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The latest Education News– Education Cabinet Secretary Professor George Magoha has reminded examinations centre managers to uphold precautions against malpractises throughout the examination period.
Prof Magoha warned the officials manning the exams against lowering their guard in monitoring the conduct of the exams at the tail end of the KCPE tests that winds up today.
Speaking during the opening of the container in Busia County for the final day of KCPE, Magoha confirmed that all protocols had been observed in the County.
He challenged the centre managers to ensure they are at examination containers for collection of exams materials to inspect all examinational materials to they are well secured to avoid unnecessary blame games
“I want to thank the centre manager in part of Nyanza where children were denied registration; those children took their exams and their rights will be observed as the exam is marked even as the crooked managers of the private schools are brought to book,” Magoha said.
The CS warned centre managers for KCSE planning to engage in underhand deals to stop confusing candidates by hiring university students to sit for the exams. He confirmed that all agencies are on the lookout for such cases in the country.
“Let me warn again, for the last time, as we go to KCSE examination, we are following up quite a number of cheeky centre managers together with their collaborators, that the integrity of examination shall be protected at all costs,” Magoha added.
He confirmed that marking centres in Nairobi have already began operations by use of the machine for the papers done in the past two days. Magoha added they will put in consideration that children were out of school for long as the marking exercise commences.
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Most Learners Prefer Social Sciences Over STEM – Study Finds
A recent educational study has uncovered an expanding trend among learners: a predilection for social sciences over Science, Technology, Engineering, and Mathematics (STEM) subjects. The findings, which have ignited renewed discussions among educators and policymakers, indicate that a greater number of students are gravitating toward disciplines such as sociology, psychology, history, and political science, while a declining number are enrolling in technical and scientific fields.
According to the report, which surveyed students across secondary schools and universities, the interest in social sciences is predominantly influenced by perceived relevance to real-life situations, personal interest, and the conviction that social science careers provide better emotional fulfillment. Conversely, many learners perceive STEM subjects as more arduous, characterized by heavier workloads and stricter grading systems, which discourages participation.
The study further observed that gender dynamics significantly contribute to this trend. Female students, in particular, were discovered to have a stronger inclination towards social sciences. Experts believe that this trend arises from enduring stereotypes that depict STEM as a male-dominated arena. Despite ongoing initiatives aimed at promoting gender equity in STEM, the disparity continues to pose a challenge.
Another element contributing to the preference for social sciences is the dearth of resources and qualified educators in STEM disciplines. Numerous schools, particularly in rural regions, grapple with insufficient laboratory facilities and limited access to contemporary teaching tools. In contrast, social science subjects often necessitate fewer resources for instruction, rendering them more accessible in underfunded institutions.
Career aspirations similarly play a role in influencing subject selections. Students who aim to become lawyers, public administrators, counselors, or journalists naturally gravitate towards social sciences. Meanwhile, careers in STEM fields, although frequently better compensated, are perceived by many as necessitating longer study durations, higher expenses, and more rigorous training.
Education experts have articulated concerns regarding the disparity. They contend that while social sciences are essential for comprehending society and shaping public policy, STEM education is equally critical for fostering innovation, economic growth, and addressing global challenges such as climate change, health crises, and technological advancement.
“We need a balanced workforce,” stated Dr. Eunice Mwangi, an education policy analyst. “While it is encouraging to observe students who are passionate about human behavior and society, we cannot afford to experience a shortfall in STEM professionals. The future economy hinges on it. ”
To mitigate this trend, the study proposes the implementation of early exposure to STEM activities through clubs, competitions, and mentorship programs, with a particular emphasis on targeting girls. It also advocates for reforms in teaching methodologies to render STEM more engaging and less intimidating. Scholarships and career guidance for STEM pathways could also assist in reversing the trend.
In conclusion, although students’ preference for social sciences underscores the significance of understanding human dynamics, the necessity of sustaining a balanced interest across all disciplines remains imperative. Education stakeholders are now faced with the challenge of creating environments where both social sciences and STEM subjects are regarded as equally valuable, accessible, and inspiring for the forthcoming generation.
All public schools are set to receive free desks from a government desk manufacture project which will cost taxpayers Sh1.96 billion. This is after the government realized that there was an acute shortage of desks in the public schools.
According to Education Cabinet Secretary, George Magoha, Sub-County Education Director in conjunction with the area Deputy County Commissioners will coordinate the project and award tenders to the suitably qualified local artisans.
Prototype desks would be displayed at all the Sub-County headquarters for the artisans to see to enable them manufacture the same ones for onward distribution to schools next year, 2021.
See also; 2020 TSC recruitment schedule per county: Interview dates and venues
National government administrators and field officers have, at the same time, been directed to follow through all aspects of the supply of desks, lockers and chairs to public schools preparatory to resumption of onsite learning in the country.
Education Cabinet Secretary, Prof. George Magoha, has said the government has instituted various risk mitigation strategies to prevent corruption in the project, adding that he will lead inspection tours to ensure the furniture is supplied according to the delivery terms.
“This is not the time to ask ‘what’s in it for me?’ We are doing this for our children. As far as this project is concerned, there is nothing we cannot address. If there are bottlenecks, talk to us directly – not the usual bureaucratic practices,” he said while issuing the guidelines for the implementation of the project to County Commissioners at the KICC.
Kshs.1.9 billion has been allocated under the Economic Stimulus Programme for this programme, which targets SMEs and local artisans. To ensure openness, transparency and non-discrimination in identification of the suppliers, the government has deployed the model that was used to identify the beneficiaries of the COVID-19 weekly stipend, the Kazi Mtaani Initiative, and Older Persons Cash Transfer.
Interior PS, Dr. Karanja Kibicho, expressed his confidence in National Government Administration Officers (NGAOs) and urged them to exercise enforcement discretion against anyone threatening the integrity of the process.
With the presumption that the majority of the prospective suppliers may not have the capacity to deliver on such a project, the government will fund them with up to 50 percent front load.
Dr. Kibicho said, “This is another reason we need national government administrators. It is their responsibility to ensure there is integrity and transparency in this project; it is their responsibility to ensure that anybody who has been contracted delivers these furniture within the timelines set.”
The plan will realize the delivery of 622,357 desks, lockers, and chairs to public primary and secondary schools, with every ward expected to produce at least one school. Design prototypes and technical specifications have been availed to all County Commissioners, Deputy County Commissioners and County Directors of Education.
The Deputy County Commissioners will lead their teams in confirming the quality of the furniture and compliance with the specifications with the prototypes and ensure proper labeling before delivery to schools.
Education officials have been advised to visit dormitories and toilets students use whenever they inspect and supervise schools.
Early Learning and Basic Education Principal Secretary Dr Julius Jwan said the officials need to go where students sleep and also see the condition of the toilets to establish friendliness of the learning environment in the schools.
Dr Jwan made the remarks when he met senior education officials, led by the Director General Mr. Elyas Abdi at the Kenya School of Government (KSG).
The Principal Secretary advised against guided tours of the institutions, saying the officials must inspect every part of the school, including dormitories, toilets and classrooms.
School inspection and supervision is part of the basic role of Quality Assurance and standards system whose objective is to ensure quality control through regular inspection and continuous supervision of instructional and other educational services in the schools.
Also present during the occasion were Country Directors of Education and their counterparts at the sub country levels.
The Cabinet Secretary for Education, Ezekiel Machogu has announced that teachers Heading Primary Schools will be promoted from grade C3 and above, and become Principals of Junior Schools, domiciled in their institutions.
Primary School Heads have been acting as principals for students who have transitioned to grade 7 for the whole of this year.
Machogu also reiterated that the government will not increase school fees, but will ensure the existing remittances to schools are used prudently.
However, the CS said that the Ministry will no longer distribute Capitation Funds to schools quarterly as they have been, instead, the system will change to a ratio of 50:30:20 for the first, second and third terms respectively.
Speaking to over 10,000 Primary School Heads at the Kenya Primary Schools Head Teachers Association (KEPSHA) Annual General Meeting, Machogu challenged the teachers to embrace accountability, foster inclusivity and enhance Teacher Professional Development.
Kenya National Union of Teachers’ Secretary General, Collins Oyuu applauded the government for confirming the Head Teachers as Principals of the Junior Secondary Schools.
He said that this step will motivate the teachers who have strived to further their studies for that opportunity.
Oyuu said that there have been issues with management of the comprehensive schools, which has been done successfully by head teachers.
“It is worldwide known that any additional duty or assignment for any worker must be compensated and I am glad the CS has addressed this matter,” Oyuu said.
The Secretary General went on to thank the government for getting rid of delocalization and also sanctioning employment of more teachers.
“We would love to make a follow up with the education committee, the Presidential Working Party augmented funding and this must be given to schools to attain the goal to make CBC affordable to all and easy to implement,” Oyuu said.
He added that it is also important that the capitation funding is disbursed on time to avoid inconveniences at schools.
Oyuu assured that the rumors going on about some of the head teachers being demoted was out of context.
“Some of the head teachers of primary schools are actually PhD holders, so whoever thinks that they are not well qualified and is talking about demoting them will be in for a rude shock,” he emphasized.
Mathematics will no longer be a mandatory subject for students moving to senior secondary school, representing a significant change under the Competency-Based Curriculum (CBC).
Students will instead be required to study English or Kenya Sign Language, Kiswahili, Physical Education, and Community Service Learning as compulsory subjects, while they can select from a range of 38 options to tailor their academic and career paths.
This marks a departure from the previous 8-4-4 system, where Mathematics was a core subject alongside English, Kiswahili, and at least two sciences (Physics, Chemistry, or Biology).
Belio Kipsang, the Principal Secretary for Basic Education, announced on Thursday that Grade 9 students—the first cohort under the CBC—will start choosing their subjects and senior schools in the second term of this year.
“We are allowing time for parents and students to discuss their interests and future plans. The selection process will commence as soon as they return to school,” he stated.
Furthermore, the Ministry of Education has suggested capping the number of students from a single junior secondary school entering the same senior school to a maximum of five.
This change aims to enhance diversity in student placement, although some stakeholders believe it may be overly ambitious, particularly for day schools that draw students from local areas.
On Thursday, the Kenya National Examination Council revealed that the final Grade 9 score will be determined by students’ performance in primary school, internal assessments by teachers, and their results from the national Kenya Junior School Education Assessment (KJSEA) conducted at the end of the year.
The KJSEA will account for 60 percent of the final score and will also influence the student’s placement in senior secondary school.
The remaining 40 percent will be evenly divided between scores from internal assessments by classroom teachers and primary school performance.
Students who are unhappy with their placements will have the chance to request transfers, depending on available spots after they report.
For private candidates—those not enrolled in formal education—placement will only be available in day senior secondary schools.
Senior schools will now be divided into three main academic pathways to accommodate the varied interests and abilities of students.
The Triple Pathway Schools will provide three distinct areas of learning: science, technology, engineering, and mathematics (STEM), social sciences, and arts and sports.
However, students will not be required to study all three; they will choose a pathway that best fits their strengths and goals.
The Double Pathway Schools will offer either STEM and social sciences or STEM and arts.
In the meantime, the Vocational and Special Needs Pathway Schools will serve students with disabilities like autism, cerebral palsy, and cognitive difficulties, emphasizing practical vocational training suited to their skills.
To enhance the placement process, the ministry has categorized senior schools into three types based on their accommodation options: day schools, hybrid schools that can host both boarding and day students, and schools designed specifically for boys, girls, or mixed-gender groups. Special needs schools will focus solely on students with hearing, visual, or physical disabilities and will be equipped with the necessary resources to assist them.
This will start on 25th April to 1st July, 2022.
It will have 10 weeks. All pupils will transit to the next class, level or grade.
This is how pupils will transit:-
– Class Eight – Form One.
– Class Seven – Class Eight.
– Class Six – Class Seven.
– Grade Five – Grade Six.
– Grade Four – Grade Five.
– Grade Three – Grade Four.
– Grade Two – Grade Three.
– Grade One – Grade Two.
– PP2 – Grade One.
– PP1 – PP2.
– Play School- PP1.
This will start on 11th July to 16th September, 2022. The term will have 10 weeks.
This start on 26th September to 25th November, 2022. This term will have 9 weeks.
Current class seven will sit for KCPE from 28th November to 1st December, 2022.
Current Grade Five will sit for the first CBC National Assessment styled as the Kenya Certificate of Basic Education (KCBE).
See also; Term dates, School Calendar 2021, 2022, 2023
At this time the transition will be as follows:-
– Current class eight will be in Form Two.
– Current class seven will be in Form One.
– Current class six will be in class eight and sit for KCPE at the end of the same year.
– Current Grade Five will be in Junior Secondary School – Grade Seven.
– Current Grade Four will be in Grade Six and sit for CBC assessment styled as KCBE at the end of that year.
– Current Grade Three will be in Grade Five.
– Current Grade Two will be Four.
– Current Grade One will be in Grade Three.
– Current PP2 will be in Grade Two.
– Current PP1 will be in Grade One.
– Current Play School will be in PP2.
Parents with children in the current class seven should be aware that by January 2023 their children will be in Form One.
Parents with children in Grade Five should be aware that their children will be in Junior Secondary School some where in Kenya.
This breakdown can help you for planning purposes.
This will be another year with very short breaks for holidays apart the April long holiday.
Education Cabinet Secretary Prof George Magoha has issued new orders aimed at tracking school girls who may be pregnant or have just given birth. This follows a recent stern warning by President Uhuru Kenyatta, to Chiefs, over increased cases of teenage pregnancies in the country; more so during this covid-19 break.
The head of State read the riot act on Thursday, last week, at the KICC in Nairobi, at the close of a two-day training workshop on Kazi Mtaani for Regional and County Commissioners. He said area chiefs will be held accountable for school-going children who will defiled under their watch.
“You as the area chief will have to answer, where were you when all this was happening?” posed the president
“People must be disciplined, how do we allow people to go around impregnating young girls, and we do not say anything? We are going to wait for the DNA and those people will pay,” President Uhuru added.
CS Magoha |(who has been blaming pornographic sites and prolonged closure of schools for the surge in teenage pregnancies) has now ordered for immediate collection of data for affected school girls.
“”The media reports from different organizations indicate that there is a problem that need to be addressed and this is more so as it caught the attention of the President. The Ministry (of Education) therefore need to have information on the girls who have become pregnant during this season in order to come up with an intervention as schools re-open in January, 2021.” CS Magoha orders in the latest circular sent to Regional, County and Sub-county Directors of Education.
Magoha orders the field officers to work closely with the local administration, chiefs, Ministry of Health Officials and School Heads so as to to get full information on the identity and location of the school girls.
The Ministry intends to use the data in order to prevent massive school drop outs when learning resumes next year.
A recent report compiled by the National Council on Population and Development (NCPD) painted a grim picture on the status of teenage pregnancies in the country. According to the report 2 out of 5 teenagers in Kenya are either young mothers or pregnant. The report further alludes that, during the current covid-19 pandemic, close to 20,828 girls aged between 10 and 14 years have become mothers while the older girls aged between 15-19 years, 24,106 are either pregnant or mothers already.
The findings by the Presidential Working Committee on Education show that Kenya has made great strides in teacher education and management, becoming a regional benchmark. There exist structures and guidelines for both pre-service and in-service teacher training, with the country-producing qualified teachers normally absorbed into the public and private learning institutions, while others find employment in other countries and other sectors of the economy.
However, there are gaps that need to be addressed in order to attract, develop and retain effective teachers for the transformation of society and achievement of Kenya Vision 2030 and SDG 4.
Teacher education and management roles are carried out mainly by the MoE and TSC, with no clear framework, conflict arises between the two institutions to the detriment of quality service delivery. It was observed that there is a lack of a coherent approach to teacher education and deployment, with many well-intended sector players for the same sector taking different and sometimes conflicting approaches.
The findings showed that institutional administrators do not have clear in-service education programmes. Further, the implementation of CBC faced challenges mainly emanating from inadequate teacher capacity and preparedness.
The PWPER observed that Kenya was not attracting the best of its student population to the teaching profession. The uneven distribution of teachers across the Country remains an issue of concern, with some regions experiencing acute shortages while other regions were overstaffed. Further, the TTCs facilities remain under-utilised, with some having more tutors than students.
The findings show the underutilisation of the TTCs as well as many internal challenges that include: inadequate facilities; posting trainers who are not specifically trained for these institutions; lack of access to loans through HELB; and lack of guidelines for sharing under-utilised facilities, including linkages with industry players.
Pre-Service Teacher Education (PSTE) lacks a framework; thus, TE is not standardised. The TTCs, Colleges offering Diploma in Education and Universities need TE standards to ensure that the quality of teachers meets the 21st Century demands and becomes globally competitive.
Universities globally play a critical role in shaping and informing Pre-service Teacher Education (TE). Globally, best practice reveals that responsive TE reforms precede Basic curriculum reform implementation to achieve seamless rollout.
Unfortunately, TE reforms in Kenyan Universities have often been reactive to Basic Education curriculum reforms leading to poor preparedness. Hence it is necessary for the Ministry of Education, the State Department of Basic Education and the State Department of University Education to work closely with Universities to rethink strategies that will support the continuous alignment of TE programmes to the emerging needs of basic education as critical players for the effective implementation of reforms.
The Commission for University Education should provide specific guidelines for TE programmes that clearly embed the principles of Competence-Based Teacher Education (CBTE).
There is a need for a long teaching practice period of two school terms. In addition, University schools of education should embrace mentorship as a part of the practicum process, and the mentoring teacher should be made the assessor of the trainee teacher during teaching practice.
This will require that the Universities, besides getting into partnerships with schools, will identify the mentoring teachers and train them. There will be no cost implication because the funds will be drawn from the Teaching Practice allowances previously paid to the lecturer.
Admission requirements for the B.Ed degree shall continue to be determined by the Universities’ Senates.
Regarding the welfare of teachers in the service, PWPER noted that there were serious concerns about the non-consultative transfers and appointment of institutional administrators between the TSC and MoE; the delocalisation policy; the disjointed in-service teacher education programmes; and the lack of a collaboration framework between partners offering teacher education and management services.
In each case, all applicants with disability will be admitted with a mean grade of C- (Minus) in all diploma programmes and all other conditions will apply. Further, A candidate with a recognised certificate in a technical subject area from a recognised college shall be considered for Diploma training in the same subject area.
Teachers handling mathematics and science based subjects (biology, chemistry and physics) will benefit from a training to be organized by the Centre for Mathematics, Science and Technology Education in Africa (
“CEMASTEA intends to train 11,008 Science and Mathematics teachers on innovative teaching and learning approaches aimed at developing critical thinking and problem solving skills and use of ICT in teaching and learning. The training will be conducted through online platforms such as Google classroom and Zoom. Use of purely online training approaches has been necessitated by COVID- 19 pandemic which may not allow for blended training that involves face to face and online platforms.” says the agency
The teachers usually have their training during holidays where they congregate in select schools that are earmarked as inset centres. But, this has not happened this year due to the current covid 19 pandemic that has seen total paralysis not only in the education sector but also in other sectors.
CEMASTEA carries out these sessions that aim to continuously sharpen the pedagogical skills of mathematics and science teachers so that they are able to deliver quality mathematics and science lessons. To achieve its goals, the centre uses Activity-based, Student-centered, Experiments and Improvisation -ASEI realized through the continual improvement cycle of Plan, Do, See, Improve –PDSI.
Training of teachers is carried out in cohorts. For the June training, guidelines will be provided on the selection criteria to be used through school heads and education officials.
CEMASTEA is a public institution under the Ministry of Education, Science and Technology (MOEST) that was established in 2004 to provide In-Service Education and Training (INSET) for mathematics and science teachers in Kenya and Africa.
SMASSE programmes have since 2001 been spread to other African countries under the auspices of the Strengthening of Mathematics and Science in Secondary Education in Western, Eastern, Central and Southern Africa (SMASSE-WECSA) which has since 2014 been expanded to SMASE Africa.
SEE ALSO;
Giant Pan-African publishing house for educational materials, Longhorn, is offering free unlimited access to its digital content by all learners. This is in an effort to promote Home Schooling as a result of the ongoing shutdown of all learning institutions. This is good news to millions of learners who are at home as a measure to curb the spread of Coronavirus Disease (COVID19).
“We are offering Free access to our eLearning Platform to help all learners access content for both Primary and Secondary school,” says the company. It is good news for Mobile phone subscribers since the Company has partnered with Airtel Kenya to provide free data access to the platform.
“Grade One to Form Four learners will access learning materials on Longhorn’s online portal, elearning.longhornpublishers.com. The materials provided cover both the new Competency Based Curriculum and also 8-4-4 system,” said Longhorn chief executive Maxwell Wahome via a presser.
Available Electronic materials include: interactive Competency Based Curriculum (CBC) materials, comprehensive notes, questions and examination guides for all classes and forms. Interested individuals can create and log into a free Longhorn account by following the link; https://elearning.longhornpublishers.com/
You can at the same tiome download the Longhorn eLearning App from the Google PlayStore to enjoy FREE eLearning materials. The Company runs a Youtube platform that offers a wide range of Elearning services. Subscribe to our Youtube channel via bit.ly/3dh1KQu.
The Kenya Institute of Curriculum Development, KICD, in collaboration with the kenya Broadcasting Corporation (KBC) and EduChannel is also offering enhanced lessons to learners across the country.
Universities haven’t been left behind, either. Read details here; University students continue with studies via online platforms: CoronaVirus Pandemic
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
Long-serving Education Principal Secretary Belio Kipsang has been reassigned.
President William Ruto of Kenya has appointed new Principal Secretaries as part of recent changes in his administration.
According to a memo released on Thursday, March 20, Ruto has moved Kipsang from the Basic Education role in the Education Ministry shortly after he made controversial statements regarding Mathematics.
Last Thursday, Kipsang announced that Grade 9 students—the first cohort under the Competency-Based Curriculum (CBC)—will start selecting their subjects and senior schools in the second term of this year.
“We are allowing time for parents and students to discuss their interests and future paths. The selection process will begin as soon as they return to school,” he stated.
The former Education Principal Secretary indicated that Mathematics will no longer be a mandatory subject for students moving to senior secondary school, representing a significant shift under the CBC framework.
Instead, students will be required to take English or Kenya Sign Language, Kiswahili, Physical Education, and Community Service Learning as compulsory subjects, while they can choose from a selection of 38 options to guide their academic and career paths.
This marks a departure from the previous 8-4-4 system, where Mathematics was a core subject alongside English, Kiswahili, and at least two sciences (Physics, Chemistry, or Biology).
Moreover, the Ministry of Education has proposed a cap on the number of students from a single junior secondary school who can enroll in the same senior school, limiting it to a maximum of five. This change aims to encourage diversity in student placements, although some stakeholders believe it may be overly ambitious, particularly for day schools that draw students from their local areas.
On Thursday, the Kenya National Examination Council announced that the final Grade 9 score will be determined by students’ performance in primary school, internal assessments conducted by teachers, and their results from the national Kenya Junior School Education Assessment (KJSEA), which will take place at the end of the year.
The KJSEA will account for 60 percent of the final score and will also influence the student’s placement in senior secondary school. The remaining 40 percent will be evenly divided between scores from internal assessments and primary school performance.
Students who are unhappy with their placements will have the chance to request transfers, depending on available spots after reporting.
For private candidates—those not enrolled in a formal educational institution—placement will only be available in day senior secondary schools.
Senior schools will now be categorized into three main academic pathways to accommodate the varied interests and abilities of students.
The Triple Pathway Schools will provide three distinct areas of study: science, technology, engineering, and mathematics (STEM), social sciences, and arts and sports.
However, students will not be required to take all three. Instead, they will choose a pathway that aligns with their strengths and aspirations.
The Double Pathway Schools will offer either STEM and social sciences, or STEM and arts.
Meanwhile, the Vocational and Special Needs Pathway Schools will cater for learners with disabilities such as autism, cerebral palsy and cognitive challenges, focusing on hands-on vocational training tailored to their abilities.
To further streamline placement, the ministry has classified senior schools into three types based on accommodation; day schools and hybrid schools, which will accommodate boarding and day students, with specific provisions for boys-only, girls-only, or mixed-gender setups.
Subjects
Senior schools will offer a total of 38 subjects, with core subjects including English, Kiswahili, Kenyan Sign Language for learners with hearing impairments, physical education, and community service learning. Information and communication technology will be integrated across all subjects.
Eunice Gachoka, the senior deputy director of Educational Media at the Kenya Institute of Curriculum Development, projected that 15 per cent of learners will pursue the arts and sports pathway, which is structured to nurture creative talents and athletic abilities. This pathway is divided into two main areas, sports science and performing arts.
“We anticipate that 15 per cent of learners will pursue this route, while 60 per cent will opt for STEM. The STEM track will cover areas such as building construction, electricity, metalwork, mechanics, woodwork, media technology and specialised subjects like marine and fisheries technology, which will be available in select schools,” she said.
Alice Gathii from the Ministry of Education assured that the placement process will be structured to guide learners into specialised fields based on their interests and abilities. She clarified that learners in triple pathway schools will not be required to take all three pathways.
“We’ve ensured that learners with hearing, visual, physical, cognitive, or developmental challenges such as autism and cerebral palsy are not left behind,” she said.
Regarding placement, Gathii assured parents that learner preferences and school capacity will be key considerations.
Meanwhile, in the latest changes, President William Ruto has Moved Ps Kipsang from the Ministry of Education to the Immigration Department.
The Kenyan government is finding itself in a tight spot over planned reopening of schools slated for this September. 8 petitioners have moved to the High court seeking answers on how the government is prepared ahead of schools’ reopening. Also of major concern, to the petitioners, is the unequal coverage and distribution of e-learning equipment countrywide.
The petitioners (Robert Olouch, Evans Odhiambo, Walter Akeyo, Michael Kojo, Millicent Adhiambo, Evance Atieno, Irene Adhiambo and Mary Omwanda) hold that government has not fully complied with the United Nations Educational, Scientific and Cultural Organization (UNESCO) guidelines on the reopening of schools. The latest guidelines require that once schools begin to reopen, priority should be on how to reintegrate learners into school settings safely and in ways that allow learning to pick up again, especially for those who suffered the biggest learning losses.
‘The new guidance offers helpful tips and checklists for parents and caregivers, as well as children and students. Actions include:
The suit that was filed at the Kisii High Court on Thursday, May 28 the petitioners’ Lawyer Japhet Osoro Kaosa has listed Education, Science and Technology Cabinet Secretary, Ministry of Education Science and Technology, Kenya Institute of Curriculum Development and Attorney General were filed as the first, second, third and fourth respondents.
According to the petition papers parents who are registered as essential services providers such as health care workers have little time in guiding their children on e-learning which needs some form of supervision. They thus want the current lessons being streamed by the Kenya Institute of Curriculum Development (kicd) to be declared null and void.
In his latest address, president Uhuru Kenyatta directed the ministry of education to come up with an elaborate plan on how schools are to reopen. He at the same time asked the ministry to rework the school calendar that should be made public by mid August.
There are sharp divisions between stake holders with some supporting the plans to have partial reopening of schools, while others want the year written off and learning to resume in January, 2020.
