Graduates to Undergo 1-year Mandatory Community Service Program
In their report, they recommended that all those graduating from senior schools be subjected to an initial three months community service programme before joining Tertiary institutions.
After that, those who graduate from tertiary institutions will then be required to undergo another mandatory community service for nine months.
Only then will they be allowed onto the job market.
“A certificate of compliance to the community service to be issued as proof before admission into the world of work,” the task force recommended in the report.
The report was handed over to President William Ruto on Tuesday.
The PWPER was appointed on September 29, 2022, by President William Ruto through a Gazette Notice and was chaired by Raphael Munavu.
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The Ministry of Education will be required to develop and operationalise a policy for mandatory Community Service Learning Programmes for all students upon completion of Senior School, TVET and University education.
According to the report, the first three months of programmes after Senior School will be undertaken in one’s home County.
“The rest be in another county after TVET/university education to enhance cross-cultural interaction and national cohesion,” the report said.
The task force has noted that peaceful co-existence should be promoted, especially in the current set-up where most TVET and University students are accommodated and live within the local communities.
“It is, therefore, needful to re-introduce the Community Service Learning programmes for students upon graduation, to promote peaceful co-existence and cultivate a sense of patriotism, appreciation of diverse cultures and work ethics in our youth.”
The appointment was informed by concerns raised by the public on the implementation of CBC and the general need to carry out reform in the entire education sector in line with the Kenya Kwanza Education Manifesto and the Party’s Education Charter.
The task force collected data from the public including Kenyans in the diaspora by way of both physical and digital submissions and listening to the stakeholders’ views in Town Hall meetings at the county level.
The task force also received submissions from learners, teachers, parents, faith-based organisations, youth, teachers’ associations, workers’ unions, civil society, academia, private sectors, elected leaders and development partners.
