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The long-term benefits of free education
Published in the Jamaica Gleaner: Sunday | July 29, 2007
By: Anthony Woodburn, Contributor
The proposed policy on education that has been articulated by the Opposition Leader, Bruce Golding, has unfortunately descended into uncertainty, humorous episodes and a resounding disapproval by his opposite political and partisan counterparts. Since Mr. Golding's proposal, there has been endless discussions pointing to reforms in education, but indications are that these reforms are in slow motion. We must be careful as to the ways in which we debate this issue: first, because of the absolute immensity of the impact of education on our society, and second, because of the imponderables the debate throws up.
For instance, we must never lose sight of the fact that the education debate strikes at the heart of the young and innocent, but perceptible minds in our society. Also, we must not encourage the notion that a largely uneducated population allows the political elite to preside over a corrupt administration that is likely to result in an unavoidable stream of poverty and underemployment flowing throughout the society.
This quarrel and indecisiveness on the education policy by the political directorate and policymakers has served to highlight the nation's education deficit and the influence of mediocre thinkers to which we have been subjected for many generations. What has emerged so far is that a constant reinforcement of this deficit has led to spurious interpretation of the concept education, and a distortion of its collective benefits to the society.
Luxury, privilege
Inarguably, education must not be corporatised, interpreted as luxury or seen as a privilege. It should not be narrowly defined as activities that impart knowledge or skills, enrolment, nor the attainment of literacy and numeracy exclusively. Instead, the concept must be seen as a comprehensive process of teaching and learning within clearly defined boundaries, and unlike the traditional approach, the process must adapt to the changing needs of a dynamic societies.
Furthermore, with the ultimate goals to increase universal access to information, communication and technology (ICT), the attainment of international standards and improving the human development index (HDI), the process of education must extend beyond the boundaries of manipulating knowledge, communication, information and data. As such, these goals are articulating a hierarchy of education needs resulting in clear lines of demarcation among primary, secondary and tertiary education goals. These goals are both measurable and achievable.
Primary education should focus on first principles - literacy and numeracy.
Secondary education should extend the process with greater complexity, from literacy and numeracy to the added components of critical thinking. The natural progression should see tertiary education extending the process to the point of deconstructing theory for purposes of problem solving, public sector management, research, invention, innovation, international relations and creativity.
Once education is understood and accepted within this realm, it is then that the quarrel and indecisiveness surrounding free education will yield to a robust national debate and political commitment. A government led by Mr. Golding, it is proposed, will fund secondary education for pupils attending government secondary schools. But, one hopes that this proposal is the first step in embracing the education revolution. The education revolution has been adapted by developed and leading developing countries and is currently being used as a tool for social engineering and national development. These countries have endured through a governance architecture that is amenable to endless education transformation. Perhaps, we might ask: How important is this sense of continuity to the Jamaican society?
Based on the assumptions that students will learn, understand, interpret and apply the materials presented, it can be argued that an overly educated secondary population canonly add limited value to the development of the country. It is, therefore, necessary for a Bruce Golding-led government to consider seriously the full complement of the education revolution by incrementally funding tertiary education in the next phase of his proposal. This process though, it must be understood, must be strategically based on needs assessment for national development where candidates are selected on merit.
Hypothetical questions
This proposal hastily leads one to respond to hypothetical questions. Yes, there is the distinct possibility of brain drain, as has been our experience for many years. And yes, the present yam farmer in the hills of Manchester should continue to invest in educating our students, this by way of paying his taxes. Despite the best efforts of any Government, graduates will emigrate, and for various reasons as well. But, it is the responsibility of the Government through its development goals and strategies, to negate the necessity for brain drain. This should allow graduates similar opportunities as there are elsewhere, and to have them remain and participate in the development of our country. This social partnership should be clearly defined, understood and accepted by all stakeholders.
Unquestionably, it should be in the collective wisdom of all citizens to support an educated population, as there are unlimited direct and indirect social benefits to be derived. There is the potential for increases in employment, per capita income, consumption, savings, domestic investments, production, productivity, government revenues, social security benefits, health and life insurance benefits, the happiness index and relatively lower taxes. As has been the reality in most Scandinavian countries, the realisation of a general increase in standards of living will result in more resources being allocated to social services, including education, at a relatively lower cost per capita.
Ageing population
It is of particular note that given our ageing population within our present difficult circumstances, we run the risk of unintentionally increasing the incidence of isolation, neglect, suffering and pain among the elderly. First, people are living longer as a result of the medical revolution, and second, as more persons leave the workforce as a result of ageing and disabilities it therefore requires more time, effort and other resources to care for them. And at this point reference is being made to the return on the yam farmer's investment.
It is at this point, we urged policy- makers and politicians consider such strategies as collective responsibility and collective action for enhancing sustainable human development. Some will argue that this process requires serious and long-term commitment by all stakeholders while others express the belief that there must be a sociocultural revolution. Certainly, this commitment, however, must be consistent with an overall national development plan that will require the knowledge, skills and experience of our graduates.
If this argument is reflective of a similar trajectory emanating from free education, as proposed by Mr. Golding, and to which one would agree is the initial stage of embracing the education revolution, then one has no objection but to support free education. The raging debates on free education must move away from a relationship that is built on suspicion and mistrust to one that is built on dialogue and hard facts. It is time we learn how to reorganise resources rather than constantly redistributing scarce resources.
Anthony Woodburn is a graduate student and tutor in the Department of Government at the University of the West Indies, Mona. Email: anthony. woodburn@ uwimona.edu.jm.
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