The Cabinet Secretary Prof George Magoha on Monday July 15th 2019 launched the County CBC Quality Dialogues at Nakuru High in Nakuru County. The occasion also marked the release of critical findings of five studies on monitoring learner achievements (MLA) conducted by the Kenya National Examinations Council (KNEC).
There were also similar events in all eight regions of the country as shown in the attached document.
Background
Since 2018, the Kenya National Examinations Council (KNEC) through the National Assessment Centre ( NAC) has conducted five Monitoring Learner Achievement (MLA) studies. These studies include Early Grade Mathematics Assessment (EGMA) studies at Grade 2, National Assessment System for Monitoring Learner Achievement (NASMLA) at Class 3 and Class 7, and Monitoring Learner Achievement (MLA) Baseline Study at Form 2.
The EGMA Studies, unlike the others, assessed learner achievement only in Numeracy and went a step further to establish the achievement levels of learners with special needs and disabilities. The NASMLA Class 3 study assessed pupils Competency levels in English, Kiswahili and Mathematics.
This Study also assessed learners attainment of essential life skills in line with SDG 4. Although the NASMLA Class 7 Study assessed the same areas as the NASMLA Class 3 study, it went further to assess learner competencies in Science.
On the other hand, the MLA Form 2 Baseline study assessed learner achievement in Mathematics, English, Kiswahili, Biology, Physics and Chemistry.
The five studies further sought to establish the combination of inputs such as learner, school and home characteristics which impact on learner achievement
Dissemination of Study findings
In order to effectively disseminate the findings of Monitoring Learner Achievement (MLA) studies, and ensure adequate stakeholder engagement in discourses of education quality, the Ministry of Education (MoE) institutionalized Education Quality Dialogues at National county levels in 2018.
Objectives of the 2019 Education Quality Dialogues
The overarching objective of the Education Quality dialogues is to report on the status of learning outcomes among learners at basic education level, and engage stakeholders in discussions towards improvement of learning outcomes and overall quality of education.
This year’s Dialogues come in the wake of the National roll out of the Competency Based Curriculum (CBC) in Early years. The Dialogues will therefore allow for stakeholder discussion on how best the CBC can be implemented in order to address gaps reported in the current 8-4-4 system of education.
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