Report: Most Standard Two pupils can't read
SEE ALSO :Why Magufuli prefers Chinese aidThe report says its findings illustrate the challenges education systems are facing and calls for their constant reviews. Education systems "Schooling is not the same as learning. Children learn very little in many education systems around the world. Even after several years in school, millions of students lack basic literacy and numeracy skills," says the report released yesterday. The survey further says most education systems around the world expect students to acquire foundational skills such as reading by the time they are in grades 1 or 2. "Yet in Kenya, the curriculum has been designed for the elite. Teachers and textbooks focus on advanced topics that are of little use to students," says the report.
SEE ALSO :True value of the blue economy to Kenya"This slow start to learning means even those who make it to the end of primary school do not master basic competencies." "The percentage of primary school students who pass a minimum pro?ciency threshold is often low, standing at 15 per cent for Mathematics and 8 per cent for reading." The report warns that illiteracy at the end of grade 2 has long-term consequences for many reasons. "First, learning is cumulative. Education systems around the world expect students to acquire foundational skills such as reading by grades 1 or 2. By grade 3, students need to read to access their curriculum," says the report. "Students who master these skills early are at an advantage as skills from early grades have a positive impact on future school performance."
SEE ALSO :Major road plan fails despite Sh30b loanIn Kenya, up to 82 per cent of teachers sampled can not comprehend a Standard Four mathematics curriculum. Present in class Another 66 per cent can't understand a Standard Four tasks, yet out of the 50 per cent who are present in class, only 45 per cent teach. The report shows that children from poor households in Africa learn much less. Political factors have also been blamed for diverting schools, teachers and families from a focus on learning. The report says without objective information on learning, parents may be unaware of the poor quality of education offered. This prevents them from demanding better services from school managers and governments. The research says providing meals and textbooks to learners might not necessarily improve their performance.