Our Educational System: the Cause of our troubles?

                                 

   American educationist and activist T.Booker Washington once declared that “No race can prosper till it learns there is as much dignity in tilling a field as in writing a poem.” This educationist’s declaration urges one to take a closer look at the type of education that is given to learners in all countries of our world as this determines the perception a people would have of life, work, success and other crucial social issues. An educational system can therefore be regarded as the pillar upon which every country’s survival rests.

In searching for a solution to a problem/problems faced by any individual, community or nation, there is nothing as misleading as tackling not the source of the problem but its effects It is undeniably true from experience and observation that most often solutions to Africa’s problems and challenges have been sort using not only the wrong means, but above all in the wrong places. Conscious of the fact that a country’s educational system is its pillar, there is therefore no doubt as to the fact that any country’s progress or development is highly dependent on the quality and solidity of its educational system. It is evident therefore that, concerning Africa’s development, despite the fact that so much has been said and so many accusing fingers pointed, most have been pointed to the wrong direction as so many specialist and analyst have failed to acknowledge that Africa’s development has been greatly retarded more by its educational systems than its economic policies and practices.

 “A nation can only progress if its people stop thinking and reason instead”, once said a great mind. It is evident from this declaration that there exist two types of educational systems namely: That which inculcates the thinking culture in learners and that which inculcates the reasoning culture in learners. But what differentiates the former educational system from the latter? One may be tempted to ask. To think is to imagine, understand, believe and anticipate something. In fact it is the ability to use the mind to consider ideas and make judgments. The educational system of most African countries in general and Cameroon  in particular (though not the worst in the world) falls in this category as over the years, they  stressed more on learners obtaining certificates than acquiring knowledge, skills and competence with the effect been the inability of learners to conceive and develop ideas. This educational system not only alienates the learner but  makes him/her not less than a robot; unable to act on its own except instructed. 

Reason on the other hand is said to be the power of being able to think in a logical and rational manner. Reason could also be said to be the ability to think logically, regarded as the basis of knowledge, distinct from experience or emotions. Therefore to reason is to think coherently and clearly. An educational system in which every promotion is based on merit, where been brilliant is not a crime, and success not synonymous to owning buildings, cars, money and other tools generally used to oppress, suppress, and dominate others is one that inculcates the reasoning culture in learners.

 

  From the above analysis, it is crystal clear that an educational system that gives the learner a wrong perception of  the essence of life and citizenship, is worst than  building a mansion upon sand as the quality of education received by the people is what makes a great nation. An educational system worthy of the name must therefore be that which makes the learner not a spectator and perpetual complainer but an actor who instead of cursing the darkness all the time, prefers to light a candle.

  The panacea for our country’s and Africa’s developmental problems therefore from all observations lie in the restructuring; rethinking and reasoning of the type, quality and manner of inculcating knowledge in learners. The best educational system in this regard is that in which  T.Booker Washington says “The students themselves would be taught to see not only utility in labour, but beauty and dignity; would be taught, in fact, how to lift labour up from mere drudgery and toil, and would learn to love work for its own sake”