Quality School Education Matters

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Mujeeb Ali Samo
Quality school education is only the source with which we can change the failing system of the country. This rotten status quo in education has fanned the country into darkness. This all is because the main stakeholders and the government have paid less attention to the education sector. This unconcern priority in education counts a failure in all sector of the society. There is no ideal mechanism for dispersing education to the children which reap negative results. Educational failure can have a catastrophic impact on a child’s life chances and opportunities. Not only is it an injustice harming the outcomes of those children affected, but it also represents an economic and social strain on the whole of society that creates and perpetuates cycles of disadvantage. Children leaving school with few or no meaningful qualifications are less likely to enter into and progress in work and less likely to be able to support the learning of their own children. Our education system needs extensive and widespread reform in this respect. Currently, millions of children are not in school and those who are lack proper classroom facilities, such as electricity, bathrooms, adequately trained teachers, and appropriate curriculum and other materials needed for learning. Thus, some of those in school may drop out. These deficiencies contribute to widespread illiteracy, and even those who may make it through the system receive a low quality of education. In Sindh out of 12 million children, 6.7 million are out of school. 52 percent of these out-of-school children are girls. Meanwhile, 47 percent of government primary schools have to get by with only one teacher. Educational underachievement in these communities remains a national crisis; it’s urgent reversal must be a central mission of those in government. There are certain observations that school education has not become productive because of the outdated methods of teaching in these traditional types of institutions. It is as stated that education in schools must be student-oriented learning because it shall render the desired results. The key factors must be revamped. Schooling is not the same as learning. Schooling without learning is not just a wasted opportunity, but a great injustice. There is nothing inevitable about low learning in low- and middle-income countries. The crisis has three main dimensions which must be curbed with immediate effect:               I.     The first dimension of the crisis is the poor learning outcomes themselves.            II.     The second dimension of the learning crisis is its immediate causes: o    Children arrive unprepared to learn. o    Teachers often lack the skills or motivation to teach effectively. o    Inputs often fail to reach classrooms or to affect learning. o    Poor management and governance often undermine schooling quality.  III.     The third dimension of the crisis is its deeper systemic causes. The three policy actions to address the crisis as stated below.               I.     Assess learning, to make it a serious goal.            II.     Act on evidence, to make schools work for learners. III.     Align actors, to make the system work for learning.                      This scarcity in the education sector breeds a negative impact not only for learner youth in the education field but also on the parents. This is therefore urged that the provincial government must take concrete steps toward making an education enrollment policy where the ideal infrastructure is provided to the students and the teacher so as to attain a quality education. This is beyond any doubt that we will come out of illiteracy, poverty, unemployment, and bad governance when we educate the masses with thorough attention.

(-The writer is a freelance columnist.)

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