Education system needs transformation

The ongoing teachers’ strike brings to the fore the many challenges that afflict our education system.

This experience ought to strengthen our resolve to tackle these challenges so that young people are able to get access to quality education.

Research has identified certain factors that guarantee quality education.

These include responsive administrative leadership and support, democratic processes that support and empower teachers and learners, high quality teachers and teaching, school-community partnerships, access to academically rigorous and relevant curriculum and learning resources, and personalised schools that allow learners to be well supported.

HOLISTIC APPROACH
Many Kenyan learners are enrolled in schools where their chances of success are minimal because the environment is unsafe, unsupportive, unchallenging, and under-resourced.

Poor access to quality education and learners’ unsatisfactory outcomes are systemic problems that will persist unless these weaknesses are addressed.

We can guarantee quality education through a holistic approach to transform the system.

To begin with, the system should be supported by adequate resources that guarantee reasonable remuneration and robust professional development for teachers as well as friendly teaching and learning conditions.

This should include reinvigorating the Ministry of Education’s quality assurance and standards division to effectively support teachers’ career progression and professional development.

SKILLFUL ASSESSMENT
Additionally, we should assess how time is utilised during the school day.

Two significant factors that influence learner achievement — and are directly under teachers’ influence — are the amount of time allocated to an academic task and the quality of teaching.

Hence, maximising the relationship between these two variables should be prioritised in teacher appraisal and professional development.

There is a need to support and encourage teachers to use learner-centred teaching approaches in well-managed classrooms and schools.

This should include skilful assessment to facilitate learning and reduce disparities in students’ performance.

We should, progressively, aim at lower student-teacher ratios to improve learner achievement and teacher performance and satisfaction.

Having fewer children in a class will also reduce distractions and give teachers more time to devote to each child.

POLICY FRAMEWORKS
Likewise, the resources needed for learning such as curriculum materials, science laboratories, ICTs, and libraries should be made available to every student for regular use.

Stakeholders should work towards peaceful, welcoming, non-discriminatory, and safe environments in schools and classrooms.

School leaders, teachers, parents, and learners should, therefore, agree upon clear and understandable school and classroom rules and policies that reinforce order, constructive discipline, and reinforcement of positive behaviour.

Lastly, the above considerations should be grounded in comprehensive policy frameworks that appreciate the contradictory nature of education — it assures continuity and fosters creativity and change.

The author is a blogger at [email protected]