This week involved interactions with institutions located within the Eastern part of the Mt. Kenya region. Though there has been quite some tension in light of the short school term, there were still some interesting lessons learnt that are worth sharing. Foremost of them all is that leading learning educational institutions in Kenya, still treat sciences as compulsory subjects.
That brings to mind lessons in chapter 2 of the KICD approved Career Dynamics in the 21st Century. Have you ever heard of the school science project? That is what led to compulsory learning of science subjects in the 1970s and 80s. Added to this was Geography, English and Mathematics ( which is also a science) as compulsory subjects.
Notably, out of a total of 8 examinable subjects, those students aligned to humanities were only left with two options. Chances of achieving desired success could only occur by chance or for those lucky, to be appropriately guided. Perhaps, that is why the SSP didn’t lead to the desired success, thus being abolished.
In the recent years, it is noticeable that only one or 2 science schools are compulsory in most schools, based on 7 examinable subjects. This is welcome since not everyone is naturally inclined towards sciences. It doesn’t matter whether one is a brilliant student or not. The levels of comprehension of knowledge is definitely different.
As search,, compulsory learning of Sciences in this 21st Century should be of great concern to every education stakeholder. Why so? Brilliant students have great chances of excelling in every area of study. Application of knowledge as expected in this 21st Century is however different from passing examinations.
That is why brilliant students end up becoming spoilt of choices with regard to career alignment. Most often, they are during their empowerment process, guided by extrinsic factors. That is how the society ends up acquiring mediocre engineers, mediocre doctors, mediocre lawyers and so on.
Luckily, one of the greatest objectives of the Competency Based Curriculum – CBC, is to address these disempowerment challenges. The strategy involves alignment of students with their natural orientations, throughout their empowerment process. It doesn’t matter whether the school is National, Extra-County, County or Sub-County.
Ideally, compulsory learning of sciences shouldn’t have persisted up to this 3rd decade of the 21st Century. The prevailing curriculum doesn’t matter. The main concern of students should be alignment with the 21st Century paradigms, isn’t it?
FYI
Our continued empowerment mission in schools, in line with the 21st Century Paradigms still continues. Next week, we shall be in an Embu County based school, in the best interests of our future leaders. More are still welcome.
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
More references @ https://youtu.be/7ugg17N6978)
Welcome to our YouTube Channel under Mwangi Wanjumbi – Empowerment Forum
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