From: Berhane Habtemariam (Berhane.Habtemariam@gmx.de)
Date: Mon Jun 29 2009 - 05:06:20 EDT
An interview with the Minister of Education, Mr. Semere Rusom
Translated by Azmera Okbamichael, Jun 29, 2009
Menesey Magazine conducted an interview with the Minister of Education, Mr.
Semere Rusom, regarding the current situation of education and students'
performance in Eritrea. A translated part of the interview follows:
Q: How do you evaluate the government's activities on providing access to
education in the past 18 years?
Distributing education services through out the country is one of the main
programs of the government. In the last 18 years of independence, we have
been working on this based on geographical location and equal opportunity
for all. Before independence, a curriculum was framed in such a way that it
served a particular purpose and was restricted to limited areas. However,
after independence the government has been engaged in providing education to
all localities with special attention to the remote areas. Building schools,
training teachers, raising people's awareness and promoting students'
performance were among the challenges we faced. Nevertheless, I can say that
what we have done so far is encouraging.
Recently, the total number of schools from kindergarten to high school
reached 1,574. We are approaching a stage where we can say that there are no
localities without a school. If we see the data statically: from the 1990/91
up to the 2007/08 academic year, the number of kindergartens increased from
65 to 467(a 918% increase), junior school from 246 to 780(217%), middle
school from 61 to 245(301.6%), high school from 21 to 71(238%), technical
school from 2 to 11 (450%).
Q: Do we have children or youth who still did not get educational
opportunity due to lack of school or educational facilities near them?
It is likely to happen in remote areas. However, we are still working on it.
In general, access to education and educational facilities is growing fast
from time to time. Schools are built all over the country. Hence, we can say
that there is no family with children not enrolled due to this problem.
Q: How do you see the standard of the schools we are building?
We can see this in terms of the capability and achievement of the students.
As for qualities of the schools, most of them have met the standards. An
example would be those students who went to South Africa and other countries
for farther education, proved to be among the outstanding students in their
schools. I think this is clear evidence and has its own message.
Q: The recently introduced student-centered curriculum requires more
facilities. How is it going on?
Certainly we have shortages. However, as I have said earlier, although
providing access to education is growing fast, it is not easy that the
facilities grow at the same pace. For instance, we have changed 10 middle
schools to high schools due to the growing number of students. These schools
may not have adequate library, laboratory and information technology.
Managing the increasing number of students is a major issue we have at hand
but we are working on facilities as a secondary objective. This has been the
fact, we have introduced computer laboratory in 51 high schools and we are
training teachers for this matter.
Q: As you have explained, the government has made considerable investment
on education; what role does the society play in such endeavors?
The society is playing a major role. It has been a great help not only in
financing the shortages we had but also in distributing education and
administrating schools. This has been a tradition and a custom embedded in
the society; in addition it is participating in assessing problems and
getting solutions on time.
Q: Education is free in our country while it is costly in the rest of the
world; what could you tell us about this in relation with the emergent
economy we have?
As you have said education expenses are high worldwide. In the 1970th it was
provided for free or at minimum cost. However, at the present the need for
education as a means to prosperity and development made payment imperative.
Hence, it is getting expensive, fueled by competition from different
institutions. In our case, the government is giving free service
prioritizing education taking in to account that welfare of the nation
depend on the quality of education. An example would be the investment we
have done in Sawa for the 12th grade students. Besides, we are working to
equip the young with different skills by opening colleges and vocational
schools.
Q: How do you rate the Warsia-Yokalo Secondary School in Sawa?
The school was established in 2002/03 academic years. So far 68 thousand
students have completed their 12th grade there and took matriculation exams.
It has been a great help on utilizing the manpower and resources we have in
a more centralized way.
Q: How do you evaluate the activities of National Center for Vocational
training (NACVOT)?
This is part of the educational programs we have. We are working to avoid
dropout rate. National center for vocation Training is a center which gives
training to those who do not score eligible mark to join colleges.
Previously, those who do not score for colleges were deprived from this
opportunity. However, at present, we have introduced programs to equip them
with different skills; this school has already graduated 5,500 students in
2007/08 academic year. It is advisable that schools encourage skills at
younger ages.
Q: There is a rumor that technical training will be given beginning at high
school, is it true?
That is right. We have been revising the curriculum to eliminate dropouts.
Hence, we have already prepared a road map with an objective to balance
education between academic and technical courses. What we are left with is
implementing the new curriculum. Till then we are practicing the new
curriculum in NACVOT. In this country everyone should be educated at least
to 8th grade level to be considered functionally literate. Afterwards, we
will give courses that include numerous occupational areas such as
agriculture, mining, fishery and other fields of study. Technical training
will be given to five percent of each class to those who complete 8th grade;
intermediate technical training to those who complete 10th grade, and an
advanced one to those who fail to pass the matriculation exam.
Q: Is there any special step taken to promote women's participation in
education?
We are promoting equal opportunity to all citizens, but it may vary by
district. For instance, there is no situation that forces us set especial
focus to women in cities and towns, in these areas we can see that women are
as equal as, even more sometimes, as far as intelligence and capability is
concerned. The places with such problem tend to be rural areas. In these
areas it is crucial that we support women participation in education for
that school may be far from their district. In order to solve the problem,
we have built 10 vocational schools: three in Southern red sea zone, two in
the Northern red sea zone, one in Anseba zone and three in the Gash Barka
zone. Though we are working with partners for their funding, we should
remember that financing vocational school is very expensive.
Q: There is an argument that says graduates from the NACVOT are facing
employment problems, what do you have to say?
This came, in part, due to lack of carefully worked-out plan. It is clear
that we need to align the educated manpower in accordance with the vacant
position we have. Here comes the question, can you employee all of them
domestically? And if not, what can be done as an option? For instance, you
can search other places in the market where they could be employed. But, the
key point is whenever you set a curriculum, it is crucial to consider how
many students are enrolled each year; the length of school year; field of
study, and for what kind of vacancy, or you have to consider other
alternatives on how the students can lead their lives after school.
Q: Teaching as a profession is not as good as it was before. What do you
think could be done by the Ministry of Education to retain its dignity and
make the profession attractive?
Not only teaching, even other professions are not as good as they were
before. And we should not expect as such. If we look back at the 1970s, the
social respect for educators, technicians and doctors was highly dignified;
but it has been changing trough time. At the present, we better emphasize on
the social position that educators have in the society. Still teaching, as a
profession, is dignified but since it is directly related with the society,
we may see its influence in terms of its economic and social issues. The
government is working hard giving special attention to this. For example,
after independence we improved the salary of educators. We are also working
to improve the standard of living of all workers.
Q: During the teachers' conference held in Massawa in 2007, keynote
recommendations were passed. What has been done so far?
The keynote presentations stated that an educator should be motivated in
order to keep teaching dignity as profession. Based on the open discussions
on assessing the problem and on finding solutions, the Ministry of Education
has elected two committees following the conference; one to make a research
on the teachers' standard of living and the other one on issues related to
teachers' administration. The research took the committee almost a year and
they came up with short, medium and long-term plans. We have already started
to implement some of them. For instance, we have been covering medical and
transportation expenses to those who work far from home. Besides, we are
working in collaboration with the regional administrations to help those who
are doing their national services.
Q: Are we recruiting expatriate teachers because we have a shortage in local
teachers'? And how can we solve the problem?
Certainly, we have serious shortage of teachers. Still we are recruiting and
retaining expatriates. Obviously we need to tackle the problem so as to
bring a lasting solution. We are going to farther train our own educators
and we are diligently working on that. Regarding the effectiveness of the
expatriates we have, I dear to say the nationals are much more devoted. The
expatriate teachers' prime concern is salary. But, regarding the nationals,
since they are attached with their society, they strive to produce a
competent student despite the financial problems they have. If we are to
succeed in this field, we need to train gallant teachers.
Q: Did we succeed in seeing the outcome of the student -centered curriculum?
We need extra time to evaluate the curriculum. It will cost us more effort
to empower it. The student -centered curiclum has raised different and
controversial opinions such as, it gives more responsibility to a student,
and on the other hand it can diminish student's interest in learning.
Nonetheless, it should be clear that student -centered curriculum is a
curriculum that motivates students' participation and it helps them evaluate
their potential. When we were students, we had the confidence to speak in
the classroom but now we cannot say that the students have courage to have
their opinion in front of their classmates.
Q: Can you clarify parents' partaking in education?
Parents are responsible for the success of their children. As I have said
earlier, parents' motivation is appreciated in this country. They are
playing a great role in building infrastructure; school administration and
motivating teachers. In addition, all schools are working in collaboration
with parents' committees.
Q: How is the opportunity for scholarship undergoing?
The government has been working on this; we have scholarships to Europe,
America and other countries. Recently, some students went to India and
Japan. As I have explained, education expenses are increasing from time to
time. The expense for one person's scholarship covers 5 students' expense
here. So, we are working more on distance learning programs. For example,
500 middle school teachers attended diploma courses. Similarly, 1500 middle
school teachers, 400 teachers and governmental workers and 130 supervisors
and directors have taken diploma and certificate courses respectively.
Q: The national Union of Eritrean Youth and Students (NUEYS) has opened
branch offices in different schools and has been working on different areas.
How do you evaluate the activities?
We used to evaluate the activities together. In the seminar arranged by the
General Education Department, we have discussed on the role that the NUEYS
in the learning process. In my view, NUEYS can play major role in improving
and empowering students' interest on education. In addition, it would be
helpful if the Union can organize tutorial classes to the weak students and
encourage students in remote areas. However, its main focus has been in
improving students' political awareness and in making them responsible for
their social and national obligations.
Thank you for the interview
C Copyright 2001-2008 Shaebia.org
----[This List to be used for Eritrea Related News Only]----