Menesey Magazine conducted an interview with the Minister of Education, Mr. Semere Rusom, regarding the current situation of education and students’ performance in Eritrea. A translated part of the interview follows:

 

How do you evaluate the government’s activities on providing access to education in the past 18 years?

 

Distributing education services through out the country is one of the main programs of the government. In the last 18 years of independence, we have been working on this based on geographical location and equal opportunity for all. Before independence, a curriculum was framed in such a way that it served a particular purpose and was restricted to limited areas. However, after independence the government has been engaged in providing education to all localities with special attention to the remote areas. Building schools, training teachers, raising people’s awareness and promoting students’ performance were among the challenges we faced. Nevertheless, I can say that what we have done so far is encouraging.

 

Recently, the total number of schools from kindergarten to high school reached 1,574. We are approaching a stage where we can say that there are no localities without a school. If we see the data statically: from the 1990/91 up to the 2007/08 academic year, the number of kindergartens increased from 65 to 467(a 918% increase), junior school from 246 to 780(217%), middle school from 61 to 245(301.6%), high school from 21 to 71(238%), technical school from 2 to 11 (450%).

 

 Do we have children or youth who still did not get educational opportunity due to lack of school or educational facilities near them?

 

It is likely to happen in remote areas. However, we are still working on it. In general, access to education and educational facilities is growing fast from time to time. Schools are built all over the country. Hence, we can say that there is no family with children not enrolled due to this problem.

 

How do you see the standard of the schools we are building?

 

We can see this in terms of the capability and achievement of the students. As for qualities of the schools, most of them have met the standards. An example would be those students who went to South Africa and other countries for farther education, proved to be among the outstanding students in their schools. I think this is clear evidence and has its own message.

 

 The recently introduced student-centered curriculum requires more facilities. How is it going on?

 

Certainly we have shortages. However, as I have said earlier, although providing access to education is growing fast, it is not easy that the facilities grow at the same pace. For instance, we have changed 10 middle schools to high schools due to the growing number of students. These schools may not have adequate library, laboratory and information technology. Managing the increasing number of students is a major issue we have at hand but we are working on facilities as a secondary objective. This has been the fact, we have introduced computer laboratory in 51 high schools and we are training teachers for this matter.

 

 As you have explained, the government has made considerable investment on education; what role does the society play in such endeavors?

 

The society is playing a major role. It has been a great help not only in financing the shortages we had but also in distributing education and administrating schools. This has been a tradition and a custom embedded in the society; in addition it is participating in assessing problems and getting solutions on time.

 

Education is free in our country while it is costly in the rest of the world; what could you tell us about this in relation with the emergent economy we have?

 

As you have said education expenses are high worldwide. In the 1970^th it was provided for free or at minimum cost. However, at the present the need for education as a means to prosperity and development made payment imperative. Hence, it is getting expensive, fueled by competition from different institutions. In our case, the government is giving free service prioritizing education taking in to account that welfare of the nation depend on the quality of education. An example would be the investment we have done in Sawa for the 12^th grade students. Besides, we are working to equip the young with different skills by opening colleges and vocational schools.

 

How do you rate the Warsia-Yokalo Secondary School in Sawa?

 

The school was established in 2002/03 academic years. So far 68 thousand students have completed their 12^th grade there and took matriculation exams. It has been a great help on utilizing the manpower and resources we have in a more centralized way.

 

 How do you evaluate the activities of National Center for Vocational training (NACVOT)?

 

This is part of the educational programs we have. We are working to avoid dropout rate. National center for vocation Training is a center which gives training to those who do not score eligible mark to join colleges. Previously, those who do not score for colleges were deprived from this opportunity. However, at present, we have introduced programs to equip them with different skills; this school has already graduated 5,500 students in 2007/08 academic year. It is advisable that schools encourage skills at younger ages.

 

There is a rumor that technical training will be given beginning at high school, is it true?

 

That is right. We have been revising the curriculum to eliminate dropouts. Hence, we have already prepared a road map with an objective to balance education between academic and technical courses. What we are left with is implementing the new curriculum. Till then we are practicing the new curriculum in NACVOT. In this country everyone should be educated at least to 8th grade level to be considered functionally literate. Afterwards, we will give courses that include numerous occupational areas such as agriculture, mining, fishery and other fields of study. Technical training will be given to five percent of each class to those who complete 8^th grade; intermediate technical training to those who complete 10^th grade, and an advanced one to those who fail to pass the matriculation exam.

 

Is there any special step taken to promote women’s participation in education?

 

We are promoting equal opportunity to all citizens, but it may vary by district.  For instance, there is no situation that forces us set especial focus to women in cities and towns, in these areas we can see that women are as equal as, even more sometimes, as far as intelligence and capability is concerned. The places with such problem tend to be rural areas. In these areas it is crucial that we support women participation in education for that school may be far from their district. In order to solve the problem, we have built 10 vocational schools: three in Southern red sea zone, two in the Northern red sea zone, one in Anseba zone and three in the Gash Barka zone. Though we are working with partners for their funding, we should remember that financing vocational school is very expensive.

 

There is an argument that says graduates from the NACVOT are facing employment problems, what do you have to say?

 

This came, in part, due to lack of carefully worked-out plan. It is clear that we need to align the educated manpower in accordance with the vacant position we have. Here comes the question, can you employee all of them domestically? And if not, what can be done as an option? For instance, you can search other places in the market where they could be employed. But, the key point is whenever you set a curriculum, it is crucial   to consider how many students are enrolled each year; the length of school year; field of study, and for what kind of vacancy, or you have to consider other alternatives on how the students can lead their lives after school.

 

Teaching as a profession is not as good as it was before. What do you think could be done by the Ministry of Education to retain its dignity and make the profession attractive?

 

Not only teaching, even other professions are not as good as they were before. And we should not expect as such. If we look back at the 1970s, the social respect for educators, technicians and doctors was highly dignified; but it has been changing trough time. At the present, we better emphasize on the social position that educators have in the society. Still teaching, as a profession, is dignified but since it is directly related with the society, we may see its influence in terms of its economic and social issues. The government is working hard giving special attention to this. For example, after independence we improved the salary of educators. We are also working to improve the standard of living of all workers.

 

During the teachers’ conference held in Massawa in 2007, keynote recommendations were passed. What has been done so far?

 

The keynote presentations stated that an educator should be motivated in order to keep teaching dignity as profession. Based on the open discussions on assessing the problem and on finding solutions, the Ministry of Education has elected two committees following the conference; one to make a research on the teachers’ standard of living and the other one on issues related to teachers’ administration. The research took the committee almost a year and they came up with short, medium and long-term plans. We have already started to implement some of them. For instance, we have been covering medical and transportation expenses to those who work far from home. Besides, we are working in collaboration with the regional administrations to help those who are doing their national services.

 

Are we recruiting expatriate teachers because we have a shortage in local teachers’? And how can we solve the problem?

 

Certainly, we have serious shortage of teachers. Still we are recruiting and retaining expatriates. Obviously we need to tackle the problem so as to bring a lasting solution. We are going to farther train our own educators and we are diligently working on that. Regarding the effectiveness of the expatriates we have, I dear to say the nationals are much more devoted. The expatriate teachers’ prime concern is salary. But, regarding the nationals, since they are attached with their society, they strive to produce a competent student despite the financial problems they have. If we are to succeed in this field, we need to train gallant teachers.

 

Did we succeed in seeing the outcome of the student –centered curriculum?

 

We need extra time to evaluate the curriculum. It will cost us more effort to empower it. The student –centered curiclum has raised different and controversial opinions such as, it gives more responsibility to a student, and on the other hand it can diminish student’s interest in learning. Nonetheless, it should be clear that student –centered curriculum is a curriculum that motivates students’ participation and it helps them evaluate their potential. When we were students, we had the confidence to speak in the classroom but now we cannot say that the students have courage to have their opinion in front of their classmates.

 

Can you clarify parents’ partaking in education?

 

Parents are responsible for the success of their children. As I have said earlier, parents’ motivation is appreciated in this country. They are playing a great role in building infrastructure; school administration and motivating teachers. In addition, all schools are working in collaboration with parents’ committees.

 

 

How is the opportunity for scholarship undergoing?

 

The government has been working on this; we have scholarships to Europe, America and other countries. Recently, some students went to India and Japan. As I have explained, education expenses are increasing from time to time. The expense for one person’s scholarship covers 5 students’ expense here. So, we are working more on distance learning programs. For example, 500 middle school teachers attended diploma courses. Similarly, 1500 middle school teachers, 400 teachers and governmental workers and 130 supervisors and directors have taken diploma and certificate courses respectively.

 

The national Union of Eritrean Youth and Students (NUEYS) has opened branch offices in different schools and has been working on different areas. How do you evaluate the activities?

 

We used to evaluate the activities together. In the seminar arranged by the General Education Department, we have discussed on the role that the NUEYS in the learning process. In my view, NUEYS can play major role in improving and empowering students’ interest on education. In addition, it would be helpful if the Union can organize tutorial classes to the weak students and encourage students in remote areas. However, its main focus has been in improving students’ political awareness and in making them responsible for their social and national obligations.

 

Thank you for the interview