In Kenya these days many heated discussions are going on about the value of education: how much society should pay teachers versus how much it can afford to pay them. At the same time parents are concerned whether they are getting value for the money they expend for their children's education.
We should be aware, though that when we are debating these questions, we are talking only about the values of the formal educational system. However, parallel to the formal educational system, there is a non-formal educational system going on. For instance, people who have missed out on formal education when they were young can be taught after work, others may continue to educate themselves by selected reading, by making use of e-mail and the internet and by attending seminars and workshops. Finally, there is also the informal educational system: parents are teaching their children, religious leaders their adherents, young people their peers, the mass media its viewers and readers and older "parking boys" the younger street children.
All these educational systems, whether purposefully or not, transmit certain values: the formal educational system reflects the values of the society of which its is a part. The non-formal system may or may not transmit societal values: it depends on the purpose for which it has been organised. The informal system can be used for good or for ill: some parents try to teach their children to become good people, others how to get rich by hook or by crook; religious leaders can teach their adherents to become saints or fanatics; the mass media can show us the beauty of the world or it can glorify the world's idols.
So, when we in Kenya are talking about the value of education, we must be well aware of these three existing systems of education: the values of these different systems may well be at cross purposes. A school will find it hard to transmit the values of honesty, hard work and of love of neighbour, when the society of which it is part is (informally) teaching people corruption, loafing at work and the ethics of "every man for himself." So instead of asking questions about the value of our formal educational system we should really be asking questions about the values of our society and about the values which we ourselves are teaching our children by our example. For it is, to a large extent, these values which our children will acquire, whether we wish it or not.
Also, when we are talking about the value of education, we must be clear in our minds about the kind of education and the kind of values we are discussing. Can one claim to be educated when one knows nothing about the wisdom of the ages or about the universal values which the world's religions have transmitted to us? Can Africans claim to be educated when they have lost respect for their ancestors and do not care for their history and the development of their language? Or Asians when they know nothing about their roots and cannot carry on an intelligent conversation with their grandparents?
It serves little purpose for educational commissions to be looking into ways of improving the formal educational system only, when what is needed is a clear perception of how all channels of education can help to transmit the values which we wish our society to reflect.
All of us teach in one way or another, if not by words, then by example. What values are we transmitting to our children and to our fellow-citizens, what kind of education are we giving them? The values which, if acquired, will continue to widen the gap between the rich and the poor in Kenya and the education which, if obtained, will assure them of social mobility? Or, on the other hand, those values and that education which will make our country a better place to live in for all its citizens and which will instill in students a love of life-long learning? It is up to us to make the choice.
We trust that the articles in this issue of WAJIBU will help you to make the better choice.
ABOUT OUR CONTRIBUTORS
D. Merrill Ewert was, at the time of writing, an Assistant Professor of Adult Continuing Education at the University of Maryland, USA.
Dr. F. X. Gichuru teaches in the Department of Educational Foundations at Kenyatta University and is also attached to BERC, the Basic Education Resource Centre.
Mr. Francis Mulwa holds an M.A. in Development Studies from the Institute of Social Studies in the Hague, the Netherlands. He has many years of experience as an adult educator and social development co-ordinator for the Diocesan Development Service of the Catholic Church in Machakos District. He was the first full-time Executive Officer for the African Development Education Network (ADEN) based in Harare. He is at present the director of Participatory Community Development Advisory & Training Service (PREMESE) in Nairobi.
Fr. Renato Kizito Sesana needs little introduction to people living in Kenya, many of whom are familiar with "Fr. Kizito's notebook" in the Sunday Nation. In spite of his African name Fr. Kizito hails from Italy. He is a priest by vocation and a journalist by avocation. He has lived in Africa for many years and has been involved with youth activities for most of those years. He is a former editor of New People.
Dr. Kaguongo Wambari is Professor of Philosophy at Kenyatta University. His subjects of research are Moral Philosophy and Critical Thinking. He has introduced the teaching of philosophy to children in Kenya.
