Moderator's Summary of E-discussion
"The Transition from School: Continuing to Learn beyond Primary"
Week 1 (26 Sept.- 2 Oct. 2005) The World Bank launched a six-week e-discussion in preparation for the World Development Report 2007 (WDR 2007) with the theme Development and the Next Generation. The first week of the e-discussion involved 26 participants from 16 countries and it focused on the theme: The transition from school: continuing to learn beyond primary: It focused on the following questions:
The week began with the introduction of the discussion theme by the moderators: Noeline Gwebalibatya of Community Resource Focus (Uganda) and Leif Holmberg of European Youth Forum (Sweden). The ensuing e-mail discussion motivated contributions from 26 participants for the week and it also set a platform for dialogue during succeeding weeks. The Education System There was no dispute among the wide range of participants as to whether the education system can actually cope up with the demands of those leaving school in unprecedented numbers. To participants in developing countries, the answer was no. The major problem identified by most participants was unemployment in that even after years of study students fail to be employed or even employ themselves in any gainful activity. They join the “long queue of the unemployed“ as one discussant stated it. It becomes hard for the graduate to convince the employer that he is actually fit the job because in many case he or she does not have the required skills. Among the many causes identified for this was that the educational systems in many countries have not integrated vocational training as an important component in increasing employability of its products no matter at which level they leave school; primary, post - primary or tertiary. Most countries are still depending on the colonial education system where students are taught things that don’t cope with the global economy. This accounts for the large unemployment figures especially in the Third World Countries. Inadequate infrastructure and facilities, manpower and research have seriously affected the educational system making it hard for countries to provide meaningful and gainful education to its young people. Examples given in support of this argument were; the colonial education system which puts more value to certificates than assessing the actual practical competencies of the graduate, importing western curriculums that are irrelevant to the needs of the economies in the developing world, use of irrelevant and outdated curriculums and textbooks and inadequate building infrastructure like classroom space despite the ever-growing number of youth who are joining school. The cost of education be it formal or vocation is high and cannot be afforded by many. Despite the global strategies like education for all, quality education still remains a privilege to a few and many have dropped out. Wars and civil strives have also hindered the advancement of education in many countries. Participants from Europe noted that the formal educational system is under pressure from the private sector, which values skills and competences of the graduate. The education system is undergoing fundamental changes like the simplification of higher education and to them this is a positive development. Discussants recommended re-designing the education system to meet the standards required by the prevailing job market, to integrate vocational studies that can help the youth to gain employment and to meet the immediate needs of the ever-growing numbers of youth who are leaving school for the world of work, There is also need for a collective system of countries around the world to promote education and provide an outlet for those who are less privileged. 
Implication for access to Secondary and Higher Education What are the implications for access to secondary and higher Education? In response to this question, participants viewed the implications as multifaceted. Secondary and Higher Education prepare students for specific professional careers in life. But to many in developing countries access has a number of hindrances. In attempt to further understand the issue, one of the participants wanted to know whether there was really access to secondary and tertiary education because the number of youth dropping out of school after primary education is more than those that continue through secondary and higher education in some countries. You have to be rich in order to continue to secondary school. The colonial tendency of valuing certificates has deprived many students who are “not academically outstanding“ from accessing secondary and higher education especially on government sponsorship. They cannot even guarantee financial support from other sponsoring organizations. The desire to attain higher education has led to many people to forge their way by use of force documents hence rampant corruption and production of incompetent graduates.
There is also limited expansion of physical infrastructures like classroom and library facilities, which make the schools crowded and reduce on the effectiveness of the learning environments. The human resource is also limited given the fact that there are many students compared to the number of teachers. High costs of education especially in government institution which are of high quality and the continuous demand for secondary and higher education have led to the emergence of many private schools and institutions many of which are not on standard and do not have qualified staff. According to one participant, the importance attached to secondary and higher education has made parents and students to view vocational education as a less desired alternative but not as complementary to formal education and therefore some students reject vocational training. However in the discussion, the issue of “Brain drain” was not tackled by the participants. This is an important set back to many developing economies which lose innumerable trained professionals; the would-be future institution builders, managers and entrepreneurs who seek greener pastures in the developed world.
Focus of the Curriculum: Vocational Vs Academic Subjects The common argument was that both vocational and academic subjects were important and complementary with a view that curriculum should focus on vocational and formal education in that this enables students start their own enterprises (entrepreneurs) this will enable them be job creators other than job seekers, this will lead to national prosperity. To increase access to vocational education by pupils who have not continued with formal education and introduce vocational skills education in formal schools and to increase human resource and physical structures. Very important is training in ICT in vocational education. Dropouts should be introduced to developmental programs such as, entrepreneurship development skills. Non-formal education system focuses on hands on experience, which enables the acquiring of practical skills.
Programs for School Dropouts Government and civil society organizations have tried to respond to the needs of school dropouts but there is a lot more to be done. To many, responses are insufficient. Despite that they have dropped out, they are still a necessary ingredient for national development, a resource that shouldn’t be left to waste. In many developing countries, there are no defined policies to follow up these "drop-outs" in time to ensure that they do not end up becoming a liability to the world. They end up jobless and vulnerable to drugs, prostitution and other crimes. Those who are desperate to get jobs end up being exploited by their employers through cheap labor and underpayment. Others stay at home and offer free labor to their families. Among the recommendations put up by the participants were for key stakeholders to allocate sufficient resources for school dropouts; to organize programs to re-orientate and integrate them and help them have self-realization and self-esteem, Set up sponsorship opportunities to help them to go back to school to complete their education and where it is established that they are no longer disposed to go back to school, they should be trained in one Vocational skill or another to enable them become self-employed or employable, and to discourage them from taking to societal vices like cultism, drug abuse that are prevalent among the youth and not neglecting writing, reading and communication skills so that they can express themselves clearly and pass their knowledge to others. Other non-formal education opportunities in heath, Agriculture, Environmental protection, entrepreneurship and human rights do integrate them in national development strategies. Some forum participants appealed for unity among youth especially through creating network and organizations which can help them to gain access to numerous opportunities and also increase their voice of advocacy especially targeting policy makers in government and private sector who need their manpower for economic development. One of the participants also recommended the use of Valuable indigenous knowledge,
He gave an example of traditional medicine, which has been used and prescribed by our predecessors who never went to school and is still in use today. Such knowledge is not known to many youth and therefore should be extended also to school dropouts.
The Role of Non-formal Education in Lifelong Learning
Participants agreed that non-formal education plays an important role in lifelong learning and resultant human development. It improves the daily lives of young people especially those in rural areas and results in a decline in the present rural urban migration. Non - formal education plays a critical role in the achievement of poverty eradication and other development goals as envisaged in the Millennium Declaration Non-formal education can at least provide the skills necessary for a young person to provide for him or herself and not become a burden on society. It also affords the individual some measure or dignity. It helps in sensitization of the community about their environment and how to utilize its resources sustainably.
|
RSS