One day I interacted with a high school student who engaged me on a discussion about the difference between being educated and being learned. The ensuing conversation led me to critically interrogate the Kenyan system of education and its evolution and whether it is in line with the expectation of the 21st Century. Ideally, the cornerstone of modern education in Kenya was established during the colonial era by missionaries who introduced reading with the objective of spreading Christianity. The missionaries also taught practical subjects such as woodwork, gardening and other tasks which were useful around the missions.
However, it is important to note that even before the coming of the Europeans, Kenyan societies had their own systems of education which had neither classrooms nor the special class of people called teachers. Education was the responsibility of all the members of the society who ensured that children learnt cultural traditions and customs of their ancestors from the community. The Children also learnt specific skills from their families and other specialized individuals through apprenticeship programs. Localized, relevant indigenous knowledge was, therefore, very important in the organization and transmission of knowledge. The colonial era however saw the establishment of separate systems of education for Europeans, Asians and Africans based on the recommendation of the Frazer Report of 1909.
When the country gained independence in 1963, a commission was established to review the system of education. The focus of the commission was to build a national identity and to unify the different ethnicities through subjects in such as history and civics, and civic education for the populace. This led to the 7-4-2-3 system of education modeled after the British education system between the period 1964 and 1985. The system was designed to provide seven years of primary education, four years of lower secondary education, two years of upper secondary education, and three years of university (Buchmann, 1999). This was informed by the new African regime’s urgent need to fill positions previously held by the British.
In 1981 after President Moi came to power, he commissioned a Presidential Working Party to review the entire Kenyan education system which led to the current 8-4-4 system of education which is highly similar to the U.S. education system. This system was launched in January 1985, and was designed to provide eight years of primary education, four years of secondary, and four years of university education with emphasis on Mathematics, English, and vocational subjects. The vocational education was aimed at preparing students who would not continue with secondary education, for eventual self-employment or absorption into the non-formal sector. With time however, the 8-4-4 system has continued to evolve and is now highly centered around social prestige through a good job and entry into a privileged class: a good education may indeed get you a good job. DDuring this period, everyone who had an education got a job with the best employer at the time. This illusion was further emphasized by Henry Makobi’s famous song “Someni vijana! muongeze pia bidii, mwisho wa kusoma mutapata kazi nzuri sana…” (Study hard Young people because at the end of studying, you will get a very good job) This song has since been described in some quarters as one of the greatest lies ever told to students in the field of education. It’s no wonder that unlike before, this song no longer plays in our radios every morning as students prepare to go to school. The reality on the ground is that education alone no longer guarantees employment for our graduands. There are thousands if not millions out there with impressive academic qualifications but with no jobs.
As we approach the month examination months of October/November, the focus of all the schools and students shift to preparing the students for KCSE exams. The ensuing month of January/February/March is, understandably, dominated by KCPE and KCSE results… but are the academic qualifications at the heart of our education system doing enough to prepare young people for their future careers? Time and again the all-too familiar message from employers is that too many school-leavers and graduates simply do not possess the key skills that they are looking for. A lack of basic employability skills – such as communication, teamwork and knowing how to behave professionally in a working environment – is frequently cited, and this is compounded by a paucity of actual work experience. This bias towards attainment in academic qualifications, coupled with a tendency to dismiss or downgrade vocational learning, continues through to degree level and is reflected in successive Governments’ focus on expanding universities and increasing the numbers of students going to university.
In a report titled “Pupils do better at school if teachers are not fixated on test results” by Jessica Shepherd published on 13th August 2010, researchers found that Children perform best in exams when teachers are not overly concerned about their test results. The study conducted in the UK by the Institute of Education also revealed that pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades. However, Government policy increasingly points teachers in the opposite direction, encouraging them to concentrate on students’ results, said the study’s author, Chris Watkins, a reader in education at the institute. Ministers have placed teachers under so much pressure to ensure students perform well in national exams that they increasingly talk at their pupils, rather than talk to them and ask them open questions, he said. The latter leads students to deepen their learning and perform at their optimum, according to Watkins, who analyzed the findings of more than 100 international studies on how teachers can best help pupils to learn.
In Kenya, the Global Peace Foundation has been spearheading the Character and Creativity Initiative (CCI) which seeks to make education more relevant in the twenty-first century by integrating character and creativity into all aspects of school culture, shifting the focus from pure academics to the development of the whole person. These essential competencies are sought by employers, and also lead to stronger families and communities. Approximately 300 million youth around the world are looking for work, which deeply affects global economies and political stability. According to employers, a leading cause of youth unemployment is the disconnect between what young people are learning in schools and the competencies they need to be engaged citizens and successful employees and entrepreneurs.
Which qualities matter most for a child trying to negotiate his way to a successful and autonomous adulthood? This is the question at the center of the Global Peace Foundation’s efforts to transform education in the Republic of Kenya. Our education systems have overemphasized grade point averages and standardized test scores at the expense of raising the complete child by providing a meaningful and productive school experience that prepares them for success after graduation. Exclusively valuing students based on the acquisition of knowledge leads to disruptive behavior and disillusionment, and youth leave the education system lacking a sense of purpose, motivation, and confidence to be productive members of society. This intensifies social problems such as corruption, violence, political instability, and income inequality that interfere with the development of a productive economy and political stability.
The world of work has changed dramatically in the past decades. It is no longer static, linear, and predictable, but instead dynamic, changing, and connected. Thomas L. Friedman, New York Times columnist and Pulitzer Prize winning author notes: “In the past decade, the world went from connected to hyper connected in a way that is impacting every job, industry and school.” Our education systems must also grow and change in order to remain relevant in a world which is vastly different from the one in which they were designed.
Numerous studies state that twenty-first century employers are looking for the following competencies in prospective employees
• Ethical Worker
• Ability to Communicate Effectively
• Ability to Learn on the Job
• Motivation and Initiative
• Ability to Work Well with Others
• Ability to Solve Problems
• Interpersonal Skills
• Positive Attitude
• Reliable and Dependable
• Creativity and Innovation
CCI’s immediate goal is to transform school culture, shifting the focus from pure academics to the development of the whole person, but its impact extends far beyond the classroom. CCI is nurturing ethical, creative, confident young people who are equipped to navigate the complexities of the modern world and contribute to their communities and economies. CCI initiates the transformation of school culture by empowering teachers and principals with the tools to develop character and creativity in their classrooms and beyond. It is not a book, curriculum, or disciplinary program. Instead, a transformation in the mind set of educators, a set of resources, and a global network of schools. Educators anywhere are invited to start building character and creativity in their Schools.
CCI was piloted in Kenya through a three year program (2010-2013) in six secondary schools in Kenya. It continues to grow and develop as a nationally recognized example showing the impact of transforming school culture. This recognition has helped CCI spread to many other countries. The initiative is helping to transforming the school culture one school at a time and is being implemented in schools like Embakasi Girls Secondary School, Kariobangi North Girls Secondary School, Alliance High School, Kamiti Secondary School, Buruburu Girls Secondary School, Kenya High School amongst many others. In these schools, Principals are working closely with teachers, students and members of the non-teaching staff to transform the overall school culture.
A two-year independent evaluation by the Kenya Institute for Public Policy Research and Analysis (KIPPRA) was published in 2013. Evaluation of the six pilot schools as well as six comparable control schools affirmed that CCI had an impact on the academic and social climates of schools. The study entitled “Character & Creativity Initiative in Transforming Secondary School Culture in Kenya” found that nurturing character and creativity not only improved academic performance but also reduced social problems such as violence, bullying and substance abuse. Furthermore, it demonstrated that CCI led to stronger student-teacher relationships, increased student involvement in school activities, and improved school culture based on caring, respect, service, ethics, and teamwork.
Wouldn’t it be great if, every March when the Kenya National Examination Council releases examination results, we would be celebrating not just qualifications successes, but the ‘graduation’ of students with an all-round set of work experiences, demonstrable employability skills, and the life skills and personal qualities needed to succeed in the world of work and beyond?
Daniel Juma Omondi
Executive Director
Global Peace Foundation-Kenya.