Print report
SDG 4.7 / Human Rights Education Monitoring Tool
Kenya
Africa | 2020
Kenya National Commission on Human Rights
Reviewer
Published: 11/05-2021
67%
This score measure how well supported human rights are in the education system. Indicators for scoring are set by the HRE 4.7 initiative and is fully describes at hresurvey.org.
0-33%: No or very little support for Human Rights Education
33-65%: Important elements supported. But major issues.
66-100%: Missing support in some key areas
This chart provides an overall overview of your responses. For each of the five area a total score is calculated. The higher the score the better. The maximum score is 100 and the minimum score is 0. See appendix A for mere details
This diagram portrays the level of the integration of human rights education at the different school levels. To find the details behind the numbers, look into the individual answers on the printed survey.
Instruments
| Ratified | Reported | |
|---|---|---|
| UNESCO Convention Against Discrimination in Education (1960) | No | No |
| International Convention on the Elimination of All Forms of Racial Discrimination (1965) | Yes | Yes |
| International Covenant on Economic, Social and Cultural Rights (1966) | Yes | Yes |
| Convention on the Elimination of All Forms of Discrimination against Women (1979) | Yes | Yes |
| Convention on the Rights of the Child (1989) | Yes | No |
| Convention on the Rights of Persons with Disabilities (2006) | Yes | Yes |
Other reporting mechanism
| Reported | |
|---|---|
| UNESCO Recommendation concerning Education for International Understanding, Co-operation and Peace a | No |
| The UN World Programme for Human Rights Education (2005-ongoing) | No |
| Universal Periodic Review (UPR) | Yes |
Above table show how many conventions have been ratified, and to how many mechanisms the country has reported. The number in paratheses shows how many percent in the region that has ratified and reported
Country population: (Without decimal)
47.564.296
Number of primary and secondary school children:
15.000.000
Number of out-of-school children of primary and secondary school age:
598.000
Average age of school start:
6
Average years of basic education:
12
The SDG 4.7 / Human Rights Education Monitoring Tool is a tool for collecting data on progress in the human rights education elements of SDG target 4.7 and the UN World Programme for Human Rights Education (WPHRE). It is based on human rights standards and methodologies and operationalises the OHCHR-UNESCO Self-Assessment Guide for Governments regarding Human Rights Education in Primary and Secondary School Systems.
Scores and answers for all indicators
Indicators under the policy dimension measure how well international standards on human rights education are reflected in national policies and institutional frameworks
CRPD
ICESCR
CEDAW
ICRD
CRC
Kenya rectified all above UN Treaty except UNESCO Conventions Against Discrimination in Education , However kenya attended wolrd Human right Education and resented its "World Conference on Education for All - Meeting Basic Learning Needs, Jomtien, Thailand, 1990"
https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/Treaty.aspx?CountryID=90&Lang=EN
Kenya Law ‘Introduction to the Kenya Law Treaties and Agreements Database’
UPR
ICRD
ICESCR
CRPD
CEDAW
Committee on the Elimination of Racial Discrimination ‘Consideration of reports submitted by States parties under article 9 of the Convention: Fifth to seventh periodic reports of States parties due in 2014 – Kenya’ (28 January 2016) CERD/C/KEN/5-7 (para 151),
In its report under the International Convention on the Elimination of all Forms of Racial Discrimination, Kenya notes that: 'The NCIC [National Cohesion and Integration Commission] has worked with the Kenya Institute of Curriculum Development to promote national cohesion and integration by infusing those tenets in primary and secondary school curricula. This is in line with Article 26(2) of the Universal Declaration of Human Rights. Kenya's ., 3. Committee on Economic, Social and Cultural Rights ‘Consideration of reports submitted by States parties under articles 16 and 17 of the International Covenant on Economic, Social and Cultural Rights: Combined second to fifth periodic reports of States parties due in 2013 - Kenya’ (26 February 2014) E/C.12/KEN/2-5 (para 200)report under the Convention on Economic and Social Rights does not address human rights education directly, however, it states that: '[I]n 2007, the Government developed the National Gender Policy in Education to ensure gender-responsive education'. This includes taking into account matters like gender stereotyping in textbooks.
About the Convention on the Elimination of All Forms of Discrimination against women, the State report notes that: '[s]chool instructional materials have been engendered to remove stereotypes that depict women as only capable of taking up careers like nursing while men take up engineering and medical courses.
On the Convention on the Rights of Persons with Disabilities, there is a reference to human rights principles generally e.g inclusive education, but not Human Rights Education explicitly.
On the Convention on the Rights of Persons with Disabilities, there is a reference to human rights principles generally e.g inclusive education, but not Human Rights Education explicitly.
Was not able to find information on Kenya's participation in the UNESCO Recommendation concerning Education for International Understanding (1974);
h) Kenya has not submitted a mid-term progress report on the implementation of the third phase under the UN World Programme for Human Rights Education (2005 -ongoing)
Committee on the Rights of Persons with Disabilities ‘Consideration of reports submitted by States parties under article 35 of the Convention: Initial reports of State parties due in 2010 – Kenya’ (28 July 2014) CRPD/C/KEN/1 (paras 176 – 194
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
At the domestic level, the Constitution of Kenya 2010 has
several provisions that address the right to education. These provisions address various elements of the right to education. In the first place, the Constitution guarantees to every person the right to education (Article 43 (1)(f)) and toevery child the right to free and compulsory basic educati
on (Article 53 (1)(b)). The Constitution also requires the St
ate to put in place affirmative action measures to ensure that youth, minorities, and marginalized groups are provided access to relevant education and training (Articles 55(a)
and 56(b)). With regard to persons with disabilities, Article54(1)(b) of the Constitution provides that a person with any disability is entitled ‘to access educational institutions and facilities for persons with disabilities that are integrated into society to the extent compatible with the interests of the person’. Article 56 further places an obligation on the St
ate to develop and implement affirmative action program
mes. In addition to the Constitution, the Basic Education Act, 2013; the Persons with Disabilities Act 2003 (sections
18 and 19); and the Children’s Act, 2001 (sections 7, 12,
and 23(2)(a)(v)) also address critical issues on the enjoyment of the right to education. The Children’s Act, 2001, obligates parents to provide educational needs for their children. It provides under Section 5 that no child will be discriminated based on disability. Section 7(2) provides that every child shall be entitled to free basic education, which shall be compulsory. In addition to the laws identified above, the following key policies address the right to education: the Sessional Paper on Education titled ‘Aligning Education
and Training to the Constitution of Kenya and Kenya Visio
n 2030’ (May 2012); The Sessional Paper on Science, Technology and Innovation; and the Sector Policy for Learners and Trainees with Disabilities and Implementation Guidelines.
the Basic Education Act, 2013; Basic Education Act No. 14 of
Upper sec.: Not specific
Primary: Not specific
Lower sec.: Not specific
Kenya is yet to develop a national action plan on human rights education, however other policies like the roadmap to SDGs have incorporated elements of human rights principles and standards in schools
In 2016, the Ministry of Devolution and Planning published the 'Roadmap to Sustainable Development Goals (SDGS) Kenya's Transitional Startegy' (available here: https://sdgkenyaforum.org/content/uploads/documents/be8abe1688c20682.pdf). The Roadmap does include elements on operationalizing human rights standards, norms, principles and values for primary and secondary school.
Upper sec.: No
Primary: No
Lower sec.: No
The education budget focuses on issues such as free primary education and teacher training and does not have an explicit component on human rights education
The education budget focuses on issues such as free primary education and teacher training and does not have an explicit component on humwn rights education: See
Indicators in the Curricula domain measure whether human rights are adequately integrated into curricula; whether teaching materials on human rights are available - and whether the teaching on human rights is adequately contextualized to the national context.
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
according to the Survey , KNCHR carried on Status of the Implementation of Human Rights Education in Machakos, Kajiado and Nairobi Counties-Kenya, On the curricula, 51.92% agreed that national goals of education include elements of human rights while 36.54% believe that it’s at a moderate extent. The survey depicted that the following subjects have content on human rights: Social studies at primary level, History and government at secondary level, Christian Religious Education, Islamic Education and English in illustrations used. The study depicted that 85.71% agree that the textbooks have explicit illustration and pictures that reflect human rights. Further the survey 57.69% agreed that the text books and other learning materials for schools refer to human rights standards. the instruments are national instruments such constitution of Kenya 2010 , on chapter 4 which on bill of human rights , Regional instruments and national are mentioned in History and Governances and Social studies
Secondary School Books
1. History: Form 1 - page 7,(Rights and responsibilities of a Kenyan citizen) page 10(Democracy and Human Rights) and page 11(Democracy and human rights)
2. CRE: Form 4 - page 86(Respect for people's rights and property) and page 87(Rights and duties of citizens)
3. Art and Design: Form 1 – page 8(Exercise in painting pictorial composition from observation memory and imagination on effects of child rights)
Form 3 – page 21(producing pictorial compositions on topical issues such as domestic violence,drug abuse aspect of HIV & AIDS pandemic,children's rights)
Form 4 – page 26(Designing of posters, brochures and leafelets on topical issues such as HIV&AIDS awareness,environmental education,child rights)
Primary School Books
1. English: Class 3 - Page 27(Child Labour: to enable the enable the leaner acquire vocabulary and sentence structures relatig to child labour and child rights)
Class 4 – page 38(Child rights and responsibilities)
2. Social Studies: Class 1 (4.0)( Our family needs and children's rights): (4.2.5)(Rights of the child: identity,food,clothing,shelter,schooling,medical care,protection) Class 2 (7.0)(Child protection): (7.2.1)(Child rights)
Class 4 (6.0)(Democracy and human rights): (6.2.4)(meaning of human rights) & (6.2.5)(Meaning of human rights,human rights: life,fresh air, clean water, balanced diet,safe and clean environment,shelter,clothing,security,expression of opinion, education, right to own property)
Class 5 (7.0)(Democracy and human rights)
Class 6 (7.0)(Democracy and human rights: identify types of human rights): (7.2.2)(Human rights) & (7.2.3)(Rights and responsibilities of persons with special needs)
Class 7 (7.0)(Democracy and human rights): (7.2.2)(identify how human rights are abused,imprtance of respecting human rights,appreciate the need to respect human rights) & (7.2.3)(Abuse of human rights, importance of respecting human rights)
Class 8 (7.0(Democracy and human rights: basic human rightsin the bill of rights, importance of the bill of right, appreciate the bill of right): (7.2.3(the bill of rights) & (7.2.4(importance of the bill of rights)
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
Primary School Books
1. English: Class 3 - Page 27 (child labour)
Class 4 – page 38 (child rights and responsibilities)
2. Social Studies: Class 1 (4.0(Our family needs and child rights: mention the rights of a child): (4.2.5(Rights of a child: identity, food,clothing,shelter,schooling, medical care, protection)
Class 2 (7.0(child protection: rights of a child): (7.2.1 Child Rights)
Class 4 (6.0 (Democracy and human rights): (6.2.4(meaning of human rights) & (6.2.5(Human rights; life, fresh air, clean water, balanced diet, safe and clean environment, shelter,clothing, security, expression of opinion, education,rights to own property)
Class 5 (7.0(Democracy and human rights)
Class 6 (7.0(Democracy and human rights): (7.2.2(human rights) & (7.2.3(rights and responsibilities of persons with special needs)
Class 7 (7.0(Democracy and human rights; ways in which human rights are abused,importance of respecting human rights, appreciate the need to respect huma rights): (7.2.2(Abuse of human rights) & (7.2.3 (importance of respecting human rights)
Class 8 (7.0Democracy and human rights; basic human rights as in the bill of rights, importance of the bill of rights, appreciate the bill of rights): (7.2.3( The bill of rights) & (7.2.4(importance of the bill of rights)
KICD approved text books
https://kicd.ac.ke/cbc-materials/approved-grade-4-cbc-course-materials/
Indicators under the Teacher Education dimension measure whether aspiring teachers gain knowledge on human rights as part of their training - and whether they are taught human rights-based teaching methodologies
Upper sec.: Some elements
Primary: Some elements
Lower sec.: Some elements
the HRE are integrated in elective such History under civic Education and life skills are also taught informal programme
Teacher education syllabi, textbooks, teacher’s guides
https://wikieducator.org/Life_Skills_Education_(Kenya_Institute_of_Education)
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
set books that are taught in secondary school have themes that promotes human Rights educations such as equality . non discriminiations , Human Empowerement
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
The teachimg methodology used in schools is child cented and protect the didnity of the childrem and promores sytudents participations through performing experiments , and Questions and answer method to encourages students to ask questions
Compentency Based curriculum frameworks , Teachers Handbooks and Text books
https://kicd.ac.ke/curriculum-reform/basic-education-curriculum-framework/
Indicators in the Student Assessment dimension measure whether students knowledge on human rights is measured, and whether student assessment is carried out in a human rights-respecting way
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
student asssesment includes Braille,More time allowed for students with special needs,Magnified prints and fonds for the visually impaired,in science practicals observation asopect is eliminated for the visually impaired and hearing test for the deaf is eliminated.Drama and Music festivals themes are build from human rights themes
Interview from serving teachers in Kenya Institute of Curriculum Designs. History and Government syllabus for high school contains topics on Human Rights(The Bill of rights)
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
Lower primary level curriculum Designs vol 3(Christian Religious Education,Hindu Religiuos and Islamic Religious Education activities) ,Lower primary level curriculum Designs vol 4(Movement and Creative activities),Lower primary level curriculum Designs vol 1(Kiswahili,Literacy and indigenous Languages,English activities),Upper primary level curriculum Designs vol 3(Mathematics,Science and Technology,Agriculturee,Home Science and physical and health Education),Upper primary level curriculum Designs vol 4(Social Studies,art and Craft,CRE,Islamic regious Education and Hindu Religous Education) ,Upper primary level curriculum Designs vol 1(English,Kiswahili,Kenyan Sign language and Music),Secondary Syllabus Vol 4(History and government)
Indicators in the Learning Environment Domain measure whether national policies includes requirements for schools to secure that learning environments are rights-respecting.
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
there are guidelines that is eveloped by Min istry of Education schoools managemesnt which covers on elements Chidren rights, Anti - bully and the is Peace Education policy
http://www.adeanet.org/portalv2/en/system/files/peace_education_policy_0.pdf
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
there suggestion boxes where students can channel their complains . also schools communications for complains such class teacher and boarding master, School guidance and councelling teachers
policy documents for schools
https://www.education.go.ke/index.php/downloads/category/17-policy-documents
Upper sec.: Yes
Primary: Yes
Lower sec.: Yes
schools rules and regulations are developed in consultation with students.. students participate in election students leaders and have representative school managemts , drama and debating for self expressin
Directive of Ministry of Educations on formation of students body