Education sector needs more cooperation

The banks were all but shut in the last days of January, jam-packed with parents all trying to pay school fees. The bank workers are exasperated by the numbers, tempers were frayed, and fights were nearly breaking out. The banks can never seem to talk to schools and the government officials to streamline this process and are resigned to shutting down when the time comes. For the chattering little school children, there has been a major change and muttering of English are to be heard. This will revolutionise the way Rwandans learn and see the world, a whole new world of knowledge and literature will be opened for young Rwandans. One good thing that the British colonial system did was to put a world-class school in every district, in the territories under their rule. In Uganda, Buddo, Mwiri, Kisubi, Ntare, Namilyango and countless others. In Kenya, Starehe, Alliance, Aga Khan, Egerton, and many others. Uganda was sustained even through 20 years of turmoil by the steady flow of bright minds from their schools. One general observation in contrasting the Francophone system with the Anglophone system is that the Francophone system was geared to filling administrative quotas in the public sector. While the “Anglo-Saxon” system was geared to providing for the private sector. That is why Rwanda produced 3,000 graduates in 30 years till ‘94 and even a secondary certificate could still get you a good paying job. One criticism of the British education system is that it is just a machine that produces robots to fill the industrial sector and service sector. The needs of the private sector are the chief criteria in choosing what courses are designed and taught in school. In Rwanda we need such an approach, we have a slumbering private sector that is starved of skills and qualifications, the recent skills audit should show us what sectors to concentrate on. With regards to English, we need more interaction with ORINFOR, we need to use our most potent form of communication – Radio, to teach English in schools. We need to standardise the lessons in quality, it can replace the missing teachers and improve quality of those teaching English. This method is usually used to teach children in isolated areas but it can help fill the gap. The gap in learning among older populations is also an issue; we can help them with mass-literacy classes. However, we should also use volunteering to help fill the gap. Secondary seniors should get an extra academic credit for teaching literacy in their holidays or free time. This should be mandatory for everyone receiving government funding for education. Those classes should not be left empty on holidays, they should be open as long as possible. Our education system is our future, it has meagre resources and needs the maximum cooperation to achieve its maximum potential. Rama Isibo is a social commentator ramaisibo@hotmail.com