国别概况报告-肯尼亚-危机期间信息通信技术在教育和远程学习中的应用研究-英_市场营销策划_重点报告2.docx

UshirikawaMaPndeIeOyaElimiBararr；AfrikaAssociatkr.fortheDeveiopnenlofEducationinAfricaAssociationPoUrIe<kvdoppceoOetcducitoncnAwCUeAWOCicaooaraoOesefTvolvimentodaEducacaoe,AfncaSIrUDYONl,HEUSE0ICrINEDUC611ON6NDKEMOI,ELE6KNINGDUKINGCKISES6NDl,HEKEQUIKEDINVESIfMENKfzOKDIGII,6Ll,K6NS,OKM611ON"OK6fzKIC6NCOUNI,KIES乙"三M三COUNTRYPROFILEREPORTENY6ThisstudywascommissionedbytheAfricanDeyetopmentBankGroup(AfDB)andtheIslamicLDevelopinentnk(IsDB)UshHkawaMaenddeoyaElImUBaraniAfraAssociaticnfartheDevdopmentofEducationinAfricaAnOeMMPoUfiedeVeiOPPenEtrdusenMaJeASSOCidgOt>araoDwenvcMmentodaEducacaoemAfricaStudyontheUseofICTinEducationandRemoteLearningduringCrisesandtheRequiredInvestmentforDigitalTransformationforAfricanCountriesKENYAReportproducedby:AssociationfortheDevelopmentofEducationinAfrica(ADEA)Studycommissionedby:IslamicDevelopmentBank(IsDB)AfricanDevelopmentBankGroup(AfDB)December2022ACKNOWLEDGEMENTSTheAssociationfortheDevelopmentofEducationinAfrica(ADEA)expressesitsdeepestappreciationtotheIslamicDevelopmentBank(IsDB)andtheAfricanDevelopmentBankGroup(AfDB)forcommissioningthisstudy,inacollaborativeendeavorinsupportoftheadvancementofeducationaloutcomesinAfrica,andforprovidingthestrategicleadershipthroughoutthestudy.ADEAalsoacknowledgestheresourceperson,Prof.VeronicaMcKay,whoworkedtirelesslytoproducethiscountryprofilereport.ADEAwishestothanktheTechnicalTeamofIsDBandAfDBcomprisedofJawaraGaye,LeadEducationSpecialist-IsDB;BenAbdelkarimOussama,PrincipalEducationEconomist-AfDB;SamehHussein,SeniorTechnicalCooperationCoordinatorZAfrica&LatinAmerica-IsDB;IsatouCham,LeadSpecialistPolicies-IsDB;KadirBasboga,SeniorRegionalIntegration&TradePromotionEconomist-IsDB;andSissaoMoumine,SeniorEducationEconomist-AfDB;JessicaMuganza,SeniorEducation,ICTandDigitalOfficer-AfDB;MichaelOnobote,SeniorEducationOfficer,ICT&InnovationExpert-AfDBfortheinvaluabletechnicalreviewcommentsandinputs.TheoverallstrategicguidancewasprovidedbyIdrissaDia,DirectorEconomic&SocialInfrastructure-IsDB;DrMarthaPhiri,Director,HumanCapital,YouthandSkillsDevelopmentDepartment-AfDB;HendrinaChalweDoroba,ManagerEducation&SkillsDevelopmentDivision,AfDB;RiadRaguebAhmad,Director,Cooperation&CapacityDevelopmentDepartment-IsDB;AmmarAbdoAhmed,Manager,HumanDevelopmentDivision-IsDB;andSyedHassanAlsagoff1Manager,ScienceTechnology&Innovation-IsDB.Furthermore,ADEAwishestoexpressitssinceregratitudetoLinetN.Makori,countryfocalperson,KenyaNationalExaminationsCouncil,forhisinvaluablesupportforthestudy.ADEAandthecommissioningpartnersexpresssinceregratitudetotheMastercardFoundationledbyJamesMcIntyre,fortheinvaluabletechnicalreviewandfeedbackthroughoutthestudyprocess.ABBREVIATIONSACEAdultandContinuingEducationAfDBAfricanDevelopmentBankCBCCompetencyBasedCurriculumCoKConstitutionofKenyaCPDContinuingProfessionalDevelopmentDLPDigitalLiteracyProgrammeECDEEarlyChildhoodDevelopmentandEducationECDEEarlyChildhoodDevelopmentandeducationEiEEducationinEmergencyGCIRGlobalCountryRiskIndexGDPGrossDomesticProductGERGrossEnrolmentRatesGoKGovernmentofKenyaGPEGlobalPartnersforEducationHDIHumanDevelopmentIndexICTInformation&CommunicationTechnologyIIEPInternationalInstituteforEducationalPlanningKICDKenyaInstituteofCurriculumDevelopmentKNALSKenyaNationalAdultLiteracySurveyKNBSKenyaNationalBureauofStandardsNERNettEnrolmentRatesNESSPNationalEducationSectorStrategicPlanODELOpenandDistancee-LearningSAGASemi-AutonomousGovernmentAgenciesSETScience,EngineeringandTechnologySIPSchoolImprovementPlanSDGSustainableDevelopmentGoalSTEMScienceTechnologyEngineeringandMathematicsSTEMScience,Technology,EngineeringandMathematicsST&IScience,Technology,andInnovationTETechnicalEducationTVETTechnicalVocationalEducationandTrainingTVETATechnicalandVocationalEducationandTrainingAuthorityUNHCRUnitedNationsHighCommissionerforRefugeesVETVocationalEducationandTrainingTABLEOFCONTENTSAcknowledgements2Abbreviations3Executivesummary81. TheReviewProcess111.1. Theliteraturereviewprocess111.2. Limitationsofthestudy122. Background133. Legislativelandscape153.1. Kenya,sEducationSectorStructureandPolicyFramework163.2. Pre-primaryandprimary193.3. SecondaryEducation223.4. AdultandContinuingEducation233.5. Inclusiveeducation243.6. TechnicalVocationalEducationandTraining(TVET)253.7. UniversityEducation273.8. Teachereducation314. TheCOVID-19learningcontinuityinBasicEducation324.1. Thedigitaldivideandvulnerablegroups-beforeandduringthepandemic334.2. COVID-19ICTinterventionstomitigateschoolclosures364.3. Improvingteachers'pedagogicalICTknowledge364.4. Opportunitiestobecapitalisedupon384.5. ContinuationofICTmodalitiespost-COVID-19395. ICTineducationreadiness405.1. Electrification405.2. Digitallessonavailability416. Conclusionsandrecommendations446.1. SWOCAnalysis446.2. Partneringwiththeprivateandnon-statesector467. LimitationsandGapstothisStudyRequiringFurtherResearch478. Recommendations478.1. TheutilisationofOERsandMOOCsacrossthevarioussubsectors478.2. Consideringtheyouthfuldemographics488.3. Realigningpolicies488.4. AppropriatemodesofICT:fitforpurpose498.5. ExpandingdigitalmaterialsthroughthedevelopmentofOERsandMOOCsforuseacrossthevarioussubsectors498.6. Developingdigitalskillsandnewpedagogiesfor21stcenturyteachers498.7. Addressingthechallengesregardingeducationincludingforvulnerablepersons509. Conclusion5010. FindingsandRecommendationsfromthePrimaryResearch5111. MethodologicalApproach5111.1. Researchdesignforprimarydatagathering5211.2. Countryfocalpoints5311.3. Theuseofweb-basedplatforms5411.4. SamplingfortheKllsandFDGs5411.5. Fieldtesting5511.6. Primaryqualitativedataanalysisstrategy5511.7. Limitationsofthestudy5611.8. Ethicalconsiderations5712. Thesample5712.1. Respondentstothequestionnaire:Sample5712.2. Learnerparticipants:Sample5812.3. Focusgroupandkeyinformants,interviews:Sample5813. Resourcesandteachingmodalitiesbyeducationsub-sector5813.1. Schooling6013.2. Teachertrainingcollege6113.3. University6113.4. TVET6114. ICTpolicyconsiderations6114.1. ThesocialjusticemandateofICTpolicies6214.2. Capacitatingtheworkforce6315. Ensuringthecontinuationofteachingandlearningduringthepandemic6315.1. ThetransitiontoonlinelearningsubsequenttoCovid-196415.2. Thedigitaldivide6415.3. Thedigitaldivideanditsimpactonteachingandlearning6516. Viewsonthetransitiontoonlinelearning6616.1. Officials1andteachers*views6616.2. Parents1viewsonthetransition6716.3. ICTprovider'sviewofthetransition6717. Benefitsofthetransitiontoonlinelearning6718. ChallengesintheuseofICT6818.1. Rurallearners6819. FutureconsiderationsforICTineducation6919.1. Assessinglearning6919.2. Workforcedigitalcompetences6919.3. Learnersmostatriskrequiringspecialattention7019.4. Learnerswithdisabilitieswereidentifiedasahigh-riskgroup7019.5. Femalelearners7019.6. E-Iearningmaterialsdevelopment7020. Students1experiencesofonlinelearning7120.1. StudentperceptionsofICTcompetences7120.2. Studentviewsonlearningmodalities7220.3. Challengesstudentsexperiencedwithlearning7320.4. Institutionalcontactwithstudents7420.5. Studentmotivationtocontinuelearning7420.6. Improvingonlinelearning7520.7. Students'positivelearningexperiences7520.8. Students*experiencesofonlinelearningchallenges7621. Thestrengths,weaknessesopportunitiesandchallengesofICTusage7621.1. SWOCanalysis7722. IdentifiedpartnersinKenya7723. ConclusionandrecommendationsfortheintegrationofICTineducation7923.1. Improvingthebasicinfrastructure7923.2. Theuseofmobiletechnology8023.3. Thefocusonpost-schooleducation8023.4. Addressingthedigitaldivide8023.5. Theneedfore-learningmaterials8023.6. Realigningpolicies8123.7. Developingteachers'digitalskills8123.8. Learnerswithdisabilities8124. Conclusion81References83Annexes861.ISTOFTABLESTable 1: ICTinfrastructureandpenetration10Table 2: Numberofschoolsaccordingtolevelandtype14Table 3: 1.earnerenrolmentsbylevel14Table4:ThedistributionofteacherspereducationallevelintheeducationsectorinKenya15Table 5: NumberandtypeofuniversitiesandtotalstudentnumbersinKenya15Table 6: Kenyabasicdevelopmentindicators16Table 7: Trendsinthepre-primarysector20Table8:Trendsintheprimarysubsector21Table 9: Trendsinthesecondarysubsector22Table 10: TrendsinTVET26Table 11: UniversityEnrolmentbygender28Table 12: Resourcesavailableinarepresentativesampleofschools41Breakdownofthesample571.ISTOFFIGURESFigure 1: TheStructureofKenya'sEducationSystem17Figure 2: Populationbreakdownbyage(inthousands)17Figure 3: Agebreakdownoflearnersbysubsector18Figure 4: Phasesofeducation18Figure 5: Pre-primaryenrolments19Figure 6: Illiteratepopulation23Figure 7: Educationandtrainingprogressionpathways25Figure 8: Tertiaryenrolmentsbyyearandgender28Figure 9: Distributionoflearnerswithaccesstoelectricityattheirhomes40Figure 10: Proportionofhouseholdswithaccesstointernetconnectivity42Figure 11: Proportionofhouseholdswithaccesstoelectricitybyareaofresidence42Figure 12: ProportionofGrade6pupilsinprimaryschoolswithradio,televisionandcomputers,bycountry(2007)44Figure 13: Breakdownofquestionnairesample57Figure 14: BreakdownofLearnersample58Figure 15: BreakdownofsampleofofficialsfromKII/FGinterviewees58Figure 16: Facilitiesbyschoolingphase59Figure 17: FacilitiesavailableatTVETandUniversitylevels59Figure 18: ICTabilitiesbeforeandaftertheonsetofthepandemic60Figure 19: PolicyprovisionforICTintegrationacrosstheeducationsubsectors61Figure 20: Policyprovisionforinclusivity62Figure 21: Provisionmadebypoliciesfortraininganddevelopment63Figure 22: Elementsofpolicyimplementation63Figure 23: Availabilityofe-materials,proctoringandlearnermanagementsystems71Figure 24: Students*ICTskillslevelbeforethepandemic71Figure 25: Students1ICTskillslevel2yearsaftertheonsetofpandemic71Figure 26: 1.ecturers'skillslevelsbeforetheonsetofCovid-1972Figure 27: 1.ecturers*skillslevels2-yearsaftertheonsetofCovid-1972Figure 28: 1.ocationofresidencepriortopandemic72Figure 29: 1.ocationofresidenceduringthelockdown72Figure 30: 1.earningmodesmainlyusedbystudents73Figure 31: Mainlearningproblemsexperiencedbystudents73Figure 32: Studentcontactwiththeinstitution74Figure 33: Studentsourcesofmotivationtocontinuelearning74Figure 34: StudentproposalsforimprovingtheirICTineducationexperience75Annex A: Rankingofdevelopmentneedsinthesector79Annex B: 1.ISTOFANNEXESAnnex C: 1.iteracyrates86Annex D: OverviewofthestateofdigitaldevelopmentbasedonITUdata87EXECUTIVESUMMARYKenyaisalower-middle-incomecountrywithapopulationof47millionasof2020,agrossdomesticproduct(GDP)ofapproximatelyUSD100billion,andaGDPpercapitaofUSD1100.By2018,Kenyahadaliteracyrateof82%(WorldBank)-withapproximately16.5millionstudentsinschools,withalmost500,000teachersdistributedinalmost90,000schools.ThelatestWorldBankeconomicanalysisforthecountryhighlightsthesuccessofeducationreformsinKenya,indicatingthatthecountryhasembarkedonambitiousreformstoaddressthequalityissuesandhasachieved,near-universalaccessandcoverage*1.PrimaryeducationinKenyaiscompulsoryforallchildrenaged6-13years.Theeducationsystemisexpandingtoaccommodatemorestudents,especiallyinpre-school,primaryandpost-primaryeducation.Theimprovements,accordingtotheWorldBank,maybeattributedtosustainedhighspendingoneducationbothasashareoftotalgovernmentexpenditureandasashareofgrossdomesticproduct.ThetotalexpenditureasashareofGDPreached5.3%in2018;higherthantheaverageforotherlowermiddle-incomeanduppermiddle-incomecountries(exceptforSouthAfrica)andtheshareofthegovernmentbudgetoneducationalsoincreased,reaching19%in2020.Educationspendingpercapitaisalsorelativelyhighwhencomparedtoothercountriesintheregion.ThishasbeencitedbytheWorldBankasbeingoneofthekeyfactorscontributingtothehighqualityofKenya,seducation(worldbank.org).Moreover,thereportpointsoutthatpriortotheonsetofthepandemic,thegovernmentofKenyahadembarkedonambitiousreformsthatsoughttoimprovethequalityofeducationbyamongstothersintroducingaCompetencyBasedCurriculum(CBC),reformingprofessionalteacherdevelopmentanddevelopinganewtextbookpolicy.Thesereformshadtosomeextentstoodthecountryingoodsteadduringthepandemic.Between2017and2019,thenumberofpre-primaryschoolsgrewby11%andthenumberofsecondaryschoolsby17%.Primaryeducationhasalmostreacheduniversallevelwhilesecondaryschoolenrolmenthadincreasedbymorethan50%inthesevenyearspriortotheonsetofthepandemic.TheWorldBankattributestheseachievementstotheincreasedspendingandincreasedenrolmentsatalllevels,aswellasconsistentimprovementsintheachievementoflearningoutcomesbeforethepandemic(www.worldbank.ora).Inaddition,theICTIntegrationinPrimaryEducation(DigitalLiteracyproject)isoneofthekeyflagshipProgrammeshighlightedintheJubileeManifesto(TheprimarygoalofthisprojectistoaligntheintegrationofICTintoteachingandlearningforstandardonepupilsinallprimaryschoolsbyensuringtheimprovementofICTinfrastructure;thedevelopmentofdigitalcontent;capacitybuildingforteachers,andprocurementofICTdevices(smarclassroom.nl).ICTintegrationwillundoubtedlyplayanimportantroleinKenya,seducationsystem: ForEarlyChildhoodDevelopmentandEducation(ECDE),theplanistoenhancethequalityofteachingandcareinpre-primaryschoolstorespondtotheneedsofthe3-to5-year-oldagegroupbyfinalisingthedevelopmentofthenewcurriculumandsupportmaterialsandrecruitingandcapacitatingteachersthroughpre-andin-servicetraining. ImprovinglearningachievementsprimaryschoollevelalsoreliesonincreasingthenumberofqualifiedteachersandbuildingtheircapacityinthenewcurriculumbyusingICTdeliveredtrainingprogrammestodevelopmoreinnovativeteachingoflanguagesandSTEMsubjects. Atthesecondarylevel,thefocusisonthedevelopmentofthenewCompetencyBasedCurriculum.TheuseofICTisdeemedessentialforteachingallsubjects,andfordevelopingthetalentsofstudentsinallareas,fromSTEMtosports. AttheTVETlevel,theplanemphasisesthattheprioritywillbeonassessingtrainingneedsoflearnersandinstructorsfromtheperspectivesofbothpersonnelandcontent,aswellasthedevelopmentofaCompetencyBasedCurriculumandoccupationalstandards.Sincetherearenostructuresforpre-serviceandin-serviceprofessionaldevelopmentoftrainers,ICTdeliveredtrainingfordevelopingcapacityatthislevelisthemostpromising. Kenya,shighereducationsectorwasinitiatedwiththeestablishmentoftheUniversityofNairobiin1956anditsattainingindependencein1970atwhichstageitsplitintotheMakerereUniversityinUganda,theUniversityofDaresSalaaminTanzania,andtheUniversityofNairobiwhichwasKenya,sonlyhighereducationinstitution.Withinthreeyears,itsstudentnumbersdoubled,from218,628in2011-12to443,783in2014-15.