Where to teach children?
School choice for education has been as a difficult test. In urban areas, the options are plentiful, but finding a school like this can be difficult. In rural areas, there is no alternative.
In urban areas, there is more than one school in each society. However, it is difficult to find a suitable school for children of ordinary families in terms of fees and quality. There are free schools in the city, ranging from government schools to private schools that charge more than a month's salary to a government official. Most parents are wandering in search of quality education for their children as they have to compete in the common labor market wherever they are educated.
The common belief that the quality of education will vary with the difference in fees makes school choice difficult.
There was a teacher-parent discussion program. Parents, teachers and school principals of the students who attended Nursery and KG were present. Even though the discussion spoke about eighty percent of the time, the principal spoke. He spoke for about 50 minutes and did not utter a word, addressing the parents and his children present, but the result of SLC (currently SEE) was double the school student passing rate and the number of students abroad after 'plus two'.
What I wanted to hear and hear was how the school has taught my child and how he has learned. Likewise, I wanted teachers to share the experience of teaching our children. But after listening to one of the principal's speeches, half English and half Nepali, I returned with disappointment.
In the entrance examination of some of the schools named in the city, the son could not draw the name, and in some cases, he could not pay the fee, and after that, he could find a suitable school for him and his son. Likewise, I reached a school run by an experienced leader in the field of education at the advice of friends. The courteous principal talked a lot about the progressive pedagogy his school had put into practice.
Even though the school fees seemed to be a little higher than our financial status, we decided to spend our education for our son's future. The behavior of the school-specific shops for books and uniforms was extremely rude. The cost of school uniforms was almost one and a half times more expensive than the market price. There were no chances for bargaining and discounts. Nevertheless, acceptance of this quality was imperative for quality education.
The school will also emphasize additional activities including sports, music, participatory project work. Progressive learning probably has this subject.
There was also a parent-teacher discussion. The principal played the role of facilitator. I was happy to see that the parents' comments were also carefully listened to and commented on in the discussion. The principal convinced us to implement our suggestion.
One week after that, a teacher from the school said on the phone, 'Since my child did not bring the book both yesterday and today, I could not teach. Remind yourself to book a book next week. 'Sure!' I was happy with the responsibilities of the teachers.
After going to school, he used to verify himself according to the routine of carrying the books in the bag. Is anything wrong today? But Madame said she had not brought the book in two consecutive days. Maybe I thought I was going to be well verified.
In the evening I asked my son. He said that the gurus had called, but he had forgotten. 'All right! The routine sent by the school also did not have a written statement. And what did you read today? ' I think so. remained free. Didn't the teacher teach you something today? ' 'You had me stand out.' The boy is in dark. And yesterday? ' The son said with tears, 'Yesterday, outside.'
I was not satisfied that the teacher who spoke so well with the parents punished the child for standing in the classroom for two consecutive days when he missed a book. That too was not the son's fault, according to the school-provided routine.
'Did you just stand out or anyone else?' I asked again.
The son said that some students would stand out and punish them, even in small error. Sometimes he would have a conversation with his friend's parents when he was driving his son. They have a similar complaint. The teachers have been directed by the school administration not to torture the students in any way. So instead of using a stick or a stick, they would be punished. Telling students not to punish means not showing them fear or fear, instead of being forced to teach. By being out of the classroom, they are not interested in their studies.
Parents also reported that some teachers were abusive in a way that made them feel weak. Such behavior only arouses disillusionment with students' learning. Isn't this a progressive learning method? Repeated visits to a private teaching institute have a negative impact on learning. Most of the private educational institutions have not been able to attract competent manpower due to lack of remuneration and service stability and lack of professional development. Most private schools have a tendency to advertise with established personalities but do not invest in increasing the capacity of other members of the group.
It is only natural that the performance of the 'temporary' manpower, which has not received the capacity to grow, is also 'temporary'. How does it provide quality education? Even so, it is even more miserable to have a school teacher teach by government teachers who have comparatively better services and undergo a complex selection process.
(The author of this article is Samjhana Wagle Bhattarai and published on Kantipur Daily)
