THE NEED FOR ROLE REDEFINITION IN THE EDUCATIONAL SECTOR.


It is no news that education pave way for development, enlightenment and functionality. Education has several definitions, meanings and interpretation. The essential qualities not neglected is the fact that education helps break the shackles of poverty and ignorance. An educated person is a pride to his/herself and the entire human race. However, getting an individual attain competency or perhaps being referred to as educated or put simply literate is a daunting, yet rewarding activity.

To most developing nations, the concept of education is a far cry from the ideal. People who find themselves in undeveloped areas are often characterized as the lower class of the society’s income hierarchy. What operates in this environment are structures if any, that are tagged to befit a school, which in fact may not pass for an abattoir. For those with structure, the areas lack proper transport network, suffer from dilapidating structures, and perhaps lack qualified teachers.

In most developing countries, the schools are partitioned, in a way that there exist a divide and rule system, with some appearing as governments’ favorite and others not in the good book, the former are usually well funded, equipped, located in befitting areas, well-staffed and do not suffer from quality control. They are periodically visited, taken seriously and often used as advertisement items just to score cheap popularity from unsuspecting public during the time for electioneering.

The latter, constituting the other end of the continuum lies schools that do not meet public appeal, can never be used as political advertisement, only appear in publication when the opposition needs a tool to taunt the ruling class or perhaps call it the ruling party. These relegated schools often low performing play host to the children of a vast majority of the lower class. What is noticeable in this schools when identified are readily pushed aside and tagged mere paper accusation just to dent the effort of those in charge. In most cases, the class size is usually alarming, school location not ideal, basic necessary amenities not available amongst other issues.

The school leaders and administrators in such schools are often marginalized. They, in a bid to safe their jobs keep mute and never query the government. Then we deceive the general public that education is a tool needed for liberation, a tool needed to bridge the gap between the poor and the rich, a far cry from the ideal. Many a times, learners from the relegated schools often feel themselves inferior. They belief their colleagues in the developed parts of the country are far better than they are. This is absolutely true, for the leadership of most developing nations have unconsciously further widen the gap between the rich and the poor.

To make matters worse, is considering the admission system into most citadels of higher learning. A visit into the Nigerian education system will clearly showcase this fact. Unconsciously the chances of the children of the rural dwellers are slim in choosing a befitting career. The requirements for admission towards studying in most institutions of the country is just too outrageous. It is a known fact that the possibilities of a rural dweller passing his/her papers with all distinctions is relatively close to zero. However, the chances of his urban counterpart is relatively high, although not devoid of limitations ranging from finance to malpractices.

As it is noticeable in the Nigerian context, even schools located in urban centers are often classified, while some are privately owned with high school levies, others are publicly owned acclaimed to be owned by the government. Considering schools owned by the government, one easily spot the immediate dissimilarities existing amongst these schools. Some of the public schools are fee paying, while others are tuition free. The performance of the fee paying are usually efficient as compared to those enjoying free tuition.

Though, a chat with prominent figures in the educational sector of the country will point to the fact that nothing is free. There exist no such thing as free education. Then, the question one may quickly ask is this; why allow the government politicize the educational sector, turning the funding of the citadels of learnings into constituency projects. Why can’t the educated and enlightened figures in the country advise the government on best practices of education? Rather than uplifting the standards of the Nigerian public schools, they advocate for the establishment of private schools.

These private schools are also not left out. The private school owners in the Nigerian context are business oriented, except for some few. In a bit to outshine the other and attract more clients, most private school owners devise new methods for their advertisement. To some private schools, the bill board advertisement is indeed bigger than the school. What the school’s bill advertisement depicts is a far cry from the actual reality of the schools’ existence. Other private school owners pride themselves as offering curriculum not related to the Nigerian context.

The truth of the matter is that the school owners are not to blame. Those in charge of the nations’ education may not necessarily have anything to do with education, so long as they are loyalists, they get appointed as a form of payback. Hence, a situation of placing square pegs in round holes, rather than focusing on the needful and essential, what we hear of are terminologies, all to be eradicated, ignored or deserted when the period of governance ends, particularly when an opposition government takes over power. No wonder, our education is still where it used to be with no form of improvement or development, only in terms of politicization and gross destabilization of the system.

Consider the structure of the education parlance, how qualified are the teachers in the classroom?, how efficient is the school administrator?, what relationship if any exist between the schools and the host communities? Are learners finding education fun, stress-free and easy?  What reinforcements are in place for high performing teachers and learners? To what levels are the influence of organizations in the conduct of education, apart from when used as a form for tax waivers? All these and much more are questions one needs to answer and until sincere answers are provided, our education is far cry from the ideal.

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