Kenya's education system faces significant challenges in implementing its competency-based education framework, introduced in 2017. The framework aims to equip learners with skills beyond basic literacy and numeracy, including critical thinking, creativity, and digital literacy. However, a study by the African Population and Health Research Centre found that learners in grade 3 still struggle with basic skills, with six out of 10 unable to read and understand a story in English, and eight in 10 unable to solve basic numeracy problems.
The study, which observed 398 grade 1 and 3 teachers in 200 schools across 11 counties, found that teachers are not following the competency-based education framework due to large class sizes and shortages of materials. Teachers reported that large class sizes make it difficult to implement learner-centered approaches, leading to a reliance on traditional methods such as whole-class instruction. In literacy lessons, teachers spent 84.5% of the time instructing the whole class, while in numeracy lessons, this figure was 62.8%.
The study also found that teachers' instructional choices are shaped by classroom realities such as large class sizes, resource constraints, and curriculum pressure. One teacher reported feeling overwhelmed by the large number of learners, stating that handling 75 learners before the end of the day left them "really tired." The study recommends strengthening teacher mentorship, coaching, and supervision to support the use of recommended teaching practices.
The use of teaching and learning materials was also found to be limited, with an over-reliance on the blackboard and print materials. The competency-based education framework encourages teachers to use a range of materials, including real-life objects and teacher-made materials, to enhance understanding. However, the study found that teachers were not using these materials creatively, partly due to large class sizes and resource constraints.
The integration of information and communications technology (ICT) in classrooms was also found to be limited. Despite the emphasis on digital literacy in the competency-based education framework, ICT is scarcely used during lessons. The study identified several barriers to ICT integration, including infrastructural and technical issues, inadequate resources, and teacher capacity gaps.
To address these challenges, the study recommends investing in teacher training and capacity building, as well as providing adequate resources and infrastructure. Additionally, the study suggests encouraging peer learning and peer support among teachers, and ensuring that every learner has access to their own textbook. These recommendations aim to support the effective implementation of the competency-based education framework and improve learning outcomes for Kenyan students.
The study's findings highlight the need for the Ministry of Education to prioritize addressing the systemic challenges facing the education sector. This includes investing in teacher training and resources, as well as implementing policies to support the effective implementation of the competency-based education framework. By addressing these challenges, Kenya can work towards improving learning outcomes and providing students with the skills they need to succeed in the 21st century.
Key points
- Large class sizes and resource shortages are major obstacles to effective learning in Kenyan schools.
- The competency-based education framework, introduced in 2017, aims to equip learners with skills beyond basic literacy and numeracy.
- Teachers require training and support to effectively implement the competency-based education framework.
