Children deserve better at schools

Childhood is synonymous with embracing the awe of creativity and innovation and where fun learning takes place. It is the time when the "foundation stone" for positive and altruistic adulthood is firmly laid and youths are fully equipped to face the multitude of challenges that the world offers and be in a position to contribute effectively and productively to society. Lev Vygotsky contends that what a child can do today with assistance, she/he will be able to do by herself/himself tomorrow.

But is this really happening in our educational context?

Up to Year Three at Primary level one may safely say that fun teaching does take place through a genuine effort from most teachers to offer children the beauty of knowledge in a fun way through hands-on experiences. Year Four seems to be the first main stumbling block for fun learning. This starts fading away because the "monster" appears from behind the mountains.

Stress and fear of failure creep in and teachers and parents alike face a real challenge in ensuring that the child succeeds. Wittingly or unwittingly, exam fever is unleashed and continuous hands-on experiences take the sidewalk. Longer time of studying is expected - unfortunately many a time memorising chunks of information. This pressure starts taking its toll on the child, resulting in boredom and a real dislike for schooling. Time seems to be running out and thus one starts economising on effective teaching strategies.

But should it be like this?

Definitely not. This is exactly what the present proposed reform endeavours to address since everyone is truly and seriously preoccupied by the level of stress and failure that the present system is having especially on the child.

One has to see this reform in the light of a greater picture. The college set-up was put in place precisely to bring about the much-needed revamp to the educational system in our country. Schools are already experiencing more sharing of ideas and resources. Through this reform schools will start experiencing the presence of other much-needed personnel for further support. Besides the already existing personnel, one will be seeing the presence of trainee psychologists, the College Prefect of Discipline, Learning Support Zone and Learning Support Centre teachers and career advisers among others.

The reform will set in motion the phasing out of the 11+ examination and the introduction of the end of Primary School examination - a non-selective examination. Children will no longer be labelled at such a tender age, as streaming will be eliminated and the introduction of mixed ability classes and setting will come to the foreground. Different ways of continuous assessment and levels of achievement in examinations will also be introduced. Children's work will also be given its due importance for assessment purposes. Curriculum review is already underway and the introduction of a National Core Competences Policy and Strategy to identify early educational needs by the child will soon be published. A review of certification and the firm establishment of differentiated teaching throughout the student's life will augur well to the real inclusion of all students. The directorate has already set in motion the preparation of courses for teachers to provide them with new and innovative ideas regarding differentiated teaching.

Various stakeholders, parents, students, teachers and professionals have already contributed to a wealth of ideas that have emanated during the present wide, consultative period. The underlying cry is to better the system and alleviate the stress through a more student-friendly approach of acquiring knowledge and preparation for life. And this is precisely what this reform will see to, so that once and for all we will have a system through which student motivation for learning increases.

This will also ensure that creativity flourishes, discoveries come to fruition and questioning time for students increases. Students from all educational, cultural and socioeconomic backgrounds will also benefit and the student's knowledge, skills and needs will be met. In other words, teaching and learning will be more effective, equipping our students with the right tools to gain confidence and enjoy life since the "foundation stone" of fun learning has been firmly laid.