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*COMPREHENSION* *Number 6* 6a. Adiga got married at 30 years old (referred to in the text as having seen "thirty harmattans"). 6b. The two encumbrances he tried to avoid or delay were: i. Marriage (taking a wife). ii. Having children (replicating himself/starting a family). 6c. He was referring to the time of his mother's death or passing, as he "used to fear the worst." 6d. He proved his love by personally devoting himself to her daily care while she was bedridden, including bathing her and clearing her waste. 6e. The irony is that although Adiga initially delayed having a family because he viewed children as an "encumbrance" to his career, he was filled with extreme happiness ("beside himself with joy") when his first child was actually born.

NUMBER 3 *DEBATE: Technical and Vocational Education Should Be Mandatory in Secondary Schools* Mr. Chairman, Panel of Judges, Accurate Timekeeper, Co-debaters, Ladies and Gentlemen. I stand before you today to speak for the motion which states that Technical and Vocational Education should be mandatory in secondary schools. Technical and Vocational Education refers to the training that equips students with practical skills in areas such as carpentry, tailoring, electrical installation, welding, computer maintenance, agriculture, and other trades. I strongly support the motion because of the numerous benefits it offers to students and society at large. Firstly, technical and vocational education promotes self-reliance. Many graduates today struggle to find white-collar jobs after leaving school. However, students who acquire vocational skills can establish their own businesses and earn a living without depending entirely on government employment. This reduces poverty and unemployment among young people. Secondly, making technical and vocational education compulsory will help in job creation. Students who learn practical skills can become employers of labour rather than job seekers. For instance, a student who learns tailoring or computer repairs can establish a workshop and employ other people. This contributes positively to the economic growth of the nation. Thirdly, technical and vocational education encourages creativity and innovation. It enables students to apply theoretical knowledge to practical situations. Through hands-on training, students develop problem-solving abilities and learn how to create useful products and services that meet societal needs. Furthermore, not all students are academically inclined. Some are naturally gifted in practical skills. Making vocational education compulsory ensures that such talents are discovered and nurtured early. This gives every student an opportunity to excel according to his or her strengths. Another point is that technical and vocational education helps to reduce social vices. Young people who possess useful skills are more likely to engage in productive activities than in criminal behaviour. By keeping youths meaningfully occupied, vocational training contributes to peace and stability in society. Opponents may argue that making vocational education mandatory will increase the cost of education. However, the long-term benefits far outweigh the initial expenses. The investment made in workshops, tools, and equipment will produce skilled citizens who will contribute significantly to national development. In conclusion, technical and vocational education should be mandatory in secondary schools because it promotes self-reliance, creates employment opportunities, encourages creativity, develops talents, and reduces social vices. It is a practical solution to many of the challenges facing our society today. I therefore strongly support the motion. Thank you for listening.

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