Home » Gladys Shollei: ‘I Was a D Student, Now I Am the Deputy Speaker in the National Assembly

Gladys Shollei: ‘I Was a D Student, Now I Am the Deputy Speaker in the National Assembly

by Paul Nyongesa
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Uasin Gishu County Women Representative and Deputy Speaker in the National Assembly, Gladys Boss Shollei, opened up about her academic struggles and the journey that led her from the bottom of her class to becoming a prominent figure in the Kenyan political landscape.

Shollei claimed  that her academic challenges began during her Certificate of Primary Education (CPE) at Hill School Eldoret, where she consistently received low grades, finding herself at the lowest rung of her class.

“When I did my CPE (Certificate of Primary Education that was for grade 1 to 7) at Hill School Eldoret, I was at the bottom of my class. I had the lowest marks…Totally at the bottom. In fact, I could not get into a secondary school,” she recounted.

However, a twist of fate and the support of her sister, who attended Loreto Convent Matunda, changed the trajectory of her academic journey.

With her sister’s assistance, Shollei secured a spot at Loreto Convent Matunda for her secondary education. The change in environment proved transformative for Shollei, who gradually rose to the top of her class.

The turning point in Shollei’s academic journey occurred when she transferred from Loreto Matunda to Moi Girls High in Eldoret.

Despite starting as a C or even a D student, she completed her education with a strong finish as an A student in the Kenya Certificate of Secondary Education (KCSE).

She emphasized that one’s academic performance at a particular stage does not define their capabilities or limit their future prospects.

Shollei urged young people not to be disheartened by a single result and stressed the importance of perseverance in the face of challenges.

The legislator, affiliated with the United Democratic Alliance (UDA), emphasized that the examining system should be designed as an accommodating process rather than an elimination program.

“In as much as we have examinations for our students, we must also know that at every stage of their lives, they have a chance to improve. That is why the examining system must be designed not as an elimination program but as an accommodating one,” Shollei explained.

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