EDUCATION: WHAT WE HAVE AND WHAT WE NEED

by - Mahima Taneja

The concept of education as a process of acquiring knowledge or skill is as old as human civilization itself. The guru or the teacher has always been highly revered, both in Indian mythological texts such as in the Mahabharata and the Ramayana as well as in the ancient educational system of India like in the gurukuls and madrassas. The dharmashastras, Manusmriti and Kautilya’s  Arthashastra contain details of systematic education and training.

Important centres of learning which systematically imparted knowledge came up between 200 BC and 400 AD, an example being the Taxila University. The first western university was set up around 300 B.C in Athens under the Greek philosopher, Plato, who emphasised the importance of education in running a state. He asserted that a state’s primary function is educational since a society is based on cooperation, inter-dependence and specialisation. So it is important to educate and train individuals so that they can take their place in the society according to their capacities and talent, thereby assisting the state in its smooth functioning.

However, even though all human societies have had a certain form of educational training, the content and manner of education have been dynamic; changing according to changing circumstances and needs.

But then why has this supposedly dynamic system become so static and mechanical today?

People send their children to the best educational institutions for basically two reasons:

1. Economic, so that their children can get a job and settle down.

2. Cultural, so that their children can retain their cultural identity in this era of globalisation while conforming to standard norms of ‘civilised’ behaviour.

It would be wrong to disagree that the current system is serving these two purposes to an immense extent. But in spite of valid reasons, and in spite of their fulfilment, why do children don’t like going to school? Why have the drop-out rates in developing countries like India been on a rise? Why does the school appear like a boring prison to thousands of children who, thus, fail to comprehend the purpose for attending the same? Something is undoubtedly wrong.

As Sir Ken Robinson pointed out in one of the TED talks, the reason might be that the current system of education was conceived in a different age altogether. We’re following a system of public education that had emerged in the 17th century Europe mainly because the economic circumstances of industrial revolution required educated and skilled people who could work in factories and increase production.

This mechanical model of producing skilled labour was then transplanted into India during the colonial period for purely economic reasons, though effectively veiled under the ‘civilising mission’ of the West.

The same transplanted system continues to run in India, though in a slightly different manner. The after-effects of organising education along factory lines remain, though in disguised manners, for example, in the ringing of bells, the complete separation of subjects and lack of inter-disciplinary approach, stress on producing maximum marks and high grades, and strict classification by age groups. This sounds like manufacturing different parts of a machine in a controlled environment for maximum profit!

Moreover, as Madeline Hunter had pointed out, expecting all children of the same age group to learn from the same materials and to have the same intellectual capacity is like expecting all the children of same age to wear the same size of clothing!

Children require the freedom and opportunity to develop their personalities, talent, capacities and individuality rather than strict, inflexible rules and curriculum. Standardised testing and fixed curriculum have led to boredom not just for children but even for the teachers!

A change is crucial.

We need an education system which encourages divergent thinking, rationality and aestheticism, while enabling the individuals to take their autonomous place in the global society, rather than churning out production-obsessed machines.

This is where skyKpaar comes in.

We at skyKpaar believe that education should be highly individualised in the sense that it should cater to specific needs and capabilities, while also being collective and co-operative (networked, peer-based and socially relevant). We envision a world where there will no longer be any boundaries between ‘school’, ‘work’ and ‘life.’

All our programs are a clear reflection of the same.

skyKpaar is synonymous to Experience, Exposure, Awareness, Opportunities and Empowerment. We bring to a student the best practices and methods to facilitate his/her journey of self-discovery.

With a strong belief in the words of John Dewey, “Education is not preparation for life; Education is life itself”, the skyKpaar team has developed programs which are not just a way to learn, but a way of life and a journey destined towards a better world !!