Pupils can’t read or write: Survey

Some pupils in Standard Eight cannot solve class two level mathematical division question, a new education report shows.

More than half Kenyan pupils in class three cannot also read Standard Two’s work, the survey reveals.

The survey by Uwezo Kenya, a civil society group that monitors achievements in education, indicates that a whopping 70 per cent of children in class three cannot read class two material.

More shocking, according to the report is the fact that 11 per cent of those in class eight, who are expected to sit national examinations at the end of the year, cannot solve a class two level mathematical division question.

Another seven percent, the lobby says in the report titled “Are our children learning? Annual Learning Assessment Report”, can neither read nor comprehend a simple story either in English or Kiswahili. More than 50 per cent of children in class four and five and 21 per cent of their counterparts in class six and sight cannot comprehend a class two level story even when they can read it.

And despite the fact that the Kenyan flag is raised at least twice a week in the various schools, 20 percent of learners in class six to eight cannot tell the meaning of its colours, it adds.

While presenting excerpts of the survey to the media ahead of its launch today, Dr John Mugo, the lobby’s country coordinator says despite significant gains in enrolment, pupils are not learning core skills expected at their age and grade level.

“Learning levels are low…there is learning gaps, even in general knowledge,” says the report. “Majority of the children do not have the competencies expected at their level.”

Dr Mugo says the preoccupation with mean score is compromising instruction of general knowledge and transmission of skills necessary for life.

Cases of teachers absenteeism , he says, is still rampant in the country.

This is particularly highest in Narok – 21 per cent and Nairobi – 17 per cent.

On average, he says, 10 per cent of the teachers are not in school at any one time.

“Teachers need to be held accountable. They need to be in school but also in class supporting learning,” he says. The report also reveals that boys lag behind girls in basic competency acquisition, with the exception of the counties in the former North Eastern province.

‘On average, learning outcomes are high in Nairobi and counties in the central region and low in arid counties. A class three child in Kiambu County has nearly double chances of doing class one work over a counterpart in Wajir,” reads the report.

The survey says nearly all children in classrooms in Nairobi and Central Kenya sit on a desk whereas half of their peers in North Eastern sit on the floor.