Technological advancements in the world today is increasing at a dizzying pace, and without proper training and preparation, it will be neigh impossible to keep pace with the present, nor will one be able to advance to the future. This is a simple and undeniable truth that needs no repetition. And if we are to ensure that our country, state or society is not left out of the ever developing civilization, we need to be sure that our children receives the best of education, encouragement and support we can provide under the circumstances, because they are the real future of our state and society. The emphasis here being ‘good’ and ‘value based’ education because today, just the knowledge derived from books and learning by rot becomes insufficient and redundant in equipping a child for dealing with the future. As a community, it is our obligation to help a child develop their identity and be a contributing factor to society. We must refocus on the idea that a child is the centre of our community. The present social turmoil and uncertainty being experienced has at its root the necessity for protecting the traditions and cultural identity of the various indigenous communities in the state, and the best way to go about it is to ensure that the children of today are given the necessary education. But is education alone the only prerequisite for a better future, both for the children themselves and the community or the society as a whole? More than the knowledge derived from the books, it is the sense of security, protection, values, social experiences and examples being set out for them which will be important factors in forming their personalities and perceptions of a future society which they will eventually be inheriting and developing.
In other words, Education is a basic human right and a significant factor in the development of children, communities, and countries. Opening classroom doors to all children, especially girls, will help break the intergenerational chains of poverty because education is intrinsically linked to all development goals, such as supporting gender empowerment, improving child health and maternal health, reducing hunger, fighting the spread of HIV and diseases of poverty, spurring economic growth, and building peace. It also fosters equality- both in terms of gender and communities. It is a way-perhaps the only way that can give positive and inclusive development- that still elusive goal the word over- a real and tangible shot.
Juxtaposing these established truths with the result of the high school leaving examination which came out yesterday, it would not be much off the mark to state that the much trumpeted and rather expensive efforts of the state government to usher in breakthroughs in the dilapidated educational scenario of the state, more precisely the state-run educational scenario has once again taken a beating and has proven to be an exercise in futility.
Perhaps the solution to the protracted puzzle eluding the government’s think-tank of ‘experts’, ‘educationists’ and ‘academia’ for so long lies with the nearest private schools churning out toppers year-in and year-out employing underpaid teachers. If this whole piece fails to make sense for ‘them’, then perhaps the last two words might give them a clue- effective implementation.