A week ago, Strathmore University’s Deputy Vice Chancellor Vincent Ogutu underscored a fundamental function of higher education that most educated people don’t know or care little about.
“We train our students to become leaders by leveraging on the secondary education they have received in high school,” Dr Ogutu clarified.
He pointed out that the function of university education should go beyond training professionals such as engineers to fill positions in public and private establishments.
The DVC was speaking after then acting Education Cabinet Secretary Fred Matiang'i expressed concern that our universities were producing graduates with an officer mindset that was not necessarily good for the needs and aspirations of the country.
Both were speaking during a lecture at Strathmore University College in honour of the late Calestous Juma, a Harvard professor.
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Implicit in the two speakers’ remarks is the idea that the purpose of a university is to cultivate the intelligence of students to their uttermost limits.
How to best cultivate and not simply stuff students with inert knowledge is something Western countries and Asian Tigers like China are still grappling with, despite the comparatively long tradition of higher education they have had.
EDUCATED PEOPLE
The countries want educated people to drive the change and innovation that their respective societies need to deal with the complexities of modern life.
Regardless of reputation, every university imparts and advances human knowledge about the natural universe and man.
They also provide training for the next scholars and researchers; create and promote opportunities for undergraduate and professional education for those who take leadership in technical, administrative and political fields - the crucible that governs society - be it in private, public, secular or religious sectors.
Universities are seen to have discharged this obligation if the students they release into the world have knowledge, critical thinking and analytical skills, besides rudimentary skills such as reading, writing and arithmetic.
The students released back into society must inescapably evince strong problem-solving skills and, generally speaking, an inquisitive or skeptical mind that does not take things for granted. It is from such a mindset that innovative ideas are spawned.
The presence in society of a corps of competent products from higher education institutions is a powerful force for improvement. They question things, including the grounds upon which policies, programmes and established traditions, whether technical, administrative or procedural, stand.
They are not awed by the gales of public opinion that sometimes overwhelm the body politic during times of stress. They suggest possible solutions to problems.
It does not matter what programme the students studied, only that they should be intellectually demanding.
ADDRESSING PROBLEMS
Society wants to see effective and efficient institutions and systems addressing problems - be they in the courts, wards, classrooms, industrial and manufacturing establishments, legislative halls, or government offices. It is the duty of universities to manufacture men and women to manage these institutions.
The ideal situation can be realised if university curricular is designed to cultivate analytical and critical thinking skills to help students, once they leave and assume different responsibilities, to respond to real and emerging change.
The production of such a product envisages that universities have a rigorous curriculum and excellent faculties that provide the challenge, guidance and enrichment undergraduates need to interrogate course content.
It must also have in its library system - traditional and virtual - appropriate textbooks, journals and modern teaching equipment.
Appreciation of the ultimate purpose of the university by uiversity leaders induces them to constantly review the status and quality of curriculum it offers the students versus the real and emerging changes in the larger society and the world.
