Why secondary education is the new donor darling
Jun 15, 2003
UGANDA and the world at large has now awaken to the bitter reality that the much hyped Universal Primary Education (UPE) is not enough to steer poor countries to meaningful development as earlier thought
By John Eremu and Fortunate Ahimbisibwe
UGANDA and the world at large has now awaken to the bitter reality that the much hyped Universal Primary Education (UPE) is not enough to steer poor countries to meaningful development as earlier thought.
For the past decade, the World Bank and other donors had emphasised the universalisation of basic education as the magic wand to economic thrust of the least developed countries.
However, the just concluded first ever conference on Secondary Education in Africa (SEIA) highlighted the reasons as to why post primary education and training should be taken more seriously.
The World Bank, which organised the conference together with the Association for the Development of Education in Africa (ADEA) and the Academy for Education Development (AED) says secondary education was not only crucial for achieving Education For All (EFA), but also to ensure quality supply of teachers to support UPE.
“Achieving Education For All (EFA) by 2015 will mean providing learning opportunities for lower secondary education. Secondary education is crucial for creating and maintaining a high quality teaching force. And secondary education is increasingly being seen as crucial for fostering civic participation and fighting diseases like HIV/AIDS,†the Bank said in a statement.
The conference that brought together donor representatives and education experts across Sub-Sahara Africa (SSA), to develop action plans for a sustainable approach to increase access, relevance, equity and quality in secondary education in Africa and to share findings of the regional SEIA thematic studies with SSA policy makers and educators.
The need for secondary education could not have been brought out more clearly by anyone else other than Education Minister, Dr. Khiddu Makubuya.
“No country can hope to make much economic progress with a work force that has only attained primary education. It is high time we stopped praising ourselves and begun looking into the future of the pupils who have completed primary level,†Makubuya said.
“Primary education completion is a priority but is not enough. Evidence has shown that secondary education contributes significantly to economic, social and cultural development and progress. This leads to reduction of poverty,†he added.
The Minister also said the sustainability of UPE will depend on the available opportunities for post primary education. “Parents will only send their children to school if they see a clear advantage in terms of future economic benefits and if their communities can see the social and cultural gains of schooling,†he said.
Delegates noted that the high enrolments of UPE are already causing pressure to the African governments, which has triggered off the need for post primary education and training.
ADEA Executive Director Prof. Mamadou Ndoye said, much as basic education was indispensable for Africa, African governments should begin preparing for life beyond just basic education.
“From this perspective, secondary education is a leading concern because basic education directly results in greater pressure on secondary education and heightened demand from pupils and their families in both qualitative and quantitative terms,†Ndoye said.
“The other reason is that, the continually increasing complexity of human existence and the world of work, spurred along by the information society and other knowledge-based economy, demand a level for young Africans that goes beyond five or six years of primary education,†he added.
It is, however, an enormous task for African Governments to raise enrolment in secondary schools, which currently stands at just a third of what it should be.
But, Oey Meesook, the World Bank sector director for human development - Africa region, said the answer to increased access could come through a combined effort.
“Secondary Education in Africa cannot happen without the participation and support of all the stakeholders. This includes the private sector both as providers and as financiers, NGOs, secondary school teachers, parents and communities, but above all, the blessing and support of the government,†she said.
While increased access was emphasised, the question of relevance also came up. Several speakers stressed the need for relevant type of education to meet today’s needs. These included Anitha Soni, the managing director World Space Africa, Mr. V. Sewaraj from Mauritius, Prof. David Chapman from Minnesota University, Dr. Aidan Mulkeen from the National University of Ireland.
Anitha said today’s market needed not only those with information technology skills, but also those who could think globally but act locally.
“These skills must include the ability to analyse, make judgement calls, a sense of organisation, project management skills and working with information technology and undertaking the necessary research to deal with the challenges of the job,†Anitha said.
While Anitha gave the employers’ expectations of the curriculum, Irene Nakalembe and Joshua Byabashaija of Makerere College school inspired the conference with what they - the students - want the curriculum to address.
“We would like to see an education system where the student is empowered with leadership skills.
“Where we have access to information technology skills and where moral education is emphasised by role models in the schools.
“We need a system that produces a whole person with good morals and not just intellect,†Nakalembe said.
While secondary education is emphasised, the World Bank, however, warned that resources should not be diverted from the provision of basic education.
UGANDA and the world at large has now awaken to the bitter reality that the much hyped Universal Primary Education (UPE) is not enough to steer poor countries to meaningful development as earlier thought.
For the past decade, the World Bank and other donors had emphasised the universalisation of basic education as the magic wand to economic thrust of the least developed countries.
However, the just concluded first ever conference on Secondary Education in Africa (SEIA) highlighted the reasons as to why post primary education and training should be taken more seriously.
The World Bank, which organised the conference together with the Association for the Development of Education in Africa (ADEA) and the Academy for Education Development (AED) says secondary education was not only crucial for achieving Education For All (EFA), but also to ensure quality supply of teachers to support UPE.
“Achieving Education For All (EFA) by 2015 will mean providing learning opportunities for lower secondary education. Secondary education is crucial for creating and maintaining a high quality teaching force. And secondary education is increasingly being seen as crucial for fostering civic participation and fighting diseases like HIV/AIDS,†the Bank said in a statement.
The conference that brought together donor representatives and education experts across Sub-Sahara Africa (SSA), to develop action plans for a sustainable approach to increase access, relevance, equity and quality in secondary education in Africa and to share findings of the regional SEIA thematic studies with SSA policy makers and educators.
The need for secondary education could not have been brought out more clearly by anyone else other than Education Minister, Dr. Khiddu Makubuya.
“No country can hope to make much economic progress with a work force that has only attained primary education. It is high time we stopped praising ourselves and begun looking into the future of the pupils who have completed primary level,†Makubuya said.
“Primary education completion is a priority but is not enough. Evidence has shown that secondary education contributes significantly to economic, social and cultural development and progress. This leads to reduction of poverty,†he added.
The Minister also said the sustainability of UPE will depend on the available opportunities for post primary education. “Parents will only send their children to school if they see a clear advantage in terms of future economic benefits and if their communities can see the social and cultural gains of schooling,†he said.
Delegates noted that the high enrolments of UPE are already causing pressure to the African governments, which has triggered off the need for post primary education and training.
ADEA Executive Director Prof. Mamadou Ndoye said, much as basic education was indispensable for Africa, African governments should begin preparing for life beyond just basic education.
“From this perspective, secondary education is a leading concern because basic education directly results in greater pressure on secondary education and heightened demand from pupils and their families in both qualitative and quantitative terms,†Ndoye said.
“The other reason is that, the continually increasing complexity of human existence and the world of work, spurred along by the information society and other knowledge-based economy, demand a level for young Africans that goes beyond five or six years of primary education,†he added.
It is, however, an enormous task for African Governments to raise enrolment in secondary schools, which currently stands at just a third of what it should be.
But, Oey Meesook, the World Bank sector director for human development - Africa region, said the answer to increased access could come through a combined effort.
“Secondary Education in Africa cannot happen without the participation and support of all the stakeholders. This includes the private sector both as providers and as financiers, NGOs, secondary school teachers, parents and communities, but above all, the blessing and support of the government,†she said.
While increased access was emphasised, the question of relevance also came up. Several speakers stressed the need for relevant type of education to meet today’s needs. These included Anitha Soni, the managing director World Space Africa, Mr. V. Sewaraj from Mauritius, Prof. David Chapman from Minnesota University, Dr. Aidan Mulkeen from the National University of Ireland.
Anitha said today’s market needed not only those with information technology skills, but also those who could think globally but act locally.
“These skills must include the ability to analyse, make judgement calls, a sense of organisation, project management skills and working with information technology and undertaking the necessary research to deal with the challenges of the job,†Anitha said.
While Anitha gave the employers’ expectations of the curriculum, Irene Nakalembe and Joshua Byabashaija of Makerere College school inspired the conference with what they - the students - want the curriculum to address.
“We would like to see an education system where the student is empowered with leadership skills.
“Where we have access to information technology skills and where moral education is emphasised by role models in the schools.
“We need a system that produces a whole person with good morals and not just intellect,†Nakalembe said.
While secondary education is emphasised, the World Bank, however, warned that resources should not be diverted from the provision of basic education.