Assessing the State of Basic Education in Tetu Constituency

The study explores the persistent low learning outcomes in Tetu Constituency, Kenya, despite various educational interventions aimed at advancing learning outcomes. Key factors identified as contributing to this problem include inadequate infrastructure, lack of qualified teachers, socio-economic barriers, and ineffective school leadership. These challenges are consistent with broader national trends, where educational infrastructure, teaching quality, and socio-economic status play significant roles in determining learner outcomes. Tetu Constituency has seen underperformance in both primary and secondary levels, with average scores below national averages.
In response, the Member of Parliament for Tetu Constituency, in collaboration with Zizi Afrique Foundation (ZAF), initiated a literacy and numeracy assessment among learners in grades 3, 4, and 5 across 15 schools. The objective was to determine the current state of academic performance, identify challenges within the education system, and provide recommendations for improving learning outcomes. The study adopted a quantitative research method that encompassed a comprehensive survey of school heads and assessments of learners, with data collected via structured questionnaires and standardized tests. Data analysis utilized exploratory techniques and logistic regression models to examine relationships between school characteristics and learner outcomes.
The study yielded insightful findings that include:
· School Leadership and Gender Distribution: The gender distribution of school heads across the wards varied, with male heads dominating in Dedan Kimathi (67%), while Wamagana had a higher proportion of female heads (73%).
· School Infrastructure: Most schools had adequate infrastructure, largely made of brick or stone walls, with a few in Wamagana ward using iron sheet walls. Playgrounds were available in most schools, though two schools in Wamagana ward lacked these crucial facilities.
· School establishments: The study also established that school establishments in Tetu Constituency date back to the colonial era, with the most recent school founded in 2014 in Dedan Kimathi ward.
· School Enrollment: The overall median enrollment in the constituency per grade was 13 learners, with Dedan Kimathi ward showing the lowest median enrollment (9 learners). Boys were generally more enrolled than girls, with notable gender disparities in some grades, as reflected in the Gender Parity Index (GPI) of 0.9, indicating slightly more boys in school.
· Pupil-Classroom Ratio (PCR): The average PCR was 24, with Dedan Kimathi recording the lowest (19), while Aguthi-Gaaki and Wamagana wards had slightly higher ratios of 27 and 25, respectively. The highest PCR was observed in Grade 8.
· Gender Parity: The overall GPI score of 0.9 suggests that boys had slightly better access to education, although in some grades, girls outnumbered boys. For instance, Aguthi-Gaaki ward showed more girls enrolled in Pre-primary 2 and Grade 3.
· Adequacy of School Infrastructure: Most schools reported inadequate classrooms, particularly in Aguthi-Gaaki and Dedan Kimathi wards. Laboratory access was also limited, with 50% of schools in Wamagana and Aguthi-Gaaki wards lacking labs, and 70% in Dedan Kimathi. Toilet facilities were particularly lacking in Aguthi-Gaaki and Dedan Kimathi, with 50% and 60% of schools reporting inadequacies.
· Shared Facilities: In many instances, critical facilities like playgrounds and toilets were shared between primary and junior secondary schools, with high rates of sharing across all three wards. Classrooms were the least shared facility.
· Teacher Composition: The constituency had a total of 534 teachers, with a majority employed by the Teachers Service Commission (TSC) and a smaller number hired by school Boards of Management (BoMs). Aguthi-Gaaki had the highest number of teachers, while Dedan Kimathi had the lowest. Notably, female teachers outnumbered male teachers across all wards.
· Headteacher and Teacher Preparedness: About 62% of headteachers indicated they were "very adequately" prepared to support learners. Dedan Kimathi ward led with 73%, followed by Wamagana (67%) and Aguthi-Gaaki (47%). Similarly, headteachers rated their teachers' preparedness, with Dedan Kimathi rating being at 67%, Aguthi-Gaaki at 53%, and Wamagana at 40%.
· Teachers trained on CBC: Teachers trained on the Competency-Based Curriculum (CBC) was noted to be high in Wamagana and Aguthi-Gaaki wards, with 93% and 80% of teachers trained, respectively, but lower in Dedan Kimathi at 60%. The study highlights that gaps in CBC implementation, particularly in Dedan Kimathi, affect learning outcomes.
· Learning Environment: While 98% of schools displayed learning materials in classrooms, 76% of the schools lacked functional libraries, and many libraries that existed were underutilized. This made it difficult for schools to foster a culture of learning.
· KCPE Performance Trends: Over the past five years, average KCPE scores ranged between 225 and 260 marks out of a possible 500 marks. Observable trend is that Wamagana ward has shown steady improvement, while Dedan Kimathi's results fluctuated in the five-year period, and Aguthi-Gaaki exhibited a decline in recent years after initial progress.
· Learner Proficiency: Only 50% of the learners were proficient at reading at the story level, with variations across wards: Wamagana (55%), Dedan Kimathi (52%), and Aguthi-Gaaki (44%). Higher proficiency was noted in Grades 4 and 5, with female learners consistently outperforming male learners.
· School Challenges: Identified challenges that hinder enhancement of foundational learning included insufficient parental engagement, lack of learning resources, and gaps in teacher motivation. Inadequate infrastructure, particularly in Wamagana where some schools still use iron-sheet classrooms, was also cited.
In light of the highlighted findings, the study suggests the following recommendations:

1. Enhanced Parental Engagement: There is need for increased parental awareness and involvement in education to improve learning outcomes.
2. Address Gender Disparities: This could entail implementation of programs that support male learners for grades where they (boys) lag in reading proficiency.
3. Infrastructure Improvement: This may encompass prioritization of classroom upgrading initiatives as well as libraries, and toilets to create an improved learning environment.
4. Teacher Capacity Development: Prioritized continuous teacher professional development, especially in ICT and foundational literacy instruction.
5. Targeted Literacy Programs: Key education stakeholders in Tetu Constituency could prioritize implementing interventions that are focused on enhancing literacy and numeracy for learners struggling to read at story level.
6. Strengthen Community and Parental Support: The schools should adopt initiatives aimed at enhancing collaboration with parents and the community to complement school efforts in enhancing learning.
7. Consider Regular Monitoring and Evaluation: This involves establishment of systems for monitoring educational interventions, focusing on underperforming schools to provide targeted support.
8. Promote Stakeholder Collaboration: This recommendation advocates for a call to foster partnerships among schools, local leaders, and the community to mobilize resources for school improvement.
   In summary, the study opines that to enhance learning outcomes in the constituency and beyond, there is need to address teacher capacity gaps, enhance learners' learning environments, and improve parental involvement in children's learning which could entail relevant parental empowerment initiatives. Consequently, the study underscores the need for targeted interventions to address gaps in school infrastructure, teacher staffing, and equitable access to education. These findings will guide future efforts to improve educational outcomes in Tetu Constituency.