Gladys Boss Shollei, the Women Representative for Uasin Gishu County and Deputy Speaker in the National Assembly, recently shared the story of her academic struggles and the remarkable journey that propelled her from being at the bottom of her class to achieving prominence in Kenyan politics.
Shollei recounted that her academic challenges surfaced during her Certificate of Primary Education (CPE) at Hill School Eldoret, where she consistently received low grades, placing her at the lowest rank in her class.
Reflecting on that period, she expressed, “During my CPE at Hill School Eldoret, I found myself at the bottom of the class, with the lowest marks. I was unable to secure a spot in a secondary school.”
However, a fortuitous turn of events and the support of her sister, who attended Loreto Convent Matunda, altered the course of Shollei’s academic journey. With her sister’s assistance, Shollei gained admission to Loreto Convent Matunda for her secondary education, marking a transformative shift in her academic trajectory as she gradually ascended to the top of her class.
The pivotal moment in Shollei’s academic path came when she transferred from Loreto Matunda to Moi Girls High in Eldoret. Despite starting as a C or even a D student, she concluded her education with a remarkable turnaround, achieving an A grade in the Kenya Certificate of Secondary Education (KCSE).
Shollei emphasized the lesson that one’s academic performance at a specific stage does not define their capabilities or restrict their future opportunities. She urged young people not to be disheartened by a single setback and underscored the importance of perseverance in the face of challenges.
As a legislator associated with the United Democratic Alliance (UDA), Shollei stressed the need for the examining system to be conceived as an inclusive process rather than an elimination program. She explained, “While we have examinations for our students, it’s crucial to recognize that at every stage of their lives, there’s an opportunity for improvement. Hence, the examining system should be designed not as an elimination program but as an accommodating one.”
