Highlighting best students is counterproductive

 

I know a little bit about educational systems and psychology of children to believe that the craze and glaring publicity which have become popular in our newspapers in recent years are misguided and could eventually be harmful to individual pupils named and identified.  

 

In my school days, I was told by teachers to be a good performer and indeed I won a number of prizes and scholarships for what observers said to be one of the brightest pupils in the country.  I was not alone.  

 

There were many others.  A few of us made it to the then expectations.  Sadly, many fell by the wayside. I have a suspicion that many of the faces of the star pupils we have seen pictured with parents, guardians, teachers, family members and friends will never make it to the levels of expectations by their current admirers, photographers and editors of the newspapers.  

 

I have not checked fully but I am told these published biographies of children and publicity are paid for, as by whom, I do not know.

 

I knew of very bright children in my former schools and colleges whose respective early performance results were shining but who fell by the way or into oblivion in latter classes or higher institutions of learning.  

 

My three children did exceptionally well at their respective schools, went on to complete and obtain their degrees in their chosen subjects and are all gainfully employed in their respective careers. My daughter-in-law was equally bright and has recently completed her Master’s degree, but it is only to-day in this column that they have ever been publicised.

 

I will now give reasons why the Ministry of Education, teachers and parents should be very cautious on this popularity contest.  

 

Whereas I am confident and believe that many pupils in the well-established schools and colleges performed in the manner and to the degree reported, many from private and newly created commercial schools and centres of learning may not have performed to the same levels as pupils from former schools.

 

 Some schools have been exposed as infected with cheaters on both sides of the classroom and surprisingly in the invigilation halls.  I know of a relative who scored a first class in one of the third world schools of Uganda and I had him admitted to one of the best schools to do senior school education.  

 

Despite several repeats and great patience on the part of the secondary school, he was eventually sent down as a failure.  Recently, I was very pleased that a young relative of mine scored grade one with excellent points to be admitted into a competitive senior secondary school.  

 

It was just like a miracle and my family was very jubilant about her performance and admission because the school where she did her primary seven was relatively unknown.  It has now been revealed that in her class of about 120 pupils, 90 (note 90 and not nine) got grade ones.  I am now concerned and worried whether she will be ready to live up to expectations in her new school.

 

That is not all.  Reports indicate that in some schools, cheating and instructing pupils how to answer questions on actual papers are common and they occur before the actual examination questions are opened on the appointed day.  Incidentally, in reference to my other relative who had to drop out of the school, I later questioned him as to why he failed so miserably when he had been a star performer in the primary school leaving examinations.  

 

He confessed that teachers had ‘mysteriously’ got hold of all the examinations papers and wrote the answers in revision classes and all those who attended obtained grade ‘A’s regardless of how hopeless they had been performing in class and homework.

 

 These revelations should not surprise any Ugandan who knows how terribly common corruption and purchase of favours have become.

 

There is another compelling reason why I believe these publicity stunts should be prohibited before our children are spoilt.  There can be no doubt that senior secondary and university education are much harder and more taxing than that regurgitated answers in lower classes.  

 

Consequently, a pupil who has been led to believe that he or she is the best may be discouraged and give up when the going becomes tough or an uphill struggle.  

 

I have encountered this phenomenon in both U.K. and East Africa where I have not only taught but have been external examiner for schools and examination boards.

 

In 1964 when I was still young and studying in the UK, I sent a written opinion which was published in the then Uganda Argus that was equivalent to to-day’s New Vision.  The article was noticed by expatriate teachers at King’s College, Budo who exchanged views about it with their counterparts at Kisubi and Mwiri Colleges and discussed the same with some of their senior pupils.  

 

My opinion then, as is now, is that our educational philosophy is distorted in one respect. Then and now, the message is that schools are teaching the leaders of the future. Emphasis placed on production of leaders instead of an all-rounder and self-respecting and sustaining citizen is wrong.  

 

Consequently, during our time and to-day, one perceives success of one’s education only if they become leaders, that is, ministers, permanent secretaries, public servants and administrators of whatever rank.  To be minister or permanent secretary is to have reached the pinnacle of life achievement.

 

Consequently, one believes that one has achieved very little or nothing at all if they end up only as the best doctors, scientists or cadres in the top notch of any profession. These are only stages to the top most and desired position of leadership whether at ministerial, administrative or officer cadetship.

 

In conclusion, it is my view that we should aim at producing an educated citizen who is capable of fending for himself or herself in every situation and standing by self or with others and not necessarily depending on the government employment or handouts.  

 

The expatriate teachers of that period thought I was making a worthwhile point.  How many Ugandan educationists, parents or teachers will think that I am making one now, by warning against the uncensored publicity of our best school performers who are of tender age and gullible to manipulation.  

 

I urge the New Vision readers to respond and debate this important matter.