I read an article in The Telegraph, a respected UK newspaper, that suggested that children in England face being at school for nine hours a day and see their holidays cut drastically under plans being examined by the Conservatives. The newspaper suggested the extended days could reduce youth crime, boost education standards and prepare children for the world of work by getting them used to full days.
Mr Kirby told the newspaper: “This is a once in a generation reset that wouldn’t detract from the current school freedom agenda. It also involves dramatically expanding what schools actually do – into sport and other activities.
In Kenya, I read another article in the Daily Nation, in which Education Cabinet Secretary Jacob Kaimenyi has cautioned management of schools against requiring learners to report to schools earlier than 7:15am. Prof Kaimenyi expressed concern that some schools were forcing learners to report to school as early as 5.00am.
“This is unethical educational practice that exposes learners to risks of getting to school that early hour of the day,” said the education Cabinet Secretary.
The Basic Education Regulations 2015, which were gazetted last month states that learners should not be in school earlier than 7:15am.The regulations also requires both public and private schools to operate from Monday to Friday. Class hours are supposed to be from 8 am to 3.30pm and 3.30pm to 4.45pm is time for co-curriculum activities.
However, schools heads have expressed their reservation over the directive, saying that students have to get to school on time in order to start learning programmes on time.“It is the students who are supposed to do manual work. When they arrive in school after 7.15am what time will they carry out such activities in order to be in class on time?“ posed a school head.
Looking at both scenarios, which is a sensible proposal? It is understood that both countries live on different educational “planets” so to speak. The school programme in the UK is more flexible and less strenuous than the Kenyan system.
The UK system is broken down and structured in Key Stages
- Key Stage 1: 5 to 7 years old
- Key Stage 2: 7 to 11 years old
- Key Stage 3: 11 to 14 years old
- Key Stage 4: 14 to 16 years old
Students are assessed at the end of each stage. The most important assessment occurs at age 16 when students pursue their GCSE’s or General Certificate of Secondary Education. Once students complete their GCSE’s they have the choice to go onto further education and then potential higher education, or finish school and go into the working world.
In Kenya, the Primary education in Kenya begins at the age of 6 or 7 after completion of a year of kindergarten commonly known as Nursery School or pre-unit. Then there is Lower Primary and Upper Primary.The first class or year of primary school is known as Standard 1, the final year as Standard 8 where the sit for final KCPE Examination. If they pass with flying colours, they may be lucky to join top schools for Secondary education.
The British system has no formal certified exams at the end of the primary years. All kids gain direct entry into secondary schools. This means kids have more time to sharpen up other skills important in the life of a child.
The Kenyan system is the opposite. It has been blamed as a system that is about cramming to pass KCPE EXAMS and nothing else. No skills other than this get enough attention. Kids with such talents as Music, Sports, athletics and other are rarely nurtured as they don’t count. This explains the desire to bring children into schools at 5am to begin the cramming process. It is too dark to play football, or do any other outdoor activity at this ghostly hour. The CS should be supported my any wise mind out there!
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