This week, I came across two seemingly related articles in the Daily Nation of Tuesday and Wednesday respectively. In one case, a Kenyan abandoned school at form 2 courtesy of lack of school fees. Gilbert didn’t give up his persuance of success all the same.
On his own, he sought opportunities of learning how to become a mechanic. First, he was just a garage hand and after some years, he continually learnt how to excel in the trade. Today, he not only owns, but also manages a thriving garage in Nakuru City, which employees many Kenyans.
The Wednesday newspaper brought out stories of two interesting Kenyans. The career of Dennis had already been pre-determined by his parents and was only awaiting the KCSE Exam results. Immediately, Dennis was directed to pursue a law degree course, contrary to his interest in information technology.
The directives of parents were not negotiable. As such, Dennis was admitted for a law degree course. After 2 semesters however, he discontinued law studies without any reference to his parents. Guided by interests in IT, Dennis secured online jobs, which together with HELB proceeds enabled him to pay fees for the desired IT degree, After paying fees for himself for one year, the parents abandoned their stand and took over the role of paying their son’s fees for the IT Degree.
Eunice on the other hand was admitted to a public university to pursue an education degree that was to prepare her towards becoming a teacher. This was based on the desires of her parents. Coincidentally, her intention was like Dennis, to pursue an IT degree.
As Eunice struggled in her Education degree course, she created time to learn the art of coding, so that she could eventually find her way into information technology. When the parents of Eunice noticed her struggles, they gave in and allowed her to pursue her passion through an information technology degree.
These three incidences bring to to mind an experience somewhere in Meru County last February. When the lady security guard opened the gate for me, in one National School, she noticed my branded attire and car too. “You look like you can help me,” said the security guard.
Me: What is the problem?
Security Guard: My son abandoned school at form 2 and has insisted in wanting to become a mechanic.
Me: What has your position been?
Security Guard: That he continues with school and indicate his intentions after fourth form exams. He is however very adamant and disinterested in studies.
Me: How does he perform while in school?
Security Guard: He’s not good at all.
Me: In my view, you need to consider whether you can allow him to pursue his interest.
After driving away, I forgot the matter completely. Early June, I visited the school once more and I met the same lady. ” “Thank you for coming once more. I decided to allow my son to follow his interests,” revealed the Security Guard:
Me: That’s good. What steps have you taken so far?
Security Guard: I am looking around to see whether I can fix him in a suitable garage.
Me: Madam! Let him look for the garage himself. It is him who will succeed or fail, based on his efforts.
Security Guard: I hadn’t seen it that way.
Me: Just support him financially, if need be.
The next time, I am in Meru, I won’t hesitate seeking feedback on what may have transpired.
Nevertheless, there is great concern regarding control of parents on their children’s eventual careers. To be on the right track, all parents and teachers too need to be conversant with the paradigms of the 21st Century. Whatever line of study the children are pursuing, it is best to be sure whether it is aligned with intrinsic factors or natural orientations.
Ideally, that is the the focus of the Competency Based Curriculum. As such, allow the 8-4-4 students to be aligned with the 21st Century Paradigms. Obviously, they were all largely born in the 21st Century. Guiding them on extrinsic factors is like taking them back to the 20th Century, where they don’t belong.
Incidentally, two of our three children who are now adults, were born largely within the last decade of the 21st Century. The other one was born towards the end of the 9th decade of the 20th Century. All the same, they all matured in the 21st Century and were empowered through the 8-4-4 system.
Luckily, I was all along well versed on the 21st Century Paradigms. As such, they are appropriately aligned and that’s why each of them is an empowerment case study in Career Dynamics in the 21st Century. Do you know that we (as their parents) have never been involved in their job search process?
Our only engagements involved coaching sessions on how to handle job interviews. That is how it should be for all properly empowered school graduates in this 21st Century. Once sure of their alignment, let them chose where to work and why, isn’t it?
Rgds
Mwangi Wanjumbi (MKIM)
Personal Empowerment Coach
Seasoned Speaker/Trainer/ Consultant on Strategy, Performance, Change Management and Leadership.
Competency Based Curriculum-CBC Architect
Author of 1. KICD approved Career Dynamics in the 21st Century, 2. Living Beyond Survival:No More Tiptoeing in Life
- The 21st Century Student:Are You Creating The Future Today? Also, Retired 5 Year Monthly Strategy Columnist (2013 – 2018) for The SME Today Magazine Phone 254772516210
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