‘Pride of Asia’ through holistic education
The literacy rate is one of the strongest criteria of measuring the
development of a country. When people are practically educated their
lives are prosperous and the country has a bright future. When people
are flourishing and the country is developed, people of other nations
begin to follow them. Then that country and nation become a role model
for others. That is their pride.
When education caters to the needs of the academic and professional
needs of the labour force and the job market, and is intertwined with
the requisite fields of professionals, the rate of unemployment will be
zero and will not hinder the pace of development. Similarly what is
learnt at school and the university will lead the students to a new dawn
of life. Therefore, the system of education should suit the modern needs
of the country and the world at large.
The word ‘Education’ should be introduced from early childhood when
the mother is held responsible for the physical, mental, intellectual,
moral and social development of the baby. If a mother produces ‘wanted
babies’ instead of ‘unwanted babies’, our society will be a better place
with better human beings. Mothers should be made aware of the importance
of their positive mentality at childbirth. Similarly, they should be
educated about the importance of the physical and mental health and the
medical attention of both the mother and the baby during early
Primary school is the best place to mould and guide children
to be human
Due recognition is not given to this most significant part of human
existence. This vital process should be a subject in our school
curriculum because the importance of early childhood development should
be taught to the students of upper classes who will be the future
parents. It is advisable to introduce this noteworthy subject in grade
six or seven because many school dropouts are recorded after grade
eight. Unlike our times children of grade six and seven know a lot about
childbirth and what they know is not educationally important. That is
why they should be given a proper knowledge on this matter as a subject.
The risk of entrusting babies to daycare centres, and how children
lose faith in their parents, and how that will, in turn, create a lot of
social issues in the future, should be discussed in the media.
Pre-school education is so far not considered as the foundation of
formal education and that may be the reason why anyone is allowed to
open up a pre-school as a way of money making.
Pre-school teacher training programmes should be done either by the
state or by those private institutions that train pre-school teachers
and such institutions should be monitored by a panel of supervisors
appointed by the state. Further, pre-school education should be
conducted only by the qualified teachers. If possible pre-schools should
be incorporated into the government school system.
Children of three, four and five years should be handled by a well
qualified set of teachers. If their foundation is not properly laid then
the entire construction in school education could be a failure. As a
result, the entire nation and country will be faced with an unfathomable
chain of national issues that will make our country a hellhole.
Primary education is the most important of all. Pre-school and the
primary school are the best places to mould and guide children to be
human. Children at the primary grades are like flowers that are not
corrupt. That is the best age to train them to think and act, understand
their creativity and abilities, share and care, accept and help their
peers. This is the best age to inculcate the moral and spiritual values
that we need today in society. Eradication of social prejudices and
discriminations should be begun at this level where children do not know
what they are. This is the ideal age to teach them that all are equal.
Of the three types of learners, auditory (those who listen and
learn), visual (those who see and learn) and kinaesthetic (those who
learn by doing), the current education system caters to the first two
categories. To promote kinaesthetic learners, ‘hands on’ activities
should be introduced and the teacher training sphere should be
developed. School is responsible for the development of a rounded
First the parents, very carefully, help the children discover their
talents and potentialities and help them in this process of becoming
somebody. Then the teachers in the school, as they proceed from grade to
grade, through the subjects they learn, help them find the realization
of their potentialities and talents and help uproot at the same time any
cockle they find among the wheat. Children should be helped to identify
themselves, accept themselves and be themselves. If this is properly
done they will succeed in their future.
If the children have identified who they are and do what they know
and can in order to achieve their aims and objectives in life, then they
will be resourceful personnel to society. They will be ready to accept
any job that suits their capacity and abilities without wasting their
time on seeking white-collar jobs. If they are trained at school with
positive attitudes and positive thinking they will be ready to accept
the challenges in life. Everyone will not crave to be doctors and
engineers because teachers from the primary grades have taught them the
beauty of the diversity of capabilities that helps build the nation.
Children should be taught that the respect of a profession does not lie
in the name itself but in how that person behaves in it.
‘When a street sweeper sweeps the street, he should sweep the way
Michael Angelo painted, Beethoven composed and Shakespeare wrote. Then
the whole world will say: ‘Here is a good sweeper.’ Whatever the simple
responsibility a person is entrusted with, he or she should do her
The classroom is the best place where the children should be taught
to respect the person but not his job, respect the person’s moral and
human values, not the dress he wears. There can be a gentle moral person
in the one who is in a sarong than in a person who wears full European
Our secondary and tertiary education should not be exam oriented. The
main aim of education should not be that of producing bookworms. The
country needs practical professionals who can think differently and
contribute to the national production.
Exam failures can never be neglected because there can be late
bloomers and hidden talents. Those who are not good in their subject
learning can be clever at some other skills, like vocational subjects.
They should be properly coached to get the best out of them. Their
knowledge and professionalism should be made use for the development of
They need to be made aware of their value to the country. At the same
time those gems that are unearthed, cut and polished must be protected
from the ever-present reality of emigration or from the ‘lie’ that young
people must emigrate in order to find a better life or from the fact
that emigration is part of our culture or from the fact that emigration
is endemic in our culture. If they are duly recognized and paid they
will be happy to serve their motherland.
The regular transfers of teachers should be introduced and
implemented without being biased for the well-being of the students who
can benefit from a diversity of teachers and principals.
Transfers should be made every five years and the teachers and
principals should be given the chance of teaching and working in
different schools; Kanista Vidayalaya, Maha Vidyalaya, Madya Maha
The concept of being born and bred in the same school should be
eradicated. When regular transfers are made effectively, certain
monopolies of certain teachers and principals in schools will no longer
be a nightmare. In addition, regular transfers will make those teachers
and principals aware that schools are not their own private domain but
public property instead.
Thorough meaningful supervision by qualified supervisors must be done
from the beginning of this long process. From pre-school to tertiary and
vocational training such regular, systematic, thorough supervision will
produce fruitful results. The supervision will make all in this process
enthusiastic. The contribution of the supervisors will be more positive
and more fruitful. There will be less room for slipshod work and
cheating. Duties and responsibilities will be their forte.
There are certain supervisors, especially in the education sector,
who visit schools for certain reasons that are degrading their
profession. Their main duty is nothing but the supervision of the
teachers and the teaching-learning process at schools. But there are
disgraceful supervisors who visit schools and waste the principal’s
time, idling and enjoying a cup of tea with some Tiffin, as if they have
come to have a free breakfast and sign whatever document necessary and
then go away. Such supervisors do not know who the teachers and children
are and the teachers do not know who their supervisors are. Such
supervisors should be sacked because they are cancerous to the whole
Unfortunately the majority of such miserable supervisors are
politically influential and they are politically appointed. If their
educational and professional qualifications raised them to such
positions then they should know how to maintain their dignity. Since the
position is ‘undeserving’ of such individuals that it deserves a better
kind of individuals. That may be the main reason why they visit schools
for sake of visiting and enjoying a free cup of tea. Who is at fault?