BUHERE: Basic education is fit for purpose

A little under two weeks ago, a purported student of a purported secondary school attributed the indiscipline that gripped high schools late last year to several factors.

In a widely shared TikTok video, Eric, the purported student of a purported Kitombe Secondary School, claimed that students found the knowledge they were acquiring meaningless. All the students required are skills they will use to earn a living—and not useless knowledge, he said.

He argued that students have diverse abilities and talents. That is correct. He, however, added that it was unfair to give such a varied group of students similar knowledge. That is incorrect.

The purpose of the 12 years of basic education is to nurture and cultivate certain specific powers of the mind, heart and body that have application in all human endeavours.

All human beings have innate powers or potential, which are reposed in the mind, heart and body.

It is the purpose of the school system to identify and then nurture these diverse abilities, aptitudes and talents. It is the reason why all children need the same nurturing of intellect, the heart and body. This is because all children need all these to survive as adults.

Society needs many kinds of thinkers and workers, just like there are many kinds of aptitudes, abilities, and talents to be trained.

The secondary school curriculum caters for the learning needs of all students. It gives students with different aptitudes, interests and abilities full play to their potential. It also provides greater learning space and widens students' knowledge base for all-round development.

Upon entry into secondary school under the 8.4.4 system, all students study a broad and balanced curriculum. In forms 1 and 2, the students study mathematics, English, Kiswahili, science, the arts and vocational subjects.

Simple forms of knowledge can accomplish simple tasks, complex forms of knowledge can accomplish complex tasks. One does not need higher mathematics to build a workable waterwheel or an oxcart, but one does need it to build a dynamo or a jet plane

The exposure is meant to help learners to discover what abilities and interests they have, and study those subjects in line with their abilities and inclination upon entry in Form 3. This is the reason there are optional subjects to choose from in Form 3.

The curriculum experience students are exposed to in secondary school is for that reason, broad enough to cater for the differences in talents and to anticipate the variety of opportunities open to the students after completing the secondary school education programme.

The knowledge the prescribed curriculum embodies is not useless. The body of knowledge designed for students in high school provides the foundation for advanced education and training at tertiary and university levels. It is a good foundation for students with the ability and inclination to join careers in medicine, engineering and other careers available in the job market.  

American historian and educator Arthur E Bestor observed: “Simple forms of knowledge can accomplish simple tasks, complex forms of knowledge can accomplish complex tasks. One does not need higher mathematics to build a workable waterwheel or an oxcart, but one does need it to build a dynamo or a jet plane.”

The quality and profoundness of knowledge contained in secondary education prepare students for the complex tasks that are commensurate with people who have had secondary school education experience.

The body of knowledge provides the foundation stone for successful study of all manner of courses and careers—subject to the master of the core knowledge or subject for the careers or courses in question.

One of the defining features of any education system worth its name is what is called curriculum coherence. Curriculum coherence ensures that all the learning experiences students go through are well organised and purposefully designed to facilitate learning.

Moreover, they are free of academic gaps and needless repetitions, and, last but not least, the learning experiences are aligned and logically connected within the subjects and across the entire curriculum.

Curriculum coherence enables the students to see the connectedness of what they learn to previous concepts they learnt in a given subject and, which is crucial, that they also see the relationships of every other subject they are learning to their overall intellectual, emotional and moral development.  With this, students see meaning and purpose in the learning experiences.

A highly motivated student will find the learning experience meaningful intellectually, emotionally and spiritually.

The interaction with the curriculum content stretches the mind of the student, and in the process, develops the ability for inquiry, critical thinking and rational judgment. The students simultaneously build a firm foundation for further education and training—in the basic or applied sciences at tertiary or university level.

Those who, for whatever reason, don’t get into university or tertiary institutions,  simply get into the bustles of life, more rational, with the necessary knowledge, skills and attitudes for the development of self and the nation.

Some of the human documents students are exposed to in the Arts—particularly in Literature, Kiswahili, History and Religious Education and even in the hard sciences, embody a cultural and intellectual heritage of humankind.

Properly taught and learnt, they provide meaning to students that helps to define their own identities as human beings in a cosmic universe we know little about as mankind.

The curriculum in basic education and in high school, in particular, provides four things for learners. Firstly, it provides students with a broad knowledge base, for whatever careers they take after school.

Secondly, it provides them with an aptitude for life-long learning and the readiness to venture into new frontiers of knowledge whenever necessary. Thirdly, it also helps them to appreciate the complexities and ambiguities of life—finally enabling them to be more understanding, and respectful of other people's cultures and their place in contemporary society.

Fourthly, it helps them to discover their abilities, talents and inclinations thereby enabling them to make choices about their post-secondary life.

The secondary school education experience is meaningful to motivate learners. The learning thereof is intelligent interaction with the curriculum and not cramming as “Eric” claimed.

There is no requirement for students to wake up at 2pm to cram content because students gain nothing by cramming.

The secondary education curriculum, the 8.4.4 syllabus, has nothing to do with the students’ indiscipline. There is practically no correlation between the burning of hostels and the curriculum. The curriculum is an excuse rather than the cause of the students’ unruliness.