Written by Salome Ndanu Mbithi and Neil Aming’a.
Between April 25th and 26th, 2024, Jaslika actively participated in the Global Action Week for Education (GAWE) event, spearheaded by the Elimu Yetu Coalition (EYC) at the Kenya Institute of Curriculum Development (KICD). This event, part of the Global Campaign for Education's annual initiative, spotlighted the crucial role of education in sustainable development and reinforced commitments toward achieving global education goals.
It focused on rallying collective efforts of diverse civil society organisations to translate the vision of Education for All into tangible reality in Kenya. Participants engaged in dynamic group discussions, centering on reviewing the draft Basic Education Bill 2024, and Sessional Paper, assessing their pertinence in today's educational landscape and their potential to shape future policy trajectories for educational advancement.
The key emphasis of our discussions during day one centred on Sessional Paper No. X of 2024, particularly Chapter 4: Equitable Access and Inclusion in Education, highlighting clauses such as:
Clause 4.1: Equitable Access and Inclusion in Basic Education
Clause 4.2: Special Needs Education
Clause 4.3: Marginalised Populations
While there was general consensus on the viability of most clauses, clause 4.1.3 ignited debate regarding gender parity in education. Participants stressed the importance of addressing challenges faced by both girls and boys in accessing education, advocating for a balanced approach that acknowledges and supports the needs of all genders. To this end, an additional clause, 4.1.4, was proposed to encompass factors affecting boys' education, such as substance abuse and radicalisation.
Furthermore, clause 4.2.2, pertaining to the inadequacies in special needs education, prompted discussions on the lack of essential equipment and specialised personnel. Suggestions included advocating for tax exemptions on imported equipment and promoting the production of locally sourced alternatives to enhance affordability. Additionally, there was a call for policies to empower parents of special needs learners with necessary skills and resources.
Day two of the event, participants scrutinised the Basic Education Bill: Part VI: Governance and Management of Basic Education and Part VII: Special Needs Education. The governance and management aspects outlined in Part VI, notably, section 36(a) sparked debate regarding the appointment of the County Commissioner as the chairperson of the County Education Board, with participants advocating for educationists from the respective counties to lead these boards.
Under Part VII, discussions revolved around the roles of national and county governments in facilitating special needs education, including the establishment of integrated schools catering to both abled and disabled learners. Proposals were made to strengthen capacity, enhance infrastructure, and allocate financial resources to support these institutions effectively.
Collaborating with policy experts, civil society actors, and grassroots organisations, we collectively proposed amendments and suggestions to refine the draft Basic Education Bill. We are optimistic that our contributions will be duly considered in the legislative process, paving the way for a comprehensive and inclusive Basic Education Act that addresses the diverse needs of learners across Kenya.
Jaslika has a proven track record contributing to policy development through generating evidence and making submissions. For example, the Global e-Schools and Communities Initiative (GESCI), commissioned Jaslika to do a qualitative formative study on the utilisation of Learning Assessments in Kenya in 2022. The study aimed at gathering data on how the government system has harnessed evidence from large scale Learning Assessments in educational planning and reforms, as well as exploring the barriers and enablers for evidence-based decision-making. It also sought to capture key learnings from past experiences and recommend doable actions to support the strengthening of the use of Learning Assessment data in educational planning, with a focus on life-skills and values. The study revealed a general lack of awareness of national Learning Assessments, still less of their findings, by study participants who were not directly involved with the assessment processes.
Jaslika also had the honour of delivering both an oral and written presentation to the Ministry of Education Task Force, on Enhancing Access, Relevance, Transition, Equity, and Quality for Effective Curriculum Reform Implementation in Kenya. The Position Paper, titled "Values Pillar in Education Reforms in Kenya: Connecting the Dots", was presented on August 2nd, 2019, aligning with the Task Force's mandate outlined in the Terms of Reference, which emphasised the development and execution of Values-Based Education, Community Service Learning, and Parental Empowerment and Engagement Programs.
During our presentation, we expounded upon five pivotal conceptual issues and guiding principles. While these issues intersect with elements already articulated in the Basic Education Curriculum Framework (2016), they may not completely align with certain perspectives championed in the design and promotion of Values-Based Education in Kenya, including those advocated by the Kenya Institute of Curriculum Development (KICD). Jaslika has also made a joint submission with Celestine Musembi of the Faculty of Law, University of Nairobi, via the Law Society of Kenya, to the Senate, on Care and Protection of Child Parents Bill 2023.