Article for paper..................... Mr. Laxman Ghimire( M.Phil scholar-Kathmandu University) Asst Prof. Mass Communication and Journalism Koteshwor Multiple Campus. EDUCATION AS RECONSTRUCTION OF AN EXPERIENCE Introduction The definition of education might be different for different individuals. If the people are highly educated or highly uneducated the definition might be different according to the context but any way, education is merely the delivery of knowledge, skills and information from teachers to students, is inadequate to capture what is really important about being and becoming educated. The proper definition of education is the process of becoming an educated person. Being an educated person means you have access to optimal states of mind regardless of the situation you are in. Nepalese Education System and our Satisfaction People are not satisfied with public school management and their teaching learning activities. Government is investing a huge amount for quality development and different trainings but all efforts are being worthless and Now-a-day people are talking about the quality education in our country which is the hottest debate in the public schools because the quality of public schools has been being fade down. The scenario of the school has been lost in such a way that there is not any event to be satisfied. But the hot questions have risen on what is quality education? Why is it necessary? How do we get it? Processes through which trained teachers use child-centered teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities. Analysis of Previous Studies The vision of quality education stared since 2000; the ‘Dakar Framework for Action’ which has proclaimed that access to quality education was the right of every child. It approved that quality was at the heart of education, a fundamental determinant of enrolment, retention and achievement. It has defined quality as desirable characteristics of learners, process, content and system. Goldberg (2002) has given focus to the teaching and learning methodology and set standards while defining the quality education. So, pedagogy becomes the prime concern for them to maintain the quality in education. There is no question about the theory and practice that are the key factors for quality education. But we can’t completely measure the quality by the theory and practice itself since the implementation. The importance of this distinction underpins a paper by Sayed (1997), who claims that the concept quality in education is elusive and frequently used but never defined’ and goes on to discuss how its multiple meanings reflect different ideological, social and political values. By critiquing key approaches to education quality, Sayed has focused on what he calls the value-bases of any framework for education quality. Quality in Neplese Public School Although we have common notion about the quality education and quality has been defined from the given mentioned framework, we are poor in quality since our financial situation, social context, pedagogical methodology and level of political awareness in very low. The notion of quality learner itself seems relative. But the concept of quality of schools is never a primary concern, in terms of infrastructure, and the growing number governmental schools, numbers of classrooms, lack of academic material and support trainful teachers’ avibilty, political biasness, illiterate community, instable political condition and supervision. Even in the present time, minimum necessity in the school is not defined. Critical Perspective in Quality Education The definition of the quality educations and prescribed parameters, in one hand can measure the quality of the education. The quality parameters set by UNESCO, in some extent is progressive in its nature. But, in the context of Nepal, the earning capacity of Nepalese, literacy rate, professional development of teachers, awareness of people of community, etc are the constraints. The critical perspective is the most important approach of quality education especially in the developing country like Nepal. The critical theorists have focused on inequality in access to and outcomes of education and on education’s role in legitimizing and reproducing social structures through its transmission of a certain type of knowledge that serves certain social groups. Contemporary Social Reality Mostly the concept of critically thinking, the current social reality plays the vital role for defining and maintains the quality education in the country in which power and knowledge are inevitable parts. What is the current social reality what consequences it brings? What are the causes to bring such social reality? These are the basic questions. Regarding quality education, if we want to analyze the existing scenario of quality education, Nepal is one of the poorest countries in the world because the per-capita income of Nepalese people is below the poverty line, the literacy rate; the disparity of the class in educations is creating the vibrant challenges to determine the quality education. Inside the current social reality there is ongoing conflict and unrest which is creating the complexity to define and achieve quality education in developing counties like Nepal. Social Belief Among the various challenging factors of quality education society multiplicity is one of the vibrant aspects of education. There are multiple classes of people who have various cultural and linguistic identities who want to have cultivated in their own culture. Moreover the social unawareness about the responsibility and accountability to their children is creating a crucial problem into the quality education. The actors of education have bounded in the culture and society that’s the problem is rising. Political Structure Although the most influential aspect of quality education is the politic, it is unable to play the crucial role to maintain the quality education in our country at the present time. The politic seems too irresponsible to determine the achievement or output of education for all children. It has only focused on the quantity of education. The quality has changed into the consumerism and the concept of emancipation is also clashed by material emancipation. Instead emancipation it is going on the anarchism in our society because the administrators have understood the quality in a sense of competitiveness in the consumer society. Economical Problem The hottest and biggest issue of quality education is economic reality which is suffering to the society. Especially it is related to the unequal distribution of power and resource between the classes of people. The quality education has lost its emancipatory charisma because it has lingered by the economical problem. The education which we are getting has depended on the class and culture. Look at the existing situation of working class of the people that the children have been dropping out and enrolling every years and being excluded from the chances of getting education. Without strong economical status within the family and awareness of parents about the value of education we are being failure in quality education. Emancipatory Knowledge The main objective of education is to develop the emancipatory function of the knowledge. The emancipatory function of the knowledge does not come overnight. It has obligation to pass the long exercise and procedures. If we analyze the educational system of Nepal, we have understood the system of class and the history of genealogy which focuses on the mainstream and marginal class. Then mostly we have to define from the ruler’s perspective. During the time of Panchayat system, the main goal of education was to make loyal citizen not towards the country but towards the monarch and their ideological framework. Post- Modernist point of view From postmodern critical point of view, the language of critique in education has inevitable role because only the language reflects the contradiction of the social life which is very transparent according to time and spaces. In the discursive interaction between the teacher and students in the time of teaching –learning activities, it has been creating the greatest problems in terms of how fluently and clearly they can put their ideas? The language itself speaks the social problems. If we are able to make our student critical from the linguistic point of view, their problems, ideas, conflict and understanding will be reflected there. Thats why, while judging the quality from the critical point of view the language plays the significant role. Practical Knowledge and Modernization The dialectical relationship make student to understand the real world by comprehending which is the most understandable for the cause and effect relationship. They should be given the knowledge of how negativism is based on positivism, how the war and peace both are interrelated to each other. What is the value of light in relationship to darkness? According to Said (2000), quality teaching in this sense means the ability to apprehend the dialectical relationship between the objective and subjective nature of oppression that is part of defining oppression as the subversion of essence means that oppression must be socially pervasive. While taking about the quality education we are quite mistaken about the utility of the education. We are creating mistake by thinking that our education is the bullet panacea of all the problems and it offers the blue print solution. Then what we have to understand that it poses as a problem to ask question about common answer rather than to answer the questions. Clarifying this idea Shor (1993) has claimed that the part of the solution can be found in how the problem is addressed in the first place. Now we have to be clear that we are providing the education which directly answers to the questions rather to provide the questions in which the students could try to find the answer. New Vision for New Generation In our system of teaching practices, we see the pattern of the questions and even the answer of those questions. The students most happily read those answer and write in exam and even secure the good positions but in the reality in the real world, how the students do finds the answer that he faces in the walking of the life is important concern here. Indicating present activities of education, Freire (1972) has claimed that we are taking the banking education where bits of information are deposited in what are presumed to be empty receptacle that is rewarded by certificate (as cited in Love, 1989) . Pedagogical Practices Pedagogical practices matter a lot while imparting the quality education. There are the fivefold process goal to pedagogy from the critical point of view in which teaching learning strategies are based on (a) development of an atmosphere of mutual respect and trust (b) shared leadership (c) cooperative structure (d) integration of cognitive and affective learning and (e) action (Schniedewind, 1987 as quoted in Sultana 1992). When we analyze the quality education from this perspective, we are far behind in the process of quality education. Contemporary, instability of the politics, its impacts in the society and culture, problems in leadership, deficiency in the modern procedure of teaching is the hottest problems of quality education of our country. Our Effort for Quality Management Human knowledge becomes relevant only when it begins with the experiences students bring with them from the surrounding culture; it is critical only when these experiences are shown to sometimes be problematic, such as racist, regionalist, class and caste and color base, groupist and selfish. It becomes transformative only when students begin to use the knowledge to help empower others, including individuals in the surrounding community. So, the knowledge of empowering other with honesty is the real knowledge which creates the environment of affective relationship. Conclusion I have interacted with the quality and educational relationship as a hot cake issues. Also I have selected the progressive (quality) approach for the explanation. The most crucial and complex we are heading now that we the human society has imagined the quality for emancipation of human being which have to create the sense of humanism, love, beauty and knowledge, but it has changed to the consumerism or it is only related to the materialistic emancipation of human life. The quality is necessary for the social freedom, equality, productivity and transmission in terms of spirituality and materialism. The present education has been handicapped because it has highly focused on the materlistic perception of education. It is also necessary to have the quality for the social transformation and emancipation not for the personal profitability. Although we are bounded by the contemporary framework of consumer society we have to look and search the Faith, Love, Control, Give and Humanism which are basic elements for the quality education. The false quality is always deceiving to the humanism and our society. So, human beings have to be aware about the quality that is highly for the spiritual freedom and then less economical benefit. Whatever we need that the quality in terms of the spiritual and material both kind of knowledge. References Barrett, A. M. & Lowe, J. (2001). Quality Management Systems for Education and Training Providers. Barunes, D. K.(2004). Two sides of profession: Professsional accountibility and professional learning community. Educational Researcher, 23(4). Cranston, J. (2006) Schools: Principles for the design. The Quality Mangement, 16(2), 145-159. Demer, K. (2006). School Management Information System in Primary Schools. Deming, W. E. (1990-1993).Knowledge, Skills and Dispositions in Conflict Management Education. Deming, W. E. (2005). The concept of Total Quality Management Educational Technology – TOJET. 5 Issue 2 Article 6 Gautam, K. C. (2005). Quality Basic Education as the Foundation for Nepal’s Development. At Graduation Ceremony of Primary Teacher Training. Ilies, L. & Zaharie, M. A. (2011). Employment of the graduate labor force and employers needs components of quality management in higher education. Innovative Forum for Community Development (2004). Review of Existing NFE Curricula. Kathmandu: UNICEF Publication. End
Posted on: Fri, 02 Jan 2015 16:31:12 +0000
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