Values-Driven Education -Part 1

At the 6th Annual Exhibition of Institutions hosted by the National Council for Higher Education ARCC was asked to present a paper on "The Role of Universities in Advancing National Cohesion and Integration." The following is a portion of the paper presented by Jeff Atherstone, the Director of ARCC, on the role of values in education for advancing national cohesion and integration.

INTRODUCTION

It is of great encouragement to see the National Council for Higher Education addressing the topic of national cohesion and integration. Cohesion and integration are not an event but rather a process of leading different groups of people across different regions to become united citizens with a common outlook to the future.

If you were to judge the cohesion and integration of Uganda based on the headlines of the newspapers this country would not receive passing marks. Based on headlines you could summarize that people are looking out only for themselves and that there is little to unite the people of Uganda. Politicians are embroiled incorruption scandals, our policebeing ranked the most corrupt in East Africa, national leaders have been caught participating in land grabbing, and university lecturers at odds with their leaders are some of the many headlines you can read.

On the other hand, we have plenty of landmarks that could serve as rally points for unity. Uganda’s first gold medal in 40 years, the discovery of oil which could bring great wealth and prosperity and most especially the celebration of 50 years of independence but at this time that unity is not felt or seen by the common man or mere newspaper observer.

When we have a cohesive and integrated society it means that as a country we have common aims and that we pursue our aspirations together. Where cohesion and integration are lacking, society is characterized by discrimination, animosity, mistrust, and bad blood. In such a society people are driven to identify with their own tribe, religious group or any other society of their interest – sometimes characterized by unhealthy competition, bigotry and even violence against those perceived to be different. Wasn’t this the scenario we witnessed in Uganda after our last elections and the riots that followed?

In order to advance national cohesion and integration this great nation needs a unifying link to rally around. For example, in times of war nations can unite over a common enemy. In times of natural disaster nations unite over a common loss and grief. But as we celebrate the year of jubilee the public and private universities of Uganda need to help our nation unite around a common vision for the future.

I would like to make the case that we, the public and private universities of Uganda, have a great window of opportunity to promote and advance national cohesion and integration. Specifically I would recommend a holistic approach to education that is values-driven.  As Universities we need to instill values into our educational system that promote a vision for a greater future for Uganda and promote the common good of all members of society.

WINDOW OF OPPORTUNITY

With over 55% of the population below 18 years of age and more students reaching university than any period before in our nations history we have the opportunity to instill national values into the next generation of Uganda’s leaders more thoroughly and swiftly that ever before. As our young people transition from adolescence to adulthood their character is taking full shape. University is a key stage in their development to instill values, which will set the course for their future.

Universities are the eyes to society. Our classrooms and halls are filled with passionate debate and dialogue about the past, the present and most especially the future of our nation. We are the thinkers, creators and dreamers of society with the brightest and most energetic audience. We cannot waste their time with endless hours of dichotomous lectures that dictate the student’s path but rather we must implant values, which provide a guide as the students chart out a greater future for themselves, their communities and this country.

Some upon hearing the term “values-driven education” might already be making a case in their heads as to the cost of implementing a new philosophy of education and feel that their university staffs are already over worked making it impossible to implement such a system. I will argue today that a values-driven education could actually reduce the workload for staff and increase the sustainability of Uganda’s universities. Imparting values can also better equip students for their professional careers as these values prepare them to handle the practical out-workings of their courses with values serving as their constant guide.