Homogeneity of E. Africa’s education systems

Because of the homogenous nature of education systems in Europe, it is common for students to transfer between universities throughout the European Union but still be able to achieve the same university degree they are studying for. This is principally because university curricula have been aligned to discover innovative solutions to the challenges facing the region. And because countries rely heavily on each other for development, the idea of knowledge-sharing plays out to the advantage of the region. Deteriorating education systems in East Africa can be seriously blamed for the socio-political problems in the region and for the failure to create world-class labour. Therefore, is it possible that a common education system in tertiary institutions could be a viable answer to the region’s persistent challenges? East African countries except South Sudan, attained independence almost at the same time. However, the level of educational development for all these countries is not the same. This depends on the kind of leadership each has had since the sixties. Leadership of a country determines the policies, education policies included, that provide guidelines which spur growth.The question that arises is: Can diverse East African educational systems be viewed as common? Countries in the region, tertiary institutions inclusive, are caught up with the problem of relatedness. We have lack of these nations’ competitiveness problems which are interrelated that makes it difficult to find a common approach.Developed economies depend upon world class work force which, in hindsight, are ignored and neglected. World class industries and manufacturing relies upon top level research and development. There are significant signs that in East Africa, some nations are a head of others and vice versa. Kenya is rather a superior economy followed by Uganda. Tanzania, Rwanda, Burundi and the new kid on the block, South Sudan follow suit. However, among these nations, some are gaining ground on innovation and technological transfer.In order for the East African countries to advance, their economic success will depend upon well-educated citizens. Developing superior economies rely solely on removing inadequacy in Education and creating global awareness. Education problems should be solved one by one where leadership ensures that there is a strong synergy in the systems. Growth and improvements in Industries, financial services, computers, communications, biotech research and higher education will have a multiplier effect across many other industries by improving productivity and profitability. This impact therefore will spread out across the countries in many new different ways. East Africa’s educational systems should allow these relationships. This will take shape with a high level co-operation ensured.The deterioration of educational systems in the region is blamed on the structure of curriculum and disciplines in our institutions. There is no inclusion of most pressing issues in society in our curriculum. Issues like intergroup tribal relationships on and off learning institutions, drug abuse problems, political science, and other multidisciplinary issues in life are excluded yet they affect the society.One can thank the East African Inter University council for thinking about credit transfer from one university to other anywhere in East Africa. It remains to be seen whether this can be efficiently implemented. If fully adopted, it will create consistency or relationship to real life issues. There is an academic rationale for allowing credit transfer: creation of consistency in all forms of higher education.This connection will run vertically into secondary education and horizontally into the larger east African community. The east African learning institution leadership has realized that students had a life before college or University and that their institution’s roots grow deep into the secondary and primary schools. The flow of communication that relates Primary, secondary, college and finally university should be realized to ensure consistency.East African educational leaders must realize that colleges and universities cannot exist in monastic and scholarly isolation from real life activities and problems. There should be an endeavour to improve on connectedness with employers, the community, the financial community, the political community, the high school community and primary school community. Relatedness and networking, it must be noted, has to be the new lifestyle for many colleges and university faculty and administrators. Building and strengthening strong community life must be inside and outside the learning institution. Though it is a challenge, it is a great opportunity too. College and university students must feel a sense of belonging and involvement if a sense of community has to be achieved. Institutions in this part of the world have to be conditioned that a culture of competitiveness to be accepted among students as the standard of operating mode. East African Institutions should not be left behind.