Knec Bulletin Mit I

JANUARY - JUNE YA NAT EN IO K N 2019 E A H L T

E X IL A C M N IN OU ATIONS C IHAN KNEC BULLETIN MIT I

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

Table of

YA NAT EN IO K N E A H L T Monitoring Learners Progress...... 4 KNEC sets record straight on Grade 3

E X IL A C MLP assessment...... 7 M N IN OU ATIONS C 2018 ndings on learners achievements...... 8 MITIHANI Parental Involvement...... 16 KNEC showcases post school courses...... 18 THE KENYA NATIONAL DTE poor performances in maths and EXAMINATIONS COUNCIL science discussed...... 19 Group 4 subject assessment revised...... 20 NHC Building P.O. Box 73598 - 00200 Subject ofcers train on CBA...... 21 City Square Nairobi, Kenya Customer care view...... 22 KNEC at KESSHA...... 23 Tel: +254 020 3341050/27 Fax: +254 020 2226032 KNEC at UoN open day...... 24 Email: [email protected] Bench marking tours...... 25 KNEC develops HIV/Aids policy...... 27

Council Chairman Accessibility Audit...... 28 Dr. John Onsati, OGW Beyond Zero Marathon...... 29 Ag. Chief Executive Officer Dr. Mercy G. Karogo (MBS) Cervical cancer...... 30 Depression...... 32 Directors 1. Patrick Ochich Telephone operator retires...... 33 2. Imelda Barasa 3. Dr. Ibrahim Otieno Appointments...... 34 Entertainment...... 36 Editorial Team 1. Alice Atamba 2. Maswayi Johnpaul 3. Selline Agunda Vision 4. Swabra Abdulhamid 5. Epha Ngota To be a World Class Leader in 6. Peter Muhia Educational Assessment and 7. Tobias Owiti Certification 8. Asman Amaunda 9. Paul Ngie 10. Henry Wanyama Mission To Assess Abilities and Certify Copyright@2019KNEC All correspondence addressed to the publisher will be assumed for Learner Achievements in publication no unathorised reproduction without prior written permission from the publisher. Articles submitted will be edited Conformity with Global Standards to fit clarity. 1 The KNEC Business The Council values are: The business of KNEC is to administer a. Accountability; examinations and award certificates to successful b. Integrity; candidates, equate certificates issued by other examining bodies, and to carry out research on c. Team Spirit; educational assessment. d. Professionalism; e. Inclusiveness; f. Quality Customer Service; The KNEC Mandate g. Innovativeness. According to section 10 of the Kenya National Examinations Council Act No. 29 of 2012; KNEC is mandated to: a. Set and maintain examination standards; KNEC Core Functions b. Conduct public academic, technical and other national examinations within Kenya at The core functions of the Council are to: basic and tertiary levels; a. Develop examination policies, procedures and regulations; c. Award certificates or diplomas to candidates in such examinations; b. Develop national examination tests;

d. Conﬁrm authenticity of certiﬁcates or c. Register candidates for the KNEC diplomas issued by the Council upon examinations; request by the government, public institutions, learning institutions, employers d. Conduct examinations and process the and other interested parties; results;

e. Undertake research on educational e. Award certiﬁcates and diplomas to assessment; successful candidates;

f. Advice any public institution on the f. Conduct educational assessment research; development and use of any system of assessment when requested to do so, and in g. Carry out equation of certificates and accordance with such terms and conditions diplomas issued by other credible as shall be mutually agreed between the examining boards; Council and the public institution; h. Conduct examinations on behalf of g. Promote the international recognition of foreign examination boards; qualifications conferred by the Council; i. Advise the government on matters h. Advice the Government on any policy 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 decision that is relevant to, or has certification. implications on the functions of the Council or the administration of examinations in Kenya; Core Values The Council observes the National Values and I. Do anything incidental or conducive to the Principles of Governance outlined in Article performance of any of the preceding 10 of the Constitution of Kenya 2010. The functions. Council has domesticated the National Values into Council Values and are stated in the Council's Strategic Plan as follows:

2 the CHIEF EXECUTIVE OFFICER’S NOTE

Dear readers, e are proud to present to you information on activities Wundertaken 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 t is said, you can surmount a huge Research division has continued to the customer care component hence the Imountain by simply taking the first step; conduct studies on learner progress as considerable degree of emphasis placed and to achieve your dream, see the world a way of promoting quality education. on this particular component in every as you want it to be and not as it may appear issue addressed in the bulletin. This is Various studies have been conducted, because KNEC is committed to offer to you. In regards to this, to achieve our the findings of the studies are ready excellent customer care services. To mandate, we have set our eye on a goal. We for dissemination through national illustrate the commitment, the service have put in a n d c o u n t y charter clearly explains with set frames p l a c e a l l how every department/division promises “To achieve your dream, see dialogues. The to offer services to customers. It is our m e a s u r e s o u t c o m e o f desire that we strictly adhere to the that shall the world as you want it to these studies timelines in ensuring we are giving our enable us have contributed customers best services. Every staff was administer be and not as it may appear” issued with a copy of the charter and the i m m e n s e l y same can be accessed through the website. and mark t o w a r d s We have also purposed to publish the examinatio improving quality of education in the charter in every bulletin release as a way of ns as well as issue credible results. To be able country. Measures have always been enhancing accessibility. With the kind of to achieve our goals for the remaining cycle, carried out to ensure sustained dissemination concerning the service preparations were smoothly undertaken. charter, it is a reminder to all at KNEC that improvement programmes. a beginning that is laced with gratitude, These includes: successful registration of The Council has undergone transition ensures that everything falls into place candidates for both school and post school during the period between January with grace and ease. With the right attitude examinations, training of examiners and and June. A new Council Chairman, anything is possible. We shall continue inspection of examinations centres. serving our customers with gratitude and Dr. John Onsati was appointed to the right attitude. As a team let us work diligently to ensure we replace Prof. George Magoha upon meet our goals. Our ultimate desire is to elevation to the position of Cabinet We appreciate those who contribute to the uphold the motto for credible examinations Secretary, Ministry of Education. bulletin's editorial content. We further as we realize our mandate. wish to encourage and invite members of Two members were appointed to the staff to send articles about personal Cognizant of the new Competency Based board: Dr. Mary Gaturu and Dr. experiences or encounters while Curriculum, KNEC seats at the tail end of Karen Adhiambo. CPA Fred Sporta performing official work, at workshops, implementation, and most importantly was coopted as Council member. training or at activities in their functional delivery of the curriculum through preparing areas. From October to the end of the year, credible assessments. We are responsible in we enter the peak examinations In order to realize the purpose of the Monitoring Learners Progress in the new period, I want to encourage you to bulletin, we invite your feedback for curriculum. We have put our best foot collaborate and cooperate to ensure continual improvement. Your views forward to see this is done successfully with matters! we give the best to the Kenyan child Grade 3 being the first to be monitored and the entire Nation. We hope you will find the bulletin continuously after the rollout of the CBC in informative and interesting. January 2019. May God bless you!! Alice Atamba Public Communications 3 MONITORING LEARNERS PROGRESS (MLP)

onitoring of Learners 12 Kiswahili, Mathematics and Life P r o g r e s s i s t h e n e w skills. Reports of Monitoring Learner ii. KNEC also carries out research Mparadigm shift. Education Progress through Monitoring of stakeholders and the public at large are Learner Achievements studies at Class 6 to monitor striving to make of what the new • The Ministry of Education (MoE) education quality under Southern concept means, and with all these has been carrying out periodical & Eastern Consortium for efforts aimed at getting to understand National Assessments at critical Monitoring Education Quality the concept, KNEC staff must also be tiers in the Education System (SEACMEQ), which is a regional at the forefront to comprehend what through the monitoring of learner consortium mandated to assess MLP is all about in order to guide the achievements. education in its 16 member public adequately. • These assessments focus on learner countries. At this level, KNEC background, school and teacher has carried out two SEACMEQ T he Gover nment of Kenya is characteristics studies so far. committed to the provision of quality • The MoE established a National These assessments were conducted in learning at all levels of education and Assessment Centre (NAC) at sampled schools but after the roll out training. KNEC, which has been conducting of the CBC the monitoring of learner C u r r i c u l u m D e v e l o p m e n t , various formative assessments as progress will be a census. Curriculum Implementation and follows: Curriculum Assessment are the three Monitoring of Learner Progress at • In 2010, KNEC assessed Class 3 (03) facets in the 'Triad of Learning', Grade 3 Pilot Study learners' competencies in English which work interdependently for • In preparation for national roll-out and Mathematics in 328 schools effective learning to be realized. of The Monitoring of Learner drawn from 156 districts and the Progress at Grade 3 KNEC former 8 provinces The Competency Based Curriculum is conducted a Pilot study in currently rolled out up to Grade three • In 2016, KNEC carried out another (3). KNEC is prepared to carry the first study at Class 3 in 247 schools September, 2018 in 100 schools assessment at the Early Years across 47 counties. It assessed across the country, out of the 235 Assessment at Grade 3. learner achievements in English, schools which had been identified As per the Basic Education Act 2013 Kiswahili, Mathematics and Life by KICD for piloting the Section 84 on Examinations and Skills. Competency Based Curriculum. Assessments, KNEC is mandated to i. A similar study was carried out • The outcome of the pilot report by conduct public examinations as at Class 3 in 2018 in 244 schools KNEC ensured the preparedness provided for under the Kenya National across 47 counties. It tested for the Monitoring of the Early Examinations Council Act (2012). learner achievement in English, Years Learners in 2019. 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

A younger learner perfects his skills in music

4 HOW WILL GRADE 3 MONITORING LEARNER PROGRESS (GRADE 3MLP) BE ADMINISTERED? 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 Portfolio folders and the output of Integrated Learners Areas (ILA) skills. u Mathematical Activities annual exercise. It will begin with ILA namely; Orientation and The task seeks to determine the which will run for two months starting Mobility Skills, Pre-Numeracy ability of learners in Numbers, July fo llowed by E n glish a n d Skills, Sensory-Motor and Measurement and Geometry. Mathematical Activities in September Creative Activities). u Integrated Learning Areas 2019. Purpose of Monitoring Learner (ILA) Monitoring progress of learners Progress at Grade 3 ILA in Grade 3 incorporates with disability • informs and improves the several learning areas namely; Progress of Learners with disability will quality of education and u Environmental Activities, be monitored using two approaches: support long term learning 1. Learners with Special Needs in u Hygiene and Nutrition achievement of learners; Activities, Regular Schools will be provided the • assesses learners as they same assessment tools but adapted u K i s w a h i l i L a n g u a g e acquire knowledge and skills in to suit their various disabilities. Activities/ Kenyan Sign a given situation; Learners with Visual, Hearing Language (KSL), • provides a way of building the I m p a i r m e n t a n d P h y s i c a l u M o v e m e n t ( P h y s i c a l skills and knowledge that impairment following the regular Education) and Creative learners require to perform curriculum with adaptation will be Activities (Art, Craft and identified tasks after going monitored using: through a learning experience. Music), • Adapted English Activities, u Religious Activities Mathematical Activities and Benefits of Feedback from the Why ILA? Integrated Learning Areas Monitoring of Learner Progress Unlike assessing a specific learning area, depending on the learner's • improves learning and instruction; ILA helps learners to identify the disability. • identifies and nurtures every relationship across the different learner's potential; learning areas and to see how ideas are 2. Learners with disability in the SNE • guides in selection of pathways and connected. Pathway tracks in senior secondary school; It is one of the preferred methods of Learners with disability following • measures learners' achievement assessing the acquisition of the core the Stage-based SNE pathway and certification at the end of basic competencies such as Communication at Foundation Level shall be education in Grade 12; & Collaboration, Critical thinking & monitored using specific tools in Problem-solving, Citizenship, Creativity the following learning areas: The Government of and Imagination, Learning to Learn, Kenya is committed Self-efficacy and Digital Literacy. • Communication, Social and “to the provision of quality Pre-literacy learning at all levels of • Activities of Daily Living (ADL) Monitoring Frequency education and Grade 3 Monitoring Lear ner • Integrated Learning Areas. (This Progress (Grade 3 MLP) will be an covered three learning areas training. “ 5 • 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 acquisition of values as 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 Dr David Njengere on the left (MoE) and the Westlands Education Officer during an needs will be stage based (at MLP pilot at Makini School foundation, intermediate, pre- • Rubrics: uses a criteria to determine and played to the learner. vocational and vocational levels) learner's performance which consist • Learner's Profile enables learners and not grade or age based. of a fixed measurement scale and document their challenges. It also • Monitoring of each learner detailed description of the enables the teacher to gain a better Progress will be carried out when characteristics for each level of understanding of which aspects of the learner is ready regardless of performance, e.g identification and topics are well understood and the age. categorisation of objects. which ones require attention. The monitoring of the learner progress • Questionnaire: on various aspects of Written Tests which are designed will be individualized a person's situation or issue which according to pre-determined criteria to measure competencies in specific Tools to be used for Monitoring can be used before, during and after Learner Progress teaching to get feedback. learning areas like creative thinking, • Observation schedules: is used to • P r o j e c t o n s e t a c t i v i t i e s problem solving and communication. record the characteristics and implemented within a set timeframe behaviour that learners manifest with a clear start and end time. This Adaptation of Tools to be used for during the performance of gives an opportunity to learners to Monitoring Progress of Learners specific tasks individually or as a apply their acquired knowledge and with Special Needs group. transferable skills to a real life • The Tools to be used for • Checklists: consists of a list of situation. Monitoring Progress of Learners attributes of a learners • Journals which the learner keep a with Special Needs will involve individual's behaviour. The record of their personal feelings, adaptations and modification to teacher required to observe and thoughts and experiences on a daily suit their varied disabilities tick whatever behaviour the basis under the guidance of the • Modifications may be in terms of learners portrayed. Measures self- teacher. It shows the activities presentation of assessment task, efficacy, Personal social decision carried out in by a learner each day. duration of tackling the task, making. • Portfolio which is a collection of ways of responding to the task • Rating Scales: allows the teachers evidence assembled by learners to and scheduling. to indicate the degree or demonstrate competency. The • The adaptation is for the learners frequency of the behaviours, portfolio file contains all the major w i t h s p e c i a l n e e d s b u t skills and strategies displayed by learning activities, assessment u n d e r t a k i n g t h e r e g u l a r the learner. projects and documents. schooling. • Oral or Aural Questions is used to Dates for the conduct of Monitoring e.g. Exceeding expectation (4), establish what a learner knows and of Learners Progress Meeting expectation (3), Approaching can do. While oral questions are • This will be conducted between expectation (2) and Below expectation posed by the teacher verbally, aural th th (1) 16 and 20 September 2019. questions are usually pre-recorded • The Tools for this exercise will be

6 uploaded on the KNEC Portal learners' progress. This will cover four KNEC for purposes of uniformity for the schools to download. performance levels namely; and accountability. This will provide • T h e C ur riculum Sup p o r t · Exceeding Expectation (4), the learner, teacher, school and Ofﬁcers and the Sub County · Meeting Expectation (3), parents/guardian with clear and Directors of Education will · Approaching Expectation (2), comprehensive feedback on the coordinate the exercise in the Sub · Below Expectation (1). learner progress. Counties. Analysis will be done to report on the • Scoring will be done by the learners' acquisition of competencies 2. A report by KNEC on the entire classroom teachers either singly and other educational intervention system. or in collaboration with other aspects. KNEC will give a national report on teachers in the same school in the Grade 3 Learner Progress to accordance with the guidelines Learner Grade Transition infor m policy decisions and provided in the marking guides Performance will not prevent a learner improvement of the curriculum a n d r u b r i c s f o r v a r i o u s from progressing from one grade to implementation process. monitoring tools and within the another. Reporting of Learner speciﬁed time frames. Progress will be done at two levels; KNEC will not report learners' • The performance levels will then 1. A report by the Grade 3 teachers performance per learner, school, be uploaded on the KNEC portal at the school level. Sub County or County; as stipulated in the KNEC At the end of every grade, the rather reporting of the learners' guidelines by the teachers with performance levels will be reported performance will be based on the the support of the head teacher. using a School Year Report (SYR) entire system for purposes of prepared by the class teachers. The informing policy decisions and Reporting of Grade 3 MLP SYR template covering all the improvement of curriculum Grade 3 MLP has adopted a learning areas will be provided by implementation process. qualitative approach in reporting KNEC SETS RECORD STRAIGHT ON GRADE 3 MLP ASSESSMENT

Dr. Karogo

7 The forthcoming Grade three Learner Achievement in the CBC.' Karogo clarified that the assessment assessment aims at checking what Dr Karogo clarified that Grade 3 will not rank learners or the school as learners have learned and what they assessment will monitor the progress happens in the traditional national can do in light of the learning of learners against set standards and examinations Kenyans have known experience they have had so far both not an examination to give scores to for years. inside and outside a classroom. learners. The Chairman of the Kenya National The Kenya National Examinations She said the assessment will help the Examination Council (KNEC) Dr. Council Acting Chief Executive policymakers know the suitability John Onsati said they would undertake Officer Dr Mercy Karogo clarified teaching and learning environment of a national exercise of monitoring the during the August 1st P r e - the school, instructional materials and progress of learners and make C o n f e r e n c e b y The forthcoming Grade three als appropriate instructional decisions KNEC at the Kenya assessment aims at checking what going forward. Institute of Curricul“um Dr Onsati made the remarks at the learners have learned and what Development. Kenya Institute of Curriculum they can do in light of the learning KNEC's pre-conference Development during the pre- was the first among eight experience they have conference towards Education others as a build up to the o the extent of parental enga Reforms: Monitoring Learner and 3 r d National Conference on “ Learner Achievement in Competence th gement in the education of their Curriculum Reforms on 16 August, children. Based Curriculum context. 2019 whose theme was 'Expanding T he findings will enable the Inclusion: Reaching Every Child through the The Cabinet Secretary for Education, Government make decisions to Education Reforms.' The discourse in strengthen all the factors that P r o f G e o r g e M a g o h a a l s o the pre-conferences was an immediate contribute to good teaching and underscored the importance of the follow up to 47 County Education learning in schools. Pre-Conference meetings saying they Quality Dialogues 2019 which took She said the assessment will help will develop a shared understanding place between July 15 to 31. government have a composite report on Assessment in preparation for the In view of the 2019 Competency about curriculum management and m a j o r N a t i o n a l C u r r i c u l u m Based Curriculum (CBC) roll out in delivery at the school level. Conference on Education Reforms 2019 at lower primary, the county Karogo said the Monitoring Learner aligned to the Competence Based education dialogues, pre-conferences P r o g r e s s R e p o r t , w i l l h e l p Curriculum. rd and the 3 National Conference on government know the strength and Magoha said the public need to Education centered discussions on the weakness in the implementation of understand that the Grade 3 CBC as a major reform in the the curriculum. assessments are not examinations, but education sector. “It will take appropriate measures to continuous monitoring of learners KNEC's Pre-Conference theme was: address the weakness while building progress during learning in a 'Towards Education Refor ms- on the strength revealed,” she said. classroom. Monitoring Learner Progress and KNEC DISSEMINATES 2018 FINDINGS ON LEARNER ACHIEVEMENTS The National Assessment Centre learner acquisition of basic skills and and young people in Grades 2 and 3, at (NAC) was institutionalized by the competencies spelt out in the national the end of primary and at the end of Ministry of Education (MoE) in 2006 curriculum, as well as to collect lower secondary. to undertake National Assessments to empirical data on the school and home The objective is to monitor the monitor learner achievement at Basic characteristics that influence learning achieving of at least a minimum Education Level as learners' progress outcomes. National Assessments also proficiency level in reading and to different tiers. NAC conducts give policy suggestions towards numeracy- mathematics. Monitoring Learner Achievement improvement of the quality of The Ministry of Education through (MLA) studies using the National education. KNEC has been monitoring learner Assessment System for Monitoring achievement through the National Learner Achievement Framework Ta r g e t 4 . 1 . 1 o f S u s t a i n a b l e Assessment System for Monitoring which was developed in 2007. The Development Goals (4) commits Learner Achievement (NASMLA) overriding aim of carrying out governments to the monitor and F r a m e w o r k w h i c h w a s National Assessments is to establish report on the proportion of children

8 institutionalized in 2006. while in school at various levels. where learning is generally weak. It is the NASMLA Framework which has given impetus to the Grade 3 MLP 1. E a r l y G r a d e M a t h e m a t i c s Despite ASAL areas performing rolled out in January 2019. Assessment (EGMA) Midline and worse, the top three most improved KNEC has since 2018 conducted five Endline Studies counties, recording the higher (5) National Assessments aimed at At Early Grade Mathematics proportion of children attaining the tracking learner achievement. Assessment for Grade 2, results from 50 percent benchmark between the 1. Early Grade Mathematics the EGMA Baseline and Endline baseline and endline, are largely from Assessment (EGMA) Midline studies show that, over time, there are ASAL areas – Samburu, Wajir and 2. Endline Studies at Grade 2 improvements in learning among Baringo (an increase of 41.3, 39.3 and (Numeracy) Grade 2 children in numeracy. 26.4 percentage points respectively). 3. National Assessment System for The proportion of children attaining There are notable improvements in Monitoring Learner Achievement minimum proficiency level stands at the learning outcomes of children (NASMLA) Class 3 (English, the 50 percent benchmark with an with special needs especially in Kiswahili and Mathematics, and Life increase from 71.1 percent at baseline subtraction and number patterns. In skills). to 76.1 percent of endline. subtraction, the percentage of pupils 4. NASMLA Class 7 (English, in SNE schools attaining the 50 Kiswahili and Mathematics, There was notable improvements in percentage benchmark improved Science and Life skills). the percentage of children attaining from 15.8 percentage to 54.4 5. M o n i t o r i n g L e a r n e r the 50 percent benchmark in percentage, while in number patterns Achievement (MLA) Form 2 subtraction, from 79.1 percent at the proportion improved from 36.5 Baseline study (Mathematics, baseline to 81.9 percent at endline, an percent to 45.9 percent. English, Kiswahili, Biology, operation where many children have Physics and Chemistry). had difficulties previously. The studies have always been carried in a nationwide survey on a sample However, a significant proportion of basis. A representative sample of 250 the children face challenges related to Monitoring schools was used for the NASMLA multiplication and division. At and MLA studies. endline, more than 30 percent of Learner The sample comprised 300 regular learners in regular schools did not attain the 50 percent benchmark in “ 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 these two operations. Progress Report, sizes/samples of largely 25 learners in Similarly, there was a decline in the all the studies which were later proportion of learners from SNE will help reported in a descriptive survey schools attaining the 50 percent design. benchmark in division from 70.4 percent at baseline to 41.7 percent at government Achievement tests and background endline. questionnaires were administered. know the strength There are no significant gender gaps in This report summarises the findings perfor mance in the different from these studies. It also suggests mathematical operations at endline and weakness interventions that can be put in place between boys (with 76.1percent towards improvement of quality of attaining the minimum proficiency) education. and girls (with 75.9 percent attaining in the the minimum proficiency). “ Findings presented druing the 2019 implementation county dialogs ASAL Areas During the July 2019 Education Quality County Dialogues, KNEC Children from regions classified as of the took the opportunity to disseminate ASAL areas do not perform well as the findings of its studies to various counterparts in non- ASAL areas. Still, stakeholders. there are also pockets within non- curriculum. The findings answer the question as to ASAL areas, like Bungoma, Uasin whether our children are learning Gishu and Trans Nzoia counties,

9 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 Pupils sitting for Mathematics test during EGMA Endline study in Kakamega County, According to results from NASMLA each pupil is equipped with counting aids Class 7, there are serious learning Private Schools addition or subtraction involving deficiencies observed among Class 7 carrying over and borrowing, cannot learners. There is a higher proportion of children apply simple multiplication operations Over 70 percent of Class 7 learners did attaining the 50 percent benchmark involving multiples of 10 and cannot not attain the 50 percent minimum from private schools compared to recognize simple fractions. benchmark in Mathematics, while more public schools. Similarly, there is a Close to 6 in 10 Class 3 learners cannot than 6o percent (precisely 63.3 percent) higher proportion of children attaining could not attain the halfway mark in the 50 percent benchmark from schools add or subtract simple fractions and interpret simple common everyday Kiswahili. Equally, close to 60 percent located in urban areas compared to could not attain the 50 percent schools in rural areas. units of measurement such as days, weeks, litres and shillings. minimum benchmark in Science and 2. National Assessment System for Almost all Class 3 learners, 9 out of 10, English. Monitoring Learner Achievement cannot translate information presented The low achievement levels are for Class 3 in sentences into simple arithmetic worrying since the assessments were The learning trends in numeracy at operations. administered in January when the Grade 2 are observed at Grade 3. For The learning trends in literacy gets a bit learners had commenced Class 8, instance, majority of Grade 3 learners, surprising given that 87 percent of pointing to 'low skill acquisition carry-over' over 80 percent, can easily handle simple learners could not attain the basic level 1 to secondary education. addition and subtraction operations competency– they cannot match words The learning difficulties, especially in such as adding numbers without to pictures and arrange words in higher order skills, observed at carrying over and subtracting without alphabetical order in both English and foundational levels (Grade 2 and 3) borrowing. Kiswahili, a trend also observed in 2016. 'persists through subsequent grades'calling for A relatively large proportion, however, The learning trends in literacy among immediate interventions. face challenges with higher order Grade 3 learners also show weak At Grade 7 level, gender differences mathematical operations. comprehension among learners. emerge, perhaps explaining the low This means close to 3 in 10 learners (35 Almost 40 percent and 20 percent enrolment of girls in STEM subjects at percent) cannot solve a two-step cannot pass an Emergent Reader in 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 Almost all Class 3 learners, 9 out of 10, Mathematics while a higher proportion cannot translate information presented of girls attained the minimum benchmarks in English and Kiswahili. “ in sentences into simple arithmetic Regional disparities, characterized by a operations ” 10 general low learning attainment in trigonometry, statistics and geometry. appropriate age for Grade 2 is 7). ASAL areas, also persist. At secondary school level, gender In NASMLA Class 3 study, older · In English, lowest achievement differences emerge signaling boys doing pupils scored 3.6, 8.4 and 8.7 points levels were re por ted in well in STEM subjects compared with lower in Mathematics, English and Mandera, Wajir and Turkana. girls. Kiswahili, respectively, than age · In Kiswahili, the lowest In Mathematics, boys achieved a slightly appropriate counterparts. achievement levels were higher means scores than girls at 24.7 Despite this, on average, close to 45 reported in Mandera, Wajir and against 22.0. Girls attained slightly percent of learners (in all studies Garissa counties. higher mean scores in English and combined) were overage. This trend · The lowest mean scores in Kiswahili at 46.9 and 38.2 against 44.5 is also observed in NASMLA Class 7 Mathematics were observed in percent and 37.1 percent respectively. and MLA Form 2 Baseline studies. Wajir, Mandera and Laikipia. Like it is the case for primary, Most of the over-age children are · In Science, the lowest mean achievement levels are generally low in from ASAL counties. Nearly 8 out of scores were registered in ASAL areas and some pockets in non- 10 Class 2 children from Garissa, Mandera, Kisii and Wajir ASAL areas. Kilifi and Turkana in the EGMA counties. · Reported Lowest Achievement Endline study were overage. In the 4. Monitoring Learner Achievement Levels in Mathematics NASMLA Class 3 study, 9 out of 10 (MLA) for Form 2 Kisii, Isiolo and Tana River Class learners from Garissa, Turkana Assessment results at Form 2 reveals counties. and Wajir counties were overage. In evidence of 'low skill acquisition carry- · Reported Lowest Achievement NASMLA Class 7 study, nearly 8 out over' from primary to secondary Levels in Biology 10 Class 7 learners from Tana River, education levels. Students were assessed Tana River, Kajiado and Garissa and Kwale counties were in six subjects– Mathematics, English, Marsabit. overage. Kiswahili, Biology, Physics and · Reported Lowest Achievement It is significant to note that Garissa Chemistry. Levels in Physics has consistently had high percentages The mean scores of all subjects were Isiolo, Tana River and Wajir. of overage children even in previous below the expected mean score of 40 · Reported Lowest Achievement studies. except for English, which was 45.7. Low Levels in Chemistry Absenteeism: While being absent is achievements were mainly observed in Isiolo, Tana River and Kitui. associated with lower achievement, Mathematics and Biology with means · Reported Worst Performers in learner absenteeism remains relatively of 23.4 and 17.7 respectively. English high– approximately 60 percent of Indeed, the null performance in Biology Wajir, Mandera and Tana River children in Class 7 and Form 2 learners is consistent with the recent trends in · Reported Worst Performers in reported to have been absent from performance in KCSE in the subject. Kiswahili school on atleast one day during the A very low proportion of learners Wajir, Mandera and Homa Bay term. attained minimum proficiency (50 In class 3, pupils who reported to have percent benchmark) is observed. Nearly 5. Factors that influence the been absent during the school term 9 in 10 learners could not attain this level learning of our children? scored 6.1,7.9 and 7.7 points lower in in Mathematics and Biology while 8 out Mathematics, English and Kiswahili of 10 learners could not in Kiswahili a) Children (learner) Related r e s pectively than their counterparts and Chemistry. Also, 7 out of 10 Factors reporting not to have been absent on learners could not attain minimum Gender : With exce ption of any day. proficiency for Physics while 6 out of 10 NASLMA for Class 3 where girls Key causes of absenteeism were could not in English. performed better than boys in all the sickness, domestic labour and lack of Within subject analysis shows that s u b j e c t s , g i r l s , g e n e r a l l y, school fees. students have very low mastery of outperformed boys in literacy while Class Repetition: The government's c o n t e n t i n a l m o s t a l l c o r e boys did better than girls in numeracy current policy is 100 percent transition operations/skills which they begin and in science. from primary to secondary. However, learning about at primary level. Age: Generally, performance among children are repeating classes due to, For instance, in Mathematics, less than older children is lower than those of among others, school policies that 15 percent of students attained the appropriate age children. encourage the vice, parental pressure, m i n i m u m b e n c h m a r k i n c o r e In Grade 2, at Endline, the sample of transfers to other schools and poor o p e r a t i o n s l i k e n u m b e r s , pupils aged 13 scored 0.43 points academic performance. measurements, algebra, geometry, lower in Mathematics than the age · Over 40 percent and close to 60 appropriate counterparts (the

11 percent of learners in Class 3 and 7 the studies reported to have cases special needs and disabilities. in the NASMLA studies reported of indiscipline among Class 3 t o h a v e r e p e a t e d a c l a s s, pupils in their schools. Key causes of respectively. · Cases of pupil/student indiscipline “ · Generally, boys are more likely to are related to drug and substance absenteeism repeat classes relative to their girl abuse, absenteeism and noise counterparts. making were reported. were sickness, · Repeating classes is harmful to learning. Among Class 7 children, b) Teachers Related Factors. domestic labour those who had repeated a class Teacher Qualifications: Across the and lack of scored 4.1, 3.4, 3.3 and 5.0 points studies, nearly all the teachers, 9 out of lower in Mathematics, English, 10, have undergone pre-service teacher school fees. Kiswahili and Science respectively training course and therefore have than those who had repeated. requisite qualifications for teaching. ICT Skills: There is low integration” of Drop – out Rates: Despite the Free ICT in teaching and learning among Primary Education policy and the highly Teacher In-Service Professional teachers due to lack of ICT skills among subsided secondary education, children Development: As observed in the 2018 teachers. are not completing schools as they drop Kenya Education Sector Analysis In EGMA Endline Study, close to 5 out out of the system. (ESA), once in service, a relatively good of 10 (46.0 percent) of Grade 2 teachers · Close to 8 in 10, head teachers proportion of the teachers do not have never been trained on the use of reported that they had experienced receive any in-service training to ICT gadgets like computer/tablets to cases of drop out among Class 7 enhance their pedagogical skills. teach. learners from 2016 to 2018. In the NASMLA Class 7 study, 36.0 In NASMLA Class 3, 65.3 percent and · According to MLA study, in general, percent of teachers reported that they 47.3 percent of the teachers reported more boys than girls in Form 2 had not attended in-service training not to use internet access and dropped out of school; dropout since 2016 while 21.1 percent reported tablets/laptops in teaching and learning rate was highest as students that they had only attended in-service respectively. transited through Form 1 to 2 with training only once since 2016. The trend is similar in other studies– for an average of 14 students dropping MLA Form 2 study indicates that 35.9 instance, in NASMLA Class 7 study and out at this stage. percent of teachers had not attended MLA Form 2. In NASMLA Class 7 · Learners are dropping out of school any in – service training. Study and MLA Form 2 Baseline d u e t o , a m o n g o t h e r s , studies, significant percentages of p ove r t y / fi n a n c i a l r e a s o n s, Teachers Support to Learners with teachers (44.3 percentage and 31.8 pregnancy of girls truancy and low Special Needs and Disabilities: Most percentage respectively) had not academic achievement. teachers and school administrators in adopted the use of ICT in teaching their regular schools do not have the requisite subjects. Provisions of Meals: Having regular skills to support learners with special The low ICT Skills among teachers is meals reduces learner absenteeism needs and disabilities. mainly due to lack of access to ICT leading to higher achievements levels. While 5 out 10 teachers in the EGMA infrastructure and inadequate training in Sadly, a significant proportion of Endline study had learners with special integration of ICT in teaching and children go without a single meal or only needs and disabilities in the classes, learning. a meal in a day. slightly more than 6 in 10 had not been · In the EGMA Endline study, lack trained to support such learners. Classroom Teaching Methods: of food was cited by 44.5 percent In EGMA Midline and Endline studies, Contrary to the requirements of of the head teacher as one of the 76.4 percent and 89.3 percent of Competency Based Curriculum ( CBC) causes of absenteeism at Grade 2 QASOs had not been trained in and Competency Based Assesment learners. supporting learners with special needs (CBA), most classes are characterized by · Close to 18.2 percent of Form 2 and disabilities, respectively. teacher–centred teaching approaches as students in MLA study go to school Ideally, QASOs and CSOs are supposed opposed to the learner-centred without taking breakfast while 22.6 to play the role of supporting teachers approaches/pedagogical approaches percent go without lunch. to deal with learners with special needs that encourage enquiry. and those living with disabilities. In the EGMA Endline Study for Indiscipline: However, majority of them do not also instance, 38.4 percentage of the · Close to 9 in 10 teachers across all have training in supporting learners with Curriculum Support officers (CSO)

12 respectively reported that teachers Reliance on Commercial Exams: In the EGMA Midline study, pupils who commonly use lecture method. C B C a n d C BA e m p h a s i z e o n attend remedial classes frequently Similarly, NASMLA Class 3 study shows continuous classroom assessment of achieved 0.11 points higher than their that a notable 29.7 percentage of learners by the teachers. However, a counterparts who did not attend teachers still use lecture method. substantial proportion of teachers are remedial classes frequently. Teachers are not using pedagogical not using own tests to continuously Attending remedial classes is a burden approaches that encourage inquiry. monitor learning but are relying on past to the parents and the learners. In both For instance, in MLA Form 2, 31.8 papers, zonal and commercially the MLA for m 2 Baseline and percent, 32.8 percent and 37.2 percent outsourced assessments and tests, a NASMLA Class 7 studies, more than of teachers of Biology, Physics and trend that puts to question the half of the children indicated that they Chemistry respectively did not use field diagnostic value of these assessment paid for attending the remedial classes. work/trips at all. Further, 19.3 percent tools. Homework Assignment: Does of teachers never exp In the EGMA Midline and Endline homework promote learning and are osed learners to experiments at all. Studies, 16.0 percent and 16.5 percent teachers recommended to issue of the teachers were reported to using homework to learners? The studies S u p p o r t t o C u r r i c u l u m commercially sourced tests regularly. reveal that homework is good for Implementation: Similarly, in the NASMLA Class 3 study, learning and this could be due to the The government relies on CSOs and 30.1 percent and 31.2 percent of the tutoring effect that results from parents QASOs to continuously support teachers were repor ted to use and siblings helping learners at home. teachers in the implementation of the commercially sourced tests and past In the NASMLS Class 7 study, children curriculum, including the CBC. The papers to assess learning respectively. w h o w e r e g i v e n h o m e w o r k / CSOs and QASOs are however not In the NAMSLA Class 7 Study, 29.1 assignments on daily basis scored 4.0, regularly visiting schools and offering percent and 39.8 percent teachers 2 . 1 a n d 3 . 1 p o i n t s h i g h e r i n support to teachers, especially those reported that they bought internal and Mathematics, English, Kiswahili and teaching special needs children, on external joint examinations respectively. Science than those who were not given regular basis. In the MLA Form 2 study, close to 75 homework/assignments at all. In the NASMLA Class 3 and Class 7 percent of teachers reported to have Learners acknowledge to have received studies, close to 20 percent of teachers used past at least frequently. help to do homework from their parents had not been assessed by QASOs over and siblings. Homework is therefore three years preceding the studies. Frequently of Testing: Pupils from promoting learning due to the tutoring Similarly, in the same studies, close to 10 schools that administered tests effect that results from the additional percent of teachers had not been f r e q u e n t l y s c o r e d l owe r t h a n help that learners get from parents and assessed by CSOs over three years counterparts from schools that siblings. preceding the studies. administered test less frequently. In the NASMLA Study, Class 3 pupils Teacher absenteeism: In the Special Needs who were assessed frequently scored NASMLA Class 7 Study, 9 out of 10 Support to teachers in Special Needs 40.76, 51.8 and 63.1 points lower in teachers reported to have missed one or Schools is even worse – in EGMA Mathematics, English and Kiswahili, more lessons in typical term. Baseline, Midline and Endline studies, respectively, than those who were In the EGMA Midline and Endline 28.6 percent, 29.6 percent and 25.3 assessed frequently. studies, 25.2 percent and 18.0 percent of percent of the QASOs reported that These results are not surprising given headteachers reported that, to some they did not visit SNE schools learning. the relatively high reliance on extent, some teachers were away from In the EGMA Endline study, close to 30 commercial exams and low support for school without permission, respectively. percent of Sub- County QASOs teachers in test construction by Quality In NASMLA Class 3 study, 23.6 acknowledged that they never analyse Assurance and Standards Officers percent, 21.7 percent and 18.1 percent end term tests to determine learning (QASOs). of the headteachers respectively, cited outcomes of Grade 2 pupils. chronic absenteeism, negligence of duty CSOs and QASOs are not regularly Remedial Classes: In line with a and missing lessons as the most visiting schools due to, among others, number of experimental studies in common forms of indiscipline among unavailability of transport, inadequate Kenya, attending remedial classes teachers. resources, shortage of officers against boosts learning. Pupils who attend In the MLA Form 2 Baseline Study, 7.1 the backdrop of growing number of remedial classes frequently achieved percent, 4.7 percent and 3.9 percent of schools among other factors. higher scores than those who attend the principals reported lateness, missing remedial class less frequently. lessons and negligence of duty

13 respectively, as the most common forms laptops/tablets. government has established the of indiscipline among teachers. Access to laptops/tablets is worse Educational Assessment and Other forms of teacher indiscipline in upper primary. In the NASMLA Resource Centres (EARCs) to play include sexual harassment of learners Class 7 study, laptops were found to this role. However, EARCs are not and fellow teachers as alcohol and be unavailable in 43.7 percent of playing their roles as interlockers substance abuse. the schools. between schools and communities At the lower secondary school level, for a number of reasons. Teacher Distribution: There exist as revealed by the MLA Form Study EARCs are generally far and not disparities in teacher deployment across in 41.2 percent of schools, there easily accessible to schools. counties. Generally, there are reported were no laptops/computers while In the NASMLA Class 3 Study, 17.7 shortages of teachers in ASAL and 78.1 percent of schools had percent of the head teachers hardship areas such as West Pokot, Mandera, Wajir and Turkana. inadequate computers/laptops. reported that the nearest EARC The NASMLA Class 3 study established was more than 20 kilometres away a high shortfall of teachers with 94.0 b) Facilities for learners with from their schools, while 4.1 percent of headteachers in Garissa special needs and disabilities: percent of the head teachers reporting shortage, followed by Nairobi Learners with special needs and indicated that they did not have and Lamu at 74.0 percent and 71.0 disabilities are learning in the most EARCs in their zones. In the percent respectively. The NASMLA difficult conditions. They attend NASMLA C lass 7 study, 20.6 Class 7 study revealed that the mean schools with inadequate percent of the head teachers establishment for teaching staff is 14. infrastructure to support learning reported that EARCs were located Similarly, MLA Form 2 Baseline study based on their forms of more than 20 kilometres away from revealed significant teacher shortage in disabilities. their schools. schools as evidenced by the high In the EGMA Midline and Endline In the same study, substantially high number of Board of Management studies, close to 9 in 10 teachers percentage (75.9 percent) of the employed teachers. reported that inadequate resources teachers reported that pupils with Results from MLA Form 2 shows that were one of the challenges they special needs and disabilities did locally employed teachers seem to fill faced in supporting learners with not get assistance from EARCs the gap mainly at secondary levels. special needs and disabilities. despite the fact that 59.7 percent of In NASMLA Class 7 Study, almost Schools Related Attributes the teachers indicated that their all teachers (9 in 10 teachers) a) School Infrastructure/Facilities: schools were located within a radius reported non-availability of A relatively good proportion of of 10 km from the EARCs. learning devices for children with schools do not have adequate EARCs also face other challenges special needs and disabilities such infrastructure such as desks, well- including poor understanding of as compound markers, assistive equipped laboratories, learning aids the concept of special needs and technology, vocational training and other facilities. disabilities; inadequate funding; Close to 40 percent of the schools materials/equipment and adapted lack of capacity; understaffing; in the EGMA Endline, study did chairs/bed/desks. long distance to schools, among Lack of supportive devices is also not have basic infrastructure such others. observed at secondary levels. In the as desks and tables for pupils and MLA Form 2 Baseline study, the teachers. d) Pupil/Student Text Book Ratio: Close to 6 in 10 secondary schools percentage of teachers reporting While the policy of textbook to in the MLA form 2 Baseline Study inadequacy and unavailability of pupil ratio 1:1 has largely been did not have a school library, close assistive devices was 63.7 percent achieved in Mathematics at Grade to 2 in 10 did not have a science and 15.1 percent respectively. 2, this has not been achieved for laboratory while close to 7 in 10 had Class 3, Class 7 and Form 2. In the c) Educational Assessment and a laboratory that was, however, not MLA Form 2 Baseline Study, a Resources Centres: Early well equipped. significant percentage of schools identification, assessment and The NASMLA Class 3 Study shows reported that one textbook was placement of children with special that 31.6 percent of schools did not shared by more than five students needs and disabilities remains a big have laptops/tablets while 48.4 in almost all subjects. Despite this, c h a l l e n g e i n K e n y a . T h e percent did not have enough the studies demonstrate that access

14 to textbook is associated with respectively than those who did not gates but no attendant/gatekeeper. higher performance. have. In the NASMLA Class 3 study, a good e) School Safety Regulations: proportion of schools lacked basic In the NASMLA Class 3 study, pupils in Children are learning in unsafe safety facilities such as a gate ( 37.3 schools where textbook sharing was environment, as a considerable percent), fence (13.3 percent), first aid lower scored 4.31 points higher in proportion of schools have not adhered kits ( 69.9 percent), firefighting Mathematics than pupils n Schools to school safety regulations. equipment ( 92.9 percent) and fire where one textbook was shared by more assembly points (88.4 percent). pupils. In the EGMA Midline and Endline as In the MLA Form 2 Baseline study,32.7 well as NASMLA Class 7 studies, close percent and 14.8 percent of schools In MLA Form 2 Baseline Study, to 30 percent of schools did not have a had hazardous environment such as students who had access to textbooks well-marked and manned entrance gate. unlevelled games field, and abandoned scored 5.1, 4.4 and 2.0points higher in Furthermore, close to 60 percent had pit latrines, respectively. Mathematics, English and Kiswahili

There is a higher proportion of children attaining the 50 percent benchmark from private schools compared to public “ schools. ”

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

15 PARENTAL INVOLVEMENT IN CHILDREN EDUCATION

Low par ental involvement: communities, especially in ASAL Continuously conduct sample – based Generally, there is low parental areas on the need to enroll children on MLA studies in line with SDG 4.1.1 to involvement in the learning of their time. inform on learning outcomes and children especially male parents in Limit classes sizes in lower primary educational inputs that influence rural areas. (Grade 1 to Grade 3) to 50 or below learning outcomes. Only 2 out of 10 Class 3 and 7 learners for effective teacher-pupil interaction; Conduct the Kenya Early Years reported to have been assisted by Offer continuous support to early Assessment (KEYA) at Grade 3 and parents to do homework. Also, grade teachers at the classroom level, P r i m a r y S c h o o l E d u c a t i o n majority of the teachers, 51.9 percent, majority of whom may not have Assessment (PSEA) at Grade 6. reported that parents did not check received adequate or specific training D e ve l o p a n d i m p l e m e n t t h e pupils' homework. for teaching early grade reading or framework for participation in the The low parental involvement is numeracy– through school level programme for International Students mainly in rural areas and among male mentorship and coaching from Assessment Development (PISA –D). parents and it is largely due to experienced teachers or through D e ve l o p a n d i m p l e m e n t t h e negligence and low literacy levels. structured in-service trainings. framework for participation in the Conduct reading instruction in the trends in international Mathematics What can we do to improve the children's local language ( mother and Science Study (TIMSS). Quality of Education? tongue or language of the catchment area), for grades 1 and grade 3 d) Ensure that teacher training pre- a) Reduce Dropout, Class Repetition alongside teaching them national service programmes are aligned to and learner Absenteeism to ensure language (Kiswahili) and official competency Based Curriculum universal access and completion of language of instruction (English) Undertake an assessment of the status which will become the language of Basic Education and relevance of existing programmes instruction from Grade 4. and infrastructure in public pre – primary Ensure that direct and indirect costs Provide instructional materials – and primary teacher training colleges. that prevent access to basic education textbooks, teacher guides and other Review with the aim of aligning with are minimized. materials that teachers can use to CBC/CBA, the current pre-primary and Embrace a multi-agency approach promote regular reading and primary school pre – service teacher (involving different stakeholders arithmetic practice; training curricula and assessment including parents, local leaders, Set children on high – development framework based on the above security agencies) in dealing with trajectories through early childhood assessment. challenges that prevent children nutrition, stimulation and care. Develop manuals and scripted lessons on CBC to guide teachers in applying newly accessing education. acquired skills. Undertake targeted community c) Make assessments a continuous and a multilevel pr ocess – Create digital platforms and repository of sensitization programmes on the CBC and CBA manuals and scripted importance of education. happening at classroom, national and regional/international level – lessons access and reference by teachers. Stakeholders to sensitise the with the focus on an individual Upgrade the infrastructure in existing communities to ensure that cultural learner public pre-primary colleges according to practices do not affect schooling. the new curricula and assessment Develop a framework to guide Continuously provide support to framework. Develop guidelines for identifications and identification of vulnerable children teachers at the classroom level, to deployment of tutors in pre-primary and corresponding targeted support tailor teaching to the needs of the interventions. teacher training institutions. learners and effectively assess Develop guidelines for minimum entry Adapt existing infrastructure in learning, especially higher order skills, requirements for trainees entering pre – schools to facilitate inclusive offered at school through:- service pre- primary and primary teacher education. § Mentorship and coaching from training colleges. experience teachers. Establish the Kenya School of Education b) Improve foundational literacy and § S u p p o r t f r o m K N E C , to act as a hub for continuous research on numeracy skill acquisition in early CSOs/QASOs including areas pedagogy. grades ( Grade 1 to 3) of test development to reduce Develop framework to institutionalize over reliance on commercial internship programmes for all persons Re d u c e o ve r a g e l e a r n e r s b y entering the teaching service reinforcing school entry age and class examinations. repetition policies as well as sensitizing § Structured in – service training.

16 a) Provide continuous (in-service) professional support to teachers to improve their 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 Musa Kipchirchir of NASMLA in discussion during a workshop on benchmarks in integrations of ICT in teaching and learning. teacher allocation by ensuring that the Improve the quality of school leadership Continuous training of teaching in deployment of teachers to schools is through strategies such broad-based CBC/CBA through face to face training based on reliable school level enrolment selection of the local school management while developing digital modules (and data. committees, competitive hiring of school create an on-line repository) on Ensure effective engagement on head teachers, rewards for high – CBC/CBA for reference by teachers from stakeholders – politicians, parents, local performing school head teachers and their schools. communities - in teacher deployment regular rotation of school head teachers. Establish functional EARC at sub-county across schools, based on agreed norms levels that are accessible to schools to such as uncontested/reliable date, agreed e) Ensure that conditions in all offer in service support to teachers on criteria and appropriate incentives. schools are minimally conductive for supporting children with special and Provide incentives for teachers to work in teaching and learning disabilities. hardship areas. The ministry of Education should Ensure gender balance in the deployment address gaps in school physical b) Reduce teacher's school classroom of teachers to schools. environment (severe overcrowding, and absenteeism and indiscipline cases lacking toilets) and in the access to among teachers. d) Strengthen instructional leadership instructional resources (lacking trained Encourage and strengthen local/school of school head teachers, school Board teachers and textbooks). level initiatives (by teachers, school of Management and other leaders Encourage schools to create libraries / management committees, local leaders) Continuously train school head teachers, book corners/book boxes to inculcate a aimed at reducing teacher absenteeism. 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 reading culture in pupils. Ensure provision of alternative/ instructional leaders (at the county and The Ministry of Education and Boards of substitute teachers in classes where sub-county levels) to increase their Management should put measures in teachers are absent. capacity for sustained onsite coaching and place to ensure that essential facilities and Offer effective support systems such as guidance to teachers in their schools. Such services are adequate in schools. guidance and counselling to enable early trainings should also include issues related Expand primary education through ICT identiﬁcation of teachers' behavioural to health, safety, life skills and HIV and based cost-effective models (using problems. AIDS. technology in classrooms) that can Train and provide both the schools head facilitate use of viral labs (in place of c) Ensure that the deployment of teachers and the local school Boards of traditional labs may prove to be teachers to schools is based on Management with simple tools for expensive), adapted open sources enrolment address regional inequality tracking different school level indicators teaching materials. in teacher distribution. such as teacher attendance to school, Equip schools with facilities for learners Establish enrolment – based criteria for instructional materials among others. with special needs and disabilities.

17 KNEC SHOWCASES POST SCHOOL COURSES AT THE SKILLS AND CAREER EVENT (By Maswayi Johnpaul) f) Maximize parental involvement in children learning. Sensitize 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 Youth keenly following events at KICC on Future Hands on Skills three-day Workshop Technical Vocational Education On showcase, there were 75 entrepreneurship roles in various Training Authority (TVETA) and the workshops on relevant topics around sectors. State Department for TVET in the TVET and youth empowerment. The Ministry of Education. The ﬁrst show interactive skills show strived to TVETA Director General, Dr was held in January 2017. expose youth to a multitude of Kipkirui Langat said there are plans to technical and vocational career turn the show into an annual skills The 2019 event of February at the choices and training opportunities competition in collaboration with Kenyatta International Convention that are readily available to help them World Skills International the Centre (KICC) attracted more gain necessary skills to increase o r g a n i z e r s o f w o r l d s k i l l s than130 exhibitors from public and employment chances or make them competition. The event was ofﬁcially private TVET institutions, NGO and ready to utilize the learnt life skills in opened by immediate the then private sector companies. T V E T t h a t l e a d s t h e m t o Education Cabinet Secretar 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. Leonard Mwanja of Test and Development, Post School Exams creates awareness to clients who visited the KNEC exhibition tent

18 “The TVET Sector, is at the heart and Kenya Skills Show whose main Test Development Department was soul of the government development objective is to sensitize the youth, represented by Leonard Mwanja, agenda. This is a sector so dear to me parents and members of the public on Zachary Onsase and Dickens Ogony because it concerns the present and various opportunities in the TVET who expounded on the curriculum future of our Children,” the CS had sector. and other technical issues. early on said this in her opening speech. She added that the Hands on The Kenya National Examinations The Kenya National Examinations the Future– Kenya Skills Show has come in the nick of time when the Council was represented at the event Council used this opportunity to government has launched the Big by former Principal Examinations create awareness about KNEC Post Four Agenda action plans, which is Administrator and PA to the CEO Schools Examinations. Career meant to guide the development Caroline Karicho. Other ofﬁcers from guidance hand books were issued to agenda of the country in the next four Public Communications included: the stakeholders for further reference years and beyond. Alice Atamba, Selline Agunda, Paul and guidance. She lauded the Hands on the Future– Ngie and Johnpaul Maswai, while the DTE POOR PERFORMANCE IN MATHEMATICS, SCIENCE SUBJECTS DISCUSSED (by JohnPaul Maswayi)

Candidates' performances in sciences the 24 DTE Teacher Training Colleges. subjects posted mean mark of 45 and mathematics subjects at Diploma There were very low pass rates percent. Teacher Education (DTE) level has recorded in physics, biology and The performance of humanity been deplorable since 2010. mathematics. Mathematics scored a subjects such as Geography (51.28 The Kenya National Examinations mean of 32.03 percent, Physics 34.35 percent), History (47.33 percent), Council witnessed candidates' percent, Biology 33.5 percent and CRE (62.61 percent) and IRE (46.31 alarming failures in science and Chemistry 36.21 percent as compared percent) was also far much better than mathematics in the year 2017 when no to languages such as English (57.92 mathematics and science subjects. student from the entire cohort passed percent), Kiswahili (52.73 percent) and in chemistry, this means that the subjet French (63.02 percent). had no qualiﬁed teacher produced by By and large the Arts and Languages

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

19 The forum brought on board Ministry Mathematics, Science and Technology of Education Officers, Teachers Education in Africa and One Service Commission, Kenya Institute Representative from Diploma of Cur riculum Development, Training colleges. The Discourse took C E M A S T E A C e n t r e f o r place from 4th to 6th March 2019. ASSESSMENT FOR GROUP 4 SUBJECTS REVIEWED TO ENHANCE VALIDITY The assessment of the 2019 group 4 stakeholders, a developed concept subjects was for the first time note meant to enhance the validity and conducted in a different manner after reliability of KCSE Group IV Projects the Kenya National Examinations assessment; Council in conjunction with the stakeholders reviewed the conduct of V i e w s w e r e r e c e i v e d , a n d the exercise in order to improve the 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 Joseph Githinji, moderator validity and reliability of the process. keenly following proposed assessment strategy for the the discussions to find answers KNEC uses the project-based KCSE group 4 projects incorporated in the new way the administration and Due to this poor performance KNEC assessment approach as an integral assessment of the KCSE group 4 through Research and Quality part of student assessment in the projects will be effected from 2019. Assurance had to go on the drawing Kenya Certificate of Secondary board to establish where the challenge Education (KCSE) examinations. In The changes, thereafter, required that is. the project assessment, a candidate is all KCSE project instructions will be A three-day meeting was organized by uploaded to the KNEC portal on a given an opportunity to actively Research and Quality Assurance provided date with each project having through Teacher Examinations unit at explore the real world by applying the a work plan showing project activities Kenya School of Government in acquired knowledge and skills over a and the timelines within which they E m b u t h a t b r o u g h t a l l k e y period of time to solve a problem, should be observed and assessed. stakeholders on board to come out complete a piece of work or create a with deliberation that will help inform key product. Previously project activities used to be KNEC, and also inform policy uploaded to the KNEC portal at the formulation. The Council held a stakeholders' end of project in September, but in the th n e w c h a n g e s t h e y a r e n o w meeting on the Wednesday of 16 When giving the key note address on summarized into two key milestones (I January 2019. The meeting went into a behalf of KNEC Acting CEO Dr and II). This has led to a significant Mercy Karogo, ICT Director Dr. g r e a t l e n g t h t o s h a r e w i t h improvement in terms of validity. 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. A group photo of the participants at KSG-EMBU

20 Pictorial evidence was not a SUBJECT OFFICERS TRAINED TO MASTER requirement before as compared to THE COMPETENCY BASED ASSESSMENT the new changes where project assessment scores are keyed and Nobody else captures the essence of officers was organized to provide uploaded with a pictorial evidence change more than J.D. Meier, the them with requisite knowledge for showing the status of the project. author of Getting Results the Agile Way. assessing the new curriculum. The Each candidate will maintain a project He asserts that change is a chance to training was also aimed at moulding portfolio of evidences on the different stop doing what is not working, start subject officers into experts who can stages of project implementation. The doing things that would work better train teachers in the implementation portfolio will be kept in the school and a chance to keep doing the things of Competency Based Assessment until the KCSE results are released. that work well. In the same vein, the (CBA). current paradigm shift from 8-4-4 st system of education in Kenya to the The workshop began on Monday 1 to Further, this means that the total th scores for milestones I and II will be Competency Based Curriculum Friday 5 April, 2019 at Egerton keyed and uploaded together with a (CBC) marks the termination of what University. The university gave pictorial evidence within the stated is outdated, begins a gradual journey unparalleled pleasantness. With its timelines. It goes to a great deal to towards things that are contemporary modern conference facilities, ensuring that the scores submitted by and offers an opportunity to retain sumptuous meals, gleaming furniture the schools reflect the actual what is still relevant in our 8-4-4 and dazzling floors and windows perfor mance and achievement education system. To keep up with the taking centre stag e, Eg er ton o b s e r v e d d u r i n g p r o j e c t pace of these curriculum dynamics, University was the place to be. Its implementation by the candidate. capacity building among subject glorious sunny days conjured up the feelings of warmth and joy among This has put the demand to strict KNEC uses the project- trainees. Sometimes the wind would adherence to the deadline since failure gather wild momentum and thick to observe the same means that “ based assessment clouds would charge across the sky but schools will not be able to access the approach as an integral this did not interfere in any way with system as KNEC monitors and assess the programe of the workshop. The a sample of candidates' work. part of student 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 Through the projects assessment, assessment in the assessment, development of authentic KNEC ideally seeks to provide KCSE examinations. tasks, assessment rubrics, CBA tools, candidates with challenging and portfolio, and assessment feedback. 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 is in tune with the new Competency Based Curriculum which calls to equipping learners/candidates with an opportunity to demonstrate skills and competencies which realistically represent those required for success in the daily lives of adults in the 21st Century world.

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

21 The discussions were interactive, and learner has performed the task well or learning to monitor learner's learning, undertaken in comfort and with great not. The teacher will also be required the latter is administered at the end of concentration. The conference hall was to create an assessment rubric for set criteria (syllabus) to evaluate approximately fifty feet long, by perhaps evaluation of learner's performance. lear ner's lear ning ag ainst set thirty feet wide. The beautiful mahogany An assessment rubric, unlike a benchmarks, primarily used for tables each with four plastic chairs occupied marking scheme, is rather detailed placement. the immaculate space. More surprising since it breaks down the learner's The workshop came to a close on th were the walls. It looked as if it were performance into various levels and Friday 7 April 2019. It was a warm pasted there from the pages of a book indicates the criteria upon which the pleasant day. Although two o'clock in rather than built and plastered from performance will be assessed. the afternoon and fatigue was cement and sand, the work of a Besides rubrics, there are several expected among subject officers, their competent mason no doubt. The instruments that can be used to body language conveyed different participants learned that in authentic determine the achievement of message. Their heads were leaning so assessment, learners are expected to learning outcomes in CBA. For this far forward that their chins nearly perform real-world tasks that manifest reason, subject officers discussed in touched their knees as they listened to meaningful application of acquired details the use of observation the coordinator, Anne Ngatia and knowledge and skills, and that the schedules, checklists, rating scales, Hassan Bundu giving their closing tasks given to the learners should be questionnaires, project, journals, oral remarks on the success and challenges replicas to the kinds of problems or aural questions, learner's profile, of the workshop. Quoting an faced in real life. Because authentic written tests, anecdotal records and American writer Alvin Toffler, Anne assessment involve real-world tasks, portfolio. Portfolio is an assessment Ngatia accurately captured the they are also likely to be more tool used in CBA to assess the significance of continual capacity interesting for learners, and thus more Integrated Learning Area (ILA}. The building on CBA among subject motivating. They can also provide aim of ILA is to have a seamless officers. She said that the illiterate of more specific and usable information assessment which is not defined by the 21st century will not be those who about what learners have achieved as specific learning areas but will draw cannot read and write, but those who well as what they have not learned. experiences from different learning cannot learn, unlearn, and relearn. However, authentic assessments may areas. Portfolios can be used to At the end of the workshop, the require more time and effort on an understand how learners think, mood was carnival. Trainees were instructor's part to develop. reason, organize, investigate, and treated to delicious and yummy In creating authentic tasks subject communicate. cuisines. The crunchy cakes and other officers learned that the teacher The last component of the training palatable exploded in everyone's should start with the end in mind. This programme was reporting and mouth as if they were miniature means that the task should be formed feedback. Subject officers learned that bombs made from the juiciest with standards and learning outcomes it is a report or information about a ingredients in the world. Hot greasy in mind. The teacher then decides on learner's performance on a task. There aroma filled the dining area, while competent the task which reflects a real-world are two main types of feedback, chefs prepared beef and chicken on the activity or scenario, and comes up with formative and summative. While the hotplates right there in front of us. clear criteria to determine whether the former is given in the course of CUSTOMER CARE VIEW “A show of empathy while at service” (By Selline Agunda) It is a normal working day at your work forward. There you go listening to person's frame of reference. Simply station. Let us begin with early their case once again, and advise put, put yourself in their shoes. morning hours where a client walks to them accordingly. “Call it just another While such a trait -empathy- is a reception armed with an enquiry day in the office”. assumed that it should be inborn for about one of yours services. individuals it is not the case since As a routine, you listen and direct Such instances tend to mark my others like what happens with them to the relevant office, and go lowest moments as a front office acquiring certain traits in the world about your business at the customer manager. The question is, if the persons will take time to learn in the care desk. The disgruntled client tables were turned and you were that course of duty. comes back, and complains saying client, would you like the service or they would prefer if you would answer the response you are giving? Empathy, like all other choices is their questions from the start since the E m p a t hy i s t h e c a p a c i t y t o personal. It is a social skill not learnt in officer you referred them to neither understand or feel what another school neither can you enforce it to heard them out, nor gave them the way person is experiencing from the other work when you have not resolved to

22 make a practice. Whatever the individual who has a bit of a speech to be treated with decency that comes circumstances set aside your view challenge as they try to express with a being human. point as you try to see things from the themselves. It is incumbent upon us to demystify other person's point of view is key to t h e t h e o r y t h a t m a j o r i t y o f customer satisfaction. The Council (KNEC) receives clients government offices are by far the It does not cost anything to stop from all walks of life, from the scariest places to seek services. whatever you are doing so that you can political class, to that high profile This, we can only do by being listen to a student who has missed out e xe c u t i ve o f a w e l l - k n o w n empathetic to our clients as a surest on the registration deadline, that corporation, to that exchange student, way of to show true service to the teacher who requires a Teachers and more so a teacher. Their visits to a public via offering excellent customer Service Commission (TSC) number place seeking service should not be service. but has lost a KCPE certificate, or that taken for granted. The expectation, is KNEC PARTICIPATES IN KENYA SECONDARY SCHOOLS HEADTEACHERS ASSOCIATION CONFERENCE KNEC continues to partner with will not affect learner's ability in collaboration endured by the teaching stakeholders as a show of commitment developing and nurturing critical fraternity. He promised that the that they are part and parcel to what the thinking skills. government was more than ready to Council does as a service entity. In support the implementation. He partnering, besides enhancing our It is not only KNEC, rather a lauded teachers' tireless diligence and visibility it is an opportunity to c o l l a b o r a t i ve a p p r o a c h w i t h commitment to duty as he implored showcase our services and products. CEMASTEA, KICD, and TSC will that they go out of their way and ensure T h e Ke n y a S e c o n d a r y S ch o o l have an important input especially in they had oversight responsibilities in Headteachers Association (KESSHA) teacher development. CBC in essence their areas. holds an annual conference that is calls for a clear paradigm shift to “Your Success as a field officer in your attended by its membership of Monitoring of Learners Progress particular areas is not the warmth of headteachers. This year's conference during learning (Formative) that would your offices, but in the field duty. You was held in June at the Kenya School of be largely school-based, as opposed to must go out and check out the progress Revenue Administration, Mombasa. s u m m a t i ve e n d o f t h e c y c l e of your work. Success will not come KNEC was not only invited as an examinations that is currently where you are, you must go out and exhibitor, but also as a facilitator during administered to Class 8 and Form 4 for pursue it” said the CS. As a teacher, I the plenary session. KNEC Acting KCPE and KCSE examinations am very proud of each one of you, Chief Executive Officer, Dr. Mercy respectively. because teachers are thinkers. We are Karogo and the Director, Test lucky to be in one of the most Development Patrick Ochich were the Education Cabinet Secretary, Prof important profession where we mould Council's representatives at the George Magoha called on teachers to and shape destinies, he added. conference. KNEC took the deliver the new CBC curriculum. He The ministry welcomes those with opportunity to continue sensitizing reiterated that concerted efforts and divergent views to present them as a stakeholders on Grade 3 Monitoring of support from teachers and other way of feedback that will find solutions Learners' Progress. stakeholders is the only thing that will rather than just opposing the CBC for In line with the Basic Education help the Ministry of Education deliver the sake of it. Curriculum Reform's vision to enable on a skilled focused curriculum. Prof every Kenyan to become an Engaged, M a g o h a m a i n t a i n e d t h a t t h e Prof Magoha made opening remarks at Empowered and Ethical Citizen and government will not back off the 44th Kenya Secondary School the mission's to Nurturing Every implementing the new Competency Headteachers Association 2019 Learner's Potential, KNEC has Based Curriculum (CBC). conference held at the Kenya School developed tools that will help identify of Revenue and Administration learners' abilities beyond the cognitive Prof. Magoha thanked the support the (KESRA) in Mombasa on June 10-14. domain. ministry received from the Kenya He further said that, in April 2019, the Acting CEO Dr Mercy Karogo assured Secondary School Headteachers ministry in collaboration with the participants that the examining body is Association (KESSHA) and the post Teachers Service Commission and the committed to ensure assessments primary teacher union- KUPPET for Kenya National Examinations Council (Monitoring Learner Progress) under the CBC curriculum. He noted that rolled out a lower primary teacher CBC provides important and critical though there are some challenges, they training programme for (Grades 1, 2 feedback for the leaners. A presentation will be conquered with the unity and and 3) that has seen over 100, 000 made by KNEC was evidence that CBC teachers trained in CBC pedagogy for

23 the lower primary and the Grade 4 for KNEC AT THE UoN OPEN DAY the year 2020. The plan is to train a (By Maswayi Johnpaul) further 290, 000 teachers by the end of The University of Nairobi held its thanked the KNEC Leadership for th 2019. annual academic open day from 17 to honoring the invitation. th KNEC exhibited feedback reports, 19 January 2019 at the University Also present at the event were the issued career handbook guidelines as a grounds. Despite the terror attack on Higher Education Loans Board way of creating awareness for post Dusit D2 Hotel along riverside drive, ( H E L B ) , T e a c h e r s S e r v i c e school examinations. These attracted this did not dampen the spirit of the Commission and The European many stakeholders to the KNEC public who thronged the venue thirsty Union. exhibition stand. It created the best to get information on how one can The KNEC stand attracted numerous platform for teachers to access the enroll for various courses. clients who mainly sought to know feedback reports in time for candidates The young learners got a chance to how the equation of foreign to have ample time for revision for interact with the career masters who qualification service is offered. The better results in performance. guided and advised them on a variety prospective non-citizens students of career choices. further sought to understand how to Biology failures in PTE exams confirm the authenticity of certificates A concern was raised on massive The three day event was officially and diplomas is handled by KNEC. th f a i l u r e s i n B i o l o g y a n d P T E opened on 18 January 2019 by the The Council's staff from the Public examinations. Mr. Ochich explained university's council chairman Prof C o m mu n i c a t i o n s O f fi c e a b l y that stricter exam administration Julia Ojiambo who also acted as the responded to the enquiries. The reforms in the entire education sector chief guest. Prof Ojiambo lauded the KNEC officers also show cased the has impacted on the outcome of initiative by the university to organize examining body's innovation in video learning at the stage of examinations. the open academic day which gives documentary. Therefore, performance of teachers at young learners a great opportunity to PTE and even DTE exams is a result interact with the university staff and corresponding examination agencies of the strict examinations reforms put get to know more about the university. at the inter national level for in place. For the young learners who have just benchmarking. KNEC was the first Bloom Taxonomy completed their KCSE, the event gives examining body to set history by He also noted that Assessment offers them a window to avoid culture shock embracing ICT in its operations and different models of evaluating a on the day they are admitted at the processes. KNEC embraced ICT in leaner's competencies and that Knec university, Prof Ojiambo. registration of candidates and also anchors its evaluation for the norm Prof Ojiambo was accompanied by while in releasing examinations results. referenced evaluation on the Bloom's then University of Nairobi Vice Every year, KNEC receives visiting Taxonomy of learning that assesses Chancellor Prof Peter Mbithi. delegations from other countries to learners on a spectrum of knowledge Prof Mbithi acknowledged the benchmark on the best practices. to evaluation. presence of The Kenya National Early this year, Uganda's Parliamentary Examinations Council (KNEC) as one Committee on Education and Sports of its strategic stakeholders. He 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 BENCHMARKING TOURS UGANDA'S LAWMAKERS BENCHMARK WITH KNEC (by Alice Atamba) With a vision to be a world class leader in educational assessment and certification, The Kenya National Examinations Council attracts corresponding examination agencies at the international level 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 Parliamentar y Committee on The Head of Ugandan delegation (middle) makes a point, Left Imelda Barasa, Education and Sports paid a visit to Director EA, Right Ugandan Officer KNEC. related to their operations. locked indoors for 90 days while marking examination scripts, as he Uganda is in the process of reviewing Considering what KNEC underwent further revealed the unfortunate loss its examination laws, hence it found it in 2015 in terms of the examinations of life a colleague whose death was necessary seek its neighbor input on malpractices, the team was impressed occasioned by the tedious nature of the best practices when it comes to on the measures that were put in place the work and the resultant effect of setting examinations, assessments and by the government together with fatigue during the long marking hours. examination administration best KNEC to manage the situation. His narrative had been triggered by practices. The team was well received how best KNEC uses ICT during by the Ag. CEO Dr. Mercy Karogo. One of the team member shared his marking and the processing of results. T h e y l i s t e n e d t o r e l e v a n t personal experience as an employee of The Ugandan delegation appreciated presentations and were also allowed to Uganda National Examinations Board KNEC's use of technology. ask questions they deemed are closely (UNEB). He recalled how they were 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 xc h a n g e programme.

KNEC and Ugandan teams pose for a photo

25 ZANZIBAR EXAMINATIONS COUNCIL BENCHMARKS WITH KNEC (by Swabra Abdulhamid) The Examinations Management Division receives the largest number of queries, hence the online system to mange the queries- The Query 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' The Ag. CEO, Dr. Mercy Karogo, possess for a photo with the visitors from Zanzibar after certificates. they made a Courtesy call in her office The ZEC delegation was impressed A six member delegation from the Zanzibar Examinations Council visited The liked QMIS platform which was Kenya National Examinations Council to benchmark on examination launched in July 2018. administration and management. Mr Philip Kimanthi and Mrs Anastacia The visiting delegation was led by ZEC Chief Executive Officer Zubeir Juma N z o m o o f K C P E a n d K C S E Khamis. The visit took place on May25, 2019. respectively took the visiting team Other members were Mr Mngwali Shehe Ali a subject coordinator; Salum Hassan through on how the QMIS works. Salum a registration officer, Mr. Makame Ali Issa assessment and evaluation officer, ZEC Chief Executive Officer, Zubeir Mr. Vuai Juma assistant head of exams, and Ms Munira Ali Said an ICT officer. Khamis, ZEC CEO said: “We excited The team were taken through the various processes by respective officers in Test and greatly challenged and honored to Development, Examinations Administration and Research and Quality learn a couple of things from our sister Assurance.The team was keen with hands on, to grasp as much as possible about the Council. KNEC has made great strides processes. Some of the processes they wished to implement immediately are under and we intend to borrow and implement KNEC's Research and Quality Assurance Division. The team was impressed with some of the things we have seen.” cases of lost certificates are handled, KNEC confirms individuals results before The CEO further expressed his one is issued with a certification letter. Diana Makau – Head of School Exams at the profound gratitude at the warm Research and Quality Assurance Division was present. reception from KNEC. He noted that The Zanzibar delegation was pleased the enormous support that KNEC receives Knec had demonstrated kindness in from the national government when it comes to securing the examinations during view of the fact that the visit coincided administration and management in order to minimize attendant malpractices. with the Business and Technical Examinations Period.

KNEC ofﬁcials take their Zanzibar counterpart (behind) through a process Philip Kimanthi of KCPE stresses a point to the Zanzibar delegation

26 KNEC HIV&AIDS COMMITTEE DEVELOPS A WORKPLACE POLICY (By John Paul Maswayi) The new Hiv & Aids committee was The Kenya National Examinations th reconstituted on 16 July 2018 by the Council Workplace Policy on Hiv & Ag. CEO Dr. Mercy Karogo, as part of Aids was long overdue, given that the t h e Pe r f o r m a n c e C o n t r a c t i n g last time the organization had a policy r e q u i r e m e n t s a n d M A I S H A - I draft was in 2007. Organizational targets for the financial Keeping in tandem with the rapid year 2018/2019. changing times, many changes have The Hiv & Aids Control Unit was taken place through policy, in line with therefore required to; Develop and NACC guidelines which informs the implement Hiv & Aids Workplace need to have a policy that must always Policy and sensitize staff on Hiv related be reviewed after every five years or as knowledge. need may arise and aligning it to the Council's Organizational Structure to The committee under the able effectively facilitate a sustainable leadership of Mr. Mahmoud Ibrahim realization of the provisions of the Deputy Director EA-FA, has been on National Legislation and Policy the fore front of making sure that Framework on Hiv & Aids. sensitization on Hiv & Aids is done to The Hiv & Aids Workplace Policy is a all the members and Contracted requirement as key indicator of the National Aids Control Council. professionals using any available N AC C c y c l e g u i d e l i n e s f o r group activities. The Kenya National Examinations performance contracting. Council Hiv & Aids committee is The committee has also made sure In order to have adequate time there's regular and constant supply of committed to ensuring zero stigma towards policy formulation, the towards people living with Hiv & Aids, male and female condoms to members committee retreated for five days at and the members are always who fail to overcome temptations. Kenya School of Government in encouraged to open up and feel free to Among the major achievements of th th Embu from 25 to 29 March 2019 reach any of the committee members this committee is drafting of a Hiv & bringing on board an expert from the for advice or help. Aids Workplace Policy.

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 ACCESSIBILITY AUDIT ON DISABILITY MAINSTREAMING CARRIED OUT By Epha Ngota

An accessibility audit is an evaluation developed by the National Council for increases the pool of potential new of how well your environment Persons with Disabilities under the workers that an employer can tap supports the needs of persons with D e p a r t m e n t o f D i s a b i l i t y into. disabilities. Our awareness on the Mainstreaming to address the need for · It helps organizations retain reality of disability and making our accessibility and information about existing employees who may environments accessible is limited the reality of disability to the public. acquire a disability; because we live in a society geared Everyone should be able to fully · An accessible building enables towards people whose bodies and participate within society, and more people with disabilities to minds are on a regular function. accessibility plays a crucial role in enter the premises and/or use the achieving this goal. An accessibility services; Why carry out an accessibility audit is one of the ﬁrst of many steps audit? that can help to improve accessibility · Accessibility improves overall Accessibility of the environment is a of the environment. safety of buildings, which has a direct impact on the number of key factor in facilitating people with The case for making our society more disabilities to achieve greater accidents taking place and therefore accessible is a compelling one on many the cost of insurance premiums; independence, participation and social fronts. It is not only an issue of justice i n c l u s i o n . A n i n a c c e s s i b l e but it makes good business and social · An accessible environment gives environment affects all members of sense. In addition to contributing to g reater customer and staff society. However, for people with the development of a more inclusive satisfaction and can improve public disabilities, the barriers to equal and equal society, an accessible perception and recognition of an participation in society due to an environment offers the following organization. Physical barriers inaccessible environment are much advantages: considered in the KNEC 2019 greater. Accessibility audits have been Accessibility Audit. · An accessible environment AREA/ASPECT DETAILS LOOKED A T STATUS SO FAR? Getting to the · Parking KNEC premises · Approach and routes to entrance · Lighting and signage to entrance · Surfaces of approac h · Street and grounds furniture

Getting into the · Steps and ramps

KNEC premises · Entrance doors and thresholds

· Lifts

· Reception areas including desks,

seating and lighting

· Lateral circulation, width of Getting around the KNEC premises corridors etc

· Internal direction signs · Floor surfaces , and tonal contrasts of surfaces · Vertical circulation - lifts and stairs

Using services in the · Toilets, washrooms , changing and KNEC premises 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 · Fire exits and escape routes Getting out of the · Emergency lighting and warning building systems · Safe refuge areas in event of ﬁre for persons with disability

Managing the · Keeping routes clear and building and service obstructions removed · Maintenance of lighting, heating and alarm systems · Attitudinal approach of staff · Publicity material, Service charters etc

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

The audit took place in KNEC offices reduce new HIV infections among to themselves “I have ran the race, I on Dennis Pritt Road and KNEC children. have kept my faith” in reference to the offices at South C on July 8, 2019. The For the Half Marathon, it brings book of Timothy in Bible states. full report with recommendations will together persons of all ages, abilities Few of the KNEC staff participated be shared with relevant departments and walks of life. The marathon in the half marathon race of 21 for improvements and action. presents opportunities to create long kilometres namely; Major Retired term partnerships with corporations Peter Lotee, John Paul Maswayi and within Kenya that focus in bringing Aggrey Owele. KNEC staff participated in the healthcare closer to all Kenyans. The Corporate Communications team Beyond Zero Half Marathon as part The fourth (4th) edition of the ran ahead, completed the race and of its strategy to keeping healthy and Beyond Zero Half Marathon was held waited for the other members at the prevent the likelihood of being on March 10, 2019. The start and end finishing line to congratulate and take affected by lifestyle diseases. point was at the Nyayo National photos for those pulling the last leg. The participation is also part of the stadium. The ladies shied off from long races Corporate Social Responsibility President Uhuru Kenyatta was at the but promised to improve next time, we engagement and a way of relating with finish line congratulating participants look for the moment to see them the society via the First Lady Margaret who included his deputy William Ruto stretch more. Kenyatta's Beyond Zero campaign. who managed to complete the race. The Beyond Zero Campaign is an KNEC staff participated in 5km, initiative aimed at improving maternal 10km and the 21 kilometres half and child health in Kenya, and also to marathon. At the end of it all they said

29 2019 BEYOND ZERO PICTORIAL

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

KNEC staff join other participant to keep ﬁt, Catherine Murage perfectly KNEC staff congratulating one another after the race balances on one foot to prove her ﬁtness as others struggle. HEALTH CERVICAL CANCER PREVENTION IS POSSIBLE (By Peter Muhia)

Peter Muhia of Test Development positive for Human papilloma virus Unlike Jane, Millicent is not yet out of takes on this available space to (HPV). the woods after she was diagnosed highlight on one of the dreaded “I was not in pain. I had been told that with cervical cancer in 2015 at the age cancers. every woman should have these of 25. Human papillomavirus (HPV), the check-ups once in a while. So I just Millicent was prompted by her most common sexually transmitted went and gave samples,” Jane says. employer (she worked as a house help) infection is the primary cause for 99.7 Upon receiving the results two weeks to get checked following years of an per cent of all cervical cancer cases. In later Jane tested positive with HPV. unusual discharge. So bad was the Kenya, the disease claims 2,451 lives This forced her to undertake a biopsy d i s c h a r g e t h a t h e r h u s b a n d every year this is according to the to determine if she had cervical abandoned her with complaints of Ministry of Health yet it is one of the cancer. Oooh my God!! the biopsy perpetual wetness. few cases that can be vaccinated results showed she had stage one against though the lack information cervical cancer. “The ﬁrst hospital I visited (a level 5 leads to many getting infected. Jane started treatment immediately public facility). At my youthful age I Millicent Kagonga, Jane Wambui and with her doctor proposing full decided I will test for cervical cancer Rose Chiedo all wish they got hysterectomy- removal of the uterus although I had been discouraged by immunized against HPV. The three are and the cervix. those who argued that the diseases cervical cancer survivors. Jane Jane a mother of 4, consented to the infects older women,” she says. Wambui 47, had attended a random procedure successfully and todate Millicent was put on medication which public screening at Sigona Golf Club without a uterus and a cervix she does did not clear the discharge forcing her in Kiambu in 2012 when she tested not worry that the disease will recur. to go back to hospital. At this point a

30 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 A medical officer talks to a patient market) is given in two or three doses depending on the version used. biopsy from her cervix confirmed that been around for “a very long time”. she had stage 3 cervical cancer. “I was The Ministry of Health, however, Cecilia Mwangi, a former Miss Kenya so heartbroken,” she said. could not tell us whether the vaccine is title holder, is arguably one among few available in public health facilities as women in Kenya to have gone for the Like Jane, Millicent was told she had jab. “I knew of the vaccine in 2012 the HPV infection too. Ong'ech revealed that it is found in private health facilities.. when we had a close relative who For Rose Chiedo whose story The Eve succumbed to cervical cancer. I has published before, suffered from Indeed in the Eve article, phone calls decided to get the jab because I believe cervical cancer after a turbulent made to five major private health all women are exposed to the virus,” marriage to a man who she says was facilities in Nairobi showed that the e she says. cheating on her several times. vaccine was available at costs ranging from Sh3, 891 to Sh13, 500 per jab. “I think the problem is the stigma that “Perhaps he infected me with HPV,” Only few women are aware of the would be attached to the vaccine. she said when we interviewed her. vaccine and its benefits.. People would be quick to judge that, by receiving the vaccine, one is The Vaccine Christine Khasina, a married mother preparing to be promiscuous. That is As we discuss the HPV infection, of two, says she hasn't gotten the jab not the case. HIV has taught us that reflections should now be focused on because her understanding of the even an innocent and faithful why the earlier mentioned vaccine is vaccine is that it is more effective on housewife can get infected when a important. According to the Ministry younger women. “If I had a daughter, cheating husband brings home the of Health HPV is the primary cause I would definitely get them vaccinated virus. I would rather be safe than for 99.7 per cent of all cervical against HPV, ” she says. sorry,” Cecilia says. 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

31 The vaccine is effective among women now been approved for people up to all new detection. who have not been exposed to the age 45. At Texas Cancer Centre, in 2018 alone, virus, says Dr Nyongesa and adds that That cervical cancer is deadly is not a out of 431 women treated at the it is highly recommended for teens debate. Last year, the Globocan report facility, 354 (82 per cent) were being aged 9 to 14. by the International Agency for treated for cervical cancer. “Cervical However, women of all ages can Research on Cancer revealed that cancer may not be the most prevalent receive the vaccine. Women who have cervical cancer is the cause of 12 but it is deadlier because it is been sexually exposed will need to deaths for every 100 cancer deaths in r e s p o n s i b l e f o r m o r e f a t a l undergo a test to ﬁnd out if they have Kenya– second only to oesophageal complications like anaemia, kidney already been infected with the virus. cancer. failure and infections,” says Dr. The Centre for Disease Control In comparison, breast cancer is Nyongesa. recommends that many people get the responsible for only 9 out of every 100 She adds that patients of cervical vaccine up to age 26. Last October, the cancer related deaths in the country cancer experience swelling of the US Food and Drug Administration yet it is the most prevalent type of kidneys: associated with substantial announced that the HPV vaccine has cancer: accounting for 12.4 per cent of morbidity in patients with the disease.

HOW TO KEEP OFF DEPRESSION (By Swabra Abdulhamid) difficulties that make his quest tough. A recent report by the World Health saddened and wary on whether I will Secondly, can we stop for a second and Organisation ranked Kenya as the sixth be the next case study of the same. have a moment of silence as parents most depressed country in Africa. The I believe that we as a country can do and address the issue of a broken report is no shock owing to recent rise better to diminish this taboo or at least in suicide cases, domestic violence and reduce it and make the world a better society. As parents, we should be aware the rising homicide incidents. place that is depression-free. that we make our children see and Depression definition by the Mayo First things first, I would wish that we experience the way we live in a family clinic; It is a mood disorder that causes dismiss the stereotypes around unit. Whatever we do shapes their a persistent feeling of sadness and loss depression. One of them is that men character on how they handle of interest which can interfere with aren't depressed and are this strong presenting challenges depending on one's daily functions and their super beings. how kind we are to them at the family The truth is, a man just like anyone else level. wellbeing. st As a young lady looking to a vibrant has 24 hours of doing what he can to Actually the illiterate of the 21 century and hopeful for an exciting and provide for his family or venturing are not people unable to read and write, promising future of happiness, the into being a better person, during this but those unable to learn, unlearn and spate of these scary incidents leaves me whole time he may meet with relearn. African parents need to keep

32 an eye on their kids' emotional state. power since the more one studies This kills the morale of those without Without the emotions, we let history enables one to find their belief system "Godfathers” because in their job to repeat itself for the worst when the based on self-evaluation of something search it is a lost battle. For young kids are undergoing low moments. so as to reach the point of self believe people, they need they should be self- Getting involved in kids' lives will be and thus realising the safety for the motivated to doing the odd job of importance, though not necessarily child. available, since we all start somewhere about meeting their basic needs, but a I wish and pray for a society where the and the struggle allows you to holistic caring, lest we fall in a man doesn't need to mask himself as a appreciate success. trending line of a failed category superman, rather agree that he is Lastly, relationships also came up. For which does not care about what is human and needs to open up. Let's a n y r e l a t i o n s h i p t o s u r v i v e happening in their lives leading them have a culture of men, women and communication is a must. Openness to depression, anxiety, bi polar and all young adults talking about what they and honesty plays an important role in kinds of mental illnesses face without feeling like they are any shaping up a relationship that is minus We should never be satisfied with the less of human beings when they violence. When there's a problem, current state of how we handle our unmask. This in turn means they need people should prioritise talking to one children, because I believe that people with a listening and comforting another. dissatisfaction is a 'creative state.' touch. This topic is broad and non- Once we make it a point to do better, Poverty and unemployment was also exhaustive. I would encourage a be better, there is no limitation with mentioned in this report and this hurts society that is creative and have the the universe. The consequence is we me on a personal level. We have belief to do better, as for the wings to shall avoid raising children that we become the nation where employment get there, we'll develop them along the absolutely know nothing about. isn't about papers no more, but whom way. And it doesn't matter whether you're you know. eighty or eighteen, Knowledge is Anne Ikhungu hands over the mantle “Hello! T he Kenya National 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 African Examinations Council in 1977, at that Anne Ikhungu at work Anne hands over to Florence Nyakan time the headquarters for EAEC were Communications and Technology thank the Almighty God for his in Kampala- Uganda under the (KCCT) in telephone operations. mercies upon me, KNEC is a good stewardship of Mr. Kiwanuka as the KCCT is today known as the Multi employer but very delicate, since I CEO from Uganda and Mr. Steve Media University. joined this organization I have seen Omenge from Kenya as the Deputy. After successful completion of her many exit service under different When she joined the East Africa studies, Anne was posted at the circumstances some which are not Examinations Council, Anne was 18 KNEC switch board where she served honorable at all.” years old, very young, beautiful, diligently until her retirement. One Asked whether she would accept to vibrant and full of life. Anne begun as advantage that worked well for Anne continue serving if she is offered an a messenger a role she served for few and gave her edge over her peers was extension, “wacha nikuambie JP, years. her mastery of the English Language Mungu akikupea nafasi ya kufanya kazi She was later appointed to become a and excellent communication skills. miaka hio yote when it comes to tea girl, and also decided to further her When I met Anne for the interview retirement time let me go peacefully studies at The Kenya College of this is what she had to say, “I want to and I now hand over the mantle to

33 Florence Nyakan and other young Achesa. turks to propel the organization to the On March 19, 2019 the parliamentary next level.” committee on appointments approved Anne has maintained her stature, Prof Magoha as Education CS setting young at heart, energetic and beaming the stage for his swearing in as CS. with smiles. The committee stated that Prof. Other colleagues who joined KNEC Magoha's academic credentials and with Anne, and also worked at the East experience comply with the Public African Examinations Council are, Appointments Act. Jeremiah Ntoiti, Pauline Ruthuku and Mary Ayugu. Jeremiah Ntoiti worked Dr. Onsati, new KNEC for EAEC and was Lucky to have Chairman worked at the headquarters in Uganda, (By Alice Atamba) Ntoiti retired on January 1, 2019. Dr. John O. Onsati is a Consultant in APPOINTMENTS Organization Development and Dr. Onsati Tr a n s f o r m a t i o n ( O D T ) ; a n d (Department of Defense) as a Prof. Magoha appointed Education & Training. Lecturer at Kenya Armed Forces Education Cabinet Secretary Technical College (KAFTECH). In His admirable CV pops him up as a 1994, he moved to the Ministry of role model for candidates aspiring to Higher Education, Science and join the alternative path to University. Technology as Senior Technical Today, he holds a Doctorate in Training Officer and deployed Organizational Development and Provincial Technical Training Officer Transformation from Cebu Doctor's – Nairobi Province- in charge of University, Philippines (2011), and a Technical Institutions up to 2000. Master of Science (MSc) from Victoria University of Manchester, He served at the Ministry of Home Born on 31st March 1953, Dr. Onsati Affairs - National Youth Service started his early education at Kioge Engineering Institute (NYSEI) as D.O.K Primary school before joining Deputy Principal for two years before Mawego Technical Secondary School becoming the Principal at NYSEI for where he sat for Kenya Junior a year up to 2003. Secondar y Education (KJSE) From 2003 to 2008 he worked under Prof. Magoha examination in 1970. He moved to the now Technical University of the Teachers Service Commission as Professor George Magoha was Mombasa for a two-year Pre- Deputy Principal at The Kenya nominated to the position of Cabinet Technician course graduating in 1972. Polytechnic, Senior Principal Rift Secretary Ministry of Education in From 1973 to 1984, Dr. Onsati went Valley Institute of Science & new cabinet reshuffle done by through the now Technical University Technology, before retiring after President Uhuru Kenyatta on Friday of Kenya graduating with an Ordinary serving as Senior Principal in Nyeri 1st March 2019. Diploma in 1976 and a Higher Technical Training Institute. Prof Magoha had served as the Kenya Diploma in 1984. Between 1976 / Dr. Onsati has attended numerous National Examinations Council 1977, he obtained Technical Teachers' Chairman for a period of three years certificate from the same institution. short courses, workshops and where he was credited with continuing He started his professional career as a s e m i n a r s , b o t h l o c a l l y a n d the stringent measures in national Technical teacher at Sigalagala internationally, to bolster his examinations administration and Technical Secondary School in 1977 profession in technical education. He management. He stepped up the good before moving to The Kenya has also given back to the community work that had been started by former Polytechnic (now Technical University while serving as a National Treasurer of Kenya) in 1985 as an Assistant Education CS Fred Matiang'i, Amb. to the Kenya Association of Technical Lecturer. Amina Mohammed and the current Training Institutions (KATTI), Board Acting CEO Dr Mercy Karogo. Between 1990 and 1994, he served at m e m b e r o f M u h u r i M u ch i r i Amina was moved to the Sports Secondary School – Nairobi and ministry formerly headed by Rashid t h e O f fi c e o f t h e P r e s i d e n t

34 Council Member of Embu University L i m i t e d o n A u d i t a n d R i s k College, a Constituent College of the Management University of Nairobi. He has been He is also a Panel of Expert (PoE) in recognized by KATTI who awarded Accounting and Financial Reporting him a Certificate of Distinguished at the Institute of Certified Public Accountants of Kenya (ICPAK). Service KETTISO and a Certificate Dr Sporta is a trainer in Financial of Service as KATTI TREASURER. Reporting at ICPAK and Kenya In 2000, KNEC awarded him a School of Government (KSG) among Certificate of Commendation for long other institutions. Besides, he is a Lead service as an Examiner / Examiner in Consultant with Grohney and Co. Chief for Mechanical Engineering. Associates on Assurance and Before his appointment as KNEC Financial Reporting in both IFRSs and Chairman, he successfully served as a IPSASs Dr. Odhiambo He is a holder of a PhD degree in KNEC Council member for a period Business Administration (Finance of three years. UK (1989). Option) from Jomo Kenyatta New members join the Dr. Karen T. Odhiambo is a Specialist University of Agriculture and in Educational Assessment. She is Technology. Council H a s a M a s t e r ' s o f B u s i n e s s (By Alice Atamba) currently a Lecturer/Consultant at the University of Nairobi. Administration from Kenyatta University and a Bachelor of Business She holds a Doctorate in Philosophy Management from Moi University. ( S p e c i a l i z a t i o n , P r o g r a m m e Certified Public Accountant of Kenya Evaluation in Education and Social (KASNEB). He is also a full member Development; Specific Area is in good standing at ICPAK. Educational Assessment and He has further taken a short course in Monitoring and Evaluation), Masters Theology from the World Bible of Science in Measurement and College. Evaluation from the University of He started his career as both an Calgary, Canada and a Bachelor of accountant and lecturer on part time Education also from the University of basis in various colleges in town. Nairobi. She represents special Worked as an accountant with interest in the KNEC Council Nationwide Credit between 2007 and 2009 and thereafter joined Health and Dr. Gaturu Water Foundation, Pluto Security Limited between 2010 and 2011. Dr. Mary Gaturu (born 1963) works As a professional lecturer, he has with the Ministry of Education, taught at the Technical University of Science and Technology as the Kenya between 2006 and 2011) before Director in charge of Quality joining KCA University as an Assurance and Standards. Assistant Lecturer in the School of Professional Programmes. He was Formerly, she was the Regional later appointed a full-time Lecturer at Director of Education for the Rift the School of Business in the same Valley Region, County Director of University. Education for Muranga and for He is also an online presenter on CPA Nyandarua. Before that she worked at materials in collaboration with the Teachers Service Commission as Dr. Sporta Manifested Publishers Ltd. the Senior Graduate Teacher. Dr Sporta has authored and published She holds a Doctorate of Philosophy, CPA, Dr Fred Ochogo Sporta highly competent academic and Masters in Education and Bachelors CPA, Dr Fred Sporta, an expert in research papers in the areas of Accounting and Financial Reporting, of Education Degree, all from Accounting and Finance as well as was appointed as a co-opted member Kenyatta University presenting some of them in various of the Kenya National Examinations conferences both in Kenya and USA, Council as well as attending several workshops He is a university lecturer, and also a and seminars at college and university Chief Advisor with Securities Pesa level.

35 ENTERTAINMENT

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

1. 2. 3. 4. 5.

6. 7.

9. 10. 11.

12. 13.

14.

Across Down 1. We do this every time we are having an 2. Existing in or derived from nature, not made. active examination 3. Of, relating to, or involving the mouth. 7. A bird related to the Ostrich family 4. Moving towards the inside. 8. Of ﬂags , making it go up 5. Public entertainment marking a special occasion. 9. Depicted a period of time say tenure. 6. This place, now. 10. Abbreviation for our Main address 11. Common house pet. 12. Of fruits, some say it is sour. 12. Negative response. 14. Leave out or exclude.

36 JOKES

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 WhatsApp group mimicking all the events around us. Top on my list is that big headed large eyed Granted we also have the now national lanky boy who used to harass everybody else pastime of blaming our leaders for all our for bootleg answers and snacks back in class real or imaginary ills. The social media four. His endeavours to copy all homework has not taken all the happenings without answers did not end well and he probably a fight and as things stand, it seems #KOT slipped into oblivion in those places where big (Kenyans on Twitter for those live under headed snobs who score pocket change in their a rock) is the only incorruptible court this terminal exams go. This is a distant memory in side of town, therein comes out one of the your life, an insignificant memory that is; until benefits of using ICTs. you find yourself in a wedding group of about two hundred odd people for Mr. and Mrs. Sometimes back, I wrote about netiquette Bighead to be. and the need to observe certain unwritten but agreed on rules that govern the way How and where this guy got your contacts a we should utilize our devices and whole 'three African presidents for life' down software without infringing on the rights the line is a mystery not entirely unrelated to of others. Today I feel obliged to shout out mischievous genius; but heck, who cares about due to the painful fact that people out that, I hate the whole blind grouping with a there who are not yet soaking up the passion. I do not want to be group added into realities of free speech. The bottom about something that I have not a clue. Next maxim is; your freedom ends where mine time you need assistance of some sort, have starts period! Let us look at some the courtesy to ask people if they are laggards who have just arrived online and comfortable in being part of it and in their own they just will not give up the uncouth comfortable terms. We the netizens have culture that is so yesterday. 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 Cell phones The penetration of phones imported from a five-letter country cell phones in Kenya famous for that kind of business. What I stands at a high of hate about these people is their nerve to above 85 percent discuss a shipping consignment worth (National statistics) millions of shillings being delayed in the port making it the most in one minute and arguing with the manamba ubiquitous form of about a ten-shilling discount agreed on c o m m u n i c a t i o n boarding using sign language comprising of today. Though every banging two clenched fists together in the Njuguna, Moraa and next minute without missing a beat about Kazungu owns a phone, people still drive others this whole facade. Is it just me or are you over the wall with incessant calls that all add up to seeing the whole irony of this noisy “how have you been?” queries. There is a good “business magnate” riding in a walokana reason why somebody is not picking your call right Sacco weather beaten bus? now. Courtesy demands that you take considerable In my next reflections, I will address the breaks between calls and possible just text and issue of those wannabes who push their wait. Having 39 missed calls and 17 terse messages 'rent a device' gadgets up your nose or place from the same person is very uncouth and uncalled them on the table like tablemats when you for more so when all are within a space of less than are having a conversation to push up those one hour. skewed perceptions. As I sign out today, I On the flip side, the people who don't return calls wish to out an editorial disclaimer, the at all belong to Neanderthal primates and have no events above are real and do not touch on place on this civilized world. Why in the name of any known living or dead individual that I the good Lord would you be unreachable for know but if it's too close to call style up and months on end? How busy can busy get? Do you welcome to the 21st century. Give me a shout know those college buddies you painted the town @SirGioko or [email protected], laters. 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 THE KENYA NATIONAL EXAMINATIONS COUNCIL SERVICE CHARTER 6TH EDITION 2018 Vision Statement To be a world class leader in educational assessment and certiﬁcation.

Mission Statement To 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: SERVICE(S) RENDERED RESPONSIBILITY CUSTOMER OBLIGATION USER CHARGE (KES) TIME LINE 1.1. To provide accurate, adequate, factual and CEO/ Receive and record all timely information 1. Respective Nil Immediate cases and complaints 1.1 To provide feedback on the quality of KNEC Departments services CEO/ Written - 7 working 2.1 To provide accurate, factual and timely Acknowledge and respond Respective days 2. information Nil to all correspondence s Departments Telephone- 2.2 Use correct channel of delivery Immediate 3.1 To register all candidates accurately before the end of the registration period for the CEO/Director, Registration of candidates respective examination Fee charged depending on 3. Examination Two months for KNEC Examinations 3.2 To pay for the registration fees (where the examination Administration applicable) 3.3 To conrm the accuracy of registration data 4.1 To channel all examinations related queries i) Penalty for late through the KNEC agents submission of queries: 4.2 Submission of the queries to KNEC (a) KCSE, Post School 4.3 To lodge a query on examination results and Teacher within 30 days from the date of release of Education Handling of examinations results and within 60 days after release of CEO/Director, Examinations: 5,000/- related queries certicates 4. Examination (b) KCPE: 3,000/- 30 working days 4.4 To make payment where queries are lodged Administration ii) Penalty for late after the timelines stipulated in 4.3 above submission of 4.5 Upload all the TP/CA T/Project/Course Work TP/CAT/Project marks online as per the prescribed time /Course Work marks frames 2,000/- 4.6 Submit the hard copies of the uploaded marks to KNEC in time 5.1 Candidates to access examination results 30 working days CEO/Director, immediately after release Issuing of examination from release of 5. Examination 5.2 Candidates to pick certicates from Nil results and certicates certicates to Administration institutions eight (8) months after release Schools of examination results 6.1 Meet selection criteria for each category CEO/Director, 6.2 To app ly for recruitment through the 6. Recruitment of examiners Examination Nil 60 working days Principal of the respective institution Administration 6.3 Successful completion of training 7.1 To meet selection criteria 7.2 To sign and adhere to the terms of contracts Recruitment of invigilators, CEO/Director, 30 working days including payments 7. supervisors, drivers and Examination Nil before the start of 7.3 To provide accurate, adequate, factual and security personnel Administration examination timely supporting documents and other relevant information Field Administrators: CEO/Director, 8.1 To adhere to rules and regulations governing Examination examination administration Nil As timetabled Administration 8.2 To conduct oneself with integrity during examinations Administration of 8. Candidates: Examinations 8.3 To make oneself available and sit for the CEO/Director, examination as timetabled Examination Nil As timetabled 8.4 To conduct oneself with integrity during Administration examinations

9.1 Adherence to guidelines set 3480/- per certicate CEO/Director, 9.2 To provide accurate and factual 1392/- for use of fax/email Equation of Foreign 10 working days 9. Research and Quality information and documents (Dispatch by Email is Qualication Assurance 9.3 To pay for the service upon meeting the applicable for Equation requirements where applicable only) 10.1 To make formal request for data and CEO/Director, indicate the purpose Provision of examination Varies according to the 10. Research and Quality 10.2 To provide clear information on the data 10 working days related data data required Assurance required and supporting documents 10.3 To pay for the service where applicable

a) Sending conrmation outside Kenya: 3, 480/- per certicate b) Sending conrmation within Kenya: 2, 320 /- per certicate c) Use of Fax to send conrmation within 11.1 To provide accurate and factual Kenya: 928/- per Conrm authenticity of CEO/Director, information and documents certicate 11. Certicates and Diplomas Research and Quality 11.2 To pay for the service on application d) Use of Fax to send 10 working days issued by KNEC Assurance 11.3 Verication of ownership of certicate conrmation outside Kenya: 1, 392/- per certicate 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

CEO/Director, 12.1 To provide accurate and factual Examination results 12. Research and Quality information and documents 5,220/- per letter 5 working days certication letter Assurance 12.2 To pay for the service on application

13.1 To provide accurate, adequate, factual and 30 days from date of Payment for goods and CEO/Deputy Director, timely supporting documents receipt of complete 13. Nil services Finance & Accounts 13.2 To deliver all goods or render services as per documentation for specications payment in Finance 30 working days Payment of subsistence 14.1 To account for funds previously provided from date of receipt allowance for eld ofcers CEO/Deputy Director, 14.2 To provide duly lled imprest application 14. Nil of complete and fuel for administration Finance & Accounts form documentation in of examinations 14.3 To provide budget estimates Finance 15.1 Successful completion of the assignment 30 working days Payment to supervisors, 15.2 Provision of timely and accurate personal from date of receipt invigilators, drivers, CEO/Deputy Director, 15. information Nil of complete security personnel and Finance & Accounts 15.3 To update KNEC on any change of material documentation in examiners information including contacts Finance 30 working days from date of receipt Payment for TD Contracted CEO/Deputy Director, 16.1 Successful completion of the assignment 16. Nil of complete Professionals Finance & Accounts 16.2 Provision of timely and accurate information documentation in 17.0 CUSTOMER ENQUIRIES Finance

NO ENQUIRY CONTACT OFFICE AND LOCATION EMAIL AND TELEPHONE NUMBER 17.1 Examiners, Invigilators, Field Administration services [email protected] Supervisors, Drivers and Security Industrial Area along Likoni Road [email protected] (For Supervision and Invigilation) Personnel 0206650820/21/22, 0720741003 17.2 Conrmation of Examination Archives and Records Ofce [email protected] Results New Mitihani House South C off Mombasa Road 0720741004, 0732333566 17.3 Equation of Certicates Archives and Records Ofce [email protected] New Mitihani House South C off Mombasa Road 0771589758 17.4 Queries related to examination Examinations Management Division, New Mitihani [email protected] - (For School and Teacher Education registration, examination results House South C off Mombasa Road Examinations) – 0771813972 (KCSE) 0772069891 ( KCPE) and certicates [email protected] - (For Business And Technical Examinations) 0771814060 (Business) 0771814259 (Technical)

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MITIHANI The Kenya National Examinations Council NHC Building, Aga Khan Walk P.O. Box 73598 - 00200, City Square Nairobi, Kenya

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