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Where are the D’s and E’s? Does our education system make or break them?

Where are the D’s and E’s? Does our education system make or break them?. The Steadman Group Prepared by: Maggie Ireri, Business Development Director Emily Gumba, Research Club of Kenya Coordinator July 2009. Preamble.

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Where are the D’s and E’s? Does our education system make or break them?

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  1. Where are the D’s and E’s? Does our education system make or break them? The Steadman Group Prepared by: Maggie Ireri, Business Development Director Emily Gumba, Research Club of Kenya Coordinator July 2009

  2. Preamble • Education is expected to drive and accelerate innovation, idea generation and the skills and qualifications required to efficiently mobilize, utilize and manage available resources critical for wealth building and development. • The current 8-4-4 system of education, has undergone various restructuring in order to meet the Nation’s needs and goals for economic empowerment.

  3. This presentation analyses the employment status of the youth who sat for KSCE and did not pursue tertiary education/higher education mainly on account of poor performance - largely those scoring D+ and below. Preamble

  4. Preamble KCSE Grades 2004 to 2008 596,895 candidates attained D+ and below

  5. KCSE Grades 2004 to 2008 Unlikely to pursue tertiary education Source: KNEC

  6. KCSE Grades 2004 to 2008 Normal distribution

  7. Every year at least 50% (approx. 100,000 candidates) do not attain the minimum entry grade for tertiary education

  8. Performance in KSCE What happens to those who have low grades and are not eligible for higher education? Is this target group equipped with necessary skills to make a positive contribution to the economy?

  9. Economic status versus education level attained Youth Post Education Status

  10. Survey Details Analysis of large national survey conducted in 2008 Target respondents - 24 to 35 years (n=2,262) Have undergone the 8-4-4 system of education

  11. Youth Employment Status: 24 to 35 years old 3 out of 10 youth are self-employed in the informal sector 3 out of 10 youth are unemployed PIE CHART 29% are unemployed Base = 2,262 respondents

  12. Employment Status: 24 to 35 years old Completed secondary but did not pursue tertiary education 16% unemployed & looking for a job 10% unemployed & NOT looking for a job PIE CHART Base = 657 respondents

  13. Employment Status: 24 to 35 years old Completed secondary but did not pursue tertiary education • Small business – 44% • Small scale farming - 22% • Skilled worker - 11% • Shop attendant/messenger/ - 10% • Cleaner • Unskilled worker – 5% • Other - 7% Working / Employed • Small scale farming - 29% • Small scale business – 21% • Skilled worker – 19% • Shop attendant/messenger/ - 7% • Cleaner Self employed

  14. Career Secondary School Students Want to Pursue PIE CHART • RCK Objectives: • The aim of the club is to promote the early understanding, appreciation and use of market research in the early stages of learning. • The outcome will be that the youth will learn to use research (information gathering) to make informed decisions.

  15. Secondary School Students Want to Pursue Professional Careers PIE CHART Sample = 818 students Survey dates: February & March 2009 Sample: 818 secondary school students across 15 schools in Nairobi

  16. Comparative Analysis Employment Status vs. Education Level Below Secondary (up-to some secondary school education) Completed secondary education University Graduates

  17. Employment Status: 24 to 35 years old PIE CHART

  18. Self-employed (Informal Sector) 6 out of 10 up to some secondary 3 out of 10 completed secondary

  19. Education We Want…………. Less educated: Significant proportions of those in secondary school are more likely to be self employed. Would the % of this target group be higher with a more vocational based education system? Curriculum: can the curriculum be tailored to meet the needs of the employment market? Should the secondary education focus be more on vocational skills training for students will low academic potential?

  20. Education We Want…………. Attitudinal change: there is a view that academic excellence results to professional success and vocational competencies are looked down upon. Eventually, a large proportion of those who do not attain high grades still pursue vocational careers or are unemployed. What can be done to foster attitudinal change that will encourage and promote vocational skills capability?

  21. Education We Want…………. For further information contact maggie@steadman-group.com or emily@steadman-group.com Tel: 4450190/6

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