We must confront challenges facing teachers- Kenyan Context

By Dionne Warwick Oguna

The Problem

Quality education is the hallmark of the global development agenda. The second goal of the millennium development goals (MDGs) sought to achieve universal primary education while sustainable development goals (SDGs) emphasize quality education as part of resolution 70/1 of the United Nations General Assembly (UNGA). While recognizing the pivotal role that teachers play in the realization of quality education, UNESCO set October 5th as the World Teachers Day, a day to celebrate teachers globally. The event recognizes the invaluable contribution of teachers as facilitators of learning in schools. Last year's theme “the right to education means the right to a qualified teacher,” underscored the notion that a qualified teacher is paramount for quality educational outcomes in children. In Kenya, teacher-related challenges continue to confront the education system despite efforts to recruit, motivate and train teachers.

According to a survey conducted by Uwezo Kenya, 22 percent of the parents polled ranked teacher’s shortages as one of the top challenges arising from making education accessible to all school going children. The uneven distribution has continuously undermined learning outcomes in children. Furthermore, incessant insecurity in areas like Northern Kenya has made the region to bear the brunt of teacher shortages for far too long. According to the report, counties with the worst Teacher Service Commission (TSC) teacher turnout are Mandera and Garissa with a ratio of 6 teachers to 10 classrooms. The report further indicates that on average, 12 out of 100 teachers were absent from school on the day of the visit which was worse compared to the previous year which recorded the number at 9. The Ministry of Education reveals that remoteness, lack of proper social amenities, retrogressive cultural practices, poverty levels and hostility from host communities have discouraged most non-native Kenyan teachers from working in Northern Kenya; a phenomenon that has led to high rates of teacher attrition in this region.

The effect of regional disparity in the allocation of teachers manifests in performance in critical areas of examination. For example, pupils in Northern Kenyan schools report lower skills in literacy and numeracy than their counterparts in areas such as Nairobi. According to an Annual Assessment Report by Uwezo Kenya, about seven out of ten students in Nairobi City County have access to tuition programs which enhance their performance. Meanwhile, low learning levels in English has been reported in Samburu County at 13%. Teacher absenteeism and student drop-out rate of 40% has reduced the quality of learning in Samburu County. Other countries such as Turkana, Wajir and West Pokot continue to report similar challenges of teacher absenteeism, turnover, and poor performance in National Examinations.

The challenges facing teachers in Kenya, especially in far-flung areas like the Northern region, have cast aspersions on the effectiveness and fairness of the grading system in schools. The situation begs the following fundamental questions: Is the grading system by the Kenya National Examination Council (KNEC) fair amid the glaring disparities in Kenyan schools? Can disadvantaged teachers and children in Northern Kenya compete on fair grounds with the rest? What is the panacea to perennial teacher shortages and low teacher turnout in marginalized areas?

Confronting the Problem

The government has a responsibility, under article 56(b) of the Constitution, to provide special education programs for marginalized communities. The Ministry of Education together with the National Council for Nomadic Education in Kenya (NACONEK) recommends integrating madrasas into formal education. Northern Kenya is a predominantly Islamic society, and implementing NACONEK’s recommendation would respond to the region’s need for special education. The government should offer hardship allowance and improve security in the region to enhance accessibility to education. Establishing an early warning system in case of an impending attack will secure teachers and students in schools. Teachers will feel more protected and confident even as they continue to impart knowledge on children living in marginalized communities.

Teacher training, development, and deployment will ensure that children acquire quality education. In 2017, the Teachers Service Commission (TSC) introduced an initiative called School Improvement Programme funded by Global Partnership for Education under the supervision of the World Bank. The programme aimed at training 90,000 primary school teachers to improve teaching and learning in primary schools. 4,000 head teachers who posted a mean score of 243 and below in KCPE were also scheduled for computer lessons. Such capacity development initiatives can improve the quality of education for all our children.

Infrastructural interventions in relation to health and hygiene matters affecting both teachers and students should be addressed sufficiently. A report conducted by Twaweza East Africa also reveal that implementing a teacher-cash- on-pay system will motivate teachers and improve learning outcomes among students. In conclusion, the attainment of equal distribution of teachers across Kenyan schools will not only address the problem of teacher shortage but also fulfill the fourth goal of the SDGs that underscores inclusivity and quality education for all.

This blog was originally posted on PAL Network website