Running Head: Education Education [Institute’s Education Education is one of the most important society reforming elements andis the basic tool for progress and success. While all societies aim to have a satisfactory education system, some societies may not put as much emphasis upon it as others. Hence, such societies may be providing their people with education, but their education system may lack quality and discipline resulting in major consequences for its population in the future. Since education is the first stepping stone to success, all societies must ensure that their education system is providing quality education which is beneficial to the child. This can only be reality if a proper system which ensures equal education to all is implemented. Education should be available to all at a subsidized rate, providing everyone with equal opportunities for admission on merit. A proper testing system and a merit based system should be up held which strongly condemns corruption, cheating, and reference based admissions. The initiation of improvement can only take place when every person has access to equal opportunities for education and a system is implemented which properly rewards those who show good performance. Moreover, it is exceptionally important to encourage collective inquiry and giving students the opportunity to provide their ideas and opinions (Sergiovanni, 1992). Much of our school’s curriculum is based upon memorizing a lot of information and many teachers do not encourage
students questioning or criticizing the information presented to them. Hence, children learn to memorize instead of analyze. An environment of critical thinking and analysis should be implemented by enthusiastic teachers who make their subject a real life experience rather than just a bookish lesson. They should ask children to provide their opinions on the subjects they are learning and should ask them for possible solutions to the problems mentioned in their syllabus, instead of only providing them with readymade solutions (Anderson & Olden, 1986). Many of the stakeholders involved in this process may not be as willing to change the school system or the curriculum assigned to students, as they may feel suspicious of this new system. Parents and community members may feel that giving students the liberty to ask endless questions and provide their opinions on established facts may lead to students over questioning subjects or wasting a lot of time with unnecessary questions, hence, it should be restricted. However, it is important to inform such parents and other members of the community that students need to learn how to “think” and do not attend school only to memorize. Students tend to forget a lot of the information they learn in school and only retain a small portion of it. Hence, a lot of it is useless. When a child learns how to use this information in the real world and knows how to apply it, it will prove to be beneficial to him/her in their future. Many parents may feel that making education compulsory up to a certain grade level prevents them from sending their children to work. However, keeping their needs in mind it would be important to convince them that their child’s future is going to much brighter with a good education. Since he/she is being given the opportunity at a low cost, on a merit based system, he/she will receive equal opportunities in his career, with children from more affluent backgrounds (Valli, 1992). The government must be convinced of making education compulsory and increasing their budget allotment for education to enable all schools to offer education at a subsidized rate if not completely free of cost. Another very important point in education is extra-curricular activities and subjects such as art, music, and physical education. A proper emphasis should be put upon the teaching and implementation of such subjects in all schools. Parents must be convinced that to have an all rounded healthy personality, their children must be exposed to such subjects and education as well. This will enable them to explore all realms of education and discover their talents (Valli, 1992). In order to implement this system and improve a school, a proper team must be devised. The team must begin with generating as many ideas and suggestions as possible. Then the team must begin to gather support from the community, the local authorities, and parents. They should spread around pamphlets to spread awareness of the issues inhibited in our education system and conduct seminars. Moreover, to lead this new system of collective inquiry towards progress, teachers should be asked to attend workshops for further training on how to guide a child’s interest in a productive manner (Sergiovanni, 1992). Moreover, the whole community should be asked to participate in this noble cause. People, who are blessed with money, should be asked to donate generously to this cause. People who are educated or have certain skills such as drawing, painting, playing an instrument, or are good at sports, should be asked to volunteer a few hours of their time in the school to engage the children in various activities (Valli, 1986). A productive environment can only be created if students are given a chance to explore the realms of their creative genius and explore their interests and talents, instead of being given a pre-defined curriculum. Moreover, a culture of learning can be enhanced majorly through the attitude of teachers. Charismatic teachers who know their subject well and enjoy teaching it can invoke an interest in a child and enable him/ her to enjoy the subject as well. Teachers must be encouraging, cooperative, and helpful to the students in all realms of life and must provide them with proper guidance as to how to pursue their career choice and polish their talents. Moreover, an environment of healthy competition must be created for students to have a desire to excel and students must be rewarded and appreciated for their commendable performances to encourage their vigor of learning. The environment must be disciplined but lenient in the case of learning, to encourage the child to not only feel pressurized but to enjoy the experience of education. References Anderson, B. & Olden, A. (1986). “How Successful State Improvement Programs Work.” The Phi Delta Kappan. Volume 67, Issue 8, pp. 1-5. Sergiovanni, T. (1992). Moral Leadership; Getting to the Heart of School Improvement. Josset-Bass Inc., Publishers. Valli, L. (1992). “Beginning Teacher Problems: Areas for Teacher Education Improvement.” Action in Teacher Education. Volume 14, Issue 1, pp. 1-5.