Pre-school and lower primary levels are crucial in laying the foundation for future learning. However, a recent survey found that 29 per cent of the Grade 9 cohort preparing for the transition from junior to senior school cannot read or count.
This exposes a major gap where promotion outpaces actual learning. This means that more work is needed at this foundational stage, underscoring the need to ensure the teachers of these young learners are fully equipped to enhance their ability to read and count.
Teachers tasked with laying the foundation for numeracy in pre-primary education are also struggling to master the skills needed to teach effectively. An assessment conducted in 15 counties found that only 10 per cent of the pre-primary and 22.4 per cent of lower primary teachers meet the set benchmark.
Following the survey by the Centre for Mathematics, Science and Technology Education in Africa, principals of the teacher training colleges have been asked to help strengthen the performance of the students who will teach numeracy at the pre-primary and lower-primary levels.
The assessment established that only 28.8 per cent of the pre-primary teachers attained the 75 per cent benchmark in content mastery. Some 52.5 per cent of the lower primary teachers attained the benchmark.
These findings should help to strengthen the preparation of teacher trainees to take charge of these two key levels; pre-primary and lower primary.
The tutors are also being trained on learner-centred and play-based learning, as well as the use of technology.
College principals should ensure that the knowledge and skills gained through the training are shared with other tutors and passed on to the teacher trainees.