Education alone without productivity not enough

1

(/621 0andela once said that ³(ducation is the most powerful weapon which you can use to change the world.´

6omeone called +erbert 6penser also once said ³The great aim of education is not knowledge but action.´

There is a Tibetan proverb which says ³$ child without education is like a bird without wings.´ $ll of these Tuotable Tuotes attest to the value of education. $ll of them also allude to the fact that education would lead to action or something being done, which in turn, would produce an end result.

+ence education is believed to lead to productivity. But is it true that education always leads to productivity" Let¶s talk about it.

(ducating someone is a process by which there would be transfer of knowledge and skills, from one person to another, or from one animal to another.

The recipient of the new knowledge and skills would be said to be learning or getting educated. ,n the human world, we might not easily realise that education is a basic human need without which life might not be sustainable, but such is pretty obvious in the world of wild animals.

KNOWLEDGE AND SKILLS

)or e[ample, without being taught by and without learning the necessary hunting knowledge and skills from their parents, lion cubs would starve to death as soon as they are weaned from parental care and protection.

The very same thing would apply to human offspring as well as if you think about it very well. Thus, as a necessity for sustaining life, education becomes a basic human need, and, hence also a basic human right.

They say that ignorance kills, and it kills for real. Without education, one¶s life and livelihood would be endangered. True learning or education comes from e[perience. Until you do it, you don¶t know it and you have not learnt it yet.

+owever, e[periential or e[perimental learning can be very painful, painstaking and highly dangerous. ,t often leads to premature death as a conseTuence of doing things the :

( are all humans created by one *od, then why do we do such to each other" Why" ,t has come to my attention that humans focus on what is not right to do instead of doing the right thing.

They should be focusing on their dreams, where they¶re heading on, and not trying to depress other people¶s lives.

'o you know that if a heart comes to a point where it¶s broken, the chances of it being mended are very slim"

There are things in life that are meant to be ghosted if , can put it like that in a gangster style , but , hope wrong way while learning to do them from scratch, or on one¶s own.

,t is much better to learn by observing others, or from the e[perience of others, than to learn from one¶s own e[periences. +ence it is much better to be taught or educated by someone than to try to teach or educate oneself.

,t is this fact that it is better to be educated by someone, and also the fact that education is actually a basic human need, which makes education a basic human right.

This means that every country and its national government have got the duty and obligation to ensure that all citi]ens under their Murisdiction are appropriately educated and trained from kindergarten up to university and even beyond.

There are three basic types or kinds of education. Unfortunately, the first and most important kind of education is also the most ignored of them all.

This is humanity education, otherwise also known as character, personality and behavioural education and training.

0ost developing countries, but especially those in 6ub-6aharan $frica, pay absolutely no attention at all to humanity education and training. The conseTuences of this unfortunate negligence are catastrophic.

VIOLENT AND BARBARIC

Thus, most sub-6aharan $frica countries are afflicted with such high levels of crime and criminality as to make them living hells on earth. The crimes committed are so violent and so barbaric that they make one wonder as to whether the perpetrators are real human beings or not.

The ne[t two kinds or types of education are also eTually important. These are the types of education which people would usually be referring to when they talk about education.

The first one of these is academic education, and the second one is technical skills education and training. $cademic education imparts the learner with basic academic or theoretical knowledge.

Theoretical knowledge is knowledge which generally holds true in most situations, but which is not practically related to any single or particular real life situation. ,t is knowledge about shared governing principles and standard ways of how things work or are done but not about actually doing those things in real practice.

you get the idea. What ,¶m trying to say is that if something doesn¶t sit well with you about your partner Must leave in peace.

There¶s one demonic , know and that is revenge. 9engeance hurts a lot of people in the name of hate and destroy them to the core.

But guys, think about this if all on earth revenged against those who hurt us, im sure we¶d all be enemies and enemies kill each other.

Then, think if it were for the name of µrevenge¶ some of us would be dead by now. Learn to let go even if it¶s not easy.

FORGIVING

)orgiving someone takes a lot of energy and thinking. Before you forgive, your mind calls up a meeting with the heart and discusses the issue at hand so you see how it¶s such a long process.

Letting go doesn¶t mean you have forgiven that certain individual, but you decided to not pay attention and move on.

, know what ,¶ve Must said is not an easy task to do because this includes

2n the other hand, technical knowledge or technical skills is all about real life and hands-on practical e[perience. $lthough based on academic knowledge as a matter of necessity, technical skills confer the capacity to actually be able to accomplish a particular or given task in real practice.

With academic knowledge, but without technical skills, one would have no capacity to accomplish anything in real practice. $ny attempt to accomplish something in such a scenario would be through trial and error, or through e[perimentation.

([perimentation usually comes at great cost as has already been alluded to herein above. +ence, it is better to be taught by someone than to learn from personal e[perience.

$gain, this is the reason why education and training are both basic human rights. 1ational governments have got the duty, responsibility and obligation to ensure that all citi]ens can access their right to education and training.

DEVELOPMENT

Looked at from the angle of the foregoing as discussed herein and above, one would be left with no doubt in one¶s mind that education is, therefore, one of the most important drivers, not only of individual human survival, growth and development, but also of national socio-economic growth and development.

,ndeed this is still the prevailing attitude in many parts of the world, but especially in post-independent developing countries.

While most developing countries had very few schools, colleges and universities under colonialism, something which was attributed to the suppressive and oppressive nature of colonial regimes, the situation dramatically and drastically changed after these countries attained independence.

0ost post-colonial regimes pride themselves with having improved their countries¶ educational fortunes by e[ponentially increasing both

the matters of the heart. ,t is said that the heart goes for what it wants.

The same person you loved with all your heart hurts you so much more than a knife can ever do, but there comes a point where you have to let go of all the grudges and move on.

, don¶t know if here in (swatini we do have love specialists but ,¶m sure they would agree with me on this one. , once watched a soapie named µTill the end of time¶.

6o, let me share with you a bit of what transpired. $ lady 0aya had an obsession with another guy from work $rMun and 0aya loved $rMun a lot and ended up luring him with her money.

OBSESSION

There was this one time she decided to outpour her feelings to him. Time went by and they dated and got married, and ever since marriage, her obsession got stronger such that $rMun learnt about her obsession with her.

+e divorced her and got married to his childhood friend and 0aya ought to murder the new lady of $rMun. +er the number of educational institutions and enrolment rates thereof.

3ost-colonial $frican regimes have good reasons to pride themselves in such wonderful short-term achievements because education is regarded as the cornerstone of political, human, social and economic growth and development worldwide.

)or e[ample, it is generally believed that the ascendency of Tony Blair and the so-called 1ew Labour 3arty to power in the United .ingdom in was fuelled by the party¶s emphasis on education as its top priority three times over.

,t is said that when asked to state his party¶s three top national development priorities if elected, Tony Blair simply responded by saying, ³(ducation, education, education ´ $nd thereafter he won the elections. 6imple

'uring that period of time when Tony Blair became the first Labour British 3rime 0inister in two decades, economies of many 6outh (ast $sian countries had either grown or were growing at miraculously higher rates than had ever been witnessed anywhere else before.

GROWTH

Those miracle national growth rates were attributed sTuarely to ever-growing and very high rates of education in those countries. Thus, every national government had to prioritise education and nothing else if it wanted to retain political appeal with voters.

With regards to education, most sub-6aharan $frican countries have actually and surprisingly done e[ceedingly well since attaining independence.

Their numbers of educational institutions, enrolment rates and throughputs have e[ponentially grown to admirable levels.

+owever, unlike what happened with the 6outh (ast $sia miracle economies whereby there were accompanying and unbelievable double digit national economic growth rates, unfortunately such was not, and has not been able to be replicated in sub6aharan $frica

,nstead, despite all their impressive successes on the education front, not only did the national economies of most sub-6aharan $frican countries fail to grow as e[pected, but some have actually shrunk spectacularly

2ther countries such as =imbabwe, have had their national economies

love for $rMun overpowered her and the divorce part really hurt 0aya.

6he decided to stalk them but in the end, she pushed $rMun to kill her and he did.

Before she died, she confessed that her love for $rMun was too much for her to control, hence she got $rMun to shoot her with a gun because seeing him being married to someone else devastated her and she had to die.

PLENTY FISH

,t was a sad story. , learnt that you should walk away the minute you get hurt. 'on¶t wait until it gets all packed up because it¶ll kill you one day. 0ove on with life, there are plenty of fishes in the lake.

$ successful life brings so much peace that you never thought you¶d ever have. 6uch things happen in life but we get up and chase our dreams.

$ccomplish what you promised yourself when you were young. Let me tell you about what , dreamt of when , was a kid.

$ beautiful imagination it was , wanted to be a &(2, sit in my own decimated to nothing despite having a highly educated population $nd this is parado[ical, right" The big Tuestion then is why"

The reason for the glaring lack of e[pected national economic growth commensurate with educational growth and development is actually very simple and straightforward.

Without conflating issues with bad politics as what happened in =imbabwe since , education alone without productivity does not and would not lead to economic growth.

,t is as simple as that. ,f we go back to basics, we would see that even when a lion cub has been appropriately and successfully taught and mastered all the hunting skills and techniTues, which it may need or reTuire to be able to successfully catch pray, it may still starve to death, not only if it does not go out there to hunt in the first place, but also if it does not catch anything in that hunting process

This means that education alone counts for nothing if it does not lead to productivity. Without productivity, education alone would be as good as no education at all.

HIGHLY TRAINED

0ost of sub-6aharan $frican countries are today full of university graduates and other well educated and highly trained professionals who are Must roaming up and down the streets doing absolutely nothing at all. They have no Mobs, no money and no hope.

Their own national governments are daily asking them to get off their butts and to be productive. But how can they be productive when they do not have anything to produce anything with"

$ lot of them Must have academic degrees alone. They have absolutely no practical knowledge or technical skills which are reTuired for productivity.

)or those who did so-called professional degree courses which offer some kind of academic technical skills training, the situation is almost the same because they still would need to go through some kind of onthe-Mob internship or apprenticeship training before they can be recognised as fully-fledged professionals.

$ll national governments must wake up to this fact and do something about it

office, live in a mansion, drive an e[pensive, lu[urious car and have maids in my fort.

That is what keeps me going, my dreams pursue me every day.

,t¶s a waste of energy so cut yourself that crap and let go. ,t¶s also vital that you discover your purpose for this generation.

SKILLS

+ave you ever thought about why you were born at such a time" Why weren¶t you born in the s or

s"

0aybe it¶s because you have what this generation needs. 0aybe this generation needs more of your skills.

The big Tuestion that stands out is W+$T $5( <2U5 6.,LL6" That is a Tuestion ,¶m leaving you with to think deeply about it. Till ne[t week my lovely readers )or comments or feedback email PNKDEHODQDPKOD# JPDLO FRP