Obsolescence is occurring in all fields faster than we think. The half-life of knowledge is getting shorter, specially in science and engineering. In Information and Communication Technology (ICT), the half-life is less than nine months. This means that 50% of the knowledge acquired in ICT soon gets obsolete. As a consequence, constant updating of knowledge is essential to survive in such a world. We can no longer learn for a lifetime, as was the case half a century ago, when the evolution of technology and techniques was not that fast. We are still lucky to note that the half-life of scholastic education, i.e. general education up to the end of secondary level is still some 20 years. This means that at least half of the education acquired at school can still be useful some 20 years later. Such observations greatly influence the planning of our education and training and the development of curricula.

As mentioned earlier, there is no best way of doing anything but there are solutions which better fit a prevailing situation. The curriculum at primary and secondary levels must be reviewed to accommodate new demands. Regionalisation of educational facilities to provide for equality of access is welcome.

However, able students should not be condemned to stay in their own milieu because of their place of residence. In the present context, the policy of having Forms 1-VI schools rather than Forms I-V and Form VI schools, which require students to adapt to new environments for short periods, is a better solution.

However, the admission of pre-voc students on the same premises may not be the best alternative for taking care of those whom the system has failed. These CPE failures after a second attempt need to be cared for in a different environment. The pre-vocational classes run by the IVTB were a success. Students followed a ‘child-centered’ curriculum meeting their needs. In addition, students were well cared for in an environment, which provided them with all the support they needed for learning.

The aim of the programme was to make them numerate and literate using a different approach. The result was very encouraging. In the public sector, pre-voc students can be housed in specially equipped buildings to provide them with the care and attention they need and a curriculum adapted to meet their aspirations and the needs of the economy. In private schools, where the style of management, accountability and responsibility is different, students may be accommodated on the same premises, but separate premises are preferable.

<B>Better equipped</B>

Hence, at secondary level, we will have a system with Forms 1-VI schools, with a new curriculum, together with those specially equipped to take care of slower learners where they will be provided with schooling up to the age of 16. Such a system will allow us to be better equipped to face the evolving world situation as well as managaing our human resources. In the long run, when we expect the number of students joining pre-voc to decrease and their maturity increase, we shall have a system where we can have different streams leading to different qualifications with students on the same premises.

The overall aim of the system would thus be to produce more students completing their secondary education but with a profile to better fit the world of work and meet its exigencies. Tertiary education has to be expanded to provide more opportunities for students to move higher up the education ladder and be better equipped to espouse the knowledge economy. We cannot afford wastage either of human or financial resources. We should aim at increasing productivity and efficiency to get more out of our investment in the education system.

<B>Suresh MUNBODH </B>

<I>Former director of IVTB</I>