Perhaps the most important benefit I derived as a student of the University of the West Indies was not the degree I received, but rather the three years there taught me how to think. Some persons might believe that I have not mastered the art of 'thinking', while there are others who will argue that the purpose of a university education is to certify that you have successfully completed a particular course of study.

Two weeks ago, I had reason to participate in a four-day seminar at one of our university campuses. The group consisted of working and retired persons who share a particular interest. I had time to reflect on my time at Mona, which was some 26 years ago, and to try and understand the mindset of some of our tertiary students.

My interaction with students is on two levels. The workplace and my social interactions have exposed me to many mature and young adults who are studying. I have great sympathy for those persons who have to work and study. It must certainly be one of the most tedious and difficult undertakings any working person can attempt. The records show that the majority are extremely successful. Those who receive financial and moral support from their employer do better, but there are some who believe that being a part-time student should result in one's job becoming the victim of neglect and abuse.

Professionally qualified

My second interaction is through the relationships that I have with three young adults at the University of the West Indies. These are students who believe that they should work hard and well to become professionally qualified in theirarea of study. They come from homes where they are the first generation to be given this opportunity, and are excellent students. Hard work is not a stranger to them and they have a good relationship with the English language.

This brings me to my biggest concern about our students, including those in high school. Too many of them have managed over time to develop a hostile relationship with the English language, which many refuse to admit is the language that exams are written in. Teachers and lecturers will tell you how much pleasure they derive when written work is presented for grading, and there is no need to subtract marks for poor grammar. They will also tell you that those who do not receive the grade which they anticipated complain when grades are lowered for 'bad English'.

Some teachers believe that it has to do with the way they speak, while others attribute this weakness to upbringing and socialisation and, of course, the refusal to read, including even the required texts. The heavy reliance on lectures as the source for all their information makes grading a rather boring exercise, as not enough students try to read the additional literature to give them the edge over their colleagues.

Students who graduate with professional qualifications, such as teachers, lawyers and doctors, are privileged. Those who graduate with a certificate which attests to them having successfully completed tertiary studies would do well to read as much as possible, and learn how to think. The ability to think is one that can open doors and guide one's future development.

Whereas a piece of paper can assist in getting employment, it certainly cannot ensure that one is able to offer solutions to problems when they arise at the workplace. The degree to which one is able to perform well on the job depends primarily on one's ability to think. Think about this.