Is Kenya's Education system producing Job Creators or Job Seekers?

By Robert Mutasi 

The Kenyan education system has long been criticized for generating graduations that they have relied on to seek jobs than to create vacancies. 

Despite performing with varying evolution, the educational structure has still given theoretical examination subjects a priority over practical skills. 

Thousands of graduates find themselves jobless either underemployed, this signifies limitations to meet market demand criteria. 

Over the years, the 8-4-4 education system focuses on theoretical knowledge, in that sense it provides a narrow space to strengthen the skills that become entrepreneurship. 

However, the implementation of the CBC has been accomplished but has faced many misfortunes such as a shortage of teacher training, lack of material, and difficulty accepting changes. 

In the world that goes to cards, job-making is just as important as in job search. 

Nations such as Germany have achieved integrated entrepreneurship and multidisciplinary training in their education system, ensuring that students can create employment opportunities rather than wait for them. 

Kenya needs to simulate a similar system by introducing financial education, digital skills and other useful programs with a curriculum. 

Schools deserve to nurture a culture of innovation that will motivate students to think about how to be independent. 

Furthermore, the government and private sectors must unite to provide mentoring, funding and business enhancement training to students. 

Without such strategies, Kenya will continue to produce graduates who will suffer to get a job in an already flooded employment solo. 

Ultimately, education should not only pass exams but deserve to be a growth tool. 

If the nation of Kenya wants to resolve the unemployment crisis, the education system should be reformed to make skills a priority that prepares students to become producers, and not just job seekers.