Isaac Wanasolo
19 November 2008
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Kampala — THE Millennium Development Goals (MDGs) do not provide for quality education and are to blame for the low quality education in rural schools.
Goal No. 2. states: "Achieve Universal Primary Education" It has only one indicator that is "2a: Ensure that all boys and girls complete a full course of primary schooling" and under this indicator, it looks at net enrolment ratio in primary education and the proportion of pupils starting Grade One who reach last grade of primary, plus the literacy rate of 15-24-year-olds, women and men.
The goal neglects the one most important indicator in evaluating education quality and instead emphasises numbers.
Perhaps numbers were considered as Phase One and quality would come in later, but, I believe the two go hand in hand; You cannot prioritise one and postpone the other. In fact, quality should have been emphasized for the good of the poor rural children.
According to the UN MDGs report of 2008, reaching poorer, more socially marginalised children who normally have less access to basic education is a major challenge. Survey data from 40 countries showed that, in 32 of them, attendance is higher in urban than in rural areas. But being poor is the more determinant factor. Surveys in sub-Saharan countries indicate that children from the poorest households are least likely to attend school.
The same MDG report indicated that about one quarter of all children in developing countries are considered to be underweight and are at risk of a future blighted by the long-term effects of undernourishment.
I would add that about the same number of children in developing countries are "under-educated" and are at a risk of having a future blighted by the long-term effects of low quality education.
If we are to go by the definition of development according to the UNDP human development report of 1990, it is "a process of enlarging people's choices and opportunities - being educated, enabling individuals to develop their full potential and lead productive and creative lives, having access and command of resources to live decent, healthy and longer lives." The question is; are the rural students being given an opportunity to develop their full potential?
The uncertain job market looks beyond academic qualifications and personal competencies, but has embraced practices such as: bribery, corruption, tribalism, favouritism and nepotism, which make getting the few jobs intricate.
Considering the dynamics in today's complex job market - limited jobs and the large number of job seekers: the unemployed who had a weak foundation due to a rural background, stand less chances of out-competing their counterparts who studied in good urban schools and built a stronger foundation.
Today, the Government believes they have achieved MGD No. 2, and yes, according to the set indicators, they have achieved that goal and are now moving on to Universal Secondary Education (USE), which is: "Giving more than what was asked."
I do not oppose USE, but am worried about the poor rural students. Is it going to be the same automatic promotion even in secondary schools?
What strategies has the government put in place to ensure that after educating these students, they will be absorbed into the labour market? Okay, there is the quota system which takes the best 11 students from each district, regardless of how well they performed, which gives them access to higher education.
I even know of a village-mate who was among the best in my home district in 2006, but he had only 10 points out of 25. He is currently pursing a course at one of the universities. What about the others who scored bellow 10? Where did they go?
To know how difficult it will be for this guy to compete for jobs after graduation, you need to talk to him. He can hardly express himself in English; he is shy and lacks confidence.
The Government should rethink emphasising quality in rural schools by for instance, ensuring equal distribution of educational resources to schools and giving special treatment to the rural schools and students.
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