Urgent Call to Modernize West African Education: Eliminate Outdated Four-Figure Table Lessons in Senior Secondary School Mathematics
Dear West African Examination Council (WAEC) Board,
I write to you today not only as a concerned educator but also as a lifelong advocate for the advancement of education in our beloved region. It is with a heavy heart and a fervent desire for progress that I implore you to consider the urgent need for a crucial revision in our Senior Secondary School (SSS) Mathematics curriculum.
Having traversed the corridors of education from student to teacher, and now holding a PhD in chemical engineering, I have witnessed firsthand the persistent inclusion of archaic practices in our classrooms. One such practice, the laborious teaching of four-figure table calculations, has continued to baffle and frustrate both students and educators alike. It is time for change, and it is time for action.
First and foremost, let us acknowledge that the era of relying on four-figure tables for mathematical computations has long passed into obsolescence. Conceived over four centuries ago by the brilliant mind of John Napier, this method served its purpose in an era devoid of calculators and digital technologies. However, in today's age of ubiquitous computing power, the continued insistence on teaching this antiquated technique serves only to hinder the intellectual growth and technological fluency of our students.
Furthermore, amidst the deluge of knowledge and skills clamoring for inclusion in our educational curricula, the allocation of valuable classroom time to teaching four-figure table calculations is not only anachronistic but also woefully inefficient. In a world where proficiency in software analysis, programming, and practical applications of science hold paramount importance, we owe it to our students to prioritize relevant and future-oriented subjects over relics of the past.
Moreover, it is imperative to recognize that our current educational framework bears the indelible imprint of colonial legacy, tethering us to outdated paradigms that fail to reflect the realities of our modern world. While our former colonizers have evolved their educational standards to meet the demands of the contemporary global landscape, we remain shackled to a curriculum that stifles innovation and impedes progress. It is time to break free from the chains of antiquity and embrace a curriculum that empowers our youth to thrive in the digital age.
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In conclusion, I humbly beseech the esteemed members of the WAEC Board to heed this clarion call for reform. Let us not be bound by the shackles of tradition, but rather, let us forge a path towards a brighter and more prosperous future for generations to come. The time for change is upon us, and the destiny of our youth hangs in the balance. Together, let us seize this opportunity to revolutionize West African education and propel our students towards greatness.
With unwavering determination and hope for a better tomorrow,
By Dr. Michael Adenson
QEFAS Instructor