Napenda kusoma literacy program in Kirinyaga county, Kenya

• In Event: Envisioning foundational literacy and numeracy in the 21st century

Proposal

Introduction
This is a unique project that brings together the national government and the county government together in an Early Years Education initiative. The 'Napenda Kusoma' initiative aims to have at least 95% of Grade 3 learners in Kirinyaga County with adequate reading levels by 2026. It is a collaboration between the government and the South-South fellows, drawn from the Global South. The initiative is inspired by the success of Sobral, Brazil, in improving learning outcomes in education within 10 years despite facing socioeconomic challenges. Kenyan Fellows piloted the 'Napenda Kusoma' project to ensure all learners have the necessary literacy skills by the end of Grade 3.
In Kirinyaga County, located in Central Kenya, there is a high population density. According to the MoE Basic Education Statistical Booklet (2019), learning outcomes do not align with the resources invested. The literacy and numeracy levels, as measured by the NASMLA Grade 4 results, indicate that only 34.9% of Grade 3 learners can read with comprehension at the expected level. Before starting the program, the Fellows needed to determine the learning levels and associated factors at the school. A focused baseline study was conducted to establish targets for the pilot program and to answer these questions:
1. What are the learning levels for learners in Grades 3 and 4 in Kirinyaga County?
2. What school-related factors are associated with the learning levels in Kirinyaga County?
3. How can Kirinyaga leverage technology to improve learning?
4. What opportunities exist for applying the Sobral school improvement model in Kirinyaga County?
The baseline study conducted in 33 public schools found that many Grade 4 learners had not acquired expected competencies due to low literacy skills, impacting their ability to learn more advanced skills. However, there are resources available to improve learning outcomes. Additionally, both teachers and learners had high attendance rates. The intervention plan that has 38 schools,38 headteachers,5 Curriculum Support Officers, 7 National and county leaders and over 7000 learners supported by 8 members from the South to South fellows developed a theory of change with four action areas: (1) school-based teacher support and coaching; (2) providing remedial learning for children who are falling behind; (3) reforming teaching methods and learning materials (TLM); and (4) making changes to assessment methods. The plan is currently being tested in 40 schools, both public and private. Technology was used at a very basic level, including the Papaya app for phonic skills, WhatsApp for teacher peer support and learning, videos for assessing learner confidence and challenges, and transmitting results from the school to the county offices.
The programme aims at providing a range of transformational strategies to improve learners' literacy levels. The foundational literacy skills are based on the National curriculum design expectations at each level. Within one year of implementation, the FLANA report (2023) showed a marked improvement in literacy in Kirinyaga.

Authors

• Lydia Wangui Chege, Zizi Afrique Foundation

• Virginia Wanjiru Ngindiru, Zizi Afrique Foundation