These questions are critical and cannot be ignored. First, because the huge public expenditure estimated at KES 356 billion, required to implement the CBC.

And two, the fact that no system of education, including the CBC is not and will never be perfect.

In other words, the cost-benefit analysis of implementing CBC needs a more critical and comprehensive thought before the rash to implement it. It therefore requires a critical consideration of diverse views.

I hereby join other concerned Kenyans to table my opposing views about the CBC. I hope not to be crushed but to be either objectively challenged or graciously forgiven for my ignorance.

First I need to clarify that I am not blind to the fact that we are increasingly starting to see graduates who are not only incapable of applying their knowledge but also who can hardly recall what they learned in class despite their good papers.

The result is that employers are increasingly shunning our graduates, further increasing unemployment. This is undeniable. It is unfortunate.

My point of departure is that we are grossly mistaken to think that the problem of our graduates is a problem of the 8.4.4 system.

History has it that 8.4.4 aimed at a versatile and self-reliant individual. 8.4.4 aimed at a generalist-specialist kind of individual, who is a systems thinker and innovator but also a master of their own speciality able to turn ideas into practice, unlike CBC which aims at pure specialists.

If you consult any qualified HR professional from anywhere in the world, you will be told that generalist-specialists are more handy in the 21st century work place than a pure generalist or pure specialist.

The former president Daniel Moi’s vision about 8.4.4, could not have been that naïve after all. Did our 8.4.4 system attempt to achieve these objectives?

Yes, to some extent. It’s in the public domain to confirm that Kenyan graduates, despite the challenges we have in our education sector, are some of the most competitive professionals in the world.

So where is the problem with our education system? The tragedy of our Kenyan graduates in recent times, is not a tragedy of 8.4.4 curriculum design.

It’s a tragedy of curriculum implementation deficiencies. It’s a problem of dishonesty in national exams with the result that the wrong people find themselves into the right professions, and the right people into the wrong professions.

Thanks to Dr. Matiangi and Prof. Magoha (you) for arresting this issue. We are left to wonder whether this will be sustained. However, I remain optimistic that with your leadership it will.

Secondly, the tragedy of our 8.4.4 system graduates is that of a disproportionately low number of qualified TSC teachers against an exponentially increasing student population year in year out.

Redirect the KES 358 billion in employing a proportionate number of teachers to scale with the exponential increase in student population.

These questions are critical and cannot be ignored. First, because the huge public expenditure estimated at KES 356 billion, required to implement the CBC.

And two, the fact that no system of education, including the CBC is not and will never be perfect.

In other words, the cost-benefit analysis of implementing CBC needs a more critical and comprehensive thought before the rash to implement it. It therefore requires a critical consideration of diverse views.

I hereby join other concerned Kenyans to table my opposing views about the CBC. I hope not to be crushed but to be either objectively challenged or graciously forgiven for my ignorance.

First I need to clarify that I am not blind to the fact that we are increasingly starting to see graduates who are not only incapable of applying their knowledge but also who can hardly recall what they learned in class despite their good papers.

The result is that employers are increasingly shunning our graduates, further increasing unemployment. This is undeniable. It is unfortunate.

My point of departure is that we are grossly mistaken to think that the problem of our graduates is a problem of the 8.4.4 system.

History has it that 8.4.4 aimed at a versatile and self-reliant individual. 8.4.4 aimed at a generalist-specialist kind of individual, who is a systems thinker and innovator but also a master of their own speciality able to turn ideas into practice, unlike CBC which aims at pure specialists.

If you consult any qualified HR professional from anywhere in the world, you will be told that generalist-specialists are more handy in the 21st century work place than a pure generalist or pure specialist.

The former president Daniel Moi’s vision about 8.4.4, could not have been that naïve after all. Did our 8.4.4 system attempt to achieve these objectives?

Yes, to some extent. It’s in the public domain to confirm that Kenyan graduates, despite the challenges we have in our education sector, are some of the most competitive professionals in the world.

So where is the problem with our education system? The tragedy of our Kenyan graduates in recent times, is not a tragedy of 8.4.4 curriculum design.

It’s a tragedy of curriculum implementation deficiencies. It’s a problem of dishonesty in national exams with the result that the wrong people find themselves into the right professions, and the right people into the wrong professions.

Thanks to Dr. Matiangi and Prof. Magoha (you) for arresting this issue. We are left to wonder whether this will be sustained. However, I remain optimistic that with your leadership it will.

Secondly, the tragedy of our 8.4.4 system graduates is that of a disproportionately low number of qualified TSC teachers against an exponentially increasing student population year in year out.

Redirect the KES 358 billion in employing a proportionate number of teachers to scale with the exponential increase in student population.