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SMACK, Namilyango, Gayaza, Lubaale Mubbe

There is a Luganda saying that goes like, “Bakuuma mbugo, Lubaale mubbe.” Its nearest English equivalent is, “closing the stable door after the horse has bolted.”

This saying is purported to have been coined during the time of Kabaka Jjunju (1780 – 1797). Baganda families had gods they worshipped to suit different needs in their lives. Each family had a select member who was in charge of keeping these gods. It was a prestigious role that many envied. These gods apparently were “kept” wrapped up in bark cloth (mbugo). Due to one reason or another, these gods could be stolen or misused by a member of the family or someone else who had the ability to “steal” them. So, while the guardian of the gods thought that he had them in safe custody on behalf of the family, the opposite would be the case. The gods were already stolen and he was just keeping bark cloth. Hence the saying which is loosely translated as, “They are keeping bark cloth, the gods were stolen.

A while back, I wrote an article warning the traditional giant schools in the form of Namilyango, SMACK, Buddo, Gayaza etal that they were digging their own graves. Alot of criticism was directed at me including allegations that I was a hater among other flimsy pedestrian conclusions. Today, I came across the list of admissions for the Bachelor of Medicine and Surgery at Makerere University, government sponsored and it read as follows:

No.

School

Number of Students

1

St. Mary’s Kitende

13

2

Uganda Martyrs Namugongo

12

3

Bishop Kihangire

5

4

Kiira College

4

5

St. Mary’s Namagunga

4

6

Kings College Buddo

4

7

Seeta High Main

3

8

Naalya Main

3

9

Mengo SSS

2

10

St. Julian

2

11

Gombe SS

2

12

Nabisunsa Girls

2

13

St. Mary’s Ruhoroza

2

14

Ntare School

1

15

Mbarara High

1

16

Seroma Christian High School

1

17

Seeta High Mukono

1

18

Ndejje

1

19

Gayaza

1

Namilyango College

00

St. Mary’s College Kisubi

00

The government scholarship admission for this same degree for those that joined Makerere University in 1993 had at least Ten (10) guys from St. Mary’s College Kisubi. It was basically an extension of old students from either Namagunga, Gayaza, SMACK, Buddo, Namilyango, Mwiri and a few other schools like Makerere College.

It is shocking to find that in 2017, Gayaza was just lucky to get only One (1) candidate on state sponsorship while SMACK and Namilyango contribute zero (0) students for this course. This is an abomination and a fulfillment of what I did warn a while back.

In a scathing article that I wrote on the traditional schools, I stated thus, “… one thing I can admit is that the prioritisation of quantity over quality has put me off totally to the extent that I wouldn’t recommend anyone with a radical mindset like mine to take their child to those traditional big guns. It is time they rethought their strategy otherwise today’s perceived minnows will eclipse them tomorrow when their products excel where it matters …

If there is one thing that defines old students of the traditional high performing schools, it’s the pride we exude as having been part of an elite class as well as littering the professions that are deemed to matter in the world of employment. While I am proud of the fact that I can walk into any office in this land and find someone I know as an OB or OG of sorts, I must say, the writing is on the wall for the traditional schools. Having taken for granted this superiority, they gave room to the minnows to work their way upwards and eclipse them.

I did come across an argument on Facebook where those allied to the traditional schools were busy bashing old students from St Mary’s Kitende claiming that the best they can do is to operate photocopiers in the various city shopping arcades. The results I just shared should be a wake up call, the Kitendes you have been underlooking are annexing every inch of land that you had been taking for granted as a birth right for over a century. First they swept the arts courses, now they are on an onslaught for sciences.

Traditional schools have always given their students this aura of invincibility and entitlement making them feel like royals of sorts. Unfortunately, in reality, like the luganda saying I quoted earlier, apart from the structures and historical legacies they have, these traditional schools seem to have nothing to offer lately. Lubaale Mubbe !!!!! Wake up guys.

I consider this a critical moment for the traditional schools. Over the past twenty something years, they have digressed from working towards the set founding goals of their institutions and instead opted to play to the gallery. By abandoning the core values they represented including sticking to the recommended admission procedures, they fell into the trap of populism. Matters were worsened when bribery became the norm. I know of someone whose son was not certain of getting to Kings College Buddo for Senior One and this led him to execute plan B which was SMACK where he got a place after parting with UGX 4 Million. Today he is happy and chest thumping that he has a child at SMACK but I want to remind him that, Lubaale Mubbe.

At A-Level, these traditional schools admit star studded students who do not even need the slightest push to excel. How the hell can you tell me that they can fail to convert them into nationwide leading performers at the University entry exams? It means that either the children that are admitted have falsified results or the teachers responsible for teaching them are sleeping on duty. Lubaale Mubbe.

The traditional schools in a bid to play to the gallery have opted to compete on the same terms as the private schools that are fast rising. They forget that what they were set out to offer is more than just good grades in class. They fail to impress this need upon the aspiring students or parents and instead lure them with the promise of high grades. If it is grades that one is pursuing solely, then they can no longer compete with many private schools that seem to have mastered the art of churning out good grades. However, if they can look inwardly and come up with a revised offer which has a linkage with the vision of the founders, they will retain a lot of relevance despite not churning out high grades academically. After all, we all know that success in life is not necessarily directly proportional to the grades scored in school.

As for King’s College Buddo and St. Mary’s Namagunga, with 4 a piece heading for the Medicine class, I don’t encourage you to chest thump. It is a sign that you too are slowly descending to the place where Namilyango and SMACK have already bought plots of land, Zero (0) contribution.

Time for change. To effect this change, there is going to have to be a total overhaul of the mindsets starting right from the Board Members of the Schools, School Administrations, Old Students Associations, Students and Parents. Otherwise, Bye Bye SMACK, Namilyango, Gayaza; Welcome St. Mary’s Kitende and Uganda Martyrs Namugongo.

James Wire is a Small Business and Technology Consultant based in Kampala, Uganda

Follow @wirejames on Twitter.

Email lunghabo [at] gmail [dot] com

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Has Uganda’s Education system gone to the dogs? #GuestPost

I have read James Wire’s blog post on how Budo, SMACK, Gayaza et. al. are digging their graves and thought I should take the time to share my thoughts.

Before I do, I’d like to establish my bona fides, since what I have to say may strike some as pretty radical. I am a product in part of the Ugandan school system. I sat for P.L.E some time in the late eighties. I knew my place at Kings College Budo was guaranteed, seeing as I had heard my name announced on radio as one of the best performers that year. After Budo, I won a scholarship to attend a leading Ivy League university. After four years there, I won another scholarship to attend one of the Oxbridge universities for a post-graduate degree. I have taught for many years at a local university and also been active in consulting and business. In short, I have been through the Ugandan education system, been through (what many rightly see as) the gold standard in education systems, taught in the Ugandan system, interacted closely with the products of P.L.E/U.C.E/U.A.C.E and for years employed them as well. I would tentatively suggest that I am as qualified as the next man to critique the system in broad terms, and to offer possible solutions to parents seeking to give their children the best they can.

James, though a careful and honest thinker, is dancing around a core truth: That the education system is fundamentally broken. That it makes no sense at all for a middle class parent of means to put their child through the current P.L.E/U.C.E/U.A.C.E system, and that those who are making money off the fiction are happy that no one is examining this system closely. The underlying, often unspoken, myth of this system is that top grades lead to success in life. Parents as a result are stampeded into doing everything to try and ensure their children attain those high grades: soul-crushing school hours, creativity-sapping rote learning, buying of places in top schools, etc. The result, in my modest experience, is a lost generation, unsuited to the world they will experience as adults. The problem is of course that the parents are as lost as their children. For some reason they don’t try to honestly assess current world trends (in terms of what those mean for future employment or work opportunities) or are too afraid to deviate from the norm.

First, let me restate the obvious. Given current trends, Uganda’s formal sector cannot possibly generate enough jobs over the next ten or twenty years to match the number of graduates (or indeed post-secondary leavers) the education system is putting out. The results are everywhere you look. The implied promise of the current education system is that if you get good grades, then you will get a good job. The jobs are not only few, with the current pressure on the grading system (where a 1 in a PLE subject may mean scoring above 96%), those good grades have become as elusive as the American Dream. The only people who benefit from this edifice are the schools, extracting ever-growing fees, and the education management bureaucracy.

Secondly, and again to restate what must surely be obvious, Uganda and Africa are brimming with opportunity and promise, just not so much in the regular, formal sector. I despair when I meet one of my former students, all shirt-and-tie-and-clerical-job, whose father is still struggling to run their family farm in Kiruhura District as he has for the last twenty or so years to educate his children. I despair because on close questioning, it soon emerges that his family is still making quite a good income living off the cattle. The son, if he went back, could improve the farm’s earnings even more, and have a vastly richer life (and experience) for it. Yet both father and son will not hear of it; success means Kampala and a Kampala life! I understand of course that this is borne of a system that was created by the colonialists to train city types, karani class, and that we haven’t taken the time to examine it and reform it for a new era. The city needs its workers, but it is surely not optimal that all our best and brightest are jostling for a piece of city life, and ignoring vastly richer pickings out in the wilds.

To put my money where my mouth is, I can confidently say I will not put my children through this system. I have no intention of raising their hopes, only for them to walk from one office to the next, CV in hand, begging for non-existent jobs. I have no intention of wilfully training karani. Africa’s future requires a cadre of widely educated men and women. Men and women who, whatever their formal schooling (doctor, lawyer, etc.), are able to quickly interpret new environments and make the right decisions. The ideal well-educated African of the next twenty years should be perfectly capable of earning a law degree and after that going off to Karamoja to establish a new game reserve on long-disused ancestral land. (Yes, the earnings, in twenty years, from a modest game reserve will far exceed those from lawyering away in apartments in Ntinda.) We have focussed too much on schooling and not enough on education.

And so, you might ask, what does this education of such a future African look like? Let me tentatively offer a random selection of my thoughts on this:

  1. Walk away from the P.L.E/U.C.E/U.A.C.E track. No half measures. You can’t put your child in that system and still protect them from its creativity-sapping, soul-crushing effects. The imperatives of this system are to generate top grades. That means long hours, masses of homework, cheating and all other vices. Instead, I recommend home schooling or (better) putting your child into one of several smaller institutions that follow ‘international’ curricula (typically A.C.E but there are other good ones). Most of these have grown out of home schooling arrangements. And they are growing in number. A key advantage of these schools is that the curriculum is much more focussed on your child understanding concepts rather than rote learning them. The pace is also a lot less soul crushing; kids get to play a lot more, which is great for mind development. I am not a huge fan of your run-of-the-mill international school; you know, the one charging thousands of dollars ostensibly to deliver a result our local system will not. First, because such schools tend to attract a certain type of parent (typically more money than time or indeed sense – see below) and so apart from breaking the bank, your child tends to grow up in a surreal world, second because I believe fundamentally that delivering an outstanding education is incompatible with the profit motive. Any time you are unjustifiably asked to pay huge sums for education, take a step back. That said I accept that some of these schools may in fact provide a good alternative for some parents.

  2. Education is not something you simply throw money at. A parent needs to be actively involved in educating their child. A parent needs to have time for their child. This means not only supplementing where the school may fall short – for instance I believe strongly that where the alternative system may not have a Ugandan or African History (or Geography) syllabus, the parent must step in and ensure the child is educated in these important contextual issues. Education is not merely about that which will be examined. While all children need to be given a strong foundation in Literature, Mathematics and the physical sciences, a good education is not about just these subject areas. Ensure your child picks up knowledge in lots of other subject areas as well (local/regional history, literature, etc.) Provide the exposure even simply by making key books available to them.

  3. Education is about learning your environment and what it takes to live and work with it. How often do you take your five-year-old child to market day at Nakawa with you? And if not, how will they learn about some of the realities of the country in which they live? How will they learn to parse local slang, learn to weave through Ugandan crowds, avoiding a boda boda here, a charcoal carrier there? Does your seven-year-old child sweep and scrub the floor, wash dishes or wash their clothes? Or are these considered jobs for workers? Does your twelve-year-old know how to prepare a full meal? Children must learn early to work with their hands, and consider it absolutely normal performing even the lowliest of tasks. Any child who grows up with lunkulu will find it hard to prosper in Africa. When his/her farm workers tell him it is impossible to trim a small bush, he will go hire a tractor, instead of picking up a panga and shaming them into action by doing it himself. The best leaders (and leaders is what you want to create) are those who don’t just tell others what to do but can show them what to do. That’s where the premium lies.

  4. Related to the above, education is about exposure. Allow the child to encounter (in a deftly controlled manner of course) a diverse array of people and settings. The Baganda had it all figured out: a future Kabaka never grows up in the palace. He grows up in the provinces as a commoner, interacting with his future subjects as one of them. Take your child to a rural uncle’s home and leave them there. Let them learn to overcome challenges their modern lifestyle would not ordinarily throw at them. Learning to navigate the modern world (iPads, Social Media, Dubai malls, etc.) they can learn later in life. What they will have difficulty learning at an advanced age is how to immerse easily in their own country, across social classes and across the myriad cultures of this land. Train your child for Africa. Not for Europe or America. They represent the past, not the future. Ensure your child speaks a local language well. Luganda is a must. (Yes, way!)

  5. Teach them patient self-application. I do not believe in giving your five-year-old child an iPad. That’s just stupid. (Yes, really.) I also don’t believe in TV, but I understand that a little bit of it may be acceptable. Instant gratification is the best way to destroy your child’s future.

  6. Expect to spend money on your child’s university education. A degree is still important, and will be important for years to come. I have met a lot of very smart, very capable people who don’t have a degree. They struggle. Not for lack of ability, but because the world demands that third-party validation that a degree provides. A degree essentially certifies that this person is educated. I know that this is increasingly not true in our country, but don’t start fights you can’t win; find the money, and send your child to a decent university. In Uganda, I rather like UCU and Nkozi. The rest, I am not so sure; many of them seem to have been overwhelmed by UPE products. Standards have suffered as a result. If you can afford it, and careful saving over ten or so years means for a lot of parents can, send your child to a decent university abroad.

  7. Stop trying to turn your child into a bog-standard ‘professional’. You know, lawyer, doctor, and engineer. Especially if that child is of above average intelligence. What no one tells you is that you don’t have to be that intelligent to make it in most of those standard professions. Allow your children to dream while at the same time having their feet firmly planted on solid ground. Teach them to measure success not in terms of ‘prestige’ but in terms of real value: How they improve society, what they build/create, etc. Teach them to find always seek to make/find a way, and not to accept defeat easily.

  8. Controversial as it may seem, ensure they have a knowledge of and fear of God. The arguments are long, but for now trust me on this one. While at it, do not allow them to become so narrow-minded in their beliefs that they are too quick to dismiss our traditional ways without first examining them intelligently.

Enjoy the journey. And try and overlook my failings in this article. Instead focus on the broader message.

PS: I don’t wish to become the story; rather I would like you, dear reader, to focus on what I have to say. To that end, James agrees not to reveal my identity, since it is not central to what I have written.

Budo, SMACK, Gayaza etal Stop digging your graves

All through his primary school studies, the young man had his eyes on Kings College Budo (herein referred to as Budo) as his school of choice for secondary education. His parents always reminded him that the only obstacle between him and Budo was obtaining Aggregate 4 in his Primary Leaving Examinations. He promised himself to get those grades and read like his whole world depended on it.

When the results came out, like the adage says, hard work pays, he had the required aggregate 4 to enter Budo as a star pupil. Celebrations ensued at his home with relatives, friends and neighbours congratulating him. His gait even changed to one befitting a Budonian (we all know how they be). After the school selections hat taken place, the young man wasn’t considered for a place at his most highly coveted school.

img_9329

I know of pupils that got Aggregate 8 and above who have already secured admission

This led him to stage a campaign of defiance that has seen him refuse to leave the confines of Budo until he’s given a satisfactory reason why he wasn’t admitted.

IMG_1156

Pupils at Buganda Road Primary School studying hard to join the much coveted traditional secondary schools like Budo, SMACK, Gayaza among others.

Reading that story in the Daily Monitor brought tears to my eyes. This is yet another injustice being meted upon the powerless. Having been born in a modest family without the trappings of political or economic power, the young man is being denied what is rightfully his. As anger welled up inside me, I recalled myself exactly thirty years ago, having passed with similar grades, I had chosen St Mary’s College Kisubi (SMACK) as my first choice and without any underhand dealings, was duly selected to join the school. What is it that has changed between then and now?

Towards the end of the academic year, many school head teachers in the so called big name Church, Government and Private schools rub their palms with glee as they fathom the upcoming windfall of money that is likely to exchange hands as parents venture as far as the moon to ensure their children join these highly coveted schools. In an earlier post on this issue, I indicated how the few available places in some of these schools are already over subscribed by allocations dedicated to various interest groups. Let’s take Kings College Budo as an example, the interest groups I know of are; Church of Uganda, Buganda Kingdom, State House, Ministry of Education and the Old Students Association. Their lists of students are the first to be approved even before considering the genuine cases of high achievers. This is what must have led to the scenario of that young man.

As a result, Budo and schools of its kind have become hotspots for those with technical-know-who as well as the moneyed elite. Budo is what it is because of the one hundred plus years it has been around churning out highly brilliant merit laden students who have gone ahead to change this nation and the world we live in. By going against the ethos that has seen them select students on merit, they are merrily digging their own grave, albeit in the manner of a slow killing poison. I keep hearing some pedestrian commentators trying to chest thump asking where students of the lesser known schools are and which sectors of the economy they are managing but my assurance to you is that most of these lesser known schools are hardly two decades old and their graduates are probably at best 38 – 40 years old. Using the law of probabilities, one might need to wait another couple of years before you see them swamp the economy. Their numbers are growing slowly but surely.

Back to Budo, with all this injustice they are meting upon brilliant students in order to please the selfish desires of a few who do not care about the school’s long term survival, I guarantee you the grave being dug will definitel be more than six feet. An analysis of the overall performance of schools nationwide reveals that those in Western Uganda are catching up very fast and shall definitely overtake the traditional Central Uganda big guns within the next five to eight years. They are achieving this by concentrating on the core issues while taking advantage of not being under pressure. Take time and ask State House, Church of Uganda and the Ministry of Education how many lists they send to schools like Ntare in Western Uganda and you’ll be hard pressed to find any worth talking about. That very Ntare is however one of the leading schools today according to the metrics in place. Don’t you really think there is a sinister plot to swamp the school with more students than it can handle, hence leading to a poorer learning environment which eventually yields half baked graduates? Think about it.

Another trait of bad manners these high sounding traditional schools have come up with is financially burdening parents. Look at the case of SMACK that is requesting for UGX 500,000/= as Special Development Fees to each Senior One student joining on top of an already hefty school fees sum of UGX 1,900,000/=.

img_9327

How is a low income parent expected to cope with such?

In Gayaza High School(Gayaza), a generator maintenance surcharge is required and a quick count indicates that the school can afford to buy a brand new generator each term at this rate. When will all this nonsense stop? Have parents been turned into cash cows? Should poor or modest family heads be made to slave away just to maintain a child in Gayaza?

The era of training 21st century students with a 20th century mindset has to cease. I am a proud old student of SMACK but one thing I can admit is that the prioritisation of quantity over quality has put me off totally to the extent that I wouldn’t recommend anyone with a radical mindset like mine to take their child to those traditional big guns. It is time they rethought their strategy otherwise today’s perceived minnows will eclipse them tomorrow when their products excel where it matters, THE WORK PLACE.

Are you a parent? Remember, it’s your actions among other factors that are greatly contributing to this nonsense going on in our schools. If you and me say NO to bribing for places, NO to seeking special consideration, NO to depriving legitimate qualified candidates a place, NO to paying incomprehensible extra fees, NO to grilling our children merely to pass exams, NO to high teacher to student ratios, then we shall have begun our journey of making Uganda’s education system great again. Let’s fight from within.

To the student and parent that have staged a sit down strike at Kings College Buddo, thank you for that stand of defiance. I’m with you 100%. You’ve kindled the light that just might lead to a tsunami whose wake of destruction might actually save our schools from heading into oblivion.

In Bunyole, we have a proverb, “esoŋera ehugwa mwibwa nj’ehwenda (The fly that lands on your wound is the one that loves you)“.

To the likes of Budo, SMACK, Gayaza, Namagunga, Namilyango among others, I may be that fly today, irritating you with my dooms day talk but take it from me, if you don’t wake up, a decade from now, you’ll be history. It’s because I pride in your continued existence that I have taken time off to share my observations.

DUC IN ALTUM.

A blog reader who prefers to remain anonymous did contribute this article titled “Is Uganda’s Education System going to the dogs?” Read on, interesting analysis they’ve got.

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