FEP Group runs two private schools established in 2012. They are Fountain School Tigoni (FST) and Fountain School Mwea (FSM). The schools’ objective is to achieve academic excellence while bringing out a well-rounded student physically, emotionally, spiritually and socially.
The year 2018 has seen a paradigm shift in the education sector where the government changed the old education system 8-4-4 which lasted for 32 years to the new 2-6-3-3-3 curriculum. Both Fountain Schools embraced this change wholeheartedly acknowledging the benefits and potential it holds. The 8-4-4 system entailed 8 years of primary education 4 years of secondary education and 4 years of higher education. The new 2-6-3-3-3 Curriculum places emphasis on formative years of learning where learners will spend 2 years in pre-primary, 6 years in primary, 3 years in junior secondary, 3 years in senior secondary and 3 final years in university.
The 2-6-3-3-3 model is designed to place children’s needs before those of their teachers, schools and parents. It aims to enable every Kenyan child to be an engaged, empowered and ethical citizen. This will be accomplished by equipping teachers with the means to teach well, within school environments that have adequate resources for every learner. The new curriculum further puts Emphasis on producing learners who have the ability to think beyond being a job seeker and be job creators as Dr. Julius Jwan the director of Kenya Institute of Curriculum Development (KICD) puts it.
Feedback from parents, teachers, students and stakeholders from both schools has been very positive. Mr. Ignatius Oseko, Head Teacher Fountain School Tigoni and Miss Cecilia Mwangi Head Teacher Fountain School Mwea give a brief account on response generated from stakeholders of the schools about the new curriculum and updates on how the schools are progressing.
FOUNTAIN SCHOOL TIGONI.
In FST the new curriculum was introduced in term I of the school academic year. The incubation stage was appeasing as the school had taken a proactive approach before implementation of the curriculum. On inception the syllabus was presented to children from nursery to Standard 3 which as per the new module are now termed PP1, PP2, Grade 1, Grade 2 and Grade 3. In changes that were stipulated to adopt the 2-3-3-3-6 module, the government requires children to begin school at 4-years-old and the perennial baby class has been scrapped. You might ask what happened to the kids who were in baby class and those who were enrolled and were below 4 years of age before the new curriculum came to be. In FST a modern day care center was opened and this is where the little angels were admitted. The day care is also open to parents who might be overwhelmed by balancing work, personal activities and family life, yet their children are not of required age. Admission is for children between 2 ½ years to 4 years and on completion they are admitted to PP1.
What kind of response are you getting from parents, teachers, students and stakeholders of FST about the new 2-6-3-3-3 curriculum model?
Mr Ignatius says “The response has been very positive and has had an appreciated impact. The materials required for execution are available and teachers were pre trained on the freshly rolled out education program, they are fully competent to guide students to adopt to the curriculum.”
How are the children responding to the 2-6-3-3-3 curriculum model?
The children are extremely happy as they are now involved extensively in more practical activities unlike the 8-4-4 system which focused on theory. This results to the manifestation of specific abilities of learners at a tender age. In addition Practical activities give the child an understanding of his/her environment and how it works. The child enjoys all types of work. This work builds the child's self-esteem, making her/him feel of value. Practical activities also develop manual dexterity. I.e. one's ability to use the hands to perform a difficult action skillfully and quickly so that it looks easy.
As time closes in on the upcoming Kenya Certificate of Primary Education exams (KCPE), we would like to acknowledge the 6th group of candidates, Fountain School Tigoni who will be undertaking this year’s National KCPE examinations.
Mr. Ignatius is also proud to report progress of the first students who undertook the KCPE exam in 2013. He says. “At FST our bond with our students does not end after they have completed their journey with us. We keep in touch and follow up on their progress. In this regard we are extremely proud to report that over 75% of the first batch of candidates who undertook the KCPE exam in the year 2013 are qualified to enroll in Public Universities after appealing results from their 2017 KCSE exams.”
As the FEP family we are very proud of the students and we urge this year’s candidates to surpass this milestone and forge a benchmark for their counter parts yet to take the exams.
FST Milestones and Future Plans as School Year Comes to an End.
The year 2018 has seen some remarkable developments at FST. Firstly a Board of Management has been established that is chaired by Mr. Gathoga Ngure the Chairman of Fountain Schools. Mr. Ignatius says this is a big milestone as decisions are now easier to make at the devolved school level unlike in the past where decisions came via a top – down hierarchy where decisions were made at the company level and passed down through different company authorities to the school level.
FTS has also planned a graduation ceremony on 2 November 2018 for this year’s candidates and preschoolers. The candidates will be ushered in to the next level of their education and the preschoolers will be able to showcase skills they have learnt courtesy of the new curriculum.
Message from the Head Teacher.
To the FEP Family, we urge you to consume products from your company and this includes enrolling your children to your owned schools FST and FSM, and as a parting shot:
“We can only get stronger going forward.” Ignatius Oseko, Head Teacher Fountain School Tigoni.