This archive report was first published on 28 June 2021.
On the surface, the debate on academic requirements for Members of Parliament (MPs) and Members of County Assemblies (MCAs) may seem straightforward. However, as we delve deeper, it becomes clear that the issue is more complex than a simple yes or no answer.
Education, often touted as the great equalizer, risks being a divider and a false pretence. While it is true that education has a multiplier effect on society, it is not the sole determinant of a good leader. In fact, the essence of a good education goes beyond drilling basic competences of literacy and numeracy skills.
As Seymour Lipset, an American Sociologist, noted in 1959, education broadens one's outlook, enables tolerance, and increases the capacity to make rational electoral choices. However, this does not necessarily translate to good leadership. In fact, history has shown that an MP with a long resume is not always more likely to be conscientious or go against the grain.
Take, for instance, the second liberation heroes who were A-list professionals and scholars. While they were undoubtedly educated, their leadership was not solely defined by their academic credentials. In fact, it was their ability to think critically, make rational decisions, and put the common good above personal interests that made them effective leaders.
So, what does this mean for our current debate on academic requirements for MPs and MCAs? It means that we need to look beyond the surface level and consider the complexities of leadership. Education is a necessary condition, but it is not enough. We need strong institutions, independent and speedy courts, a media that barks and bites, a responsive political class, and public-spiritedness.
As Mikhail Gorbachev and Earnest Bevin demonstrate, achievements in policy are far more important than academic credentials. Gorbachev, despite struggling to win respect from urbane Russians, was instrumental in ending the Cold War. Bevin, with minimal formal education, was a renowned British Foreign Secretary who counted the Trans-Atlantic Alliance among his successes.
Ultimately, the misconception that education is a panacea for bad leadership is a false narrative. We need to focus on the real issues that affect our democracy, such as strong institutions, effective leadership, and public-spiritedness.
