What is school education teaching?

In the understanding of many people, being educated means being financially strong and capable, and the desire to be educated has increased in most of them. The majority of parents who have made the education they have received as a ladder to financial prosperity are also intending to make their children financially prosperous by acquiring education like them.

Coming from the past to the present, if we analyze what kind of manpower Nepali education has produced and is doing, it will disappoint most of the people. Because the education of any country has to play an important role in producing the manpower needed for the development of the country. In our country, school education has been raising students as individuals, not as human resources. Children who are getting education in a gradual manner have an energetic age and time spent from their childhood to adolescence. It seems that the goal of most of those who complete their schooling, especially from private schools, is to go abroad and settle there. Dreaming of abroad after completing school education. It's sad. A big question mark has arisen as to what our education has taught and is teaching students to create aversion towards their own country.

Education in developed countries teaches students to connect with life and the world. The education there teaches students to know themselves, to understand human life and to connect with the world. Unfortunately, our school education has been playing an important role in misleading the students. It should be no different that school education is struggling to develop escapist thinking in recent times. Nepali educational institutions are becoming the first place to produce unskilled and skilled manpower needed by foreign countries.

American educationist John Caldwell Holt mentioned in his book "Underachieving Schools" that children in any country seek three things from education. It was published by Sikai Group seven years ago in Nepali under the name of 'Unsuccessful School'. In the book, Hult says that children first want to better understand the world around them. Second, children want to develop themselves. Thirdly, they want to use their special interests and skills to deal with the problems of the world around them and to benefit the human community.

Educationist Halt's question is not understood by the stakeholders of our country's education. As a consequence of that, today the multi-faceted aspects of education are getting lost. Multifaceted aspects of education mean its positive effects. What is the village - what is the city, who is illiterate - who is educated. Most Nepali educationists have been ignoring the multifaceted aspects of education. However, in the past few illiterate and literate parents did not even understand the multifaceted aspects of education. Simply, their overall understanding was that children would know everything after being educated. But in practice, the difference between heaven and earth in the learning and understanding of educated children has been and is being seen. Fewer education stakeholders are concerned about what the future will look like. Because of this, it is too late for us to operate school education.

According to educationist Halt, our educational institutions seem to have failed to meet the needs of Nepali students. In the first part of school education, i.e. active teaching and learning, students have to know the world around them. Unfortunately, with our passive and impractical teaching and learning, students neither get to know the world around them, nor the opportunity to develop themselves. The main reason for this is the medium language. Because the compulsion to speak and learn the language of others without breaking the speech has affected the overall learning of the students. Because of this, the student's interest and inherent talent are not known by themselves, nor do teachers and parents try to find out. Some of these reasons are that school education is not connected with the student's life. It does not even identify with the world in which he lives. Despite this, the multifaceted aspects of education have become secondary.

First of all, the conductors of education i.e. teachers should know well about the multifaceted aspects of education in any country. Then the students have to be taught through active teaching. We are totally lacking in such practice. Because we have a majority of educators who have been understanding education and the teaching profession superficially. They seem to have made education not the backbone of the country's development but a means of earning a living. Another aspect is passive teaching learning. It seems that most of the teachers in a country like ours have developed a habit of being more busy in political seminars than in intellectual work, i.e. study, research and writing.

Lately, the involvement of teachers in any political party is not understood. Thus, the desire or the ultimate goal of most who pursue a political image parallel with teaching is to become a politician and not a researcher or analyst. If we look at the background of the political leaders, most of them have come into politics from teaching services. Politicians who rose to politics from a teacher's background yesterday do not seem to have played a significant role in the education sector. It seems that all three levels of government are confused about what strategic plans and programs should be brought for people-oriented governance. Especially among politicians, there is a lack of thinking that investment in education and health can have far-reaching and positive effects.

As educationist Halt said, education is the basis of human values ​​and beliefs, while teachers are the conductors. In this sense, it is necessary for the teacher to be knowledgeable and sensitive to the positive things associated with education, including human values ​​and beliefs. Then the students get to know about the multifaceted aspects of education and accordingly determine their goals in life. In this way, schools are moving away from the life and world of education because the educators are ignorant about the multifaceted aspects of education.

To bring the country to the peak of prosperity, it is necessary for all three levels of government to prepare infrastructure for sustainable development. For this, the government should invest enough in education and health. In order to prepare the manpower needed by the country, revisions should be made in the previous curriculum. Prada Chaitanya Mishra has brought to the attention of the public from time to time through his articles about the timeliness and relevance of some lessons included in social studies in school. In the new issue of Shiksha Masik, he has mentioned about the multifaceted aspects of education under the title of 'Effectiveness of Social Education'. He said that education is the chemical that connects the character and movement of people, history and the world. He concluded that being educated means being able to think and write independently on your own.

The importance of education and being educated is only meaningful when schooling is connected to the life and world of the student. Therefore, a comprehensive discussion is expected about education and its multifaceted aspects that connect with life and the world.