WITH THE ECONOMIC PROBLEMS swirling around us and a large number of people being sent to the breadline, it might be appropriate to look at our education system as many of the unemployed would have benefited from secondary education.
It would make little sense to make available a training fund of $10 million unless these funds are used to train people in sustainable technological vocations and not to engage in skills that are non-marketable and are mainly for primary production.
A real education should be well-rounded, not simply focused on mathematics and sciences, but also on the myriad other skills and knowledge not normally found in an academic setting. Our children should be encouraged to embrace a variety of their interests and talents.
Public education has made powerful economic and social contributions in improving the average Barbadian’s skill level in English and mathematics and so on. However, the educational system over the past several decades hasn’t adapted rapidly enough, instead opting to apply old paradigms and ignoring brand-new problems.
In today’s world, a university or college degree doesn’t guarantee a job or financial stability anymore. Many students graduate and find it extremely difficult to find a full-time job within their field of study.
Apart from economic benefits, this public investment is not fully optimized but that is not to admit there is also a cultural role for education. However, the public education machine has become a bureaucratic mess, and instead of preparing students to take on the future, it tends to stifle.
It is our view that both students and teachers should be encouraged to bring their strengths into the classroom. Why should students in particular be forced to ignore their individual strength, and instead be encouraged to learn for a test?
International advisor on education, Sir Ken Robinson proposes three principles in which human life flourishes: human beings are naturally diverse, naturally curious, and human life is inherently creative.
He makes the distinction that children are most successful when they can embrace their talents, and are not when they are limited to a very narrow view. If there is no learning going on, there is no education.
One reason for high youth unemployment across the world – and particularly in developing countries – is a growing mismatch between the supply and demand for skills. Students aren’t developing skills that can be valued as much in today’s economy.
Having a degree for its own sake means nothing without actual employable skills. Against this background, we hope the training fund would be used to assist people in acquiring gainful, sustainable employment.