Improvement of literacy standards through Re-engineering research, teaching and Evaluation Procedures in Kenya

Abstract

After the introduction of free primary education in Kenya in 2003, many stakeholders have been expressing concern about the falling standards in education. Research has shown that learners are graduating from primary schools without acquiring basic literacy skills. Acquisition of these skills also opens doors for learners to continue with higher education. The quality of primary school teachers has also been found to be below expectation. Much of the teaching is examination-based where learners are drilled to pass examinations. Teachers concentrate on giving norm-referenced type of tests with a cut-off point whose main aim is to compare students' performances unlike criterion¬ referenced testing that assesses individual learner's abilities. Teaching in primary schools should enable learners to acquire knowledge, skills, attitudes and competencies that enable them to be productive members of the society. This paper discusses the importance of quality education in primary schools in Kenya by highlighting some indicators and causes of poor quality education. The paper also advocates use of evaluation procedures that are known 10 improve quality of education at primary school level. Recommendations have been made, based on the discussion. Key words: Literacy. Class, Learning, Evaluation, Achievement, Research