Over the years, the transformative agenda of the youth has witnessed significant developments. It has evolved dynamically in fields such as education, employment and societal roles. The term transformative is derived from the word transformation meaning a marked change in form, nature, or appearance. Change in quality and in this case a positive change.
Since independence, Kenya’s youth transformative agenda has unfolded within the framework of public policy, navigating the nature and scope of growth and development. All these agendas revolve around achieving President Jomo Kenyatta’s clarion call; fighting poverty, ignorance, and diseases. Only after dealing with this as a country will we have achieved the transformative agenda. Educational reforms have been the backbone to this change as the reforms aim at providing knowledge and relevant skills. The focus then shifted to employment opportunities and economic inclusion. From post-colonial struggles to contemporary challenges, youth have been pivotal in shaping nations. Fostering innovation, inclusive policies and sustainable development will be key for a promising future of our youth and generations to come.
Kenya has achieved notable milestones in fulfilling the transformative agenda. As a country we have experienced educational reforms and vocational training programs aimed at equipping youth with the relevant skills for the job market. In 1964-1985 we had the 7-4-2-3 curriculum proposed by Mackay Commission. Later in 1981 the intense reaction to colonial education experience, Ominde commission emerged ignoring vocational education in favor of elitist education. This led to the 8-4-4 system introduced by President Daniel Moi and lasted for 39 years. The present educational reform which encompasses around youth development is the introduction of a new curriculum (CBC). It purely involves development of skills in areas of interest considering the requirements in the field of work. Unlike the other system where what you learn is not what’s required in the job market, CBC ensures more of pragmatic approach.
In terms of funding, a number of initiatives have risen to provide financial support for entrepreneurial ventures. Examples are Youth Development Enterprise Fund. It was gazetted on 8th December 2006 and transformed into a State Corporation on 11th May 2007. Uwezo Fund was launched in 2013 by the President of Kenya. The Funds are one of the flagship projects, under the social pillar entailed in vision 2030.
Technology has also played a pivotal role in transformation. Technology has improved access to information and education for young people. Platforms like Khan Academy, Coursera, and YouTube provide affordable educational resources, enabling youth to learn new skills and acquire knowledge from anywhere in the world (Prensky, M. (2001). Furthermore, gender equality, public policy and participation have been the most recent call from all spheres of leadership. The National Youth Policy recognizes that the youth are a key resource that can be tapped for the benefit of the whole country. This has led to youth representation in the parliament enabling them to champion leadership and good governance. Further the Constitution 2010 under article 55 envisages the implementation of the 2/3 gender rule which ensures that both genders are well represented. The same applies to job opportunities. Additionally, youth involvement in civic engagement and political processes signifies a positive shift in societal roles. This has happened since independence as the youth were given a chance to take part in political processes e.g. taking part in choosing of leaders which can be traced back to the Mlolongo voting method in 1988 up to the present modernized ways of voting.
The youth transformative agenda has also encountered a lot of setbacks. First is limited access to quality education. Transformation is qualitative and therefore doesn’t just require education but quality education. According to Marxist perspective, education serves the interests of ruling class by perpetuating existing social inequalities and maintaining the capitalist system. Marxist theorists argue that education reproduces the ideology of the ruling class, legitimizing their power and privilege while socializing individuals into accepting their subordinate roles in society. They view education as a tool of indoctrination, reinforcing the values, norms, and beliefs that benefit the dominant class, quality education tend to be expensive and therefore only affordable by the ruling class.
Secondly, unequal distribution of resources. For uniform transformation, there ought to be uniformity in resource distribution failure to which the agenda is limited. The third factor is the influence of technology. A good number of youth are using the internet in an inappropriate manner. They entirely use media for entertainment and other malicious errands. Others learn computer skills and try monetize the skills but in a provoking manner like hacking company and institutions systems. In 2022, it was reported that a university student hacked the university system, changed grades and cleared fees for a number of learners. Other factors are unemployment, gender disparities, regional imbalance and insufficient infrastructure. Furthermore, the fast-paced evolution of technology requires constant adaptation, revealing a need for agile policies.
In conclusion, as a nation we can embrace the well-known and well researched PYDP(Positive Youth Development Program) model by Heck and Subramanian, 2009 which encompasses around the 5 C’s of youth development that is; Competence, Confidence, Connection, Caring and Character leading to a sixth; Contribution. This will help in achieving Agenda 21 which is preparing the world for the challenges of the next century. The vision 2030 establishes a transformative vision towards economic, social and environmental sustainability of the 193 UN member’s states.
This calls for comprehensive public policies to bolster the youth’s future aspirations. There should be an emphasis on educational reforms aligned with technological advancements. The reforms should consider the availability of quality education for all. The government should ensure everyone has access to the available scarce resources. Vocational training and entrepreneurial programs should be expanded and tailored to emerging industries. Efforts to bridge regional gaps and gender gaps must be intensified, promoting inclusivity.
Moreover, the government should also invest in sustainable developments projects expanding job opportunities and address environmental concerns. Collaborative efforts with the private sectors and NGOs can enhance impact on these policies. Implementation of frequent assessments and adaptations to the evolving needs of the youth will ensure the continued relevance and effectiveness of the transformative agenda.
Author: Chris Waswa, Student, Kibabii University
