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Comprehensive Educational Reform to Integrate True Progress of Individual and Society
As the present education system falls far short of the essential requirements of a good education system, there is certainly a need for comprehensive educational reform.
Key Takeaways
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Good education is the acquisition of knowledge, skills, and understanding in creative and stress-free conditions, linked to societal needs for peace, safety, and justice.
One aim of good education is to help individuals best develop their potential for leading a satisfying life. The second, related aim is to learn to utilize this potential to create a better world, cautiously avoiding all that is harmful to self and society.
Education should be seen as a lifelong processContinuous LearningThe concept that education and learning are not confined to formal schooling but continue throughout an individual’s entire life, adapting to new knowledge and societal changes.. Based on the understanding of good education presented above, many adults, including some in very high positions, certainly need continuing education, as the prospects of life betterment through good education are widespread.
As the present education system falls far short of the essential requirements of a good education system, there is certainly a need for comprehensive educational reform. While this may take somewhat different forms in various countries, some broad concerns are likely to be common almost everywhere.
The first step towards creating a good education system is to forge wide consensus on certain universal values that can form its core. that can be the core of good education. These values include: carefully avoiding harm and distress to any human or living being; protecting the environment and all forms of life; being honest and truthful, and sincere in social relationships; basing relationships on cooperation, not domination; never exploiting anyone and always standing for justice; committing to peace and non-violence in daily life and wider issues; accepting and respecting the equality of all people, regardless of religion or ethnicity; and avoiding harmful intoxicants and various forms of greed. Such universal values can be selected by leading scholars and adopted by various cultures in forms they consider most suitable.
Families can start introducing small children to such values in interesting ways while playing with them and role-acting. In schools, a very important phase is for students up to about 15 years of age, as this is truly the most formative and hence the most significant phase of life. In this phase, students acquire knowledge, understanding, and skills relating to all subjects; nothing is truly out of bounds. All that excites a child’s curiosity is part of the curriculum, but always within the wider framework of the universal values mentioned above. For convenience, specific subjects may be identified, but this should not curtail the system’s capacity to explore all that excites children or raises their curiosity. In this process, students not only learn a great deal in highly creative conditions but also increasingly realize their full potential and how best they can contribute to a better society. They gain an understanding of what is good in society (at community, village, or wider levels) and should be retained; what is harmful and should be reduced or discarded; and what priorities a better society might have, to which they can contribute. During this phase students should gain the confidence to do something new and different when needed, and and to work in close cooperation with friends and colleagues. In school the emphasis should be on working together in groups, not at all on fierce individual competition. This formative period of life is the best time for creating a strong base of good health; combining physical, mental, and spiritual well-being, which will also help prevent high-risk behavior, including substance abuse, now and in the future.
These 15 years can be followed by 18 months when the free play of learning anything gives way to more disciplined and selective pursuit of the subjects, including skills, selected by students for further pursuit. The emphasis on values continues as before.
Proposed Educational Phases
0-15
Years of Age
Formative Years
- ✓ Universal Values Integration
- ✓ Creative & Curiosity-Driven Learning
- ✓ Group Work & Cooperation
- ✓ Holistic Health (Physical, Mental, Spiritual)
18
Months Post-15
Disciplined Pursuit
- ✓ Selective Subject & Skill Focus
- ✓ Exam Preparation (Fair & Decentralized)
- ✓ Continued Emphasis on Values
16.5+
Years & Beyond
Higher & Lifelong Education
- ✓ Integrated with Societal & Economic Needs
- ✓ Contribution to Global Welfare
- ✓ Continuous Value-Based Learning
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These 18 months end with an exam, soon followed by other optional ones (based on the same syllabus of the preceding 18 months) aimed at providing students entrance to institutes of excellence. This should never be an over-centralized, all-or-nothing affair. For example, a student keen to become a doctor should also have other affordable options for medical education. The examination system must be completely fair and beyond all suspicion.
Higher education should be well-integrated with the real needs of society and the economy, alongside the universal values mentioned above. Encouraging conditions should be created so that students contribute in valuable ways to their society and the welfare of the entire world.
The concept of lifelong education, with an emphasis on a strong value system, should be spread widely through creative means.
The budget for the education sector should increase considerably so that all essential facilities are available and, supported by government spending, education at various levels remains affordable for everyone. Beyond increased government spending, communities should play a helpful role in improving education, particularly school education.
Key Recommendation: Education Funding
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Significant Budget Increase
To ensure all essential facilities are available and education remains affordable at all levels.
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Community Involvement
Beyond government spending, communities should play a helpful role, especially in school education.
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Disclaimer:The views and opinions expressed in this article are those of the author(s) and do not necessarily reflect the official policy or position of The Rift.
