Chris Yates, Education Adviser, International Extension College, Cambridge

1. Is E-Learning compatible with the goals of ‘Education for All’?A case study from Kenya - A Rawlsian perspective Chris Yates, Education Adviser, International Extension College, Cambridge

2. The Dakar Education Targets • Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children • Ensuring that by 2015, all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. • Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes • Achieving a 50% improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults • Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality • Improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all especially in literacy and essential life skills.

3. Millennium Development Goals • Goal 2: Achieve Universal primary education Target 3: Ensure that by 2015 children everywhere boys and girls alike, will be able to complete a full course of primary education • Goal 3: Promote gender equality and empower women Target 4: Eliminate gender disparity in Primary and secondary education, preferably by 2005, and at all levels of education no later than 2015.

4. Province Number of schools Total no of KRTs actually enrolled (N) % No of KRTs who completed (N) % Drop-out rate (N) % Comple-tion rate % Phase 1 Eastern 4,142 11,327 (91%) 11,090 (98%) 246 98 Sub-total 4,142 11,327 11,090 246 98 Phase 2 Rift Valley 4,678 13,196 (94%) 12,647 (96%) 604 95 Central 1,855 5,212 (94%) 5,107 (98%) 105 98 Nairobi 193 576 (99%) 569 (99%) 7 99 Sub-total 6,726 18,984 (94%) 18,323 (97%) 716 96 Phase 3 Nyanza 4,027 9,952 (82%) 9,429 (95%) 523 95 Western 1,971 6,488 (110%) 6,135 (95%) 227 98 Coast 1,136 1,940 (57%) 1,715 (88%) 233 88 North East 173 584 (113%) 579 (99%) 5 99 Sub-total 7,307 18,964 (87%) 17,858 (94%) 988 95  Total  18,175 49,275 (90%) 47,271 (96%)  1,950  96 SbTD - KRT Enrolment and completion by Province

5. P Province Total Enrolment Total Male Enrolment % Male Enrolment Total Female Enrolment % Female Enrolmnt 1 Eastern 11,327 6,431 57 4,896 43 2 Nairobi 576 121 21 455 79 2 Central 5,212 2,567 49 2,645 51 2 Rift Valley* 13,196 8,152 62 5,044 38 3 Coast* 1,940 1,266 65 674 35 3 North East 584 472 81 112 19 3 Nyanza 9,952 6,562 66 3,390 34 3 Western 6,488 3,897 60 2,591 40 Total/Average 49,275 29,468 60 19,807 40 SbTD - Enrolment by Gender: Provincial level Source Tables 1&2 - MOEST/Yates (2004) * Provisional figures as some district data remains outstanding

6. KenCell Network Coverage 2004

7. Safaricom Network and Coverage

8. Kenya Map Electricity Coverage

9. SWAp - DBA and KESSP • Kenya Education Strategic Support Programme • SWAp – Sector Wide Approach – WB, DFID, CIDA? • Direct Budgetary Support • Plus 14 other major Development Partners in Project-mode

10. Programme US $ m 1 Maintenance of current INSET (SbTD/SEP) Programme 21 2 Action research and development for new programming 1.4 Total 22.4 Primary INSET Investment Programme (as of Feb 2005)

11. In-service new progrming 2005 mKs 2006 mKs 2007 mKs 2008 mKs 2009 mKs Ttal mKs US$ E-learning programming 00 16 12 20 4 52 0.65 F2F training 00 15 15 15 15 60 0.75 Total 31 27 25 19 112 1.4 Line 2: Action research and development for new programming Exchange rate 1US$ = 80Ks

12. E-learning in the KESSP • INSET Investment Plan • SbTD Extension and SEP • E-learning action research and development • ICT Policy Development and Investment Plan

13. Imfundo supported E-learning activities • UoL IEC E-learning for PPODFL • BBC-WIL SKIP

14. Aims of Kenyan PPODFL • Ground participants in the fundamental principles of ODFL for course and programme delivery (including using E-learning and e-support) • Expose participants to the potential and challenges of E- learning in Kenya through direct experience and • Help participants to develop practical applications ready for piloting with appropriate audiences in 2006.

15. Rawl’s social justice principles • Each person is to have an equal right to the most extensive total system of equal basic liberties compatible with a similar system of liberty for all (The Liberty Principle) • Social and economic inequalities are to be arranged so that they are both: • to the greatest benefit to the least advantaged… (The Difference Principle) and • attached to offices and positions open to all under conditions of fair equality of opportunity (Equality of Opportunity Principle)

16. Developing e-learning projects in Kenya • Do a detailed situational analysis and identify a number of key educational problems facing the Kenyan society/education system. • Develop E-learning proposals which seek to alleviate the problems • Assess the work using Rawlsian social justice principles before approving the resources

17. Some key challenges facing the contemporary Kenyan education system • How to raise the coverage of Early Childhood Development • How to enhance educational opportunities for children with special needs • How to raise the Gross Enrolment Rates (GER) in primary education in the Arid and Semi Arid Lands (ASAL) • How to increase the internal efficiency of the primary teacher force • How to cater for the 1.5m out-of-school children • How to help 4.2million illiterate adults in Kenya – 61% who are women. • Only 49% of those who complete the primary cycle progress to join the secondary system – how to improve secondary progression rates • How to improve the quality of education at all levels

18. Possible E-learning Interventions • Train and support ECD Trainers using ‘e-supported learning’ • Run E-learning think tank/virtual conference involving international education policy makers to identify alternative models of SEN provision • Equip Mobile Schools and Shepherd Schools with Internet access Run action research based pilots • Run E-learning virtual conference to debate alternative strategies for managing inefficient teacher force. • Set up ‘Hole in the Wall Computer Kiosks’ (Minimally Invasive Education) • Train and support adult educators using blended learning • Establish multi-media, flexible open school system for girls and women only. • Introduce models of E-education in pre-and in-service education

19. Education challenges and possible e-learning responses • How to raise the coverage of Early Childhood Development • How to enhance educational opportunities for children with special needs • How to raise the Gross Enrolment Rates (GER) in primary education in the Arid and Semi Arid Lands (ASAL) • How to increase the internal efficiency of the primary teacher force • How to cater for the 1.5m out-of-school children • How to help 4.2million illiterate adults in Kenya – 61% were women. • Only 49% of those who complete the primary cycle progress to join the secondary system – how to improve secondary progression rates • How to improve the quality of education at all levels • Train and support ECD Trainers using ‘e-supported learning’ • Run E-learning think tank/virtual conference involving international education policy makers to identify alternative models of SEN provision • Equip Mobile Schools and Shepard Schools with Internet access Run action research based pilots • Run E-learning virtual conference to debate alternative strategies for managing inefficient teacher force. • Set up ‘Hole in the Wall Computer Kiosks’ (Minimally Invasive Education) • Train and support adult educators using blended learning • Establish multi-media, flexible open school system for girls and women only. • Introduce models of E-education in pre-and in-service education