· SUPPORTED BY: HEWLETT AND FLORA FOUNDATION, HIVOS, OPEN SOCIETY INSTITUTE, THE FORD FOUNDATION, THE WORLD BANK AND TWAWEZA EAST AFRICA. For …

Are Our Children Learning?

Annual Learning Assessment Report

Uwezo Kenya2011

SUPPORTED BY: HEWLETT AND FLORA FOUNDATION, HIVOS, OPEN SOCIETY INSTITUTE, THE FORD FOUNDATION,

THE WORLD BANK AND TWAWEZA EAST AFRICA.

For more inquiries contactWomen Educational Researchers of Kenya (WERK)Elgeyo Marakwet Rd, Off Argwings Kodhek RdP.O. Box 10565-00100 NairobiEmail: [email protected] [email protected]

Uwezo is an East African Initiative, with overall quality assurance and management support from Twaweza/Hivos. In Kenya, Uwezo is hosted by the Women Educational Researchers of Kenya (WERK).

We acknowledge the contribution of Sunai Consultants for preparing the first set of tables and graphs, and Georgebensons Ltd for the layout.

The Principal authors of the report are John Mugo, Amos Kaburu, Charity Limboro and Albert Kimutai.

Are Our Children Learning?Annual Learning Assessment Report

Kenya 2011

Maria's QuestionBy James Angoye

I have a few questions to askQuestions that will take no one to task

Because no one seems to careIs my future going anywhere?

Father, mother do you care about my school?Do you know that my teacher misses school?

Do you know that we have a school open-day?Or are you busy at the office and farm today?

Headteacher, do you know that I look up to you?When things go wrong, you should come to the rescue?

Teacher, do I need to pay for tuition to pass?Should I sleep hungry so that I excel in maths?

Poetry Corner

Foreword

What if we were all wrong? - Rakesh Rajani

In today's world it is difficult to find as much agreement as we have on the value of basic education. Virtually everyone agrees that all children should go to school. Parents exert enormous time and resources to find and pay for schooling. Our governments typically set aside the largest share of the national budget to education. Hundreds of thousands of teachers have been employed in each of Kenya, Tanzania and Uganda, constituting about half of the entire civil service in the region. And many others – development agencies, religious organizations, researchers and the media – also dedicate enormous energy to education.

But what if we were all wrong? What if we were to wake up one day and find out that the ways in which we have been promoting education, allocating billions of dollars, organizing our schools systems and measuring success have focused on the wrong things? That the very thing we all cherish and spend so much on is in fact not achieving what it was meant to?

The Uwezo initiative should perhaps serve as that wake-up call.

The Uwezo idea is very simple. We send children to school because we expect them to learn the basic skills and competencies necessary to thrive. So Uwezo – instead of focusing on impressive numbers of classrooms built, teachers recruited, books supplied and so forth – asks the simple question, 'Are Our Children Learning?'

There are many ways of measuring learning; Uwezo focuses on the basic ability to read and count. Through a rigorous consultative process involving government and independent experts, a tool is produced to assess children's actual ability to read (in English and Kiswahili) and to do basic arithmetic at the Class 2 level. Children aged 6-16 years in tens of thousands of households across the three countries are assessed using this tool, in the largest sample survey ever of its kind. And a nationwide picture emerges that tells us whether our children have developed competency in literacy and numeracy that will serve as the foundation for further learning.

What Uwezo has found, now in its second year of business, is truly sobering. Large majorities of children lack the competencies they are expected to have developed. Some begin to catch up over time, but still too many children complete primary schooling unable to read and count at the Class 2 level. Disaggregating further we find that within countries there are huge disparities. Children from some districts do much better than others; children of the better off do much better than the less well off. Where and to whom you are born should not matter in educational opportunity available to you – that is why we have public education systems – but they do. There is no one Kenya, one Tanzania or one Uganda, and certainly not one East Africa.

In short, Uwezo has demonstrated powerfully that schooling is not translating into learning. Billions of dollars are wasted each year. An even greater level of aspirations of parents and students are dashed. As nations we are at risk, the very foundation of our democracies, social development and economic progress jeopardized, unable to grow equitably and creatively, unable to compete, unable to imagine and craft better worlds.

The good news is that what it takes to turn things around is not rocket science. But first we need to shed our obsession with counting schooling inputs and instead focus squarely on learning outcomes – on what children are learning. Second, while lots of things are important, we need to hone in on the few factors that make a big difference in learning, such as motivating teachers and holding them accountable, and creating an environment for children that is engaging and interactive. All these are doable; there is clear evidence of success from within our own countries and others that we can build on.

Whether we will do so depends on us. It depends on what we do after we read this report – in how we interact with our children and grandchildren, colleagues and friends, teachers and the authorities. On how keenly we ask the right questions and seek to find the sharp answers, on how doggedly we will act to make a difference in our own communities and hold our governments to account. It's possible. And it starts with us.

Rakesh Rajani is the Head of Twaweza East Africa, which oversees the Uwezo initiative.

Note to Readers

Welcome, our ReaderYour action will make difference

This year, we walked far and wide, and reached the furthest and most remote villages in all 47 counties in Kenya. We visited 72,106 households (and assessed 134,243 children) with one message – Elimu Bora, Jukumu la Mzazi!, translated, quality education is the parent's responsibility! Through doing simple things at home like narrating stories to children, encouraging them to read, write and count, parents' actions can make immense contribution to the improvement of literacy and numeracy in Kenya.

We also visited 3,574 schools, with another clear message – Elimu Bora, Jukumu la Mwalimu Mkuu, translated, quality education is the headteacher's responsibility! We believe that headteachers sit on a powerful position, where they can make key decisions to improve learning in their schools. Simple actions, like working with parents, encouraging children, and motivating teachers, can make difference in improving the quality of learning in our schools.

In our visits to households, we have heard Maria's Story. This child cries out to all Kenyan citizens, to take action, so that she can learn how to read Kiswahili, read English and do math.

We believe that if every citizen took action, Maria's dream can be a reality.

We congratulate the Volunteers who walked from household to household, and the District Partners who coordinated the Uwezo Process. Their effort has produced this evidence, which we now read in this report.

It is your chance now – READ, TAKE ACTION, MAKE THE DIFFERENCE!

John Mugo (PhD)Country CoordinatorUwezo Kenya

Table of Contents

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FIVE KEY FACTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5TESTS AND TESTING. . . . . . . . . . . . . . . . . . . . . . . . . . . 7COMMUNICATION PICTORIAL . . . . . . . . . . . . . . . . . . . 9FOCUS ON RUIRU . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10NATIONAL REPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . 13COUNTY REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Baringo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Bomet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Bungoma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Busia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Elgeyo Marakwet . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Embu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Garissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Homabay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Isiolo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Kajiado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Kakamega . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Kericho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Kiambu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Kilifi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Kirinyaga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Kisii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Kisumu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Kitui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Kwale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Laikipia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Lamu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Machakos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Makueni . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Mandera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Marsabit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Meru . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Migori . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Mombasa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Murang’a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Nairobi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Nakuru . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Nandi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Narok . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Nyamira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Nyandarua . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Nyeri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Samburu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Siaya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Taita Taveta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Tana River . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Tharaka Nithi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Trans Nzoia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Turkana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Uasin Gishu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Vihiga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Wajir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69West Pokot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

SAMPLING FRAME. . . . . . . . . . . . . . . . . . . . . . . . . . . . 71ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Introduction

The constitution of Kenya, promulgated in August 2010 However it puts an alert on the persistent regional clearly articulates in the Bill of Rights, Article 53:1b that disparities. Minorities and persons with disabilities are 'every child has the right to free and compulsory basic still below the national averages. The main thrust of the education'. The constitution also requires the state to report can however be claimed to lie in addressing Goal take affirmative action so that marginalized groups can 6 of the Dakar Framework:access educational opportunities. The affirmation of

'improving all aspects of quality education and the constitutional right to education brings with it a

ensuring excellence of all so that recognized moral obligation to secure its provision. It is the

learning outcomes are achieved by all especially in responsibility of the state to ensure that not only do

literacy, numeracy and essential life skills'.children enter school, remain in school, but that they also get a meaningful education at the end of it all. Uwezo presents a 'report card' that informs us if we are

on target to meet the commitments.The centrality of formal education for both personal wellbeing as well as wider socio-economic development is well articulated in the variety of policy documents. Sessional Paper No. 1 of 2005 on a policy framework for Uwezo traces its genesis to 2008, when a group of education training and research, the official blueprint in educators from East Africa visited Pratham, an the education sector, commits the government to independent civil society organization in India, which providing 'every Kenyan with basic quality education' has developed an innovative and citizen driven (GoK 2004:7). Kenya Vision 2030, that has an methodology that produces the Annual Status of overarching goal of 'a globally competitive and Education Report (ASER, see www.asercentre.org). The prosperous Kenya' reiterates the essence of quality East Africa team was struck with the potential of the education that is 'invested in the people' as central in its approach to galvanise action from all quarters to effect social pillar. It specifically calls for special provisions for positive change in education. At its core is the insistence Kenyans with disabilities and those in marginalized of evidence, as the springboard for informed positions communities (GoK 2007). on the status of basic education. From an almost total

reliance on quasi measures to inform us if citizens are The commitment to provide formal education is literate, Uwezo now offers evidence from actual perhaps best evidenced by the huge investments put assessments. The core of the Uwezo approach can be into education. While this is good, it almost becomes summed up in three:imperative to establish if the huge investments are

yielding results. Are children accessing their constitutional right to quality basic education? While it is agreed that quality is a compound term, it is important

The Uwezo annual national assessment is conducted in to address it in more achievable indicators. This report an unprecedented scale. This report presents finding on poses one critical question that can help us unpack the Uwezo 2 (2011).concept by asking the question - Are Our Children

Learning? At the very minimum, any child who has attended school ought to be literate and numerate. The evidence contained herein can help us affirm whether the good intentions by governments, parents, funding agencies are bearing fruit.

Kenya is a member of the global community that made a collective commitment in the Dakar Framework for Action (UNESCO 2000) to achieve six goals by 2015. As the clock ticks down in a countdown to 2015, it becomes especially vital to monitor our progress. This report presents evidence that affirms the progress made in access to quality primary education of both boys and girls. It confirms strides in early childhood education.

Why Uwezo?

a. Scale:

KENYA 2011 1

The Scale at a glance 2010 2011

Districts reached (of 158) 70 124 Households reached 40,386 72, 106 Schools reached 2,030 3,574 Children reached (3-16 years) 102,666 171,644 Children assessed (6-16 years) 68,945 134,243

Sara J. Ruto

The Policy Context

2 ANNUAL LEARNING ASSESSMENT REPORT

b. Assessments are conducted in a home environment

About the report

c. Simple tests

The Evidence

teachers are not in school when they ought to be. c. Huge regional variations threaten to erode the

gains we have made. In every aspect, arid districts, irrespective of the province they belong to, lag behind. Children in arid districts have lower skills, are absent from school more often, have fewer teachers, have poorer facilities. If these children are to access their constitutional right to education, they need to be accorded an equal opportunity.

In this report, effort has been made to climb down from an 'academic tower' of writing an argument, to writing what can easily be understood by a majority of the people. The writing style has deliberately been made

Together with the scale, the Uwezo approach offers an simple; colours and maps used for more illustrative opportunity to reach hundreds of families, within their power while percentages have been simplified and households, to showcase their abilities in literacy and presented in single digit numbers that can easily be numeracy. Instant feedback provided allows the start of imagined. Ultimately however, the report seeks to share a conversation on education the evidence on the status of learning and status of the . schools, and we urge you to study the tabulations in

greater detail.Simple tests that assess the ground level skills in literacy This report is particularly unique because of the district and numeracy are given. The simplicity of the tests level statistics. For ease of reading, they have been put allows the inclusion of majority of the people in the in their respective counties. As Kenya moves towards process. new administrative, financial and management systems

as stipulated by the new constitution, it is hoped that the evidence presented herein will inform the decision making processes. We hope to see a shift of emphasis from inputs of learning to supporting processes within the classroom.Another unique feature of this report is that arid districts irrespective of the province they are, have been pulled together and presented as a block. The analysis affirms the unequal participation in these districts. In all indicators, these districts are ranked last and often In 2010 Uwezo Kenya released its first report on the appear as 'red districts'. While addressing the low status of learning in Kenya where data from 70 of the learning levels nationally is important, it is imperative to 158 (census) districts were used. The 2011 report has a give critical attention to these districts, almost all of wider scale and discusses data from 123 of the 158 which are located in Northern Kenya. A divided Kenya districts. A comparison of the key findings reveals that cannot hope to truly develop. Every citizen, irrespective the status quo has almost remained.of their location should be able to enter school, remain

a. Kenyan children continue to exhibit very low basic in school and achieve a meaningful education. Only with skills in literacy and numeracy. an equal opportunity to education can we truly claim Like in 2010, the 2011 evidence confirms that only that every Kenyan citizen has the right to education.28% (or three out of ten) children in Std. 3 can read a Uwezo is committed to open sharing and discussion. We Std. 2 level story. Four out of 100 children in Std. 8 welcome you to analyse the data sets, which can be cannot read a class 2 level story. downloaded on www.uwezo.net. We invite you to

deliberate, and take action to improve the quality of b. Absenteeism is rampant in our schools. education. Together we can focus to ensure that our In 2010, 16 of 100 children failed to attend school. children learn.The 2011 results show a slight improvement with

absenteeism standing at 13%. The current Uwezo Dr. Sara Ruto is the Regional Manager of Uwezo East Africa, based at

report also sheds light on teacher presence in Twaweza.schools. The results show that 13 of every 100

Look at my hair. It is long and black. I like my hair . I wash it on Sunday.

Sara has one brother.

His name is Tom.

Tom is six years old.

He is in class one.

Paragraph

Are Our Children Learning?

FIVE FACTS FROM UWEZO 2011 ASSESSMENT - John Mugo

4 ÷ 2 =

16 ÷ 4 =

6 ÷ 3 =

8 ÷ 2 =

10 ÷ 5 =

21 ÷ 3 =

12 ÷ 4 =

20 ÷ 5 =

3. Many children are not learning, because they cannot see

Ÿ Nationally, 7 out of 10 children in class 3 cannot do class 2 work. Learning levels are poorest in arid districts and in Western Province

Ÿ Learning levels in Western province are 28 percent points lower than in Central Province, and 12 percent points lower than the national average.

2. Our children are not learning because either they are absent from school, or the teacher has not come

Ÿ 3 out of 100 children seated in the classroom today may be having unidentified poor eyesight.

Ÿ The learning levels of these children are 27 percent points lower than that of children without poor eyesight.

Ÿ Children in North Eastern Province are having more visual difficulties than any other province.

1 out of 5 children in class 4 cannot read this

simple class 2 paragraph

9 out of 100 children in class 8 cannot do these

class 2 math.

Ÿ In many districts, more than 4 out of 10 children miss school daily

Ÿ On any single day, 13 out of 100 teachers are not in school.

1. Our children are going to school but they are not learning

Division

KENYA 2011 3

4. Teacher shortage is acute, and this is affecting learning

5. Many parents are concerned about their children's learning, and this is helping

ŸOn average, every Kenyan primary school has a shortage of 4 teachers.

ŸNationally, a teacher is in charge of 52 children, and in charge of 64 children in Western province.

ŸCounties with worst teacher-pupil ratio are also having worst learning levels.

ŸParents are making good effort, and 1 out of 5 teachers in every school is employed by parents.

ŸChildren are learning better, because their parents teach them new words, tell them stories, and encourage them to read and count at home

TABLE 13: TEACHER PUPIL RATIO AND ATTENDANCE (AVERAGE)

Teacher Pupil Ratio based on enrollment 52.0

Teacher Pupil Based on attendance on day of visit

45.0

Average Teacher shortage 3.5

Average Teacher attendance on day of visit (%)

87.0


Testing Tools and Processes

This has been the case for the 2011 testing processes. However, there was remarkable progress in increasing the reliability of the tests used in the 2011 process. We have retained the framework, test development plans in interpreting the framework, consolidating effort in development, wide approach and participation to realizing water tight tools that yielded the data for analysis.

2010 2011ASPECT

Ÿ Retention of the stakeholders with Ministry of Education, KNEC, KIE and practising teachers

Ÿ Holding a one-day brainstorming session involving educationists and test experts to introduce Uwezo

Stakeholder buy-in

Ÿ Adoption of the revised aspects of the Framework

Ÿ Regional test standards adopted from the Zanzibar Community of Practice meeting

Ÿ Developing and adapting the testing framework

Development, adapting and adopting the testing framework

Ÿ Four samples of tests developed in February 2010

Ÿ Developing and selecting four test samples in each subject

Developing and selecting test samples

Ÿ Two simultaneous pre-tests held in six districts

Ÿ Conducting pre-tests in diverse socio-economic environments

Pilots andPre-tests

Ÿ Tests review after every pre-test conducted

Ÿ Reviewing of the testing framework and tests

Reviewing tests

Ÿ District-wide pilot in September 2010

Ÿ Two district pilots in February and May

District-wide Pilot

Ÿ English readability test conducted

Ÿ Doing a second revision of the tests

Test validation Processes

Amos Kaburu“When measuring change, you do not change the measure” (Anonymous)

Ÿ Background paper done in 2009 still in force

Ÿ Preparation of background paper on tests and national assessments

Preparation of BackgroundPapers on Tests and National Assessments

Ÿ Panelists retainedŸ Inclusion of more teachers

Ÿ Selection of 3 test panels in Numeracy, Kiswahili and English

Constitution of Test Panels

KENYA 2011 5

Uwezo 2010

Uwezo 2011

Reached 70 districts, 2029 villages and 40,386 households.

Reached 124 districts, 3,628 villages and 72,106 households.

Sample

102,666 children reached, 68,945 children assessed.

171,644 children reached, 134,243 children assessed.

Reached and assessed children

Random sample of 30 villages in each district.

Random replacement of 10 villages in each of the 2010 villages; 20 old villages retained to form a panel.

Sampling villages

No use of enumeration area maps on urban villages.

Use of Enumeration area maps in districts where more than 20% of villages were classified as urban.

Urban villages

Volunteer did mapping and listing.

Volunteer was given a list of sampled households only.

Household listing and lists

Process recheck conducted in 56 (80%) randomly selected districts. One full district recheck.

Process recheck conducted in 31 (25%) randomly selected districts. One full district recheck.

Process recheck

Selecting Districts, Villages, Households – What Is New?

Bernard Obasi and Albert Kimutai“This time round, the sample really fell on far-off and remote villages” (Nadhifa Abdi, Mandera West District).


Tests and Testing

Testing English and Kiswahili Reading

Table 4. How to assess reading and what criteria to use to categorize children

-

Using the assessment tools (Standard 2 level texts), reading of English and Kiswahili are assessed at four distinct levels of difficulty. Levels: letter (silabi), words (maneno), paragraph (aya) and story (hadithi). Test administrators (Volunteers) always begin at the paragraph (aya) level, and then move up to the story level (hadithi) or down to the words (maneno) depending on the competence of the child. The child is first assessed in English, and then Kiswahili. There are four test samples for variability in households with more than one child to be tested. Both reading for fluency and for comprehension are assessed at the first 3 and last level respectively.

Amos Kaburu

If a child is reading very slowly and stops between words for a long time, if s/he is reading the text like it is one word after another and therefore not reading the text like s/he is reading a sentence, then s/he is not a “para level” child. Then you should take the child one level lower and ask her/him to read words.

Once you have decided that this child is a “para” level child, ask the child to read the story.

START FROM HERE

Ÿ Ask the child to read any paragraph. Listen carefully when the child reads.

Ÿ The child may read slowly.

Ÿ But as long as s/he is reading the text like s/he is reading a sentence rather than a string of words, categorize her/him as a “para level” child.

PARAGRAPH (AYA)

Ÿ Ask the child to read any 5 words from the word list. Let the child choose the words for themselves. If s/he does not choose, then point out the words to her/him.

Ÿ If s/he can correctly read at least 4 out of the 5 words with ease, then ask him/her to try to read the paragraph again.

Ÿ S/he will be marked as a “word level” child if she can correctly read words but is still struggling with the paragraph.

SET OF WORDS (MANENO)

Ÿ Ask the child to read any 5 letters from the letters list. Let the child choose the letters for themselves. If he/she does not choose, then point out letters to him/her.

Ÿ If s/he can correctly recognize at least 4 out of 5 letters with ease, then show her/him the list of words again.

Ÿ S/he will be marked as a “letter level” child if s/he can read 4 out of 5 letters but cannot read words.

Ÿ If the child cannot recognize 4 out of 5 common letters from the letters list, mark her/him at a 'nothing' level child.

LETTERS / SILABI

Ÿ If the child reads the story fluently, with ease and speed, mark her/him as a “story level” child.

Ÿ If the child is unable to read the story fluently and stops a lot, mark the child as a para child

STORY (HADITHI)

STADI YA KUSOMA

Mtoto asome sahihi 4 kati ya yoyote 5 atakayochagua

Baba ataenda nyumbani.

Atavuna mahindi yote.

miti simu

paka kobe

chaki dada

ufa mke

maji mbao

Mimi ninaitwa Nuru.Ninasoma shule ya

msingi ya Bahati. Ninasoma darasa la

pili Mimi huenda shule kuanzia

Jumatatu hadi Ijumaa. Jumamosi na

Jumapili ni siku za kupumzika. Shule

yetu ni ya wasichana na wavulana.

Wanafunzi wote huvaa sare safi kila

siku. Shule yetu ina madarasa manane.

Ina ofisi ya mwalimu mkuu na ofisi ya

karani. Walimu wetu wawili wanaishi

shuleni. Kuna uwanja mmoja wa mpira.

Kuna miti mingi, nyasi na maua. Shule

yangu ina walimu wazuri. Ninaipenda

shule yangu sana.

1.Nuru anasoma darasa gani?

2.Shule ya akina Nuru ina ofisi ngapi?

Mahindi yatakuwa mengi.

Sisi tutabeba mahindi hayo.

Mtoto asome aya yoyote atakayochagua

Mtoto ajibu maswali yote mawili

READING TEST

The child should attempt to read any five. At least four attempts must be correct.

Look at my hair.

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k

Peter and Mary live in Kitui. Kitui is a

hot and sunny place. They always wear

light clothes. They like playing in the

sun. They are happy when it rains. Last

year it rained a lot. They helped their

father plant some trees. Mother

planted maize and beans. There was a

lot of food. Mother took some maize to

the market. She sold it and got a lot of

money. Mother used the money to buy

shoes for us. We were all very happy

Q1. Where does Peter live?

Q2. What did mother sell?

a u

It is long and black.

I like my hair.

I wash it on Sunday.

The child should select and read any of the two paragraphs

The child should attempt the two questions

English and Kiswahili Sample Tests

Story Kusoma maneno

Aya

Hadithi Letters Words

Paragraph

KENYA 2011 7

Testing numeracy

How to Test Numeracy

The Numeracy test has 7 distinct levels of difficulty which are: count and match, Greater than, recognition of numbers 10-99, addition, subtraction, multiplication and division. Testing starts at the subtraction level, and moves downwards to addition (for children who cannot subtract), or upwards to multiplication and division (for children who can subtract).

ŸShow the child the subtraction tasks.Ÿ Point to the minus sign and ask “what do you have to do?” If the child knows what to do, ask her/him to write and solve

the task. He/she can choose. If not, you can point. Watch while s/he solves it.

If the child does not know what to do, DO NOT EXPLAIN TO THEM WHAT TO DO. Take them to the addition sums.

If s/he correctly does two out of three tasks then show him/her the multiplication task

• Point to the addition sign and ask “what do you have to do?” If the child knows what to do, ask him/her to write and solve the task. He/she can choose. If not, you can point.

• Watch while s/he solves it.• If s/he correctly does two out of three sums mark him/her as an addition child. • If the child does not know what to do, DO NOT EXPLAIN TO THEM WHAT TO DO. Take them to the greater

than sums.

Ÿ Show the child the multiplication task.Ÿ Point to the multiplication sign and ask

“what do you have to do?” If s/he does not want to attempt the multiplication task or is unable to do it, then mark the child as a subtraction child

Ÿ If the child knows what to do, ask her/him to write and solve the task He/she can choose. If not, you can point.

Ÿ Watch while s/he solves it.Ÿ If s/he correctly does two out of three

tasks then show him/her the division task.

Ÿ Show the child the division tasks.Ÿ Point to the division sign and ask “what

do you have to do?” Ÿ If s/he does not want to attempt the

division task or is unable to do it, then mark the child as a “multiplication child”.

Ÿ If the child knows what to do, ask her/him to write and solve the tasks. He/she can choose. If not, you can point.

Ÿ Watch while s/he solves it.Ÿ If s/he correctly does two out of three

tasks then mark the child as a “division child”.

Ÿ Show the child the pair of numbers.Ÿ Ask the child to identify from any pair which number is greater. He/she can choose. If not, you can point.Ÿ If s/he can correctly identify the number that is greater than in at least 4 out of 5 pairs, then mark her/him

as a ‘greater than’ child. Ÿ If s/he cannot correctly identify the number that is greater than in 4 out of 5 pairs, then give her/him

number recognition (11-99) task.

Ÿ Show the child the numbers 11-99.Ÿ Ask the child to identify the numbers. He/she can choose. If not, you can point.Ÿ If s/he can correctly identify 4 out of 5 numbers mark her/him as a ‘number recognition 11-99’ child. Ÿ If s/he cannot correctly identify 4 out of 5 numbers, then give her/him the ‘count and match’ task.

Ÿ Show the child the balls and numbers 1-9.Ÿ Ask the child to count any of the balls and match them with the corresponding number.Ÿ If s/he can correctly count and match 4 out of 5 balls mark her/him as a ‘count and match’ child. Ÿ If s/he cannot correctly count and match 4 out of 5 sets of balls, then mark them as a ‘nothing’ child

START FROM HERE

SUBSTRACTION

ADDITION MULTIPLICATION

DIVISION

GREATER THAN

NUMBER RECOGNITION (11-99)

COUNT AND MATCH

The Bonus Test

After testing numeracy, each child was given a bonus test. In 2011, knowledge on the parts of the body was tested. The child was expected to look, identify and name two body parts in a language of their choice. It is important to note that volunteers were expected to adhere to the ethical standards by not touching or pointing to any part of the body as required by the legal provisions. One key feature of the bonus test is that it was given to all the children; whether in school or out of school.

Should attempt both Q1 and Q2. At least one question in each section

must be correct.

1a

1b

2b

2a

Bonus


Communication is an integral part of the Uwezo initiative. The ALA is not an end in itself but a powerful tool for initiating dialogue on the education we want. We believe that every citizen has a role to play in promoting learning. Uwezo therefore seeks to communicate with millions of citizens from diverse backgrounds. Since the last launch on 22nd April 2010, a lot of discussions have been taking place. The pictures below show some of the forums.

Communication of the 2010 ALA Report

Policy makers discussing Uwezo findings

Uwezo/ Kass Fm road show

Government officers in a District Launch

2010 ALA report launch at Gatanga Primary School.

Members of parliament at Uwezo Prize-giving day in Rift Valley

Hon. Peter Kenneth receiving a memorandum from pupils

Uwezo volunteers take parent through findings

Paul Wasanga launching the 2011 Uwezo assessment

A pupil presents views during Gatanga launch

Winning head teacher receives Uwezo Award

Community members interact with Uwezo findings

A parent witnesses 2011 assessment in Lamu

KENYA 2011 9

s per Uwezo's Theory of Change, which emphasizes partnerships, Ruiru AIDS Awareness Group (RAG) has been a partner to Uwezo in Ruiru District, since April A

2009. I have coordinated Uwezo activities since then, and through the last two national assessments. I have witnessed the various changes that have taken place in schools and communities, as a result of our assessment and communication.

Foremost, the partnership between Uwezo Kenya and RAG has created awareness among stakeholders about the importance of focusing on learning outcomes, rather than just schooling. In Ruiru, teachers, parents, learners, opinion leaders and other stakeholders in the education sector are now engaging more

constructively in matters of education, and demonstrating concern about learning of our children.

The evidence of this positive engagement is the improved learning levels, with more children enrolling in both preschool and primary school. Education days have now become a common phenomenon in the district, and most schools are having designated days in which parents, teachers and learners sit together to discuss learning. Many villages have also formed Village Education Committees, joining forces to improve education in their neighborhoods. Subsequently, the district has recorded marked improvement in the Kenya Certificate of Primary Education (KCPE). The district celebrated the best-ever KCPE results in December 2010.

Through training in research, Uwezo Kenya has continued to build the capacity of members of Ruiru AIDS Awareness Group. As the District Coordinator, I have been incorporated into key decision making organs in the district such as the District Development Committee (DDC), the Area Advisory Committee (an organ of the National Council for Children Services), and Boards of Governors of two secondary schools. I am now recognized as a key stakeholder in the education sector, and I receive various invitations to present talks on matters of schooling and learning.

The volunteers in the villages are also at the centre of this transformation. For instance, one of my volunteers, Wilson Kamau, has been nominated as the District Youth Coordinator in Ruiru, and is now leading the Kazi kwa Vijana Initative. He attributes his visibility to involvement in Uwezo Kenya activities. Together, we enjoy the emerging capacities in large-scale research, and are glad to be associated with Uwezo Kenya.

Long live the partnership!

John MbuguaDistrict Coordinator, RUIRU

Is Uwezo Making Impact? Focus On Ruiru District

ANNUAL LEARNING ASSESSMENT REPORT10

NATIONAL REPORT

TABLE1: CHILDREN IN AND OUT OF SCHOOL (%)

Age group Public Private Other Out of School

Total

AGE: 6 -16 ALL 82.6 12.9 0.8 3.7 100

AGE: 6 -16 BOYS 82.7 12.7 0.9 3.8 100

AGE: 6 -16 GIRLS 82.6 13.0 0.8 3.6 100

AGE: 6 -13 ALL 81.2 14.8 0.9 3.1 100

AGE: 6 -13 BOYS 81.1 14.8 0.9 3.2 100

AGE: 6 -13 GIRLS 81.3 14.8 0.8 3.0 100

AGE: 14 -16 ALL 87.3 6.5 0.7 5.5 100

AGE: 14 -16 BOYS 87.7 6.0 0.8 5.6 100

AGE: 14 -16 GIRLS 87.0 7.0 0.7 5.3 100

TABLE 1A: OUT OF SCHOOL CHILDREN PER PROVINCE (%)

Province Boys Girls Average

Central 1.1 0.9 1.0

Nairobi 1.3 1.2 1.3

Nyanza 1.3 1.4 1.3

Western 2.5 1.8 2.1

Eastern 2.8 2.1 2.5

Coast 3.9 3.6 3.8

Rift Valley 4.6 4.5 4.5

North Eastern 13.4 18.3 15.6

Arid Districts 15.1 20.2 17.4

Average 3.8 3.6 3.7

ANALYSIS BASED ON DATA FROM 123 OUT OF 158 DISTRICTS

Schooling Status

CHART 1: Under Age and Over Age Children Classwise(%)

Eight out of ten children aged 6-13 years are attending public primary schools. Four out of a hundred children are out of school nationally. There are slightly more boys out of school than girls with the exception of North Eastern Province. A child in North Eastern Province is 16 times more likely to be out of school than a child in Central and Nairobi Provinces.

Ages of Children in Primary School

One out of two of children in each class is either under-age or over-age. There are more under-age children in lower classes, and more over-age children in upper classes. In class 7, more than half of the children are over-age. This may be due to repetition of classes. For instance, in 2011, 13 out of 100 children in class 2 are aged 6 years, as compared to 9 out of 100 children in 2009.

TABLE 2: CHILDREN IN EACH CLASS BY AGE (%)

6 7 8 9 10 11 12 13 14 15 16 Total

Std 1 39.9 29.0 31.1 100

Std 2 13.2 25.0 27.2 33.6 100

Std 3 12.4 25.5 22.7 39.5 100

Std 4 12.7 17.2 29.5 40.6 100

Std 5 10.1 22.1 20.3 47.5 100

Std 6 11.7 15.3 25.1 48.0 100

Std 7 9.4 16.8 22.5 51.4 100

Std 8 10.7 17.3 28.0 44.9 100

AgeStd

11.9 10.9 11.2 8.7 10.9 8.3 9.7

32.636.3

43.4 44.751.6 51.4 54.0

46.2

14.7 14.1 14.1 11.4 12.3 10.2 11.8

29.6 31.035.5 36.8

43.3 45.0 49.342.2

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Std I Std II Std III Std IV Std V Std VI Std VII Std VIII

Under Age Male

Over Age Male

Under Age Female

Over Age Female


CHART 2: Children ( 3-5 years) in Pre-school (%)

Enrollment


A half of the children aged 3-5 years are attending preschool. One out of three children aged 4 years do not attend preschool. One out of five children aged 5 years are already in primary school, despite the government’s policy that children should enter class one at the age of 6 years .

Despite the government’s ban, paid extra tuition still persists in our primary schools. In class one, 2 out of 10 children in public schools and 6 out of 10 in private schools are subjected to paid extra tuition.

The higher the class, the more likely it is that a child will

receive paid extra tuition.

Fifteen out of 100 fathers have never attended school. Families whose fathers have never been to school have higher numbers of children not attending school. Similarly, the higher the level of education of fathers, the higher the learning abilities of children, and the more likely it is that their children attend extra tuition.

Extra Tuition and Fathers’ Education Levels

TABLE 3: CHILDREN 3-6 YEARS ATTENDING PRE-SCHOOL AND PRIMARY SCHOOL (%)

Pre-School

In Primary School Not going to Pre-school

/Out of school Total

Public Private Other

AGE: 3 ALL 44.0 56.0 100

AGE: 4 ALL 71.0 29.0 100

AGE: 5 ALL 66.2 13.4 4.6 0.4 15.3 100

AGE: 6 ALL 25.7 49.6 15.9 0.9 7.9 100

AGE: 6+ ALL 2.5 81.0 11.6 1.1 3.7 100

TABLE 3A: PRESCHOOL ATTENDANCE (%)

Province name Children (3-5 years) Going to Pre School

Nairobi 80.26

Central 75.65

Nyanza 72.25

Coast 68.24

RiftValley 67.36

Eastern 60.08

Western 57.56

North Eastern 25.94

Arid Districts 34.2

Average 65.63

TABLE 5: FATHER'S FORMAL EDUCATION LEVELS (%)

Father’s Schooling Levels

Father (%)Girls

(6-13) Out of School

Boys (6-13) Out of SchooL

English Class 3

who Can Read Story

Kiswahili - Class 3

who Can Read Story

Math- Class 3

who Can Do

Division

Children Class 4-8

Taking Tution

Never been to school

15.1 14.8 13.2 19.8 24.7 21.0 32.2

Class 7/8 47.8 1.1 1.4 22.7 28.6 29.1 58.1

Secondary 34.1 0.5 0.5 36.6 42.7 38.2 67.1

Post Secondary 3.1 0.6 0.4 52.9 59.5 48.4 73.5

TABLE 4: CHILDREN WHO RECEIVE EXTRA TUTION (%)

Class 1 2 3 4 5 6 7 8

All 28.7 31.7 35.0 42.3 47.9 59.9 70.2 74.7

Public School 21.5 24.9 28.7 37.7 43.8 57.2 68.5 73.3

Private School 61.4 66.4 70.4 76.3 80.5 83.9 86.2 87.5

50.8

50.4

49.2

49.6

48

49

50

51

In Pre-School Not in Pre-School

% C

hild

ren

Boys Girls

KENYA 2011 13

TABLE 6A: CHILDREN IN CLASS 3 WHO CAN READ A PARAGRAPH (%)

Province Boys Girls AVERAGE

Nairobi 88.9 88.0 88.4

Central 70.9 73.5 72.2

Coast 66.2 66.1 66.1

Rift Valley 55.4 58.6 56.9

Eastern 50.5 57.2 53.8

Nyanza 47.4 57.3 52.1


Western 41.5 44.8 42.9

Arid 26.0 24.0 25.1

AVERAGE 55.2 59.1 57.0

3.8

3.9

3.8

3.7

3.8

3.9

BOYS GIRLS TOTAL

% Children

CHART 3: Children in class 8 who cannot read class 2 story (%)

ANALYSIS BASED ON DATA FROM 123 DISTRICTS OUT OF 158 DISTRICTS

Reading Level: Kiswahili

Only 3 out of 10 children in Class 3 can read a Class 2 hadithi (story). There are 4 out of 100 children in Class 8 who cannot read a Class 2 level hadithi (story). In Western Province, there are only 4 out of 10 children in class 3 who can read a class 2 aya compared to 9 out of 10 and 7 out of 10 in Nairobi and Central provinces respectively. Visual difficulties are affecting reading. Only 1 out of 3 children with visual difficulties can read a hadithi, as opposed to more than half of the children without visual difficulties.

Sample Tests

Kiswahili Comprehension

Most of the children who can read a hadithi can also comprehend it. However, 1 out of 10 children in classes 4 and 5 cannot comprehend a class 2 level story even when they can read it. Girls have marginally higher comprehension levels than boys.

Leo kuna baridi sana.

Watoto wamevaa sweta.

Wote wamekaa ndani.

Mama amesema hivyo.





Mimi ninaitwa Nuru. Ninasoma shule ya

msingi ya Bahati. Ninasoma darasa la pili.

Mimi huenda shule kuanzia Jumatatu hadi

Ijumaa. Jumamosi na Jumapili ni siku za

kupumzika. Shule yetu ni ya wasichana na

wavulana. Wanafunzi wote huvaa sare safi

kila siku.

Shule yetu ina madarasa manane. Ina ofisi

ya mwalimu mkuu na ofisi ya karani. Walimu

wetu wawili wanaishi shuleni. Kuna uwanja

mmoja wa mpira. Kuna miti mingi, nyasi na

maua. Shule yangu ina walimu wazuri.

Ninaipenda shule yangu sana.


2.Shule ya akina Nuru ina ofisi ngapi?

Aya ya kwanza

Aya ya pili

Hadithi

Mtoto asome aya yoyote atakayo chagua Mtoto ajibu maswali yote mawili

STADI YA KUSOMA

Silabi Kusoma maneno

ze ha

ki wa

fo pe

su vo

bi ju

miti simu

paka kobe

chaki dada

ufa mke

maji mbao

Mtoto asome sahihi 4 kati ya zozote 5 atakazochagua

STADI YA KUSOMA

TABLE 7:CHILDREN WHO CAN READ AND COMPREHEND A HADITHI (KISWAHILI STORY)

One Question Both Questions

Boys Girls Total Boys Girls Total

CLASS 1-3 90.0 90.8 90.4 82.1 82.4 82.2

CLASS 4-5 95.9 96.6 96.3 90.9 91.9 91.4

CLASS 6-8 98.9 99.1 99.0 96.8 96.8 96.8

Without Visual Difficulties

5.6 11.5 14.4 13.3 55.2 100

With Visual Difficulties

15.9 20.4 20.3 14.3 29.1 100

TABLE 6: CLASS-WISE CHILDREN WHO CAN READ (%)

Hajui Silabi Maneno Aya Hadithi Total

1 22.4 38.4 26.2 7.2 5.9 100

2 9.8 25.0 32.5 17.6 15.1 100

3 5.0 12.5 25.3 24.0 33.2 100

4 2.4 4.6 11.8 23.3 57.9 100

5 1.4 2.5 5.3 14.5 76.4 100

6 0.8 1.2 2.4 7.8 87.8 100

7 0.7 0.8 1.3 3.4 93.8 100

8 0.5 0.5 0.8 2.1 96.2 100

AVERAGE 5.9 11.8 14.5 13.4 54.5 100

ClassLevel



Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North Samburu

North

Samburu Central Samburu East

Marsabit

Isiolo

Wajir WestWajir East

Wajir SouthGarbatulla

Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central

West Pokotpokot Central

MarakwetEast Pokot

Mwala

Yatta

Mbeere

Meru SouthNyeri North

Nyeri South

Muranga North

Muranga South

Thika EastThika West

Kangundo

Machakos

Nairobi WestNairobiKikuyu

LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth

KoibatekNakuru North

Kipkelion

Kericho

Buret

Bomet

Trans Mara

Masaba

BorabuSotik

Nyamira

Nyando

Nandi SouthTi ndetret

Nandi East

NandiCentral

Wareng

Laikipia WestBaringo CentralKeiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma SouthBungoma East

Bungoma WestLugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia WestTrans Nzoia

East

EldoretWest

Narok South

Kajiado North

Kajiado CentralNzaui

Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

Kaloleni

MombasaKilidiniKwale

Kilifi

Malindi

Mandera West Mandera

East

Mandera Central

Wajir North

Moyale

Lagdera


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central

West Pokot pokot Central

MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South

Thika East

Thika West Kangundo

Machakos

Nairobi WestNairobi

Kikuyu

Limuru KiambuRuiru

GatunduLari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng

Laikipia West

Baringo Central

Baringo northl

Keiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma South

Bungoma EastBungoma West

Bungoma north

LugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia West

Trans Nzoia East

EldoretWest

Narok South

Kajiado NorthMbooni

Lake

Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North Samburu

North


Marsabit

Isiolo



Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

BometGucha

Masaba

MigoriRongo

Gucha South

Homa Bay

SubaKisii south

BorabuSotik

Nyamira

Nyando

SamiaButere

Kakamega south


Nandi East

NandiCentral

Wareng


EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias



Teso South

Mt Elgon

Kwanza


East

EldoretWest

Narok South

Kajiado North


Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

Kaloleni

Mombasa

KilidiniKwaleMsambweni

Kilifi

Malindi


East

Mandera Central

Wajir North

Moyale

Lagdera


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South

Thika East

Thika West Kangundo

Machakos

Nairobi WestNairobi

Kikuyu

Limuru KiambuRuiru

GatunduLari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng

Laikipia West

Baringo Central

Baringo northl

Keiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma South


Bungoma north

LugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia West

Trans Nzoia East

EldoretWest

Narok South

Kajiado NorthMbooni

Lake

Lake

Rarieda

KisumuWest

Rachuonyo

Kisumu EastBondo

SiayaBunyala Vihiga

Kiswahili 2011

Kiswahili 2010

Msambweni

Gucha

MigoriRongo

Gucha South

Homa Bay

Suba

Lake

Rarieda

KisumuWest

Kisii south

Rachuonyo

Kisumu EastBondo

Siaya

BunyalaSamia

Butere

Kakamega south

Vihiga

Narok South

Over 7060-6950-5940-4939 and BelowNot Surveyed

Key

Trans Mara

Based on class 3 children who can

read class 2-level aya

(paragraph)(%)

Learn

ing Leve

ls2

01

0-2

01

1

TABLE 8A: CLASS CHILDREN WHO CAN READ PARAGRAPH3

Province Boys Girls All

Nairobi 85.4 88.6 87.3

Central 70.8 74.7 72.7

Coast 59.4 57.8 58.7

RiftValley 49.6 52.9 51.2

Eastern 46.0 54.1 49.9

Nyanza 44.4 55.2 49.6


Western 35.9 38.9 37.2


AVERAGE 50.9 55.5 53.1

TABLE 9: CHILDREN WHO CAN READ AND COMPREHEND A STORY


Boys Girls All Boys Girls All

Class 1-3 88.8 89.7 89.3 82.0 82.0 82.0

Class 4-5 94.8 95.0 94.9 89.4 89.6 89.5

Class 6-8 98.3 98.5 98.4 95.9 96.1 96.0

4.3

4.1

4.2

3.9

4.0

4.1

4.2

4.3

4.4

Boys Girls All

% Children

CHART 4: Children in class 8 who cannot read a class 2 story (% )

Without visual difficulties 3.3 14.8 15.4 14.8 51.8 100

With visual difficulties 11.7 26.8 20.9 12.9 27.7 100


Reading Level : English

Only 3 out 10 children in class 3 can read a class 2 story, while slightly more than half of them can read a paragraph. Four out 100 children in class 8 cannot read a class 2 story. More than half of class 3 children in Western, North Eastern, Nyanza and Eastern provinces cannot read a class 2 paragraph. A class 3 child in Central province has twice as much chances of reading a class 2 paragraph than a child in Western province. Visual difficulties are affecting reading. Only 1 out of 3 children with visual difficulties can read a story, as opposed to more than half of children without visual difficulties.

Most children who can read a story in English can also comprehend it. However, one out of ten children in class 4 and 5 cannot comprehend a class 2 story, even when they can read it. Gender differences are not significant.

Sample Tests

English Comprehension

READING TEST

The child should attempt to read any five.At least four attempts must be correct.

Letters

a u

m

g c

f j

b x

l

Words

ree eg

bean sand

cup ra

egg home

sheep mi k

Peter and Mary live in Kitui. Kitui is a hot

and sunny place. They always wear light

clothes. They like playing in the sun. They

are happy when it rains. Last year it

rained a lot. They helped their father

plant some trees.

Mother planted maize and beans. There

was a lot of food. Mother took some

maize to the market. She sold it and got

a lot of money. Mother used the money to

buy shoes for us. We were all very happy.



Sara has one brother.

His name is Tom.

Tom is six years old.

He is in class one.

Paragraph 1 Story

Look at my hair.


I like my hair.


The child should select and read any of the two paragraphs


Paragraph 2

READING TEST

TABLE 8: CLASS-WISE CHILDREN WHO CAN READ ENGLISH (%)

Nothing Letter Word Paragraph Story Total

1 14.4 49.9 24.7 6.2 4.8 100

2 5.2 31.7 34.1 16.6 12.3 100

3 2.8 15.7 28.5 25.6 27.5 100

4 1.3 5.8 14.1 27.6 51.1 100

5 0.8 3.1 6.2 18.1 71.7 100

6 0.5 1.2 2.7 10.3 85.4 100

7 0.5 0.9 1.3 4.3 93.0 100

8 0.3 0.6 0.8 2.4 95.8 100

AVERAGE 3.5 15.1 15.5 14.8 51.1 100

ClassLevel


Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North Samburu

North


Marsabit

Isiolo



Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

BorabuSotik

Nyamira

Nyando


Nandi East

NandiCentral

Wareng


EldoretEast

NandiNorthKakamega

Central

Busia



Teso South

Mt Elgon

Kwanza


East

EldoretWest

Narok South

Kajiado North


Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

Kaloleni


Msambweni

Kilifi

Malindi


East

Mandera Central

Wajir North

Moyale


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South

Thika East

Thika West Kangundo

Machakos

Nairobi WestNairobi

Kikuyu

Limuru KiambuRuiru

GatunduGithunguri

LariGatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng

Laikipia West

Baringo Central

Baringo northl

Keiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma South


Bungoma north

LugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia West

Trans Nzoia East

EldoretWest

Narok South

Kajiado NorthMbooni

Lake

Lagdera

Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North Samburu

North


Marsabit

Isiolo



Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu East

Kakamega south


Nandi East

NandiCentral

Wareng


EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias



Teso South

Mt Elgon

Kwanza


East

EldoretWest

Narok South

Kajiado North


Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

KaloleniMombasaKilidiniKwale

Msambweni

Kilifi

Malindi


East

Mandera Central

Wajir North

Moyale

Lagdera


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South

Thika East

Thika West Kangundo

Machakos

Nairobi WestNairobi

Kikuyu

Limuru KiambuRuiru

GatunduLari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng

Laikipia West

Baringo Central

Baringo northl

Keiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma South


Bungoma north

LugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia West

Trans Nzoia East

EldoretWest

Narok South

Kajiado NorthMbooni

Lake

English 2011

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

SubaLake

Rarieda

KisumuWest

Kisii south

Rachuonyo

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

Vihiga

KakamegaEast

Mumias

Homa Bay

Suba

Lake

Rarieda

KisumuWest

Bondo

SiayaBunyala

SamiaButere

Vihiga

Narok South


Key

Trans Mara

Based on class 3 children who can read class 2-level paragraph(%).

Learn

ing Leve

ls2

01

0-2

01

1

English 2010

TABLE 10a: CLASS 3 CHILDREN WHO CAN DO CLASS 2 SUBTRACTION

Province Boys Girls All

Nairobi 82.9 78.0 80.0

Central 75.1 77.3 76.3

Nyanza 65.1 70.3 67.6

Coast 63.9 67.5 65.5

RiftValley 61.7 65.1 63.3

Eastern 62.3 63.5 62.8

Western 57.3 59.6 58.5



AVERAGE 63.3 66.2 64.7

8.7

8.9

8.8

8.6

8.7

8.8

8.9

Boys Girls All

% Children

TABLE 11: CHILDREN WHO CAN DO BONUS TEST


Boys Girls All Boys Girls All

CLASS 1-3 82.2 82.6 82.4 73.7 73.9 73.8

CLASS 4-5 94.3 95.0 94.7 88.6 89.1 89.9

CLASS 6-8 98.5 98.5 98.5 95.3 95.4 95.4


Numeracy Levels

CHART 5 : Children in class 8 who cannot do class 2 division (%)

Only 3 out of 10 children in class 3 can do class 2 division, while nearly 1 ouf 10 children in class 8 cannot do class 2 division. Boys in class 8 have marginally higher numeracy levels than girls.

One out of four children in classes 1-3 cannot name their body parts in any language.

Sample Tests

Bonus Test

Should attempt both Q1 and Q2. At least one question in each section

must be correct.

1a

1b

2b

2a

Bonus

NUMERACY ASSESSMENT

Should attempt any 3. At least 2 must be correct.


2815-

3616-

3311-

6010-

8751-

7935-

4513-

5441-

Multiplication


5 x 2 =

2 x 3 =

3 x 4 =

3 x 5 =

2 x 4 =

3 x 2 =

4 x 5 =

4 x 3 =

4 ÷ 2 =

16 ÷ 4 =

10 ÷ 5 =

21 ÷ 3 =

6 ÷ 3 =

8 ÷ 2 =

12 ÷ 4 =

20 ÷ 5 =

Subtraction Division


2136+

5231+

1534+

2762+

8412+

1960+

3311+

7020+

Addittions

Should read any five.At least four must be correct

Number recognition 10-99

19 67 45 24

33 51 70 82


Which is greater?

13 and 24 52 and 45

68 and 37 78 and 93

16 and 32 41 and 29

85 and 21 18 and 57

Count and match with the correct symbol. Should count any 5. At least 4 must be correct.

6 3 9 2 7 5 8 4

Count and Match

NUMERACY ASSESSMENT

TABLE 10: CHILDREN WHO CAN DO NUMERACY (CLASS-WISE % )

NothingCount and

Match

Number Recognition

(11-99)

Greater “than”

Addition Subtraction Multiplication Division Total

1 9.8 35.4 18.4 8.5 13.3 8.4 2.4 3.7 100

2 3.3 14.3 12.1 8.9 20.8 19.2 9.4 12.1 100

3 1.7 5.9 5.7 4.7 17.4 19.2 14.4 31.1 100

4 0.6 1.9 1.8 2.1 10.5 12.8 17.9 52.5 100

5 0.5 1.0 0.8 1.2 5.6 8.1 14.9 68.0 100

6 0.3 0.5 0.4 0.8 3.1 4.4 10.9 79.5 100

7 0.4 0.4 0.2 0.8 1.9 2.7 6.7 87.0 100

8 0.2 0.4 0.2 0.7 1.2 1.6 4.7 91.0 100

AVERAGE 2.3 8.1 5.4 3.8 10.0 10.3 10.5 49.7 100

Without visual difficulties 2.1 7.9 5.3 3.7 9.9 10.2 10.5 50.5 100

With visual difficulties

11.0 17.2 9.6 4.4 13.5 11.9 8.9 23.8 100

Class

Level


Based on class 3 children who

can do class 2-level

subtraction(%).

Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North Samburu

North


Marsabit

Isiolo



Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Bomet

Ti ndetret

Nandi East

Wareng


EldoretEast

Bungoma West

Mt Elgon

Kwanza


East

EldoretWest

Narok South

Kajiado North


Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

Kaloleni


Msambweni

Kilifi

Malindi


East

Mandera Central

Wajir North

Moyale

Lagdera


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambu Ruiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Bomet

Ti ndetret

Nandi East

Wareng


EldoretEast

Bungoma West

Mt Elgon

Kwanza


East

EldoretWest

Narok South

Kajiado North

Mbooni

Kericho

Buret

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Lake

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

NandiCentral

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias


LugariTeso North

Teso South

Kericho

Buret

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

SubaLake

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

NandiCentral

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias


LugariTeso North

Teso South

Numeracy 2011

Numeracy2010

Turkana North

Turkana Central

Turkana South

LakeChalbi

Laisamis

Pokot North

Samburu North


Marsabit

Isiolo



Fafi

Tana River

Ijara

LamuTana Delta

Mutomo

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


Marakwet

East Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South


Kangundo

Machakos


LimuruKiambuRuiru

Gatundu

Githunguri

Lari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu East

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng


EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias



Teso South

Mt Elgon

Kwanza


East

EldoretWest

Kajiado North


Mbooni

Makueni

KibweziLoitoktok

TaitaTaveta

Kinango

Kaloleni


Msambweni

Kilifi

Malindi


East

Mandera Central

Wajir North

Moyale

Lagdera


Isiolo

Garbatulla

Kitui

Mwingi

Kyusc

TharakaimentiSouth

Imenti Central


MarakwetEast Pokot

Mwala

Yatta

Mbeere


Nyeri South

Muranga North

Muranga South

Thika East

Thika West Kangundo

Machakos

Nairobi WestNairobi

Kikuyu

Limuru KiambuRuiru

GatunduLari

Gatanga

Westlands

KirinyagaEmbu

Narok North

Naivasha

Molo

Nakuru

NayndaruaNorth

NayndaruaSouth


Kipkelion

Kericho

Buret

Bomet

Trans Mara

Gucha

Masaba

MigoriRongo

Gucha South

Homa Bay

Suba

Rarieda

KisumuWest

Kisii southBorabu

Sotik

Nyamira

Rachuonyo

Nyando

Kisumu EastBondo

SiayaBunyala

SamiaButere

Kakamega south

VihigaNandi South

Ti ndetret

Nandi East

NandiCentral

Wareng

Laikipia West

Baringo Central

Baringo northl

Keiyo

EldoretEast

NandiNorth

KakamegaEast

KakamegaCentral

BusiaMumias

Bungoma South


Bungoma north

LugariTeso North

Teso South

Mt Elgon

Kwanza

Trans Nzoia West

Trans Nzoia East

EldoretWest

Narok South

Kajiado NorthMbooni

LakeHoma Bay

Suba

Lake

Rarieda

KisumuWest

Bondo

SiayaBunyala

Mombasa

Narok South


Key

Trans Mara

Learn

ing Leve

ls2

01

0-2

01

1

TABLE 13: TEACHER PUPIL RATIO AND ATTENDANCE (AVERAGE)

Teacher Pupil Ratio based on enrollment 52.0

Teacher Pupil Based on attendance on day of visit

45.0

Average Teacher shortage 3.5

Average Teacher attendance on day of visit (%)

87.0

School Enrolment and Attendance

TABLE 12 : CHILDREN ENROLMENT AND ATTENDANCE

Class 1 2 3 4 5 6 7 8 Special Units

Total

ALL Average number of children per class

64.1 62.6 60.9 62.1 58.6 57.3 58.3 40.4 2.3 466.3

% of enroled children attending

83.5 84.3 85.5 86.3 86.8 87.8 89.2 90.7 68.0 86.5

BOYS Average number per class

33.7 32.9 31.9 32.6 30.7 30.4 31.2 22.9 4.8 241.3


85.0 84.6 86.7 87.4 87.6 87.7 89.5 91.0 78.5 85.8

GIRLS Average number per class

30.8 30.0 29.8 30.7 29.8 29.4 30.6 20.7 4.4 226.4


84.6 85.6 86.6 87.3 87.9 89.6 90.8 92.3 63.8 86.7

0.000.501.001.502.002.503.003.504.004.505.00

TSCTeachers

PTA Teachers

TSC Teachers

PTA Teachers

Male Teachers Female Teachers

TABLE 14: TEACHER PUPIL RATIO AND SHORTAGE PROVINCE WISE

Province Teacher Pupil Ratio

Teacher Shortage (Average)

Western 63.7 5.0

Nairobi 56.1 4.7

Coast 54.4 3.8

Nyanza 61.5 3.6

North Eastern 64.9 3.5

Rift Valley 52.7 3.5

Eastern 43.3 2.9

Central 39.6 2.4

National Average

52.0 3.5

The general enrolment decreases progressively from class 1 to class 7, then drops drastically in class 8. This can be attributed to repetition. On any given day13 out of 100 children are absent from school. School attendance is higher in upper classes and lowest in special units.

On average there is a shortage of 4 teachers per every public primary school. The shortage is highest in Western and lowest in Central province. On average, 1 out of 5 teachers is employed by parents. On any given day, 13 out of 100 teachers are not in school. In North Eastern Province, a teacher handles 25 children more than a teacher in Central province.

Teachers and Teaching

CHART 6: TSC and PTA Teachers


Learning Environment

School Grants and Facilities

TABLE 16 : CHILDREN SHARING ONE TEXT BOOK (YEAR)

2009 2010 2011

Kiswahili 2.8 2.8 2.7

English 2.8 2.7 2.7

Math 2.8 2.7 2.7

88.9

57.3

41.236.2

27.1 24.3

0

10

20

30

40

50

60

70

80

90

100

Usable toilets

Clean drinking

water

School feeding

Fire extinguisher

Issuing sanitary towels

First aid kit

Chart 7: School Facilities (%)

TABLE 17: SCHOOL GRANTS

School Grants (%)

Schools that had received 2011 grants 91.7

Schools that had displayed grants on notice boards

65.1

Whereas there is no child in Nairobi seated on the floor, there are 43 out of 100 children seated on the floor in classrooms in North Eastern Province. Half of class 2 teachers in Nyanza are not following the time table, as opposed to 1 out of 4 nationally. One out of four class 2 learners have no supplementary learning materials. There are 3 children sharing 1 text book in class 2.

Only 8 out of 100 schools had not received the school grant of January by February 2011, while more than 3 out of 10 schools had not displayed grants received on notice boards. One out of ten schools have no usable toilet, 4 out of 10 schools have no drinking water, less than 3 out of 10 school are issuing sanitary towels and only 1 out of 4 schools have a stocked first aid kits.

TABLE 15: CHILDREN ATTENDANCE AND CLASSROOM ENVIRONMENT (%)

Children Attending (%)

Children seated on floor (%)

Classes with time table

being followed

Supplementary materials (%)

Central 92.6 1.1 87.1 95.2

Coast 86.0 36.8 76.5 79.4

Eastern 88.2 7.9 83.7 86.1

Nairobi 85.5 0.0 73.3 73.3

North Eastern 85.8 42.6 73.4 82.3

Nyanza 83.0 12.1 50.6 54.2

Rift Valley 86.5 13.5 74.9 74.8

Western 84.0 26.1 67.2 58.6

National Average 86.5 16.0 73.7 75.1

Province

Attendance

KENYA 2011 21

NOTE: Data based on observation in std 2 classrooms

COUNTY REPORTS

FACTS ABOUT LEARNING

IN BARINGO

3

Baringo County

District

Children 3-5 years in

pre-school(%)

Children out of school

(%)

Pupils in private school

(%)

Pupils in class 3 who

can read hadithi (%)

Class 3 who can read

story(%)

Class 3 who can do division

(%)

Children 6-16 years receiving

extra tuition(%)

Learner Attendance on day of

visit(%)

Teacher Attendance on day of

visit(%)

BARINGO CENTRAL

65.61 0.82 8.71 28.16 21.43 25.00 25.07 58.30 60.73

BARINGO NORTH

70.59 1.47 5.68 35.34 29.06 30.51 17.43 60.47 86.32

KOIBATEK 76.19 0.87 4.45 40.15 28.68 33.08 36.33 58.97 82.84

COUNTY AVERAGE

70.80 1.05 6.28 34.55 26.39 29.53 26.48 58.75 76.63

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Daily absenteeism is high. More than 4 out of 10 learners are missing school daily.

2. Learning levels are low. Only 3 out of 10 class 3 children can do class 2 work.

3. Teacher absenteeism is high. On any school day, one out of four teachers is not in school.

Only one out of 100 children in Baringo County is out of school as compared to 4 out of 100 children nationally. Four out of ten children and one out of four teachers are not in school on any given day. The learning levels are below the national average in Literacy and Numeracy. Learning levels are lowest in Baringo Central and highest in Koibatek.

Sample Tests


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao

Mimi ninaitwa Nuru.Ninasoma

shule ya msingi ya Bahati.

Ninasoma darasa la pili Mimi

huenda shule kuanzia Jumatatu

hadi Ijumaa. Jumamosi na Jumapili

ni siku za kupumzika. Shule yetu ni

ya wasichana na wavulana.

Wanafunzi wote huvaa sare safi

kila siku. Shule yetu ina madarasa

manane. Ina ofisi ya mwalimu mkuu

na ofisi ya karani. Walimu wetu

wawili wanaishi shuleni. Kuna

uwanja mmoja wa mpira. Kuna miti

mingi, nyasi na maua. Shule yangu

ina walimu wazuri. Ninaipenda

shule yangu sana.


2.Shule ya akina Nuru ina ofisi

ngapi?


Look at my hair.


I like my hair.


The child should read the paragraph

questions

The child should attempt the two

READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k

Peter and Mary live in Kitui.

Kitui is a hot and sunny place.

They always wear light

clothes. They like playing in

the sun. They are happy when

it rains. Last year it rained a

lot. They helped their father

plant some trees. Mother

planted maize and beans.

There was a lot of food.

Mother took some maize to

the market. She sold it and

got a lot of money. Mother

used the money to buy shoes

for us. We were all very happy



Wordsa u

Letters

Paragraph

Kusoma maneno Hadithi

Aya

Story Count and Match

Mtoto asome aya




IN BOMET

3

Bomet County

Sample Tests

District

Children 3-5 years in pre-school

(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BOMET 54.25 1.31 7.75 17.02 13.38 26.62 60.82 60.83 84.76

SOTIK 48.98 1.07 14.73 27.92 23.42 22.78 63.61 55.58 87.98

COUNTY AVERAGE

51.62 1.19 11.24 22.47 18.40 24.70 62.56 59.84 86.37

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Half of the children aged 3-5 years are not attending preschool.

2. Learning levels are very low. Eight out of 10 class 3 children in Bomet cannot read a class 2 story .

3. There are many children receiving paid extra tuition

Mtoto asome aya Mtoto ajibu maswali yote mawili


sima goli

kucha baba

embe jino

koti mto

uma vazi

Wekesa na Nafula ni wanafunzi. Siku

moja mwalimu wao alipanga safari.

Ilikuwa safari ya kwenda Mombasa.

Waliamka mapema siku ya kusafiri.

Hawakunywa chai. Walikwenda shuleni

moja kwa moja. Walikuta wanafunzi

wengine wakiwa na furaha. Mwalimu

aliwaita wapande basi. Wanafunzi

wote walikimbilia basi. Wakielekea

Mombasa, waliona wanyama wengi.

Walifika Mombasa mchana. Ilikuwa

safari ndefu. Huko Mombasa, waliona

minazi, bahari, meli na feri. Mwalimu

aliwaongoza kupanda feri. Feri ilikuwa

imebeba watu na magari. Wanafunzi

walishangaa sana. Kweli Mombasa ni

mji wa kupendeza.

1. Wekesa na Nafula walitembelea mji

upi?

2. Ni kitu gani ambacho kiliwashangaza

wanafunzi?

Mimi ni raia wa Kenya.

Ninapenda bendera yetu.

Bendera ina rangi nne.

Watu wote huisifu..

STADI YA KUSOMA




Monday will be Jamhuri day. It is a

great day in Kenya. There will be a

party in our school. Many people will

come. We will sing and dance. The

boys will raise the flag. Our flag

has four colours. It teaches us

many things. Black shows the colour

of the people. Red is for our blood.

Green is for our land. White is the

best colour. It means love and

peace for all. I like our flag.

Q1. Who will raise the flag?

Q2. Why is white the best colour?My home is in Meru.

Meru is a big town.

Many people live there.

We go to pray on Friday..

ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Nearly half of the children aged 3-5 years in Bomet County are not attending preschool. Four out of five children in class 3 can neither read a class 2 level hadithi or a story while only one out of four children in class 3 can do class 2 division. Six out of ten children are receiving extra tuition. Only 6 out of 10 children are attending school on any given day. Fourteen out of 100 teachers are absent from school daily.

KENYA 2011 25


IN BUNGOMA

3

Bungoma County

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BUNGOMA EAST

48.63 2.23 13.32 23.85 21.97 32.56 52.48 56.60 99.55

BUNGOMA NORTH

57.79 1.12 13.71 22.67 15.23 21.85 44.66 51.87 88.13

BUNGOMA SOUTH

47.31 2.70 8.55 16.90 12.68 22.14 50.12 52.61 84.89

MT ELGON 43.56 1.83 12.58 25.40 17.74 29.84 35.20 49.73 78.42

COUNTY AVERAGE

49.32 1.97 12.04 22.21 16.91 26.60 45.61 53.52 87.75

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. More than half of the children aged 3-5 years are not in preschool.

2. Learning levels are very low. Only 1 out of 5 class 3 children can do class 2 work.

3. Learner absenteeism is high with only half of them attending school on any given day.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua

Tabia nzuri ni muhimu kwa watu wote.

Kila mtoto anapaswa kuwa na heshima.

Huongea kwa upole. Mtoto mzuri

husamehe wenzake wanapomkosea.

Yeye hupiga ripoti kwa mwalimu

akikosewa. Mtoto mzuri hutii wazazi

wake. Yeye hufanya kazi kwa bidii.

Mtoto mzuri anapoitwa huitika mara

moja. Yeye huenda haraka

anapotumwa. Mtoto wa tabia nzuri

haongei na chakula mdomoni. Mtoto wa

heshima ni baraka kwa wazazi wake.

Pia, mtoto huyo huleta furaha kwa

wazazi wake. Walimu na wazazi kwa

jumla humpenda. Hata watoto wenzake

humpenda. Hakika, kila mtoto

anapaswa kuwa na adabu.

1. Mtoto mzuri ni baraka kwa nani?

2. Mtoto mwenye adabu anapendwa na

akina nani?

Leo ni siku ya soko.

Watu wanauza bidhaa.

Musa anaenda sokoni.

Anataka kununua matunda.




READING TEST

My school is the best. We go to

school from Monday to Friday. We

learn to read and write. I like

Maths and English. I always do my

homework. I want to do well

in school. My school has a big

playground. We play many games at

break time. I like playing football.

My friends like to skip with a rope.

Some children sit on the grass and

talk. When the bell rings we run

back to class.

Q1. When do we go to school?

Q2.What game do my friends play

at break time?

Rono has a toy car.

It is big and red.

His mother gave it to him.

It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


More than half of the children aged 3-5 years are not attending preschool. Learning levels are very low, especially in Bungoma South. Learner absenteeism is high with only half of them attending school on any given day. In Bungoma East, all teachers are attending school whereas almost a quarter of the teachers in Mt Elgon district are missing school daily.



IN BUSIA

3

Busia County

Nearly 6 out of 10 children aged 3-5 years are attending preschool. However, in Busia district, more than half of this age group is not in preschool. A child in Busia district is five times more likely to be out of school than a child in Teso North. Learning levels are very low across the county, but lowest in Teso North and Busia districts. Daily school attendance of learners is very low. In Teso South, more than half of the enrolled children are absent on any given day. Teacher daily attendance is below the national average, and lowest in Busia and Bunyala districts.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BUNYALA 58.24 1.19 3.25 20.35 17.54 24.79 46.10 56.56 83.48

BUSIA 47.70 3.17 4.59 22.52 17.12 23.21 51.57 55.17 82.89

SAMIA 53.36 3.05 5.03 25.40 23.44 22.66 46.08 57.92 91.06

TESO NORTH

70.37 0.62 7.39 21.37 17.39 22.22 56.03 61.62 86.91

TESO SOUTH

67.82 2.03 4.52 26.27 20.00 21.55 67.22 49.56 87.91

COUNTY AVERAGE

59.50 2.01 4.96 23.18 19.10 22.89 53.52 55.32 86.45

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Four out of ten preschool especially in Busia and Samia districts.

2. Learning levels are very low. Only 1 out of 5 children are reading at their level.

3. Learner school attendance is low. In Teso South, more than half of learners are not attending school on any given day.

children aged 3-5 years are not attending


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


KENYA 2011 27


IN ELGEYO MARAKWET

3

Elgeyo Marakwet County

Sample Tests

District


(%)


(%)


(%)



Class 3 who can

read story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KEIYO 70.63 0.84 5.97 41.96 29.31 32.46 43.96 56.20 83.49

MARAKWET 61.42 1.41 6.38 33.11 23.84 27.15 41.09 58.53 88.73

COUNTY AVERAGE

66.03 1.13 6.18 37.54 26.58 29.81 42.76 57.36 86.11

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. The enrolment of children is above the national average.

2. Learning levels are low. In Marakwet District, only 3 out of 10 class 3 children can do class 2 work.

3. Learner absenteeism is high across the county.



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Preschool attendance in Elgeyo-Marakwet is above the national average. The number of out of school children is low especially in Keiyo district. Learning levels differ between the two districts with Keiyo district posting higher learning levels than Marakwet district. Daily school attendance is very low, with more than 4 out of 10 children missing school daily. Teacher attendance in Keiyo district is lower than the national average with 17 out of 100 teachers missing school daily.



IN EMBU

3

Embu County

1. Nearly a half of the children aged 3-5 years are not attending preschool.

2. Learning levels are low. Only 3 out of 10 class 3 children can do class 2 work.

3. Daily learner attendance is low with 4 out of 10 children missing school daily.

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

EMBU 55.56 1.42 15.04 35.42 27.45 26.79 44.61 61.23 89.74

MBEERE 48.84 1.94 7.87 32.69 22.12 39.42 38.32 63.00 89.29

COUNTY AVERAGE

52.20 1.68 11.46 34.06 24.79 33.11 41.49 63.29 89.51

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Approximately a half of the children aged 3-5 years in Embu County are not attending preschool with marked disparities between Mbeere and Embu districts. Daily learner absenteeism is high with four out of ten children not attending school daily. English literacy is low. Three out of 4 class 3 children cannot read a class 2 level story.

KENYA 2011 29


IN GARISSA

3

Garissa County

1.primary school enrolment are among the lowest nationally.

2. Learning levels are extremely low. Almost no class 3 child can do class 2 work.

3. Learner absenteeism is high. Nearly 4 out of 10 children do not attend school daily.

Both preschool and

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

IJARA 26.50 37.10 0.88 7.27 5.13 7.08 8.31 64.50 86.18

LAGDERA 18.18 21.30 0.59 8.43 4.76 6.25 1.35 55.11 72.95

COUNTY AVERAGE

22.34 29.20 0.74 7.85 4.95 6.67 4.86 59.88 79.56

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Eight out of ten children aged 3-5 years are not attending preschool and one out of four children aged 6-16 years are out of school. Learning levels are extremely low. More than 9 out of 10 class 3 children cannot handle class 2 work. Approximately four out of ten children and two out of ten teachers are not attending school on any given day.



IN HOMABAY

3

Homabay County

1. Learning levels are low. Three out of 4 class 3 children cannot do class 2 work.

2. Access to preschool is higher than national average

3. Learner absenteeism is high with more than four out of ten children missing school daily.

Sample Tests

District

Children 3-5 years

in pre-school

(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

RACHUONYO 72.76 1.17 10.74 28.36 24.06 27.21 38.79 55.76 78.68

SUBA 73.39 1.66 15.01 20.18 23.89 24.11 34.86 56.90 90.11

COUNTY AVERAGE

73.08 1.42 12.88 24.27 23.98 25.66 37.24 57.03 84.40

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Nearly three out of four children aged 3-5 years are attending preschool. However, learning levels are lower than the national averages. Three out of 4 children in class 3 can not do class 2 work. Daily learner attendance is low with more han 4 out of 10 children not attending. Teacher attendance is lower than the national average especially in Rachuonyo district.

KENYA 2011 31


IN ISIOLO

3

Isiolo County

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

ISIOLO 74.60 17.80 4.76 15.85 11.90 15.66 11.90 52.95 90.26

COUNTY AVERAGE

74.60 17.80 4.76 15.85 11.90 15.66 11.90 52.95 90.26

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1 Nearly one out of five children are out of school.


3. Learner absenteeism is among the highest nationally.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Though access to preschool for children aged 3-5 years is relatively high, nearly one out of 5 children aged 6-16 years is out of school. Learning levels are very low. Only 15 out of 100 children in class 3 can do class 2 work. Daily learner attendance is low with nearly a half of the children missing school daily.



IN KAJIADO

3

Kajiado County

1. There are notable disparities in this county on almost all schooling and learning indicators.

2. Absenteeism is high in this county with more than 4 out of 10 children missing school daily.

3. Learning levels are lowest in Loitoktok, where less than 1 out of 5 class 3 children can do class 2 work.

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KAJIADO CENTRAL

63.87 4.33 7.86 41.67 36.13 46.61 37.88 60.44 78.80

KAJIADO NORTH

67.54 0.98 41.51 76.00 73.33 62.67 52.15 55.68 87.48

LOITOKITOK 41.11 8.18 10.94 18.10 14.15 13.21 34.53 62.33 94.30

COUNTY AVERAGE

57.51 4.50 20.10 45.26 41.20 40.83 41.89 59.60 86.86

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Access to preschool in Kajiado County is similar to the national average, but much lower in Loitoktok, where six out of ten children aged 3-5 years are not attending preschool. Similarly, disparities are noted in the proportion of out of school children ranging from one out of a hundred in Kajiado North to 8 out of 100 in Loitoktok districts. Learning levels are generally higher than the national average. However, a child in Kajiado North is five times more likely to do class 2 work than a child in Loitoktok. Learner absenteeism is high with an average 4 out of 10 children missing school daily. In Kajiado Central, 2 out of 10 teachers are missing school daily.

KENYA 2011 33


IN KAKAMEGA

3

Kakamega County

1. Nearly half of the children in Kakamega county do not attend preschool.

2. Learning levels are very low. Only 1 out of 5 class 3 children can read a class 2 story.

3. Learner absenteeism is high in Kakamega with more than 4 out of 10 children missing school daily.

Sample Tests

District

Children 3-5 years

in pre-school

(%)


(%)


(%)



Class 3 who can

read story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BUTERE 48.09 1.27 2.97 27.69 20.77 22.48 54.92 59.14 84.90

KAKAMEGA CENTRAL

52.19 1.91 7.40 33.65 26.21 33.98 39.49 58.57 84.08

KAKAMEGA NORTH

59.65 1.54 8.00 20.47 14.73 21.09 50.67 58.76 86.41

KAKAMEGA SOUTH

59.02 3.36 1.97 22.70 15.49 23.74 45.53 58.57 91.07

COUNTY AVERAGE

54.74 2.02 5.09 26.13 19.30 25.32 47.89 59.14 86.61

NATIONAL AVEVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Preschool attendance is low in Kakamega County with almost a half of the children aged 3-5 years not attending pre school. Though the number of out of school children is low, Kakamega South has relatively a higher proportion of children aged 6-16 years not in school. Learning levels are below the national average. In Kakamega North and Kakamega South, only 15 out of a 100 children in class 3 can read a class 2 story while Kakamega North can read a class 2 hadithi. More than four out of 10 children do not attend school on any given day.

only 1 in every 5 children in



IN KERICHO

3

Kericho County

Sample Tests

District


pre-school(%)

Children Out of school

(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BURETI 65.96 1.71 15.63 37.78 30.88 41.04 52.52 58.87 85.23

KERICHO 69.46 0.99 14.13 27.27 25.00 19.39 77.76 59.01 90.78

COUNTY AVERAGE

67.71 1.35 14.88 32.53 27.94 30.22 65.21 58.94 88.00

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Learning levels are low. In Kericho district, only 1 out of 5 class 3 children can do class 2 level division.

2. Many children are attending school paid extra tuition despite the government’s ban.

3. Learner absenteeism is high in Kericho.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Preschool enrolment in Kericho district is above the national average. While children in Bureti district have learning levels above the national average, children in Kericho have lower learning levels than the national averages in Kiswahili, English and Numeracy. For instance, only one out of 5 children in class 3 in Kericho can do class 2 level division as compared to 3 out of 10 children nationally. Daily school attendance is low with more than 4 out of 10 children and nearly 12 out of 100 teachers missing school daily.

KENYA 2011 35


IN KIAMBU

3

Kiambu County

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

GATUNDU 64.14 0.47 17.50 47.87 46.81 36.56 48.67 60.54 90.31

GITHUNGURI 75.33 0.86 17.67 48.08 49.06 59.26 70.73 65.15 97.54

KIAMBU 68.18 0.97 24.43 63.16 60.53 52.63 68.31 61.14 92.45

KIKUYU 76.88 0.34 36.47 49.30 53.52 51.43 53.77 61.67 92.20

KIAMBU WEST

81.29 0.47 18.68 39.22 40.38 42.31 64.47 62.53 93.53

LARI 61.90 0.78 14.33 34.41 29.47 24.73 48.64 56.86 90.03

RUIRU 77.49 2.64 37.89 41.38 46.67 36.00 53.42 61.47 94.14

THIKA WEST 70.87 0.63 31.23 55.06 57.30 53.33 50.08 62.09 90.66

COUNTY AVERAGE

72.01 0.90 24.78 47.31 47.97 44.53 57.26 62.43 92.61

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Enrolment levels are among the best nationally.

2. Learning levels are high the highest nationally. Half of class 3 children can do class 2 work.

3. Learner absenteeism is high with nearly 4 out of 10 children missing school on any given day.

Sample Tests


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Both preschool and primary enrolments are higher than the national average. However, 3 out of 100 children(6-16 years) in Ruiru district are out of school. Learning levels in Kiambu county are higher than the national averages. However, there are notable disparities in learning levels among the districts in Kiambu county. For instance, a class 3 child in Kiambu district is twice as likely to read a class 2 story or hadithi and do class 2 division than a child in Lari district. Learner absenteeism is high with approximately 4 out of 10 children missing school daily. Teacher school attendance in Githunguri district is among the best nationally.

ANNUAL LEAR NING ASSESMENT REPORT36


IN KILIFI

3

Kilifi County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KALOLENI 53.85 4.89 2.95 38.75 23.27 26.71 29.38 57.01 85.36

KILIFI 62.89 1.48 2.72 38.27 25.00 33.74 36.06 58.51 82.74

MALINDI 71.70 2.23 17.73 41.54 29.10 28.36 33.61 56.00 89.71

COUNTY AVERAGE

62.81 2.87 7.80 39.52 25.79 29.60 33.02 57.17 85.94

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. In Kaloleni, 5 of out 100 children are out of school.

2. With exception of Kiswahili, learning levels are below national average.

3. Learner absenteeism is high, with more than 4 out of 10 children missing school daily. .



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Preschool enrolment for children aged 3-5 years is higher than the national average The proportion of out of school children is generally high especially in Kaloleni district where 5 out of 100 children are out of school. Learning levels are slightly higher than the national averages but vary in English and Kiswahili literacy. Learner and teacher absenteeism is high with more than 4 out of 10 children missing school daily. Fourteen out of 100 teachers do not attend school daily.

KENYA 2011 37


IN KIRINYAGA

3

Kirinyaga County

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KIRINYAGA 68.93 1.12 16.95 55.74 47.54 55.00 59.31 63.56 89.07

COUNTY AVERAGE

68.93 1.12 16.95 55.74 47.54 55.00 59.31 63.56 89.07

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Both preschool and school enrolment is high.

2. Learning levels are almost double the national average.

3. Learner absenteeism is high with more than 4 out of 10 children missing school daily.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Both preschool and primary school enrolment is high. Only one out of 100 children is out of school. Learning levels are higher than the national average. However, slightly more than a half of children in class 3 cannot read a class 2 English story. Six out of 10 children attending school are subjected to paid extra tuition. Learner absenteeism is high with close to 4 out of 10 children missing school daily. One out of every 10 teachers is missing school daily.



IN KISII

3

Kisii County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

GUCHA 62.99 1.48 20.05 36.07 28.10 40.68 76.92 52.42 95.78

GUCHA SOUTH

78.04 1.70 20.34 15.45 8.06 26.89 78.13 54.42 85.47

KISII SOUTH

70.88 1.08 27.44 24.49 21.00 37.76 69.09 56.77 85.75

KISII CENTRAL

71.94 0.93 26.42 40.35 28.07 33.33 76.72 56.34 98.30

MASABA 54.01 1.97 16.60 44.00 38.93 30.89 71.24 54.47 91.40

COUNTY AVERAGE

67.67 1.43 22.17 32.07 24.83 33.91 74.42 54.89 91.34

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Major disparities exist in learning levels across the districts in the county especially comparing Masaba and Gucha South district. Learning levels in Kiswahili and Math are below the national average.

2. Despite the government ban, 3 out of 4 children in are subjected to paid extra tuition.

3. Learner absenteeism is high, with more than 4 out of 10 children missing school on any given day.


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Preschool enrolment in Masaba district is lower than the County average. Although the county in general does not have many out of school children, Masaba and Gucha South have 2 out of 100 children aged 6-16 years not enroled. Learning levels are slightly above the national average with the exception of Gucha South and Kisii south districts. A class 3 child in Masaba district is 5 times as likely to read a class 2 story and hadithi than a child in Gucha South district. Paid extra tuition is high in Kisii county with more than 3 out of 4 children receiving paid tuition. Learner absenteeism is high, with more than 4 out of 10 children missing school daily.

KENYA 2011 39


IN KISUMU

3

Kisumu County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KISUMU WEST

66.67 1.87 3.35 13.45 13.22 28.93 42.00 58.63 77.26

NYANDO 72.83 1.17 7.53 22.88 21.19 43.22 44.98 57.69 87.46

COUNTY AVERAGE

69.75 1.52 5.44 18.17 17.21 36.08 43.36 58.33 82.36

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. A significant proportion of children aged 3-5 years are not attending preschool.

2. Learning levels are very low. In Kisumu West, only 1 out of 10 class 3 children can read a class 2 hadithi or story

3. Both learner and teacher absenteeism are high with nearly a quarter of the teachers missing school daily in Kisumu West.



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Although preschool enrolment for children aged 3-5 years is higher than the national averages, nearly 3 out of 10 children aged 6-16 years are not attending school. Learning levels in the county are lower than the national average. Both learner and teacher absenteeism is high with marked disparities between the districts. Nearly 1 out of 4 teachers in Kisumu West are missing school daily.



IN KITUI

3

Kitui County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KITUI NORTH

51.83 1.25 2.16 21.15 15.38 30.10 69.81 62.20 83.50

KYUSO 56.19 2.27 6.06 18.26 12.93 19.13 29.27 55.59 82.70

MUTOMO 48.47 2.25 1.43 16.81 12.30 26.23 53.75 51.81 76.81

MWINGI 49.32 0.74 4.24 13.33 8.40 37.29 34.62 59.93 85.96

COUNTY AVERAGE

51.45 1.63 3.47 17.39 12.25 28.19 46.86 57.39 82.24

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Preschool enrolment is low with nearly half of the children aged 3-5 years not attending.

2. There are disparities in primary school enrolment across the county with Kyuso and Mutomo posting lowest enrollment.

3. Learning levels are very low. Only 1 out of 10 class 3 children can read a class 2 story.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


The proportion of children (3-5 years) attending preschool in Kitui County is low with almost a half of children not attending. There are more children out of school in Kyuso and Mutomo districts than in Mwingi and Kitui North districts. Learning levels are lower than the national average. For instance, only 12 out of 100 class 3 children can read a class 2 story compared to 27 out of 100 nationally. Learner absenteeism is high with more than 4 out of 10 children missing school daily. An average of 18 out of 100 teachers are missing school on any given day.

KENYA 2011 41


IN KWALE

3

Kwale County

Sample Tests

District

Children 3-5 years

in pre-school

(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MSAMBWENI 52.02 4.38 5.81 25.24 12.38 25.71 21.59 52.46 89.30

COUNTY AVERAGE

52.02 4.38 5.81 25.24 12.38 25.71 21.59 52.46 89.30

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. The proportion of out of school children in Kwale is higher than the national average.

2. Learning levels are very low. Only 1 out of 10 class 3 children can read class 2 story.

3. Learner absenteeism is very high. Nearly half of the children are missing school daily.


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Preschool and primary school enrolment levels are lower than the national average with half of the children aged 3-5 years not attending preschool and 4 out of 100 children aged 6-16 years not attending primary school. Learning levels are lower than the national average. For instance, only 1 out of 10 children in std 3 can read a std 2 level story. Learner absenteeism is high with more than 4 out of 10 learners missing school daily. One out of 10 teachers is missing school daily.



IN LAIKIPIA

3

Laikipia County

Although preschool attendance in Laikipia county is higher than the national average, more than 4 out of 10 children are not attending. The proportion of out of school children is high with notable disparities among the districts. For instance, more than 13 out of 100 children (6-16 years) are out of school in Laikipia North. Learning levels in Laikipia county are higher than the national average. However, huge disparities exist among the districts. For instance, a class 3 child in Laikipia East is twice as likely to do class 2 work than a class 3 child in Laikipia North. Both learner and teacher absenteeism is high in the county. Nearly 4 out of 10 children and 15 out of 100 teachers are missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

LAIKIPIA EAST

67.72 1.77 16.40 50.77 39.06 47.69 40.93 64.64 93.61

LAIKIPIA NORTH

57.03 13.40 4.04 29.17 19.79 26.53 11.52 58.80 83.46

LAIKIPIA WEST

71.79 3.21 9.76 28.43 24.76 47.57 35.96 60.73 78.63

COUNTY AVERAGE

65.51 6.13 10.07 36.12 27.87 40.60 29.47 61.41 85.23

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. In Laikipia North, 13 out of 100 children are out of school.

2. Learning levels are low. In Laikipia North, only 1 out of 5 class 3 children can read a class 2 story.

3. Both learner and teacher absenteeism is high.



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


KENYA 2011 43


IN LAMU

3

Lamu County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

LAMU 69.30 2.71 4.88 43.51 26.52 34.35 30.54 60.42 84.07

COUNTY AVERAGE

69.30 2.71 4.88 43.51 26.52 34.35 30.54 60.42 84.07

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Both preschool and primary enrolment are high.

2. Learning levels are relatively higher than the national average except in english

3. Four out of 10 learners are absent from school daily.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Although pre-school enrolment for children aged 3-5 years is high, 3 out of 100 children aged 6-16 years are out of school. Reading levels in Kiswahili are higher compared to the national average but are lower in English. For instance, only 1 out of 4 children in class 3 children can read a class 2 level story. Learner absenteeism is high with 4 of 10 children missing school daily. Sixteen out of 100 teachers are missing school daily.



IN MACHAKOS

3

Machakos County

Sample Tests

District

Children 3-5 years

in pre-school

(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KANGUNDO 54.09 1.09 8.28 20.43 20.43 21.74 63.45 61.30 86.98

MWALA 52.75 1.09 4.13 36.54 28.85 33.98 73.14 61.74 88.78

YATTA 43.94 1.50 3.71 21.24 16.38 25.89 57.83 60.25 94.69

COUNTY AVERAGE

50.26 1.23 5.37 26.07 21.89 27.20 64.81 61.10 90.15

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Half of the children aged 3-5 years are not attending preschool.

2. Learning levels are low. In Yatta, less than 1 out of 5 class 3 children can do class 2 work.

3. Learner absenteeism is high. Four out of ten children are missing school daily.


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


More than half of the children aged 3-5 years are not attending preschool. With the exception of Mwala, learning levels in Machakos are generally lower than the national average. A large proportion of the children are subjected to paid for extra tuition. More than 6 out of 10 children are receiving extra tuition. Learner absenteeism is high with approximately 4 out of 10 children missing school daily. On average, 1 out of 10 teachers are missing school daily.

KENYA 2011 45


IN MAKUENI

3

Makueni County

1. Half of the children aged 3-5 years in the county are not attending preschool.

2. Learning levels are low. In Kibwezi, less than 1 out of 5 class 3 children can either read a class 2 hadithi or do class 2 division.

3. Four out of ten children are missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KIBWEZI 43.66 2.17 2.17 26.09 19.15 18.44 62.20 55.74 87.54

MAKUENI 58.29 1.08 1.58 28.81 24.58 35.34 65.82 62.62 92.48

MBOONI 52.89 0.50 1.09 34.75 31.36 25.86 78.82 63.62 89.38

COUNTY AVERAGE

51.61 1.25 1.61 29.88 25.03 26.55 68.95 61.99 89.80

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Almost half of the children in Makueni county are not attending preschool with Kibwezi district having the least attendance. Huge disparities exist in the number of out of school children with Kibwezi district having the highest proportion and Mbooni district the least. Learning levels are lower than the national average. A class 3 child in Makueni district is twice as likely to do the class 2 division than a child in Kibwezi district. Learner absenteeism is high in the county with almost 4 out of 10 children missing school daily. Many children are attending paid for extra tuition.

aged 3-5 years



IN MANDERA

3

Mandera County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MANDERA EAST

10.19 11.72 2.86 9.30 8.30 6.08 19.31 68.57 97.88

MANDERA WEST

26.75 9.40 1.24 41.70 41.55 38.65 9.62 66.47 89.50

MANDERA CENTRAL

20.93 10.86 5.66 33.04 33.19 29.60 14.34 64.33 87.96

COUNTY AVERAGE

19.29 10.66 3.5 28.01 27.68 24.78 14.42 66.46 91.78

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. Only 1 out of 5 children aged 3-5 years are attending preschool in Mandera.

2. One of ten children aged 6-16 years are out of school.

3. Learning levels are very low. A class 3 child in Mombasa is 10 times likely to do a Class 2 division than a child in Mandera East.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Mandera county has one of the lowest preschool enrolment in the country. Only 1 out of 5 children aged 3-5 years are attending preschool in the entire county and only 1 out of 10 in Mandera East. One in every 10 children is out of school. Learning levels are below the national average. In Mandera East, hardly any child in class 3 can do class 2 work. This is among the worst learning levels nationally. Learner absenteeism is high with more than 3 out of every 10 children missing school daily.

KENYA 2011 47


IN MARSABIT

3

Marsabit County

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MARSABIT 61.67 5.02 7.29 23.64 23.21 28.18 23.92 62.14 84.24

MOYALE 46.15 11.63 8.44 18.49 12.18 17.22 31.54 58.71 89.68

COUNTY AVERAGE

53.91 8.33 7.87 21.07 17.70 22.70 27.73 60.43 86.96

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0

1. The proportion of out of school children is high especially in Moyale.

2. Learning levels are very low. In Moyale, only 1 out of 10 class 3 children can read a class 2 English story.

3. Learner absenteeism is high.


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Half of the children aged 3-5 years are not attending preschool and 1 out of 10 children aged 6-16 years are out of school. Learning levels in the county are below the national average with notable disparities between the districts. A class 3 child in Marsabit District is twice as likely to read a class 2 story than a child in Moyale. Learner absenteeism is high in the county with 4 out of 10 children missing school daily. In Marsabit District, 16 out of 100 teachers are missing school daily.


Meru County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

IGEMBE 63.30 5.57 7.75 16.67 12.73 18.75 40.93 53.26 82.04

IMENTI NORTH

63.83 1.67 15.53 43.08 32.31 28.79 66.45 59.94 85.19

IMENTI SOUTH

49.61 0.94 17.95 38.89 35.21 34.25 79.42 64.20 87.80

TIGANIA 47.13 2.35 7.81 24.75 18.45 30.39 51.95 58.53 78.29

COUNTY AVERAGE

55.97 2.63 12.26 30.85 24.68 28.05 59.69 58.98 83.33

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


IN MERU

3

1. Nearly a half of the children aged 3-5 years are not attending Preschool with marked disparities among districts in the county.

2. Learning levels are similar to the national average but disparities among the districts in the county exist.

3. Learner and teacher absenteeism is high. Nearly half of learners in Igembe are missing school daily.



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Preschool enrolment in Meru county for the children aged 3-5 years is low with Tigania district having more than half of the children not attending. Although school enrolment for children aged 6-16 years is higher than the national average, in Igembe district, nearly 6 out of every 100 children are not enroled in school. Learning levels in Meru county are lower than the national average but lowest in Igembe districts compared to other districts in the county. Both learner and teacher absenteeism are high with more than 4 out of 10 children and 13 out of 100 teachers missing school daily.

KENYA 2011 49

Migori County

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

KURIA EAST

45.25 1.28 5.81 14.69 12.16 15.65 31.73 51.53 92.08

MIGORI 71.84 1.34 15.83 22.81 18.26 18.80 33.26 54.50 72.78

RONGO 67.35 1.02 17.58 21.43 21.00 29.47 45.38 50.97 85.11

COUNTY AVERAGE

61.48 1.21 13.07 19.64 17.14 21.31 36.79 52.33 83.32

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


IN MIGORI

3


2. Preschool enrolment is higher than the national average with notable disparities among the districts.

3. Learner absenteeism is high with nearly half the children missing school daily.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


In Migori County, 3 out of 10 children aged 3-5 years are not attending pre-school with marked disparities among the districts. For instance, more than half the children aged 3-5 years in Kuria East are not attending preschool as compared to 3 out of 10 in Rongo. Learning levels in the county are generally lower than the national average. Nine out of ten class 3 children in Kuria East cannot read a class 2 English story. Learner and teacher absenteeism is rampant with nearly half the children aged 6-16 years and 17 out of 100 teachers missing school daily.



IN MOMBASA

3

Mombasa County

1. Learning levels in Mombasa are among the highest nationally.

2. A large proportion of learners are subjected to paid extra tuition

3. Learner absenteeism is high in Mombasa. Four out of 10 children are absent from school on any given day

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MOMBASA 67.88 2.79 42.33 69.01 66.67 63.89 69.59 60.64 96.84

COUNTY AVERAGE

67.88 2.79 42.33 69.01 66.67 63.89 69.59 60.64 96.84

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Most children in Mombasa county are attending pre-school. Learning levels are above the national average with 7 out of 10 children in class 3 being able to read a class 2 hadithi or story and 6 out of 10 able to do class 2 division. Seven out of ten children in school are receiving extra paid tuition. Learner absenteeism is very high with 4 out of 10 children missing school daily. However, nearly all teachers are in school every day.

aged 3-5 years

KENYA 2011 51


IN MURANGA

3

Murang’a County

1. Preschool enrolment is low despite the high enrolment in primary school.

2. Learning levels are low. Seven out of 10 children in std 3 children cannot do std. 2 division

3. Learner absenteeism is high in Murang'a

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

GATANGA 55.26 0.56 12.10 42.11 35.09 31.03 44.57 63.45 92.06

MURANG’A NORTH

57.55 1.15 7.07 35.00 35.00 33.33 58.18 62.39 87.13

COUNTY AVERAGE

56.41 0.86 9.59 38.56 35.05 32.18 51.38 62.92 89.60

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Although school enrolment in Murang’a county is higher than the national average, nearly half of the children aged 3-5 years are not attending preschool. Despite the high school enrolment, learning levels are low. Nearly 7 out of 10 children in class 3 children cannot do class 2 level division and 6 out of 10 children cannot read a class 2 hadithi or story. aid extra tuition. Learner absenteeism is high with almost 4 out of 10 learners missing school daily.

Six out of 10 children are receiving p



IN NAIROBI

3

Nairobi County

1. Learning levels in Nairobi are the highest nationally.

2. Nearly half of the children are missing school daily.

3. A large proportion of children are subjected to paid extra tuition.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

NAIROBI EAST

76.71 1.18 51.18 72.09 69.77 58.14 67.62 55.97 86.08

COUNTY AVERAGE

76.71 1.18 51.18 72.09 69.77 58.14 67.62 55.97 86.08

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Preschool and primary school enrolment in Nairobi is high. Learning levels in Nairobi are the highest nationally. Seven out of 10 class 3 children are able to read a class 2 hadithi and story compared to 3 out of 10 children nationally. Notably, learner absenteeism is prevalent in Nairobi with close to half the learners aged 6-16 years missing school daily. Close to 14 out of 100 teachers are missing school daily. Nearly seven out 10 learners in Nairobi are subjected to paid extra tuition.

KENYA 2011 53


IN NAKURU

3

Nakuru County

1. Although preschool attendance is higher than the national average, more than 3 out of 10 children aged 3-5 years do not attend.

2. Learning levels are slightly above the national average with disparities among the districts in the County.

3. Learner absenteeism is high, with 4 out of 10 children missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MOLO 62.86 0.91 15.26 33.06 23.02 32.00 35.97 60.01 86.67

NAKURU 61.72 0.83 16.25 31.82 30.68 35.23 41.64 60.10 93.79

NAKURU NORTH

78.72 0.93 13.26 41.94 39.20 28.80 36.34 59.93 91.57

NAIVASHA 68.42 1.19 10.02 45.21 32.88 21.62 51.57 63.24 85.96

COUNTY AVERAGE

67.93 0.97 13.70 38.01 31.45 29.41 41.38 60.82 89.50

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Although access to preschool in Nakuru County is above the national average, there are disparities among the districts in the county. While learning levels in Kiswahili and English are above the national average, the numeracy levels are below the national average. There are marked disparities in learning levels in Nakuru County. Learner absenteeism is high in the county with 4 out of 10 children missing school daily.



IN NANDI

3

Nandi County

1. Learning levels are low. In Nandi East, only 1 out of 5 class 3 children can read a class 2 story .

2. Many children are receiving paid for extra tuition.

3. Learner absenteeism is high with 4 out of 10 learners missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

NANDI CENTRAL

68.64 0.68 17.86 33.33 24.64 28.15 62.99 58.51 86.65

NANDI NORTH

81.67 1.56 17.56 36.24 30.20 45.21 69.88 53.16 90.23

NANDI SOUTH

62.77 1.09 6.01 39.86 30.07 50.70 78.57 55.09 85.60

NANDI EAST

72.62 0.63 6.33 29.29 21.28 30.77 55.54 57.80 87.54

COUNTY AVERAGE

71.43 0.99 11.94 34.68 26.55 38.71 66.75 56.14 87.50

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Although many children aged 3-5 years are enrolled in preschool, disparities exist among districts. The learning levels show disparities among districts. Learning levels are highest in Nandi South and lowest in Nandi East. Nearly 3 out of 5 children in Nandi county are receiving extra tuition. Learner absenteeism is high with 4 out of 10 children missing school daily.

KENYA 2011 55


IN NAROK

3

Narok County

1. One out of five children are out of school.

2. Learning levels are very low. In Narok North, only 1 out 10 class 3 children can do class 2 work.

3. Learner absenteeism is high and this is affecting learning .

A half of the children aged 3-5 years in Narok county are not attending preschool. The proportion of out of school children is very high. In Narok South district, two out of five children aged 6-16 years are out of school. Learning levels are significantly lower than the national average. Nine out of ten children in Narok North district cannot do a class 2 division. Learner absenteeism is very high with more than 4 out of 10 children missing school daily. Nearly 14 out of 100 missing school daily. teachers are

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

NAROK NORTH

47.31 5.08 9.23 16.22 10.26 8.97 21.87 61.09 87.78

NAROK SOUTH

41.23 19.05 8.57 26.60 23.96 26.09 35.52 56.23 88.96

TRANSMARA 63.02 3.17 16.58 21.77 15.23 21.85 40.95 59.05 80.75

COUNTY AVERAGE

50.52 9.10 11.46 21.53 16.48 18.97 32.78 58.79 85.83

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya




IN NYAMIRA

3

Nyamira County

1. More than half of the Std 3 children cannot do std 2 work.

2. A large proportion of children are subjected to paid extra tuition.

3. Nearly half of the children are missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

MANGA 57.14 1.04 20.94 44.57 35.48 43.01 82.26 55.23 93.00

COUNTY AVERAGE

57.14 1.04 20.94 44.57 35.48 43.01 82.26 55.23 93.00

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


More than a half of the children aged 3-5 years are enroled in preschool. Learning levels are above the national average. More than half of class 3 children cannot do class two work. Eight out of ten children in Nyamira county are subjected to paid extra tuition. Learner absenteeism is high with more than 4 out of 10 children missing school on any given day.

KENYA 2011 57


IN NYANDARUA

3

Nyandarua County

1. Learning levels are low. In Nyandarua South, only 1 out of 10 class 3 children can read a class 2 story.

2. Four out of ten children miss school daily.

3. Preschool attendance is higher than the national average.

Sample Tests

District


(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

NYANDARUA NORTH

69.89 1.65 15.12 41.90 34.29 36.54 34.37 57.97 87.30

NYANDARUA SOUTH

65.14 0.97 9.92 13.04 8.82 31.96 43.36 65.10 95.33

COUNTY AVERAGE

67.52 1.31 12.52 27.47 21.56 34.25 38.87 61.53 91.32

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


More than 3 out of 10 children aged 3-5 years do not attend preschool. Learning levels are generally low with marked disparities among the districts in the county. For instance, a class 3 child in Nyandarua South is three times as likely to read a class 2 Kiswahili hadithi and four times as likely to read a class 2 English story compared to a child in Nyandarua North. Learner absenteeism is high with 2 out of 5 children missing school daily.



IN NYERI

3

Nyeri County

1. Nearly all children aged 6-16 years are enroled in primary school.

2. More than a half of class 3 children cannot do class 2 work.

3. Four out of ten children are missing school daily.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

NYERI SOUTH

83.01 0.25 8.10 48.91 42.39 41.49 50.87 60.49 89.47

COUNTY AVERAGE

83.01 0.25 8.10 48.91 42.39 41.49 50.87 60.49 89.47

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Access to preschool and primary school in Nyeri county is very high. Four out of 5 children aged 3-5 years attend preschool and nearly all the children aged 6-16 years are enroled in school. More than half of the children in class 3 cannot read a class 2 hadithi. In English and Numeracy, close to 6 out of 10 std 3 children cannot read a class 2 story or do class 2 division. Half of the children in Nyeri are subjected to paid extra tuition. Learner absenteeism is high with more than 2 out of 5 children missing school daily.

KENYA 2011 59


IN SAMBURU

3

Samburu County

1. The proportion of out of school children is very high. Four out of ten children in Samburu East are out of school.

2. Learning levels are generally low especially in English.

3. Learners and teachers absenteeism is high.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

SAMBURU CENTRAL

78.98 11.26 1.89 28.39 24.36 29.41 9.57 59.28 74.49

SAMBURU EAST

69.80 39.87 2.06 24.24 13.85 16.92 14.45 65.08 86.44

SAMBURU NORTH

77.57 22.64 1.87 24.14 19.83 26.27 7.16 62.50 81.77

COUNTY AVERAGE

75.45 24.59 1.94 25.59 19.35 24.20 10.39 62.28 80.90

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Three out of 4 children aged 3-5 years are attending preschool in Samburu county as compared to 2 out of 5 nationally. One out of four children aged 6-16years are out of school. Learning levels are lower than the national average. In English, only 1 child out of 10 in class 3 can read a class 2 level story in Samburu East District. Both learner and teacher absenteeism is high with almost 4 out of 10 children and 16 teachers out of 100 missing school daily.


Siaya County

More than 3 out of 10 children in Siaya county are not enroled in preschool. Learning levels are lower than national averages with marked disparities between the two districts. A class 3 child in Rarieda is twice likely not to read a class 2 story or do class 2 division as compared to a child in Bondo. Both teacher and learner absenteeism are high with 15 out of 100 teachers and 4 out of 10 learners missing school daily.

aged 3-5 years

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

BONDO 63.70 0.86 2.58 31.30 27.12 34.19 22.52 59.52 81.46

RARIEDA 71.32 1.82 2.79 13.73 12.50 15.53 35.37 59.05 87.79

COUNTY AVERAGE

67.51 1.34 2.69 22.52 19.81 24.86 28.95 59.29 84.62

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


IN SIAYA

3

1. Preschool enrolment is higher than the national average.

2. Learning levels are low. In Rarieda, only 1 out of 10 class 3 children can do class 2 work.

3. Both learner and teacher absenteeism are high.


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


KENYA 2011 61

FACTS ABOUT LEARNING IN TAITA TAVETA

3

Taita Taveta County

1. Learning levels are low. Only one out 3 children in

can read a class 2 story.

2. Both learners and teachers absenteeism levels are high.

3. Many children 6-16 years are subjected to paid extra tuition despite the government ban .

class 3

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

TAITA 79.72 1.68 5.93 52.58 39.18 44.44 40.37 66.62 78.95

TAVETA 73.00 1.99 4.33 38.18 19.82 40.00 64.42 59.81 79.46

COUNTY AVERAGE

76.36 1.84 5.13 45.38 29.50 42.22 52.40 63.22 79.20

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Although preschool enrolment in Taita Taveta county for children aged 3-5 years is higher than the national average, one out of four of these children are not attending preschool. There are marked disparities in learning levels between the two districts. A class 3 child in Taita district is twice as likely to read a class 2 story than a child in Taveta . Both learner and teacher absenteeism is high with nearly 4 out of 10 learners and 2 out of 10 teachers missing school daily.

district



IN TANA RIVER

3

Tana River County

1. A half of the children aged 3 to 5 years are not attending preschool.

2. Fifteen out 100 children are out of school.

3. Less than 3 out of 10 children can do class 2 work.

in class 3

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

TANA RIVER

43.40 13.20 2.16 26.98 16.92 22.66 10.87 59.81 83.05

TANA DELTA

55.08 17.51 1.31 40.21 15.31 31.96 13.37 53.79 82.86

COUNTY AVERAGE

49.24 15.36 1.74 33.60 16.12 27.31 12.12 56.80 82.95

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


More than half of the children aged 3-5 years in Tana River county are not attending preschool. The proportion of out of school children is high. A child in Tana River is almost 4 times likely to be out school than a child elsewhere nationally. Learning levels are low. For instance in Tana River, only 2 out of 10 children in class 3 can do a class 2 level division. Both learner and teacher absenteeism are high with more than 4 out of 10 children and approximately 2 out of 10 teachers missing school daily.

KENYA 2011 63

FACTS ABOUT LEARNING IN THARAKA NITHI

3

Tharaka Nithi County

1. More than 4 out 10 children aged 3-5 years are not enroled in preschool.

2. Seven out 10 children in class 3 cannot do class 2 work.

3. More than a half of the learners are missing school daily.

Nearly half of the children aged 3-5 years in Tharaka Nithi county are not enroled in preschool. Learning levels are slightly above the national average but still low. More than 6 out of 10 children in class 3 cannot do class 2 work. More than 3 out of 4 children in Meru South district are receiving paid extra tution. Almost 14 out of 100 teachers are missing school daily.

Sample Tests

District Name

% Age 3-5 in pre-school

% Out of school

% In private school

% Std 3 can read hadithi

% Std 3 can read story

% Std 3 can do division

% Taking extra tuition

% Attendance on day of

visit

% Attendance of teacher on day of

visit

MERU SOUTH

61.67 1.42 7.57 37.63 27.66 38.71 76.26 54.23 85.02

THARAKA 54.10 1.58 4.05 34.81 33.09 44.36 44.89 52.98 87.81

COUNTY AVERAGE

57.89 1.50 5.81 36.22 30.38 41.54 60.58 53.60 86.42

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya



FACTS ABOUT LEARNING IN TRANS NZOIA

3

Trans Nzoia County

1. Four out of 10 children aged 3-5 years are not enroled in preschool.

2. Less than 3 out of 10 children in class 3 can do class 2 work.

3. Absenteeism is high More than 4 out 10 children are missing school daily.

More than 4 out of 10 children in Trans Nzoia aged 3-5 years are not attending preschool with marked disparities among the districts in the county. Learning levels are low with notable disparities across the districts. For instance in Kwanza District only one child out of 5 and one out of 10 in class 3 can read a class 2 level hadithi or do class 2 division respectively. Learner and teacher absenteeism are high with more than 4 out of 10 children and 15 out of 100 teachers missing school daily.

Sample Tests

District Name% Age 3-5

in pre-school

% Out of school

% In private school






visit


visit

KWANZA 47.43 1.59 13.30 20.00 13.48 19.29 48.25 56.24 85.71

TRANS NZOIA EAST

50.83 2.39 12.82 28.13 17.05 25.98 51.98 57.97 86.43

TRANZOIA WEST

65.04 1.26 19.25 29.17 19.01 30.83 55.56 56.39 82.50

COUNTY AVERAGE

54.43 1.75 15.12 25.77 16.51 25.37 51.93 56.87 84.88

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


KENYA 2011 65


IN TURKANA

3

Turkana County

1. Almost half of the children aged 3-5 years are not attending preschool.

2. The proportion of children aged 6-16 years out of school is very high compared to the national average. Three in every 10 children are out of school.

3. Learning levels are among the lowest nationally. Only one out of 10 children in class 3 can do class 2 work.

Sample Tests

District Name


% Out of school

% In private school






visit


visit

TURKANA CENTRAL

59.00 36.22 2.22 16.33 9.09 12.24 5.70 42.78 73.93

TURKANA SOUTH

48.75 24.94 1.31 4.32 3.66 4.38 6.20 55.93 83.52

COUNTY AVERAGE

53.88 30.58 1.77 10.33 6.38 8.31 5.95 49.35 78.73

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Almost a half of the children aged 3-5 years in Turkana County are not attending preschool. Nearly 3 out of every 10 children aged 6-16 years are not enroled in school. Learning levels in the county are the lowest nationally. In Turkana South, almost all children in class 3 cannot read a class 2 story. School attendance is very low with more than half of the enroled children and nearly one out of four teachers missing school daily.



IN UASIN GISHU

3

Uasin Gishu County

1. Four out of 10 children aged 3-5 years are not enrolled in preschool.

2. Although learning levels are above the national average, 7 out 10 children in class 3 cannot do class 2 math.

3. Learner absenteeism is high. More than 4 out 10 children are missing school daily.

Sample Tests

District Name


% Out of school

% In private school






visit


visit

ELDORET EAST

69.03 0.83 11.53 50.47 41.28 23.58 38.27 60.84 87.26

WARENG 57.89 0.95 18.60 48.92 39.44 30.14 56.17 53.17 86.80

COUNTY AVERAGE

63.46 0.89 15.07 49.70 40.36 26.86 47.22 57.00 87.03

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Although preschool enrolment is high in Uasin Gishu county, nearly 2 out of 5 children aged 3-5 years are not enroled in school with marked disparities between the districts. Nearly 3 out 5 children in class 3 can neither read a class 2 story nor a Kiswahili hadithi. Learner absenteeism is high with nearly 2 out of 5 learners missing school daily.

KENYA 2011 67


IN VIHIGA

3

Vihiga County

1. Nearly half of the children aged 3-5 years are not enrolled in preschool.

2. Only one out of 5 children in class 3 can do class 2 work.

3. Learner absenteeism is high with close to 2 out of 5 learners missing school daily.

Sample Tests

District Name


% Out of school

% In private school






visit


visit

EMUHAYA 55.71 4.03 5.89 23.81 19.05 23.81 57.54 58.34 87.42

HAMISI 50.22 0.87 2.79 19.72 16.90 20.57 50.00 57.38 89.83

COUNTY AVERAGE

52.97 2.45 4.34 21.77 17.86 22.19 53.77 57.86 88.62

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


STADI YA KUSOMA

moto kuni

jani picha

njia uma

sare radi

kiti pua




















akina nani?








READING TEST












back to class.



at break time?

Rono has a toy car.

It is big and red.


It is his present..

eu

tn

hl

b

y

f

s

zip rain

bed farm

van shop

ear moon

cart grass


3 x 2 =

2 x 5=

4x 2 =

3x 4=

Multiplication

25

80

13

40

-

-

Subtraction

22

31

17

24

+

+

Addition

6 ÷ 2=

10 ÷ 5=

12 ÷ 4=

20 ÷ 5=

Division

NUMERACY ASSESSMENT


1 8 5 6 3 9 2 7

WordsLetters

Paragraph


Aya


Mtoto asome aya


Nearly a half of the children aged 3-5 years in Vihiga county are not attending preschool. In Emuhaya district, 4 out of 100 children are not in school. Learning levels in Vihiga are very low with just about 2 out 10 children in class 3 being able to do class 2 work. More than a half of the children are subjected to paid extra tuition. Learner absenteeism is high with more than 2 out of every 5 learners missing school daily.



IN WAJIR

3

Wajir County

1. Only one out of four children are enroled in preschool.

2. Learning levels are among the lowest nationally.

3. Learner absenteeism is high with nearly 2 out of 5 learners missing school daily.

Sample Tests

District Name


% Out of school

% In private school






visit


visit

WAJIR WEST

21.16 22.63 1.55 16.06 14.18 17.27 10.81 59.41 91.94

WAJIR NORTH

29.46 24.26 1.25 9.22 10.71 9.80 7.98 60.25 89.42

WAJIR EAST

30.32 15.68 4.03 7.84 4.74 7.25 17.66 61.79 91.63

COUNTY AVERAGE

26.98 20.86 2.28 11.04 9.88 11.44 12.15 60.48 91.00

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0


2 x 3 =

2 x 5=

4x 3 =

5x 4=

Multiplication

28

36

15

16

-

-

Subtraction

26

20

52

30

+

+

Addition

4 ÷ 2=

16 ÷ 4=

10 ÷ 5=

21 ÷ 3=

Division

NUMERACY ASSESSMENT


6 3 9 2 7 5 8 4






STADI YA KUSOMA

miti simu

paka kobe

chaki dada

ufa mke

maji mbao
















shule yangu sana.



ngapi?


Look at my hair.


I like my hair.



questions


READING TEST

m

g c

f j

b x

q ree eg

bean sand

cup ra

egg home

sheep mi k


















Wordsa u

Letters

Paragraph


Aya


Mtoto asome aya


Preschool enrolment is poor in Wajir county with only one out of four children aged 3-5 years attending. One in every 5 children aged 6-16 years in not enroled in school; this is even lower in Wajir East and North districts, where 3 out of 10 children are out of school. Learning levels are very low. Only one out ten children in class 3 can do class 2 work. Learner absenteeism is high with 2 in every 5 children missing school daily.

KENYA 2011 69

FACTS ABOUT LEARNING IN WEST POKOT

3

West Pokot County

1. Preschool enrolment is low with almost half of the children aged 3-5 years not attending preschool.

2. The proportion of children aged 6-16 years out of school is high especially in Pokot North district.

3. Learning levels in Kiswahili and English are above the national average but lower in Numeracy.

Sample Tests

District


pre-school(%)


(%)


(%)




story(%)


(%)


extra tuition(%)


visit(%)


visit(%)

POKOT CENTRAL

54.68 10.99 4.30 43.20 37.21 20.47 26.04 52.28 79.30

POKOT NORTH

50.00 27.84 2.38 40.19 35.19 29.91 26.91 48.04 81.40

WEST POKOT

61.22 6.28 6.48 40.54 25.23 33.93 21.66 59.32 74.33

COUNTY AVERAGE

55.30 15.04 4.39 41.31 32.54 28.1 24.87 53.22 78.35

NATIONAL AVERAGE

60.2 3.7 12.6 32.9 27.2 31.1 48.6 86.5 87.0



sima goli

kucha baba

embe jino

koti mto

uma vazi

















mji wa kupendeza.


upi?


wanafunzi?




Watu wote huisifu..

STADI YA KUSOMA

















Meru is a big town.



ow

id

mc

hz

day shop

pet girl

eye road

sun roof

head class

READING TEST


2 x 2 =

3 x 5=

5 x 2 =

4 x 3 =

Multiplication

48

88

27

22

-

-

Subtraction

33

11

12

38

+

+

Addition

6 ÷ 2=

12 ÷ 3=

15 ÷ 5=

10 ÷ 2=

Division


1 7 4 2 9 8 5 3

NUMERACY ASSESSMENT

WordsLetters

Paragraph


Aya


Preschool enrolment in West Pokot county is low with almost half of the children aged 3-5 years not enroled. The proportion of children aged 6-16 years out of school is high with marked disparities across the districts in the county. Although learning levels in English are slightly higher than the national average, only a one out four children in class 3 can do class 2 division. Almost half of the learners and teachers miss school daily. one out four


Sampling Frame

The Sample design Sampling of the villages

Stratification

The overall Uwezo Kenya 2011 Learning Assessment The sampling of the villages is based on proportion to size Survey was designed based on proportionate to size of of the villages. The villages were based on the 2009 the villages based on the following: population and housing. A total of 124 strata based on Ÿ Kenya population and housing Census (2009) the districts. The villages were selected as per district. Ÿ 8 provinces The following formula was used to generate the villages.Ÿ 158 districts of which 124 were to be selectedŸ Number of persons in the villageŸ Number of households in the villageŸ To some extend urban consideration (Nairobi- two

districts and Mombasa district)

Kenya is divided into 8 provinces with a total of 158 districts based on 2009 Population and housing Census.

The table below shows the distribution of districts within the province

Where V is the probability of a village being

included in the sample

S is the total sample size for the district (30

villages)

is the household inclusion probability

total households in the village

total households in the district

is the number of households in the village The districts involved in the survey were proportionately sampled based on the number of districts in the province against the total districts in the country and number of districts to be covered in the survey. The table below shows the distribution of the districts sampled.

PHi

Hhi

Hhi

Hi

Province Number of Districts

Nairobi 4

Central 17

Coast 13

Eastern 28

North Eastern 11

Nyanza 21

Rift Valley 44

Western 20

TOTAL 158

Province Districts Total District in 2010

Nairobi 4 2

Central 17 14

Coast 13 10

Eastern 28 21

N/Eastern 11 8

Nyanza 21 16

Rift Valley 44 37

Western 20 15

TOTAL 158 124

å=

=H

ii

i

Hh

HhSV

1

i

HiH

hP =

KENYA 2011 71

We thank all these, For their facilitative role as the

1 Rakesh Rajani Head, Twaweza East Africa

2 Dr. Sara Ruto Regional Manager, Uwezo East Africa

3 Prof. Suleman Sumra Country Coordinator, Uwezo Tanzania

4 Richard Ssewakiryanga Country Coordinator, Uwezo Uganda

5 Dr. Rukmini Benerji ASER, India

6 Sudhakar Sinha SUNAI Consultancy PVT Ltd

7 ASER Centre Wilima Wadhwa, Savitry, All staff and Research Associates

8 Our colleagues in Uwezo Uganda and Uwezo Tanzania

Uwezo-ASER Fraternity

1 Prof Daniel Sifuna Department of Educational Foundations, Kenyatta University

2 Bernard Obasi Kenya National Bureau of Statistics

3 Mary Ndiangui Directorate of Quality Assurance, MOE

4 Ogle Mukhtar Coordinator National Assessment Center, KNEC

5 Daniel Wesonga Women Educational Researchers of Kenya

6 Dr. Sheila Wamahiu Education Consultant

7 Dr. Andrew Riechi University of Nairobi

8 Andiwo Obondoh Elimu Yetu Coalition

9 Warue Kariuki CfBT - Education Trust

10 Dr. Wycliffe Otieno UNICEF, Papua New Guinea

Our National Advisory Board

1 Hassan Bundu

2 John Onjoro

3 Agatha Kimani

4 Charles Kado

5 Salome Wenyaa

6 Grace Mwathe

7 Timothy Kyengo

8 Esther Nganga

9 Milicent Nyaguthii

10 Mohamed Mwachia

Our Team of Experts for Test Development1 Zipporah Ongwenyi Uwezo East Africa

2 Daniel Mwaringa Mombasa Polytechnic University College

3 Paul Ejore Department of Extra Mural Studies- University of Narobi

4 Mike Njeru Chuka Youth Information Center

5 Albert Kimutai Masinde Muliro University of Science and Technology

6 Eric Kipyator Freelance Researcher

7 Charity Limboro Department of Educational Policy, Management and Curriculum Studies ; Kenyatta University

8 Francis Likoye Department of Educational Foundations ,Kenyatta University

9 Calvin Olang Vision Empowerment Team

For their process facilitation and training

Acknowledgments

72

1 Paul Wasanga Council Secretary, Kenya National Examinations Council

2 Enos Oyaya Director, Directorate of Quality Assurance and Standards(MOE)

3 Lydia Nzomo Director, Kenya Institute of Education

4 Anthony Kilele Director General, Kenya National Bureau of Statistics

5 Provincial Administration Officers District Commissioners, District Officers, District Education Officers, Chiefs, Assistant Chiefs and village elders

Government Institutions

ANNUAL LEARNING ASSESSMENT REPORT

DISTRICT PARTNER ORGANIZATION DISTRICT COORDINATOR

BARINGO CENTRAL

COMMUNITY DEVELOPMENT AND EMPOWERMENT FORUM (CODEF)

NICHOLAS KIPRUTO KIMOSOP

BARINGO NORTH

SILVER SPRING YOUTH GROUP LAWRENCE KIPRUTO KIPLAGAT

BOMET SMART CITIZENS JOSHUA MURGOR

BONDO CHILD RIGHTS CENTRE PETER OTIENO ONYANGO

BUNGOMA EAST

AIDS ORPHANS EDUCATION TRUST ELIZABETH MWIBANDA

BUNGOMA NORTH

MUSTARD SEED OF HOPE YOUTH GROUP

ASINA ASEYO

BUNYALA BUSIA COMMUNITY DEVELOPMENT NOAH WANDERA

BURETI RURAL PROJECTS SUPPORT FACILITY

JOSEPH K. KOSKE

BUSIA PEMBE TATU CBO DENNIS OKOTH OCHIENG

BUTERE SHIMANYULI YOUTH GROUP ALI WECHULI WAWIRE

ELDORET EAST

BERUR EDUCATION FOUNDATION & DEVELOPMENT INITIATIVE - BEFDEI

GLADYS MURKOMEN

EMUHAYA EMAKHWENJE COMMUNITY LEARNING RESOURCE CENTRE

JOHN ODERA

EMBU PARTNERS IN ARTS AND CONTEMPORARY DEVELOPMENT (PCOD)

FLORENCE M KARIMI

GATANGA YOUTH ACTION FOR RURAL DEVELOPMENT

ROSEMARY NJERI KANG'ETHE

GATUNDU BUFFALO SELF HELP GROUP TOM KIMANI

GITHUNGURI EFFECTIVE LIVING NETWORK GROUP (ELNET)

JOSPHAT NGARAU NJONJO

GUCHA YOUNG WOMEN CHRISTIAN ASSOCIATION-YMCA

NYAKWARA DEBORAH MONGINAH

GUCHA SOUTH

VOLUNTEERS INITIATIVE NETWORK KENYA (VINES KENYA)

SHEM ONGORI

HAMISI VISION EMPOWERMENT TRUST LYDIA LIDECHI

IGEMBE RED CROSS MERU BRANCH SAMSON KINOTI

IJARA COMMUNITY EDUCATION & DEVELOPMENT PROGRAMME

ALI HUSSEIN

IMENTI NORTH

COMBINED EFFORT DEVELOPMENT AWARENESS

FREDRICK KAMUNDI

IMENTI SOUTH

PEACENET-KENYA STANLEY MWITI RINGERA

KAJIADO CENTRAL

DUPOTO - E – MAA

KAJIADO NORTH

MAA PARTNERS INITIATIVE (MAAP) MOSES LEIR

KAKAMEGA CENTRAL

ACTION FOR CHILD DEVELOPMENT TRUST

WASWA POLYCARP

KAKAMEGA NORTH

EUNICE WAVOMBA FOUNDATION HELLEN K MASIDZA

KAKAMEGA SOUTH

KAKAMEGA YOUTH AND COMMUNITY INITIATIVES

MAURICE SHIKUTWA

KALOLENI YOUTH ALIVE CBO SIMON M MURIRA

KERICHO SAMOEI CPROGRAM

OMMUNITY DEVELOPMENT LUCY KIBET

KANGUNDO MAKA CHILDRENS FUND JOHN MUTUKU

KEIYO LOGOGO YOUTH GROUP PETER KIPCHUMBA

KIBWEZI KIBWEZI DISABLED PERSONS ORGANIZATIONS

DAVID NYIKA KARIUKI

KIKUYU YOUTH FOR CHANGE ACTION GROUP

JAMES NJUGUNA WAMWENGE


KILIFI KESHO WINFRED WANGARI

KIRINYAGA KANGAITA YOUTH EMPOWERMENT PROGRAMME

DANIEL NGARI

KISII CENTRAL

CHRISTIAN EMPHASIS WOMEN GROUP

ANN KEMUNTO KENG'ARA

KISII SOUTH ACTION TIMES FAMILY CARE (AT.FAMICA)

MARYVINE NYANCHOKA

KISUMU WEST HUMANITY FOR THE CHILDREN INTERNATIONAL

SILAS MAUJIH

KITUI NORTH KITUI DEVELOPMENT CENTER GUSTAVUS MWAMBUI MULI

KOIBATEK VIJANA TUGUTUKE INITIATIVE KIBET KIPSANG

KURIA EAST KOMOTOBO MARANATHA FAITH ASSEMBLIES

JULIUS MAROA GEORGE

KWANZA TYSHA YOUTH GROUP ANTHONY MULIRO

KYUSO BIDII YOUTH GROUP PHYLIS KIMOTHO

LAGDERA UPENDO WETU YOUTH INITIATIVE ZEINAB S. MOHAMMED ADEN

LAIKIPIA EAST SUSTAINABLE ENVIROMENT AND AGRICULTURE NETWORK (SEANET)

ANJELINE NJOKI

LAIKIPIA NORTH

HELPING ORPHANS MEET EDUCATION

PETER KILESI KOTOINE

LAIKIPIA WEST

YOUTH FOR LEADERSHIP, EDUCATION AND DEVELOPMENT

TERESIA WANJERA KIMANI

LAMU FAITH FARAJ M FARAJ

LARI KIJABE ENVIRONMENT VOLUNTEERS (KENVO)

STEPHEN KAMAU

LIMURU RAYS OF HOPE INITIATIVE (ROHI) SAMUEL KUNG'U KINYANJUI

LOITOKTOK AMBOSELI PASTORALIST COMMUNITY DEVELOPMENT INITIATIVE

JOSHUA LEKIMARIKI

LOITOKTOK OLCHORO EDUCATION DEVELOPMENT ASSOCIATION

LABAN SAMPERU

MAKUENI WOTE YOUTH DEVELOPMENT PROJECTS

PETER OWITI NG'OLA

MALINDI MISSION FOR COMMUNITY INITIATIVE AND DEVELOPMENT

PHILIP WARIO

MANDERA CENTRAL

CONCERN FOR PASTROLIST DEVELOPMENT (COPAD)

RASHIRD MOHAMMED

MANDERA EAST

DOMESTIC ANIMALS WELFARE GROUP

ADAN NOOR MOHAMMED

MANGA ACTION TIMES FAMILY CARE (AT.FAMICA)

VINCENT NYABICHI

MARAKWET MARAKWET UNIVERSITY STUDENTS ASSOCIATION

FREDA JELAGAT MAIYO

MARSABIT NURU INFOTECH SERVICE YOUTH GROUP

JOSEPH HALKANO GALGALLO

MIGORI COMMUNITY EMPOWERMENT & DEVELOPMENT INITIATIVE (CEDI)

BETHMELDY KARIMI OYUGI

MASABA AFRICAN GIRL INTERNATIONAL ANGELA BUYAKI

MBOONI KIKIMA YOUTH GROUP LARI WAMBUA

MERU SOUTH CHUKA YOUTH INFORMATION CENTRE

FRANK NJERU

MOLO REGIONAL YOUTH RESOURCE AND INFORMATION CENTRE

JOHN K ROTICH

MOMBASA DREAM ACHIEVERS YOUTH ORGANISATION

SALLY NDINDA KESA

MOYALE STRATEGIES FOR NORTHERN KENYA DEVELOPMENT

HASSAN ALI GUYO

MSAMBWENI LAMUKANI CBO MAHMOUD BAROUH

MT. ELGON MT. ELGON RESIDENTS ASSOCIATION (MERA)

CHEM PETER NGEYWO

Across the 124 Districts they covered all villages and trained the volunteers,

KENYA 2011 73


MURANGA NORTH

JEDAXINOM SELF HELP GROUP SUSAN WAIRIMU

MUTOMO KYATUNE YOUTH ENVIRONMENT CLUB

ONESMUS MUSYOKI JUDA

MWALA MWALA YOUTH TEAM INITIATIVES JOHN MUIA

MWINGI TAHIDI YOUTH AND DEVELOPMENT ERICK KYALO

NAIROBI EAST VISION EMPOWERMENT TRUST RICHARD KITOSH WANYAMA

NAIVASHA WOMEN IN SUPPORT OF VULNERABLE AND ORPHANED PROGRAMME

MAGDALENE NYAMBURA

NAKURU GAP LINK INTERNATIONAL JANET NDHENYA DAVID

NAKURU NORTH

ALLIANCE FOR THE PROTECTION OF CHILDREN

EVANS MURIITHI

NANDI CENTRAL

KAPSABET REDS YOUTH GROUP EZEKIEL TARUS

NANDI EAST KENYA RED CROSS GEOFFREY NG'ETICH

NANDI NORTH COMMUNITY YOUTH EMPOWERMENT ORGANIZATION

PAUL KIPKEMBOI

NANDI SOUTH TEPAD DAVIS LAGAT

NAROK NORTH

NABOISHO YOUTH DEVEVELOPMENT ORGANIZATION

KIREU ANDREW SIAMITO

NAROK SOUTH

ILKERINE LOITA INTEGRAL PROGRAMME

JOSPHAT KALU

NYANDARUA NORTH

KENYA YOUTH EDUCATION AND DEVELOPMENT PROGRAM (KYCEP)

IGNATIUS WANGOMBE

NYANDARUA SOUTH

ENGINEER BROAD VISION GROUP GITHUA FRANCIS KAMAU

NYANDO MAGUNGA FOOTSTEPS CHILD SUPPORT GROUP

RASHID MIRUKA ONYANGO

NYERI SOUTH RED CROSS NYERI BRANCH FAITH MAINA

POKOT CENTRAL

KAITAPOS INTEGRATED DEVELOPMENT PROGRAMME

KOKATEN CLEMENT

POKOT NORTH

KRAKOW CULTURE AND DEVELOPMENT ORGANIZATION

ROMANOS C PARTANY

RACHUONYO SOFTLAB YOUTH GROUP RONALD SOLACE

SAMIA ARISE AND SHINE YOUTH GROUP EDGAR OUMA

RARIEDA RUMA WOMEN DEVELOPMENT GROUP

CHARLES CHIKA

RONGO WOMEN OUTREACH PROGRAMME GEORGE ODHIAMBO


RUIRU RUIRU AIDS AWARENESS GROUP JOHN MBUGUA

SAMBURU CENTRAL

NAINYUIYE COMMUNITY DEVELOPMENT ORGANIZATION

DORIS LEAKENO

SAMBURU EAST

KAMANGA REHABILITATION AND RESOURCE CENTRE

ALOIS LEARIWALA

SOTIK SUMEEK YOUTH IN ACTION GIDEON KOSKEI

SUBA DEVELOPMENT KNOWLEDGE LINK AFRICA (DEVLINK)

FAITH AKOTH

TAITA BINTI AFRICA FOUNDATION JOYCE MWASAWA

TANA DELTA MAPATO COMMUNITY BASED ORGANISATION

DICKSON JILO MARTIN

TANA RIVER KENYA SUSTAINABLE HEALTH AID (KESHA)

SHEDRACK HIRIBAE

TESO NORTH FRIENDS OF ENVIROMENT RESOURCE AND NATURE (FERN)

MASAKE AMAI MERCY

TESO SOUTH AKUKURANUT DEVELOPMENT TRUST

CHRISANTUS OKWARE

THARAKA RURAL INITIATIVES DEVELOPMENT PROGRAMME (RIDEP)

CHABARI ZAVERIO

THIKA WEST HOPE COMMUNITY CENTRE (HCC) NANCY KAMAU

TRANS MARA ACK TRANSMARA RURAL DEVELOPMENT PROGRAMME

MARTIN LESHAN

TRANS NZOIA EAST

IMPROVED FAMILIES HEALTH CONSORTIUM

SAMUEL WAWERU

TRANS NZOIA WEST

IMPROVED FAMILIES HEALTH CONSORTIUM

ANTHONY ODHIAMBO

TURKANA CENTRAL

TURKANA LIVESTOCK DEVELOPMENT ORGANIZATION

MIRIAM NAWETTE

TURKANA SOUTH

LOKICHAR LIVESTOCK MARKETING ASSOCIATION

JAMES LOMENEN

WAJIR EAST ALDEF-KENYA SULEIMAN SALAT

WAJIR NORTH ORGANIZATION FOR PASTORALIST ECONOMIC & EDUCATION DEVELOPMENT

ABDULLAHI HASSAN

WAJIR WEST WAJIR PARALEGAL NETWORK FATUMA YUSSUF

WARENG YOUTH CONSORTIUM KENYA KEN KIBET

WEST POKOT YANG'AT GIRL CHILD POTENTIAL SENSITIZATION GROUP

DEBORAH KATINA

WESTLANDS AMSTREF ARNOLD MURIITHI

YATTA CHEDA- COMMUNITY HEALTH EDUCATION & DEVELOPMENT ACTION

ALPHONCE NGATA

To the over 7,200 young men and women who volunteered to walk in 3,628 villages entered 72,102 households and assessed 134,243 children

To all we say

SHUKRAN!

We express our condolence for the unfortunate demise of Abdullahi Mohammed Allasow, a volunteer in Wajir East.


Women Educational Researchers of Kenya (WERK)

Who we are

Women Educational Researchers of Kenya (WERK) is a Professional Association of both women and men researchers united in the pursuit of gender equality and promotion of female professionals through mentoring and capacity building. It was formed in the early 90s and possesses full legal personality, as a society under the Societies Act (Cap 108) of the Laws of Kenya. WERK membership is tiered to represent Ordinary (senior) and Mentee (junior and student researchers), with senior researchers grooming junior and student researchers.

Our Vision

WERK is a society that values the centrality of knowledge for the creation of a humane, equitable and prosperous society.

Our Mission

WERK contributes to knowledge generation and utilization through linking research to policy and action.

Our Core Values

a) Equity: Fairness and justice in access to opportunities.b) Inclusivity: Promoting the value of diversity in terms of age, gender, race, ethnicity,

religion, and non-discrimination on the basis of socio-economic status; sensory and physical ability.

c) Integrity: Upholding values of truth, honesty, honour, ethical conduct and accountability.d) Excellence: Striving for rigour and professionalism in research and all our activities.e) Learning: Mentoring and nurturing researchers especially women.

Objectives of WERK

WERK's objectives are based on 3 key pillars: Research, Advocacy and Learning.

For more information, please visit our website: www.werkenya.org, or send us email through [email protected].

Elimu Bora, Jukumu Langu

If each of us did their part, our children would learn better!We welcome you to reflect on what you can do; discuss it with those around, and take action.Share your ideas and actions with us through SMS – 3016, or on Facebook (Uwezo Kenya)

The promulgation of a new Kenya Constitution on 27th August 2010 brought with it new joy, and ushered in a new era. Kenyan children have a right to quality basic education! As we focus on children not going to school, children who are enrolled are entitled to equal attention. Are our children learning?

This report presents findings of the Uwezo Kenya annual learning assessment. The assessment was conducted between February and March 2011, in 124 districts countrywide. A total of round 134,243 children aged 6-16 years were assessed in basic literacy (Kiswahili and English) and numeracy. Besides, the report presents findings based on school and household data. The report has three main sections. The introduction section gives an overview of the processes and tools, including an overview of key findings. The second section is a national report, while the last section presents one-page reports for each of the 47 counties.

The research was undertaken by Uwezo, meaning 'capability' in Kiswahili, an initiative that seeks to improve literacy and numeracy levels among children aged 6-16 years in Kenya, Uganda and Tanzania, through an innovative, civic-driven and public accountability approach to social change.

Uwezo is committed to open sharing of data. We welcome you to undertake independent analysis, to debate and share the findings. Full data sets and further information can be downloaded from www.uwezo.net.

Documents

· SUPPORTED BY: HEWLETT AND FLORA FOUNDATION, HIVOS, OPEN SOCIETY INSTITUTE, THE FORD FOUNDATION, THE WORLD BANK AND TWAWEZA EAST AFRICA. For …