"Dad, I have decided I want to go to study in Dar-es-salaam for my advanced level examinations," Esau told his father one evening when the old man came from his office.
Alfredo regarded his son for a few seconds and then said, "Why do you want to study in Tanzania?"
"I just want to go and study there!"
"There must be a good reason. What good is there in Tanzania that can not be found here?" The old man inquired as he stared at his son arrogantly. "You have qualified to join any of our universities here, so why go back to school and waste two years reading instead of going straight to university?"
"I want a change of scene and environment."
"Ah, so that's it! You want to go to Dar to bury your frustrations in books at having lost your Indian girlfriend, eh? Give me a good reason why I should take you there, but not that one."
"But dad, weren't you the one who used to praise the old system of education in which students would go for advanced level examinations for two years before joining the university?"
"Yes, I once told you that. So what is the matter with that?"
"Don't you remember you once said that the A-level system bred a form of independence among the candidates? And that such independence made them capable of making their own notes from text books from the points taught by the teachers in class?"
"Sure," replied the old man suddenly, realising the young man was driving him into a corner.
Then he remembered what he had told his son about the differences between the old and new systems of education. Indeed, he emphasised that the A-level system prepared students to be analytical, critical, and reflective in their areas of specialisation.
He had also told Esau that the A-level examination questions required students to apply the knowledge they learnt to solve problems or questions they encountered in examinations.
Those were known as the application questions as opposed to textbook questions requiring students to memorise and reproduce the facts learnt into the examinations. Education experts had termed it as rote learning.
Alfredo's generation was quite proud of their education system. They believed it made the students mature before joining the university.
According to those who went through the old system of education, A-level, they were required to give an in-depth and thorough explanation of the points or facts they raised from the question in their answers before the examiners could award full marks.
But the new system, the 8-4-4 introduced from North America, was quite sympathetic to the learners.
Students were only required to exhibit some slight knowledge of the points raised from the questions in their answers. Full marks could then be awarded for such.
As the new system was being introduced, emphasis among the senior examiners was not to allow massive failure of candidates.
The political authorities in collaboration with education experts that had introduced the 8-4-4 system wanted it to appear a success.
Allowing massive failures despite the poor performance would rub their shoulders the wrong way and not augur well to them.
He had also told his son that while the new system aimed at producing self reliance and self employment among the pupils who went through it, this remained quite a distant goal; a bridge too far.
Unemployment still remained a major problem in the country and many other third world nations.
Like any proud old man, Alfredo saw little merits in the new system but numerous ones in their old system. Why, the new system only produced half-baked graduates who were being spoonfed all their lives instead of being independent and working on their own.
Oh, what a crazy world it was that the politicians set non-achievable goals for the teachers, pupils, and educationists only to please their foreign donors!
Although he knew that the new system had also produced some exceptionally bright candidates who were technologically equipped to handle the challenges in their daily lives, the old man was just fond of the system his generation had gone through.
He looked at the past with nostalgia. So when Esau reminded him of the old system, he knew his son had touched his soft soft, and underbelly.
"It's okay my son if you want to go for your A-levels in Dar-es-salaam," said the old man, "But are you aware that in Tanzania, emphasis is on Kiswahili language and all subjects are taught in their national language?"
"I'm quite prepared dad, but I never knew about that," Esau replied and went on: "I only saw an advert in the Daily Nation Newspapers stating that Dar-es-salaam International School is looking for teachers in various subjects. So I thought I could go and study there."
"Ah, then that looks different and wonderful. I've also heard that there are some international schools in Moshi and Arusha in Tanzania. It is said that they offer the British curriculum and their examinations are set and marked by teachers at Cambridge University in the United kingdom," Alfredo paused for a few seconds searching his son's face.
Then he continued, "But I will take you to join the school you saw in the advert; Dar-es-salaam International School. We'll drive to Dar and see what they have to offer. But promise me that when you go there, you will as usual work hard and score good grades in your finals, my son."
"That's a promise, dad. I won't let you down, I will work very hard."
"It's settled then. I'm glad that you have made an independent decision. That proves you are slowly but surely maturing," Alfredo smiled as he spoke: "For a while I thought the Indian young woman had something to do with your decision. But now I can see that's not the case."
"It's a personal decision, dad." Esau replied but did not want to admit that his father had almost come close to the truth. "Thanks dad for being so understanding."
"It's okay, then. We'll leave for Dar-es-salaam on Sunday after we have bought you the basic things you will require at school."