EnglishKenyaPAL Network
Learning in session
After years of Uwezo asking “Are Our Children Learning?” it was all evident that the hour for action had dawned. Evident from the numerous assessments, learners were exiting the primary cycle without having acquired the basics of learning. This was despite numerous efforts by varied players in the education sector to improve learning outcomes. In 2002, for instance, following a curriculum review, the examinable subjects in primary schools were reduced from 11 to only 5. This was meant to reduce the workload for learners in primary schools. However, an analysis of performance from 2010 (8 years since the review) to 2014 showed that performance in languages in National Examinations (KCPE) was below average, as per the table below;
| Subject | 2010 | 2011 | 2012 | 2013 | 2014 |
| English Language | 49.12 | 47.10 | 48.16 | 53.06 | 47.64 |
| Kiswahili Lugha | 52.76 | 41.46 | 46.38 | 45.78 | 45.04 |
Source: Basic Education Statistical Booklet, 2014
Were it a matter of simple logic, one would argue that the reduction of workload would fundamentally see performance shoot above average. Strikingly, even with fewer subjects, primary level candidates left school with “near average” literacy competencies. The trends above point to something bigger, a greater underlying issue than just the number of examinable subjects offered. And as Uwezo would uncover, the issue was the lack of basics in reading and math. This then becomes the primary focus for the players in the education space.
Are there answers out there? Are there models that have proven to work for learners struggling with the basics? Teaching at the Right Level is one such approach (https://www.teachingattherightlevel.org/). It stresses a transformation of classrooms into workshops of activities where learners engage in simple level- appropriate activities to gradually build their skills. The success of this is all dependent on the quality of teacher assistants facilitating the sessions. In Kenya, ziziAfrique has championed work in 3 Counties, Turkana, Bungoma and Tana River, piloting the Accelerated Learning Program (ALP).
The Intervention
In Turkana, it all started with training for 20 teacher assistants to establish learning camps across focus schools. We were all eager to transform our P1 trained teachers into magic workers, by immersing them into playful ways of learning. After 2 and half days of activities, we felt the “ambassadors” were ready to take the bull by its horn. It wasn’t all rosy as a week later, 5 of these trainees pulled out but were later replaced. Nonetheless, this did not dampen our spirits. Work had to continue. We had to pursue our goal of ensuring that learners left behind were supported to catch up.
Following the initial assessment, 598 learners from 20 schools were identified for learning camps. These could not read a grade 2 story in Kiswahili despite the fact that they had progressed to either grade 4 or 5. The magnitude was much bigger because 82 learners could not even recognize a single syllable. Let us pause and reflect about these statistics. What it means is that, for 4 or 5 years, 82 learners have traversed the vast villages in Turkana to attend school but with nothing to show for it 4 or 5 years later. What then is their contribution in a regular classroom? How well are our teachers prepared to support them? These and many more are questions that linger in our minds. However, as they say, a journey of a thousand miles starts with a step.
The Results
After the first round of learning camps, notable progress was recorded. The proportion of learners who could not recognize syllables (Hawezi) reduced to only 5. Similarly, 65 learners had moved and were at the Hadithi level. With this, even as we went for a 10 day break, we were convinced that there was hope. After the second camp, much more progress had happened. A total of 179 learners could now read a grade 2 story, hence placed at “Hadithi” level. A summary of progress across levels is presented below;
The results clearly demonstrate the possibility of bridging the skill gaps for those left behind. When probed as to why she comes for the camps daily, a grade 4 learner in one of the schools had this to say,
“Sikujua kusoma lakini baada ya kuja hapa, sasa najua kusoma”; “I did not know how to read but after coming for these sessions, I can now read”. Even though this learner remained at the syllable level after the camps, it is her self confidence that struck me. She has realized she needs to work on closing the skill gaps and that the learning camps offer a thriving ground. And what better way to start other than admitting and talking about it?