There’s more in basic education than meets the eye – People Daily
There’s more in basic education than meets the eye People Daily
sdgtalks
What is basic education?
This report aims to explore the concept of basic education and its significance in achieving the Sustainable Development Goals (SDGs). It will discuss the structure and content of basic education, as well as its role in providing foundational skills for learners.
Structure and Content of Basic Education
Basic education, as defined by the Kenyan Ministry of Education, encompasses pre-primary, primary, and secondary schools. However, it is more than just a structural framework. It represents the idea that education involves the acquisition of essential skills and knowledge that have been and will continue to be valuable in the future.
These essential skills include reading, writing, arithmetic, and civilised social behaviour. It is believed that these skills should be integrated into every elementary and primary curriculum. In secondary schools, the curriculum should include subjects such as arts and humanities, mathematics, sciences, and languages.
Importance of Basic Education for the SDGs
While discussions on education finance, teacher education, universal access, equity, and infrastructure needs are crucial, they should be viewed in the context of the overarching goal of basic education. Basic education aims to equip students with the foundational skills necessary for quality education, as well as for future work and advanced education and training.
Clifton Fadiman, an American intellectual, argues that basic education should focus on subjects that have generative power. These subjects include language, forms, figures, numbers, the laws of nature, the past, and the shape and behaviour of the earth. By mastering these subjects, students develop the ability to learn more complex topics and acquire a well-rounded education.
Foundational Skills: Literacy and Numeracy
Basic education places significant emphasis on literacy and numeracy skills, recognizing their critical role in quality learning and their impact on children’s ability to participate effectively in the political economy of their country and the world. These skills serve as the foundation for educational excellence globally.
The Competency Based Curriculum in Kenya, supported by the Presidential Working Party on Education Reforms, prioritizes the enhancement of foundational skills, particularly literacy and numeracy. This emphasis reflects the government’s commitment to equipping learners with the necessary skills to succeed in various fields and pursuits.
Conclusion
The establishment of a State Department for Basic Education in Kenya demonstrates the government’s recognition of the importance of foundational skills in primary and secondary education. Basic education aims to empower learners with generative power, enabling them to pursue higher levels of education and adapt to a rapidly changing world.
By prioritizing basic education and ensuring the integration of essential skills into the curriculum, Kenya is taking significant steps towards achieving the SDGs and providing quality education for all.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 4: Quality Education | 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex |
| SDG 4: Quality Education | 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The SDGs addressed in the article are SDG 4: Quality Education.
2. What specific targets under those SDGs can be identified based on the article’s content?
The specific targets identified based on the article’s content are:
– Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
– Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
– Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned in the article that can be used to measure progress towards the identified targets:
– Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
– Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex.
– Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
The article discusses the importance of basic education, literacy, numeracy skills, and equal access to education, which align with the targets and indicators mentioned above.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 4: Quality Education | 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex |
| SDG 4: Quality Education | 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated |
Source: peopledaily.digital
