Education: The True Vehicle for Personal Success
As Malcolm X once famously said, ‘Education is the passport to the future, for tomorrow belongs to those who prepare for it today.’ As I continue to write and reflect on Somalis in the diaspora, one of my research interests is to see how education changes the lives of young Somalis who were born in the diaspora and raised by their immigrant parents.
Evidence from my research shows that Somali youth in the diaspora who stayed in school and went on to study at university have had the best life outcomes. They have better jobs, are safer from societal violence, and are more likely to have stable and productive adult lives. To illustrate this, I want to share the stories of ‘Isaq and Jabril,’ both pseudonyms. Both were born and raised in London, and their fathers are cousins with similar educational backgrounds, both educated only to secondary level.
The parents of Isaq and Jabril came to Britain and settled in the early 1990s. They were very ambitious and wanted to give their children better lives in a country where they found life to be a struggle in terms of language, culture, and weather. They wanted to ensure that their children had the skills and knowledge to navigate the new society and perhaps get a better deal than they had.
Both fathers worked two jobs to raise their families, evidence of their dedication and commitment. However, the trajectory of the two boys diverged at the age of 16 when the secondary education exams, known as GCSE, took place. This is the moment that can make or break a child’s future education. Achieving good grades at this exam greatly increases the prospects of moving on to further and higher education. However, if children fail or don’t do well, the educational struggle begins. It’s important to note that even if children don’t do well, there are alternative routes and ways to retake exams or continue their educational journey.
Let’s return to the story of Isaq and Jabril. Although academically brighter, Isaq failed to take his schoolwork seriously. He played around, got in trouble with teachers, and neglected his homework. Despite his father’s push, he wasn’t putting in the effort required to succeed in school. On the other hand, Jabril was the complete opposite. Though not as naturally gifted as Isaq, he was a very studious student who took his schoolwork very seriously and worked hard without much prompting from his father.
When the GCSE results came, they were as expected for Isaq and his family. Jabril, on the other hand, was not disappointed. While Jabril proceeded to A-levels and then went to university to study Management, Isaq drifted away from education. By his 18th birthday, Isaq was out of formal education while Jabril was preparing to enter his first year of university.
Jabril completed his first degree in Management with a first-class honour, while Isaq served one year in jail for a street fight and had numerous encounters with the criminal justice system. Jabril’s life continued to improve as he secured after graduation a well-paying job in a management firm in London. Meanwhile, his cousin Isaq struggled to find stable employment, often limited to menial jobs, and carried the burden of a criminal record in his files.
The moral lesson of this story is that these two young men, related and starting from the same point in life, had vastly different outcomes. The only factor that determined success for one and failure for the other was education. Education played a pivotal role in shaping their lives and opportunities.
Education provides individuals with the tools and knowledge necessary to navigate the challenges of life effectively. It opens doors to new possibilities, expands horizons, and equips individuals with the skills they need to succeed in various domains.
