Today, I was in Nairobi City to pick some heroic books from Zack; a thriving book vendor who sells best books from both the occidental and oriental world. While in the trendiest town, I remembered, my daily writer’s what-to-do list indicated that I was to pen this 16th treatise on Competency-Based Education (CBE); enshrining Competency-Based Curriculum (CBC). So, to remain true to my personal plans, I looked for an ergonomic writing space in the nerve-centre of the capital city. I sat at Sarova Stanley Hotel taking copious cups of coffee; as I wove these words you are now chanced to pore over.
In Senior Schools (Grades 10-12) the architects of CBE advocate for Learner Support Programmes (LSPs), which are Non-formal Programmes (NFPs) linking learners to education and day-to-day life. LSPs focus on equipping learners with correct competencies necessary for moulding them into motivated, responsible, innovative, adaptive and productive people.
Then, NFPs refers to any organised, structured and systematic learning activities; taking place outside the classroom setting. NFPs capture co-curricular activities such as: Kenya Music Festival, Kenya National Drama and Film Festival, Science and Technology and Engineering Fair, games, sports and LSPs. In the whole scheme of things, every learner should participate in at least one co-curricular activity offered in school.
Getting down to the brass tacks of this piece, in LSPs, one, there is Guidance and Counselling Services, where every Senior School must set up a well-structured Guidance and Counselling Department steered by the Head of Department (HoD) and assisted by teacher-counsellors. Guidance and Counselling Services revolve around: advising, guiding, leading, supporting and assisting learners in solving problems and exploring oodles of opportunities. Again, Guidance and Counselling Services aim at helping learners make judicious decisions, express emotions, cope with stressors of life, solve personal issues, address developmental challenges, overcome familial conflicts, dodge drugs and substance abuse, and understand mental health issues.
ALSO READ:
No arbitration on defilement and GBV cases, CS Murkomen warns chiefs
Secondly, in Senior Schools, Career Guidance is part of LSPs. This entail well-thought-out activities and services designed to assist learners make informed career choices. In the CBE schema or schemata (plan or theory in form of an outline or model), architects of CBE recommend job-shadowing and real-life-experiences as part of what can prop up learners in vocational volitions.
Thirdly, Mentorship and Peer Education Programmes take pre-eminence in the LSPs framework in Senior Schools. This demands that learners get connected to more experienced people such as teachers, mentors, peers or right role-models to support them grow in several spheres: academically, socially and spiritually.
Additionally, in Senior Schools, another LSP is the Chaplaincy and Pastoral Programmes and Instruction (PPI); geared towards supporting learners in matters character-formation and spiritual growth. As an LSP, it should feature on the timetable and coordinated in terms of content of activities to be executed on weekly basis.
Moreover, still at Senior School, Parental Empowerment and Engagement (PE&E) features predominantly as an LSP. It has two pillars: Empowerment and Engagement. Senior Schools are expected to execute this important mandate during Grades 10 Orientation or Induction Days, Annual General Meetings (AGMs), class academic clinics or conferences, et cetera. For successful Parental Empowerment and Engagement, Senior Schools will have to rely on stupendous strategies such as timely and clear communication. Advisedly, consideration of context of parents and community, will be of essence. For instance, are the parents from rural or urban setting? Are they single parents? What is their economic status?
ALSO READ:
Consequently, Parental Empowerment is the process of empowering parents or guardians with requisite knowledge, skills, attitudes and practices for holistic learning of their children. Some areas that require parental empowerment include: Knowledge of growth and development of children, supporting children to learn both at home and school, helping children make informed career choices, being concerned about behaviour, discipline and character of children. Likewise, Parental Engagement is the active participation of parents in children’s learning and holistic development in collaboration with teachers and stakeholders in the great agora of knowledge.
Finally, we cannot lock out Learner Open Forums (LOFs) in this deep discourse about LSPs. LOFs foster a sense of belonging, and promote effective participation and engagement of learners. It is a ministerial requirement that Senior schools embrace well-structured and transparent process for selection and election of Student Councils. For this will ensure that there is effective representation of learners in school governance. Ideally, LOFs are scads of opportunities for open dialogue: to encourage learners to express themselves, voice their opinions and address grievances. This is more so on issues that impact their educational experiences directly. LOFs can be facilitated through open forums, suggestion platforms and communication channels that encourage learners to feel that they are heard and values by Heads of Institutions and teachers.
By Victor Ochieng’
The writer is an educator – academic and career consultant who rolls out academic talks and training services in schools. vochieng.90@gmail.com. 0704420232
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
