Rarely does a week pass without noticing something of particular interest on educational matters. The observations of this week have however been quite intriguing. In the interest of space, please allow me to address a pressing one for now.
Upon conducting an empowerment seminar for the form 4 Class of a well known national school, this week, it was easy to continue confirming that students in every Kenyan school are still experiencing the same dis-empowerment challenges. The same are associated with weaknesses of the 8-4-4 system. It doesn’t matter whether the school’s mean-grade is above 10. or below.
This was easily confirmed by students’ responses to our usual questions, which were of great concern. More still, during a presentation activity on careers, one student revealed that he was planning to become a Lawyer and Engineer at the same time. The other participants vehemently disagreed with the likelihood of that achievement.
After the seminar, we bumped into one another in the corridors, with a form 4 student who revealed that he has always been wanting to become a lawyer, after completing school. But, he keeps being told that lawyers experience numerous challenges, while in the profession. “What is your advice on this?” He polightly asked.
“Young Man! If you confirm that law is aligned with your natural orientation as learnt today, and you are passionate about the same, feel free to pursue the profession. The sky will be the limit,” I responded and the student happily walked away.
These concerns and experiences in the school led to discussions with a familiar teacher. “We have noticed beyond any doubts that the challenges experienced in all categories of schools are the same,” I revealed to the teacher. “The truth is that the challenges are associated with the weaknesses of the school curriculum, and most often, there is nothing that we can do,” stated the teacher.
Really! The weaknesses of the school curiculum should in our view not be excuses of leaving to fate, the situation of our future leaders. It becomes worse doing nothing towards overcoming these weaknesses of the school curriculum. Most importantly, students should not any more be guided by extrinsic influences when determining their likely eventual careers.
Incidentally, when KICD approved Career Dynamics in the 2st Century, for circulation in secondary schools, it was in the Orange Book placed under the category of emerging issues. Today, these issues are a reality.
Particularly, the outdated paradigms of the 20th Century, still applied in the school system are being addressed through the Competency Based Curriculum – CBC. But, are students of the 8-4-4 education system excempted from solutions addressing these systemic challenges?
The good news is that some school administrators continue becoming aware of the need for aligning their students with the paradigms of the 21st Century, therefore inviting us to conduct related seminars again and again. Congratulations to all school administrators who have continued embracing our ideas not only through our publications, but also seminars for teachers, as well as students.
Do you know that you have unknowingly or otherwise been practicing the principles of Philosophy? The same say that we should all be contributing towards the improvement of the welfare of humanity. In the process, deserving rewards will keep falling in place at the right time – Galatians 6:9. Keep up that spirit!
Rgds
Mwangi Wanjumbi (MKIM)
Personal Empowerment Coach,
Speaker/Trainer on Strategy, Performance, Change Management and Leadership.
Seasoned Trainer of Trainers,
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 254722516210
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