The Telegram group was flooded with mixed feelings. Self-reflection and introspection was heavily made when one of our colleagues sent a screenshot of wrongly written number "NINE" by a grade 10 student. We were not mocking anyone but were lost in deep reflection of our education.
Although everyone wasn't born with the same luck, talent and intellect, we cannot push things for granted. Is it the curriculum that has holes, or the child that is special, or the teacher not meeting the demand? Something we really need to think and re-think.
One thing is certain that our curriculum doesn't have room for differently abled pupils. Education system is very fixed and rigid. Many have argued that the current curriculum is simply a number that someone obtains in their exam. That means school churns out a huge number of students who can barely cook, write, speak and stand on their own.
As a way to reflect and introspect our teaching, we landed up pouring out many points, which may, or may not be true. It is worth discussing for the future of the nation.
"One said". "Genius".
"Something we really need to reflect upon the child, or we. Puzzle to solve". "Said another".
"We are heading into a world of uncertainty. Yeah, a lot to introspect, anyway, happy day friends!” "Claimed another".
"We need to reflect. A grade ten student, not being able to write the correct number in our national language is worrisome. What's next? Get to know the child first". "Said another".
"Lal Said"."I think every solution –if we genuinely find it with our whole heart - might spring into a tasteful solution. I am hopeful the concept of backstories and roadmaps will be of immense help in knowing every child, -their learning and passion".
"Our curriculum is so rigid and bulky. Time to replace it with more practical and lively content rather than on a hard-core fact". "Said Puba".
Friends, what a coincidence? "A week ago, interestingly I came across one of the grade 11 students who made the same mistake, blind opposite. While I was seriously brooding upon this, it also made me think so much about the child. It may look simple, but to me this looks like a big puzzle to fix".
My stand is simple and straight. Same student was found glaring in other subjects. Least bothered about class activities and learning. The story doesn't end with one school and one child, almost 30 percent of kids do have interest but in different fields, not in learning chemistry, English and mathematics. It is beyond school, which is more practical in life.
Indeed, educational institutes and universities are trying their best in providing quality education. However, there is a constant threat faced by the Ministry of Education, curriculum developers, schools and teachers who are constantly battling the diabolical fate of deteriorating quality of education. It was also learnt that schools and teachers are not doing enough in tackling this problem.
We must know that curriculum, school and teacher alone can't solve this issue. We must know that there are thousands of special kids at school who have severe learning difficulties and different interests. No Chemistry lessons, no Dzongkha lessons, no History lessons would interest them. Despite many systems in place, nothing seems to help them out. The new challenges ahead are spending exceedingly long time on screen and addiction to online games are posing a huge risk in the effectiveness of curriculum since most of the kids are seen lost and heavily driven by other fun.
Most of the kids are fond of learning sport, music, dance, yoga, cooking, swimming, painting, carpentry, culinary as full time education. I strongly feel that these fields seem ideal substitutes for kids with learning difficulties and uninterested ones.
Are we preparing our kids to be world ready?
In many aspects, I was fascinated by the Korean Education system. During my Fellowship, I was made to learn a mix of everything. Initially, I felt funny, when I was given a recipe for roasting potatoes and preparing Kimchi. Roast potatoes and Kimchi are the signature dishes for the ancient Korean. Knowing how to roast potatoes is not enough, rather knowing the right temperature; roasting procedures and presentation were given utmost importance. It involved a lot of patience and skills.
In Korea, the curriculum approach is different. Teachers and schools are given a special place and ever since education is everyone's business. Students in their primary grades learn fundamentals such as self-care, sanitation, personal hygiene, family values, age-old tradition and discipline more than hardcore facts and figures.
One touch I have had from their education is the curriculum on neonatal practical care lessons given to every kid in their primary schools. Schools make sure that every kid is given ample time for value education and culture. They introduce music, dance and sporting as part of the formal curriculum in their fundamental years, in their primary schools. Curriculum is such that every learner is given equal opportunity to learn and be part of school education. Blind children as they mature and complete their education gives them a place as a Massage Therapist.
There is also a strong hold curriculum on environment, sanitation, culture, self-care, littering and discipline that makes Korea great. The education board considers these learning as very important in nation building.
Classes on self-care, wellbeing, environment, sanitation, sporting would rather help add charm and value in a Happy Nation too.
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