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Educating or Schooling?
The fundamental assumption that we have internalized regarding "education" has often been confused with a mere theory of "schooling." Developing countries around the world are celebrating the delight of increase in the literacy rate of their population. But, the significance of such increase has not yet been really unveiled. The escalating numbers of heads that are able to read and the hands that are capable of writing do look good, however, enhancement of knowledge and improvement in the attitude complementing this escalation is not visible.
Like other countries in the developing world, Nepal is not an exception. The literacy rate of Nepal has risen dramatically over the years. People have comprehended the importance of "schooling" as a means of improving their life chances and "education" as a tool for getting better grades. As this competitive world demands, people are undermining the value of knowledge by joining the race for acquiring high grades and impressive certificates. Consequently, education is being com-modified and grades/certificates commercialized.
Nevertheless, efforts are evidently being made in remote areas of the country. Programs such as fee reduction and provision of food and drinks have been introduced. In some parts, guardians are offered monetary assistance for schooling their children. Since then, it has been observed that children are frequently seen inside the premises of their schools but have not accomplished the ultimate objective of learning. The problem here seems to be that such initiatives are only taking into consideration the attendance frequency of students and not the total knowledge they accumulate.
Now the question arises, why aren’t children learning? The apparent explanation, in context of Nepal, would be the imperfect education system. The system emphasizes rote-learning as a crucial aspect of proving yourself better. New thoughts and unique ideas are condemned, which greatly reduce the incentives of children to learn more. Children possessing creativity and potential to attempt something "innovative" are held back confining them only within the periphery of knowledge within the sheets.
Most children in the country perceive education as a responsibility to be fulfilled, rather than a chance of coming across something unheard of and unknown. A follow up trend of school-bunks and absenteeism is being wilfully accepted by many. In such a case, the education system cannot be solely held at fault, nor can the students only be blamed. This chains along the power of media that is increasingly being exercised in a wrong direction. On one hand it makes people aware about its effects and on the other hand, helps set up such inclination via numerous programs.
Specifically, it is not easy to expect a metamorphosis of instilled values of people overnight regarding the true essence of education. However, reforms in a conventional education system can certainly be made that can help the new generation develop a consciousness of verity. We need to recognize that "education" and "schooling" do relate each other but carry very different meanings.
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Akshyata Uprety
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