenya School of Revenue and Administration (KESRA) in Mombasa on June 10-14. He further said that, in April 2019, the ministry in collaboration with the Teachers Service Commission and the Kenya National Examinations Council rolled out a lower primary teacher training programme for (Grades 1, 2 and 3) that has seen over 100, 000 teachers trained in CBC pedagogy for

the lower primary and the Grade 4 for the year 2020. The plan is to train a further 290, 000 teachers by the end of 2019. KNEC exhibited feedback reports, issued career handbook guidelines as a way of creating awareness for post school examinations. These attracted many stakeholders to the KNEC exhibition stand. It created the best platform for teachers to access the feedback reports in time for candidates to have ample time for revision for better results in performance.

Biology failures in PTE exams A concern was raised on massive f a i l u r e s i n B i o l o g y a n d P T E examinations. Mr. Ochich explained that stricter exam administration reforms in the entire education sector has impacted on the outcome of learning at the stage of examinations. Therefore, performance of teachers at PTE and even DTE exams is a result of the strict examinations reforms put in place. Bloom Taxonomy He also noted that Assessment offers different models of evaluating a leaner's competencies and that Knec anchors its evaluation for the norm referenced evaluation on the Bloom's Taxonomy of learning that assesses learners on a spectrum of knowledge to evaluation.

The University of Nairobi held its thannual academic open day from 17 to

th19 January 2019 at the University grounds. Despite the terror attack on Dusit D2 Hotel along riverside drive, this did not dampen the spirit of the public who thronged the venue thirsty to get information on how one can enroll for various courses. The young learners got a chance to interact with the career masters who guided and advised them on a variety of career choices.

The three day event was officially thopened on 18 January 2019 by the

university's council chairman Prof Julia Ojiambo who also acted as the chief guest. Prof Ojiambo lauded the initiative by the university to organize the open academic day which gives young learners a great opportunity to interact with the university staff and get to know more about the university.For the young learners who have just completed their KCSE, the event gives them a window to avoid culture shock on the day they are admitted at the university, Prof Ojiambo.Prof Ojiambo was accompanied by then University of Nairobi Vice Chancellor Prof Peter Mbithi.Prof Mbithi acknowledged the presence of The Kenya National Examinations Council (KNEC) as one of its strategic stakeholders. He

thanked the KNEC Leadership for honoring the invitation.Also present at the event were the Higher Education Loans Board ( H E L B ) , T e a c h e r s S e r v i c e Commission and The European Union. The KNEC stand attracted numerous clients who mainly sought to know how the equa t i on o f fo r e i gn qualification service is offered. The prospective non-citizens students further sought to understand how to confirm the authenticity of certificates and diplomas is handled by KNEC. The Council's staff from the Public C o m m u n i c a t i o n s O f fi c e a b l y responded to the enquiries. The KNEC officers also show cased the examining body's innovation in video documentary.

corresponding examination agencies a t the i n t e r na t iona l l eve l fo r benchmarking. KNEC was the first examining body to set history by embracing ICT in its operations and processes. KNEC embraced ICT in registration of candidates and also while in releasing examinations results. Every year, KNEC receives visiting delegations from other countries to benchmark on the best practices. Early this year, Uganda's Parliamentary Committee on Education and Sports paid a visit to KNEC.

The chief guest prof; Julia Ojiambo, Prof; Phillip Mbithi (former UoN VC) and the event co-ordinator pay a visit to the KNEC Stand

24

KNEC AT THE UoN OPEN DAY (By Maswayi Johnpaul)

related to their operations.

Considering what KNEC underwent in 2015 in terms of the examinations malpractices, the team was impressed on the measures that were put in place by the government together with KNEC to manage the situation.

One of the team member shared his personal experience as an employee of Uganda National Examinations Board (UNEB). He recalled how they were

locked indoors for 90 days while marking examination scripts, as he further revealed the unfortunate loss of life a colleague whose death was occasioned by the tedious nature of the work and the resultant effect of fatigue during the long marking hours.His narrative had been triggered by how best KNEC uses ICT during marking and the processing of results. The Ugandan delegation appreciated KNEC's use of technology. A lot was learnt from the time of registration of candidates to the release of results. Issues on handling of special needs candidates cases were also addressed. The team was overwhelmed on the welcome and information received from KNEC. They appreciated the partnership that has existed between Kenya and Uganda, especially in the area of assessment. They were s a t i s fi e d w i t h t h e e x c h a n g e programme.

With a vision to be a world class leader in educational assessment and certification, The Kenya National Examinations Counci l attracts corresponding examination agencies a t the in te r na t iona l l eve l for benchmarking. KNEC was the first examining body to set history by embracing ICT in its operations and processes. KNEC embraced ICT in registration of candidates and also while in releasing examinations results. Every year, KNEC receives visiting delegations from other countries to benchmark on the best practices. E a r l y t h i s y e a r , U g a n d a ' s Pa r l i amen t a r y Commi t t e e on Education and Sports paid a visit to KNEC.

Uganda is in the process of reviewing its examination laws, hence it found it necessary seek its neighbor input on the best practices when it comes to setting examinations, assessments and examination administration best practices. The team was well received by the Ag. CEO Dr. Mercy Karogo. T h e y l i s t e n e d t o r e l e v a n t presentations and were also allowed to ask questions they deemed are closely

BENCHMARKING TOURS

KNEC and Ugandan teams pose for a photo

25

The Head of Ugandan delegation (middle) makes a point, Left Imelda Barasa, Director EA, Right Ugandan Officer

UGANDA'S LAWMAKERS BENCHMARK WITH KNEC (by Alice Atamba)

ZANZIBAR EXAMINATIONS COUNCIL BENCHMARKS WITH KNEC (by Swabra Abdulhamid)

The Examinat ions Management Division receives the largest number of queries, hence the online system to mange the quer ies- The Quer y Information Management System (QMIS) was developed at KNEC.Clients launch queries on various aspects of examination online. The system works in such a way that a client is allocated an online account after registering, and later allowed to access the KNEC portal and launch their queries.

Queries from clients range from name errors, gender errors, grade anomalies as well as amends on photos and school details as captured on the candidates' certificates.The ZEC delegation was impressed liked QMIS platform which was launched in July 2018.Mr Philip Kimanthi and Mrs Anastacia N z o m o o f K C P E a n d K C S E respectively took the visiting team through on how the QMIS works.ZEC Chief Executive Officer, Zubeir Khamis, ZEC CEO said: “We excited and greatly challenged and honored to learn a couple of things from our sister Council. KNEC has made great strides and we intend to borrow and implement some of the things we have seen.” The CEO further expressed his profound gratitude at the warm reception from KNEC. He noted that Knec had demonstrated kindness in view of the fact that the visit coincided with the Business and Technical Examinations Period.

A six member delegation from the Zanzibar Examinations Council visited The Kenya National Examinations Council to benchmark on examination administration and management. The visiting delegation was led by ZEC Chief Executive Officer Zubeir Juma Khamis. The visit took place on May25, 2019.Other members were Mr Mngwali Shehe Ali a subject coordinator; Salum Hassan Salum a registration officer, Mr. Makame Ali Issa assessment and evaluation officer, Mr. Vuai Juma assistant head of exams, and Ms Munira Ali Said an ICT officer. The team were taken through the various processes by respective officers in Test Development, Examinations Administration and Research and Quality Assurance.The team was keen with hands on, to grasp as much as possible about the processes. Some of the processes they wished to implement immediately are under KNEC's Research and Quality Assurance Division. The team was impressed with cases of lost certificates are handled, KNEC confirms individuals results before one is issued with a certification letter. Diana Makau – Head of School Exams at the Research and Quality Assurance Division was present. The Zanzibar delegation was pleased the enormous support that KNEC receives from the national government when it comes to securing the examinations during administration and management in order to minimize attendant malpractices.

KNEC officials take their Zanzibar counterpart (behind) through a process

The Ag. CEO, Dr. Mercy Karogo, possess for a photo with the visitors from Zanzibar after they made a Courtesy call in her office

26

Philip Kimanthi of KCPE stresses a point to the Zanzibar delegation

The new Hiv & Aids committee was threconstituted on 16 July 2018 by the

Ag. CEO Dr. Mercy Karogo, as part of t h e Pe r f o r m a n c e C o n t r a c t i n g r e q u i r e m e n t s a n d M A I S H A - I Organizational targets for the financial year 2018/2019.The Hiv & Aids Control Unit was therefore required to; Develop and implement Hiv & Aids Workplace Policy and sensitize staff on Hiv related knowledge.

The committee under the able leadership of Mr. Mahmoud Ibrahim Deputy Director EA-FA, has been on the fore front of making sure that sensitization on Hiv & Aids is done to all the members and Contracted professionals using any available group activities. The committee has also made sure there's regular and constant supply of male and female condoms to members who fail to overcome temptations.Among the major achievements of this committee is drafting of a Hiv & Aids Workplace Policy.

The Kenya National Examinations Council Workplace Policy on Hiv & Aids was long overdue, given that the last time the organization had a policy draft was in 2007. Keeping in tandem with the rapid changing times, many changes have taken place through policy, in line with NACC guidelines which informs the need to have a policy that must always be reviewed after every five years or as need may arise and aligning it to the Council's Organizational Structure to effectively facilitate a sustainable realization of the provisions of the National Legislation and Policy Framework on Hiv & Aids.The Hiv & Aids Workplace Policy is a requirement as key indicator of the N AC C c y c l e g u i d e l i n e s f o r performance contracting.In order to have adequate time towards policy formulation, the committee retreated for five days at Kenya School of Government in

th thEmbu from 25 to 29 March 2019 bringing on board an expert from the

National Aids Control Council. The Kenya National Examinations Council Hiv & Aids committee is committed to ensuring zero stigma towards people living with Hiv & Aids, and the member s a r e a lway s encouraged to open up and feel free to reach any of the committee members for advice or help.

Committee Members: Mahmoud Ibrahim-(DD/EA-FA) Chairman, Phoebe Nyangi, Secretary, Leonard Adhiambo, Robert Onyari, Jairus Musee, Peter A. Masayi, Johnpaul Maswayi, Mary Mwawaza, Bernard Lekrimpoto and John Muiruri

27

KNEC HIV&AIDS COMMITTEE DEVELOPS A WORKPLACE POLICY (By John Paul Maswayi)

An accessibility audit is an evaluation of how well your environment supports the needs of persons with disabilities. Our awareness on the reality of disability and making our environments accessible is limited because we live in a society geared towards people whose bodies and minds are on a regular function.

Why carry out an accessibility

audit?Accessibility of the environment is a key factor in facilitating people with d isabi l i t ies to achieve g reater independence, participation and social i n c l u s i o n . A n i n a c c e s s i b l e environment affects all members of society. However, for people with disabilities, the barriers to equal participation in society due to an inaccessible environment are much greater. Accessibility audits have been

developed by the National Council for Persons with Disabilities under the D e p a r t m e n t o f D i s a b i l i t y Mainstreaming to address the need for accessibility and information about the reality of disability to the public. Everyone should be able to fully par ticipate within society, and accessibility plays a crucial role in achieving this goal. An accessibility audit is one of the first of many steps that can help to improve accessibility of the environment.

The case for making our society more accessible is a compelling one on many fronts. It is not only an issue of justice but it makes good business and social sense. In addition to contributing to the development of a more inclusive and equal society, an accessible environment offers the following advantages:

· An access ib l e env i ronment

increases the pool of potential new workers that an employer can tap into.

· It helps organizations retain existing employees who may acquire a disability;

· An accessible building enables more people with disabilities to enter the premises and/or use the services;

· Accessibility improves overall safety of buildings, which has a direct impact on the number of accidents taking place and therefore the cost of insurance premiums;

· An accessible environment gives g rea te r cus tomer and s t a f f satisfaction and can improve public perception and recognition of an organization. Physical barriers considered in the KNEC 2019 Accessibility Audit.

AREA/ASPECT DETAILS LOOKED AT STATUS SO FAR?

Getting to the KNEC premises

· Parking · Approach and routes to entrance

· Lighting and signage to entrance

· Surfaces of approach

· Street and grounds furniture

Getting into the KNEC premises

· Steps and ramps

· Entrance doors and thresholds

· Lifts

· Reception areas including desks,

seating and lighting

Getting around

the KNEC premises

·

Lateral circulation, width of corridors etc

·

Internal direction signs

·

Floor surfaces, and tonal contrasts of surfaces

·

Vertical circulation -

lifts and stairs

28

ACCESSIBILITY AUDIT ON DISABILITY MAINSTREAMING CARRIED OUT By Epha Ngota

The audit took place in KNEC offices on Dennis Pritt Road and KNEC offices at South C on July 8, 2019. The full report with recommendations will be shared with relevant departments for improvements and action.

KNEC staff participated in the Beyond Zero Half Marathon as part of its strategy to keeping healthy and prevent the likelihood of being affected by lifestyle diseases. The participation is also part of the Corporate Social Responsibility engagement and a way of relating with the society via the First Lady Margaret Kenyatta's Beyond Zero campaign. The Beyond Zero Campaign is an initiative aimed at improving maternal and child health in Kenya, and also to

reduce new HIV infections among children. For the Half Marathon, it brings together persons of all ages, abilities and walks of life. The marathon presents opportunities to create long term partnerships with corporations within Kenya that focus in bringing healthcare closer to all Kenyans. The fourth (4th) edition of the Beyond Zero Half Marathon was held on March 10, 2019. The start and end point was at the Nyayo National stadium. President Uhuru Kenyatta was at the finish line congratulating participants who included his deputy William Ruto who managed to complete the race.KNEC staff participated in 5km, 10km and the 21 kilometres half marathon. At the end of it all they said

to themselves “I have ran the race, I have kept my faith” in reference to the book of Timothy in Bible states. Few of the KNEC staff participated in the half marathon race of 21 kilometres namely; Major Retired Peter Lotee, John Paul Maswayi and Aggrey Owele. The Corporate Communications team ran ahead, completed the race and waited for the other members at the finishing line to congratulate and take photos for those pulling the last leg. The ladies shied off from long races but promised to improve next time, we look for the moment to see them stretch more.

Using services in the

KNEC premises

·

Toilets, washrooms, changing and bathroom facilities

·

Access to and in eating and bar areas

·

Public room access and layout

·

Lighting, heating and acoustics

·

Accessibility of switches, handles and controls

·

Sitting and furniture

·

Telephones and electrical equipment

·

Alarms and acoustics

Getting out of the building

·

Fire exits and escape routes

· Emergency lighting and warning systems

· Safe refuge areas in event of fire for persons with disability

Managing the building and service

· Keeping routes clear and obstructions removed

· Maintenance of lighting, heating and alarm systems

· Attitudinal approach of staff· Publicity material, Service charters

etc

29

KNEC AT 2019 BEYOND ZERO HALF MARATHON (by Alice Atamba)

KNEC staff among others set to take off for the MarathonViolet Andayi headed to the finish line

KNEC staff congratulating one another after the race

KNEC staff join other participant to keep fit, Catherine Murage perfectly

balances on one foot to prove her fitness as others struggle.

Peter Muhia of Test Development takes on this available space to highlight on one of the dreaded cancers.Human papillomavirus (HPV), the most common sexually transmitted infection is the primary cause for 99.7 per cent of all cervical cancer cases. In Kenya, the disease claims 2,451 lives every year this is according to the Ministry of Health yet it is one of the few cases that can be vaccinated against though the lack information leads to many getting infected.Millicent Kagonga, Jane Wambui and Rose Chiedo all wish they got immunized against HPV. The three are cervical cancer survivors. Jane Wambui 47, had attended a random public screening at Sigona Golf Club in Kiambu in 2012 when she tested

positive for Human papilloma virus (HPV). “I was not in pain. I had been told that every woman should have these check-ups once in a while. So I just went and gave samples,” Jane says. Upon receiving the results two weeks later Jane tested positive with HPV. This forced her to undertake a biopsy to determine if she had cervical cancer. Oooh my God!! the biopsy results showed she had stage one cervical cancer. Jane started treatment immediately with her doctor proposing full hysterectomy- removal of the uterus and the cervix.Jane a mother of 4, consented to the procedure successfully and todate without a uterus and a cervix she does not worry that the disease will recur.

Unlike Jane, Millicent is not yet out of the woods after she was diagnosed with cervical cancer in 2015 at the age of 25.

Millicent was prompted by her employer (she worked as a house help) to get checked following years of an unusual discharge. So bad was the d i s c h a r g e t h a t h e r h u s b a n d abandoned her with complaints of perpetual wetness.

“The first hospital I visited (a level 5 public facility). At my youthful age I decided I will test for cervical cancer although I had been discouraged by those who argued that the diseases infects older women,” she says.

Millicent was put on medication which did not clear the discharge forcing her to go back to hospital. At this point a

30

2019 BEYOND ZERO PICTORIAL

CERVICAL CANCER PREVENTION IS POSSIBLE (By Peter Muhia)

HEALTH

biopsy from her cervix confirmed that she had stage 3 cervical cancer. “I was so heartbroken,” she said.

Like Jane, Millicent was told she had the HPV infection too.

For Rose Chiedo whose story The Eve has published before, suffered from cervical cancer after a turbulent marriage to a man who she says was cheating on her several times.

“Perhaps he infected me with HPV,” she said when we interviewed her.

The Vaccine

As we discuss the HPV infection, reflections should now be focused on why the earlier mentioned vaccine is important. According to the Ministry of Health HPV is the primary cause for 99.7 per cent of all cervical cancers.

Ironically, according to Dr Catherine Nyongesa a chief oncologist at Texas Cancer Centre -a specialist cancer facility in Nairobi- cervical cancer is one among very few cancers that one can be vaccinated against to avoid infection.

Dr John Ong'ech, the head of reproductive health at Kenyatta National Hospital said HPV vaccine should be administered on girls aged between 10 and 14. “They are deemed to not have been exposed to the virus already and therefore would build immunity against it.”

Dr Ong'ech adds that the vaccine has

been around for “a very long time”. The Ministry of Health, however, could not tell us whether the vaccine is available in public health facilities as Ong'ech revealed that it is found in private health facilities..

Indeed in the Eve article, phone calls made to five major private health facilities in Nairobi showed that the e vaccine was available at costs ranging from Sh3, 891 to Sh13, 500 per jab. Only few women are aware of the vaccine and its benefits..

Christine Khasina, a married mother of two, says she hasn't gotten the jab because her understanding of the vaccine is that it is more effective on younger women. “If I had a daughter, I would definitely get them vaccinated against HPV, ” she says.

Jeri Muchura, a mother of three, admits that she had not heard of the vaccine that would protect girls against cervical cancer. “Is there is such a thing?” she asked back.

Stella, a mother of three, says she does not know the vaccine and that she is neutral on whether it would be important to a woman or not. “If this vaccine was that important, why is it that not many women have gone for it?

The HPV vaccine (different versions of the vaccine are available in the market) is given in two or three doses depending on the version used.

Cecilia Mwangi, a former Miss Kenya title holder, is arguably one among few women in Kenya to have gone for the jab. “I knew of the vaccine in 2012 when we had a close relative who succumbed to cervical cancer. I decided to get the jab because I believe all women are exposed to the virus,” she says.

“I think the problem is the stigma that would be attached to the vaccine. People would be quick to judge that, by receiving the vaccine, one is preparing to be promiscuous. That is not the case. HIV has taught us that even an innocent and faithful housewife can get infected when a cheating husband brings home the virus. I would rather be safe than sorry,” Cecilia says.

31

A medical officer talks to a patient

The vaccine is effective among women who have not been exposed to the virus, says Dr Nyongesa and adds that it is highly recommended for teens aged 9 to 14.

However, women of all ages can receive the vaccine. Women who have been sexually exposed will need to undergo a test to find out if they have already been infected with the virus.

The Centre for Disease Control recommends that many people get the vaccine up to age 26. Last October, the US Food and Drug Administration announced that the HPV vaccine has

now been approved for people up to age 45.

That cervical cancer is deadly is not a debate. Last year, the Globocan report by the International Agency for Research on Cancer revealed that cervical cancer is the cause of 12 deaths for every 100 cancer deaths in Kenya– second only to oesophageal cancer.

In comparison, breast cancer is responsible for only 9 out of every 100 cancer related deaths in the country yet it is the most prevalent type of cancer: accounting for 12.4 per cent of

all new detection.

At Texas Cancer Centre, in 2018 alone, out of 431 women treated at the facility, 354 (82 per cent) were being treated for cervical cancer. “Cervical cancer may not be the most prevalent but it is deadlier because it is r e s p o n s i b l e f o r m o r e f a t a l complications like anaemia, kidney failure and infections,” says Dr. Nyongesa.

She adds that patients of cervical cancer experience swelling of the kidneys: associated with substantial morbidity in patients with the disease.

32

A recent report by the World Health Organisation ranked Kenya as the sixth most depressed country in Africa. The report is no shock owing to recent rise in suicide cases, domestic violence and the rising homicide incidents.Depression definition by the Mayo clinic; It is a mood disorder that causes a persistent feeling of sadness and loss of interest which can interfere with one's daily functions and their wellbeing.As a young lady looking to a vibrant and hopeful for an exciting and promising future of happiness, the spate of these scary incidents leaves me

HOW TO KEEP OFF DEPRESSION (By Swabra Abdulhamid)

saddened and wary on whether I will be the next case study of the same. I believe that we as a country can do better to diminish this taboo or at least reduce it and make the world a better place that is depression-free.First things first, I would wish that we dismiss the stereotypes around depression. One of them is that men aren't depressed and are this strong super beings. The truth is, a man just like anyone else has 24 hours of doing what he can to provide for his family or venturing into being a better person, during this whole t ime he may meet with

difficulties that make his quest tough.Secondly, can we stop for a second and have a moment of silence as parents and address the issue of a broken society. As parents, we should be aware that we make our children see and experience the way we live in a family unit. Whatever we do shapes their character on how they handle presenting challenges depending on how kind we are to them at the family level.

stActually the illiterate of the 21 century are not people unable to read and write, but those unable to learn, unlearn and relearn. African parents need to keep

an eye on their kids' emotional state. Without the emotions, we let history to repeat itself for the worst when the kids are undergoing low moments. Getting involved in kids' lives will be of importance, though not necessarily about meeting their basic needs, but a holistic caring, lest we fall in a trending line of a failed category which does not care about what is happening in their lives leading them to depression, anxiety, bi polar and all kinds of mental illnessesWe should never be satisfied with the current state of how we handle our children, because I believe that dissatisfaction is a 'creative state.' Once we make it a point to do better, be better, there is no limitation with the universe. The consequence is we shall avoid raising children that we absolutely know nothing about. And it doesn't matter whether you're eighty or eighteen, Knowledge is

“Hel lo ! T he Kenya Na t iona l Examinations Council, how may I help you?” this is a familiar voice that h a s a l way s b e e n b e h i n d o u r telephones whenever requesting for an intercom. The sweet Melodic and Angelic voice of Anne Ikhungu Sobera has been a trade mark of quality Customer Care at first impression both for internal and external clients.Anne joined the East Afr ican Examinations Council in 1977, at that time the headquarters for EAEC were in Kampala- Uganda under the stewardship of Mr. Kiwanuka as the CEO from Uganda and Mr. Steve Omenge from Kenya as the Deputy.When she joined the East Africa Examinations Council, Anne was 18 years old, very young, beautiful, vibrant and full of life. Anne begun as a messenger a role she served for few years.She was later appointed to become a tea girl, and also decided to further her studies at The Kenya College of

power since the more one studies enables one to find their belief system based on self-evaluation of something so as to reach the point of self believe and thus realising the safety for the child.I wish and pray for a society where the man doesn't need to mask himself as a superman, rather agree that he is human and needs to open up. Let's have a culture of men, women and young adults talking about what they face without feeling like they are any less of human beings when they unmask. This in turn means they need people with a listening and comforting touch. Poverty and unemployment was also mentioned in this report and this hurts me on a personal level. We have become the nation where employment isn't about papers no more, but whom you know.

Communications and Technology (KCCT) in telephone operations. KCCT is today known as the Multi Media University. After successful completion of her studies, Anne was posted at the KNEC switch board where she served diligently until her retirement. One advantage that worked well for Anne and gave her edge over her peers was her mastery of the English Language and excellent communication skills. When I met Anne for the interview this is what she had to say, “I want to

This kills the morale of those without "Godfathers” because in their job search it is a lost battle. For young people, they need they should be self-motivated to doing the odd job available, since we all start somewhere and the struggle allows you to appreciate success. Lastly, relationships also came up. For a n y r e l a t i o n s h i p t o s u r v i v e communication is a must. Openness and honesty plays an important role in shaping up a relationship that is minus violence. When there's a problem, people should prioritise talking to one another.This topic i s broad and non-exhaustive. I would encourage a society that is creative and have the belief to do better, as for the wings to get there, we'll develop them along the way.

thank the Almighty God for his mercies upon me, KNEC is a good employer but very delicate, since I joined this organization I have seen many exit service under different circumstances some which are not honorable at all.”Asked whether she would accept to continue serving if she is offered an extension, “wacha nikuambie JP, Mungu akikupea nafasi ya kufanya kazi miaka hio yote when it comes to retirement time let me go peacefully and I now hand over the mantle to

33

Anne hands over to Florence NyakanAnne Ikhungu at work

Anne Ikhungu hands over the mantle

Florence Nyakan and other young turks to propel the organization to the next level.” Anne has maintained her stature, young at heart, energetic and beaming with smiles. Other colleagues who joined KNEC with Anne, and also worked at the East African Examinations Council are, Jeremiah Ntoiti, Pauline Ruthuku and Mary Ayugu. Jeremiah Ntoiti worked for EAEC and was Lucky to have worked at the headquarters in Uganda, Ntoiti retired on January 1, 2019.

Professor George Magoha was nominated to the position of Cabinet Secretary Ministry of Education in new cabinet reshuffle done by President Uhuru Kenyatta on Friday 1st March 2019.

Prof Magoha had served as the Kenya National Examinations Council Chairman for a period of three years where he was credited with continuing the stringent measures in national examinations administration and management. He stepped up the good work that had been started by former Education CS Fred Matiang'i, Amb. Amina Mohammed and the current Acting CEO Dr Mercy Karogo.Amina was moved to the Sports ministry formerly headed by Rashid

Achesa.On March 19, 2019 the parliamentary committee on appointments approved Prof Magoha as Education CS setting the stage for his swearing in as CS. The committee stated that Prof. Magoha's academic credentials and experience comply with the Public Appointments Act.

Dr. Onsati, new KNEC Chairman(By Alice Atamba)

Dr. John O. Onsati is a Consultant in Organization Development and Tr a n s f o r m a t i o n ( O D T ) ; a n d Education & Training.

His admirable CV pops him up as a role model for candidates aspiring to join the alternative path to University. Today, he holds a Doctorate in Organizational Development and Transformation from Cebu Doctor's University, Philippines (2011), and a Master of Science (MSc) from Victoria University of Manchester,

stBorn on 31 March 1953, Dr. Onsati started his early education at Kioge D.O.K Primary school before joining Mawego Technical Secondary School where he sat for Kenya Junior Secondar y Educa t ion (KJSE) examination in 1970. He moved to the now Techn i ca l Un ive r s i t y o f Mombasa for a two-year Pre-Technician course graduating in 1972. From 1973 to 1984, Dr. Onsati went through the now Technical University of Kenya graduating with an Ordinary Diploma in 1976 and a Higher Diploma in 1984. Between 1976 / 1977, he obtained Technical Teachers' certificate from the same institution.He started his professional career as a Technical teacher at Sigalagala Technical Secondary School in 1977 before moving to The Kenya Polytechnic (now Technical University of Kenya) in 1985 as an Assistant Lecturer.

Between 1990 and 1994, he served at t h e O f fi c e o f t h e P r e s i d e n t

(Department of Defense) as a Lecturer at Kenya Armed Forces Technical College (KAFTECH). In 1994, he moved to the Ministry of Higher Education, Science and Technology as Senior Technical Training Officer and deployed Provincial Technical Training Officer – Nairobi Province- in charge of Technical Institutions up to 2000.

He served at the Ministry of Home Affairs - National Youth Service Engineering Institute (NYSEI) as Deputy Principal for two years before becoming the Principal at NYSEI for a year up to 2003.

From 2003 to 2008 he worked under the Teachers Service Commission as Deputy Principal at The Kenya Polytechnic, Senior Principal Rift Val ley Inst i tute of Sc ience & Technology, before retiring after serving as Senior Principal in Nyeri Technical Training Institute.

Dr. Onsati has attended numerous shor t courses, workshops and s e m i n a r s , b o t h l o c a l l y a n d internat iona l ly, to bols ter h is profession in technical education. He has also given back to the community while serving as a National Treasurer to the Kenya Association of Technical Training Institutions (KATTI), Board m e m b e r o f M u h u r i M u c h i r i Secondary School – Nairobi and

34

Dr. Onsati

Prof. Magoha

Prof. Magoha appointed Education Cabinet Secretary

APPOINTMENTS

Council Member of Embu University College, a Constituent College of the University of Nairobi. He has been recognized by KATTI who awarded him a Certificate of Distinguished Service KETTISO and a Certificate of Service as KATTI TREASURER. In 2000, KNEC awarded him a Certificate of Commendation for long service as an Examiner / Examiner in Chief for Mechanical Engineering.

Before his appointment as KNEC Chairman, he successfully served as a KNEC Council member for a period of three years. UK (1989).

Dr. Mary Gaturu (born 1963) works with the Ministry of Education, Science and Technology as the Director in charge of Quality Assurance and Standards.

Formerly, she was the Regional Director of Education for the Rift Valley Region, County Director of Education for Muranga and for Nyandarua. Before that she worked at the Teachers Service Commission as the Senior Graduate Teacher.

She holds a Doctorate of Philosophy, Masters in Education and Bachelors of Education Degree, all from Kenyatta University

L i m i t e d o n A u d i t a n d R i s k Management He is also a Panel of Expert (PoE) in Accounting and Financial Reporting at the Institute of Certified Public Accountants of Kenya (ICPAK).Dr Sporta is a trainer in Financial Reporting at ICPAK and Kenya School of Government (KSG) among other institutions. Besides, he is a Lead Consultant with Grohney and Co. Assoc ia tes on Assurance and Financial Reporting in both IFRSs and IPSASs He is a holder of a PhD degree in Business Administration (Finance Opt ion) f rom Jomo Kenyat ta Univers i ty of Agriculture and Technology.H a s a M a s t e r ' s o f B u s i n e s s Administrat ion from Kenyatta University and a Bachelor of Business Management from Moi University. Certified Public Accountant of Kenya (KASNEB). He is also a full member in good standing at ICPAK. He has further taken a short course in Theology from the World Bible College. He started his career as both an accountant and lecturer on part time basis in various colleges in town. Worked as an accountant with Nationwide Credit between 2007 and 2009 and thereafter joined Health and Water Foundation, Pluto Security Limited between 2010 and 2011. As a professional lecturer, he has taught at the Technical University of Kenya between 2006 and 2011) before joining KCA Univers i ty as an Assistant Lecturer in the School of Professional Programmes. He was later appointed a full-time Lecturer at the School of Business in the same University.He is also an online presenter on CPA materials in collaboration with Manifested Publishers Ltd. Dr Sporta has authored and published highly competent academic and research papers in the areas of Accounting and Finance as well as presenting some of them in various conferences both in Kenya and USA, as well as attending several workshops and seminars at college and university level.

New members join the Council (By Alice Atamba)

Dr. Karen T. Odhiambo is a Specialist in Educational Assessment. She is currently a Lecturer/Consultant at the University of Nairobi.

She holds a Doctorate in Philosophy ( S p e c i a l i z a t i o n , P r o g r a m m e Evaluation in Education and Social Development; Specific Area is E d uca t i o n a l A s s e s sm en t a n d Monitoring and Evaluation), Masters of Science in Measurement and Evaluation from the University of Calgary, Canada and a Bachelor of Education also from the University of Nairobi. She represents special interest in the KNEC Council

CPA, Dr Fred Ochogo SportaCPA, Dr Fred Sporta, an expert in Accounting and Financial Reporting, was appointed as a co-opted member of the Kenya National Examinations Council He is a university lecturer, and also a Chief Advisor with Securities Pesa

35

Dr. Gaturu

Dr. Odhiambo

Dr. Sporta

1.

2.

3. 4. 5.

6.

7.

8.

9. 10. 11.

12. 13.

14.

Crossword puzzle This is the cross puzzle that was in the last issue.

Across

1. We do this every time we are having an

active examination

7. A bird related to the Ostrich family

8. Of flags , making it go up

9. Depicted a period of time say tenure.

10. Abbreviation for our Main address

12. Of fruits, some say it is sour.

14. Leave out or exclude.

Down

2. Existing in or derived from nature, not made.

3. Of, relating to, or involving the mouth.

4. Moving towards the inside.

5. Public entertainment marking a special occasion.

6. This place, now.

11. Common house pet.

12. Negative response.

36

ENTERTAINMENT

Netiquette reloaded style up good people

Greetings people. It is great the way

things are evolving around us. We have

parte after parte, Boomboclat and many

other memes floating the blogosphere

mimicking all the events around us.

Granted we also have the now national

pastime of blaming our leaders for all our

real or imaginary ills. The social media

has not taken all the happenings without

a fight and as things stand, it seems #KOT

(Kenyans on Twitter for those live under

a rock) is the only incorruptible court this

side of town, therein comes out one of the

benefits of using ICTs.

Sometimes back, I wrote about netiquette

and the need to observe certain unwritten

but agreed on rules that govern the way

we should utilize our devices and

software without infringing on the rights

of others. Today I feel obliged to shout out

due to the painful fact that people out

there who are not yet soaking up the

realities of free speech. The bottom

maxim is; your freedom ends where mine

starts period! Let us look at some

laggards who have just arrived online and

they just will not give up the uncouth

culture that is so yesterday.

Top on my list is that big headed large eyed

lanky boy who used to harass everybody else

for bootleg answers and snacks back in class

four. His endeavours to copy all homework

answers did not end well and he probably

slipped into oblivion in those places where big

headed snobs who score pocket change in their

terminal exams go. This is a distant memory in

your life, an insignificant memory that is; until

you find yourself in a wedding group of about

two hundred odd people for Mr. and Mrs.

Bighead to be.

How and where this guy got your contacts a

whole 'three African presidents for life' down

the line is a mystery not entirely unrelated to

mischievous genius; but heck, who cares about

that, I hate the whole blind grouping with a

passion. I do not want to be group added into

about something that I have not a clue. Next

time you need assistance of some sort, have

the courtesy to ask people if they are

comfortable in being part of it and in their own

comfortable terms. We the netizens have

supported so many worthy causes but these

appeals did not wake us up at 3.00am asking for

ruracio (dowry). Call before you add them.

37

JOKES

WhatsApp group

The penetration of

cell phones in Kenya

stands at a high of

above 85 percent

(National statistics)

making it the most

ubiquitous form of

c o m m u n i c a t i o n

today. Though every

Njuguna, Moraa and

Kazungu owns a phone, people still drive others

over the wall with incessant calls that all add up to

“how have you been?” queries. There is a good

reason why somebody is not picking your call right

now. Courtesy demands that you take considerable

breaks between calls and possible just text and

wait. Having 39 missed calls and 17 terse messages

from the same person is very uncouth and uncalled

for more so when all are within a space of less than

one hour.

On the flip side, the people who don't return calls

at all belong to Neanderthal primates and have no

place on this civilized world. Why in the name of

the good Lord would you be unreachable for

months on end? How busy can busy get? Do you

know those college buddies you painted the town

red with, who all of a sudden out of some new found

pseudo status or imaginary self importance start

exclaiming that you look familiar when you meet?

Scale down the ivory towers people, be warned

that ivory should only be on elephants so don't

wait for the painful tumble.

One last beef with the public nuisance brigade is

purely on narcissists. There are people who speak

in Arial size 48 bold when using their cloned

38

Cell phones phones imported from a five-letter country

famous for that kind of business. What I

hate about these people is their nerve to

discuss a shipping consignment worth

millions of shillings being delayed in the port

in one minute and arguing with the manamba

about a ten-shilling discount agreed on

boarding using sign language comprising of

banging two clenched fists together in the

next minute without missing a beat about

this whole facade. Is it just me or are you

seeing the whole irony of this noisy

“business magnate” riding in a walokana

Sacco weather beaten bus?

In my next reflections, I will address the

issue of those wannabes who push their

'rent a device' gadgets up your nose or place

them on the table like tablemats when you

are having a conversation to push up those

skewed perceptions. As I sign out today, I

wish to out an editorial disclaimer, the

events above are real and do not touch on

any known living or dead individual that I

know but if it's too close to call style up and st

welcome to the 21 century. Give me a shout

@SirGioko or , laters. kgioko@gmail.com

39

THE KENYA NATIONAL EXAMINATIONS COUNCIL

SERVICE CHARTER 6TH EDITION 2018Vision StatementTo be a world class leader in educational assessment and certification.

Mission StatementTo assess abilities and certify learner achievements in conformity with global standards.

The Kenya National Examinations Council is dedicated to offering excellent services. Here is our service delivery commitment:

17.0 CUSTOMER ENQUIRIES

NO ENQUIRY CONTACT OFFICE AND LOCATION EMAIL AND TELEPHONE NUMBER

17.1 Examiners, Invigilators, Supervisors, Drivers and Security Personnel

Field Administration servicesIndustrial Area along Likoni Road

fa@knec.ac.kesi@knec.ac.ke (For Supervision and Invigilation)0206650820/21/22, 0720741003

17.2 Conrmation of Examination

Results

Archives and Records Ofce New Mitihani House South C off Mombasa Road

archives@knec.ac.ke0720741004, 0732333566

17.3 Equation of Certicates Archives and Records Ofce New Mitihani House South C off Mombasa Road

equation@knec.ac.ke0771589758

17.4 Queries related to examination

registration, examination results

and certicates

Examinations Management Division, New Mitihani House South C off Mombasa Road

em@knec.ac.ke - (For School and Teacher Education Examinations) – 0771813972 (KCSE) 0772069891 ( KCPE)btea@knec.ac.ke - (For Business And Technical Examinations) 0771814060 (Business) 0771814259 (Technical)

SERVICE(S) RENDERED

RESPONSIBILITY

CUSTOMER OBLIGATION USER CHARGE (KES) TIME LINE

1.

Receive and record all cases and complaints

CEO/

Respective Departments

1.1.

To provide accurate, adequate, factual and timely information

1.1

To provide feedback on the quality of KNEC services

Nil Immediate

2.

Acknowledge and respond to all correspondences

CEO/

Respective Departments

2.1 To provide accurate, factual and timely information

2.2 Use correct channel of deliveryNil

Written - 7 working daysTelephone-Immediate

3.

Registration of candidates for KNEC Examinations

CEO/Director,

Examination Administration

3.1 To register all candidates accurately before the end of the registration period for the respective examination

3.2 To pay for the registration fees (where applicable)

3.3 To conrm the accuracy of registration data

Fee charged depending on the examination

Two months

4.

Handling of examinations related queries

CEO/Director,

Examination Administration

4.1 To channel all examinations related queries through the KNEC agents

4.2 Submission of the queries to KNEC4.3 To

lodge a query on examination results within 30 days from the date of release of results and within 60 days after release of certicates

4.4 To make payment where queries are lodged after the timelines stipulated in 4.3 above

4.5 Upload all the TP/CA T/Project/Course Work marks online as per the prescribed time frames

4.6 Submit the hard copies of the uploaded marks to KNEC in time

i) Penalty for late submission of queries:

(a) KCSE, Post School and Teacher Education Examinations: 5,000/-

(b) KCPE: 3,000/-ii) Penalty for late

submission ofTP/CAT/Project

/Course Work marks 2,000/-

30 working days

5.

Issuing of examination results and certicates

CEO/Director,

Examination Administration

5.1 Candidates to access examination results immediately after release

5.2 Candidates to pick certicates from

institutions eight (8) months after release of examination results

Nil

30 working days from release of certicates to Schools

6.

Recruitment of examiners

CEO/Director,

Examination Administration

6.1

Meet selection criteria for each category6.2

To app ly for recruitment through the Principal of the respective institution

6.3

Successful completion of training

Nil 60 working days

7.

Recruitment of invigilators, supervisors, drivers and security personnel

CEO/Director,

Examination Administration

7.1 To meet selection criteria7.2 To sign and adhere to the terms of contracts

including payments7.3 To provide accurate, adequate, factual and

timely supporting documents and other relevant information

Nil30 working days before the start of examination

8.Administration of Examinations

CEO/Director,

Examination Administration

Field Administrators:8.1 To adhere to rules and regulations governing

examination administration8.2 To conduct oneself with integrity during

examinations

Nil As timetabled

CEO/Director,Examination Administration

Candidates:8.3 To make oneself available and sit for the

examination as timetabled8.4 To conduct oneself with integrity during

examinations

Nil As timetabled

9.Equation of Foreign Qualication

CEO/Director,Research and Quality Assurance

9.1 Adherence to guidelines set9.2 To provide accurate and factual

information and documents 9.3 To pay for the service upon meeting the

requirements where applicable

3480/- per certicate1392/- for use of fax/email(Dispatch by Email is applicable for Equation only)

10 working days

10.Provision of examination related data

CEO/Director,Research and Quality Assurance

10.1 To make formal request for data and indicate the purpose

10.2 To provide clear information on the data required and supporting documents

10.3 To pay for the service where applicable

Varies according to the data required

10 working days

11.Conrm authenticity of Certicates and Diplomas issued by KNEC

CEO/Director,Research and Quality Assurance

11.1 To provide accurate and factualinformation and documents

11.2 To pay for the service on application11.3 Verication of ownership of certicate

a) Sending conrmation outside Kenya:3, 480/- per certicate

b) Sending conrmation within Kenya: 2, 320 /- per certicate

c) Use of Fax to send conrmation within Kenya: 928/- per certicate

d) Use of Fax to send conrmation outside Kenya: 1, 392/- per certicate

e) Use of courier service is optional and clients meet the extra charges. Charges are based on distance of where the documents will be delivered

10 working days

12.Examination results certication letter

CEO/Director,Research and Quality Assurance

12.1 To provide accurate and factualinformation and documents

12.2 To pay for the service on application5,220/- per letter 5 working days

13.Payment for goods and services

CEO/Deputy Director, Finance & Accounts

13.1 To provide accurate, adequate, factual and timely supporting documents

13.2 To deliver all goods or render services as per specications

Nil

30 days from date of receipt of complete documentation for payment in Finance

14.

Payment of subsistence allowance for eld ofcers and fuel for administration of examinations

CEO/Deputy Director,Finance & Accounts

14.1 To account for funds previously provided14.2 To provide duly lled imprest application

form14.3 To provide budget estimates

Nil

30 working days from date of receipt of complete documentation in Finance

15.

Payment to supervisors, invigilators, drivers, security personnel and examiners

CEO/Deputy Director,Finance & Accounts

15.1 Successful completion of the assignment 15.2 Provision of timely and accurate personal

information15.3 To update KNEC on any change of material

information including contacts

Nil

30 working days from date of receipt of complete documentation in Finance

16.Payment for TD Contracted Professionals

CEO/Deputy Director,Finance & Accounts

16.1 Successful completion of the assignment16.2 Provision of timely and accurate information

Nil

30 working days from date of receipt of complete documentation in Finance

M NII ATIH

TH

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KENYA NATIO

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MINATI S CONOUN

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The Kenya National Examinations CouncilNHC Building, Aga Khan Walk

P.O. Box 73598 - 00200, City Square Nairobi, Kenya

Tel: +254 020 3341050/27, Fax: +254 020 2226032Email: info@knec.ac.ke