This holiday week is memorable as a result of an interesting coaching session for one niece, currently in form 3 in a Nyeri County School. But first, our unique 21st Century empowerment strategy was initially tested through our own three children (now adults), as clearly illustrated in the epilogue of Career Dynamics in the 21st Century.
Upon finding the empowerment strategy to be quite effective, it became necessary to test it in the school system, through State House Girls High School in 2015. They still embraced our ideas in 2016 and 2017. So, as the empowerment strategy continued spreading widely in the school system, we found it necessary to spread it to our nieces and nephews that are within easy reach. Why so?
School graduates who are properly empowered are easily able to secure well rewarding jobs or able to easily venture into self employment. As such, it becomes easy to encourage young ones on job seeking opportunities, once through with school. The truth is that those whose experiences were used for testing empowerment ideas have all found their way without any undue concern.
Alongside, quite a number of nieces and nephews have likewise found their way. Most importantly, they have avoided becoming victims of the challenges of the 8-4-4 system.
An interesting recent case is that of KIM, one of our youngest nephews, who we have been closely monitoring. While in form 2 in a school situated in Kirinyaga, Kim acquired a free autographed copy of Career Dynamics in the 21st Century. He had indicated that he loves drawing and would eventually become an architect. But, was he good in sciences as well as would be expected? I wondered, as I presented a copy of Career Dynamics in the 21st Century to Kim.
Upon reading the concept, Kim as earlier indicated in this forum moved from average performance to around no 60 out of about 300 students. He also abandoned the idea of ever pursuing architecture, based on his struggles in science subjects.
Eventually, Kim acquired a B- in the 2020 KCSE exams and was recently admitted to pursue a degree in Arts and Communication, in one of the public universities. Somehow, he felt uncomfortable with the communications aspect. On his own, he applied online for transfer to a University offering Bachelor of Arts in Filming and Animation Technology, through the KUCPS platform. Kim succeeded effortlessly and is now in school pursuing his desired course, which seems to be aligned with his enthusiasm in arts.
Other cases earlier shared in this forum include that of Deno, the Mechatronics Engineering graduate who avoided employment after graduation, until he ventured into a one year course that transformed him into software engineering. This happened after reading his copy of Career Dynamics in the 21st Century, that was presented during his graduation ceremony. Deno is today a passionate projects operations manager.
Just recently, there was the youngest niece who is still in class 8 and aspiring to become a secondary school English Teacher. Though presented with the publication titled “The 21st Century Student: Are you Creating the Future Today,” her focus will continue being monitored appropriately.
Meanwhile, the empowerment session this week, of Rosemary the Form 3 Student was quite interesting. After the engagement of 2.5 hours or so, she couldn’t believe the session had come to an end. Perhaps, this is based on the fact that her empowerment process has been exposed through not only Career Dynamics in the 21st Century, but also “The 21st Century Student:Are you Creating the Future Today? publications, which have been part of her library, for a while.
Seemingly, the coaching session for Rosemary, was basically about confirming whether she’s on the right empowerment pathway. Interestingly, she does not dream of anything else except becoming a journalist. More still, she knows exactly what it takes. But will she become one?
After our coaching session, Rosemary who is an average student, replayed how the empowerment process flows in 4 parts. She unusually described each of them, the way a journalist would do. We now await Rosemary’s eventual empowerment direction after 4th form. Nevertheless, whether Rosemary ends up becoming a journalist or not, her empowerment pathway is no doubt properly aligned.
As teachers/parents of our future leaders, appropriate alignment of the knowledge imparted, to their natural orientations, is inevitable. Keep in mind that focusing ONLY on scoring of As or whatever grades could create more problems than solutions, in the event of inappropriate alignment of the knowledge acquired, isn’t it?
FYI
The efficacy of our empowerment strategy was initially tested in universities and found to be quite ideal. However, disempowerment was found to be quite entreched at that level, thus serious challenges in correcting it. This is clearly illustrated in the publication titled Living Beyond Survival: No More Tiptoeing in Life.
We also tested the applicability of the empowerment strategy in primary schools as well as secondary schools. The strategy was found to be highly effective through seminars for teachers as well as form 2 , 3 and 4 students. Great benefits could equally be achieved in primary schools, but largely through appropriate alignment of their teachers.
Rgds
Mwangi Wanjumbi (MKIM)
Personal Empowerment Coach
Seasoned Speaker/Consultant Trainer 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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