By Twink Jones Gadama
In a bold move, education expert Ben Navitcha has proposed that the English language learning curriculum be removed as a requirement for accessing tertiary education. Navitcha argues that while many students excel in science-related subjects, they are denied the opportunity to pursue university education due to difficulties in English language learning. He further suggests that the government should address the lack of universities in the country by repurposing Teacher Training Colleges (TTCs) and secondary schools to cater to the needs of these students.
For many students, English language learning can present a significant barrier to higher education. While some individuals possess natural proficiency in English, others struggle to grasp the complexities of the language. However, this language bias can have far-reaching consequences, as it excludes otherwise talented students from pursuing degrees in their preferred fields.
Navitcha’s proposal challenges this long-standing requirement, emphasizing the need for a more inclusive approach to education. By removing English proficiency as a mandatory criterion for tertiary education, doors will open for students who are passionate about science, math, or other subjects, but struggle with the English language. This shift would enable a more holistic selection process, focusing on individual skills and potential rather than a language barrier.
Currently, the country boasts only six public universities, a stark contrast to the population of budding young minds seeking tertiary education. With just 8,552 out of 83,846 high-performing students gaining entry to universities last year, Navitcha’s call for expanding tertiary education institutions becomes even more pertinent.
Navitcha proposes a potential solution by reconverting Teacher Training Colleges (TTCs) and underutilized secondary schools into universities. This transformation would provide an immediate increase in the number of educational institutions available to students. By repurposing these establishments, the government can make tertiary education more accessible and cater specifically to students who excel in areas other than language proficiency.
If the government were to implement Navitcha’s recommendations, several benefits could arise. Firstly, more students who excel in science, technology, engineering, and mathematics (STEM) fields would have an opportunity to pursue their passions at the tertiary level. This would not only promote a more diverse and well-rounded workforce but also lead to advancements in these critical areas.
Secondly, the proposal to convert existing institutions into universities presents a cost-effective solution. By leveraging already established infrastructure, the process of creating new universities would be streamlined and less resource-intensive. Furthermore, this approach would require fewer resources for acquisition of land and construction, compared to building universities from scratch.
However, there are also potential challenges to consider. The suitability of TTCs and secondary schools for higher education might be questioned. Additional investment in infrastructure, resources, and faculty training would likely be required to provide an adequate learning environment for university-level education. Moreover, involving stakeholders such as students, teachers, and the community in the decision-making process is crucial to ensure transparency and the successful implementation of these changes.
The proposal to remove English language learning as a requirement for accessing tertiary education calls for a more inclusive approach to education. By considering the talents and potential of students beyond language proficiency, the government can unlock equal opportunities for all, especially in STEM fields. Additionally, the idea of repurposing existing institutions as universities presents a practical solution to the limited availability of tertiary education.
As the country seeks to build a knowledge-based economy, it is imperative that we take heed of the calls for educational reforms to elevate the overall quality of education and tap into the potential of our youth. Fostering an inclusive learning environment will not only benefit individuals but also contribute to the overall growth and development of the nation.
