Problems of 2-6-3-3-3 Education System in Kenya
In the advent of the 2-6-3-3-3 Education System in Kenya, several problems have surfaced that might erode the gains that the 2-6-3-3-3 Education System in Kenya is expected to bring. Although anything that is starting is always faced with challenges, the problems of 2-6-3-3-3 Education System in Kenya will be a continuation of the problems that the moribund 8-4-4 system crumbled under. For the success of this new system the National Government, County Government, Education stakeholders and the general public must collate their efforts together to pacify the following Problems of 2-6-3-3-3 Education System in Kenya.
The 2-6-3-3-3 Education System in Kenya is very expensive
Pundits have postulated that one of the problems of 2-6-3-3-3 Education System in Kenya is the limited resources available to fund this cash intensive venture.
They say that instead of changing the education system altogether, the Government should channel the resources to seal the loopholes of the 8-4-4 system such as teachers remuneration, classroom constructions on marginalized areas and employing new teachers.
With the current cash crunch in Kenya the 2-6-3-3-3 Education System in Kenya might become another white elephant.
The current teachers are not professionally prepared for the 2-6-3-3-3 Education System in Kenya
The 2-6-3-3-3 Education System in Kenya postulates a very robust, pupil centered method of teaching. The current teachers are not trained for this kind of child instruction and they might sabotage the new education system, taking to account that they are required by law to sign performance contracts.
In addition there are no resources to retrain them taking to account that their number is humongous.
The new education system may be noble but the current bad blood between the teachers and the Government might annihilate this system.
Lack of schools in the marginalized areas
In the current Kenya Constitution, every child has a right to free and compulsory basic education. Our children in the marginalised areas share these rights too.
For this 2-6-3-3-3 Education System in Kenya to work without challenges, good school structures must constructed in all marginalized areas, teachers deployed and facilities supplied to the same schools.
It is only after this is done that the 2-6-3-3-3 Education System in Kenya will be deemed to be successful.
No facilities in most schools to accommodate the 2-6-3-3-3 Education System in Kenya
The 2-6-3-3-3 Education System in Kenya is a facilities intensive venture. If Kenya is to align itself with other similar successful educations system around the world, billions of shillings will need to be poured in establishing new polytechnics, professional colleges, sports academies etc.
If these is not done then this new baby will be still-born.
Corruption will wipe out any gain expected from 2-6-3-3-3 Education System in Kenya
Corruption thrives well when there is a new process without prior tested and proved road-map. 2-6-3-3-3 Education System in Kenya being new will be a dinner-table for corrupt administrators to fatten their bellies.
If money is lost through corruption then the support and fanfare behind this system will fade away and 2-6-3-3-3 Education System in Kenya without facilities will be worse that the already bitter 8-4-4 system.
The regulatory framework not well developed to harness the benefits of 2-6-3-3-3 Education System in Kenya
This problem emanates from the reluctance by parents and the wider society to embrace education. The government should legislate on laws that makes it a civil offense to fail to take your child to school because with this new system there will be no loser in the education system. Everyone stands to gain.
The framework also should serve the private schools who do not have that motivation to crossover to 2-6-3-3-3 Education System because the final examination pearl will be scrapped.
Transition from one level of education to another is not definitely guaranteed in 2-6-3-3-3 Education System in Kenya
One of the Problems that 2-6-3-3-3 Education System in Kenya is supposed to solve is high rate of school dropouts after end of each level.
A problem is envisaged whereby if the curriculum doesn’t accommodate disciplines like the sport of Ballerina and a student wants to pursue that, then she will definitely drop out because she will not have reason whatsoever of going on with schooling.
Insecurity in our regions
Insecurity is one of the other problems of 2-6-3-3-3 Education System in Kenya. Security plays a key role in the overall development of any nation. The education sector too needs security for the 2-6-3-3-3 Education System to succeed.
There is no way some regions will be left behind academically due to a problem that the state is supposed to address while the other regions bask in the security of the state.
Solve the insecurity problem and the objectives of 2-6-3-3-3 Education System in Kenya will be achieved.
Orientation of the minds of the current crop of students to the 2-6-3-3-3 Education System in Kenya
Although it is inevitable that the 2-6-3-3-3 Education System has to take root, the problems of 2-6-3-3-3 Education System in Kenya will be compounded by the challenge of inability to orient the already 8-4-4 disoriented minds of our students, to the new system.
Most of our pupils and students did not get a robust formation in ECDE and so they will be a hard nut to crack in this 2-6-3-3-3 Education System.
Although this generation will phase out, it will pose a major challenge.
Opposition from Private Schools who want the 8-4-4 Education system retained
Most private schools thrive in the anarchy of the 8-4-4 system. They find business opportunity in academically passing of exams by students. If the national examinations will be scrapped, then the business sense will fade away, and some will close shop thus reducing the number of schools.
Likewise, the resources intensive 2-6-3-3-3 Education System in Kenya will be too expensive for most private schools. They will be forced either to increase the school fees which will not auger well with most parents.
