Introduction

Genuine education should solve rather than create problems for society. Educational drought is a coinage used to refer to a period of dryness, shallowness, and emptiness in the formation of man, consequently leading to a lack of intellectual and moral moisture in society. Such a terrible edu-climatic condition becomes a breeding ground for intellectual and moral aridity that is commonplace in Africa today. This inhibits genuine progress and African flourishing. 

Noticeability

Educational drought is perceptible both at the level of teachers and students. Some teachers in contemporary African society exhibit so much intellectual shallowness and incompetence, especially in the areas of lesson delivery and student formation. This makes teaching problematic, for one cannot give what one does not have. But, students should not use the incompetence of the teacher as justification for their own intellectual or moral shallowness; they should take an active and essential part in their own education. The problem of educational drought stems, predominantly, from the fact that there is so much lack of interest in studies and research in contemporary African society.

Similarly, in University contexts, there is an introduction of a brand of ghost students in the Cameroonian milieu and some parts of Africa, where students feature during matriculation and then disappear. We only see them again during the graduation ceremony. Such students do not attend classes, nor do they study. Some do not even write exams, but their marks are recorded. Such students just need to “arrange” with the lecturers to “just understand”. Education forms students for a greater task in society, and when this shallowness is predominant, society suffers. A better society stems from better individuals, and only education forms one to become a better member of society; either formally, informally, or non-formally. 

In such a deplorable situation, it is incumbent for both teachers and students to engage in a relentless effort to keep widening the bounds and horizons of their erudition through continuous academic involvement and unrelenting research. This has to be counterbalanced by genuine moral formation. Unfortunately, in contemporary African society, most students and teachers are not interested in research. Bernard Fonlon depicts, and rightly with regret, that most students do not read anything beyond their “confused notes;” and this is most often done only when exams are approaching. Most students are only thinking about how to make fast money, quick fame, and prestige. Society is becoming increasingly individualistic, and this retards genuine development and future sustainability of the beautiful values that undergird African culture.

Conclusion

We must strive to purge ourselves from the educational drought that is very rife in contemporary African society. Ghost medical students, for example, who do not attend classes are only training to be professional murderers eventually. A university that graduates such murderers promotes and participates in the massacre. Hence, if morals and intellectualism do not regain their primacy in African schools, then we are heading for a society riddled with mediocrity and ineptitude.