A LIFE TIME BETRAYAL BY EDUCATION: The eventual mortality of the African industries

John Kamurinde is the author of the slavery in modern education (PHOTO /Courtesy)

I will begin today’s discourse by quoting one of my favorite change makers in the 20th century.

“………through education comes understanding. And through understanding comes true appreciation. All children are born artists. The problem is how to remain an artist once he grows up” Pablo Ruizi Picasso (1881-1973)

“………there is a general indifference in society, the rich seem to be happy with the status quo because limited industrialization majorly affects the poor but I must say that this is myopic because the ongoing wastage of human resource in Africa has got vicious future effects. When the rich failed to trust the education system, they embarked on private industrial training of their children.

I must say that they simply missed a point too because the origin of this drive is materialism. Innovation can’t be reduced to materialism as the dilemma in modern education isn’t the crisis of skill in the graduate but philosophy. A gradate with skill but deficient in philosophy is equally dead and of less value to society as he or she lacks the charisma to face the dynamic society…See: Kamurinde John on THE SLAVERY IN MODERN EDUCATION-The Human Dignity is Not for Sale.

The eventual mortality of African industries is premised in one simple theory and that is Limited innovation. To begin with, I remember in a conversation with a fellow student at University. I asked! Of the two, Knowledge and money which one would you take? He openly replied! I would take money. I asked why? And his answer was that; with money one is considered knowledgeable. In other words, for him money is primary to knowledge. In primary and secondary schools’ pupils and students are asked what they want to be not what they want to do with education.

The identity of the student is with positions and money not with necessity arising from the prevailing conditions. Real education connotes that a student must first I identify with self and then thereafter with value addition in society. If we train slaves of positions and money, we are likely to see very low productivity and subsequently the eventual distraction of society.

Self-discovery education is what gives a student a standard of judgement against every reality a student encounters throughout the education journey and life after school. Because origin of the human adventure in innovation is the markets but the inherent human quest for value addition for relevancy in everyday reality.

With the above the eventual death of the African social, political and economic industry is premised on the philosophy upon which students and pupils enter the school. It follows that this crisis is facilitated by the environment. It’s shocking that teachers guide students to do law, medicine or engineering on a simple premise that these are people with money or these are the areas where they are likely to get the jobs. That is how a student lost the protagonist of education.

What do teachers, parents and society communicate to a student?

The biggest vice is academicism in schools. Do teachers communicate a world or theories? Do they have the capacity to communicate the ever-shifting world to a student? The biggest crisis again is the education dictatorship of teachers, parents and society.

Traditional theories still dominate the psyche of the teachers, parents and society that when one does not become a lawyer, doctor, an engineer or work in the bank such a person is considered successful. Well this is wrong considering the social economic dynamics. I must say it is wrong on the basis of two grounds:

1. The student’s independence is not reflected in the choice

2. There is no proper justification or conviction by the student the student in the choice of the aforementioned career disciplines.

3. It contradicts the fundamental purpose of education which is a search for freedom, an adventure in self-discovery. The above hypothesis simply makes students become slaves of teachers, positions, professions, parents and society.

The deep theory is that success and relevancy of the student in school and society is premised on the academic success of the student (passing exams).

The practice of the student in the face of the world is neglected and what predominates is grades.

A 1st class law graduate is okay to practice law in the daily injustice and is not moved one step towards a better society. I must say that such education is useless because its contents are tested and found wanting. One would wonder why University students still do closed book exams?

In my humble opinion I don’t see this as a viable method of accessing a university student.

The problem in modern education is in the approach/the poor philosophy of academic institutions, parents and society as a whole.
Many academic institutions have got clean manuals of objectives and pamphlets of their philosophy…but it should be noted that this often doesn’t materialize in practice.

Theory or mere idea does not groom a child in the educational process. For example, for a law school, having well written scripts on rule of law as one of the core objectives when the institution does not practice the same does not move a student. In actual sense it is a serpent to society.

This can be of great consequence to the practice of the student in the near society. In other words, the student will simply copy and paste a rotten experience from school into practice experience.

We are training beggars not change makers, we are training receivers not innovators. Innovation is hard to be facilitated when one gets a job. In other words, after getting a job the graduate enters a sleeping mode and all the efforts are concentrated on maintaining that job.

When the primary purpose of the student is not self-discovery and change of society, indeed we must expect less after such a graduate attains a job. Even when they upgrade for masters or PhD, the paranoid students’ aim is to maintain a job not value addition to himself and society. For most of them upgrading in education is a form of job security not value addition.

Education is about training a student to independently face a new world. There must be limited interference teachers and parents, the student must given freedom to interrogate the past, the present in preparation tomorrow’s experience.

Students must be given the independence to interrogate society on the their own. They should be trained not only to face the world now but also tomorrow…the behavior of the student now is a reflex of tomorrow. Thus, teachers must sparingly impart their experience into students. They should not transfer themselves through students to face tomorrow.

How African industries will collapse

The eventual mortality of the African industries is rooted in the begging graduate because in him/her is the ultimate constitution of the future labor force in Africa. If students are taught to seek jobs or to get money, then this constitutes the real dilemma.

Companies and governments have taken it for granted and put it on educators who often lack a deep connection with the changing world.

Another problem for companies is that, themselves are owned by the products of the vulnerable education. The company owners are simply slaves of capital accumulation but most of them cannot tell the nexus between the following:

-vision and production. Once they get skilled workers, they simply go in the sleeping mood as if society is static.

They are good at pressing workers when efficiency in production of goods and services is threatened. They are reactionary in nature…the behavior of the markets viciously dictates the behavior of directors. Whereas the companies must pay attention and always spy on economic environment, the primary purpose should not be to control now but the future because the greater uncertainty lies in the future. That is when innovation becomes an important tool.

When companies luck a clear philosophy, they greatly contribute to the final death of the graduate. For examples…apart from companies pressing workers to maximize production, how many of them avail better environment for workers to innovate? How many of them invest in their workers? How many of them invest in innovation coaches?

How many of them have innovation schools?

Education does not end in school, work is another beautiful school for both workers, managers and owners. But often we see tension between workers, managers and owners.

I think this unnecessary rivalry because a worker, a manager and owners are partners in the cause for a better society. This relationship is beautiful and thus the tension that often manifests from this relationship is an indication of a poor philosophy in the industrial process.

The relationship between a worker, managers and owners is not defined by tension. The primary definition of this partnership is to add value to society and themselves.

The ultimate destiny of the company and its components must be value addition to society this is the bloodline of the ongoing corporation.

This unnecessary rivalry between these three parties cannot create a haven for innovation.

The duties of these three parties in corporate development must be streamlined, they must be lived. Whereas legalizing these duties is important, it does not build charisma in partners in this production chain.

Having and living the philosophy of the company by these parties in the production chain is the life of the company and ultimately controls its destiny. You see! This is one beautiful branch of corporate governance…. skill and knowledge a lone are not sustainable and thus they are vulnerable to modern vices such as corruption.

Skill and knowledge stumbles in the face of tension between owners, managers and workers that often grasp most companies. Their resistance to the aforementioned is short lived.

In conclusion before companies degenerate into theories of innovation such as General Theory of Innovation (GTI), Practical Innovation Theory (PIT), Innovation Diffusion Theory, Technology Acceptance Model. It is paramount to begin with the elementary which is education. When students and educators get wrong the primary purpose of education, then innovation at subsequent stages cannot yield much.

Theories of innovation can only work for well-prepared student. The other parts of the world such as the west and some parts of Asia somehow realized this before and that is why their education and societies don’t dictate the course of the student but welcome and develop the capabilities of a student.

Founder @rwentobo innovation laboratory
A lawyer, researcher and an author
[email protected]
Tel+256 708157586(WhatsApp)

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