EDU AFYA INFORMATION PACK.

The Ministry of Education and the National Hospital Insurance Fund (NHIF) signed a contract on 13th April 2018 to offer a Comprehensive Medical Insurance Cover for learners
enrolled in all public secondary schools during their four-year study duration. As a result, the EDUAFYA Medical Scheme was rolled out on 1st May 2018.

WHO IS ELIGIBLE?

• Any student enrolled in a public secondary school and is fully registered in the National Education Information System (NEMIS) portal.
• A public secondary school learner with a valid Unique Personal Identifier (UPI) number generated through the NEMIS database and is registered by NHIF.
• A learner who is fully identified by their School Principal.

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Edu Afya NHIF Medical Scheme for Secondary Students; Complete Guide

HOW TO REGISTER

• It is the responsibility of the principal of the school to register all the learners in the NEMIS database and issue them with valid UPI numbers.
• The process of registering a student with NHIF is automated.
• Once a UPI number is generated, the system auto-registers 2 the learner with NHIF and issues a unique member number.
• Individual schools can view their learner’ NHIF numbers 3 through their respective NEMIS portals.
• Form Four learners shall be removed from the Scheme upon completing their Kenya Certificate of Secondary Education (KCSE) Examination.

The Ministry of Education and the National Hospital Insurance Fund (NHIF) signed a contract on 13th April 2018 to offer a Comprehensive Medical Insurance Cover for learners enrolled in all public secondary schools during their four-year study duration. As a result, the EDUAFYA Medical Scheme was rolled out on 1st May 2018.

ACCESS TO BENEFITS

NEMIS/UPI number OR (in the case where a learner is yet to receive a NEMIS/UPI number, a letter of introduction written by the respective School Principal or the designate.

The letter should contain the following information:
1. Name of learner / Age / Gender
2. Name of school
3. Admission number

The letter should be duly endorsed and signed by the School Principal or the designate.

Form One learners shall start benefitting from the Scheme immediately after they are enrolled in their respective schools (There is no waiting period for access to services for new members).

Nature of Service	What is Covered
Out-patient	·       General  Out-patient  Services:  Outpatient  services  are provided by or on the order of a licensed clinician as a general practitioner. ·       Specialized Out-patient Services: Outpatient services are provided by or on the order of a clinician licensed as a specialist or consultant and to whom a member has been referred to by a general practitioner/Primary Care clinician where a member was registered. ·       Routine outpatient services are subject to policy terms and conditions as per the Kenya essential package for health (KEPH). ·       Referral for specialized services, which include the following: ·       Drug and Substance Abuse Rehabilitation Services ·       Renal services and dialysis ·       Specialized radiological diagnostic services ·       Chronic ailment services such as Diabetes and Hypertension, Ultrasound, ECG, ·       Cancer medical care and treatment services, include radiotherapy services, chemotherapy services or surgical intervention subject to NHIF’s preauthorization.
INPATIENT	Inpatient shall be on a referral basis from the outpatient Health Care Provider. This cover includes medical and surgical conditions that require admission. ·       It includes the following: ·       Hospital accommodation charges ·       Pre-hospitalization diagnostic services ·       Doctor’s (physician, surgeon & anesthetist) fees. ·       Nursing charges ·       Drugs/medicines,   dressings,   and    internal    surgical appliances. ·       Diagnostic, laboratory, or other medically necessary services ·       Rehabilitation services ·       Operating theatre services ·       Radiological diagnostic e.g., x-ray services, CT scan, MRI, ECG ·       In-patient physiotherapy. ·       KEPI vaccines, tetanus vaccine, Rotavirus vaccine, anti- rabies, and snake venom   Daycare surgery surgical procedures that do not require an overnight stay.

 

Dental Cover	This benefit caters for outpatient dental procedures, which include, but are not limited to: ·       Extraction ·       Root canal ·       Dental X-ray services ·       Accident-related inpatient dental cases will be covered under the standard inpatient surgical benefits to the full inpatient limit.   Exclusions: The cover does not include the cost of replacement of old dentures, bridges, plates, and orthodontic treatment of cosmetic nature
Optical Cover	An optional benefit that caters for expenses related to eye treatment, including the cost of: ·       Consultation ·       Eye testing ·       Prescription for ophthalmic treatment and prescription of eyeglasses ·       Accident-related inpatient optical cases will be covered under the standard inpatient benefits to the full inpatient limit.   Exclusions:   ·       Correction of refractive errors and cost of glasses and frames ·       Laser correction of eyesight, cosmetic antiglare and photochromatic lenses
Emergency Road Rescue	Ambulance services for transportation and transfer of a student for treatment from a place of incident or facilities. This is where adequate care is not available to the next available NHIF- declared hospital or medical facility within the territorial limits of Kenya.     Contacts: Kenya Red Cross – Toll Free No: 1199 0700 395 395 0738 395 395

 

Emergency Air Rescue

Emergency Air Rescue Services will be provided for transportation and transfer of an injured student to an NHIF- declared facility within the territorial limits of Kenya where adequate medical care is available.   Contacts:   Amref Flying Doctors – 0206 992000   0730 811000 | 0709 962000

Overseas Treatment

Treatment costs arise from a condition that warrants treatment not available in Kenya. Access is subject to preauthorisation from NHIF and the Director of Medical Services.     Scope of cover   ·       Treatment costs ·       Costs of travel and accommodation for the patient and one person accompanying the patient ·       On recommendation by a referring doctor, medical personnel accompanying a patient shall be covered for a period not exceeding two days.

 

Group Personal Accident Cover

NHIF shall compensate a learner involved in an accident resulting in serious or permanent disability while at school or participating in a school-related activity. A learner is not entitled to compensation if an accident is caused by deliberate and willful misconduct.     Requirements: –   ·       Duly filled claim form; ·       Sick off sheets; ·       Police abstract in case of an accident; ·       Medical reports; ·       Discharge summary; and ·       Copy of birth certificate.

 

GENERAL EXCLUSIONS

This insurance cover excludes:

• Cosmetic or beauty a and/or surgery
• Laser eye surgery, frames, and lenses
• Massage (except a certified as a necessary part of treatment following an accident or illness).
• Treatment of any injury, disease or illness arising from a specified exclusion.

FREQUENTLY ASKED QUESTIONS

1.  What happens to learners who transfer schools?

As long as the learner is transferring to another public secondary school, the cover is valid. However, the learner will be exited from the cover if they transfer to a private school.

2. Can a learner whose parent(s) have other medical insurance covers

benefit from Eduafya?

Yes. All learners in public secondary schools are eligible for Eduafya cover even if their parents have alternative medical insurance.

3.  Does a learner require to use an introduction letter?

One of the requirements to access services is an introduction letter by the School Principal or any other designate.

4.    How do healthcare providers identify learners?

Facilities identify learners using the UPI and a letter of introduction from the School Principal or any other designate.

5.      What happens if a healthcare provider does not have specific services or drugs required?

The facility will be required to refer a learner to the next facility, which can handle the learner’s condition.

6.    How does a healthcare provider handle a learner without a NEMIS number?

The facility will not turn away a learner who does not have a UPI. However, the facility will contact NHIF to verify the learner’s details to provide services.

7.    Does the cover work during the school holidays?

Yes. The cover is for four (4) years or as long as one remains a public secondary school learner.

8.    How shall a student access services during holidays?

The learner or the guardian shall be required to provide the UPI at the facility if they need to access services during the school holidays.

9.    How do I verify that my UPI is active with NHIF?

This can be done by sending your UPI to 21101 on your mobile phone

10. Why is my UPI not active when queried by hospitals?

It is because your registration by the school in NEMIS is So get in touch with your principal and ask them to complete Step Two of your biodata in NEMIS.

11.   Is one only allowed to access services in the facilities chosen by the school?

During the school holidays, the service is portable. However, identification in facilities far away from school may be challenging if your UPI is not active when queried.

12.        How are the last expense and group life cover claimed?

The next of kin needs to fill in the appropriate claim form, attach all requested documents, and submit them to the Ministry of Education. Failure to attach all documents will result in a delay in the processing of claims.

13.    Is evacuation by air included?

All evacuations are included, although they must seek NHIF’s advice.

14.    Can one be treated in private facilities?

Yes, although treatment in high cost private and Level 5 hospitals is subject to pre-authorisation by NHIF.

15.       Can one student use the UPI number of another student from the same school?

No! This is illegal and fraudulent, and if discovered, punitive action will be taken.

The Government is formulating a policy to ensure that qualifications that Kenyans acquire through Technical, Vocational Education and Training (TVET) and skills acquired beyond the classroom can be upgraded through transfer of credit up to university.

State Department for Technical, Vocational Education and Training (TVET) Principal Secretary Dr Esther Muoria said this will ensure young people can go to any TVET institution and progress up the ladder until they can acquire the highest qualification including a doctorate in their area of qualification.

Dr Muoria said this policy of upgrading qualifications will help in improving mobility of our young people by encouraging them to advance their skills through continued learning and added this advancement will be enhanced through credit transfer from one level to another.

“Therefore it will no longer be true that that when you complete your training in TVETs you can only do technical work you trained for, but we want to ensure that progression is achieved for your credits from one level to another,” Muoria stated.

Dr Muoria was speaking in Naivasha on Monday during a Multisectoral workshop for members of an ad hoc committee appointed to review the Kenya Credit Accumulation and Transfer System (KCATS).

She also recommended that every young person should have a skill which they can fall back  to make a living when the main career gets into a hitch and said even those in colleges and universities can still go back to learn a skill in TVET institutions.

In his remarks read by Dr Mworia at the opening of the five-day workshop, Education Cabinet Secretary (CS) Mr Ezekiel Machogu said this policy will mark a significant milestone towards meeting the national, regional and continental aspirations on attainment of learner mobility and lifelong learning.

“Through this system, the Ministry envisages to ease movement of learners between and within various programmes, institutions and levels of qualifications such as TVET institutions, universities and even professional examining bodies. This will not only facilitate credit transfers, exemptions, but also vertical and horizontal mobility of learners at all levels to enable entry, re-entry and exit,” Machogu noted.

The CS said the global megatrends require that education and training respond to the emerging needs, allow for compatibility and transferability of skills and people and as a result of these demands, the Government of Kenya has embarked on reforms to develop tools and instruments that empower and skill young Kenyans to thrive in a competitive, industrializing and closely networked and globalized world through flexible, but quality assured qualifications pathways.

He observed that the dynamic and emerging global trends for both skills and knowledge-based economy calls for systems that embrace lifelong learning and reiterated that  the Government is committed to provide inclusive quality education and training which is in line with UN Sustainable Development

“There has never been a time in this country when the Government has put a lot of emphasis on learner mobility, recognition and internationalization of qualifications than now. In fact, the Presidential Working Party Report on Education and Training indeed flagged out the need to develop and implement a Credit Accumulation and Transfer system to facilitate mobility of qualifications,” Machogu said.

Kenya National Qualifications Authority (KNQA) Acting Chief Executive Officer (CEO), Dr Alice Kande said the move to review the policy was timely as it will help the country to come up with quality training for her young population.

She said the policy framework was permeable through a process of transfer and therefore will ensure no skill of knowledge is wasted, whether acquired though formal or informal process outside classroom.

Dr Kande explained that the framework will clearly indicate at what level  a person with these skills or knowledge can be awarded or conferred with a diploma or a degree for that matter, as it enumerates a proper and coordinated system of doing that and ensures vertical or horizontal mobility.

“Everyone should be able to move vertically or horizontally, while at the same time encouraging lifelong learning and recognizing of prior learning,” she said.

Dr Kande also noted that the policy will address various issues in education that have not been addressed, for instance where recognition of knowledge and prior learning skills has been regarded in a very varied manner by different institutions.

The Government also recently proposed a policy framework that seeks to recognize people with certain skills but lack the necessary academic papers to make them to be identified.

The move will see people especially in the informal sector who possess exemplary skills (competencies) in areas such as plumbing and masonry among others being vetted through a procedure that has been established and awarded certificates. Kenya National Qualifications Authority (KNQA) is coordinating this whole process.

Kande said Recognition of Prior Learning (RPL) is a process used to identify, assess, and certify a candidate’s competencies regardless of when, where, and how they were acquired against prescribed standards or learning outcomes and is meant to help these people achieve some level of professional recognition in their work.

The move targets mainly workers in the informal sector, who possess exemplary competencies in what they do, migrant workers and refugees, asylum seekers and out-of-school youths.

According to the Kenya National Qualifications Authority (KNQA), Kenya still faces a severe shortage of quality and relevant skilled workforce due to a mismatch between skills produced and labour market needs.

Alleged 2022 KCSE Exam Malpractices.

Summary of the report by the Departmental Committee on Education.

COMMITTEE OBSERVATIONS AND FINDINGS

The Committee after analysing submissions made by different stakeholders arrived at the following observations and findings;

THAT;

🛡️There were isolated cases of examination irregularities reported during the 2022
KCSE Examination. For example, early exposure of afternoon examination papers,
mobile phones seized from some examination centers, some students found with unauthorized written-on materials among others..

🛡️Candidates who are hospitalized, or have recently given birth are compelled to sit for the examinations from their hospital beds.

🛡️KCSE being a high-stake examination which is used to place candidates to various
courses in the university, it prompts some students to engage in exam malpractices
so as to meet the high expectations from parents, teachers and society at large.

🛡️Examiners, invigilators and supervisors are poorly remunerated and the payment delayed hence demotivating them.

🛡️Marking centres are centralized within Nairobi and its environs only, resulting in
overcrowding and deplorable conditions in accommodation for the markers.

🛡️Telegram and Signal were the preferred social media platforms used in perpetrating
examination malpractices because the source of the information is not traceable.

🛡️Two examination papers are done in a day, with one conducted in the morning session
and the other in the afternoon. Early exposure incidents tend to predominantly occur
in the afternoon paper. This is primarily due to the fact that both examination papers
are collected by the Centre Managers in the morning, leaving the afternoon paper
more vulnerable to potential breaches.

🛡️There were several examination malpractices in the 2022 KCSE as indicated by the
Office of the Director of Criminal Investigations (DCI). The DCI handled a total of 68 cases with 44 cases pending under investigation, 17 cases pending before court,
one case with a warrant of arrest issued and six cases already finalized.

🛡️Some principals visit the Sub-County Directors of Education with proposals on their desired supervisors. This is propelled by the need for higher mean grades and promotions.

🛡️Parents and Boards of Management mount pressure on school principals to register
high mean grades or risk being transferred resorting to exam malpractices.

🛡️Some schools levy motivational fees on parents to pay examiners, bribe invigilators,
security officers, supervisors, MoE and KNEC officials in what is commonly referred
to as ‘fuel’ to facilitate exam malpractice.

🛡️The Multi-Agency Approach involving the Ministry of Interior and National Administration, the DCI and the Communications Authority of Kenya (CAK) in the
management of examination was not effective in curbing examination malpractices as intended.

🛡️The Committee found out that KNEC was overwhelmed due to the administration
and management of three national examinations (2022 KPSEA, KCPE and KCSE) in a span of just one month.

🛡️The finances allocated to KNEC are inadequate making effective examination
management and monitoring difficult to achieve due to increase in the number of
candidates.

🛡️There was no adherence to KNEC’s examinations guidelines and regulations. For
example, a candidate involved in any form of malpractice is not allowed to continue
with the next examination but the committee found that some candidates continued uninterrupted in contravention of the regulation.

🛡️There is a lot of pressure on markers to complete their work on time. Marking starts at 4.00am to 10:00pm leading to exhaustion that compromises the process of
marking.

🛡️Reporting incidences of examination malpractices is bureaucratic and cumbersome
to examiners. The burden of proof is left to the examiners discouraging many of them from reporting.

🛡️Monitoring of examinations by KNEC officials was found to be poor because they
concentrate on schools along major highways and towns leaving schools in far flung areas not monitored.

🛡️KNEC is underfunded which negatively affects the effective administration of the
National Examinations. The underfunding is majorly as a result of the government
policy on examination waiver for the national examinations for all candidates both in
public and private schools which was introduced in 2015.

🛡️This policy shift made it impossible for KNEC to charge examinations fees which previously formed part of its internal income (AIA) which enabled it to fund its operations, including examination administration. The underfunding situation is also
exacerbated by a staggered model of issuance of examination grants by the exchequer, the non-revision of the examination fees which has remained static since 2013 despite the high cost of examination administration as well as an increase in
examination candidature due to the 100% policy.

🛡️There are several emerging issues related to technology and communication, such as social media platforms that affect examination management. There are, however, no
legislations in place to curb their misuse in perpetrating examination malpractices.

🛡️The penalties provided under the KNEC Act are not punitive enough to serve as a deterrence against examination malpractices.
_____

Recommendations

🛡️ Promotions of teachers not to be pegged on individual Schools’ performance only .
🛡️Knec to deploy Centre Managers to oversee exams in schools outside their Sub Counties
🛡️Knec to ensure Contracted professionals do not serve in the same School for more than 2 consecutive years.
🛡️CCTv Cameras to be installed at all Exam Centres
🛡️Knec to get more budgetary allocation in order to ensure the process is smooth.
🛡️ Knec to closely collaborate with other agencies like security personnel.
🛡️Knec to set supplementary exams for candidates who fail to sit for the tests like the hospitalized, pregnant.

Major Reforms, Changes at the Kenya National Examination Council, Knec: Final CBC Task Force Report

Issues	Analysis	Recommendations
Establishment of the Council	Section 3 (1) of the KNEC Act establishes the “Kenya National Examination Council”. The current procedure for evaluation being carried out by KNEC is assessment as opposed to examination thus the name of the council should reflect the same.	Amend the title of the KNEC Act and Section 3 (1) of the Act and replace the phrase “Kenya National Examination Council” with “Kenya National Assessment Council” and everywhere in the act where the name of the Council appears as Kenya National Examination Council including the long title.
Composition of Council	Section 4 (1) of the KNEC Act provides for the composition of the council as follows: (i) a Chairperson appointed by the President under Section 5;

	(ii)   the Principal Secretary of the Ministry responsible for matters relating to education or a representative of the Principal Secretary; (iii)    the officer in charge of quality assurance and standards in the Ministry responsible for matters relating to education; (iv)   the Director of the Kenya Institute of Curriculum Development; (v)   the Secretary of the Teachers Service Commission; (vi) the following persons appointed by the Cabinet Secretary – (a)      one member to represent the interest of persons with disabilities; (b) one person to represent the post   school    technical and business training institutions in Kenya, including polytechnics;
	(c) one person to represent private sector involved with management of Education as the Cabinet Secretary may determine; (d) one person to represent any other special interest as the Cabinet Secretary may determine; and	Amend Section 4 (1) of the KNEC Act on composition of council as follows: – (i)                 A chairperson appointed by the President; (ii)               Principal Secretary Basic Education or his/her representative;
	(vii) the Chief Executive Officer.	(iii)    Principal Secretary National Treasury or his/her representative;
		(iv)    CEO KICD or his/her representative;
		(v)     CEO TSC or his/her representative;
		(vi)    Three other persons to represent:
		•      FBOs •      Marginalised groups •      Private sector (one of who shall be a person living with disability).
		(vii)   The Chief Executive Officer who shall be an ex-officio member.

Functions of the Council	Section 10 (1) (a) of the KNEC Act provides that the Council shall set and maintain examination standards, conduct public academic, technical and other national examinations within Kenya at basic and tertiary levels. This provision extends the mandate of the council to tertiary levels yet there exist the body known as TVET CDACC which does assessment for technical and vocational education and training. Thus, the inclusion of the mandate of the council to tertiary levels creates duplication of roles.	Amend Section 10 (1) (a) of the KNEC Act by deleting the phrase “tertiary” and replacing teacher education and training.
Term of Office of Chairperson and Members	Section 7 of the KNEC Act provides for term of office of the chairperson and members who shall serve for a term of four years, and shall be eligible for re-appointment for one further term. However, Mwongozo which is the Code of Governance for State Corporations guides that the tenure of a board member should not exceed accumulative term of six years or two terms of three years each. Therefore, there should be conformity with the policy in this regard.	Amend Section 7 of the Act to provide that the chairperson and members of the council shall serve for a term of three (3) years and eligible for reappointment for one further term.
Establishment of the National Examination Appeals Tribunal	The KNEC (Amendment) Act, 2Ol7 establishes the National Examination Appeals Tribunal at Section 40B of the Act. However, the tribunal has only handled one case since its establishment therefore there is no need for its existence. As earlier discussed herein, all appeals of the decision of the council should thus be handled by the Education Appeals Tribunal.	Delete Section 40B and merge tribunal with the Education Appeals Tribunal and provide that appeals of the decision of the council be made at the Education Appeals Tribunal.

Final Recommendations on Technical and Vocational Education and Training

1. To institutionalise linkages with industries, MoE shall:
   • Periodically review the TVET curriculum to ensure its relevance to the market needs.

• Engage TVET trainees in the implementation of government projects such as the construction of infrastructure.
• Provide a framework for a structured linkage with the “Jua Kali” industry.
• In addition to provisions in TVET Act Schedule 4 Section 1 (2), ensure that the composition of the governing Councils/Boards should have at least 50% + 1 of their members drawn from relevant industries considering the diversity of professions.
• Establish industry advisory committees for the different sectors in the institutions.
• Develop and implement industrial partnership/cooperation guidelines.
• Develop and implement Workplace Integrated Learning (WIL) model.
• Develop a policy framework on incubation, commercialisation of innovations and technology transfer centres and museums.
• Review TVET Quality Assurance and Standards framework and tools to leverage technology in collaboration with the industry.
• Re-tool TVET trainers in partnership with the industry at all levels to enhance their pedagogical skills and relevance.

2. MoE, CUE and TVETA to Streamline linkages between TVET institutions at all levels and continuity of graduates from TVET to the Universities and vice versa:
   • Develop a framework for linkages among TVETs to remove duplications and create centres of excellence based on niche areas.
   • Enhance the progression of TVET graduates by enforcing CATS and RPL policies.
   • Rebrand and reposition all TVET institutions at the National and County levels to become a preferred pathway for higher education.
3. MoE in collaboration with County Governments should establish an Intergovernmental Technical Trainers Service Council to streamline Technical Trainer Management in TVET and harmonise their Scheme of Service.
4. Support Technical Universities with appropriate infrastructure for SNE programmes.
5. Strengthen the ODeL utilisation in TVET by providing increased infrastructure and resources, capacity-build trainers and other stakeholders and facilitate digitisation of TVET curriculum content. MoE in collaboration with Technical Universities to develop a TVET trainer
6. Strengthen the capacity of TVET CDACC to carry out curriculum development, assessment and certification in TVET by expanding infrastructure, equipment as well recruiting and training staff in collaboration with
7. Merge the training and assessment component in NITA with TVET
8. MoE in collaboration with Universities that were upgraded from TVET should progressively transfer services of academic staff (trainers) who do not meet the requisite qualifications to teach in a university.