Less Exams, More Learning.

Speaking to my worried cousin in Hargiesa I came to the conclusion that he had nothing to worry about. He did not. He had an English exam to sit and he feared that he had not learnt and memorised hard enough. So I asked him to tell me exactly what he understood from what he was taught at school. I was astonished by his ability to memorise and quote sometimes large chunks of academic texts. I asked further questions to determine if he understood what he had just memorised and he clearly had. But was he able to apply his own interpretation of the facts he regurgitated to me over the phone? The simple answer was No.

One may feel that it is just my cousin’s academic inability but he consistently comes top three in all classes. On many occasions he came first in most subjects he was examined in.  Clearly individual student ability is not the problem. The problem with education in Africa is that it is too exam based. Everything is examined in empty halls patrolled by teachers for a certain amount of time. This relatively small amount of time determines whether or not students can claim to be educated in their academic fields. This is absolutely absurd.

Education is about more than pure exams. It requires time, effort and most importantly patience to understand and interpret. Knowledge is not passing exams by regurgitating entire text books even if it is done perfectly. The problem again is not the students but the teachers who only know this lazy examination technique which does more to harm student’s confidence than help them acquire the skills they need today to compete in a globalised labour market. How can future journalists and lawyers practice their advocacy skills on exam papers? How would exams help future business leaders in education today if they are not trained in the art of face to face marketing?

Exams are useful especially when teaching large class sizes but they are not the only method of determining student knowledge and ability. When used as part of a varied assessment process it works well as students can be tested on their acquisition of different specific skills which are necessary for the success of all graduates today.

In a very globalised and competitive labour market African graduates are seen to be lacking key skills such as creativity, interpersonal skills, effective communication and team working. This is not surprising as the uninspiring teaching and assessment techniques used in most African countries hamper the development of the very students they are suppose to help. The way to build and strengthen student’s confidence is to use all the teaching and assessment techniques used by their global competitors. This means encouraging group work and projects, teaching effective writing skills through essay assignments and oral presentations of researched questions.

Too often the counter argument for innovation in African society is that we cannot do it because unlike other wealthier continents like Europe we lack resources and leadership. We cannot be expected to be as good as our counterparts in the wealthier nations we are constantly reminded. But the reality is that it is because Africa is so far behind that it needs to catch up quickly. It is exactly because poor African students are sacrificing so much financially that they need to be taught in a way that makes them educated and confident enough to compete with other students globally.

In Somaliland there is an unhealthy obsession with league tables and exam scores. They have become the gold standard and ministers to street traders on most days debate which schools are best for their children according to these misleading tables. If only they knew that in Somaliland league tables are a useless, harmful marketing tool of private institutions. Every student is unique and has different learning needs and as such education should reflect on the achievement of individual students in accordance to where they initially started from and where they have reached in the end. This journey is the best way to assess student accomplishment in education and so long as each student achieves their personal set goals it should be seen as success. Not all students can get an A all of the time in exams but they can certainly all learn.

Society’s values are taught through education and if African students just are bombarded with exams and those who pass crowned victors and those that do not do so well as losers, then Africa will forever remain impoverished. It just would not be able to cultivate the talent needed to compete globally as its human resources will only be partially trained and skilled. It is time education ministries and academic institutions learnt themselves from their current socially and economically detrimental teaching and assessment techniques. Perhaps then they will understand the real purpose of education and provide the required guidance and leadership.

Liban Obsiye

Email: libanbakaa@hotmail.com