By Margaretta
Swigert-Gacheru, Ph.D (3 July 2018)
Practically
every parent that I know in Kenya wants their children to have an education
that will maximize their child’s full potential.
They are
invariably prepared to make tremendous sacrifices to ensure their children get
into school, which is not an easy proposition since the best schools cost far
more than most families can afford.
Even the
most humble local schools compel parents to pay for school fees (equivalent to
tuition) plus school uniforms and books.
Many a young
Kenyan has dropped out of school for lack of funds to cover those costs. Ironically,
that’s when many young men and women have no choice but to enter the informal economy
and devise ingenious means to earn an income. There is much that has been
written about Kenya’s informal sector workers and their resourceful ways of
surviving. And again, one would have to say that those informal sector (known
as jua kali) workers have learned that technique of inventing ingenious means
to earn a living from their parents, particularly their mothers who tend to be
the main breadwinners in many African homes.
But even
before children go to school, their home environments tend to be highly
enlightening. Kids learn to take responsibility for their siblings’ child care
since their parents (mainly their mothers) are either working outside on their
farms or looking for basic essentials like water and cooking fuel in the form
of firewood.
Children
learns early on how much their parents sacrifice to get them into school so
they tend to feel responsible for working hard, doing well academically and
maximizing their own potential. They understand education is the key to their
future success and the main means for fulfilling their human potential.
In many
African homes, grandparents still live in the same household as their children
and grandchildren. Often, those elders have stories to tell, be they in the
form of folk tales or family histories, songs, riddles or poetry. If children
are blessed with having a wise grandparent at home, then evenings are not
filled with TV and computer games. They are filled with storytelling that
enriches children’s imaginations and equips them with wisdom and knowledge that
may have been passed down over generations.
In many
cases, parents may not have funds to buy their children toys. But this reality
often leads children to create toys of their own. Many Kenyan artists that I know
have stories to tell about how they created cars, buses, trucks and even toy
bicycles by recycling bottle tops for wheels, tin cans for vehicle bodies and
wires from sundry sources to make the skeletal infrastructure of their vehicles.
Then they’d
have car competitions, inspired by the annual Safari Rally races that were
started during colonial times and which thousands of Kenyans still stand by
roadsides around the country just to see the competing cars drive by.
Meanwhile, I
know mothers who wanted their daughters to have toy dolls which they would make
out of old socks and yarn unwound from old sweaters. None of those daughters
pestered their moms for the latest iteration of the American Girl doll. They
would just be happy to have what their mothers created for them.
Most Kenyan
youth tend to grow up out of doors since the climate is temperate (given the
country stratles the Equator). Parents often provide them with plastic bags
that the youth can use to create their own footballs so they can play soccer (which
Kenyans call football) throughout the school holidays.
If families
are in town, one important gift that parents give their children is a love of
books. This applies mainly to families having educated (literate) parents and
who also live in towns having libraries (which are relatively rare). I know
parents who drop their children at the library and promise to return after two
hours of shopping. The children love having the library to themselves. Depending
on the size, structure and library policies, the youth love to explore the book
shelves and discover the love of learning and reading on their own time in that
conducive space.
If parents
are more affluent, one of the best things they can do is find out what sorts of
afternoon and weekend classes are available in the community for youth.
Ideally, the child loves the possibility of learning a new musical instrument,
new language, new sport or even a new style of dance after school. Allowing the
child to see that he or she has options (rather than pushing them into what the
parent wants them to do) is a good idea. But then there are times when the
parent can see their child is being influenced by peer pressure to try none of
the above. That’s when the parent may want to step in and encourage the child
to do one project or other.
It always
helps when a child sees his or her parent practicing what they preach. For
instance, if they take their child to the library, does that child see his/her
parent reading? Do the parents play musical instruments, belong to a ballet
company or sing in the community choir or amateur theatre group?
There is
nothing more enlightening and enriching for a child, nothing that can stimulate
an incentive on their part to maximize their own potential than to see one or
both of their parents practicing some particular skill, be it in the form of a
hobby or professionally. The child picks up on their practices implicitly, like
a sponge. So it makes sense for the parent who wants their child to maximize
and fulfill his/her full potential, to continue striving to fulfill their own
potential and learn new things on a daily basis.
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