Communiqué
Aga Khan University
Institute for Educational Development, East Africa
National Education Conference
Nairobi, Kenya
April 15 - 17, 2019
Introduction
On of April 15th to 17th, 2019, The Institute for Educational Development at the Aga Khan University, hosted National Education Conference with the theme, “Maximizing Educational Change: Research, Policy, Leadership, Technology and Curriculum”. The sub-themes of the conference were:
Research that Improves Educational Practice
Equity and Equality for Inclusive Education
Leadership and Governance in an Era of Educational Change
Technology and Innovations towards Educational Change
Re-thinking Curriculum Design and Development
Policy that Drives Education Reform
This was the third conference organized by the Institute for Educational Development. The conference attracted 150 delegates from eight countries. These include Tanzania, Kenya, Uganda, Germany, Zambia, United Kingdom, Australia, and Nigeria. Among the dignitaries who graced the conference were:
Prof Chacha Nyaigoti Chacha – Guest of Honour, Opening Ceremony
His Excellency Dr. Azim Lakhani - Ambassador, AKDN
Dr. Alex Awiti – Vice Provost, AKU,EA
Prof. Joe Lugalla – Director, AKU-IED,EA, Associate Vice Provost, Tanzania
Dr. Julius Jwan – Director/CEO Kenya Institute of Curriculum Development
Prof. John Orodho – Chair, KU School of Education Board of Post graduate Studies
Dr. Kofi Marfo – Director, AKU Institute for Human Development
The overall objective was to provide a forum for stakeholder dialogue to optimize educational change through perspectives on reforms that will ensure the education sector realizes its full potential.
This presents a call on all stakeholders to come together not only in identifying educational reforms that support educational development especially in East Africa, but also in suggesting appropriate ways of implementing, monitoring and evaluating them effectively.
In fulfillment of this objective, participants presented 49 papers in parallel sessions, three workshops, three special panel discussions, two plenary sessions, three keynote addresses, a poster presentation, and the opening and closing ceremonies.
The participants were drawn from various institutions across the educational spectrum and beyond, including universities, technical and vocational colleges, teacher colleges, organisations with interest in education, government parastatals, institutions information communication and technology, primary and secondary schools.
Over the three-day conference, participants deliberated on five inter-related aspects of educational change and development currently underway in Kenya and the East African Region: Research, Policy, Leadership, Technology and Curriculum. They underscored the significance of Education as a power tool to change society. Within this, five overriding factors emerged:
It was noted that we are now in a favourable window of opportunity – that will not last long – to transform our educational systems to be in line with the expectations of the 21st century and beyond.
It was observed that what aids educational development but which also can harm them is internationalization of education. The issue of borrowing from the north to complement what the south requires needs to be carefully examined and consumed.
The conference provided an opportunity for stakeholders to rethink higher education institutions in order for them to rediscover their purpose, structure and strategy.
It was acknowledged that Inclusive societies make for stronger and more robust responses to the challenges we all face with an uncertain future. This was highlighted by the presence of, and active participation of the Deaf community at the conference.
The participants expressed concerns over the digital ecosystem with its fast-paced and nimble responses to personalize learning. At the same time it was equally stressed that digitalization is a spur to the development of our educational systems.
The five considerations above are interrelated and can be conceived of as both opportunities and challenges. To be responsive, participants acknowledged that educationalists need to appreciate the challenges that we face and respond within the structures that govern us – the rules and regulations that regulate our work – as well as evolve a system that is responsive and open-ended to engage with changes positively. A number of areas that need attention:
If we are cognisant of the challenges and changes that are underway, we will apprehend and anticipate changes and serve our learners, communities, countries, with robust responses including systems changes. However, the danger is that if we ignore or worse do not understand the changes underway, we will further marginalise our populations and create greater inequalities of the haves and have-nots, which will be reflected globally in an ever more divisive world.
To respond to the changes foreseen, standardize education in higher institutions through a common framework and establishment of quality assurance mechanisms to arrive at the competencies expected of students.
Education systems and levels now need to bridge artificial divides that have their basis in historical, political, and ideological biases. The technical versus academic, the public versus private, and the white versus blue collar divides are melting away in the unfolding of the knowledge society that bridges skills with individualised learning, knowledge with know-how, and purpose with action.
The need to maximize on knowledge generation and knowledge labeling through more appropriate and time and context specific modes and strategies was an observation, with the question,
What is it that should drive knowledge generation and categorization?
The need for the Government to ensure that citizens are served with basic services with the rights of all citizens met equitably was stressed. This came with attention on promoting the principle of inclusivity where the needs of all are better served with new vistas of creativity and critical thinking unfolding to respond to the challenges we have never faced before. (For example, why can’t sign language be considered as yet another language that should be acquired by all?)
The focus on the teacher is crucial due to the invaluable time and effort in the running of the schools;
Hence, the concept of teacher leadership must be a focus of teacher preparation and development.
There were suggestions on some reform areas –
What is it that should drive educational reforms – inability to identify a definite future will continue to lead to an endless search of reforms
Productive ways of including ICT as a component of and vehicle of driving the education agenda and a way of life.
Reforms in education should focus on value outcomes
At the heart of any reform is the learner.
AKU-IED is committed to publish the proceedings of this Conference and will invite colleagues to submit paper based on their presentations.
