Concerns Loom Over Grade 9 Transition Amid Infrastructure Challenges.
As Kenya gears up for the transition of the pioneer Competency-Based Curriculum (CBC) to Grade 9, questions remain about the readiness of schools, particularly regarding inadequate infrastructure and learning materials.
Despite the Ministry of Education projecting confidence, uncertainty looms for the 1.5 million students set to make the shift.
Schools Struggle with Resources
The government has assured parents of a seamless transition for Grade 8 learners moving to Grade 9.
However, numerous schools are grappling with severe shortages of desks, classrooms, and books.
In response, some headteachers have turned to parents, seeking financial contributions for classroom construction ahead of the reopening scheduled for tomorrow.
A parent from Ganjoni Primary School in Mombasa disclosed receiving a request to donate money for Grade 9 classroom construction.
She expressed frustration, noting that basic education should be free and compulsory. The letter, outlined a need for parents to raise over Sh13.2 million, in addition to the Sh4 million already allocated by the Kenya Primary Education Equity in Learning programme, to cover the Sh17.2 million construction cost.
Parents were urged to treat the matter with urgency and pay the 2025 development fund in advance.
Government Response and Preparedness
In contrast, the Ministry of Education has sought to allay concerns, maintaining that Grade 8 learners will transition to Grade 9 without disruption.
Basic Education Principal Secretary Belio Kipsang reported progress in infrastructure and teacher recruitment, stating that 13,200 classrooms had been constructed, with 10,100 funded through the National Government-Constituency Development Fund (NG-CDF).
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Dr. Kipsang acknowledged that hosting Junior Secondary in primary schools adds pressure, as institutions now accommodate an additional Grade 9 cohort.
On Wednesday, during his tour of the Coast region, he met senior education officials and inspected Grade 9 classroom construction in public schools.
Addressing Learning Materials and Staffing
Efforts to resolve textbook shortages are also underway. Dr. Kipsang reported that 9.9 million Grade 9 books have been printed, with 85 percent of schools already receiving their allocations.
He assured parents that by the weekend, all schools would have the necessary books in readiness for the new academic year beginning Monday.
Regarding staffing, the PS highlighted that 20,000 newly recruited teachers would ease the workload for the 46,000 intern teachers who were made permanent and pensionable last year.
He added that, combined with 10,000 existing teachers, there are now over 80,000 educators in Junior Secondary schools.
However, Dr. Kipsang acknowledged the sector’s need for over 140,000 teachers, pledging to address the gap incrementally.
Dr. Kipsang emphasized that new systems often face initial hurdles, referring to these as “teething issues.”
The Ministry, he affirmed, is committed to ensuring a smooth transition and resolving any challenges swiftly. As schools reopen, the success of this transition remains a priority for all stakeholders.
Audit Flags Mismanagement
The Ministry of Education (MoE) is however under scrutiny for alleged mismanagement of World Bank-funded classroom construction contracts worth over KSh6 billion, with accusations of overcharging and regulatory violations raising serious concerns about value for money.
A recent audit by the Auditor General revealed that MoE managers overseeing the project accounts breached procurement laws, casting doubts on whether taxpayers benefitted from the KSh6.7 billion allocated to the construction initiative.
Auditor General Nancy Gathungu reported that expenditures amounting to KSh6.66 billion may not have delivered full value due to overcharging and false invoicing related to project management costs and consulting services.
Gathungu highlighted that field visits to Laikipia, Baringo, and Homa Bay counties uncovered a lack of professional consultants supervising the projects, contrary to World Bank regulations under the Secondary Education Quality Improvement Project.
Despite KSh60 million being approved for consultancy services, no evidence of supervision was observed. Consequently, the validity of the consultancy fees remains unverified.
The audit also uncovered poor workmanship in various projects across 30 counties. For instance, laboratories in Homa Bay County’s God Bura and Tonga Boys secondary schools had cracked floors, and gas and water systems were incomplete.
School administrations reported these defects to contractors, but no remedial actions were taken.
Substandard Materials
Further inspections revealed that desks, chairs, and laboratory equipment supplied to some schools were of substandard quality. Wooden furniture at several schools was rejected due to splinters and grain imperfections.
At Marigat Integrated Day Secondary School, auditors found the contractor absent, incomplete laboratory works, and cracked walls and floors.
The audit identified 267 stalled projects across Tana River, Kwale, and Taita Taveta counties, collectively worth KSh344 million.
Notably, 67 projects in Tana River, 186 in Kwale, and 14 in Taita Taveta had failed to progress. The review found no satisfactory explanations for the delays, no liquidated damages claimed from contractors, and expired performance bonds, leaving funds at risk.
Additionally, as of June 30, 2024, construction of 30 classrooms, 40 laboratories, four water projects, and 471 sanitation blocks valued at KSh573 million had not commenced.
Delays in project initiation lacked justifications, and no penalties were imposed on contractors for abandoning works.
Committee Irregularities and Regulation Breaches
The audit also faulted the Ministry for excluding schools from committees that approved contractor payments.
A three-member technical committee, without representation from schools or the procurement function, recommended payments based solely on consultants’ input.
Moreover, there were no meeting minutes, field inspection reports, or project status updates as required by Public Procurement and Asset Disposal Regulations.
Regulations were further breached as payments were made without properly raised invoices, and no risk register was maintained to address potential project challenges.
On January 2, Dr. Belio Kipsang, Principal Secretary for Basic Education, reported that the government had so far constructed 13,200 classrooms against a target of 16,000.
Read Also: Schools in Remote Areas Not Ready for Grade 9 Learners Ahead of Reopening
He assured that an additional 11,000 classrooms would be completed before schools reopen, with the NG-CDF responsible for building 6,800 more classrooms.
The audit underscores significant gaps in project oversight, raising questions about accountability and efficiency in the execution of World Bank-funded projects.
Concerns Loom Over Grade 9 Transition Amid Infrastructure Challenges.
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