The disaster that is Kenya’s new “competency-based”curriculum

This is from Business Daily:

….. a Grade Two student at a private primary school in Kiambu County, gets upset every evening that his father, Joseph Mutiga, returns home without a printer.

His homework involves printing assignments almost on a daily basis, and his dad has promised him that he will buy a colour printer to make it easier for him to deliver on the assignments.

print outs must be done in full colour.

The Mutiga household’s story is replicated in most Kenyan households that have school going children in Grade Three and below, who are undertaking the new Competency-Based Curriculum (CBC).

The curriculum, which is set to replace the 8-4-4 system that was criticised for being too theoretical and exam-focused, has won admirers and critics in equal measure.

A small home colour printer costs about Sh10,000, which Mr Mutiga says is a new item on his budget. He is also contemplating installing a home internet connection that will add about Sh2,500 to his monthly budget.

Critics, including the Kenya National Union of Teachers (Knut), have however warned that the new curriculum will entrench inequalities where only children of the rich and middle class families will afford to provide their children with the relatively expensive learning materials.

Public schools, and especially those in rural areas and urban slums, are most affected as their student populations cannot afford the materials required for the new curriculum. In Kirinyaga County, Jerry Mworia says his son previously brought home class assignments that only required him to use a pencil and a book. After the new curriculum took effect, he is now regularly required to buy items that are not stocked in his neighbourhood shops such as modelling clay.

“I had to make a two-hour round trip to Kerugoya, the nearest place I could find plasticine (a brand of modelling clay). I bought a kilogramme for Sh150.

Kenya’s CBC is a caricature of isomorphic mimicry. Teachers are not ready. Parents are not ready. The government is not ready. It all sounds like a sophomore project gone awry.

Yet millions of Kenyan pupils will be subjected to this disaster of a policy. It is not hard to see how the new system will worsen class-based differences in education outcomes. The curriculum is totally divorced from the lived experience of the vast majority of Kenyans.

Now it would be one thing if the Kenyan government had the capacity to pull it all off. However, the government merely implemented what “consultants” and “advisors”, many of whom obviously had very little local knowledge, suggested. It has done precious little to prepare the country for the policy.

Most reputable education professionals in Kenya oppose the shift.

The textbooks are a disaster. Teachers have not been trained.

Add this to the list of failed “development” projects that are completely divorced from the objective realities of their intended beneficiaries.

Roll-out of the curriculum has taken off poorly, especially in public schools that do not yet have books and other learning materials. Teachers in some public schools were yet to get instruction kits as of late last week. “From the CBC training, we are required to take videos, pictures and in some lessons use the television as a teaching tool, but we do not have any of the supporting equipment and books at my school,” said Mrs Jackline Mueni, a Grade Three teacher in a public school.

Recall that it is the same Uhuru Kenyatta administration that came up with the hair-brained idea to give a laptop to every Standard One pupil. The plan was later shelved, after reality set in.

The clock is ticking on the CBC.

 

It pays to go to school

This is from The Economist:

WHICH has provided a better return in recent decades: America’s stockmarket or education? The latter, according to a research review by George Psacharopoulos and Harry Patrinos for the World Bank. The two economists looked at 1,120 studies, across 139 countries, and came up with an annual average “rate of return”—actually a pay premium, the increase in hourly earnings from an extra year of schooling—of 8.8%. The analogy is inexact, but for comparison America’s stockmarket returned an annual 5.6% over the past 50 years.

Their figure excludes social gains, such as lower mortality rates associated with greater education. The premium is higher for girls and for primary education. It is also higher in poor countries, presumably because the smaller the share of educated people, the higher the pay they can command. The same reasoning suggests that the return should have dwindled as educational attainment rose. Instead, it has stayed strong, especially for higher education.

More on this here.

Screen Shot 2018-05-05 at 5.45.31 PM.pngEducation attainment appears to be trending in the right direction across the globe (see image). However, the rate of improvement over the last three decades has been higher in some regions than in others. For example, while in 1992 Africa and South Asia had 42% and 38% of the out-of-school children of primary age, respectively, by 2014 the comparable figures were 57% and 19%. Clearly, African states need to do more.

The Bill & Melinda Gates Foundation has recently announced its foray into education. If done well, the Foundation’s involvement in the education secctor has the potential to nudge policy makers in the right direction, while also generating valuable data for cross-country comparisons.