Why learner-support programmes are central to success in Senior School

• Victor Ochieng’ explains the critical role of Learner-Support Programmes (LSPs) in Kenya’s Competency-Based Education (CBE) system at the Senior School level.

• He outlines key components of LSPs—including guidance and counselling, career guidance, mentorship, chaplaincy, parental engagement, and learner open forums.

• Ochieng’ also argues that they help learners develop essential life skills, make informed decisions, and participate meaningfully in school governance and personal development.

Learner-Support Programmes (LSPs) was the nub of my 16th treatise on Competency-Based Education (CBE). In Senior School (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 and making them to become motivated, responsible, innovative, adaptive and productive people.

Then, NFPs refers to any organised, structured and systematic learning activities; taking place outside the classroom setting. Meaning, 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 ubiquitous in Senior School.

Getting down to the brass tacks of this piece, in LSPs: One, there is Guidance and Counselling Services (GCS), where every Senior School must set up a well-structured Guidance and Counselling Department steered by the 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.

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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, 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 School. This demands that learners get connected to more experienced people such as teachers, mentors, peers or right role-models: to support them grow and glow 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 co-ordinated in terms of content of activities to be executed on weekly basis.

Moreover, still at Senior School, Parental Empowerment and Engagement (PEE) features predominantly in LSPs. It has two pillars: Empowerment and Engagement. Senior Schools are expected to execute this important mandate during Grades 10 Orientation/Induction Days, Annual General Meetings (AGMs), class academic clinics or conferences, et cetera.

For successful Parental Empowerment and Engagement, Senior Schools should 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?

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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.

By the same token, Parental Engagement is the active participation of parents in their children’s learning and holistic development in collaboration with teachers and other key stakeholders in the great agora of knowledge.

Finally, we cannot lock out Learner Open Forums (LOFs) in this deep discourse about LSPs. For LOFs strive to 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 the Student Council.

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; including other communication channels that encourage learners to feel that they are heard and values by Heads of Institutions (HoIs) and teachers.

By Victor Ochieng’

Victor Ochieng’ rolls out talks and training services. He re-tools educators on CBE/CBC.

vochieng.90@gmail.com. 0704420232