There is no doubt that society, in its current structure, is dependent. Thanks to political and territorial independence but when it comes to economic and survival independence, there is still a long way to go.
Economic freedom, in this instance, is not the only reference to macroeconomics but much more about community and basic level economics. This is because even before western economics came into our existence, our forebearers had their systems and means of survival.
The current systems and organisational structures by design are very good propellers of this dependence. The notion is that one must first strive to achieve something as a means to an end or satisfy a need. Besides basic needs, which one cannot go by without, there is a constant propagation of insatiable wants as needs.
The education system has a vital role to play in both the dependence and independence of an individual. In its current form and understanding, the idea is that one must first pursue a certain level of education to mostly qualify to be accepted. In other words, most of the knowledge and skills gained are imparted to a point that one must still compete for the acceptance of another party to be able to practise what they have learned.
This is so bad that if one day the current fictional economic system were to collapse, some nations may simply face serious famines, as they may not even have the basic skills to grow their own food.
There has always been a surge in migration from rural to urban areas in search of a better life. The main reason for this is the assumption that one needs a job to earn money to be able to feed themselves and their family. This is albeit the fact that one may be leaving behind productive land on which they could produce their food and even generate income from the surplus.
This could only be possible if there were intentional initiatives to empower communities with the necessary skills and tools. This will play a great role, as it enables a paradigm shift from the perception that development is the erection of malls, skyscrapers and city lights.
The departure point in this instance should be the focus on ensuring that learning is first meant to liberate. The knowledge should also be packaged and tailored in alignment with one’s natural inclinations. This ensures that one is not assessed or their skills measured in comparison with any other person but their natural abilities.
One more factor to which many dependencies can be attributed is time. From formative years up until one is in their teens, too much time is wasted on learning things they may not even have interest in or that will be of use to them later in their life. This is completely the opposite of what some of the most industrial countries like China, where learners in formative years are already engaged in skills aimed at manufacturing products.
On this side of the world, one is made to believe that sitting in the office, shuffling papers, is productive. It is assumed that sitting behind or in front of a screen, looking busy, can directly translate into real development when, in fact, it may be the obstacle.
The point missing from this view is that economies are built by industries where people are engaged in making real and tangible products for consumption and utilisation. In the absence of these, countries and nations are left at the pity and peril of their industrial masters.
It is, therefore, the dependency of this nature that every system of a nation and society must commit itself to address for total independence at all levels.
By Karlos TheGreat
Uncommon Sense is published every Friday in the New Era newspaper with contributions from Karlos Naimwhaka