More time to be allocated for language subjects in grades one two and three as studies reveal.
From the latest studies and reports, timetables for lower grades are to be amended to create more time for language subjects so that learners can get enough time to carry out the regular reading practice. The emphasis is on English and Kiswahili subjects.
In the year 2019, the number of lessons were reduced from the normal five lessons per week to three lessons per week. From a report by Tusome Early Grade Reading Assessment, this reduction in the number of lessons had a negative impact on the performance of the language subjects.
Some instructional content on Tusome was not covered due to a shortage of time because of the reduction in the number of lessons per week. The report that was given out yesterday indicated so. To eliminate the gaps in content coverage, the government has been urged to add more instructional time to reading subjects like English and Kiswahili. This will aid in improving reading skills and attaining the objective of CBC.
Generally, limited contact with Tusome instructional content/ materials affects learner’s reading skills in English and Kiswahili negatively. As a result, performance in the two subjects was greatly reduced.
There is a need for pupils to be exposed to reading practice more regularly to enhance their reading skills and hence general performance in language subjects.
There is a strong correlation between reading and performance in language subjects. The pupils should be encouraged to practice reading both at school and home. Reading can be done loudly or silently, reads part of the report.
Dr Julius, principal secretary ministry of education, launched the report on behalf of Professor George Magoha the Cabinet Secretary ministry of education at KICD headquarters yesterday.
In comparison to the report from a survey that was conducted in 2015, there has been a remarkable improvement as the report showed that more pupils have acquired some reading skills. Pupils did well in all the tasks in English and Kiswahili that they were given by the EGRA survey team.
In addition, remedial programmes for weak learners struggling with reading skills must be put in place and instructional reading should be incorporated. The remedial programmes have to be guided by teachers. Pupils needs should be prioritized.
The report results were collected from a sample of two hundred and four schools across the country where Early Grade Reading Assessment was conducted.
The introduction of one textbook per student (ratio 1:1) in public schools has helped greatly in elevating pupil’s performance. Learners are given textbooks in all areas of study. Learners were able to study more unlike in the past.
The one textbook per pupil is an initiative by the Tusome programme. It is bearing fruits in the education sector. Since the implementation by the government, textbooks have been made cheap and affordable.
USAid is a non-governmental organization that is supporting the implementation of the Tusome programme financially nationwide.
Tusome programme in lower primary, grades 1,2 and 3, was piloted first in 2011 August to 2014 August in five hundred and forty-seven schools from 5 counties.