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Kenia: Schools urged to allow learners participate in co-curricular activities

Kenia / 19 de abril de 2017 / Por: OUMA WANZALA / Fuente: http://www.nation.co.ke

School heads have been asked to give students opportunities to fully participate in co-curricular activities.

Education Principal Secretary Belio Kipsang said children had untapped and undeveloped potential and schools should provide opportunities for them to realise culture, arts and sporting activities.

Dr Kipsang cautioned the institutions against hiring strangers to represent their schools thereby denying their learners opportunities to exploit their talents and abilities.

“The planned curriculum will aim at nurturing the potential of every student,” said Dr Kipsang during this year’s Kenya Drama Festival (gala) winners’ concert at Tom Mboya Labour College.

The PS said the curriculum aims at developing the intellectual, social and emotional growth of the child, hence the importance of the arts, sports and culture.

He challenged media houses to tap into the creative abilities and displays of Kenyan children had shown in drama and music festival and air them in their media platforms.

“Let’s have the good news of our people appreciated by media audiences of our media houses,” Dr Kipsang noted.

Kisumu County Commissioner Maalim Mohamed said such activities help to instil right values in the learners.

Kakamega High School scooped this first position in the Play category for secondary schools; Kenya Institute of Mass Communication monopolised first position among the Technical Training Institutions in play, narrative solo verse and modern dance categories.

Lions Primary School in Kisumu scooped first position in the play category among primary schools while Thogoto Teachers Training College (TTC) scooped first position in the Cultural Dance category.

Fuente noticia: http://www.nation.co.ke/news/education/Schools-urged-co-curricular-activities/2643604-3893174-2leqj9z/index.html

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Kenya: 1st Graduates from a Paid-Fellowship for African Content Creators

Kenya/18 april 2017/By:press release/Source: All Africa

Kenya Notches Top Spot at Amplify Fellowship Closing Event in Nairobi

Amplify, Africa’s first paid-fellowship for content creators, held a graduation for its inaugural cohorts on Friday 7 April in Nairobi, Kenya. Three teams of young storytellers from Rwanda, Kenya and Nigeria presented their final projects to an all-star panel of Africa’s leading business, media and technology personalities. The Fellowship was launched in 2016 by Zain Verjee and Chidi Afulezi, the co-founders of aKoma, a content and storytelling platform focused on Africa.

The judging panel, comprising Professor Bitange Ndemo, Pamela Sittoni of Nation Media Group, Patricia Obozuwa of GE Africa and Google Kenya’s Charles Murito, commended the Amplify Fellows for a «bold, dynamic and provocative approach to storytelling.» Each country cohort was tasked with creating a branded content campaign for GE Africa. The judges singled out Kenya in particular for their attention to detail and their ability to bring to life some compelling stories about the impact GE Africa was having in Kenya.

Launched in September 2016 in partnership with The MasterCard Foundation, Amplify’s mission is to develop a fellowship of young, dynamic multimedia content creators who will craft compelling stories about Africa. The inaugural graduation, held in Nairobi was the culmination of an intensive six-month fellowship that saw 25 fellows – writers, photographers, animators, and videographers – learn technical, creative and business skills to enhance their careers in content creation for Africa.

Zain Verjee, aKoma Co-Founder & CEO says, «Seeing our first group of Amplify fellows flex their creative talent and take storytelling to new levels in their final presentations, both creatively and technically, has been an incredible experience. Our Fellows consistently delivered stories and insights, from across Africa, that are generally ignored by international media outlets. The entire process of this inaugural Fellowship has revealed the dynamic talent bursting out of every seam of the continent».

«Stories are so important to our perception of one another and our understanding of ourselves,» says Jamie Farshchi, Editorial Manager, The MasterCard Foundation. «Through aKoma, the Amplify Fellows are broadening our understanding by telling stories that may not otherwise be heard.»

Patricia Obozuwa, Director of Communications & Public Affairs of GE Africa expressing excitement at the graduation said «We are committed to skills development in Africa and as such, are proud to partner with aKoma on this first of a kind training initiative.

«There is no better time than now to invest in developing content creators who can help tell the African story in new and exciting ways» she added.

Verjee concludes, «Together with our partners, The MasterCard Foundation and GE Africa, we have been able to deliver mentorship, facilitate pan-African collaboration between young creatives and foster a community of learning, shared interests and, importantly, passion for authentic African storytelling. The Amplify Fellows are the next generation of influencers and thinkers for Africa, and we are thrilled to have been a part of their journey». The fellows themselves described the fellowship in a word: «Afrithentic».

Founded by CNN alumni Zain Verjee and Chidi Afulezi, aKoma is an open source content platform and storytelling community where a combination of user generated and original content about Africa and its diaspora are created, published and shared with the world.

Distributed by African Media Agency (AMA) on behalf of aKoma Media.

 Notes to Editors

For additional information, images, interviews with aKoma co-founders or Amplify Fellows, please contact Jessica Hope – jessica@wimbart.com or Maria Adediran – maria@wimbart.com

About aKoma Media

aKoma Media is a content platform and storytelling community for Africa and African audiences created to provide the megaphone to make Africa come alive. The tagline «stories made@Africa» captures the company’s vision of building a thriving ecosystem of content and talent that is also a marketplace for African content where audiences and creators can connect and collaborate.

About The MasterCard Foundation

The MasterCard Foundation works with visionary organizations to provide greater access to education, skills training and financial services for people living in poverty, primarily in Africa. As one of the largest, private foundations, its work is guided by its mission to advance learning and promote financial inclusion to create an inclusive and equitable world. Based in Toronto, Canada, its independence was established by MasterCard when the Foundation was created in 2006. For more information and to sign up for the Foundation’s newsletter, please visit www.mastercardfdn.org. Follow the Foundation at @MCFoundation on Twitter.

About GE

GE (NYSE: GE) is the world’s Digital Industrial Company, transforming industry with software-defined machines and solutions that are connected, responsive and predictive. GE is organised around a global exchange of knowledge, the «GE Store,» through which each business shares and accesses the same technology, markets, structure and intellect. Each invention further fuels innovation and application across our industrial sectors. With people, services, technology and scale, GE delivers better outcomes for customers by speaking the language of industry.

Source:

http://allafrica.com/stories/201704110719.html

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Película: The First Grader

Reseña: Dirigida por Justin Chadwick y estrenada en 2010, narra la vida real de un anciano de 84 años que después de toda su vida luchando por liberar a su país, Kenia, quiere ir a la escuela y recibir la educación que nunca pudo tener, lo que le llevará a estudiar con niños de seis años.

Link de descarga: http://seusterrores.blogspot.com/2015/07/descargar-first-grader-peliculas-gratis.html

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Kenia prohíbe las bolsas de plástico

Por:

Kenia se convirtió en el país número 11 en prohibir el uso, la fabricación y la importación de bolsas de plástico. La decisión, que entrará en vigor en octubre, se produce pocas semanas después de que la Organización de las Naciones Unidas (ONU) le declarara la “guerra al plástico” en su campaña Mares Limpios.

La campaña, que se presentó en la Cumbre Mundial de los Océanos – una conferencia organizada por la revista The Economist en la ciudad indonesia de Bali, del 22 al 24 de febrero – insta a los gobiernos a aprobar políticas de reducción del uso de plásticos, a las industrias a minimizar los envases de este material y rediseñar los productos, y a los consumidores a cambiar sus hábitos antes de que los mares sufran un daño irreversible.

En 2050 los océanos tendrán más productos plásticos que peces y se calcula que 99 por ciento de las aves marinas habrán ingerido este tipo de material.

“Kenia está tomando medidas decisivas para eliminar una mancha fea en su sobresaliente belleza natural”, declaró Erik Solheim, director del Programa de las Naciones Unidas para el Medio Ambiente (PNUMA).

“Los desechos plásticos también causan daños inconmensurables a los frágiles ecosistemas – tanto en tierra como en el mar – y esta decisión es un gran avance en nuestro esfuerzo global por bajar la marea del plástico”, agregó.

Solo los supermercados entregan unos 100 millones de bolsas de plástico al año en Kenia, según la ONU. Una de las principales causas de daños ambientales y problemas sanitarios, las bolsas también matan aves, peces y otros animales que las confunden con alimentos, dañan las tierras fértiles, contaminan los sitios turísticos y ofrecen sitios de cría para los mosquitos portadores de malaria y dengue.

Más plástico que peces

Según el PNUMA, las bolsas de plástico son el principal problema en lo que refiere a la eliminación de desechos urbanos en Kenia, en particular en las comunidades más pobres, donde el acceso a los sistemas de eliminación y la asistencia sanitaria es limitado.

También contribuyen a los ocho millones de toneladas de plástico que se filtran al océano cada año. Según las estimaciones, al ritmo actual, en 2050 en los océanos habrá más productos plásticos que peces y se calcula que 99 por ciento de las aves marinas habrán ingerido este tipo de material.

Además de Kenia, Marruecos y Ruanda son los otros países africanos que han prohibido las bolsas de plástico en sus territorios.

En la cumbre de Bali, Indonesia se comprometió a recortar su basura marina en 70 por ciento para 2025, Uruguay anunció que gravará las bolsas plásticas este año y Costa Rica indicó que reducirá drásticamente el plástico que se use por única vez mediante una mejor gestión de residuos y campañas de educación.

Canadá añadió las micropartículas – esferas diminutas de plástico – a su lista de sustancias tóxicas, y Estados Unidos, Gran Bretaña y Nueva Zelanda anunciaron que las prohibirán en los cosméticos.

Kenia prohíbe las bolsas de plástico

Las bolsas de plástico contribuyen en gran medida a los ocho millones de toneladas de plástico que se vierten al mar cada año. Crédito: PNUMA

El fuerte empujón de Suecia

Isabella Lovin, viceprimera ministra y ministra del clima de Suecia, dijo a IPS que el mundo se dirige “en la dirección totalmente equivocada” cuando se trata de lograr el objetivo de océanos y vida submarina sustentables.

“Si se miran las tendencias actuales, se ve cada vez más sobrepesca,… más contaminación, basura plástica que ingresa a nuestros océanos, y también vemos el estrés que soporta el océano debido al cambio climático, la acidificación del agua, pero también el calentamiento y el nivel del mar que sube”, señaló.

Suecia y Fiyi convocan a una importante conferencia de la ONU sobre los océanos, del 5 al 9 de junio, que reunirá a gobiernos, el sector privado y organizaciones de la sociedad civil para coordinar una estrategia coordinada. La conferencia analizará el papel clave que desempeñan los océanos en el cambio climático, pero también otras cuestiones, como el plástico en nuestros mares.

“Hay 3.000 millones de personas en todo el mundo que dependen principalmente de los recursos marinos para su supervivencia y… de lo que el océano puede producir, por lo que se trata de seguridad alimentaria. También tiene que ver con los medios de subsistencia de cientos de millones de personas que dependen de la pesca en pequeña escala, en su mayoría en los países en desarrollo”, explicó Lovin.

También señaló que la demanda de pescado de los países ricos ejerce presión sobre las necesidades de los países en desarrollo.

“Tenemos que asegurarnos de que el pescado como recurso sea conservado y protegido para las generaciones futuras”, subrayó.

La avanzada investigación oceánica de Noruega y la FAO

“Mantener nuestros mares limpios y nuestra vida marina a salvo del plástico es una cuestión urgente para Noruega. La basura plástica marina es una amenaza que…  afecta negativamente las vidas de las personas en las zonas costeras de todo el mundo. Nuestros océanos no pueden esperar más”, afirmó Vidar Helgesen, ministro del Clima y Ambiente de Noruega, en la cumbre de Bali.

El 24 de marzo, Noruega y la Organización de las Naciones Unidas para la Alimentación y la Agricultura (FAO) lanzaron un barco dedicado al estudio de los mares, uno de los más avanzados de su tipo y el único navío de investigación que lleva la bandera de la ONU.

El buque, llamado Dr. Fridtjof Nansen, investigará algunos de los océanos menos explorados del planeta mediante siete laboratorios con tecnología de vanguardia y sofisticados equipos para ayudar a los países en desarrollo a reunir datos científicos necesarios para la gestión sostenible de las pesquerías y a estudiar la manera en que el cambio climático afecta nuestros océanos.

Como tiene bandera de la ONU, el navío puede navegar libremente por diferentes fronteras jurisdiccionales, sin restricciones en su búsqueda.

“Este nuevo buque nos permite mejorar la investigación y las actividades en las que las observaciones marinas son sumamente limitadas, y comprender mejor los impactos del cambio climático en los ecosistemas acuáticos y nuestros océanos”, declaró el director general de la FAO, José Graziano da Silva

“Esto es crucial para permitir que los países en desarrollo aumenten la resiliencia de los ecosistemas y las comunidades costeras, especialmente con respecto a la pesca en pequeña escala”, concluyó.

Fuente: http://www.ipsnoticias.net/2017/04/kenia-prohibe-las-bolsas-de-plastico/

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Kenia: Who says engineering is an exclusive boys’ club?

Kenia / 12 de abril de 2017 / Por: ELVIS ONDIEKI / Fuente: http://www.nation.co.ke/

You cannot make this stuff up. Neither can you engineer it. Going through the list of registered engineers in Kenya, you will be forgiven to think it is an exclusive boys’ club with a few female names sprinkled to break the monotony.

You will count 355 men but only eight women in the list of registered consulting engineers, according to data from the Engineers Board of Kenya.

And when you go to the roll of registered professional engineers, the list tells you that if you throw a stone at 100 of them, the probability of hitting a woman is one out of 20 because there are only 86 women in a crowd of 1,597 men.

In the list of registered graduate engineers, you will equally be left in need of a magnifying glass. For every 100 heads of the registered graduates, only eight are women’s because men are 8,639 while women are just 757.

Ms Jane Mutulili Wanjiru is one of the only eight women with a government licence to operate as engineering consultants. Having been a civil engineer since 1990, she has interacted with a number of people in the field and when she spoke to Lifestyle on Thursday afternoon, she flashed back to a conversation she had had with a young engineer earlier that day.

“She called, crying. She said, ‘You know [name withheld] is really harassing me, I’m going to leave this job’. I told her ‘It’s okay, I’ll deal with it’,” said Ms Wanjiru

“She’s an assistant resident engineer. And you know, when you’re a resident engineer, you actually check the quality of work by the contractor. So, when the contractor tries to take shortcuts and you want to report, they really start harassing you so that you don’t go to the site,” she said.

Harassment from various quarters is but one of the many challenges that women in engineering face every day, and they have been organising meetings to compare notes on how best to cope.

They have also been plotting how to inspire and attract more women into the profession.

Their latest meeting was held on April 1 in Nairobi’s Silver Springs Hotel — themed around positioning women engineers for leadership — where the guest speaker was Gender Cabinet Secretary Sicily Kariuki. Mrs Kariuki did not attend but was represented by Mrs Zeinab Hussein, one of her Principal Secretaries.

From Mrs Kariuki’s speech, it emerged that even for the few women engineers who have been hired by various government agencies, just a small percentage has been given leadership roles.

“Less than one per cent of the senior engineering management positions are held by women in the infrastructure sector bodies. There are only three women professional engineers who are board members in the public sector,” Mrs Kariuki’s speech read in part.

FEW AMONG MANY

She added: “This is a situation my ministry would like changed within our mandate of gender mainstreaming and I am happy you have made the first significant step in this respect by forming yourself into an association and organising this conference.”

As she officially closed the gathering, Mrs Kariuki challenged the women to be “clear about what you want”.

Following last Saturday’s meeting, which was organised by the Women Engineers Chapter of the Institute of Engineers of Kenya, Lifestyle interviewed five women engineers to share their experiences in the male-dominated profession.

Besides Ms Wanjiru, we spoke to Mrs Margaret Ogai, Ms Grace Apiyo, Ms Emily Kilogi and Ms Lucy Wanjiku.

Mrs Ogai is the senior manager in charge of contracts at Kenya Roads Board. An alumnus of Limuru Girls’ High School, she has risen in the civil engineering field since graduating from the University of Nairobi in 1990.  She worked in three consultancy firms before joining the Kenya Roads Board in 2002.

“For the first 12 years when I worked in Kenya Roads Board, I was the only woman engineer. But now we’ve been fortunate. We have employed three others,” said the mother of two teenagers.

Ms Apiyo is currently the project manager in charge of technical vocational programmes at ArcSkills, a training institution in Nairobi that is part of a global network.

She was in the class of 1997 at Pangani Girls’ Secondary School, and she obtained her engineering degree in electrical and electronics from the University of Northumbria in Newcastle, England.

“My career started at the Ministry of Public Works. And for a while, I was the only female engineer in that department with more than 70 men. And because when I first joined I was very small (in physique), I was easily intimidated,” said the mother of a six-month-old girl.

Ms Kilongi is the technical manager at Athi Water Services Board, the institution overseeing water and sewerage provision in Nairobi and Kiambu counties.

She owes her education to Pangani Girls, where she left in 1998, and the Jomo Kenyatta University of Agriculture and Technology where she obtained her Bachelor of Science in civil engineering in 2005.

“In my civil engineering class, we were five women against 20 men. And at that time, our class was the biggest that the university had seen in terms of the population of women. Previously there used to be one or two. There is even a year which had no lady at all,” said Ms Kilongi, a mother of three.

Ms Wanjiku is the founder and director of EcoCycle, a company that installs systems that enable organisations recycle their waste water — even sewage.

She was a shining star at Muthetheni Girls High School in Machakos County in 1997, after which she was admitted to Moi University and majored in production engineering. She graduated in 2004.

“In my mechanical engineering class, we were three women in a class of 40. If I look at the chemical engineering class, I think it had two women out of 40. So, it was something of 3 out of 40, 1 out of 30 — that range,” she said.

Ms Wanjiru is the founder and director of La Femme Engineering, a Nairobi-based consultancy firm. She is the second vice president of the Institution of Engineers of Kenya (IEK) and the vice chair of the IEK Women Engineers Chapter.

She is an alumnus of Githumu High School in Murang’a County, from where she sat her “A” level examinations in 1986. She studied civil engineering at the University of Nairobi from 1986 to 1990. Afterwards she worked with City Hall up to 2000 then in 2004 started her consultancy firm.

The women were candid about the pitfalls they have been facing in the field, some of which they attributed to negative perceptions towards women.

“In terms of attitude, we do still have challenges. This is not at the official level but when you work with certain colleagues, there is an expectation that you’ll behave in a certain way, maybe they’d want to be served tea. You know, there are some little things which are a challenge because you really have to tell them “I’m here as a professional,” said Mrs Ogai.

She added: “You find somebody challenging you that you should be gentler.  Some people are used to a submissive woman which I feel I am not.”

Ms Apiyo believes that female engineers are not given proper nurturing in the industry.

UNIVERSAL CHALLENGES

“A lot of women join and they find it too hard and they eventually drop out,” she said.

For Ms Kilongi, her biggest headache is not about earning respect but it concerns reserving time to attend to her family.

“The challenge is finding the work-life balance; finding the balance of where you stop with work, where you begin with your social and family life. That is the only thing I would say I have to grapple with,” she said.

In her speech, the Gender Cabinet Secretary said some of the challenges faced by women engineers are not having flexible working hours for women with young children, lack of family support because their work involves frequent travel, inadequate women role models and mentors, negative stereotyping among others.

But she dropped a cliché: “These challenges are not specific to your field but are commonly faced by women across all the sectors, a situation which is of great concern to the government and specifically to my ministry.”

The need to address the challenges, said Ms Wanjiru, is the reason the Women Chapter of the engineers’ institute was founded in 2014.

“What we’ve been trying to do is bring the young ones to develop interest in engineering and the young ones who are engineers to make them stay,” she said.

Ms Wanjiru noted that the resilience exhibited by women engineers is exemplary.

“ I think we get hardened along the way. When you’re harassed by somebody, you either yield or you grow. For a lot of us, you can’t leave the field. There’s nothing else you know how to do. You decide you’re staying and you’re staying on your terms, not theirs,” she said.

The Women Chapter has visited schools previously to agitate for a change of attitude which can ensure more females try their hand in engineering.

“Engineering requires you to be very strong in Mathematics and most girls are, one, not confident about it; two, we were socialised to do Arts, History and the languages. So, you’ll find most of the women, especially in my age set — because I’m approaching 50 — most of them having done the arts. They went and did Bachelor of Arts; some went and studied Law. But very few did the technical courses. We need to go back to the schools and encourage girls,” said Mrs Ogai.

She added: “Recently we had a very successful mentorship at one of the girls’ schools here in Nairobi  and that is one area we want to actually grow because the problem is at the supply end. We do not have the women coming through to do engineering. So, we are going to try and have a much bigger outreach mentorship programme targeting most schools and should be more regular.”

During the April 1 gathering, the women spent a considerable amount of time discussing how they can capture positions of influence.

“Before this event I actually called a few of the water boards. Except Petronillah, we don’t have any other CEO in a water board. But we don’t even have others in the third, fourth positions. That is not right,” said Ms Wanjiru, the vice chair of the Women Engineers’ Chapter.

She was referring to Petronillah Ogut, the Chief Executive Officer at Lake Victoria South Water Service Board.

The reason why there are few senior women engineers, she explained, could be because of the women themselves.

BRIGHT FUTURE

“Some say we are probably not aggressive enough. But it’s not that we’re not aggressive. There’s a point where you get aggressive and you become abrasive. So, we don’t want to be abrasive. But we also want to be recognised. We want to be given the position that is ours,” Ms Wanjiru said.

Ms Apiyo concurred with her: “Women are afraid. They’re afraid to take up challenges especially when it comes to technical jobs and technical roles. So, you’ll find a lady who studied engineering ends up working in a bank or ends up in a different field altogether; just because they feel intimidated by the males. You know, it’s a male-dominated world.”

Following the April 1 event, Ms Kilongi is optimistic that there can be more women engineers if they act on their discussions.

“If we sustain the kind of ideas that we have, the fact that we have a forum as women where we can purpose to carry out activities that will encourage movement within the profession, I see in the future, the numbers are going to increase,” she said.

Ms Wanjiku, who brought the water recycling project to Kenya after observations she made while in Germany on a one-year training, said in fact women can use their rarity in the industry to their advantage.

“To be honest, I have never felt like my gender has disadvantaged me anywhere. If anything, I feel like when I approach customers as a lady and then I display and portray high-level expertise, it’s like you win trust faster, especially after I tell them what I can do and then I take them to a place where we have executed it and it looks so perfectly done and it’s working well. I feel like I sort of win and convince the trust of customers very fast,” she said.

It remains to be seen whether the initiatives by the IEK Women’s Chapter can cause an increase in the number of women, but Mrs Ogai believes the education system needs to be changed.

“I believe there are many women who are strong in Mathematics but did not come into engineering because they could not see any way forward, partly because of our education system. Actually what was being emphasised when we were in Form One and Two, is that you do cookery whereas the men were doing technical drawing. I came to university never having seen, or even known, a thing called technical drawing. I’d never seen a T-square, for instance,” she said.

Fuente noticia: http://www.nation.co.ke/lifestyle/lifestyle/Who-says-engineering-is-an-exclusive-boys-club/1214-3882742-xxcqv4/index.html

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África: Why the new education curriculum is a triumph for Kenya’s children

África/Kenia/Abril 2017/Noticia/https://theconversation.com/

Reseña: En Kenia cada niño y niña al igual que los representantes tienen conocimiento de la prosecución de los estudios al igual que los niveles en la escuela  primaria y secundaria. De manera que los profesores hacen hincapié en las altas calificaciones de los exámenes, con largas horas de clase que son sólo una parte de la preparación para el examen final que determina la admisión a la universidad. En este sentido hacen referencia a el sistema actual de educación que comienza con ocho años de escuela primaria seguido por cuatro años cada uno para la escuela secundaria y la universidad.  Entre los cambios señalan que los niños serán capaces de aprender a su propio ritmo y no ser peones en un sistema de educación que está obsesionado con altos puntajes medios. Por lo tanto, el nuevo currículo ofrece a los padres la oportunidad de participar en la educación de sus hijos. Estos padres empoderados tomarán la iniciativa de participar en la escuela, en casa y dentro de la comunidad. Más importante aún, el plan de estudios ayudará a asegurar el desarrollo integral de los niños dentro de un ambiente de aprendizaje amistoso.

Fuente: https://theconversation.com/why-the-new-education-curriculum-is-a-triumph-for-kenyas-children-75090

Fuente Imagen

https://lh3.googleusercontent.com/w3-AhPCeLI3UJeYKwK-fmMnxRDdy3u3r27-JtH0jqXzs2Zc5EV4XghT06SZ9Q1xprnAHuA=s85

Every child and parent in Kenya knows all too well that grades matter. During the final year of primary school, pupils sit to write a nationally administered exam that determines their progression to secondary school. Children have to attain high grades in the Kenya Certificate of Primary Education (KCPE) to secure places in the best secondary schools – public or private.

Here too, the teachers emphasise attainment of high grades, perhaps even more than back in primary school. Long hours in class are just a part of the preparation for the final exam which determines admission into university.

Private schools, which many parents opt for, have a financial incentive to pursue high grades for their students. When these schools attain a high mean grade, they draw more students into their ranks which translates into higher revenues.

This obsession with high exam grades means extra pressure on children to cram content in order to pass a series of internal exams leading up to KCSE. It also means that schools have little time to pay attention to learners who are struggling with the challenges of adolescence.

Learners received little guidance on appropriate coping mechanisms that would enable them to deal with the academic pressures and other life changes that they were experiencing. Those that became truant and undisciplined were eventually pushed out of the school because they weren’t meeting the minimum grades expected.

But a fundamental change is about to take place. A new education system is set to replace the 32 year-old 8-4-4 system which has come to symbolise much of what’s wrong with education in Kenya today. The current system of education starts with eight years of primary school followed by four years each for secondary school and university.

The changes mean that children will have an opportunity to be children. They will not be pressured to get high scores so that they can join the so-called ‘good schools’. Children will be able to learn at their own pace and not be pawns in an education system that’s obsessed with high mean scores.

The changes proposed in the new curriculum are aligned to the vision of the new curriculum reform and that is to

enable every Kenyan to become an engaged, empowered and ethical citizen. This will be achieved by providing every Kenyan learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21st century

Children will be children

The new 2.6.3.3.3. curriculum is designed to place children’s needs before those of their teachers, schools and parents. It aims to enable every Kenyan child to be an engaged, empowered and ethical citizen. This will be accomplished by equipping teachers with the means to teach well, within school environments that have adequate resources for every learner.

Effective delivery of the curriculum will require knowledgeable and professional teachers who can use appropriate teaching methodologies including coaching, facilitation, and mentoring. In this way, teachers will be viewed as role models who inspire learners to achieve their potential.

Moreover, teachers will need to adapt this curriculum to meet the requirements, interests, and talents of every child, while diagnosing the learner’s needs and collaborating with other significant people in the child’s life such as parents and members of the local and wider community.

Another change in the new curriculum is elimination of summative evaluation. This refers to exams that were done at the end of 8 years of primary school, four years of secondary school, and four years of high school, in the 8.4.4 system of education. Instead, it spreads out the evaluation throughout the duration of the child’s stay in school.

Children will be assessed based on their competencies, meaning their ability to apply knowledge and skills in performing various tasks within specific settings. This will help determine the individual strengths and weaknesses of the learners.

There will be two types of evaluation in upper primary. Formative assessment will be continuously administered from grades 4-6. This will enable the continuous monitoring of learning and provide regular feedback that teachers can use to improve their delivery.

Summative assessment for a group of randomly selected learners from across the country, will be administered at the end of grade 6. Their performance will be used to gauge the overall ability of all the students transitioning to Grade 7. In doing so, the new curriculum moves away from a one-off summative assessment and embraces an approach where all children’s abilities are recognised and appreciated.

Navigating life’s challenges

They will also be exposed to life skills from pre-primary in addition to all the other subjects that they will be taught. This will ensure that from an early age, children have the opportunity to acquire the necessary skills to help them navigate life’s challenges as they progress with their education.

According to UNICEF

life skills refer to both psycho social and interpersonal skills that can assist people to make informed decisions, communicate effectively and develop coping and self-management skills that would help lead to a healthy and productive life.

Children in senior secondary will be exposed to community service and physical education. The assessment of this level of education will be based on project work, national examinations and community service, in which parents and other stakeholders will be involved. Moreover, parents and other players will help in identifying opportunities for the learners to apply their competencies. Teachers will then document the learner’s achievement.

This emphasis on parental involvement reflects the importance that the curriculum places on the role of parents. Parental involvement has been a key component of two intervention studies conducted by the African Population and Health Research Centre (APHRC), in Nairobi’s informal settlements.

APHRC research has documented that the school is just one place where the teaching of life skills occurs. In the home and family setting, parents shape the attitudes, skills, and values that young people acquire. The project, Improving Learning Outcomes and Transition to Secondary School, showed that communication between parents and their children improved learning outcomes.

More research shows that parental communication with a child of the opposite gender (father to daughter and mother to son) significantly reduces risky behaviour and delays sexual activity among adolescents.

The new curriculum therefore offers parents the opportunity to be involved in their children’s education. These empowered parents will take the initiative to participate in school, at home and within the community. More importantly, the curriculum will help ensure the holistic development of children within a friendly learning environment.

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Low-Key Ceremony Marks Second Anniversary of Kenya’s Garissa Raid

Kenya/4th april 2017/By: / Source: All Africa

Garissa University College on Sunday marked two years since the deadly Al-Shabaab raid that claimed 147 lives among them security officers, with calls for a resolve to fight terrorism in the country.

In a low key ceremony attended by Garissa County commissioner James Kianda and other security officials, the university and Athletics Kenya organised a 5km marathon in memory of the victims.

On the fateful day, on April 2, 2015, four terrorists stormed the institution which is a constituent college of Moi University in a shooting spree.

In an interview with the Nation at the university on Sunday, Mr Kianda said the country had learnt a lot from the attack, adding that a multi-agency approach towards fighting terrorism had been adopted.

This, he said, had reduced terrorism since the attack. He, however, said the terror threat was still there because of the porous Kenya-Somalia border.

«There have been multi-agency approaches where all security organs including the National Police Service, regular police, General Service Unit, Kenya Defence Forces and other security organs work together in the fight against terror,» said the administrator.

GAP REDUCED

Mr Kianda said they also ensure that the gap between the security officers and the public is reduced so as to build confidence among the public and encourage sharing of information without fear.
He said security officials had also been working on intelligence-led operations as the public had been helpful in making sure terror threats were reduced.

Security was tight in and around the university during the second anniversary, with armed security officers manning the institution.

«Police officers are working to ensure lives and property are protected in all institutions, such as service delivery and learning bodies. Currently, there are police officers at Garissa Teachers College, NEP Polytechnic and Garissa Medical Training College among others,» he said.

«We understand terror threats still exist and we have deployed enough officers at the border to deter any threats within the country and we have also increased patrols to ensure the menace is completely wiped out,» he added.

Athletics Kenya’s vice-president Paul Mutui, who flagged off the marathon, said nothing justified the killings, adding that the purpose of the race was to remember those who were killed in cold blood by terrorists.

«Whether it is hatred, political, religious, and cultural differences or anything else, human beings must learn to co-exist and nothing can justify the killing of another for whatever reason,» he said. Adding that more than 200 athletes have participated in the marathon.

Garissa University College Principal Ahmed Warfa said the institution will never forget the students who lost their lives at a time when they were out to make a better future for themselves.

Source:

http://allafrica.com/stories/201704030126.html

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