The Roles of Schools; Customized Solutions, Equal Opportunities and Accountability

To pretend that the current schooling systems are anything but mediocre and ordinary would be the underestimation of the century; in fact, make that two centuries. While we see a lot of emphasis on bringing in foreign schooling models and inspirations from the world leading schools (as decided by PISA), there is little focus on developing a system from grassroots level as governed and directed by the local needs and requirements. As more and more schools scramble to copy paste short-term solutions and marketable ideas that sell, a large majority of learners/students seem to have been left behind. 

Product of an Authoritarian System

I went to school some 34 years ago. I have experienced one of the most authoritarian schools, with all the emphasis on rote-learning, and cramming as much as was humanly possible. There was very little focus and time available for extra curricular or any any kind of skill building. The curriculum was set by the education ministry of Pakistan, and there was absolutely no room for any change or personal preferences or interests. The curriculum itself was static, boring and monotonous; leaving little room for imagination, creativity, curiosity and inquiry. The entire focus was on banking information, and word-for-word reproductions in assessments were expected and rewarded. My disapproval of the system led me to develop my own critical thinking and inquiry based learning methods later in life, which required deliberate unlearning of the inclination to be a didactic and opting for a role of a mentor instead. 

Learning Should be Driven by the Love of Learning Alone

I was an academic high achiever; with loads of accolades, trophies and shields as proof of my merit; though I did not enjoy the process of studies and the subsequent examinations. The classrooms were generally over-crowded with up to 45 students in one class at a time. It was almost impossible for the teachers to get to their students or to connect with them in any meaningful way. This particular experience taught me the importance of learning for the love of learning alone and not for the single minded focus on obtaining the grades. This negative experience also helped me become a better mentor to my children, by letting them explore learning without the pressure and expectations of amassing "A" grades; something that I try to preach to other parents as well. 

Equal Opportunities to All

Due to the sheer size of the school and the student body, it was often not possible to give equal opportunities to all students when it came to extra-curricular or elective skill-building exercises, and the students who used to be high performers already were the first choice of the teachers to be allowed participation. So the students who were prominent owing to their academics would get selected as prefects, head-girls, orators and for theater. Similarly, only the students already demonstrating high-abilities in certain sports were allowed to enter the physical programs and competitions. Looking back, i can see how unfair this system is, and how it did not allow a large majority of student to ever reach their potential. I understand now the dire need for equitable access and equal opportunities to all students and learners, irrespective of their socioeconomic or academic background. 

Independent Bodies for Ensuring Accountability

I believe that it is because of the fact that I was not satisfied with the schooling environment I went through, it shaped some of my socialist and reformist ideas towards education to bring a change in the current systems. I have since become more vocal for a change for the better so our upcoming generations have better opportunities and a fair chance at creating unique objects of knowledge through their learning journey. For a developing nation like Pakistan, it is of utmost importance that an independent body like that of OFSTED is organized and managed in order to monitor the school performance and to ensure that they are delivering the bare minimum. 

Focus on Performance Other than Standardized Tests

It is of utmost importance that schools take into consideration the different socioeconomic backgrounds of the students and cater to their idiosyncratic needs. One curriculum fits all is now an obsolete thought. It is important to allow flexibility and choice in the subjects as per the child's interests and focus on building the abilities of all, instead of picking and choosing only the high-ability students to make the school records look good. It is also important to give more space to the child and allow them to develop their own innate curiosity and direct it with the help of resources to enrich the child's learning experience.

This I believe can only happen, if we give schools some leverage in terms of assessing their performance on the basis of standardized tests. The measures of performance MUST take into account the unique challenges every school faces and customize the key performance indicators to include the school's efforts for inculcation of an inclusive culture that does not just focus on the high-achieving middle class, but allow access to all learners irrespective of the class differences. Only by looking at and allowing for the assessment of such qualitative factors can we expect the schools to start focusing on these areas.

Key Priority Areas

There is a lot of room for improvements in the kind of schooling that I went through, same as the one that is prevalent in most of the public schools in Pakistan. Some of the priority areas for focus are

1. An independent authority to measure the peformance of the schools on quantitative and qualititative measures
2. Better teacher-to-student ratios
3. Authoritarian classrooms should be replaced by interactive dialogical safe spaces
4. Flexibility for the students to choose their own learning path by allowing them variability in course selection and schedules 
5. Up-to-Date dynamic curriculum with more emphasis on group projects and collaborative learning with an emphasis on life-skills
6. More extra-curricular and skill-building activities; accessible by all students
7. Equal opportunity and equitable access to resources to all students irrespective of their academic performance
8. Better infrastructures and resources for conducting research; Emphasis on better washrooms required
9. Integration of ICT and SOLE modules
10. Focus on emotional developing, counselling of the young youth and include career mentoring options
11. Family and community engagements; Extending learning beyond the school walls