The third term in the Kenyan academic calendar has always been a period of heightened activity. It's the final stretch, a time for students to gear up for national examinations, and a time for schools to hold ceremonies that celebrate achievement and bring the school community together. However, a recent directive from the Ministry of Education is set to change all that.
In a bold move, Principal Secretary for Basic Education, Dr. Julius Bitok, has announced a sweeping ban on all social and extracurricular activities during the third term. This includes long-standing traditions like prayer days, prize-giving ceremonies, thanksgiving events, Annual General Meetings (AGMs), and even inter-school sports competitions. The rationale? To minimize distractions and allow students, particularly those in examination classes, to focus solely on their academic preparation.
The directive, which was outlined in a circular to all regional, county, and sub-county directors of education, is a clear signal from the ministry that it intends to protect the integrity of national examinations and ensure students have an uninterrupted revision period.
A History of Such Directives
This isn't the first time the Ministry of Education has implemented such a policy. Similar bans have been in place in previous years, with former PS Belio Kipsang also issuing directives to curb non-academic activities during the third term. The consistent reasoning behind these moves is the desire to prevent exam malpractices and create a conducive environment for a successful examination season. The ministry has also stressed that the third term is an "examination season," and therefore, all non-essential activities should be moved to the first and second terms.
The Banned Activities and Their Alternatives
The directive is specific about what is no longer permitted.
• Prayer sessions: While regular prayers and worship led by school chaplains and teachers are still allowed, any special prayer days involving parents, external visitors, or outsiders are strictly prohibited.
• Prize-giving ceremonies and thanksgiving events: These celebrations, which are often a highlight of the school year and a chance for students to be recognized for their hard work, must now be held during the first or second term.
• Annual General Meetings (AGMs): AGMs, which are crucial for school management and parent-teacher communication, have also been shifted to the earlier terms.
Furthermore, the ministry has canceled annual leave for all officers involved in administering the national examinations to ensure full supervision and support.
The Potential Impact
While the government's intention is clear—to improve academic performance and safeguard exam integrity—the ban has sparked a conversation about its potential impact on students, parents, and the school community as a whole.
On the one hand, supporters of the ban argue that it:
• Reduces distractions: The third term is short and intense. Eliminating non-academic events ensures that students, especially candidates, can fully dedicate their time and energy to revision.
• Prevents exam cheating: In the past, some social events have been used as a cover for exam-related malpractices. The ban is a proactive measure to prevent this.
• Creates a level playing field: By standardizing the third-term schedule for all schools, the ministry ensures that no school has an unfair advantage or disadvantage due to excessive extracurricular activities.
On the other hand, critics raise concerns that the ban:
• Adds to student stress: For many students, prayer days and other community-building activities offer a source of emotional and spiritual support during a high-pressure period. Removing them could exacerbate anxiety.
• Devalues holistic education: Extracurricular and social activities are not just distractions; they are vital for a student's mental, social, and emotional development. The ban could send the message that only academic achievement matters.
• Hinders parent-school engagement: AGMs and other gatherings are key opportunities for parents to be involved in their children's education and the overall management of the school. Moving them to earlier terms might make it difficult for some parents to attend.
The new directive by PS Bitok is a powerful statement on the priority the Ministry of Education places on academic focus during the crucial final term. While the move is rooted in the noble goal of protecting exam integrity and ensuring academic success, it also raises important questions about the balance between academic rigor and the holistic development of students. As schools and parents adjust to this new reality, the long-term effects of this policy will be keenly observed.
