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<mklein@chass.utoronto.ca>
There is a tendency for older academics to think that standards have
declined. Certainly, many are concerned about the decreasing attention
to fine writing. I think, however, that decolonization often involves a
real decline of standards. The reasons are obvious. Colonial edcuation
systems involved a high degree of filtration, that is to say, at various
stages in the process, there were examinations, which eliminated most
candidates. A small number of able students made it to graduation. The
generation of the late 50s and early 60s was highly selected, studied in
small classes, and was very impressive. With decolonization, there was a
pressure to expand education. People wanted schooling and the state
needed more educated people. This meant less selection and very large
classes. For almost all African students, English, French and Portuguese
are second languages. It is very difficult to teach people to write and
speak when the teacher has 80 or 90 students in a class and does not
have the time to correct written exercises.
To some degree, there is a similar problem in North America. In my
Canada, shift from a highly selective British model of higher education
to a more American one has reduced standards. We are simply educating
more people.
For South Africa, there is another variable. The Nationalists expanded
education, but were only concerned with basic skills. Schools were poor
and overcrowded. With the end of apartheid, more and more Africans have
moved into previously white streams. For these students, English is a
second language. They need more education to get up to the standard
of white students. Instead, financial pressures have forced South Africa
to limit its expenditures on education. There has been in some sectors
real creativity in responding to the challenge, but at its base,
education involves a relationship between teacher and student. Thus, the
variables which dictate lower standards are: education in a foreign
language, teacher-student ratios, and lastly, the quality of teaching.
This should not be read as an argument for restricting access to higher
education. A democratic society must seek to maintain the greatest
possible access to knowledge. I believe in public education. I only wish
that the quality of education were of more concern to governments.
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