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

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1、UshirikawaMaPndeIeOyaElimiBararr；AfrikaAssociatkr.fortheDeveiopnenlofEducationinAfricaAssociationPoUrIearaoDwenvcMmentodaEducacaoemAfricaStudyontheUseofICTinEducationandRemoteLearningduringCrisesandtheRequiredInvestmentforDigitalTransformationforAfricanCountriesKENYAReportproducedby:Associationforth

2、eDevelopmentofEducationinAfrica(ADEA)Studycommissionedby:IslamicDevelopmentBank(IsDB)AfricanDevelopmentBankGroup(AfDB)December2022ACKNOWLEDGEMENTSTheAssociationfortheDevelopmentofEducationinAfrica(ADEA)expressesitsdeepestappreciationtotheIslamicDevelopmentBank(IsDB)andtheAfricanDevelopmentBankGroup(

3、AfDB)forcommissioningthisstudy,inacollaborativeendeavorinsupportoftheadvancementofeducationaloutcomesinAfrica,andforprovidingthestrategicleadershipthroughoutthestudy.ADEAalsoacknowledgestheresourceperson,Prof.VeronicaMcKay,whoworkedtirelesslytoproducethiscountryprofilereport.ADEAwishestothanktheTech

4、nicalTeamofIsDBandAfDBcomprisedofJawaraGaye,LeadEducationSpecialist-IsDB;BenAbdelkarimOussama,PrincipalEducationEconomist-AfDB;SamehHussein,SeniorTechnicalCooperationCoordinatorZAfrica&LatinAmerica-IsDB;IsatouCham,LeadSpecialistPolicies-IsDB;KadirBasboga,SeniorRegionalIntegration&TradePromotionEcono

5、mist-IsDB;andSissaoMoumine,SeniorEducationEconomist-AfDB;JessicaMuganza,SeniorEducation,ICTandDigitalOfficer-AfDB;MichaelOnobote,SeniorEducationOfficer,ICT&InnovationExpert-AfDBfortheinvaluabletechnicalreviewcommentsandinputs.TheoverallstrategicguidancewasprovidedbyIdrissaDia,DirectorEconomic&Social

6、Infrastructure-IsDB;DrMarthaPhiri,Director,HumanCapital,YouthandSkillsDevelopmentDepartment-AfDB;HendrinaChalweDoroba,ManagerEducation&SkillsDevelopmentDivision,AfDB;RiadRaguebAhmad,Director,Cooperation&CapacityDevelopmentDepartment-IsDB;AmmarAbdoAhmed,Manager,HumanDevelopmentDivision-IsDB;andSyedHa

7、ssanAlsagoff1Manager,ScienceTechnology&Innovation-IsDB.Furthermore,ADEAwishestoexpressitssinceregratitudetoLinetN.Makori,countryfocalperson,KenyaNationalExaminationsCouncil,forhisinvaluablesupportforthestudy.ADEAandthecommissioningpartnersexpresssinceregratitudetotheMastercardFoundationledbyJamesMcI

8、ntyre,fortheinvaluabletechnicalreviewandfeedbackthroughoutthestudyprocess.ABBREVIATIONSACEAdultandContinuingEducationAfDBAfricanDevelopmentBankCBCCompetencyBasedCurriculumCoKConstitutionofKenyaCPDContinuingProfessionalDevelopmentDLPDigitalLiteracyProgrammeECDEEarlyChildhoodDevelopmentandEducationECD

9、EEarlyChildhoodDevelopmentandeducationEiEEducationinEmergencyGCIRGlobalCountryRiskIndexGDPGrossDomesticProductGERGrossEnrolmentRatesGoKGovernmentofKenyaGPEGlobalPartnersforEducationHDIHumanDevelopmentIndexICTInformation&CommunicationTechnologyIIEPInternationalInstituteforEducationalPlanningKICDKenya

10、InstituteofCurriculumDevelopmentKNALSKenyaNationalAdultLiteracySurveyKNBSKenyaNationalBureauofStandardsNERNettEnrolmentRatesNESSPNationalEducationSectorStrategicPlanODELOpenandDistancee-LearningSAGASemi-AutonomousGovernmentAgenciesSETScience,EngineeringandTechnologySIPSchoolImprovementPlanSDGSustain

11、ableDevelopmentGoalSTEMScienceTechnologyEngineeringandMathematicsSTEMScience,Technology,EngineeringandMathematicsST&IScience,Technology,andInnovationTETechnicalEducationTVETTechnicalVocationalEducationandTrainingTVETATechnicalandVocationalEducationandTrainingAuthorityUNHCRUnitedNationsHighCommission

12、erforRefugeesVETVocationalEducationandTrainingTABLEOFCONTENTSAcknowledgements2Abbreviations3Executivesummary81. TheReviewProcess111.1. Theliteraturereviewprocess111.2. Limitationsofthestudy122. Background133. Legislativelandscape153.1. Kenya,sEducationSectorStructureandPolicyFramework163.2. Pre-prim

13、aryandprimary193.3. SecondaryEducation223.4. AdultandContinuingEducation233.5. Inclusiveeducation243.6. TechnicalVocationalEducationandTraining(TVET)253.7. UniversityEducation273.8. Teachereducation314. TheCOVID-19learningcontinuityinBasicEducation324.1. Thedigitaldivideandvulnerablegroups-beforeand

14、duringthepandemic334.2. COVID-19ICTinterventionstomitigateschoolclosures364.3. ImprovingteacherspedagogicalICTknowledge364.4. Opportunitiestobecapitalisedupon384.5. ContinuationofICTmodalitiespost-COVID-19395. ICTineducationreadiness405.1. Electrification405.2. Digitallessonavailability416. Conclusi

15、onsandrecommendations446.1. SWOCAnalysis446.2. Partneringwiththeprivateandnon-statesector467. LimitationsandGapstothisStudyRequiringFurtherResearch478. Recommendations478.1. TheutilisationofOERsandMOOCsacrossthevarioussubsectors478.2. Consideringtheyouthfuldemographics488.3. Realigningpolicies488.4.

16、 AppropriatemodesofICT:fitforpurpose498.5. ExpandingdigitalmaterialsthroughthedevelopmentofOERsandMOOCsforuseacrossthevarioussubsectors498.6. Developingdigitalskillsandnewpedagogiesfor21stcenturyteachers498.7. Addressingthechallengesregardingeducationincludingforvulnerablepersons509. Conclusion5010.

17、 FindingsandRecommendationsfromthePrimaryResearch5111. MethodologicalApproach5111.1. Researchdesignforprimarydatagathering5211.2. Countryfocalpoints5311.3. Theuseofweb-basedplatforms5411.4. SamplingfortheKllsandFDGs5411.5. Fieldtesting5511.6. Primaryqualitativedataanalysisstrategy5511.7. Limitations

18、ofthestudy5611.8. Ethicalconsiderations5712. Thesample5712.1. Respondentstothequestionnaire:Sample5712.2. Learnerparticipants:Sample5812.3. Focusgroupandkeyinformants,interviews:Sample5813. Resourcesandteachingmodalitiesbyeducationsub-sector5813.1. Schooling6013.2. Teachertrainingcollege6113.3. Univ

19、ersity6113.4. TVET6114. ICTpolicyconsiderations6114.1. ThesocialjusticemandateofICTpolicies6214.2. Capacitatingtheworkforce6315. Ensuringthecontinuationofteachingandlearningduringthepandemic6315.1. ThetransitiontoonlinelearningsubsequenttoCovid-196415.2. Thedigitaldivide6415.3. Thedigitaldivideandit

20、simpactonteachingandlearning6516. Viewsonthetransitiontoonlinelearning6616.1. Officials1andteachers*views6616.2. Parents1viewsonthetransition6716.3. ICTprovidersviewofthetransition6717. Benefitsofthetransitiontoonlinelearning6718. ChallengesintheuseofICT6818.1. Rurallearners6819. Futureconsideration

21、sforICTineducation6919.1. Assessinglearning6919.2. Workforcedigitalcompetences6919.3. Learnersmostatriskrequiringspecialattention7019.4. Learnerswithdisabilitieswereidentifiedasahigh-riskgroup7019.5. Femalelearners7019.6. E-Iearningmaterialsdevelopment7020. Students1experiencesofonlinelearning7120.1

22、. StudentperceptionsofICTcompetences7120.2. Studentviewsonlearningmodalities7220.3. Challengesstudentsexperiencedwithlearning7320.4. Institutionalcontactwithstudents7420.5. Studentmotivationtocontinuelearning7420.6. Improvingonlinelearning7520.7. Studentspositivelearningexperiences7520.8. Students*e

23、xperiencesofonlinelearningchallenges7621. Thestrengths,weaknessesopportunitiesandchallengesofICTusage7621.1. SWOCanalysis7722. IdentifiedpartnersinKenya7723. ConclusionandrecommendationsfortheintegrationofICTineducation7923.1. Improvingthebasicinfrastructure7923.2. Theuseofmobiletechnology8023.3. Th

24、efocusonpost-schooleducation8023.4. Addressingthedigitaldivide8023.5. Theneedfore-learningmaterials8023.6. Realigningpolicies8123.7. Developingteachersdigitalskills8123.8. Learnerswithdisabilities8124. Conclusion81References83Annexes861.ISTOFTABLESTable 1: ICTinfrastructureandpenetration10Table 2: N

25、umberofschoolsaccordingtolevelandtype14Table 3: 1.earnerenrolmentsbylevel14Table4:ThedistributionofteacherspereducationallevelintheeducationsectorinKenya15Table 5: NumberandtypeofuniversitiesandtotalstudentnumbersinKenya15Table 6: Kenyabasicdevelopmentindicators16Table 7: Trendsinthepre-primarysecto

26、r20Table8:Trendsintheprimarysubsector21Table 9: Trendsinthesecondarysubsector22Table 10: TrendsinTVET26Table 11: UniversityEnrolmentbygender28Table 12: Resourcesavailableinarepresentativesampleofschools41Breakdownofthesample571.ISTOFFIGURESFigure 1: TheStructureofKenyasEducationSystem17Figure 2: Pop

27、ulationbreakdownbyage(inthousands)17Figure 3: Agebreakdownoflearnersbysubsector18Figure 4: Phasesofeducation18Figure 5: Pre-primaryenrolments19Figure 6: Illiteratepopulation23Figure 7: Educationandtrainingprogressionpathways25Figure 8: Tertiaryenrolmentsbyyearandgender28Figure 9: Distributionoflearn

28、erswithaccesstoelectricityattheirhomes40Figure 10: Proportionofhouseholdswithaccesstointernetconnectivity42Figure 11: Proportionofhouseholdswithaccesstoelectricitybyareaofresidence42Figure 12: ProportionofGrade6pupilsinprimaryschoolswithradio,televisionandcomputers,bycountry(2007)44Figure 13: Breakd

29、ownofquestionnairesample57Figure 14: BreakdownofLearnersample58Figure 15: BreakdownofsampleofofficialsfromKII/FGinterviewees58Figure 16: Facilitiesbyschoolingphase59Figure 17: FacilitiesavailableatTVETandUniversitylevels59Figure 18: ICTabilitiesbeforeandaftertheonsetofthepandemic60Figure 19: Policyp

30、rovisionforICTintegrationacrosstheeducationsubsectors61Figure 20: Policyprovisionforinclusivity62Figure 21: Provisionmadebypoliciesfortraininganddevelopment63Figure 22: Elementsofpolicyimplementation63Figure 23: Availabilityofe-materials,proctoringandlearnermanagementsystems71Figure 24: Students*ICT

31、skillslevelbeforethepandemic71Figure 25: Students1ICTskillslevel2yearsaftertheonsetofpandemic71Figure 26: 1.ecturersskillslevelsbeforetheonsetofCovid-1972Figure 27: 1.ecturers*skillslevels2-yearsaftertheonsetofCovid-1972Figure 28: 1.ocationofresidencepriortopandemic72Figure 29: 1.ocationofresidenced

32、uringthelockdown72Figure 30: 1.earningmodesmainlyusedbystudents73Figure 31: Mainlearningproblemsexperiencedbystudents73Figure 32: Studentcontactwiththeinstitution74Figure 33: Studentsourcesofmotivationtocontinuelearning74Figure 34: StudentproposalsforimprovingtheirICTineducationexperience75Annex A:

33、Rankingofdevelopmentneedsinthesector79Annex B: 1.ISTOFANNEXESAnnex C: 1.iteracyrates86Annex D: OverviewofthestateofdigitaldevelopmentbasedonITUdata87EXECUTIVESUMMARYKenyaisalower-middle-incomecountrywithapopulationof47millionasof2020,agrossdomesticproduct(GDP)ofapproximatelyUSD100billion,andaGDPperc

34、apitaofUSD1100.By2018,Kenyahadaliteracyrateof82%(WorldBank)-withapproximately16.5millionstudentsinschools,withalmost500,000teachersdistributedinalmost90,000schools.ThelatestWorldBankeconomicanalysisforthecountryhighlightsthesuccessofeducationreformsinKenya,indicatingthatthecountryhasembarkedonambiti

35、ousreformstoaddressthequalityissuesandhasachieved,near-universalaccessandcoverage*1.PrimaryeducationinKenyaiscompulsoryforallchildrenaged6-13years.Theeducationsystemisexpandingtoaccommodatemorestudents,especiallyinpre-school,primaryandpost-primaryeducation.Theimprovements,accordingtotheWorldBank,may

36、beattributedtosustainedhighspendingoneducationbothasashareoftotalgovernmentexpenditureandasashareofgrossdomesticproduct.ThetotalexpenditureasashareofGDPreached5.3%in2018;higherthantheaverageforotherlowermiddle-incomeanduppermiddle-incomecountries(exceptforSouthAfrica)andtheshareofthegovernmentbudget

37、oneducationalsoincreased,reaching19%in2020.Educationspendingpercapitaisalsorelativelyhighwhencomparedtoothercountriesintheregion.ThishasbeencitedbytheWorldBankasbeingoneofthekeyfactorscontributingtothehighqualityofKenya,seducation(worldbank.org).Moreover,thereportpointsoutthatpriortotheonsetofthepan

38、demic,thegovernmentofKenyahadembarkedonambitiousreformsthatsoughttoimprovethequalityofeducationbyamongstothersintroducingaCompetencyBasedCurriculum(CBC),reformingprofessionalteacherdevelopmentanddevelopinganewtextbookpolicy.Thesereformshadtosomeextentstoodthecountryingoodsteadduringthepandemic.Betwe

39、en2017and2019,thenumberofpre-primaryschoolsgrewby11%andthenumberofsecondaryschoolsby17%.Primaryeducationhasalmostreacheduniversallevelwhilesecondaryschoolenrolmenthadincreasedbymorethan50%inthesevenyearspriortotheonsetofthepandemic.TheWorldBankattributestheseachievementstotheincreasedspendingandincr

40、easedenrolmentsatalllevels,aswellasconsistentimprovementsintheachievementoflearningoutcomesbeforethepandemic(www.worldbank.ora).Inaddition,theICTIntegrationinPrimaryEducation(DigitalLiteracyproject)isoneofthekeyflagshipProgrammeshighlightedintheJubileeManifesto(Theprimarygoalofthisprojectistoalignth

41、eintegrationofICTintoteachingandlearningforstandardonepupilsinallprimaryschoolsbyensuringtheimprovementofICTinfrastructure;thedevelopmentofdigitalcontent;capacitybuildingforteachers,andprocurementofICTdevices(smarclassroom.nl).ICTintegrationwillundoubtedlyplayanimportantroleinKenya,seducationsystem:

42、 ForEarlyChildhoodDevelopmentandEducation(ECDE),theplanistoenhancethequalityofteachingandcareinpre-primaryschoolstorespondtotheneedsofthe3-to5-year-oldagegroupbyfinalisingthedevelopmentofthenewcurriculumandsupportmaterialsandrecruitingandcapacitatingteachersthroughpre-andin-servicetraining. Improvin

43、glearningachievementsprimaryschoollevelalsoreliesonincreasingthenumberofqualifiedteachersandbuildingtheircapacityinthenewcurriculumbyusingICTdeliveredtrainingprogrammestodevelopmoreinnovativeteachingoflanguagesandSTEMsubjects. Atthesecondarylevel,thefocusisonthedevelopmentofthenewCompetencyBasedCurr

44、iculum.TheuseofICTisdeemedessentialforteachingallsubjects,andfordevelopingthetalentsofstudentsinallareas,fromSTEMtosports. AttheTVETlevel,theplanemphasisesthattheprioritywillbeonassessingtrainingneedsoflearnersandinstructorsfromtheperspectivesofbothpersonnelandcontent,aswellasthedevelopmentofaCompet

45、encyBasedCurriculumandoccupationalstandards.Sincetherearenostructuresforpre-serviceandin-serviceprofessionaldevelopmentoftrainers,ICTdeliveredtrainingfordevelopingcapacityatthislevelisthemostpromising. Kenya,shighereducationsectorwasinitiatedwiththeestablishmentoftheUniversityofNairobiin1956anditsattainingindependencein1970atwhichstageitsplitintotheMakerereUniversityinUganda,theUniversityofDaresSalaaminTanzania,andtheUniversityofNairobiwhichwasKenya,sonlyhighereducationinstitution.Withinthreeyears,itsstudentnumbersdoubled,from218,628in2011-12to443,783in2014-15.