Flexibility is the ability to be diverse in function. It is the ability to withstand all types of situations without being broken or failing. It is also the physical capacity to twist the body in any angle.

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences.  These can be along 

the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.  It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. 

On the March 1, Prof. Vincent Anibognogu, a founder of the Institute for National Transformation addressed a group of over 500 youth at Serena Hotel Kigali and the main theme was ‘diversity’. He said people must understand that they are unique and absolutely different from each other and therefore learn how to deal with each one in all circumstances. 

This is a behaviour that should be appreciated right from primary schools though our education system seems to ignore it.

Singapore has based its development on the outstanding and convenient education system which has greater choice and flexibility. In strive towards achieving Vision 2020, such an education system can be of an added advantage.

Schools that encourage those with special talents to develop them should be given the autonomy and resources to develop their own distinct strengths and specific niches of excellence. These could either be in a particular area of study or in co-curricular activities and character development. The different needs of students will thus be met through a wide range of school types and educational programmes. 

We can have Kigali Sports School like it is in Singapore and the results would be great. For instance in Brazil, 45% of the economy is supported by football. But the reason football does wonders in Brazil is because it is a subject that is properly documented in their education curriculum. We have seen cases where a skilled footballer is called humiliating names for failing physics and mathematics. Such people are unfairly called failures yet the truth is that the education system does not favour their area of interest.

In 1994, the Rector of Kisubi Seminary, Fr. Charles Kasibante expelled one of the most talented musicians for failing to get the required passmark. Although Sylver Kyagulanyi changed school, he did not lose focus and continued to grow his music talent. And today, he is one of Uganda’s best gospel musicians.

Schools should provide students with a holistic education, focused on both academic and non-academic areas. A broad range of experiences can help them make the most of their years in school through interaction with one another.

Therefore, besides judging students’ performance through only written examinations, one must look at other aspects of their life for a better assessment. In Singapore for instance, schools and tertiary institutions are being given more freedom to determine the criteria to use to assess their students. The government of Singapore in 2008 introduced the School Graduation Certificates that reflect students’ academic and non-academic achievements, while co-curricular activities were broadened to recognize and give credit to student-initiated activities and community-based activities. Students should be encouraged to participate in rugged activities and the school ranking system be revised to encourage schools to provide a broad-based education.

Students should be encouraged to learn more actively and independently so that curiosity that goes beyond the formal curriculum is nurtured and a love for learning that stays with the student

through life is consolidated. The syllabus should be trimmed without diluting students’ preparedness for higher education. This creates time for students to focus on core knowledge and skills, and provides greater space for flexibility in carrying out school-based activities in the curriculum. Schools and teachers should provide more opportunities for the character development of their students and for students to develop skills in innovation.

Teaching should focus on developing understanding, critical thinking and the ability to ask questions and seek answers and solutions.

Examinations and assessment methods should be revised to reduce reliance on rote learning and encourage independent learning and experimentation.

The writer is a journalist