While some societies revere knowledge and understanding gained from formal studying of books and through structured systems, others prefer the less obvious but not necessarily inferior method of experience, gleaned through daily interaction with the people in the environment around them to gain the much required information. Yet still others have discovered that a mixture of both formal classroom learning must be substantiated with practical and hands-on skills if one is to be well-rounded individual. This difference is embedded in the value systems of different societies, such as the way knowledge is imparted from a very tender age, and as they grow they will amass themselves with a lot of data and facts. In these societies, reading from an early age is encouraged by the parents and caregivers who are actively involved in reading to the child and preparing the student for life that will go through the entire formal system of school. In so doing, the importance of the acquisition of a formal education is emphasised to the child. In other societies, like the greater part of Africa, listening to the elders impart wisdom gleaned from a life of experiences is much more valued. Being able to relate with the greater society around yourself through attending social occasions, be it a funeral or a wedding, is paramount to one’s education—developing and maintaining your social capital is as important as gaining a degree because there is a heavy focus on people relations and society. Inevitably, this mindset colours the experience at the workplace as well. In some parts of Africa, you are more likely to get a job or a form of employment due to your ‘technical know-who’ and not your ‘technical know–how’. Consequently, when people get to their workplaces they are really concerned about being accepted and liked—not that it is not crucial—sometimes at the expense of doing their job appropriately. So a substantial amount of time may be built in creating relationships at work. In contrast, people who have been groomed into believing the importance of a formal education rely on acquiring the skills and getting further training if they do not necessarily like the people they are working with, well aware that they can get another job easily. The implication for educators is that we facilitate learning with this state of affairs in mind, equipping our children with the skills that will ensure they survive in both worlds.
