Guest Contributor | Jul 3, 2019 | 0
To be reformed by new thinking
“The issue stems from the rooted fact that the branches of education are slowly withering into institutions of memorization, and not of learning”
The damaging effect of this developing country seldom lies in the availability of jobs for the would-be-employees, but rather in the definitive mismatch of skills that engulf the nation. This arises from the inefficiencies of the educational system which unwittingly fails to prepare students for the job market both in matters of professional discipline and technical ability. The fervent debates that have taken place have focused more on the government as being the remedy to the current problem. This is expected since our new ‘self-entitled generation’ and ‘Poor-me’ way of thinking amongst the masses, targets the government for all forms of public commodities. Well the government has and will continuously strive to improve its services as per its mandate but the trends in the educational sector suggest that the crisis cannot only be remedied by exogenous injections into the sector but also by a new attitude of teachers and students alike.
Recent statistics have shown that the proficiency of our secondary school teachers in the English language is below par. This automatically poses a problem to the student who is shamefully unable to grasp concepts in subjects like physical science, biology and history and therefore cannot express his or her views in an articulate manner. Consequently we argue that the language barrier is the crux of the problem, but is it?
Examining the various countries across the globe we find that the English language is not the sole means of communication or of academic training. If we can prepare our students to be well trained mathematicians and scientists in the sense that they have a true understanding of the underlying concepts in and out of the classroom, we can be assured that they too will reciprocate by taking an interest in these fields and also in improving their mode de communiqué. If we realise that our issue stems from the rooted fact that the branches of education are slowly withering into institutions of memorisation, and not of learning we can possibly pave a new path for education. We cannot sit and squabble about the wounds of the past but rather we should try and forge new methods of teaching that are both efficient and effective allowing no compromise within our high schools for this is where the rudimentary is taught and exploited
The other false notion that a high school diploma is sufficient for a decent job, in which there are hopes of professional advancement, needs to be eradicated. This erroneous opinion may have worked for new age role models who are school dropouts and business oriented (mainly in European and American countries) but will not apply to the great populous of developing countries where fundamental lessons on how to truly study and learn have yet to be cultivated. Students need to understand that true learning is a lifetime endeavor and their appetite for such should be insatiable. If we can further change the paradigm of our classrooms from the teacher-centralised approach; where he or she regurgitates what they read the previous night on a Wikipedia post, to a more student focused approach where there is interaction and development of critical thinking amongst the learners maybe then can we experience social-educational awakening worthy of an upper middle income country.
The model presented seems to be of an utopian world but looking at the numbers we can clearly see that despites governments relentless efforts to build schools and supply teachers there still seems to be an inherent problem. Let us try to instill a new attitude amongst our countrymen and further take an educational page from our various African country counterparts like Nigeria, Zimbabwe, South Africa and Kenya