As discussions on transition from junior to senior secondary schools continued, some responses from institutional managers during the 2023 KESSHA conference, in Mombasa, attracted my attention. “My school has all the facilities. So, we shall embrace all the three empowerment pathways,” said one principal of a national school.
Another one indicated that they could embrace two pathways, as they are not adequately endowed with sports facilities. What was worrying is the reaction from the principal of a Sub-County School. “We do not have the necessary Laboratory facilities. As such , it will be difficult to embrace the STEM empowerment pathway,” she indicated.
Why is it that institutional managers are facing these dilemmas? Sadly, based on recent media reports, the KICD supports embracing the empowerment pathways based on school capabilities.
All the same, Chapter 2 of the KICD approved Career Dynamics in the 21st Century (that was also used for architecture of the CBC), illustrates how numerous Kenyans experienced dis-empowerment challenges, courtesy of the inadequacies of the school curriculum, from as far back as the 1980s. A number of well known institutions, currently national schools that have contributed to these ironies, have been highlighted.
The respective content reveals how the then school science project – SSP turned sciences as compulsory subjects. In other schools, science subjects were categorized as a combined general science subject, leaving humanities or social sciences to take up most of the other opportunities. Actually, why were sciences categorized as compulsory subjects? Why does the same happen in numerous schools even now?
The truth is that these arrangements have been great empowerment impendiments in the entire school system. This could be informed by the fact that until 1981, it had never been globally recognized that we are all naturally different from one another. We think differently and perceive issues differently. This however became a reality, to the extent that an American citizen scientist became a noble prize winner in 1981.
Sadly, even upon introduction of the 8-4-4 system in 1985, these differences in natural orientations continued being unknown in our education system. As such, the empowerment impendiments of the education system have continued being experienced by numerous graduates of the education system. That is why the country has continued producing mediocre professionals, some of whom have been products of high performing schools.
Why this mediocrity has persisted should be of great concern to all educationists. Actually, it is only through sheer luck that some students are able to align themselves with their natural orientations. Majority are guided by extrinsic factors, which still recognize education as a process of eventually enabling Kenyans to secure well paying jobs, as a means of achieving the desired success in life.
Luckily, the ongoing transformation, through the Competency Based Curriculum – CBC has seemingly changed the dimensions of the empowerment process. Realization that we are all naturally different has been achieved. In this 21st Century, sustainable success in life is achievable once we each align ourselves with our natural orientations.
Of great concern is that not everyone in the school system appreciates the critical variations associated with the three empowerment pathways of Arts & Sports, Social Sciences and STEM – Science, Technology, Engineering and Mathematics. The truth is that none of the pathways can be substituted with the other, if everyone is expected to achieve the desired success. Ignoring this truth, will most likely continue leading to the undesirable mediocrity.
This will happen through conditioning of students’ orientations, in line with available facilities, in each school. That is if requisite measures are not taken to determine placement of individual students, based on their natural orientations. As such, it is imperative that every senior secondary be prepared to embrace all the three empowerment pathways. It is only then that the CBC will achieve the desired empowerment objectives of producing quality graduates from the school system.
FYI
Does your institution experience students’
-Poor Attitudes?
-Poor Learning Culture?
-Poor Focus (Strategic direction)?
Improving these attributes at once, through our seminar titled ” Creating the Future Today,” will lead to reduced indiscipline levels and naturally improved performance as has been experienced by numerous schools spread in 12 counties, so far. This will also save students from experiencimg the eventual unemployment after school, which is now in the range of more than 60% of school graduates.
The most critical benefit is that the majority will align themselves with their likely purpose in life. This will lead to producing quality graduates from the school system. It doesn’t matter whether one is an A or D student. WELCOME for more!!!
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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