New curriculum should provide learners with important life skills

There is a saying that goes; the more things change, the more they stay the same. This could be true. When we peer into the past through the lenses of history, we can identify recurrent patterns that have shaped our humanity and the progress of our societies. These patterns give us an intuitive sense that things will always be the same. However, when we look into the future introspectively, we can’t hide from the imminent presence of change and how different it seems to be from the past. Picture the accelerating pace of technological innovation, change in sociopolitical values, a revolution of our lifestyle and the implications thereof.

These are unprecedented changes, a manifestation of increasing complexity in modern day problems that we have to address. On a global scale, for instance, we have to address complex issues; the effects of unprecedented climate change and global warming, the threat of massive job losses and layoffs resulting from technological innovations that place many human jobs in the hands of robots and machines, socio-economic inequality depicted by the growing gap between the haves and the have-nots and emergence of global terrorist factions that threaten to advance ideologies of fear and destruction.

Here in Kenya, these global issues affect us too, and if that is not enough, we have to grapple with other localised issues. First, there is corruption, which many have argued is a part of our culture, and if that is true, then purging it requires a change in our culture and values.

Paradigm shift

There is an unemployment crisis which many have argued is a consequence of a youth bulge, which has since not been matched by proportionate growth in the economy that would sustain the bulge, while others have argued that this crisis is a result of a skills mismatch caused by an education system that churns out half-baked graduates. We are also afflicted with a winner-takes-it-all political system, which almost turns political competitions into a life and death affair. These problems of ours are complex and subsequently, require we bring systemic and well-thought out options to the table. We have not been granted the luxury of bringing simplistic solutions to the table.  Our problems require a fundamental paradigm shift in our thinking, that we continuously unlearn, learn and relearn no matter how humbling or painful that process is.

Perhaps this is why our old curriculum needed an overhaul. In its place, we need an education system that mirrors the complex needs of our changing society and equips learners with the grit and patience to tackle emerging issues without feeling like the world is coming to an end. We need an education system that diverts attention from cramming, rote memorization, and the pressure to achieve high grades. We need our young people to develop a pragmatic view of the world, to be gifted with life skills that will guide them in navigating complex challenges. We need our young people to learn in an environment that allows the freedom to craft unique self- identities and develop healthy views of themselves and the world.

Creative potential

As a young person, I hope that the new curriculum will be more balanced, practical and appreciative of the variety of personalities, skills, gifts, and talents which our society will place in its hands. I hope that it will not limit the creative potential or suppress the talents and gifts of the young people entrusted in its care.

Picture this; our country requires more than 30,000 technologists, 90,000 technicians, and over 400,000 craftsmen in order to complete the mega-projects under Vision 2030. All these professionals will also require other soft skills such as communication skills, critical and creative thinking skills. What’s more, they will require time-management skills, financial literacy, and management. They will also need good negotiation skills in order to get favorable terms with their employers.

Can the new curriculum endow learners with these important life skills so that they can be confident enough to face the world? We can hope so. What’s more, in this era of information where the internet is threatening to surpass parents and teachers as sources of information on crucial questions in life, will the new curriculum live up to its promise of emphasizing parental involvement in learning? Will parents be able to compete with the internet in providing answers to the big questions in life?

The new curriculum carries with it a promise; that of churning out learners who will be ready for the world, learners who will appreciate that learning is a life-long process. And after all is said and done, education is the most powerful weapon we can use to change the world. The quality of our society will be determined by the quality of our education.

Mr Mokamba comments on social issues.