Moderator's Summary of Week 1 World Development Report 2007
The transition from school: Continuing to learn beyond primary
There are insufficient post-secondary institutions to accommodate students leaving high school, says Christina Mitini from the Solomon Islands. Education institutions around the world might consider expanding campuses to the Pacific, Caribbean and Africa to cope with the increasing demands for higher education. The problem is that the system values certificates but no practical experience, according to Thushara Dharmawickrama, Sri Lanka. A problem is also that experience is required to get jobs, but there is nowhere for graduates to obtain experience. Oluseun Okuneye from Nigeria thinks that people are trained to be job seekers and not employers. The curriculum in universities and colleges should focus on entrepreneurial skills and especially agriculture. This could happen through field trips, internships and job training. It is difficult to find people well trained in trades such as plumbing and mechanics and electricians.
Kwami Wussinu, Togo, notes that a primary concern in Western Africa is the financial hardship of
sending children to post-primary education. Governments and international organizations must
assist through subsidizing those who wish to study further. Herbert Lwanga from Uganda adds
that high cost of higher education causes many to drop out.
Implications for higher education are numerous. Education at higher levels is unbearably expensive. Government is not tackling the issue well; it employs under-qualified staff, resulting in poor education: "Access to education must not leave behind the important issue of quality." Generally quality problems in secondary and higher education in Africa stems perhaps from poor working conditions of teachers, says Chernon Bah, Sierra Leone.
High costs of secondary and higher education. Also there is a capacity problem - many more apply to higher education than can be accepted. So even if young people finish their primary, it is not guaranteed that they can continue, particularly if they lack financial abilities, Charles Xavier, Kenya.
Early withdrawal from school is also due to an inadequate system. This results in almost no correlation between school and work. Another reason is the politicizing involved in the distribution of available jobs. Certain persons, who are connected politically or economically, occupy enviable positions without having the required qualifications. These situations result in youth losing confidence in the educational system, says the e-consultation of La Francophonie.
Several voices was raised for the increase of vocational training. Steve Sichone from Zambia says that: Vocational training equips young people better for life long leraning. Vocational training should be adapted to meet current trends with global economy.
Merima Baralic from Bosnia Herzegovina - curricula should focus on vocational subjects but also emphasize the importance of non-formal education as it gives students as it provides crucial skills - work experience, wider knowledge of non-academic subjects and "putting the faculty theory into practice."
Herbert Lwanga from Uganda, says Vocational and formal education should be emphasized - this prepares young people to create rather than seek jobs. Alexander Söllei, Austria and Ian Courtenay
from Belize aggrees: A balance between academic and vocational training must be achieved. While
vocational education should be increased as not all have opportunity of formal education.
School is meant to allow us to be better educated and trained so we are able to work and have
status in society. A perfect alignment is therefore needed between the content of the training given in schools and the needs of society, but it is not the case today, the realities of the labor market is not reflected. It is therefore necessary that education for life and for work recognize the fundamental needs of people. (Youth from La Francophonie consultation)
Education for sustainable development should be increased as theme of education. Good examples of how curriculum has included sustainable development should be studied, says Leif Holmberg, Sweden.
Both Onyinye Ndubuisi, Nigeria and Chernon Bah, Sierra Leone means that there is very littlie
programs for those who have dropped out earlier from School. However Steve Sichone from Zambia
mean that there are entrepreneurship programs, agricultural skills development, vocational skill
training such as carpentry, bricklaying and plumbing available.
Non-formal education is very important, as due to war, many adults and youth never went to school. As formal education is not available for these people, non-formal is imperative, says Chernon
Bah, Sierra Leone. Kizito Ibrahim, Uganda emphasizes the role of NFE in sensitization of
the community about their environment and how to utilize its resources sustainable.
In general non-formal education plays a significant role in developing young peoples skills relevant for life. The complex globalised world increases the need for a strong complimentary Non-Formal education.
Non-formal-learning should be introduced in schools systems. Youth organisations are a space for and a main provider of non-formal learning, says Leif Holmberg, Sweden.
Non-formal education plays a critical role in achieving the MDGs. People who engage in
non-formal education acquire skills that enable them to stay on their own for life and impact
positively on the society. Once we give non-formal education its pride of place, we would
have made giant strides and bold steps towards achieving the Millennium Development Goals (MDGs) targeted for 2015, adds Uruakpa Cajetano Van Lugand, Nigeria.
Bernise Ang, Singapore, raise the importance of Youth-Led Development - in the sense that young
people are not just the beneficiaries but rather, active partners involved in strategising - is
still a new(ish) idea that requires such conditions as education about development from an
early stage. YLD is an important strategy to achieve the MDGs. |
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