“Enrollment in primary schools has increased from 5.9 million in 2003 to 8.6 million in 2009 while secondary enrollment has grown from 0.8 million to 1.4 million over the same period,” said Prof. Sam Ongeri, the minister of education during the annual budget review workshop of the Kenya Education Sector Support Programme, KESSP, at Kenya Institute of Education, KIE, adding:
“The transition from primary to secondary has also improved by 68.1 per cent since 2000 . At tertiary and university levels, enrollment has grown from 62,439 in 2003 to 82,500 in 2008 and 57,990 in 2004 to 122,847 in 2008 respectively.”
The minister says that candidates have continued to register improved performance at both KCPE and KCSE examinations each year albeit several challenges, thus “indicating improved quality in education.”
Notwithstanding the above success pointers the minister says that more than 500,000 children of primary school age (6 to 13 years), which translates to 7.1 per cent deficit in the Net Enrollment Ratio (NER), remain out of school, with North Eastern Province constituting 40 per cent of the number.
Yes, “learning achievements of students; especially those disadvantaged because of gender and poverty or residential location remain unacceptably low;” and the “need to respond to pressure to expand TIVET and university education to respond to pressure emanating from secondary level as a result of Free Day Secondary Education.”
Over the years Ongeri says that absorption of 400,000 primary school leavers exit and do not proceed to secondary education ending up looking for jobs and opportunities for skills’ training.
The National Adult Literacy Survey Report reveals that 38.5 per cent of the Kenyans are illiterate. Thus a “need to focus on the enhancement of adult and continuing education,” he says.
“Low enrollment levels in training at post secondary are far below those of other middle income countries,” he says, adding that “the issue of girls’ performance in national examinations and regional disparities in particular KCSE.”
“We are also aware that the Education is a sector will play a key role in the realization of Vision 2030,”he says, thus the sector is positioning itself “to respond to the intensifying pressure of the social demand for post primary education and training to meet this goal.”
“This calls for the provision of an all-inclusive quality education and training that is accessible and relevant to all Kenyans,” he says, adding: The need to embrace ICT in the sector is a high priority as we journey towards realization of the aspirations of Vision 2030. This financial year (2009/10) Ksh.19.668 billion had been allocated to the implementation of activities prioritized in the 23 KESSP investment programs.
The minister highlighted the need to expand infrastructure at secondary school level to cater for increased numbers arising from the introduction of free primary and secondary education. The economic stimulus package will be used to prepare the ground for the expected unprecedented transition to secondary occasioned by the first graduation of the FPE beneficiaries expected to sit for KCPE this year.
Ongeri says that a transition rate of 70 per cent is targeted. “Some districts have surpassed this target. However we need to step up efforts in areas that are yet to achieve this target especially in ASALs and pockets of poverty.”
There is an increased demand for teacher employment to ensure that the teacher to pupil ratio is within the acceptable international/regional standards, this calls for more financial allocation.
“The current legal suit by KNUT/KUPPET has hampered any progress in the implementation of economic stimulus package on hiring of intern teachers,”says Ongeri: “In the meantime, communities continue to bear the burden of meeting the cost of teachers under BOG employment thereby negating the noble intention of reducing costs to households and hence increase access. I appeal to all parties involved in this scenario to put the interest of the child first.”
The priority areas of expenditure are clearly set out in the work plans of each investment program all geared towards ensuring access, equity, retention, transition, quality and relevance at all levels of education, says Ongeri.
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