By Bigboy Madzivanzira
Africa is awash with certificates, but starving for wisdom. We’re deceiving ourselves with the notion that education is on the rise, when in reality, we’re merely boosting literacy rates. The difference is stark, and the consequences, dire.
It’s time to shatter the illusion that equates education with certificates, fluency in English, or years spent in a classroom. True education empowers individuals to think critically, reason logically, and tackle real-world problems. By this measure, Africa faces a crisis that literacy statistics merely scratch the surface of.
Before colonialism imposed its curricula, Africa thrived. Trade flourished, legal systems functioned, and agriculture innovated. The architects of these achievements may not have been literate, but they possessed a profound understanding of logic, mastered complex skills, and solved problems with aplomb. They were educated, sans literacy. Education preceded writing; the cart has been put before the horse.
Fast-forward to today, and we’re left with a populace adept at regurgitating policy documents, essays, and textbooks, yet woefully unequipped to design systems, think critically, or address local challenges. This is the bitter harvest of prioritizing certificates over competence.
As Bigboy Madzivanzira, a health promotion expert and advocate for disability rights, aptly puts it, “I have been at Science and technology Universities in Africa where the electrical gates are always out of order, rather being pushed and pulled manually by guards. I then wonder what type of an engineer is cooked there.” This anecdote lays bare the disconnect between academic credentials and practical skills.
We’re breeding graduates who wait for jobs, leaders who recycle failed policies, and societies vulnerable to manipulation. The truth is, schooling has outpaced thinking capacity. We’ve got more graduates, more degrees, and more schools, but the same problems persist.
A skilled tradesperson who can fix machines, run a business, or organize people is deemed “uneducated” for lack of a certificate. Conversely, a degree holder who can’t think independently, build anything, or function without instructions is lauded as “educated.” This topsy-turvy value system stifles innovation, devalues skills, and shields mediocrity.
Our ancestors’ legacy is a testament to the power of expression beyond writing. As one insightful voice notes, “Our ancestors used to hunt. We now know the type of animals they hunted through the drawings.” He adds, “He that cannot write let him draw for his cavemen ancestors did. And let no man dare say he is more illiterate than others.” This perspective challenges us to redefine our understanding of literacy and education, recognizing that skills, creativity, and problem-solving abilities are valuable forms of intelligence, regardless of one’s ability to write or read.
As one Zimbabwean reflects, “In the 1980s, I remember the son of Bill Francis doing a Diploma in Agriculture. He is now running a farming business in Mozambique. His father used to tell my father to teach me building. I could have been a contractor of a building business by now. ‘Fundisa ena, teach him,’ he used to say.” This anecdote highlights the importance of practical skills and mentorship in shaping successful careers.
Let’s reclaim the essence of education – the ability to think, adapt, and solve problems – and consign the certificate-littering to the dustbin of history.
About the Author:
Bigboy Madzivanzira is a multi-faceted individual with expertise in health promotion and disability advocacy. He is a Freelance Journalist accredited by the Zimbabwe Media Commission, having written extensively on public health, traditional medicine, disability, and social issues. He can be contacted on 0773 367 913 or email, healthpromotionclinic@gmail.com