KNEC and Cito have collaborated closely on the design of an Assessment Framework. This Framework details what is being tested, how tests are administered, who is responsible, and what procedures are followed. This descriptive document serves as a benchmark for policy makers, and it includes recommendations for future assessment policies.
During various training workshops on location in Kenya, teachers are trained in competency-based assessment, in their own field of expertise. How do I measure skills, what assessment options are available, but also, how do I analyze the results? Every workshop is tailored to the needs of the participants, as teachers from both primary and secondary schools are trained in groups.
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It is physically impossible to train every teacher in Kenya, and therefore an online training module has been developed. This module enables teachers to work independently towards a better understanding of competency-based assessment.
Digital assessments have taken a flight in recent years, not least due to the COVID pandemic. In order to steer digital assessments in the right direction, KNEC is keen to acquire testing software which will enable them to develop, edit and publish assessments. Cito, based on their expertise and experience, has assisted KNEC in outlining their requirements and writing a tender.
Conflicting results, alleged opaque test administration and failure to adequately respond to complaints by parents and candidates have seen two lobbies sue Knec over the 2023 national tests, demanding forensic audit in 90 days.
Kenya Human Rights Commission and Elimu Bora Working Group announced on Tuesday that they have brought the suit to compel Kenya National Examination Council to conduct a forensic audit over the controversies around the results of the 2023 KCPE and KSCE exams.
In what appears to be ghosts of the complaint over the conduct of the tests coming back to haunt the national body, the lobbies complain that the exams were not credibly administered and that there were doubts whether the candidates got rightful grades.
"Knec's handling and or release of the KCPE examinations 2023 results cast a shadow of doubt, and/or created uncertainty amongst the general public, on the ability (or otherwise capability) of Knec to discharge the respective mandate of its office as spelt out in the law and the constitution," the petitioners say.
For example, a Kitengela-based international school staged protests at the Knec offices on November 26, with parents questioning why the school, which typically performs well, recorded an abysmal performance in the national examinations.
The case filing follows a public information request by the two lobbies to Knec on December 8, demanding to know the rectification measures that were being implemented to deal with the complaints but got no answer.
The information sought from Knec included its policy and guidelines on marking, award of marks and moderation process, the Knec examinations guidelines and regulations and the Knec policy and guidelines on compiling, verifying, reviewing and reporting examination results.
Other sought included the Knec service charter, a detailed audit of the examination process, statements and reports on the last review of any subsisting policies and guidelines stated and statements and reports on public participation and stakeholder input in formulating subsisting policies and guidelines.
"Currently, Knec's grading process is unclear. Reports indicate that Knec provides markers with predetermined targets, pushing them to assess a high volume of papers, a practice that may compromise the quality of results," KHRC said.
Should the court compel Knec and Education CS to do the audit and fail, KHRC and EBWG say the exam body should be barred from ever "setting and conducting any KCSE examinations including issuing KCSE examinations results and certificates".
All aircraft structures are exposed to both fatigue and static loads. Damage caused by fatigue loads is much more dangerous because it can cause damage at a level lower than the ad hoc strength. Fatigue testing requires both a large number of samples and machine time, which generates considerable costs. In the case of tests performed on prototypes, it is sometimes impossible to make a large number of samples. In such a situation, as well as in a situation when results are sufficient, the accelerated methods described by the co-author in an earlier publication may be used to study with some approximation. In the standard tests, only the number of cycles measured under a predetermined regime is used. Many signals can be used in accelerated studies: e.g. piston displacement, force, strain gauge, thermographic measurement.
In a significant move aimed at transforming the Technical Vocational Education and Training (TVET) sector, the Principal Secretary of TVET, Dr. Esther Thaara Muoria, has issued a directive for all new admissions to TVET colleges to be exclusively for Competency Based Education and Training (CBET) courses, with the directive taking effect immediately. Consequently, admission into Kenya National Examinations Council (KNEC) tested courses will be stopped.
While the government aims to bridge the skills gap and produce industry-ready professionals with the shift to a competency-based 2-6-3-3-3 curriculum, concerns have been raised regarding the readiness of trainers and equipment to fully implement CBET courses.
One critical question surrounding this directive is whether the trainers and instructors in TVET colleges are adequately prepared to deliver CBET courses effectively. The competency-based approach requires a different pedagogical approach, emphasizing practical training and real-world applications. It demands a shift from traditional lecture-style teaching to hands-on, experiential learning, which may require additional training and support for educators.
Additionally, there are concerns about the availability and suitability of equipment and facilities in TVET colleges. To effectively deliver CBET courses, it is crucial that institutions have modern, well-equipped workshops and labs that mirror industry settings. This raises questions about the current state of infrastructure and the financial resources required to upgrade and maintain these facilities.
The decision to stop admission into KNEC tested courses is seen as a consequential step in aligning the TVET sector with the competency-based curriculum. KNEC tested courses have been a traditional feature of TVET education, but their discontinuation signals a significant shift towards prioritizing practical skills and industry relevance over traditional examination-based assessment.
While the government sees TVET as a driving force behind the Bottom-up Economic Transformation Agenda (BETA) and anticipates that CBET will provide skilled manpower for various government programs, some stakeholders worry that rushing into exclusive admissions for CBET courses may lead to hasty implementation, potentially compromising the quality of education.
The successful implementation of CBET courses also depends on collaboration between the State Department, National Polytechnics, and TVET-CDACC. These entities play crucial roles in developing, assessing, and certifying TVET qualifications. Any challenges or coordination issues among them could hinder the smooth transition to a fully competency-based system.
As the government pushes forward with this ambitious and transformative education agenda, it is essential to address these concerns and ensure that all stakeholders in the TVET sector are adequately prepared to embrace the shift to CBET. A measured and well-planned approach that takes into account the readiness of trainers, facilities, and collaboration between relevant bodies will be key to realizing the potential benefits of CBET in enhancing the skills and employability of TVET graduates.
According to the notice, the council wants to train, certify and recruit teachers, tutors and lecturers to be engaged in the development of examination ad assessment tools for schools and the education of teachers.
The process of applying for the advertised positions will be conducted online with interested candidates required to email the council through td@knec.ac.ke and attach scanned copies of academic and professional certificates, testimonials, and recommendations from the heads of their institutions.
The committee found that exam malpractices in the 2022 KSCE included collusion to share answers, use of mobile phones in exam rooms, impersonation, smuggling of unauthorised written material, leakage, and plagiarism among other techniques.
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