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At our secondary school in Nyanza back in the 90s, Mr. Masese, a gifted teacher of mathematics and chemistry, did something extraordinary. He taught O-level Additional Mathematics, a subject that blends the rigour of both mathematics and physics, in just two years (Forms 3 and 4) instead of the standard four. Remarkably, every student under his instruction passed with distinction. In contrast, other classes spent four years covering less complex subjects and still saw a high rate of failure.
Additional Mathematics, as taught by Mr. Masese, wasn’t just a subject. It was a gateway into multiple disciplines. It covered mechanics and Newton’s laws of motion from physics, differential equations from business statistics, and built deep mathematical reasoning applicable across fields. In essence, it offered a fast track through an integrated curriculum. This was proof that mastery is determined by method and mindset, not merely time spent in class.
This is not just a story about an exceptional teacher. It quietly but powerfully challenges everything we assume about learning: how long it should take, how subjects should be structured, and what truly defines progress.
Mr. Masese’s success reveals a deeper flaw in our education systems: over-fragmentation. Subjects that conceptually overlap, such as biology and chemistry, are taught in silos when they could be integrated to offer greater clarity and relevance. Even at the university level, course units are often split not because of academic necessity, but due to tradition or bureaucratic habit. Today, communication cannot be meaningfully taught without integrating digital tools, yet many curricula still treat them as separate.
Imagine a future with a subject like CheBio, a fusion of chemistry and biology taught in school, created to reflect modern relevance and application. Also imagine degrees that are flexible and dynamic, shaped by evolving industry demands rather than confined to rigid departmental lines. If a single teacher can compress a four-year syllabus into two years with superior outcomes, we must ask ourselves why we continue to preserve outdated models.
Studies by Hanushek and Woessmann confirm that the quality of instruction has a greater impact on learning outcomes than the amount of time spent in school. With Artificial Intelligence now entering the classroom, we have the tools to scale that quality. AI could adapt to each learner, compressing complex modules, and verifying mastery in real time.
This is not a distant future, it’s already unfolding. Online platforms are teaching skills like software development, finance, and even medicine using AI tutors that often surpass average human instruction. If done responsibly, this shift will not only improve education but also democratise access to it.
To be clear, this is not a call to replace excellent teachers. On the contrary, it is an opportunity to allow teachers to focus on what machines cannot do: to coach, to inspire, and to provide human context. Not every school will have a teacher like Mr. Masese, but every school can be equipped with smart tools that replicate his level of effectiveness and precision.
The same inefficiencies that plague education also appear in development. Countries that hold on to outdated systems and stretch project timelines unnecessarily often fall behind. This is not due to a lack of resources, but rather to structural inertia. The World Bank has shown that adaptability and operational efficiency—not the scale of budgets or length of planning cycles—are what truly drive national progress.
It is time we apply this thinking more broadly. Just as Mr. Masese redefined what was possible within two years, countries can achieve more in less time by investing in smarter systems and courageous thinking.
The story of Mr. Masese goes beyond a classroom. It is a parable about value creation in a world weighed down by outdated systems. It reminds us that progress should be defined by outcomes, not tradition. Systems built on rigid timelines and hierarchical procedures often crumble under their own inefficiency.
Perhaps most importantly, it suggests that in the future, schools, ministries, and universities may no longer be the only arbiters of success. Intelligent systems that are transparent, data-driven, and incorruptible may take the lead in tracking performance, benchmarking outcomes, and issuing credentials. These will be based not on prestige or longevity, but on measurable proof.
That, ultimately, is what Mr. Masese delivered: proof that with the right methods and mindset, distinction is not just a goal—it can become the norm.
Edward Mwasi is a Media Industry Strategy and Innovation Consultant, CBIT. Email: edwardmwasi@cbit.co.ke
