By Naomi Kabarungi
Many of us in middle-class Africa never have to think about what we want to study in school. Our parents (God bless them) usually send us to the schools they’ve been to and model us along their dreams for us. Other times, circumstances dictate what we become: we always go for what’s most accessible, most affordable and most financially beneficial to us (and our dear old parents).
The current phasing out of sponsorship for students of the humanities and social sciences at the Higher Education level in Uganda is one such circumstance. Today, secondary schools in Uganda have resorted to ‘forcing’ their students to offer science courses in a bid to push for more students on the Government sponsored scheme.
That’s what prompts me to speak to Dr. Narciso Matos a Chemist by training
and a scientist by choice, about the need for holistic educational policies in sustainable development.
Dr. Matos was the Keynote speaker this morning at the Education for Transformation workshop.of the Commonwealth People’s Forum (CPF)
Going under the theme ‘Joined up Policies to Develop Commonwealth Education’ Dr Matos pointed out that while science is important for its research, its social and economic value and the promotion of knowledge, it is only a harmonized and diversified system of education that will bring the Commonwealth countries to achieving the Millennium Development Goals (MDGs) of the United Nations as well as sustainable development.
I asked him to comment on Uganda’s new education policy to sponsor sciences at Higher Education level, at the expense of humanities and social sciences.
Click to download a low bandwidth file or press play below:
A transcript will follow shortly.
Hello bloggers,
My comment on the new approach to eduction in Uganda especially in regard to increasing sponsorship to science students at the university is that it is a well known fact that for Uganda to get a further push in development there is a need to train more human resource in the area of science which has been lacking in Uganda. Nevertheless, my comment is that for eduction to be developmental, it should be a joy to those who undertake it and it should be well structured so that the students themselves can achieve the cravings of their hearts as well as realize their wildest dreams. For Uganda to be ranked as one of the most enterpreneurial country is not mean achievement. But this can only be enhanced by the eduction system that is tailored to release different enterpreneurs at even lower levels of accomplishment say at Uganda Certificate of Education so that one does not have to first reach the univeristy to be able to do certain business. The education should also focus more in teaching people to be their own bosses not to look forward to be employed. The untapped resources in our countries ( and possibly all third world countries in the commonwealth) are enormous but can only be exploited by minds ready to stand up and make a difference just by the mere fact that they have been trained to create jobs within their own bakyards.
To all bloggers, enjoy CHOGM!!
Great to have chogm, in uganda.
I requet the dalegats to discuss on the initial levels
of making education more realistic, quality, and product oriented by enablig learners at all levels to see their learning in products they can share, take home, sell, distribute: I mean products tangible based on the resources of member countries.
Thank you,
MUGISA GEORGE,
ENTEBBE.