Virtually everyone who speaks on the current state of the country whether socially, economically or politically, mentions the subject of education. Unquestionably, it became the most significant factor in societal development from the time when it first dawned on humankind that survival depended on strategy and skills. He had to learn and learn fast. Experience was the only teacher before he was able to pass on knowledge to the successive generations.
Today, teaching and learning remain the engine of intellectual growth and national development.
Just post the general election, political rivals spewed racial slurs and vitriolic postings at each other on social media for no other reason than one party won the seat of government, and another lost it.
This prompts the question, despite all the investment in education, can we ever transcend the boundary of ignorance?
Racists never seem to pause and consider should tragedy befall them, as it did the people of Haiti, that they don't know who will pull them from beneath rubble that would otherwise be their graves. If they got into an accident today and needed the lifeline of blood, they don't know whose blood would flow into their veins.
Racism is a viral disease that infects children in their homes and communities. Still, while it is impractical to expect that it would ever be eradicated, education–from primary to tertiary–could impact minds and culture positively on a continuum.
In that regard, two presentations, one on election night and the other at the opening of the new law term were worthy of note. The first was the Hon Prime Minister Dr Keith Rowley's observation about the importance of teaching history. Some people may wonder what is the relevance of history. Well, children should have an accurate historical perspective of their country and its heroes and not a skewed political version if they are to appreciate nationhood and their potential. If they appreciated their country's history didn't start with colonialism, slavery and indentureship, and before their ancestors came here they had an inspiring history that shaped modern civilisation they would probably have a wholesome sense of who they are. How else would the cycle of ignorance be broken if not through continuous education? How else to address the shortcomings of parenting and poverty?
The other presentation was by former president of the Republic George Maxwell Richards. He referred to the early days of the University of the West Indies when it was an incubator for shaping West Indian culture and understanding. It wasn't just about striving for academic excellence he said, but awakening students from across the archipelago to their societies, their potential and the possibilities that existed within the region.
He said, "The world is made up of societies in which economic value will be derived from knowledge, especially scientific and technical knowledge." Therefore, we must look to innovation and technology for economic and social well-being rather than reliance on the exploitation of natural and physical resources, important though this may be.
He cited education in achieving competitive standards, the need to conserve the essence of scholarship and the spirit of respect for intellectual endeavour. Even though we have free tertiary education, which has expanded the horizons of young and ambitious people, "knowledge for its own sake is a luxury that we cannot afford. The university must be the centre of the development process." It must play a role in "ensuring that not every social value is measured in terms of technological achievement and the relative place of the nation." He raised the question, "Is a university to be an ivory tower, service station or frontier post? It serves three constituencies–the student, his discipline, and the community in general. The most difficult to serve well is the community since first; one has to identify the community temporarily in power–the pressure group. He pointed out that the time has come for the university to forge closer links with the community. A university's primary role is the dissemination of knowledge and research. It is no longer a matter of knowledge for the sake of knowledge. It must be seen as "a key investment for national development," but it must not abandon its autonomy.
The Government's intention to review the primary school curriculum is well placed, but it shouldn't be at that level only. The time is right for another awakening to our potential, to awake the native genius, to exploit our strengths in resolving the social and economic problems we face. High on the list are blood crimes and white-collar crimes, which must be arrested.
Prof Richards opened his address by mentioning the theme "Restorative Dialogue" as a path to justice. Evidently, restorative dialogue and education will be useful strategies in bridging the industrial divide and political divide. These are critical components for achieving inclusiveness and commitment to transforming our broken institutions, reducing crime, diversifying the economy, and rebuilding the nation.