We are well into the New Year now. And we are already grappling with myriad issues, including the reopening of schools, high fuel costs that threatens to increase the cost of living for the average Rwandan, the knowledge that thousands of students who sat for the Rwanda National Examination Council (RNEC) exams last year may never actualise their dreams of acquiring university education, tertiary education, and training necessary for their future.
We are well into the New Year now.
And we are already grappling with myriad issues, including the reopening of schools, high fuel costs that threatens to increase the cost of living for the average Rwandan, the knowledge that thousands of students who sat for the Rwanda National Examination Council (RNEC) exams last year may never actualise their dreams of acquiring university education, tertiary education, and training necessary for their future.
This is the time when we have to get out of the holiday mood. It’s time for reality check. But as we grapple with numerous issues this year, and start to think how it may pan out, there is a feeling that the future of thousands of children will miss out on further opportunities the country’s education system offers.
Despite the authorities’ implementing some changes in the education sector, there is need to constantly review the education system to reflect the changes in society. In developed countries, authorities constantly review their education system to cater for various talents and for the changing needs of their children and society.
As many would acknowledge, not everybody is academically gifted.
The capacity of children to imbibe academic subjects is greatly affected by various factors among them their physical and psychological circumstances.
As such, hugely talented students from rural areas, for example, may never make it to secondary school not because they are not bright but because their oftentimes congested schools lack facilities, teachers, and because they are too many to get the individual teacher attention and pastoral support.
Thus differentials in circumstances have bearings in the future of many students and undoubtedly the country.
In effect, thousands of children will be caught in a vicious cycle of poor performance and poverty due to circumstances beyond their comprehension and control.
Accordingly, as we celebrate the performance of the few, and think how to improve exam performance, there is every need to ensure that the needs of all children are catered for. There is little doubt that basic or primary education is fundamental to any society.
That is why the introduction of nine year primary education was celebrated. It is also why many organisations, donors and international community have invested a lot of monetary resources.
But taking cognisance of the fact that not all children are academically talented, it is imperative that the Government develop other institutions in which whatever talents these children possess are identified and enhanced.
Given, for instance, the fact that athletics, football, basketball and other sports are today highly lucrative, it would be wise to develop facilities such as sports academies, in which some of those academically challenged can hone their skills, and perhaps represent the country in international events.
Such investments will reduce the pressure on children to perform well academically, and then focus on academia as the only means in which children can excel.
This is the kind of investment made elsewhere where it has long been recognised that not only children are academically gifted, and that to nurture other talents is a natural thing.
This is why the Government and educationists need to rethink the education system, and especially the need to enhance the vocational skills of those not academically gifted.
A range of academies specifically meant to tap into such talents would without doubt go a long way in addressing the changing needs and academic differentials inherent in our society.