Promote practical skills in education

A few weeks ago, someone asked me to refer a practising female economist outside the public sector and less than three names came to mind. This made me realize that the profession has a gender image problem.

The economics image problem is actually a global conversation. Women are less likely to study economics than men. Even among those who study it, few are less likely to pursue a career in it. For example, in the UK economics ranks as second in average earnings behind Medicine but only 28 percent of economics students are female.

The explanation given has been that due to the mathematical nature of the subject, this puts off women. There is little data to help analyse gender dynamics of the economics field in Kenya but this is something I will be looking at.

So, I start my qualitative analysis talking to Peter Tabichi, a Mathematics and Physics teacher at Keriko Secondary School in Nakuru who’s been named a top 10 finalist for the Global Teacher’s Prize 2019.

He started a talent nurturing club and expanded the school’s Science Club helping pupils design research projects of such quality that 60 percent now qualify for national competitions. Under his mentorship, his students (six girls and five boys) showcased a device that allows blind and deaf to measure objects at the Kenya Science and Engineering Fair 2018 and came first nationally in the public school’s category.

His students (two girls) have also won an award from The Royal Society of Chemistry after harnessing local plant life to generate electricity. The Mathematical Science team (two girls) also qualified to participate at the International Science and Engineering Fair 2019 in Arizona, US.

What challenges do you find both students and teachers face in entrenching Science and Mathematics subjects? First is the failure to embrace use of modern learning/teaching methods, learners in the 21st century no longer embrace the teacher-centred learning styles such as lecturing method.

Mathematics

The modern teaching/learning methods are student-centred, activity based and should promote research/science innovations which include methods such as Flipped Classroom and science fairs.

Second is that learning Mathematics and Science should be activity-based, meaning that learning and teaching materials must be available. Unfortunately, many schools are located in resource-constrained environments. However, this challenge can be addressed by improvisation through use of low-cost (locally available) materials could be one of the ways of addressing this challenge.

Third is the stereotypes and some myths levelled against Maths and Science. Some students have developed the thinking that these are hard subjects only meant for “geniuses” because they are not able to connect theory they learn in class and what is encountered in the real-life.

Another patronising myth is that these subjects are considered not for boys and girls should only focus on humanities/arts. This is a devastating issue that needs to be demystified by engaging all the learners during a lesson with interactive discussions and hands-on-activities. Is our education system designed to help anchor Science, Technology and Maths as courses that will drive the future?

The new education system if fully implemented will rhyme with the varying needs of different leaners. The emphasis on the practical skills will assist in nurturing the talents and abilities of the individual learners which, in turn, will prepare them for their future careers. More emphasis will be on how competent learners do in their favourite fields as opposed to the grades scored. It will aim at fostering the 21st century skills.

What would winning the Global Teacher’s Prize mean to you?

I have no knowledge of a teacher ever receiving such a prestigious award in Kenya leave alone Africa. It will mean a lot to the Kenyan/African teachers struggling to educate the society that is faced with many challenges including poverty, poor health, violence and food insecurity and are superstars that the world need to recognise more often. To me, this will be one of my greatest achievements in life! I will never regret choosing to become a teacher.