Is E-Learning compatible with the goals of ‘Education
for All’?A case study from Kenya - A
Rawlsian perspective
Chris Yates, Education Adviser, International Extension College,
Cambridge
The Dakar Education Targets
Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children
Ensuring that by 2015, all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.
Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes
Achieving a 50% improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults
Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality
Improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all especially in literacy and essential life skills.
Millennium Development Goals
Goal 2: Achieve Universal primary education
Target 3: Ensure that by 2015 children everywhere boys and girls alike, will be able to complete a full course of primary education
Goal 3: Promote gender equality and empower women
Target 4: Eliminate gender disparity in Primary and secondary education, preferably by 2005, and at all levels of education no later than 2015.
Province Number of schools
Total no of KRTs actually enrolled (N) %
No of KRTs who completed(N) %
Drop-out rate (N) %
Comple-tion rate %
Phase 1
Eastern 4,142 11,327 (91%) 11,090 (98%) 246 98
Sub-total 4,142 11,327 11,090 246 98
Phase 2
Rift Valley 4,678 13,196 (94%) 12,647 (96%) 604 95
Central 1,855 5,212 (94%) 5,107 (98%) 105 98
Nairobi 193 576 (99%) 569 (99%) 7 99
Sub-total 6,726 18,984 (94%) 18,323 (97%) 716 96
Phase 3
Nyanza 4,027 9,952 (82%) 9,429 (95%) 523 95
Western 1,971 6,488 (110%) 6,135 (95%) 227 98
Coast 1,136 1,940 (57%) 1,715 (88%) 233 88
North East 173 584 (113%) 579 (99%) 5 99
Sub-total 7,307 18,964 (87%) 17,858 (94%) 988 95
Total 18,175 49,275 (90%) 47,271 (96%) 1,950 96
SbTD - KRT Enrolment and completion by Province
SbTD - Enrolment by Gender: Provincial level P Province Total
Enrolment Total Male Enrolment
% Male Enrolment
Total Female Enrolment
% FemaleEnrolmnt
1 Eastern 11,327 6,431 57 4,896 43
2 Nairobi 576 121 21 455 79
2 Central 5,212 2,567 49 2,645 51
2 Rift Valley* 13,196 8,152 62 5,044 38
3 Coast* 1,940 1,266 65 674 35
3 North East 584 472 81 112 19
3 Nyanza 9,952 6,562 66 3,390 34
3 Western 6,488 3,897 60 2,591 40
Total/Average
49,275 29,468 60 19,807 40
Source Tables 1&2 - MOEST/Yates (2004) * Provisional figures as some district data remains outstanding
SWAp - DBA and KESSP
Kenya Education Strategic Support Programme
SWAp – Sector Wide Approach – WB, DFID, CIDA?
Direct Budgetary Support
Plus 14 other major Development Partners in Project-mode
Primary INSET Investment Programme (as of Feb 2005)
Programme US $ m
1 Maintenance of current INSET (SbTD/SEP) Programme
21
2 Action research and development for new programming
1.4
Total 22.4
Line 2: Action research and development for new programming
Exchange rate 1US$ = 80Ks
In-service new progrming
2005mKs
2006mKs
2007mKs
2008mKs
2009mKs
TtalmKs
US$
E-learning programming
00 16 12 20 4 52 0.65
F2F training 00 15 15 15 15 60 0.75
Total 31 27 25 19 112 1.4
E-learning in the KESSP
INSET Investment Plan SbTD Extension and SEP E-learning action research and development
ICT Policy Development and Investment Plan
Aims of Kenyan PPODFL
Ground participants in the fundamental principles of ODFL for course and programme delivery (including using E-learning and e-support)
Expose participants to the potential and challenges of E- learning in Kenya through direct experience and
Help participants to develop practical applications ready for piloting with appropriate audiences in 2006.
Rawl’s social justice principles
1. Each person is to have an equal right to the most extensive total system of equal basic liberties compatible with a similar system of liberty for all (The Liberty Principle)
2. Social and economic inequalities are to be arranged so that they are both:
a) to the greatest benefit to the least advantaged… (The Difference Principle) and
b) attached to offices and positions open to all under conditions of fair equality of opportunity (Equality of Opportunity Principle)
Developing e-learning projects in Kenya
Do a detailed situational analysis and identify a number of key educational problems facing the Kenyan society/education system.
Develop E-learning proposals which seek to alleviate the problems
Assess the work using Rawlsian social justice principles before
approving the resources
Some key challenges facing the contemporary Kenyan education system
How to raise the coverage of Early Childhood Development
How to enhance educational opportunities for children with special needs
How to raise the Gross Enrolment Rates (GER) in primary education in the Arid and Semi Arid Lands (ASAL)
How to increase the internal efficiency of the primary teacher force
How to cater for the 1.5m out-of-school children
How to help 4.2million illiterate adults in Kenya – 61% who are women.
Only 49% of those who complete the primary cycle progress to join the secondary system – how to improve secondary progression rates
How to improve the quality of education at all levels
Possible E-learning Interventions
Train and support ECD Trainers using ‘e-supported learning’
Run E-learning think tank/virtual conference involving international education policy makers to identify alternative models of SEN provision
Equip Mobile Schools and Shepherd Schools with Internet access Run action research based pilots
Run E-learning virtual conference to debate alternative strategies for managing inefficient teacher force.
Set up ‘Hole in the Wall Computer Kiosks’ (Minimally Invasive Education)
Train and support adult educators using blended learning
Establish multi-media, flexible open school system for girls and women only.
Introduce models of E-education in pre-and in-service education
Education challenges and possible e-learning responses
How to raise the coverage of Early Childhood Development
How to enhance educational opportunities for children with special needs
How to raise the Gross Enrolment Rates (GER) in primary education in the Arid and Semi Arid Lands (ASAL)
How to increase the internal efficiency of the primary teacher force
How to cater for the 1.5m out-of-school children
How to help 4.2million illiterate adults in Kenya – 61% were women.
Only 49% of those who complete the primary cycle progress to join the secondary system – how to improve secondary progression rates
How to improve the quality of education at all levels
Train and support ECD Trainers using ‘e-supported learning’
Run E-learning think tank/virtual conference involving international education policy makers to identify alternative models of SEN provision
Equip Mobile Schools and Shepard Schools with Internet access Run action research based pilots
Run E-learning virtual conference to debate alternative strategies for managing inefficient teacher force.
Set up ‘Hole in the Wall Computer Kiosks’ (Minimally Invasive Education)
Train and support adult educators using blended learning
Establish multi-media, flexible open school system for girls and women only.
Introduce models of E-education in pre-and in-service education
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