Recently, a man named Brian Mwenda Njagi, who falsely represented himself as a lawyer, has been arrested. Njagi miraculously managed to win all 26 cases he handled before his arrest, bringing his controversial career to the limelight . The situation has sparked a serious discussion about LSKs process of admission to the the bar in the country.
Brian Mwenda’s case shed light on the challenges faced by individuals who have acquired skills, knowledge, and competencies through non-traditional learning pathways. COTU (K), the Central Organization of Trade Unions in Kenya, has strongly voiced its support for Brian and advocated for Recognition prior to Learning (RPL), emphasizing the need to value the expertise gained outside of formal education.
COTU (K) acknowledges that Kenya is home to numerous talented individuals who have honed their skills through practical experience, self-study, and unconventional educational avenues. Often, these individuals are excluded from formal sector opportunities because traditional/school qualifications take precedence in Kenya.
The COTU (K) leader, Francis Atwoli, pointed out that Brian’s case as not being isolated. Many skilled individuals, ranging from engineers and accountants to IT experts, creatives, and more, face discrimination due to their lack of formal qualifications. Some later attempt to go through the traditional educational system to legitimize their skills, while others persist in their chosen fields despite the odds.
The organization called upon the Kenyan government to seize this opportunity to implement Recognition of Prior Learning (RPL) as a mechanism for acknowledging diverse learning pathways and tapping into the untapped talents that could drive the nation forward. This move would not only support those who have demonstrated their competence but also provide a more inclusive professional landscape.
In response to the controversy, KUSO (Kenya Universities Students’ Organization) allegedly revealed that Brian Mwenda Njagi is a second-year student pursuing Criminology at Chuka University. This revelation showcases the challenges faced by individuals in making ends meet with their chosen degrees or courses, underscoring the importance of adapting to changing career goals.
Brian Mwenda’s case has ignited a national online debate about the accessibility and inclusivity of professions in Kenya, ultimately prompting discussions on reforming the traditional educational qualification system to recognize and embrace the skills and knowledge acquired through unconventional pathways.