By Billy MutaiThe Uganda 7-4-2-3 education system could be a remedy to an average of
60, 000 students per year who miss out on the Varsities Joint
Admissions Board list besides private universities and middle level
colleges in Kenyan’s 8-4-4 education system.
The Kenyan system has however attracted questions on its threshold in
determining student’s potentials and ambitions majorly dictated by the
national examinations.
While hinting out on the death of two students recently at Makerere
University, Kenya’s Foreign Affairs Minister Moses Wetang’ula
indicated that more than 40,000 Kenyan students are enrolled in Uganda
learning system.
Learning Institutions even as far as Northern Uganda host Kenyan
students as Makerere University, Kampala International University,
Mkono University holds bulk of Kenyan students. While High Schools
including Mbale High School, Bugema Adventist School, St. Laurence
High School have over a decade trained big number of Kenyan students
doing their A-levels and successfully proceeded to universities either
in Uganda or other countries.
“There are more than 3,500 Kenyan students at Makerere University at
the moment,” notes Nicholas Langat, a Telecommunication Engineering
finalist at the University.
Before the disintegration of the East African Community in 1977, the
member countries including Uganda, Kenya and Tanzania vastly enjoyed
the 7-4-3-2 education system that extended to sitting of one paper
across the region. It at the same time allowed students in the regions
to join any of the giant East African Universities including
University of Nairobi, Dar-es-salam and Makerere University each
specializing on identified field of knowledge. This calls for the
earmarking of the endless list of Makerere Alumni including H.E Mwai
Kibaki, who scooped a 1st Class in the then prestigious University,
Anyang Nyongo among others.
With flexibility and cost of the Uganda’s 7-4-2-3 system, bulk of
Kenyan students have opted to make a bridge to higher institutes of
learning in the country inspite of attaining the minimum University
cut off mark that has however eluded majority with hiking of the
entrance points.
According to Gilbert Kemboi a Kampala International University
graduate and currently practicing law in Nairobi, Kenya students who
attain up to a grade of B-(Minus) opt to proceed with the A-levels in
Uganda and later join Universities either in Uganda or other
International higher Institutes of learning.
“The Uganda’s education system is fairly better as it allows a lee way
to poorly performed KCSE compulsory examination,” notes Kemboi.
It is indeed unreasonable and unrealistic measure of performance as it
locks out majority of students out of the vital governments-sponsored
University education, adds the Kampala International University
Alumni.
The 7-4-2-3 system allows specialization in the best performed
subjects at the A –level, students fine tune their secondary school
best performed subjects before proceeding to universities to mentor
their careers.
Unlike what transpires of Kenyan system where students are forced to
go for relatively irrelevant subjects to their career in enmasse. The
7-4-2-3 system that dominated the East African region in earlier
decades accommodated students who even perform as low as D+ in their
form four level, are yet allowed to pursue their dreams despite
dismissal performance at O levels, notes Kemboi.
Speaking to Kenyan Telecommunications Engineering finalist at Makerere
University, learning in both Kenyan and Uganda even Tanzania is at par
but the Ugandan system allows flexibility, specialization besides low
cost of learning.
“In Uganda, incase one is good at humanity subjects, s/he leaves the
sciences and specializes in the field of interest,” said Nicholas
Langat.
While Joint Admissions Board in Kenya stamps out a minimum of B+
(plus), The remaining bulk of students are left with option of joining
the self sponsored program or venture the middle level college. This
has however been out of reach to majority of Kenyans.
“Good education has been exclusively belonged to those with good money
in Kenya.” Notes Charles Muthee, parent with two students at Ugandan’s
education system. While refereeing to what Julius Nyerere talked of
Kenya as ‘A man eat man society’, Muthee said despite of extension of
sponsorship by HELB to parallel students in Kenyan private and public
universities, majority of students cannot afford to pay for their
university education despite attaining a requirement of a C+ (plus)
and above.
“Ugandan’s education system is bagging up to Kshs. 2 billion per annum
from Kenyan students learning in Uganda yet Kenyan political leaders
besides educational leadership misuse education funds” Wonders the
parents.
Although foreign students are not entitled to educational funding,
HELB recently announced to extend the funding to students studying in
the region.
“We have done visibility studies to capture students in the region so
that they can also benefit from the funds,” said HELB CEO Benjamin
Cheboi.
With latest developments for integration of east African community,
ratification of sponsorship of students taking their studies in the
region will bolster the regional common market.
“With about 10 percent Kenyan students studying in Uganda getting
into Uganda’s market system, it has undoubtedly ushered in the
envisaged common market where professional know-how and products move
tax-free benefiting largely on member state,” notes Gladys Rere, a
Kenyan Makerere Environmentist graduate who lives and works in Uganda.
Late last year, the East Africa heads of states signed a common market
protocol pact to ratify free movement of persons and products within
the region, Land ownership and unilateral travel documents in the
region.
The East African community common market protocol is expected to
jumpstart its programme by July this year.
According to Mr. Kiprotich Mutai, a Communication and Media don at
Egerton University and a Media Consultant, opening up and ratification
of education system in the region would at the same time add up an
ingredient to favourable conditions of integration economically,
politically and socially to the budding market.
“The case of more than 40,000 students in Uganda education system is a
welcome scenario in the wake of the EAC integration,” comments the
lecture.
