Education and Youth Development in Kenya
I am currently reading two newly launched research reports on education in Kenya. I am looking for a third recently released by the Kenya National Examination Council (KNEC). As I read the news reports following the launch of all three reports, one thought struck me: “no wonder we have a problem with youth out of school”.
Kenya shifted to the 8-4-4 (eight years in primary school, four years in high/secondary school, four years university) system in the 1980s (about 1986). I was in primary school. Since then there have been Commissions established and reviews undertaken on the education curriculum. When I was in university, I submitted my memorandum in support of the 8-4-4 system of education because I truly believed that as it stood the curriculum developed relevant skills for the teenager who did not transit to high school or university to find or establish suitable enterprise. The Commission to which I made my submission, in its recommendations and wisdom, said that the load of the 8-4-4 system was too heavy and that some subjects would be taught but remain non-examinable. These subjects now include Agriculture, Arts, Craft, Music, business education and languages. Basically, Humanities. As a result, all pupils are forced to use the left side of the brain more than the right side. There is no time for “getting hands dirty” or being creative. The examinable subjects are Mathematics, Science, Social Ethics, English, Kiswahili.
I cannot imagine going through the week without the often fun Geography, History and Civics class in primary school with the very hilarious Mr Stanley or the Home Science class with Mrs Kanyiri where she made the boys sew their own aprons and pyjamas. High school was even more fun – it is where I made the bold decision to drop Mathematics so that in taking exams for my eight examinable subjects I would have both Geography and History to total eight. Of course this was not an agreeable option for the school administration and would never be accepted by KNEC. But it was worth the try.
So what do the research reports say? In summary, the Uwezo Report measured ability to read in English and Kiswahili and to compute. The conclusion is that over 75% if pupils cannot read in English or Kiswahili and are extremely poor in arithmetic. A newspaper article on the KNEC findings indicate that few parents (mother or father) support their primary school going children in doing their homework. The early conclusion is that Kenya is purporting to educate children but leaves them without numeracy or literacy skills that would ensure a reasonable/productive life.
The implications of the lack of numeracy and literacy skills is that the individual is limited in their capacity to participate meaningfully. An analysis of the Uwezo reports says they “cannot read and sms, keep track of their bank account (assuming they know well enough to open one), or calculate how much money is owed (something as simple as change from the kiosk)”. Taking this further, it means that statements like “read the constitution for yourself and make an informed decision” cannot be literal. Many newly registered, young voters (under 25 years) cannot actually do so. It is therefore no wonder that militia such as the Mungiki will continue to flourish as they provide protection and livelihood for significant portion of young, undereducated, vulnerable youth. It is now wonder that politicians (and now Christian leaders) will continue to “read the Constitution” and give misleading guidance to young voters whose ability not only to read and know their rights but also to reason is inadequately developed.
As Government and Development actors develop interventions in support of youth empowerment and development, the challenges are beyond opportunities available to young people, including high rates of unemployment. The challenge is very basic. Young people, over the age of 15 years and out of school need to be re-educated in order to become literate. In fact, youth development programmes would need an “adult education” component to increase their chances of (sustainable) success and to provide maximum benefits for the young people they serve.
