In his latest book, Contrasting Ironies, Fred Sheldon Mwesigwa reflects on his experience as a supply teacher in England, using his experiences to highlight the detrimental effects of a flawed education system on the community. He notes that many public schools have had no academic achievement in decades, with only two football players and an actress being notable exceptions. One student even became famous as the perpetrator of a suicide bombing that claimed many lives in 2011.

This part of the book is humorous, echoing the Baganda saying, Ekibi kigwana wala, which suggests that bad news can be funny when it does not directly affect you. As Chinua Achebe once remarked, “The fool’s dance is funny if he’s not your parent,” the humor fades when you realize that the same failed policies that affected these students in England are now being adopted in Uganda.

The second part of the book shares testimonies from Kibubura Girls’ School, a lesser-known institution in western Uganda. Established in 1980 by the Obote II government, the school aimed to increase secondary school enrollment following the challenges of the 1970s, when no new schools were built. Policymakers anticipated that a return to peace would lead to population growth and recognized that quality education could be achieved by establishing more secondary schools to supplement existing ones, such as Maryhill High School and Bweranyangi Girls’ High School for girls, as well as Ntare School and Mbarara High School. for the boys, who were among the best at the time.

The book invites us to ask ourselves why a school with such modest beginnings; where the girls talk about fetching their own water from a local well and using makeshift toilets, succeeds, while others with similar backgrounds fail. Conversely, why do well-resourced schools collapse, while those with fewer advantages become academic legends?

Somewhat indirectly, Mwesigwa describes five key areas that contribute to a school’s failure and the subsequent challenges faced by its students. In his analysis of the educational landscape, he identifies several critical factors contributing to the failures of schools and their students. He maintains that the foundation of a successful educational environment is discipline.

A school’s ability to establish structure, enforce guidelines, and set limits for students is essential. Without these elements, no amount of investment or financial resources can redeem the educational experience.

Mwesigwa illustrates this point with a personal anecdote, recalling how he had to provide his students with basic school materials like pens and pencils. These are fundamental requirements in any classroom in the world. If a school can’t ensure its students have access to basic supplies, it worries about its ability to meet more important needs, like uniforms or appropriate shoes. This lack of discipline and structure can lead to an environment in which students feel irresponsible, which ultimately hinders their academic progress.

Another important issue highlighted by Mwesigwa is that of teachers’ remuneration and authority within the school system. When teachers are not paid enough, the profession tends to attract people who view teaching as a last resort, which often results in a lack of commitment to student success.

These teachers may focus more on earning their paycheck than on fostering a productive learning environment. Additionally, if teachers do not have the authority to discipline students, the educational environment becomes destabilized. Mwesigwa notes that some teachers find themselves at the mercy of their students, unable to reprimand them or impose consequences due to a system that prioritizes students’ rights over teachers’ authority. This imbalance can lead to a chaotic classroom environment where learning is seriously compromised.

The author also discusses the harmful effects of eliminating competition within schools, especially in cases where policies ensure that no student can fail. In some British schools this approach has been adopted, but it has led to a lack of motivation among students.

Psychologists have long studied the positive effects of competition on performance, and it is clear that a system in which students do not fear failure lacks the necessary incentives for them to work hard. Without the drive to excel and understanding that their efforts will be rewarded, students can become disengaged and apathetic toward their studies.

Another important concern addressed by Mwesigwa is the lack of academic role models within the community. He observes that many students do not aspire to pursue professional or higher education; instead, they often view those who express such ambitions as strange. This societal pressure discourages academic aspirations and can lead to bullying.

As a result, many students aim for careers in sports or acting fields that are notoriously short-lived. Mwesigwa warns that these aspirations can lead to a cycle of hardship, as many athletes and artists face unemployment and a lack of transferable skills from their 30s. This lack of viable career paths can leave students feeling trapped and directionless.

The importance of hard work

At the heart of the author’s argument is the assertion that hard work is essential to achieving significant success. He points out that while efforts to address problems like child abuse through harsh punishments and overly lenient policies may be well-intentioned, they can inadvertently create bigger problems.

The drive for inclusion and tolerance in schools can lead to a culture of laziness and apathy, particularly in institutions serving poor and marginalized communities. This unintended consequence can perpetuate the cycle of failure and hinder the development of a motivated and engaged student body.

In a striking postscript, Mwesigwa reveals that the schools he taught in were deregulated, meaning their students’ qualifications were only recognized within their local communities. This limitation not only restricts their opportunities, but also worsens their already dire situation. The situation highlights the urgent need for comprehensive reforms to address the systemic problems plaguing education.

Without a concerted effort to create a more structured, competitive, and supportive educational environment, many students will continue to face significant barriers to success.

The author’s ideas serve as a call to action for policymakers, educators, and communities to prioritize effective strategies that can transform schools into nurturing environments where all students have the opportunity to thrive. flourish.