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Male determines the productivity of education policies
2008-07-24 10:22:47
By Wilfred Kahumuza
One of the most important issues that have come up as part of the parliamentary proceedings this year is the contention that we need a new education policy.
In terms of space and time, this issue occupied a rather insignificant part of the speech by the Minister for Education and Vocational Training and I am not sure whether the audience has adequately addressed it.
Nevertheless, I can hereby confirm that establishment of a productive education policy may be the greatest achievement in a nation. Before the statements from the responsible Ministry, I was already feeling the urge to say something about the need for an education policy in Tanzania.
In this conception, I was preparing to argue that we do not have a viable education policy.
Now with the recent developments, I am somehow informed that we have a 1995 version of the policy, which we are planning to revamp or revise.
However, I would still suggest that we need a completely new policy that will have to be different from that which is alleged to be in place.
Indeed, I may not have the need to know whether we have any education, as my whole attention embraces the good news that we are ready to establish a productive education policy, hoping that if it will be viable enough, it might work productively.
However, if we really wish to make it productive, its conceptualization must be guided by accurate experiences about the typical processes of conception.
Specifically, if we are to conceive a new education policy, we need prior conception of the fact that education exists and reproduces offspring products like all other living creatures.
For the sake of exact clarity, I need to state that education is either female or male, and that significant breakthroughs can occur only if there is productive juxtaposition between the two categories.
Unfortunately, out of the whole range of reproduction varieties, that of education involves the most complex and collective process, being the total sum of gender relations between all living organisms, including those whose truths are yet to be ascertained.
Like all other living organisms, education is actualized and sustained through periodic meeting of the male and the female categories.
This relation extends and encompasses virtually every stage and every result of gender relations.
This includes the relations of humanbeings, bees, domestic chicken, flying mantis as well as other hypothetical creatures.
Indeed, being so inclusive, the totality of relations between the two types of education engenders occur within the whole realm of reproductive gender issues and syndromes, including proposition, seedling, fertilization, conception adoption, divorce and even the cervical mucus hostility syndrome.
Surprisingly, the possible exceptions are the relations whereby male species mistreat their female counterparts.
In education, all forms of physical power and monopoly are exerted by the female category, whereby the male counterpart is continuously condemned to the margins and repeatedly denied due accommodation.
When it is finally pardoned and accommodated, it is consumed beyond retrieval and when it remains idle for too long it changes to become female.
The female category of education is the whole body of information that is already invented, tested, and repeatedly taught to successive cohorts of tutors and learners. It includes all wise sayings, principles, theories, models and schools of thought.
It constitutes the greatest bulk of education and scholarship and it facilitates graduation and employment for the majority of learners. It accrues from consistent acceptable and memorization of what is expressed in existing teaching notes and recommended textbooks.
This type of education is inspired by the personal desire to rise and get attached behind some influential powers that occupy the higher levels of education and influence.
On the other hand, the male category of education encompasses both incoming and multidisciplinary concepts, which occasionally germinate from the midst of the female background.
It is always conceived by those, who are keen enough to observe that there are potential vertical openings within the layer that constitute the top authorities, which they seek to magnify and fill with their own perceptions.
Unfortunately, this is often a risky and unwelcome process, which invites the possibility of being suffocated without even being consumed.
Needless to say, gender relations between the two species of education are not governed by the typical identities of human scholars.
This is because the majority of men ascribe to the female category of education, while some women, who are otherwise dominated by men have been coming up with strongly male education.
What is obvious is that the female type of education is always predominant and it is always unduly resistant to the advance and rise of its male counterpart.
This female chauvinism is stringently manifested through administrative and numerical superiority and it can always sway education policies and academic processes.
Occasionally, however, some authorities acknowledge the essence of true transformation, whereby they open up the avenues for realistic conception.
With such accommodation, the male species, in the form of new and multidisciplinary ideas, are allowed to enter and fertilize their female counterparts.
If is successfully controlled, such insemination may mark the beginning of appropriate resource management and development planning.
Thus, in simple terms, conception of a new education policy is similar to the process of breeding new stock of crops or animals.
It is a process which is necessitated by the need for progressive change, whereby existing stocks and skills are replaced by more productive and contemplative alternatives.
A productive education policy is conceived to forestall the dangers of academic bareness, poverty and extinction.
Once these weaknesses are allowed to dominate, education cannot be redressed through ordinary review.
If the process involves forcible revival, the policy may never become strong enough to play the requisite functions.
In case this caution is overlooked, the imminent danger is that we may end up with a polity that is predominantly female or barren, which will hasten the process of extinction.
The adoption of education-based conceptualization of gender will necessarily involve a shift from the current human-based priority.
It is true that we have become successful in terms of human-based gender, but we also need to assess the impacts of this success upon the fundamental quality and essence of education as a whole.
As we celebrate the excellent performance of girls in secondary schools, and as we launch special university programmes for girls, we need to be sure whether that is the right procedure of harnessing the full education potential in both our youths and our resources.
While it is common to hear that certain boys are identified as gifted students, we need to see their talents being identified as national treasures when they enroll for university studies and employment.
If our system makes us believe that only girls are becoming bright, we need to be cautioned that something is being mishandled.
We cannot sit back and say that our girls have become brighter just because we have build brighter schools for them, after neglecting the boys` schools that were glittering twenty or forty years ago.
We cannot claim to be developing women`s education, if those who are actually gifted are not properly identified.
Certainly, we cannot claim to possess a productive education polity, if we do not wish to adjust our priorities and acknowledge properly the reproductive roles of the respective species.
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