Education requires joint effort

WE HAVE to be the best in the world. It is a globalised, technological and scientific world. We have to compete. In the so-called developed world they write exams. So must we. Unfortunately, we need to be the best. Not close to the worst as we are.

All through the world, maths and science are a concern. So let us get a grip: “Thank you Dr Verwoerd for lessening the number of potential maths teachers by banning maths teaching in black schools.” While we need to know – and acknowledge – our terrible history, let us not get fixated on it. Now we need a plan; how do we get out of the maths-science hole and become the best in the world? How do we compete as we should on the global stage?

We have progressed. Compulsory education is now the norm to Grade R; if you are on a mokgoro on the lake, dare I say in Malawi, you stay there. More than 26 percent of our kids get beyond primary school, as happened in 1976. The government is sympathetic. It wants us to succeed.

So why aren’t we getting it right? Why aren’t we progressing as we should? Why is there still no cure for malaria or HIV/Aids as there should be? We have great scientists who can send a rocket into space or win the SKA bid to look at the world through Southern skies. Our ICT may be expensive, but connectivity is there.

So we should have a discussion with our youth on why and how they need to be the best. On why maths and science are crucial, if not everything or enough.

Our teachers too need to rise to the task. It is no use low morale being the norm or union militancy against the department being channelled into wage demands only. Unions need to be more like parents: develop the key get-go in kids.

They are, above all, mentors who must encourage our young: which is why the public incorrectly blames teachers for everything, including unequal facilities or class-size or gangs. Teachers are not to blame but have an awesome responsibility to turn the next generation into the liberation generation. Teachers (and their principals) are at the frontline of this liberation and must rise to this challenge.

I have already alluded to parents. Apart from pressurising departments, officials and politicians, they must teach the young to love science and to be the best. Even if the parent is illiterate or struggles with the new maths, a safe space can be created at home for the kids to study and not all, including values, to be left to the teacher.

Why are communities violent or drug-infested? Where do kids get the guns or knives or alcohol to take to school?

So there is much we can do now to improve maths and science. Parents, learners themselves, teachers are all involved. As active citizens, we must say what we want.

Yes, it will take time. Yes, only some will decide to really go for it, not every teacher or administrator will or can be be truly great.

But apart from better teaching, we have to do more to inspire our young. They will decide to make this world work, this technical, technological, scientific world of threats (like global warming) and opportunities. We have to get with the programme or at least get out of the way.

That is the least we can do for our young. We have to, for our young and the future of our world and planet.