UNIVERSITY OF NAIROBI
PROPOSAL FOR THE ESTABLISHMENT OF THE
EARLY GRADE READING INSTITUTE (EGRI)
IN
THE COLLEGE OF EDUCATION AND EXTERNAL STUDIES,
UNIVERSITY OF NAIROBI
ACRONYMNS
EGRIEarly Grade Reading Institute
EGRICEarly Grade Reading Instruction Curriculum
DEFINITION OF TERMS
Early Reading Instruction: Application of approaches, strategies and pedagogies
relevant for children 0 to nine years.
EXECUTIVE SUMMARY
Department of Educational Communication and Technology is one of four departments of the School of Education (SOE) in the College of Education and External Studies (CEES) of the University of Nairobi.
The Department is a key player in teacher education. Since its re-establishment in 1988, it has grown and expanded in its contribution to the B.Ed programmes of the school. In addition, the department now offers programmes in Early Childhood Education (certificate, diploma, bachelor, master and doctorate) and will soon offer Masters and PhD programmes in specific education subject areas (such as business education, indigenous language education, geography education, language education, instructional technology, mathematics education, physics education,religious education and science education).
The Department meets the expectations of its stakeholders by ensuring that the programmes offered are of high quality using diversified modes of instructional delivery. It continues to establish linkages and collaborations with similar institutions locally and internationally for benchmarking and enhancement of its visibility. It makes relentless efforts to prioritize and promote innovativeness in service delivery as a critical step towards achievement ofVision 2030 and making Kenya a knowledge-based economy.
It is against this backdrop that CEES wishes to establish an Early Grade Reading Institute (EGRI) to further its vision as a leading centre of excellence in teacher education with specific reference to early reading and mission to provide leadership in teaching, research and consultancy in education and training for sustainable development.
EGRI proposes innovative service delivery programs including: Continuous professional development and capacity building programs in early reading instruction across the curriculum; introducing new programmes and continually reviewing existing ones to ensure their relevance;offer specialized academic support for students (including those at UoN) experiencing reading challenges; facilitation of workshops in qualitative and quantitative research in early reading instruction; writing and/or evaluating proposals for funding for early reading instruction (including scholarships for masters’ and doctoral students) offering research approval services for the soon to be established Reading Research Ethics Approval Board. EGRI will support Kenya Science Nursery’sacademic programs and provide advice on possibilities of establishing a model preparatory school (with Kindergarten, Junior, Middle,Upper and High school sections).
The Institute will have a robust research agenda and calendar for conducting research in the field of reading education, writing books, journal articles and other scholarly publications on early grade reading instruction and serve as forum for discussion, workshops, seminars, conferences and other meetings-of-the-minds with like-minded value-adding stakeholders locally, regionally and internationally to document and disseminate early grade reading research findings.
Institute members will provide consultancy services in the field of reading education locally and internationally and act as a regional model resource centre and clearing house for early reading instruction, aggressively solicit collaborative ventures across departments, schools, colleges and universities and with national and international organizations interested and/or participating in reading education. New sources of funding will be sought from alumni, corporate organizations, traditional sources and collaborative arrangements. It will encompass gender, health, environmental, scientific, technological and human rights dimensions in all its programming.
By maintaining its focus on innovative service delivery, the Institute will realistically increase student numbers and make significant progress towards realizing its and University of Nairobi’s vision and mission and achievement of Vision 2030 for sustainable development.
PROPOSAL ON THE ESTABLISHMENT OF EARLY GRADE READING INSTITUTE (EGRI)
INTRODUCTION
The Department of Educational Communication and Technology of the University of Nairobi was established in 1972 as a component of the School of Education with assistance from UNESCO. It was located in the Education Building of the Main Campus. Its primary objective was to equip students of education with knowledge, competencies, orientation and ability to carry out effective teaching.
In 1978, the then Faculty of Education with all its departments was transferred to Kenyatta College, which was then a constituent College of the University of Nairobi. In 1985, Kenyatta University received its charter as an autonomous institution of higher learning, an independent university. This meant that the University of Nairobi, had lost, not only one of its very popular degree programmes; but also a role in the development of teacher education in Kenya. It was soon realized that being a premier institution, and the oldest University in Kenya, the University of Nairobi could not lose the status of being a pace setter in Human Resource Development in Kenya without teacher education.
In 1988, the Faculty of Education with all its departments was re-introduced in the University of Nairobi. It then became part of the College of Education and External Studies, located at its present site (Kikuyu Campus). The first cohort of 460 students was admitted to the Faculty to pursue a Bachelor of Education (B.Ed) Arts degree in the same year.
Today CEES has grown in its diversity of courses offered. There are now many courses, which are taken at certificate, diploma, bachelors, masters, and doctorate levels. Further developments in CEES include: the registration of self-sponsored students in all the programmes. The self-sponsored students are categorized as Module II (integrated, evening and outreach) and Module III (distance and e-learning) at all levels. The programmes are offered at Kikuyu Campus, Main Campus and in all Extra Mural Centres and Sub-Centres of the University of Nairobi.
CEES aims to achieve excellence through the use of effective teaching methods, appropriate educational technology, research and consultancy in the area of pedagogy. The proposed Early Grade Reading Institute is an outgrowth of CEES’ expansion spirit in response to changing educational needs locally and internationally that demand delivery of innovative service programs.
NAME OF INSTITUTE
Early Grade Reading Institute (EGRI)
RATIONALE FOR THE ESTABLISHMENT
The Department of Educational Communication and Technology was commissioned in 2012 to start a pedagogy centre. Thus far, however, nothing much has been done to actualize this approval. We seek to fill that gap by establishing an Innovative Service Delivery Institute referred to as Early Grade Reading Institute (EGRI). EGRI will be an Institute of the College of Education and External Studies (CEES), University of Nairobi.
Members of the proposed EGRI already have funding from United States International Agency for International Development (USAID) and are currently implementing its maiden service delivery program: Early Grade Reading Instruction Curriculum (EGRIC) with pre-service teachers undertaking a Bachelor of Education Degree in Early Childhood Education. The Vice Chancellor graciously allocated a 16-room building at Kenya Science Campus which is housing EGRIC and will be used for the proposed institute.
The primary focus of EGRI will be to support teacher education through reading-specific activities across the curriculum. This is currently lacking. Teacher education beneficiaries have unique needs, many of which have not been adequately addressed. The most affected are Turkish students undertaking Bachelor of Education programs who continually experience failure in their studies. We think they would benefit from thorough grounding in English and strategies to help them make the most of their time at The University of Nairobi. Secondly, Kenya Science Campus hosts a nursery school which would be a direct beneficiary of EGRI through enrichment programs for its teachers and pupils. These programs include computer classes using 120 EGRIC laptops, 240 kindles, 10 camcorders and supplementary reading materials purchased through USAID funding. More important, perhaps, would be the Bachelor of Education in Early Childhood Education students who will have hands-on experiences both at the Institute and at the Kenya Science Campus Nursery. A bigger goal would be to establish, through EGRI, a model preparatory school that will act as a source of income for the University.
Ultimately, EGRI will develop an inventory of innovative service delivery packages in the College of Education and External Studies tailor-made to student teachers’ unique needs. EGRI’s major aim will thus be to promote, disseminate and document research findings from all fields of education related to early grade reading and learning in general. It will provide a unique platform for strengthening the link between early grade reading research and instruction. This way, the status of CEES, and the University as a whole, will be highly ranked as a research institution in the truest sense of the word.
DECLARATION OF INTENT
1.1VISION
To be a world-class institute of excellence committed to championing multidisciplinary collaboratory efforts in early reading instruction theory and practice.
1.2MISSION
To contribute to early reading instruction knowledge field through innovative service delivery teaching and continuous professional development programs, consultancy, advocacy and research (creation, preservation, integration and utilization of knowledge) for sustainable development.
1.3CORE VALUES
In order to realize the above vision and mission, the following shared values shall be nurtured.
- Freedom of thought and expression
- Innovativeness and creativity
- Corporate good governance
- Team spirit and teamwork
- Integrity, transparency and accountability
- Professionalism
- Quality customer service
- Responsible corporate citizenship and strong social responsibility
- Respect for and conservation of the environment.
OBJECTIVES OF EGRI
The Objectives of EGRI will be to:
1.3.1Provide capacity building and professional development programmes focusing on early reading instruction across the curriculum;
1.3.2Offer specialized academic support in the College of Education and External Studies (CEES) for identified students (including Turkish students) experiencing reading challenges;
1.3.3Facilitate workshops on qualitative and quantitative research in early reading instruction;
1.3.4Write and/or evaluate proposals for funding for early reading instruction;
1.3.5Conduct research in the field of reading education;
1.3.6Provide consultancy services in the field of reading education;
1.3.7Serve as a forum for discussion, documentation and dissemination of early grade reading research findings;
1.3.8Act as the CEES’ Ethics Approval for Reading Research Board;
1.3.9Support management of the Kenya Science Campus Nursery programs especially on literacy and numeracy;
1.3.10Act as a regional model resource centre for early reading instruction;
1.3.11Collaborate and network with like-minded value-adding stakeholders locally, regionally and internationally for research, documentation and dissemination of early grade reading research.
IMPLEMENTATION
Implementation of activities of the institute will be done over three envisioned stages:
- In the short-term (initial 2 years) activities will focus on resource mobilization and establishment of structures and mechanisms of the institute are established.
- In the medium-term (6 years) the institute is hoped to be partially self-sustained with annual outputs according to plans outlined in collaboration with core partners and donors.
- Within the long-term (15 years) the institute is hoped to be fully self-sustained with successes including peer-reviewed research publications and well established teaching and continuous professional development programmes for reading instruction in the early grades.
In order to meet its objectives, EGRI will give priority to the following activities:
Teaching/Capacity Building/Professional Development: Provide early reading instruction across the curriculum;
Specialized Interventions: Offer specialized academic support for identified students (including Turkish students) experiencing reading challenges;
Scholarship/Research: Facilitate workshops on qualitative and quantitative research in early reading instruction; Write and/or evaluate proposals for funding for early reading instruction, including scholarships for masters’ and doctoral students; Act as the College’s Ethics Approval for Reading Research Board;Conduct research in the field of reading education; Write books, journal articles and other scholarly publications on early grade reading instruction;Serve as forum for discussion, workshops, seminars, conferences and other meetings-of-the-minds with like-minded stakeholders locally, regionally and internationally for research, documentation and dissemination of early grade reading research findings.
Management of Kenya Science Campus Nursery: Support nursery programs especially on literacy and numeracy;Explore possibilities of establishing a model preparatory school (Kindergarten, Junior School, Middle School & High School)
Consultancy: Provide consultancy services in the field of reading education.
Model Regional Reading Research Hub: Act as a regional model resource centre for early reading instruction
Collaborating and Networking: Have collaborative ventures across departments, schools, colleges and universities and with national and international organizations interested and/or participating in reading education.
STAKEHOLDERS
The institute will be open to collaborations and networking with a wide range of stakeholders including:
- Policy makers
- Researchers
- Alumni of University of Nairobi
- Governmental Organizations
- Non-Governmental Organizations
- Civil Society
- Media
- Opinion leaders and key decision makers
- Schools: Teachers and students
RESOURCES
1.1Infrastructure
A 16-room building at Kenya Science Campus currently housing EGRIC project will be used for the proposed institute. The building is already networked for computer access. It has 120 computers, 240 kindles, 240 Internet Modems, 10 Camcorders and 4 projectors. It also has supplemental reading materials that will be available to beneficiaries.
1.2Personnel
EGRI shall have academic and administrative staff under a director. All academic members of staff, in addition to their work at EGRI, shall maintain their teaching and supervisory roles for both undergraduate and postgraduate students of CEES in their relevant disciplines.
Academic Staff shall initially be:
a)Director(1)
b)Research Fellows/Teaching Staff(9)
Administrative Staff shall initially be:
a)Administrative Assistant/Secretary.(1)
b)IT technician(1)
c)Messenger.(1)
d)Cleaner.(1)
1.3Institutional Funding
Services provided by EGRI members shall be at NO EXTRAcost to the University because:
- Current EGRIC project personnel will manage EGRI using USAID funding;
- EGRIC project personnel will continue to solicit external funding to support core EGRIC functions. They have thus far written four (4) proposals for expansion of EGRIC and for refurbishing the offices.
- EGRI will have Income Generating Activities (IGAs) based on the programs to be offered
ORGANIZATION AND MANAGEMENT OF EGRI
1.1Organogram of the Management of the Proposed Institute
The organogram presented below shows the relationship between members of EGRI.
The Institute Top Management
The various offices will be provided human resource as per the need of the various disciplines through secondment and contract appointment.
1.2Composition and Functions of the Management Board
EGRI shall be established under the University of Nairobi Act to serve as the supreme organ guiding policy and implementation of programmes of the institute. The Institute shall comprise the following members:
- The VC, UoN
- The Principal, CEES
- The Deputy Principal, CEES
- Dean, School of Education
- Dean, School of Continuing and Distance Learning
- The Director
Qualifications of the Top Managers
This position will be held by a Director who will be a Senior Lecturer and above (UoN). The Director will manage the Institute and will be responsible for:
1.The realization of the core functions of the Institute.
2.The overall leadership and management of the Institute.
3.Initiating and formalizing collaboration and partnerships.
4.Resource mobilization for successful implementation of core functions of the Institute.
5.Ensure synergy between the Institute and the University is maintained.
6.Carry out any other responsibilities as deemed necessary by the Management Board.
Five coordinators shall provide oversight of the activities as well as the administrative and financial management of the Institute. Specifically they will be responsible for running the day-to-day activities of the programmes. Nine members will form the Management Board to govern the Institute, supported by the University of Nairobi administration.
1.3Statutes and Governance
The Institute shall be established by the University of Nairobi Statutes in the College of Education and External Studies. It shall, in relation to the matters specified in the University statutes, be governed by a Management Board which shall consist of the following members:
1.The Director of the Institute who will be an academic member of the Department of Educational Communication and Technology and appointed by the Vice Chancellor.
2.Five academic members of staff occupying established positions.
3.Three representatives purposively selected from the College of Education and External Studies’ School of Education (1); School of Continuing and Distance Education (1); and Centre for Open and Distance Learning (1).
The Management Board of the Institute will serve an advisory role and oversee the functions of the Institute to ensure it meets its stated objectives. The board shall meet at least quarterly and shall have the following powers:
1.To oversee the overall management of the Institute.
2.To ensure that the vision and mission of the Institute are realized and the synergy between the Institute and The University are maintained.
3.Mobilize resources for successful implementation of the Institute’s core functions.
4.To make recommendations to the Senate, through the College Academic Board on regulations relating to the courses of study for any certificate, diploma, degree or award.
5.Appoint sub-committees to consider and report on any matters relevant to the Institute.
6.To determine the rules governing the procedures to be followed at meetings of the Executive Team, or of those committees of the Institute.
7.To approve the Institute’s annual programme of work and budget.