The Impact of Covid-19 on Education in Kenya
Category: Education
By: George Gathuru, Milyscent Mweyeri,
Preamble
The COVID-19 global pandemic has impacted the regions of Africa in various ways. This newsletter will try to address the impact of the virus on education in Kenya with a special focus on our rural and urban settings.
To reduce the spread of the virus, the Government of Kenya closed all schools and universities. Learning institutions were expected to implement online instruction using technology and the Internet. Teachers were advised to prepare work for the learners to do at home. However, the lack of broadband Internet and the cost of Wi-Fi in some remote areas limited the amount of e-learning available to learners.
Nearly 70% of the school children in Kenya live in rural areas where there is a shortage of well-funded schools, trained teachers, and books and supplies. Students often have to walk several kilometers to reach the schools, which are often small with large class sizes.
Close to 25% of learners and especially living in urban settings could access virtual classes amidst challenges of connectivity to parents with insufficient education to assist their children at home.
Kenya’s Education System
Before the onset of the covid 19 pandemics, Kenya had a well-structured system of education. The primary and Secondary school calendar ran from January to December. The terms comprised of three months of fully learning and a month in-between for breaks. The syllabi were structured to be covered in nine months at most. During the one-month break, both teachers and learners would seize the opportunity to rest and refreshen before getting back to another engaging three months.
With the free primary and lessened school fees in the secondary schools, public schools have the largest enrollments. The teacher learner ratio has been in the neighborhood of 1:40. Nevertheless, teachers had to pull out all the stops to ensure that all learners attain their full potential. There is some truth to the gnome that ‘teaching is a call but not a profession.
On the flip side, Private schools have outshone public schools for the longest time possible. This is owing to the fact that the learners’ enrollment in private schools is lower, and teachers have enough time and resources to work contentedly wherefore great outcomes.
Learning institutions closed
The year 2020 began creditably with a lot of expectancies. Teachers and learners had sharpened their academic tools to begin the year. January and February were alright. However, on March 15, 2020, the Kenyan government unanticipatedly closed all schools and colleges nationwide in response to the first positive test of Covid-19. This led to throwing into disarray learning programmes countrywide. The closure of institutions affected learners and teachers. Additionally, it also sired quite a few challenges on economic and social issues including interrupted and loss of learning, financial constraints on households, homelessness, poor childcare and sexual exploitation especially to the underprivileged in the urban centres.
Subsequently, the international system of education in Kenya was not at all affected. Though they stopped the physical classes, they worked remotely and digitally. It was not a challenge on their side because they had embraced technological education way back. As for some of the Private schools in the urban centres, they trained their teachers on ICT skills so that they could engage the learners. This helped a bit though not wholly. During this time, some private schools closed down completely since they could not afford the rental premises. consequently, many teachers and staff lost their jobs. It was a confused and desperate situation.
The right to education was endangered. Consequently, the Government of Kenya provided remote teaching support using the internet and television and encouraged academic institutions to adapt teaching material to create a more accessible online learning environment. This plan targeted both vulnerable students and teachers and aimed to capitalize on existing radio infrastructure to enhance the possibility of community-based learning.
Kenya’s Response to COVID-19 in Education
Was the government’s initiative successful? It was a bold step though accompanied by several challenges. Firstly, the learning gap increased since most of the learners were excluded from online education due to a lack of accessibility to the internet and reliable electricity. Additionally, most parents were not able to foot the school-related expenses such as learning materials and daily bundles. This further widened the gap in that they were disadvantaged as compared to their counterparts who could afford it. Even in the areas where electricity and technology do exist, the cost of the internet is inhibitive.
The Kenya Institute of Curriculum Development geared its resources in centralizing teaching and learning resources making them more accessible to learners. This was a bold step though of course hampered by the lack of enough resources to meet the cost of the internet. This resulted in the students who had the accessibility to prioritize the materials to download which limited them. When this was taking place in the public schools, the private schools engaged their learners in virtual learning but of course just to keep them busy because they could not be admitted to the next class. This exasperated some parents therefore, they decided to enroll their learners in the international system. This was for sure a drawback on the private schools.
In a bid to save the academic year 2020, the government gave an order that students in their final years and the CBC pioneer class (Grade 4) resume classes. There was a lot of criticism about this action. Many people felt that these children are being put in a perilous zone and that that was the worst decision the government had ever made. Additionally, some even took the matter to court which was nullified. The schools were re-opened, and learners and teachers had to equip themselves with boldness and face it. The proper Covid-19 health protocols such as handwashing, social distancing just to mention a few were observed. As a teacher, were at the forefront to ensure that that is done. Students on the other side were panicky and petrified. They had to be taken through some guided and counseling sessions. The number of students during this time were fewer and therefore easier to manage.
Revised Term Dates
Subsequently, in January 2021, the schools officially opened. This was a complete turnaround the school calendar. The Grade 4 learners were coming for their third term. on the contrary, the rest on the students embarked on their second term. With so many students in school, managing them was a bit complex. That was the new norm and we had to find a way of making things work. Social distancing was quite a challenge especially to the kindergarten who could not even understand why they were restrained again physical touch. It was strenuous as well mind boggling to repeatedly remind children to put on their masks and a physical distance.
My goodness! It was hectic! Gradually, Learners have learnt the Covid protocols through songs, watching videos, real life experiences. Parents have also been on the forefront of educating their children about the pandemic. In the private schools, it has been quite easy since the parents are able to provide their children with pairs of masks as well as sanitizers. The schools’ administrations also have been providing sanitizers as well as providing water points for hand washing. As for the marginalized and vulnerable children it has not been easy.
We are at the verge of completing third term as the term calendar dictates. The Grade 4 learners are at home giving time for the rest to complete their term. We have come from a long way learning new ways of survival during this pandemic. We are in the mode of ‘Aluta continua’ and no giving up. The way forward for education in Kenya is to provide workable programs for online learning. There should be massive production of the free learning gadgets as well as provision of internet services even in the marginalized areas.
Conclusion
The Kenya institute of curriculum Development will continue to provide lessons through radio. Finally, directives from Kenya’s Ministry of Education will also be used to sufficiently advice on the way forward as far as education in the Covid-19 era is concerned.
The Kenya government will continue to address this matter to ensure access to opportunities, inclusion and protection, and treatment from the pandemic and ultimately see that learners recover and transit to greater heights of their education.
Education data facts on Kenya
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The Impact of Covid-19 on Education in Kenya
| Post date: Mon, Sep 27, 2021 |
| Category: Education |
| By: George Gathuru, Milyscent Mweyeri, |
Preamble
The COVID-19 global pandemic has impacted the regions of Africa in various ways. This newsletter will try to address the impact of the virus on education in Kenya with a special focus on our rural and urban settings.
To reduce the spread of the virus, the Government of Kenya closed all schools and universities. Learning institutions were expected to implement online instruction using technology and the Internet. Teachers were advised to prepare work for the learners to do at home. However, the lack of broadband Internet and the cost of Wi-Fi in some remote areas limited the amount of e-learning available to learners.
Nearly 70% of the school children in Kenya live in rural areas where there is a shortage of well-funded schools, trained teachers, and books and supplies. Students often have to walk several kilometers to reach the schools, which are often small with large class sizes.
Close to 25% of learners and especially living in urban settings could access virtual classes amidst challenges of connectivity to parents with insufficient education to assist their children at home.
Kenya’s Education System
Before the onset of the covid 19 pandemics, Kenya had a well-structured system of education. The primary and Secondary school calendar ran from January to December. The terms comprised of three months of fully learning and a month in-between for breaks. The syllabi were structured to be covered in nine months at most. During the one-month break, both teachers and learners would seize the opportunity to rest and refreshen before getting back to another engaging three months.
With the free primary and lessened school fees in the secondary schools, public schools have the largest enrollments. The teacher learner ratio has been in the neighborhood of 1:40. Nevertheless, teachers had to pull out all the stops to ensure that all learners attain their full potential. There is some truth to the gnome that ‘teaching is a call but not a profession.
On the flip side, Private schools have outshone public schools for the longest time possible. This is owing to the fact that the learners’ enrollment in private schools is lower, and teachers have enough time and resources to work contentedly wherefore great outcomes.
Learning institutions closed
The year 2020 began creditably with a lot of expectancies. Teachers and learners had sharpened their academic tools to begin the year. January and February were alright. However, on March 15, 2020, the Kenyan government unanticipatedly closed all schools and colleges nationwide in response to the first positive test of Covid-19. This led to throwing into disarray learning programmes countrywide. The closure of institutions affected learners and teachers. Additionally, it also sired quite a few challenges on economic and social issues including interrupted and loss of learning, financial constraints on households, homelessness, poor childcare and sexual exploitation especially to the underprivileged in the urban centres.
Subsequently, the international system of education in Kenya was not at all affected. Though they stopped the physical classes, they worked remotely and digitally. It was not a challenge on their side because they had embraced technological education way back. As for some of the Private schools in the urban centres, they trained their teachers on ICT skills so that they could engage the learners. This helped a bit though not wholly. During this time, some private schools closed down completely since they could not afford the rental premises. consequently, many teachers and staff lost their jobs. It was a confused and desperate situation.
The right to education was endangered. Consequently, the Government of Kenya provided remote teaching support using the internet and television and encouraged academic institutions to adapt teaching material to create a more accessible online learning environment. This plan targeted both vulnerable students and teachers and aimed to capitalize on existing radio infrastructure to enhance the possibility of community-based learning.
Kenya’s Response to COVID-19 in Education
Was the government’s initiative successful? It was a bold step though accompanied by several challenges. Firstly, the learning gap increased since most of the learners were excluded from online education due to a lack of accessibility to the internet and reliable electricity. Additionally, most parents were not able to foot the school-related expenses such as learning materials and daily bundles. This further widened the gap in that they were disadvantaged as compared to their counterparts who could afford it. Even in the areas where electricity and technology do exist, the cost of the internet is inhibitive.
The Kenya Institute of Curriculum Development geared its resources in centralizing teaching and learning resources making them more accessible to learners. This was a bold step though of course hampered by the lack of enough resources to meet the cost of the internet. This resulted in the students who had the accessibility to prioritize the materials to download which limited them. When this was taking place in the public schools, the private schools engaged their learners in virtual learning but of course just to keep them busy because they could not be admitted to the next class. This exasperated some parents therefore, they decided to enroll their learners in the international system. This was for sure a drawback on the private schools.
In a bid to save the academic year 2020, the government gave an order that students in their final years and the CBC pioneer class (Grade 4) resume classes. There was a lot of criticism about this action. Many people felt that these children are being put in a perilous zone and that that was the worst decision the government had ever made. Additionally, some even took the matter to court which was nullified. The schools were re-opened, and learners and teachers had to equip themselves with boldness and face it. The proper Covid-19 health protocols such as handwashing, social distancing just to mention a few were observed. As a teacher, were at the forefront to ensure that that is done. Students on the other side were panicky and petrified. They had to be taken through some guided and counseling sessions. The number of students during this time were fewer and therefore easier to manage.
Revised Term Dates
Subsequently, in January 2021, the schools officially opened. This was a complete turnaround the school calendar. The Grade 4 learners were coming for their third term. on the contrary, the rest on the students embarked on their second term. With so many students in school, managing them was a bit complex. That was the new norm and we had to find a way of making things work. Social distancing was quite a challenge especially to the kindergarten who could not even understand why they were restrained again physical touch. It was strenuous as well mind boggling to repeatedly remind children to put on their masks and a physical distance.
My goodness! It was hectic! Gradually, Learners have learnt the Covid protocols through songs, watching videos, real life experiences. Parents have also been on the forefront of educating their children about the pandemic. In the private schools, it has been quite easy since the parents are able to provide their children with pairs of masks as well as sanitizers. The schools’ administrations also have been providing sanitizers as well as providing water points for hand washing. As for the marginalized and vulnerable children it has not been easy.
We are at the verge of completing third term as the term calendar dictates. The Grade 4 learners are at home giving time for the rest to complete their term. We have come from a long way learning new ways of survival during this pandemic. We are in the mode of ‘Aluta continua’ and no giving up. The way forward for education in Kenya is to provide workable programs for online learning. There should be massive production of the free learning gadgets as well as provision of internet services even in the marginalized areas.
Conclusion
The Kenya institute of curriculum Development will continue to provide lessons through radio. Finally, directives from Kenya’s Ministry of Education will also be used to sufficiently advice on the way forward as far as education in the Covid-19 era is concerned.
The Kenya government will continue to address this matter to ensure access to opportunities, inclusion and protection, and treatment from the pandemic and ultimately see that learners recover and transit to greater heights of their education.
Education data facts on Kenya
More Blogs
Gen Z Collective Action on Taxation and Economic Policy.
Introduction The Finance Bill 2024 in Kenya sparked a wave of collective action primarily driven by Gen Z, marking a significant moment for youth engagement in Kenyan politics. This younger generation, known for their digital fluency and facing bleak economic prospects, utilised social media platforms to voice their discontent and mobilise protests against the proposed […]
Two Immediate Monetary-Framework Imperatives for Mr. Mbadi
The credibility of Monetary Policy in Kenya is compromised at present by two factors: As we anticipated mid-year, inflation is headed below the target range for the first time; The 7-member Monetary Policy Committee (MPC) has four vacancies. In light of the former prospect, the MPC reduced the Central Bank of Kenya (CBK) Policy Rate, […]
Important dates and Citizen Concerns During Budget Planning Phase for Fiscal Year 2025/2026
The Budget formulation and preparation process in Kenya is guided by a budget calendar which indicates the timelines for key activities issued in accordance with Section 36 of the Public Finance Management Act, 2012.These provide guidelines on the procedures for preparing the subsequent financial year and the Medium-Term budget forecasts. The Launch of the budget […]
Adjusted IMF Program Demands on Kenya
In the IMF WEO published yesterday, the IMF elaborated its macroeconomic framework for the ongoing IMF program. The numbers clarify how the program, derailed by the mid-year Gen-Z protests, has been adjusted to make possible the Board meeting for the combined 7th and 8th Reviews scheduled for October 30. The adjustments, unfortunately, again raise profound […]
What does the Nobel Prize in Economics 2024 mean for Constitution Implementation in Kenya?
Daron Acemoglu, Simon Johnson, and James A. Robinson won the 2024 Nobel Prize in Economics for their research on how a country’s institutions significantly impact its long-term economic success.[1] Their work emphasizes that it’s not just about a nation’s resources or technological advancements but rather the “rules of the game” that truly matter. Countries with […]