Institute a talent identification programme in lower primary school

I argue that a talent identification programme should be instituted in lower primary schools. The best employment is that which utilises our strengths, not our weaknesses. Indeed, the best job is that which we do naturally with our talents. Consequently, the productivity of the nation will be multiplied several times over if we institute programmes to identify talent at an early age.

Such programmes should cover the three talent areas as classified in my book“Talanta - Ojijos Guide to Identifying, Developing & Selling My Talent & Career Skills” into art, academic and sport talent. Such identification programmes should be adaptable, and inexpensive, but nationally available and mandatory.

We also need compulsory comparative global political history in secondary schools. The world is run, and run down, by political leaders. Indeed, domestic policy is in most instances, especially for the third world, and naturally weak nations, shaped by regional geopolitics and global currents, which in turn are a result of yester-years’ causes.

In essence, we are who we are because of our past, and understanding our past relationships is very instrumental in producing future leaders who are aware and alive to the world political affairs. Further, the best time to do this is when the children are in high school, as this is also the moment when the critical analysis aptitude is most alive and amenable to expansion.

The grading system should consider participation in extra curriculum activities and leadership roles. It is paramount to have all skills, both formal, and interpersonal, tested, and graded as part of students’ performance. This will in addition to creating an active student community, lead to full exploitation of students potential, as everyone will seek to identify which activity they are good at, and participate fully for award of marks just as is the case with examinations. Areas for award of marks should include participation in sports, drama, leadership, and volunteering etc. Our curriculum should have compulsory integrated financial literacy.

The importance of financial literacy for the purposes of guaranteeing financial independence through responsible managment of personal finance cannot be understated. Financial literacy should be integrated in normal lesson plans, and both teachers and parents should participate in running exercises with children to help them learn how to acquire, manage, and use money in such a way as to reduce their liabilities and expenses, and increase their income and assets. This will be the beginning of financial freedom.

Ojijo O. M. P,
ojijop@gmail.com