Just across the road, within a stone’s throw, lives this non-biological son of mine. Though he is just entering his teens and I am approaching my seventies, we are the best of friends. Besides sharing a surname, his other name thoroughly intrigues me.
What truly cements our bond, however, is his determination and consistency in his academic journey at Nyabondo Comprehensive School. To some, our friendship may seem unusual due to the age gap, but to me, it is purely mentorship.
One afternoon, I bumped into him after school. Ruel Naphatally Ochieng, a Grade Seven pupil, was herding livestock with a book in hand, reading while occasionally glancing at the animals.
I asked about his grandfather, Bishop James Omolo Oloo, whom he fondly calls kwara with an un-Luo accent. Knowing well that the old man had gone to his office in Bondo, I quickly moved to the real question, his performance in the end-of-term exams.
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With humility, he replied, “They have allowed me to top the class.”
But there was more on his mind.
When I asked about his ranking beyond the school level, he responded with some regret:
“We neither have cluster nor zonal exams in Usigu Sub-county, unlike in co-curricular activities like sports and drama. I wish we had them.”
Before he could elaborate, he dashed off to stop a goat from straying into a nearby garden, caught between reading and herding, as busy as a bee.
That brief exchange left me thinking. How can schools charge levies such as PTA and exam fees, yet fail to provide broader assessment platforms like cluster exams?
Curious, I sought insights from education stakeholders.
According to Bishop Oloo, such exams are critical in assessing learners’ understanding.
“They help identify strengths and weaknesses and guide teachers on areas that need improvement. They also prepare learners for future academic and career challenges,” he said.
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Educationist Ogosiah Kenneth adds that cluster exams promote healthy competition and allow comparison of performance across schools.
“They help identify best teaching practices, guide resource allocation, and improve overall education quality,” he explained.
Even young Ochieng sees their value:
“Exams encourage me to work hard. They motivate me to study and revise.”
While the Kenya National Examinations Council (KNEC) administers national exams, and the Ministry of Education groups schools based on capacity, these frameworks do not necessarily translate into cluster or regional assessments.
Yet, as this young boy’s voice suggests, such exams could play a vital role in strengthening academic standards and motivating learners across regions.
By Amoto Ndiewo
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