Beyond the SEA

ALMOST all the 20,669 students who wrote the 2003 Secondary Entrance Assessment (SEA) examination will have the opportunity of receiving a secondary education. Unlike the former Common Entrance Examination which selected students on the basis of pass marks, the SEA provides secondary places for most of those writing it, the choice of school depending on the level of performance. On the face of it, the SEA is clearly an improvement on the CEE as it removes, to a large extent, the stigma of "failure" attached to those who did not achieve the required marks to enter secondary school.

As a matter of providing, as far as possible, "equal opportunity" for the nation's school children, this improvement is necessary and welcome. Still, having regard to the indiscipline we see among such a large section of the secondary school population and the growing rate of illiteracy among the country's young people we have cause to wonder to what extent those who would have been classified as "failures" by the CEE would appreciate and make full use of the opportunities now being given to them. The unfortunate experience of the newly opened National Library with respect to the unruly and disruptive conduct of secondary school students illustrates the nature of the problem we are dealing with. The Library authorities, in order to maintain an ambiance conducive to research and study in the young people's section, has had to ban students of a number of schools from entering the facility unless they are accompanied by an adult or or teacher. The problem grew so unmanageable that the Library would have had to augment its security personnel by much more than it could afford in order to eject and restrain disorderly students.

We find this situation both frightening and depressing, revealing as it does a woeful deficiency in a number of simple and basic virtues that should be an intrinsic part of the moral, ethical and social equipment of every young person. Among them, of course, is an instinctive love for one's country and for the amenities, benefits and opportunities it provides, particularly if they are free, for education, self-development, personal or communal enjoyment. This is the kind of love, call it patriotism if you like, that makes a nation strong. It is the kind of love that would have motivated students to cherish and protect the facilities provided at the Library, rather than display such disruptive disregard. And then there is the common quality of having respect and regard for others, for the property of others and for established rules and regulations. The rowdiness of students at the Library is a grevious breach not only of the behavioural requirements of the institution but also shows serious disrespect for those who want the peace and quiet to conduct their research and studies.

The point we are making, we believe, goes to the heart of what now ails our country. Providing a purely academic education for our children is clearly not enough. Making sufficient secondary school space to accomodate all students writing the SEA is a worthwhile development but, to an increasing degree, the effort would be lost on teenagers growing into adulthood without a social conscience, without a sense of purpose, belonging or genuine love for country, without an appreciation of the opportunities and facilities given freely to them, without simple respect for others and their property. To a large extent, this deficiency is the result of a failure of both the home and school. Somehow, in the midst of an academic education and their nurturing we must find ways to instill these basic virtues. Otherwise, our problems will only get worse.