Sobering figures condemn 8-4-4 system for wastage of Kenyan children

An average of 900,000 children who enter Standard One drop out before reaching Form Four, the National Education Reforms Conference heard on Wednesday.

And half of those who transit to Form Four never acquire grades to pursue higher education or seek training in professional courses at the middle-level colleges.

High dropout was recorded between Standard Six and Form Two, which are critical years in the growth of children, most of them entering adolescents.

This is the period of emotional turbulence, and when confronted with hostile learning environment in schools, they are unable to cope and opt out.

These sobering statistics demonstrate the high level of wastage in the current education system, largely attributed to the demanding curriculum on offer under the 8-4-4 and the financial burden of sending children to school.

Prof Harry Kaane of Moi University, who presented the figures, also reported that 78 per cent of the students currently enrolled in universities were pursuing arts and humanities courses, which was at variance with the country’s national goals coded in Vision 2030 that puts science and technology at the centre of the national development agenda.

The current education system, Prof Kaane said, did not equip learners with skills and competencies to enter the job market or pursue business because of its emphasis on rote learning rather than creative thinking, problem-solving, self-reliance and innovation.

Studies conducted among employers, he said, cited education as a major obstacle to business in the sense that skills and knowledge for growth and expansion were not readily provided by the school system.

PROPOSED EDUCATION SYSTEM

Prof Kaane said the proposed education curriculum that is divided into three-broad tiers at the basic level, five years foundational level, six years middle level and three years upper secondary (5-6-3), must be flexible and provide alternative career paths, including vocational skills and talent management.

Years for tertiary and university level have not been determined. Learners should also have opportunities to drop out and rejoin the school system and continue with studies without any hindrance.

Another presenter, Prof Laban Ayiro, also of Moi University, said learning content under the proposed curriculum will be based on themes and contextualised such that when a student learns about a subject like science, the economic, social and cultural dimensions will also be taught.

“We propose a curriculum that links knowledge with real life experiences and puts emphasis on collaborative rather than individual learning,” he said.

The acting Chief Executive of Vision 2030, Prof Gituro Wainana, underscored the need for retraining and proper remuneration of teachers to enable them deliver the new curriculum.

He called for a review of admission of those joining the teaching profession, saying only top students should be allowed to train to become teachers to guarantee quality teaching in schools.

A Kenyatta University lecturer, Prof Grace Bunyi, said the new curriculum must be interpreted and communicated in a manner that allows teachers, students, parents and communities to understand its desired outcomes and their roles in its implementation.

The current 8-4-4 was largely bungled at implementation because various interest groups never understood their roles and what was expected of them.