Elimu Nyumbani (Home School)

BACKGROUND

The Basic Education Bill is a final product of almost 16 previous versions emanating from the Task force report on the realignment of the education sector to the constitution (2012). The bill is informed by a desire to not only address the disparities in education but curb parental neglect to take children to school. The Bill borrows heavily from American philosophy of Education (John Dewey) as well as combination of legal terms from various international laws and agreements that Kenya has ratified. The bill exhibits the global threat that marriage and family face today i.e. disguised within so called progressive laws.

MAIN CONCERNS

Overall the bill is ambiguous and inconsistent in its use of legal jargon while at the same time shifting to the extreme in state control of education freedom. Home schoolers’ main concerns with this bill are:

1. Absence of the explicit mention of ‘home education or schooling’ as a form of school. This is inconsistent with recommendations from the earlier mentioned task force report that recognized the role of home schools.
2. The conspicuous absence of parental rights in the education of their children in the guiding principles of the Law. Parents are the first and primary educators of their children and have the right to choose the form of education for their children at all levels. This wording is lacking in the document as well as the Constitution. The education Law depicts the global crisis in education where the aims of education are not clear while the family is ignored as a source of education.
3. The Law should recognize that parents are also educators and not just teachers.

(C)CURRENT UPDATES

East Africa Community of Homeschoolers (each) wrote to the Parliamentary committee seeking a meeting to present our concerns but never got a reply.

EACH through The Voice of The Family in Africa International (VOFA) and the Kenya Episcopal conference (KEC) presented their proposals to the Parliamentary committee

EACH memorandum was finally delivered to the Minister of Education on 14^th November and confirmations of his reading it sent back to us.

Homeschoolers Legal Defense Association (HSLDA) posted the situation of homeschooling in Kenya on their website and are currently providing legal advice on strategy. http://www.hslda.org/hs/international/Kenya/201211140.asp

The Minister of Education has presented an amended version of the Education Bill (incorporating approved proposals) to the clerk of the National assembly for publishing and debate on the floor of the house this week of 26^th November 2012.

We do not know yet if our proposals have been incorporated. The Minister has been meeting with religious leaders but we are concerned that none of them has voiced parental rights!!.

Yesterday 28^th November, the Minister asked for Thomas Mundia’s email address (spearheading the lobbying group). The international phone calls and emails coming from HSLDA members have created pressure and it is bearing fruit. International Homeschoolers please continue sending those emails! http://www.hslda.org/hs/international/Kenya/201211140.asp

HSLDA have referred us to a very resourceful American couple now living in Kenya and we are in touch with them for guidance on strategy (Matt and Jennie Chancey).

Homeschoolers should contact and meet any friendly (and hopefully vocal) Members of Parliament as soon as possible to present our concerns during the debate on the floor of the house. Use the memorandum sent to all since our best bet now is to fight this bill on the floor of the house!!
Most importantly: Pray, Pray, Pray….

Crossing to Conquer Transformation Center is a Christian day care center in Kibera, Nairobi. It is run by a couple Kenneth and Beatrice Migasha. They take care of 34 children on a daily basis aged between 2 and 12yrs. The parents of these children drop them at the center every day, go to work and pick them at the end of the day. The school aged children do not attend school. Some parents pay a small fee but many do not. The children are fed and receive a basic education from Beatrice and her team of 5 teachers and 2 cooks. Kenneth is a pastor and provides spiritual cover, education and support to the group. They are all volunteers and rely on well -wishers and divine providence for their daily needs.

In addition, there are 4 boys and 5 girls who are orphans. They live at the center and are under the care of Beatrice and Kennedy who have 2 teenage sons of their own. This couple also runs a youth program of 10 students who attend high school in the surrounding area. Students range from 14 to 18 years.

Elimu Nyumbani has partnered with Crossing to Conquer Transformation Center to equip Kenneth, Beatrice and their team on how to provide an excellent individualized education to the children at the center. They are being trained on how to use home schooling techniques, concepts and curriculum with a scriptural perspective. Parents and guardians of the children at the center are also equipped on how to participate more on the education and upbringing of their children.

Families at the center are very poor. If you desire to contribute or donate towards this project, please write to us below. Currently, the most urgent needs are; food, clothing, books, beddings, toys, rent, volunteers and funds to expand.

Welcome to Elimu Nyumbani (Home School) in Kenya. Our goal is to build educational centers in low income areas that will serve as a resource to students; returning students and parents interested in home-schooling concepts. In these centers, we will teach basic remedial skills such as reading, writing, mathematics, life skills and equip parents to participate more in the education of their children.

We also aim to empower parents to take control of the education of their children to help them reach their full potential in life.

Throughout Africa the public school systems struggle to meet the demands of its school-aged population. Home schooling provides the perfect opportunity for those student to get the education they need to become productive citizens and benefit their community.

ALTERNATIVE EDUCATION POLICY

The policy on alternative education applies to children, youth and adults. It addresses the education and training needs of the learners as guided by the spirit and vision of key education documents. The policy articulates the principles, goals and guidelines for children, youth and adults in four broad categories:

1. Alternative provision of primary education for school age children aged 6-14 years, (NFS primary)
2. Alternative basic education and training that covers basic literacy and skills training for learners aged 11 to 18 years (NFEC)
3. Alternative provisions for adult and continuing education and training for learners aged over 18 years (ACE)
4. Alternative provision of secondary education for school age children and youth, aged over 14 years (NFS secondary).

This policy legitimizes alternative educational provisions as a diversified form that will ensure all learners, including those with special needs, access quality education.

PRINCIPLES

The guiding principles to this policy take cognisance of the international conventions, national laws, policies, guidelines and regulations espoused in the education sector that seek to ensure that the right to education for each person is upheld. The principles are:

a.       Access to Education

All children, youth and adults have a right to education. However due to various socio-economic and cultural factors, they miss out on the formal school system. These groups shall be reached through flexible and responsive education provisions.

b.      Inclusion

Responsive educational service delivery efforts have to be made to reach learners with special needs including those in marginalized areas and the most vulnerable.

c.       Equity of Provision

For vulnerable learners to effectively participate in the education process, basic needs of food, clothing, shelter, health and psycho-social well-being shall be met by the government in collaboration with stakeholders.

d.      The Alternative Education Provisions

The provisions shall seek to augment existing efforts in providing formal education to those currently excluded. The provisions shall be flexible and have linkages to the formal system to allow learners join the mainstream and progress through education.

e.      Learning Environments

All learners shall have access to a safe, friendly and protective environment.

f.        Quality Education

The education provided shall be, relevant and of quality in order to enhance abilities for productive gain and sustainable livelihoods.

GOALS

This policy is guided by the national goals of education. It is in accordance with the national development strategy projected by the government that seeks to achieve EFA, develop quality human resources, and protect democratic institutions and human rights. The following specific goals guide this policy formulation:

1. To ensure that all children, particularly girls, those with special needs and/or in difficult circumstances have access to free and compulsory quality basic education.
2. To ensure that all out of school youth and adults, particularly girls and women, those with special needs and in difficult circumstances have access to free quality basic education
3. To enhance access, equity and equality at all levels of basic education and training.
4. To eliminate gender and regional disparities in all levels of basic education and training.
5. To enhance the quality of all aspects of education and training
6. To ensure that the learning needs of youth and adults are met through equitable access to appropriate learning and life skills programmes
7. To promote ICT as well as science and technology education and training
8. To promote Open and Distance Education (ODE) at all levels of education and training.

Parents are the first teachers; they provide the moral and social skills necessary for a viable community. Studies have shown that when parents are empowered then their offspring have a better chance of reaching their full potential.

Elimu Nyumbani offers training to parents on how to home school.

Below are answers to some of the questions parents have been asking us.

1.Is home schooling accepted legally in Kenya?

Yes, homeschooling is legal but there are no specific laws for or against it. it is covered broadly under the Alternative Education Policy which is recognized by the Ministry of Education.

 
2. Can a home schooled child be later on placed in school or go to college without any problems?

Yes they can. That is determined by what curriculum you use, exams you sit for and what college they want to attend. Some choices have broader options than others. Eg. With the 8-4-4 exams, you can enroll in both public and private colleges. With British or American exams you are limited to private colleges. With a portfolio and no national exams, you have few options  locally eg. DALC Education.  You may have to look overseas.

 
3.  Which curriculum did you use?

I started off with ACE then became eclectic, using different curriculums for different subjects. Like  Saxon, Math-u-see, IEW, Sonlite books, Apologia Science, Kenya 8-4-4 books etc.  I also write my own curriculum. I opted for no national exams and have a portfolio instead. We found one college in Kenya where my daughter is enrolled  (DALC Education) This path is untrodden but allows the child the most freedom.

4. Are there any kind of home school groups / co-ops in Kenya?

Yes. People who live near each other and have children of the same age range form their own groups. We have an annual East Africa conference where you can meet many families at once from different parts of East Africa.

5. Did your children get adequate socialization?
One is very social and the other keeps more to herself. They each determine what is enough for them. Generally, there are opportunities for socialization. However, you have to look for them and even create them yourself.

Every child wants to learn; it is fundamental to the growing process. Our responsibility is to give hope to those developing minds that they can aspire to achieve greatness.