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This presentation explores the issue under focus under thefollowing themes:
1. Background and Context(a) 1985 introduction of the 844 system of education,(b) 2001 banning of corporal punishment(c) the new constitution of 2010 (expanded democratic space)(d) the proposed curriculum review

2. Issues that trigger student protests – a review
3. Rethinking Education & Learning needs for sustainable
futures
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2016/7/6• Kenya attained indep. in 1963 and embarked on tacklingthe 3 issues of Poverty, Disease, and Ignorance (illiteracy).
• For example: Primary school enrolment increased from891,553 pupils in 1963 to 1,028,000 in 1965.
• Secondary education was also expanded accordingly tomeet the needs of the increased primary schoolenrolment.
• For example: in 1963 there were 151 sec. sch. and by
2000/2001, the number had risen to 3,234 schools.

3• In 1985 change of educational system from 7-6-3 to 8-44 (following recommendation by Mackay Report)• Was to have summative exam at end of first 2 cycles –KCPE & KCSE (high stakes exams).
• 844 -skills-oriented but failed - poor implementation(abrupt transition, censorship of criticism, too expensivevs poor economy)-no workshops + H/Science rooms.
hence remained theoretical – with all its graduates
aiming at employment• 844 was aimed at encouraging citizenry to embracecareers that drive the economy like agriculture, fishing,
livestock mgt instead of service industry jobs/whitecollar jobs.
422016/7/6• 1992 reviewed to drop some subjects – but still too loaded –with- KCSE remaining the sole sorting mechanism for gaining
entry into tertiary education - cut-throat competition - manycases of exam malpractices reported• 2001 Corporal Punishment was out-lawed partly following thedomestication of the children rights and also due to its
widespread misuse (deterrent removed).
• 2010 – promulgation of the new constitution which clearlystresses observance of rights and freedoms of the citizens(including the right to protest against any injustices).
• persistent cases of cheating (e.g. in 2015 KCSE, 5101 students had theirresults cancelled) hence widespread destructive student protests.
• Basic Education Bill in Parliament to change 844 restructure theeducation system to align it to the current global trends andbest practices
5• Despite occasional reviews of the educationalsystem, albeit in part, issues of the mgt ofeducational system and student welfare mattershave not been adequately addressed.
• Changes in wider society happening faster than theschool managers are adjusting to the realities within
the larger society• This has partly resulted in more challenges related
to the whole educational system e.g. student
protests.
• Currently, MoE preparing to embark on acomprehensive review of the edu. system to tailor
the curriculum to meet the demands of the 21stcentury.
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2016/7/6• is a follow-up of the last presentation in which I
exposed what I consider to be the ultimate orunderlying causes of student violence in sec
schools in Kenya• in the context of this impending educ. review (inthe FY 2015/2016), I seek to give suggestions on
how this problem can be addressed through theschooling process for a sustainable future [within
this reform dispensation].
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Antecedent efforts have often presented thefollowing as the real causes:

a. exercise of power and authority
b. communication breakdown,c. the prefect system,d. school rules and regulations,e. harsh of punishment
f. rights and freedoms of students andg. KCSE (high stakes) examinations84

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1. Alienation of the students from their process of
self-determination- e.g. school administrators exercising power andauthority in ways that students experience as
oppressive e.g. denied opportunity
formulation/review of school rules, communication
breakdown, all through which they can pursue selfrealization This amounts to, or at least is perceived bylearners as denial of opportunities for learning to
be as well as learning to do.
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2. The absurdity of the students’ conditions ofexistence• - The notion of ‘absurd’ consists in the existentialist view that there
is no order, value and purpose in human life in this world (the world
is so unfair).
• - e.g. cases of poor facilities such as toilet and lack of entertainment
services, perceptions of a bleak future – due to the lack of job
opportunities out there (esp. if they don’t pass highly)-all of whichthey seek to transform, by acting as revolutionaries hence violence.
• - KCSE results cancellation, failure or even the very possibility of it,introduces the students to the imminent absurd conditions ofexistence after school e.g. become a condemned lot as failures inlife.
• school/ing as a limiting/disenabling/disempowering environmentand one that is full of disparities and inequities that impede theirself realization i.e. not enabling them to learn to be what they wish
to be.
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3. Affront to students’ values and freedom• to existentialists, before birth, life is nothing and is up to us togive it the meaning we choose- Human beings have freedom (as an inseparable tendency) tomake these choices hence an affront to this is an affront tohumanity thus dehumanization – bound to be resisted e.g.:• Values including: to be respected (as opposed to being
mistreated e.g. thr humiliating means e.g. corporalpunishment, access to opportunities for self expression as
well as access to their rights such as entertainment + socialinteraction with colleagues from other schools• ***Negation of the students’ sense of entitlement to all thesepromotes feelings of an affront to their ontological vocation of
pursuing self-realization (learning to be ) but to the extent
that they often respond in violent and oppressive ways, there
is an implied need for learning to be with others).
11• Increased awareness of rights and freedoms• Students have recognized that destructive and collective
actions are efficacious in winning a response from
authorities hence increase in use of destructive violence
to express grievances• Raging debate over whether or not KCSE examinations
should be scrapped since it has often triggered violencein schools• Generally, a reactionary mode of school governance inwhich citizens’ initiatives tend to be neglected until theypose direct threats to public peace• An impending comprehensive review of the education
system to ‘tailor the curriculum to meet the demands ofthe 21st century’.
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2016/7/6• Goal 4 section 4.7 of the SDGs obligates nations to ensurethat all learners acquire the knowledge and skills needed topromote sustainable development, including, human rights,promotion of a culture of peace and non-violence, amongothers, by 2030.
• The 4 pillars of learning as identified in Delors Report of1996; Learning- the Treasure within and which has been
reaffirmed by UNESCO Report of 2015; Rethinking
Education- Towards a Global Common Good, thus:i. Learning to know
ii. Learning to doiii. Learning to beiv. Learning to be with others (to live together)13

It is further suggested here that as the committee embarks on
this review of education, they should be guided by:① a concept of student violence as entailing the means
through which students seek to avoid those unbearable
experiences that characterize the reality of their schooling② these 4 pillars as a guide to the kind of knowledge, skills
and values that must be emphasized rather than focusing
too much on the structure.
③ as they pursue the humanistic approach to thisphenomenon, the concern should be on the kinds ofknowledge, skills and values that make it possible forstudents to adopt amicable ways of conflict resolution147

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1. Learning to know[cognition]• Basic skills inherent in basic education to enable
them to benefit from educ. opportunities(cognitive)…. this has happened and has been
reinforced thru the high stakes exam system(*Delors Report warns of the tendency to emphasize certain typesof knowledge at the detriment of others equally essential forhuman dev)

• But such knowledge should include: nature andvalue of dialogue in conflict resolution, nature ofrights and freedom, clear knowledge of school
rules
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2. Learning to doThis aspect emphasizes vocational skills [economic skills]• Kenyan ed. system -accused of being too academic and performanceoriented – & not competence-based - see China + India + Bangladesh• Need to consider assessment of competencies rather than memorized
content – or else try formative/sch-based approach to assessment• this will help learners to:(a) learn to do other things that can serve as an alternative
pathway to well-being in case they do not excel in SLE(economic skills)(b) help deflate the pressure brought about by examwith its unintended consequences e.g. violencetogether

Further – need for learning to do [where do means acting]= [soft skills]• Learners act in ways that equally portray them as oppressive – needskills to make them act responsibly• Examples: negotiation skills, self-control (respect for human dignity)all which have not been given genuine attention.
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3. Learning to be• Implies the socialization function of education• has to do with dev. of potentials to the fullest[including freedom of choice, access torights…]hence providing enabling env. for this tohappen• Curriculum review team must create
opportunities within the schooling process forlearners can learn how to be free beings, capableof making their own choices and excising theirautonomy and judgement but at the same timedeveloping a stronger sense of personal
responsibility
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4. Learning to be with others (to live together)• another socialization function of education• in such a globalizing world, edu. must seek to dev., inlearners, an understanding and appreciation of others
and their circumstances, beginning with those in schoolto those outside• Witnessed patterns of violent protests raise questions oneduc. and its capacity to shape values and attitudes forliving together• educ. should seek to dev. attitudes of interdependence
e.g. involvement of learners in management [sch.
Councils & involvement in review of school rules +regulations• embracing dialogue – even though more worrying is thefeeling amongst sch. admins - that it is not effective
19• This impending reform process presents a strategic
opportunity for the MoE in Kenya not only to review thestructure of the educ. system but also to align it to global
trends• this choice is imperative, after all, educational choices arelargely about the kind of society we wish to live in• The suggestions made here are just but general guidelinesthat must be borne in mind throughout this process andwhich can be further refined and operationalized thru' policy
papers• therefore, the deliberations by the committee (esp. onstudent protests) must not only address the students as theaffected but also the role of school administrators, teachersand other stakeholders too, in an effort that engenders aprocess of humanization of all.
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