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An Overview of the Kenyan Education System: Issues and Obstacles to
Learning
Posted by Lee-Anne Benoit on April 27th 2013
Im back again with an outline of what Ive learned about the Kenyan Education system from the diverse experiences that Ive had. Youll notice this blog is slightly
more academic in nature, but I felt that it was important to find research to back up my own observations.
Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals
can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over
the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the
short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE),
limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my
experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic
journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education.
Structure of Primary and Secondary Education
To begin, Id like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine
different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators,
teachers, and students. What follows is an account of some of the pertinent information that I have gathered.
Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending
on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary
high school. Secondary school in Kenya has four levels, forms 1 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary
Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university.
Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject
material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict
timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious
Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that
art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the
cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express
themselves creatively through art and music depends largely on the school and classroom teachers.
From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere
to the Kenyan syllabus for both primary and secondary students and textbooks are a teachers primary resource during lessons. Standardized examinations are the
sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these
standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of
students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP
examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a
minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high
grades if they wish to enter university.
I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and
show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teachers classroom control especially considering the large
class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has
also been argued that students passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take
responsibility for their learning (Ackers and Hardman, 2001).
Universal Free Primary Education
Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education
system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K. Mugalavai argue that the main problems facing the education
system are, issues of access, equity, quality, relevance and efficiency in the management of educational resources, (2012, 473). The following discussion will
elaborate on such issues.
As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide
opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5
million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can
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be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested
classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of
tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers challenges increased as their
class sizes grew.
Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay
for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are
especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also
impede many childrens access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend
school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the
Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers,
despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is
unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011).
Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that
account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance
also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread
across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the
end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools
qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools
(Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited
space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools.
Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being quality. There is an
alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public
schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an
adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of
60 to 80 students, limited electricity, insufficient textbooks and desks for students.
There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example,
because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students
whose preparedness varied. Circumstances such as these diminish a teachers ability to differentiate their instruction and give individualized attention. Resources and
materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of first generation learners has contributed to declining
test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing
stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and
private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption.
Obstacles to Learning Within the Classroom
For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to
engage in lifelong learning, learn new skills quickly, perform more non routine tasks, capable of more complex problem-solving, take more decisions, understand
more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis,
reasoning and expository skills (Cheserek and Mugalavai, 2012, 472).
As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed
previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors
that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and
Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the
transmission of knowledge and was teacher focused in nature. Students were motivated to participate but answered preplanned, closed questions and lessons
often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, there were few
examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where
typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils answers except to evaluate
them(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of
teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to
see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class
silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms.
Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001).
From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools.
Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized
classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner.
Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked.
In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to
teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a
loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded.
Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the
classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the
government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are
barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which
can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim
endeavor.
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Special Needs Education and Inclusion
My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled
Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private
special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different Special Units in public schools: Kaimbui Primary School,
Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned.
According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and
secondary schools have classes termed Special Units. These classes are home to students who have a wide range of learning needs, which cannot be met by
regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common
learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of
learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs
students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such
as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society.
Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special
needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that
describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified
professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and
Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of
funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate
methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of
Students in Special Units.
I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that
inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a
reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should
be on government policy and persistent negative attitudes towards disabilities.
Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only
school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers,
translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit
specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and
resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until
they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special
Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular
school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that
special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on
financial resources, teachers attitudes, and community support.
Conclusion
It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come
to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of
Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education,
reformation is high on the governments list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have
encountered in many Kenyans who strongly believe in the advancement of the education system. Kenyas future is bright as long as these discussions continue and
individuals strive to make change.
References
Ackers, J., & Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61.
Cheserek, G., & Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030
and Constitution 2010. Journal Of Emerging Trends In Educational Research & Policy Studies, 3(4), 471-478.
Glennerster, R., Kremer, M., Mbiti, I., & Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges
and Potential. Retrieved from:
http://www.povertyactionlab.org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011.06.22.pdf
KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from:
www.kenpro.org/papers.
Lynch, P., McCall, S., Douglas, G., McLinden, M., Mogesa, B., Mwaura, M., & Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing
Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development,
31(5), 478-488.
Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District.
Retrieved from: http://www.kaeam.or.ke/articles/vol1/makorifulltext.pdf
Category: Uncategorized // 16 Comments
16 Responses to An Overview of the Kenyan Education System: Issues and Obstacles to Learning
1. women fashion show 2013 // June 25th 2013
3/9/2014 Students for Development blog | tudiants pour le dveloppement An Overview of the Kenyan Education System: Issues and Obstacles to Learning
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Someone essentially help to make critically posts I would state.
That is the very first time I frequented your website
page and so far? I surprised with the analysis you made to create this particular publish incredible.
Fantastic task!
2. Graham Mulligan // July 3rd 2013
Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much
hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished
public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me?
cheers
Graham
3. Rahab // July 4th 2013
Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at
some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the
system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become
learner centered rather than content and teacher centered?
4. desigual sale // July 17th 2013
Someone essentially help to make critically articles I might state.
That is the first time I frequented your web page and to this
point? I amazed with the analysis you made to make this actual put up extraordinary.
Wonderful job!
5. Evelyn Corrado // July 17th 2013
Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where
students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning..i agree learning molds the
Kenyan society and if problem solving & conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society & God-father system
where minority rule and the rest cant challenge it, for lack of confidence .
6. Alice Wawira // July 29th 2013
This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers
to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources,
I dont think the syllabus would be a problem however wide. Im inclined to believe so because the private schools and the well-established national schools
manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the
classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage.
Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system
where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the
same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a
child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for
the hearing-impaired and this will be great.
Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I cant fail to see the flaws in the former and I hope to do
something about it only that for now, I have no idea where to start.
7. Leonard Kiarago // August 2nd 2013
Indeed, Kenya has a long way to go before the government is able to provide quality education; however, we must agree that there is some progress
despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly
qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to
politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of
laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesnt
provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of
considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which
kids learn under trees and with no electricity or teachers who have basic IT knowledge.
The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still maintain special
schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child
with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and
manpower as well as change of attitude by those who consider themselves normal. How that can be possible in a country divided through tribal and ethnic
affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be
abnormal? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a
given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily
nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good
example of what I mean: http://www.nation.co.ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-
/index.html
A societys treatment of those who are weak and dependent is one critical indicator of its social progress. This was an observation by Kirk, Gallagher and
Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs
3/9/2014 Students for Development blog | tudiants pour le dveloppement An Overview of the Kenyan Education System: Issues and Obstacles to Learning
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reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be
solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies
can be validated through research to avoid implementing policies, which are politically driven.
(Kiarago is a doctoral researcher at the University of Birmingham)
8. Pierre Varly // August 19th 2013
thanks a lot for your excellent article full of infos and very well structured.
i have a blog on education in the developping countries where i could publish the article also if you agree.
9. Isaac Maluki // August 22nd 2013
Thank you for your good report.
Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees?
10. Amen K. Rahh // October 3rd 2013
Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools.
With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on
IT solutions. http://www.cc-gate.com as well as the CCK are working on online content and tutoring coming in the future.
11. Edy // November 5th 2013
Hi,
I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one
correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used
to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili.
12. John muema // November 7th 2013
these is true and i urge the government to employ more teachers
13. Agesa Akufa // November 9th 2013
This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will
many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps
taking root in the educational system. of course, steps to spin the country foward. i salute you!
14. THOMAS ODENY // December 3rd 2013
GOOD WORK. USING THE CONTENT TO DO MY MPHIL TERM PAPER AT MOI UNIVERSITY
15. Donald M. Phillips // January 1st 2014
This article is genuinely a fastidious one it assists new web people, who are wishing in
favor of blogging.
16. Margaret N.W // January 28th 2014
i work in a School in the U A E and from what i have seen here children are very involved in class and they do their research both by aid of computers and
book and present their results to the class and from there the teacher can be able to assist a child depending based on the presentation and i find it so
interesting how students prove their finding and that builds their confidence and interest in learning. Back in the days i remember my teacher walking in the
class and telling us to copy note straight from the text book to our books just so that we complete the syllabus for that term. Very sad indeed and i hope
something id done urgently. Children need to feel engaged and learning made fun.
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