Thursday 27 October 2011

Teaching in the Boondocks of Kenya

My volunteer assignment for ACCES was to help staff develop a teacher evaluation tool for use in the ACCES Community Schools.  To do this with some degree of integrity, I wanted to get a good grasp of the teaching context in the schools and talk a lot to the teachers.  I have loved every minute of my time with them – chatting informally in the small staff rooms, observing classes, interviewing some of them, finding out about the students they teach, hearing their stories, learning about their challenges, frustrations and dreams. 

Let me introduce you to a few of them.  First there is Stanley who teaches at Elufafwa, some 9 km. from Kakamega.  His classroom is in a well-constructed school built by CIDA.  From a humble background, he was a mechanic at 14, then sponsored through secondary school.  An ACCES scholarship helped him obtain his two year’s teacher certificate. 


His is one of the first classes I observed, and remains a highlight.  In his Level 2/3 math class, he brought 4 learners to the front to physically demonstrate “4 take away 1= 3.”  These youngsters are just learning to count in English so this is a double challenge for them.  He demonstrated a number of times with different learners and different numbers.  During practice time, he asked me to join him in circulating the room, marking answers and assisting one-on-one.  It was a terrific class.

Another time at Elufafwa, Philip’s Level 5 learners were conducting an experiment in groups to learn soil properties.  They had brought soil samples from home, and he was asking them to observe what happens when they put soil in a glass of water.   Philip loves science, especially zoology, and hopes to get his degree.  Next class the learners were going to burn small soil samples to learn about humus.

Last week at Munasio, a mud hut school 8 km. from town, a new teacher, Roseline, was teaching Swahili Level 2/3 vocabulary for shapes such as ovals. Every learner was engaged, on his or her feet physically making the shapes with their arms and bodies while saying the words.  In one of the rare classrooms with wall charts, she asked learners to point out the various sounds in the words.  I tried to take a good photo of her but she was in constant motion. 

When I dropped in to observe his Social Studies Level 4 class in a mud hut classroom in Shivagala, 21 km from town, Justus (I may have the name wrong) was getting the learners to role play a visit to a medicine man to help bring a lesson on traditional medicine to life.  Next door at the same school, Adelaide had the little ones in her split 2/3 class jumping out of their seats to identify words and pictures for “foods we eat” and “things that give us light.”




 
Just a mention of Benedict and Benson, teachers both and also Center Managers, each with great presence, charisma and dynamism.  They make their centers hum, inspiring good teaching through example.   


Another teacher who caught my attention for the clarity of her presentation on a tough point of English usage in a Level 8 class, Meliza is another ACCES sponsored university student who wanted to be a lawyer.  Teacher’s training was more accessible.    She ensured her class got lots of practice, reteaching and individual attention.   


I wish I could tell you this was the picture in every classroom.  I would say less than half the classes I observed used practices we in Surrey champion:  active, student-centered learning.  Other teachers relied on the textbook, students reading from the blackboard in a chanting manner, asking “recall” questions, and students taking notes and/or doing structured practice.  Our roommate tells me this is traditional Kenyan teaching.   

Teaching in ACCES schools is a hard gig.  The schools are isolated by the poor road system more than distance.  The schools have no power and some have no water source.  The teachers are on 3 month contracts and are paid one third per month of what they would make if hired by a public school.  What many of our teachers like about ACCES jobs is the punctual pay cheque and the smaller class size.  Those with P1 certificates, a two year course of studies, are waiting for their college graduating year to be “called” to get into the public system. Since about 2005, the huge growth in student population has stressed the public system which doesn’t have the capacity to hire. Although classes in the public schools can be large – we saw Level 4 classes at Kakamega Primary of 68 and 72 – the salary and benefits are good, there is tenure, and they join a larger community of teachers.

What are the teachers’ issues?  They talk about corruption in high places, about their personal challenge of dealing with rising inflation, the high cost of educating their own children and of attending university, the desire to educate their own children well, about “seeing is believing” – that as Kenyans they have been promised much for too long and no longer trust officialdom.  Some of them walk to school – far, on muddy roads, like 5 km. each way.  The women have to deal with child care.  There is concern about the implementation of the new constitution and a next year’s election, if it will change everyday life or if will again lead to violence.  


I have also learned that many of our teachers come from humble backgrounds, that getting to university entrance is very big deal in their lives, and that obtaining two years training is a possible platform for greater things ahead.  BC teachers will remember the days when one could teach elementary school after a short stint at normal school.  Kenya is a developing country with a developing school system.

What ACCES teaching does is provide experience, regular in-service and opportunity.  For all the young bright lights I described above, ACCES is once again “developing capacity.”  These teachers are smart and talented.  The future and the hope of Kenya, they are inspirational.


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