Nairobi: The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) has initiated a three-day capacity-building programme tailored for Quality Assurance and Standards Officers (QASOs) to enhance the implementation of Science, Technology, Engineering, and Mathematics (STEM) subjects. The programme aims to equip officers with the necessary skills to support teachers and improve learning outcomes in these critical areas.
According to Kenya News Agency, John Livingstone Makanda, the Acting Director of STEM Training at CEMASTEA, emphasized the programme’s goal to build capacity among officers, enabling them to effectively support educators and learners under the Competency-Based Education (CBE) framework, with a particular focus on STEM subjects. The training, which gathered 92 Quality Assurance and Standards Officers from all 47 counties, is designed to bolster the CBE curriculum implementation.
Makanda highlighted feedback from the officers, noting that the CBE implementation is progressing well nationwide, though additional support for teachers remains crucial. The workshop, themed “Enhancing the Capacity of QASOs to Monitor and Support Teachers of STEM Subjects for Effective Implementation of Competency-Based Education,” aims to strengthen the officers’ ability to observe classroom lessons, provide constructive feedback, and assist teachers in delivering STEM education.
The initiative is part of Kenya’s increased efforts to fortify STEM education amidst the Competency-Based Education system rollout, with the first cohort of senior school learners now in Grade 10. Makanda acknowledged existing challenges, such as inadequate infrastructure and limited access to Information and Communication Technology (ICT) resources. To address these issues, CEMASTEA and the Ministry of Education are developing virtual laboratories to support junior school teachers.
Famba Isaac, Kwanza Sub-County Quality Assurance and Standards Officer, noted that many learners initially perceived STEM as the only pathway available after transitioning to senior school. However, through mentoring, students now recognize the importance and opportunities within all CBE pathways. He underscored the critical role of QASOs, which extends beyond classroom observation to evaluating the overall learning environment and supporting effective CBE implementation.
Isaac detailed the follow-up process as a key measure of quality assurance, allowing officers to track progress and encourage schools to address gaps. He explained that QASOs assess schools across five thematic areas: leadership and management, learner welfare, physical infrastructure, teaching and learning, and the overall school environment, ensuring a conducive learning atmosphere.
Mariam Maalim, a Quality Assurance Officer from Mandera, shared that awareness and acceptance of the STEM pathway have improved significantly in the northeastern region. However, challenges persist, including shortages of trained teachers, ICT equipment, and instructional materials. Maalim stressed the need for greater government support to help learners fully benefit from the STEM pathway.
