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Esther Nyambura

Centre for Mathematics, Science Technology Education in Africa (CEMASTEA) is today honoured to host on behalf of the Ministry of Education, the CS Education Amb. (Dr) Amina Mohammed. E.G.H, CAV. The meeting was an extensive briefing session where she was taken through the policies, programs and initiatives the ministry is undertaking.

 

Mr. Stephen Njoroge, HSC, Director CEMASTEA welcomes Amb. (Dr.) Amina Mohammed, EGH, CAV for a meeting at CEMASTEA, Karen

 

Amb. (Dr.) Amina Mohammed, EGH, CAV signing the visitors book at CEMASTEA

 

Left Dr. Belio Kipsang MOE, Amb. (Dr.) Amina Mohammed, EGH, CAV and Mr. Stephen Njoroge, HSC, Director CEMASTEA at CEMASTEA, Karen

 

Seated from (far Left) Mr. Simon Kavisi, Deputy Commission Secretary, (TSC) (2nd left) Mr. Stephen Njoroge, Director, CEMASTEA, (3rd Left) Dr. Belio Kipsang PS Basic Education, Amb. (Dr.) Amina Mohammed, EGH, CAV, Hon. Kachapin, Chief Administrative Secretary, Prof Japheth Ntiba PS University Education and Research (standing) members of staff from state department of early learning and basic education at CEMASTEA, Karen

 

 

 

 

 

 


On Friday January 5, 2018, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) was honoured to host His Excellency Hon. Uhuru Kenyatta, CGH, President and Commander in Chief of the Defense Forces of the Republic of Kenya as he presided over the Commissioning of Core Course Books for Secondary schools. The function was spearheaded by the Ministry of Education.

His Excellency the President Uhuru Kenyatta guides Domita Nyambura, a pupil from Karen C Primary to sign the visitor’s book at CEMASTEA Karen

Prof. Colletta A. Suda(left) CBS, Principal Secretary, State Department for University Education, Mr. Joe Mucheru (second left) CS Information, Communication and Technology (ICT), Dr Belio Kipsang, Principal Secretary Ministry of Education, Dr. Fred Matiang’i Cabinet Secretary Ministry of Education and (far right) Mr. Stephen M. Njoroge, HSC Director CEMASTEA

His Excellency the President Uhuru Kenyatta, seated with from left: Dr. Diana Mwinzi, Principal Secretary Vocational & Technical Training, Prof. Colletta A. Suda, CBS, Principal Secretary, State Department for University Education, Dr. Fred Matiang’i, CS, Ministry of Education, Mr. Joe Mucheru, CS Information, Communication and Technology (ICT), Dr. Richard Belio Kipsang’, Principal Secretary Ministry of Education, Science and Technology during the textbooks launch at CEMASTEA, Karen

His Excellency the President Uhuru Kenyatta sharing a light moment with Mr. Wilson Sossion KNUT Secretary General, Prof. George Magoha, Chairperson KNEC and Dr. Fred Matiang’i, Cabinet Secretary Ministry of Education during the launch of textbooks at CEMASTEA Karen

His Excellency the President Uhuru Kenyatta flagging off the textbooks during the launch at CEMASTEA, Karen

His Excellency the President Uhuru Kenyatta handing over textbooks to pupils from Karen C Primary School during the launch at CEMASTEA, Karen

 


Pupils drawn from Kanjora Primary School, D.E.B Kahiga-ini Primary School, Karuna-ini Primary School and Gathathi-Ini Primary School in Nyeri County got a warm treat from the five member team from CEMASTEA when they visited their schools to donate books on peace education. Peace Education was the theme for the Corporate Social Responsibility (CSR) held from Thursday January 18, 2018 to Friday January 19, 2018.

Led by Mrs. Beatrice Macharia, the Deputy Coordinator Training, CEMASTEA and Mr. Philip Maate, the Deputy Dean Physics Education department, CEMASTEA; the team spent the two days interacting and engaging the pupils, parents and teachers in educational and motivational talks before awarding the pupils with the Peace Education story books including the teachers’ guide which were donated by the Ministry of Education (MoE) through Mrs. Macharia’s initiative and the Communication Department of CEMASTEA with the great support from  the Director CEMASTEA, Mr. Stephen M. Njoroge, HSC.

CEMASTEA Book Donation: Pupils from Karuna-ini Primary School and their teachers receiving books from Mrs. Beatrice Macharia-Deputy Cordinator, TrainingCEMASTEA (left) and Mr. Philip Maate, Deputy Dean Physics CEMASTEA (right)[Photo: Charles Karani]

The aim for donating the books was to sensitize the pupils, teachers and the parents on the importance of Peace Education that has also been incorporated in the new curriculum.

Speaking to the parents, Mrs. Macharia emphasized that the home environment affects the school environment, therefore there is need to create a good environment for the children at home since this will see them through their other learning environments. She encouraged the teachers to be more innovative in teaching and learning to ensure that the performance is improved.

Teachers from D.E.B Kahiga-ini Primary school in Nyeri County receiving guidance for ‘Teacher Activity Book’ on Peace Education from Mrs. Beatrice Macharia (right) and Mr. Philip Maate (left) during the book donation by CEMASTEA. [Photo: Charles Karani]

On the other hand, Mr. Maate encouraged both the teachers and the parents on the importance of team work. He also gave them an illustration paraphrasing it from the bible in Colossians 3:23 on the need to take responsibility.

The pupils were encouraged to work hard in their studies and not to indulge in behaviours that will lead them into bad habits like drug abuse. They were also told to embrace peace in their lives and learning.

The CSR is among the activities and projects lined up in the CEMASTEA Calendar this year.

 

Dan Orero/CEMASTEA

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 Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)

 A new study shows that about a quarter of the available annual schooling time is used on non-learning activities

The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) conducted a study to understand the quantity and quality of teacher- students’ interactions in schools. Phase I of this study which focused on the quantity of time teachers and students interacted was conducted in selected primary and secondary schools in three counties: Kisumu, Uasin Gishu and Tharaka Nithi in Term 1 of 2017. The three counties represented an urban-rural spectrum based on the Commission for Revenue Allocation (2011) fact sheet with Kisumu County representing the urban counties, Uasin Gishu representing semi-urban counties and Tharaka Nithi representing rural counties. In total, 40 schools 20 each from the primary and secondary level participated in the study. The schools were distributed as follows: 10 schools 5 each from the primary and secondary level in Kisumu and Tharaka Nithi counties; and 20 schools 10 each from the primary and secondary level in Uasin Gishu County.

The study involved principals and head teachers of the selected schools as well as mathematics and science teachers in those schools. Also, selected were Standard Five and Form Two students from the schools who participated in the study. Data were collected from principals, head teachers, and teachers through questionnaires. Principals and head teachers were interviewed through a one-one semi structured interviews to understand about the school calendars, routines and mechanisms used to cover for any time loses. On the other hand, a focus group discussion was conducted with the students to understand from their point of view the activities in school and the time apportioned to them.

 The findings of the study are summarised as follows:

  • There is inconsistency between the available time for schooling as guided by the MOE and suggested time for coverage of content in the syllabus. While the MOE guides that schools have 35 weeks of available time for learning, the syllabus (KIE, 2002) as drawn by the Kenya Institute of Curriculum Development (KICD) suggests a time for coverage of the syllabus of as high as 40 weeks. 
  • Secondary schools that participated in the study spent an average of 29.5% of the school time per year on activities other than coverage of content as prescribed in the syllabus while primary schools utilised 28.6% on average on similar activities. The activities included: opening procedures such as issuing of text books and cleaning the classes and school compound in general; closing procedures such as marking and preparation of report cards, cleaning the classes and school compound in general and examinations. Overall, secondary schools in rural areas were more efficient in the utilisation of time with an average of 24.2% of the official annual school time spent on non-learning activities. On the other hand, secondary schools in urban settings were less efficient with time utilisation with an average of 34.2% of the official annual school time spent on non-learning activities.  As for primary schools, those in the semi-urban areas were more efficient in the utilisation of time with an average of 26.6% of the official annual school time spent on non-learning activities. Just like secondary schools in the urban region, primary schools in the urban region were also found to be less efficient with time utilisation with an average of 31.6% of the official annual school time spent on non-learning activities. 
  • Schools employed a variety of ‘coping’ strategies to compensate for official school time spent on non-learning activities. Notable were those strategies that encroached on students’ right to breaks (i.e., health and lunch breaks) and recreational breaks such as games time. This was done by elongating the recommended teaching time of 35 minutes and 40 minutes for each lesson for primary and secondary schools respectively to as long as one hour per lesson for primary schools and teaching an extra lesson during lunch time for secondary schools.

 These findings provide the much-needed empirical data that should provoke debate regarding effective utilisation of available school time by schools. More important is the debate on the attainment of goals of education especially those involving learning for understanding against the backdrop of cognitive overloads that students are likely to experience as a result of learning with limited breaks.  The findings call for a harmonisation of guidelines on available time by MOE and suggestions on the time needed to cover the content in the syllabus. It is recommended that MOE develops mechanisms for Monitoring how time is utilised in schools to ensure that students benefit from their time in school in meaningful ways.

 

 


Congratulations to Mr. Paul Kamau Thairu; i -TOYA winner following his HSC award (Civilian Division) by His Excellency President Uhuru Kenyatta.

 i -TOYA competition 2017 was a collaboration between CEMASTEA,TSC, eKitabu and KESSHA.


Education: City- based Centre boosting science teaching in Africa

By: Joe Ombuor

October 32017

Nairobi- based Centre for Mathematics, Science and Technology in Africa has trained hundreds of science, technology, engineering and mathematics teachers from across the continent the institution’s Director Mr Stephen Njoroge has said.

He said the skills acquired had trickled down to thousands of others and their students as those trained become trainer of their colleagues with the end result of improved performance.

The director spoke when he presented certificates to 43 participants from seven African countries at the end of a two- week training session organized together with Kenya’s Ministry of Education and the Japan International Co-operation Agency.

Mr. Stephen Njoroge (right)Director, Centre for Mathematics, Science and Technology Education in Africa, presents a certificate to a participant. [Dan Orero/CEMASTEA]


By: OumaWanzala

September 24 2017

The Teachers Service Commission has said there is need for regular training of practicing teachers in Kenya and other countries in the region.

TSC chief executive Nancy Macharia, said this will enable teachers to continuously equip themselves with opportunities to update and improve their knowledge and teaching techniques.

“This will greatly impact how they deliver lessons and effectively offer and education that is not only relevant but focused on real world problems,” said Mrs. Macharia

Ms. Macharia made the remarks at the Centre for Mathematics, Science and Technology Education in Africa during a training of mathematics and science teachers from seven African countries in the region on in Nairobi.

The two-week training will end next week. “I am delighted therefore to see continental efforts being made to improve the professional practice of teachers that will enhance the quality of education and learner achievement, “added Ms. Macharia.

Mrs. Macharia said the in-service education and training will increase teachers ‘capacity for a deeper understanding of the continent, how students learn and a broaden comprehension of clear- cut teaching skills and strategies that ultimately result in student learning.

Association for the Development of Education in Africa senior Finance and budget office Foday Kargbo underscored the role of governments and development partners in achieving both continental blue prints and global agenda

 

Mrs. Nancy Macharia, CEO Teachers Service Commission.[File]


By: Augustine Oduor

August 26 2017

The government is equipping selected secondary schools with modern learning tools that will make Mathematics and Science easy and enjoyable. Each of the 102 schools selected in every county will get modern equipment for Biology, Chemistry, Mathematics, Physics and Information and Communication Technology.

The items are part of the Science, Technology, Engineering and Mathematics (STEM) project being implemented by the Ministry of Education. The programme is being rolled out by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). At least two schools were selected in each of the 47 counties for the pilot stage.


Esther Nyambura ICT officer CEMASTEA interacting with robots during The STEM Sensitization workshop. [Dan Orero/CEMASTEA]

The Ministry of Education initiated the Stem Model Schools intervention programme to enhance learners’ capability in Science and Mathematics, CEMASTEA Director, Mr Stephen Njoroge said each of the selected schools will get laptops, LCD projectors, digital cameras, white-boards, light microscopes, photometers, biological models, and preserved specimens. Also, to be provided are thermometers and stop watches to make learning cool. Mr Njoroge said the Government has already started to procure the modern learning equipment

“We are going to provide modern Chemistry, Physics And Biology leaning materials to schools at an estimated cost of Sh54 million,” said Mr Njoroge

CEMASTEA was allocated Sh32 million in the 2016/2017 financial year to implement the project. In the 2017/2018 financial year, the centre has been allocated Sh58 million. The centre has already developed a Stem module and is conducting training of teachers and sensitization of stakeholders. The training will end this month, Mr Njoroge said more than 306 teachers have undergone one-week training ahead of the roll out. The training was conducted in Nakuru, Eldoret, Mombasa, Nyeri, Embu, Kakamega, Kisumu, and Thika. 


Thursday August 24, 2017

By Ouma Wanzala

Teaching of science subjects in secondary schools is set to be done through the use of ICT as the government steps up efforts to make learning attractive

Procurement of modern learning equipment such as laptops and LCD for use in teaching has begun under an ambitious programme that targets more than 100 schools.

“We are going to provide modern chemistry, physics and biology learning material to schools at an estimated cost of sh54 million,” said Mr. Stephen Njoroge, the director of the centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)

Mr. Stephen Njoroge Director, CEMASTEA addressing School principals and BOM during the STEM Sensitization workshop. [Dan Orero/CEMASTEA]

Mr. Njoroge said the initiative also aims to ensure learning of science subjects in schools is

hands-on and students can create jobs while still in school. More than 306 teachers from the 102 model schools have since undergone a one-week training course to prepare them for the rollout. The training was conducted in Nakuru, Eldoret, Mombasa, Nyeri, Embu, Kakamega, Kisumu and Thika.

Change methods

The initiative spearheaded by CEMASTEA seeks to set up Science, Technology, Engineering And Mathematics (STEM) model schools and changing the way the subjects are taught.

Statistics show 22 per cent of students at local universities are taking science courses, compared to 70 per cent in the “Asian Tiger” nations such as South Korea and Singapore.


Most schools ignore holistic learning, says report

WEDNESDAY AUGUST 9 2017

By OUMA WANZALA

Wilbroda Oleroh (centre), from Moi Girls’ High School in Uasin Gishu County and other students during the National Math Contest at AIC Chebisaas Boys High School in Eldoret on July 11, 2015. PHOTO | JARED NYATAYA | NATION MEDIA GROUP  

In Summary

  • The government has stepped up promotion of science-related subjects in secondary schools across the country.
  • Vision 2030 is premised on more students taking up mathematics and science in the hope that this will drive scientific inquiry and innovation.
  • Already, more than 306 teachers have been lined up for training starting August 14 to 18 in eight regions across the country.

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Secondary schools are only focusing on academic excellence and giving less focus on producing all-round students who can serve the society, a report has revealed.

The report indicates that in most schools, vision, mission and motto are about the institutions being Centre of academic excellence.

The study conducted by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) show that academic performance was at 58 per cent, holistic view at 27 per cent, character or value system at 10 per cent and national goal and aspiration at five per cent.

The holistic view is about making a student an epitome of physical, moral, spiritual and academic excellence while the national goal and aspiration seeks to provide quality education to students and prepare them for national development.

ACADEMIC PERFORMANCE

At the same time, character or value system is about producing an educated, disciplined and determined person ready to serve while academic performance is about being a leader in academic excellence.

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“In most schools vision, mission and motto are just statement to fulfill statutory requirements with little evidence of efforts to make the vision an integral and vibrant facet of the school community,” notes the report that was released recently during a school heads and boards of management workshop in Nakuru.

The aspirations were generally used to refer to what the school owners or managers wanted the students to achieve at the end of their four-year period in school.

“There is a need for the Science, Technology, Engineering and Mathematics (STEM) model schools to adjust their vision to reflect the aspiration for becoming an effective model school,” recommends the report.

The government has stepped up promotion of science-related subjects in secondary schools across the country.

POOR INFRASTRUCTURE

Some of the challenges that have been identified are poor school infrastructure, school climate, under-staffing, inadequate teaching and learning resources, poor attitude by both teachers and students and lack of role models.

Vision 2030 is premised on more students taking up mathematics and science in the hope that this will drive scientific inquiry and innovation.

Already, more than 306 teachers have been lined up for training starting August 14 to 18 in eight regions across the country.

Statistics indicate that its only 22 per cent of students in universities that are taking science-related courses compared to 70 per cent of students in South Korea and Singapore.

CEMASTEA Director, Mr Stephen Njoroge said schools that have been identified are required to work closely with others not in the programme in their counties.

http://www.nation.co.ke/news/education/Most-schools-ignore-holistic-learning--says-report-/2643604-4050760-wxll8vz/index.html


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