Amina speaks on exam cheating menace, laptop project

In this interactive series, we invite readers to send in questions to selected public figures. This week, Education Cabinet Secretary Amina Mohamed responds to your questions.

1. At independence in 1963, the government embarked on a policy to fight illiteracy, anchored on a similar premise espoused especially by developing countries. Fifteen years ago, the government introduced compulsory free primary education with the same mission. What plans are in place to ensure every Kenyan can read and write by 2030, as per your ministry’s strategic plans?

Dan Murugu, Nakuru

We have made a quantum leap as far as education is concerned. We have also spared no effort in achieving our national vision and in meeting our international obligations.

Our national commitment is clearly reflected in the approach we are using and the proportion of the national budget that is dedicated to the education sector — 27 percent.

Effective implementation of various education strategies we are undertaking is geared, inter alia, at ensuring that every Kenyan will be able to read and write by 2030.

Implementation of the free primary education policy, for instance, led to an increase in student enrolment from 9.9 million in 2013 to 10.1 million in 2016.

Also, the Early Childhood Education (ECD) Policy led to an increase in enrolment from 2.9 million in 2013 to 3.2 million in 2016.

We have recorded similar improvements in the Adult Education policy. Adult literacy level in Kenya stood at 79 percent in 2014.

Currently, the Ministry is implementing the Alternative Provision for Basic Education and Training (APBET) to cater for school learners, and TUSOME programme for early grade learners. We are, therefore, well on our way to achieving the goal of universal education.

2. In a country where access to education by many remains a challenge due to lack of basic infrastructure like classrooms, desks and poor pupil to teacher ratio, were free laptops a real need at this point or is this a case of misplaced priorities?

David Maranga, Lang'ata

The decision to implement the Digital Literacy Programme (DLP) was borne of the realisation that technology defines our world.

It is the basis for competitiveness for individuals and nations. Equipping our young people with technological skills is an imperative we cannot ignore.

It will prepare them to cope with the demands of the knowledge-based society and compete effectively in the 21st Century workplace.

The laptops project is therefore neither misplaced nor a choice. While not forgetting our duty to build and maintain infrastructure and improve the quality of teaching and learning, we have ventured into this sphere to ensure we equip our children for the future. They are our priority.

3. A few years ago, your Ministry had issues with Bridges International Schools operating in Kenya. What were the issues and were they resolved?

Githuku Mungai, Nairobi

The issue we had with Bridge International Schools is the requirement to abide by quality assurance and standards requirements set by the Ministry for schools operating in Kenya.

Schools in Kenya must use the recommended curriculum, recruiting teachers who are trained and registered by TSC, have adequate infrastructure, including land for extra curricula activities, and should be free in accordance with our FPE or follow the requirements for private schools if fees must be levied.

The Ministry is re-assessing schools nationwide, on a case-by-case basis. Those that meet the expected requirements will be registered as private schools while the rest will face closure.

4. As per the Kenya Institute Of Curriculum Development (KICD) guidelines, a diploma holder in ECD is qualified to teach in lower primary classes. What is your advice to TSC because they don't consider diploma applications?

Susan Kamonde, Kiambu

TSC has guidelines on qualification of teachers entering service. All teachers employed must meet the minimum requirements, which are set nationally by the National Qualifications Authority.

This includes, for example, that primary teachers must be trained in a recognised college.

In recent years, we have also had a good supply of teachers for primary schools. The Ministry does not, therefore, see the need to employ ECD teachers in lower primary schools.

5. You performed brilliantly in the Foreign Affairs ministry. What input can you substantively report to have made in the Education Ministry and do you think your predecessors laid a good foundation for you?

Zephaniah Obaga, Gilgil Nakuru County

As a Foreign Minister, I was mandated to shape our foreign relations, ensure we maintained and enhanced our friendships and partnerships, started new ones, challenged misconceptions of our country and people, drafted and negotiated agreements and ensured we were central in dealing with all bilateral, regional and multilateral issues and challenges.

In addition, during my tour of duty as an ambassador, I had the opportunity to experience first-hand the dynamics of different systems of education.

I am thus well able to compare educational systems being offered around the world with ours and define what we need to do to not only better our placement on the continent, but also be a global leader.

It is this practicum that I bring to the Ministry of Education: global best practices at all levels of our education.

And as Kenyans have witnessed, we have introduced wide ranging reforms and launched major education sector policies since I joined the Ministry.

I acknowledge the contributions made by all former ministers and Cabinet secretaries.

I must confess that I keep finding gems started by each one of them. They made great strides in streamlining the sector and instituting reforms.

We have not only sustained the work that they did but more also stepped up the momentum of reform.

The goals we seek to achieve are the same and they are identifiable, tangible and measurable.

6. What measures have you put in place to ensure there will no cheating in the coming KCPE and KCSE examinations?

Edward B. Wekesa, Marsabit

There are many measures in place to ensure there will be no cheating in the 2018 school examinations. These include: procurement of containers where examination materials will be securely stored to ensure no unauthorised access is possible; coordinated with other government agencies to ensure adequate security and surveillance is provided during the exams; and conducted thorough briefing and sensitisation of all the contracted professionals (invigilators, supervisors, centre managers and security staff).

We have also adjusted the school calendar to ensure that all other students and teachers are away from school during the examination period except the candidates and authorised teachers and staff.

7. Why does the Kenya National Examination Council produce mathematical tables every year without changing the contents, yet forces candidates to buy the latest version?

Muthamia Nathan, Chuka

Knec does not produce mathematical tables every year; it only reprints according to demand.

Also, Knec does not force candidates to buy the latest version of mathematical tables.

Any version of the tables may be used during the examination, provided there is no additional information in it.

8. In the last teachers’ recruitment exercise, diploma holders were discriminated against using the current marking scheme where a Distinction was equated to a Second Class Lower for degree holders and a Credit was equated to a Pass for degree holders. What is the ministry doing to address this?

Nathan Muthamia, Chuka

The Ministry is addressing the matter through the Kenya National Qualifications Framework (KNQF) currently being implemented by the Kenya Qualifications Authority (KNQA).

The framework recently gazetted the minimum entry requirements for different levels of our education system.

It also clearly defines learning outcomes from each level of our training, which is being benchmarked with international best practices.

The KNQA is also working with other stakeholders in the education sector to standardise examination and assessment systems that will improve comparability of qualifications across different levels.

I have also called for a stakeholders meeting this coming week to iron out some of the specific issues.

9. Media reports attributed to your Ministry indicate that you have ordered for some form of evaluation on the level of preparedness for the rollout of the new curriculum in 2019. Some observers believe this is meant to justify the delay of the same. What is the true position on this?

Komen Moris, Eldoret

Curriculum development is a meticulous process that should be tackled carefully to ensure it not only addresses the needs of society but also factors global trends in education.

It involves the following stages: needs assessment; conceptualisation and policy formulation; development of curriculum designs; development of syllabuses and approval; development of curriculum support materials; piloting; teacher preparation; national curriculum implementation; and monitoring and evaluation.

The bulk of the work has been concluded and we are now remaining with evaluation — which will be undertaken in November. We are on the threshold of having a new curriculum in place.

10. It is no secret that your Ministry takes up a huge chunk of the national budget. However, by the same measure, value for the same resources is evasive because of corrupt heads of educational institutions, teacher absenteeism and other forms of pilferage. A lifestyle audit of these heads, including vice chancellors, is long overdue. What are you doing to reassure us that all is not lost?

Komen Moris, Eldoret

It is said that this earth does not belong to us, we have borrowed it from our children.

As those currently charged with governance in this dispensation, we do not take lightly our responsibility over the resources that truly belong to future generations.

The government has initiated a lifestyle audit for all public servants and those found culpable will be dealt with according to the law.

Public servants are also required to declare their wealth and these requirements are being further redefined to achieve the desired results.

Universities not only have councils that provide fiduciary oversight, they also have internal audit functions that also work with the Office of Auditor General.

We, as a government, are progressively working to reduce resource leakage as the days to come will show.

11. The supply of textbooks by booksellers was previously based on need assessments by the schools. But now your Ministry just supplies textbooks randomly. A school with only Standard Five ahead received textbooks for Standard Seven and Eight yet their needs lie on Standard Four 4 and Five. Why don't you use head teachers to write their orders of textbooks depending on their need basis?

Jeff Chepkwony, Sigor, Chepalungu

The Ministry of Education relies on information given by head teachers in providing resources to schools.

In 2018, for example, textbooks were provided for STD 7 and 8 in four (4) subjects: Mathematics, English, Kiswahili and Science.

In Form One to Four, textbooks were provided for six subjects: Mathematics, English, Kiswahili, Chemistry, Biology and Physics.

The textbooks covered both the pupil’s book and the teacher’s book.

This is the first provision of textbooks at national scale using central procurement and was preceded by provision of data on learners and teachers by principals and head teachers increasingly through the Education Management Information System.

The supply of school textbooks is therefore not a random exercise; it is based on consultations with head teachers.

12. Article 260 of the Constitution of Kenya and Section 2 of Persons with Disabilities Act no. 14 of 2003 clearly require reservation of five percent of all employment opportunities for persons with disabilities. As a person who belongs to that category and being from a marginalised community, I applied for the position of Chief Education Officer but was not considered despite being qualified and experienced. Is the policy of the ministry really considering such persons? If so, can I be given the opportunity to be considered since I only needed transfer of service from TSC to the ministry of education?

Mohamud Abdi

According to the policy of recruitment for all public officers, the minimum qualification requirements must be met.

Recently, out of 147 Chief Education and Quality Assurance officers competitively recruited, six of them were persons with disabilities representing 4.1 percent. There is an indication of progressive realisation of five percent without compromising on merit and competence.

13. What is your position on the issue of international schools being required to offer Kiswahili as one of the subjects as was directed by your predecessor in the ministry? According to me, these schools prepare students from all over the world and a good number return to their countries after completion of studies. Do you think they should be forced to learn a language that's not used in most other countries?

James Radido, Siaya County

We are living in what has been described as a global village in which we witness unprecedented movement of people, services and capital across borders.

In this kind of world, it makes good sense to prepare learners to function beyond their national borders.

Just as we all learn other languages, foreign students also need to learn Kiswahili not only as Kenya’s national language but also as the one promoted by the African Union to be its future working language for the continent.

This requirement also, in effect, will serve not only as a way of promoting our culture and heritage but also serve as a tool for marketing our country to investors and tourists.

14. Universities in Kenya have for several years become money-making entities instead of being centres of research and development in the country, mainly because the government funds are usually not enough to sustain their operations and often the government delays in disbursing the funds. What policies are you putting in place to ensure that our universities go back to the core mandate of research and development?

Alex Murimi Muriuki, Embu

The Ministry has adopted and is now using differentiated unit cost (DUC) to fund universities.

This will go a long way in re-orientating universities to their core business; and to also build and sustain centres of excellence in several areas of expertise that the country badly needs.

Over and above this, the Ministry has not only provided an appropriate policy and regulatory framework to enable universities forge partnerships globally and explore other creative engagements that will enable them fund their programmes, it has also encouraged greater linkage with industry so that our universities will be the platforms for research and development for commercial innovation, as is the case in the West.