The eclectic combination of students, teachers, management and parents in an educational institution is tasted and weighed only by the one who has become at least three of the above components. Everyone in this conglomerate is found claiming his/her part of contribution whenever the students get accolade. The school management gives prominence to the expenditure and their investment of money in the school for different activities throughout the year. The parents give an account of their contribution of time, money and the tuition facility they provide, in spite of payment in the school. The teachers anticipate at least some oral appraisal for their contribution from the side of management and parents. The students simply follow the trends of their parents’ way of culturing. We may find superficial exchanges of congratulations to each other until the time of celebration frenzy. The goal of every member in this endeavor is claimed to be the same.
The culture of taking responsibility in schools has become a myth. The closure of schools for political reasons has victimized the children and the guardian, but the management and the concerned authorities are seldom found paying attention to the issues until the cases become extremely difficult to handle. Concerned authorities frequently exhibit their general characteristics of typical conservative and authoritative Nepali leader while the founders of schools are always found dedicated to their filthy lucre.
However we highlight about our own contribution, the bright success of a person lies in the psychological solidarity of the four components (parents, teachers, students and management) involve in an institution for the purpose of bringing up a child up to a successful position. But nobody is found to be the responsible person for the dismal condition of thousands of student produced by private schools.
Only some of the schools are exclusively serving for the pure transformation of the children into a skilled citizen who can contribute for the nation. This is testified by the huge number of educated and unemployed manpower in the doors of every school. The quantity is really encouraging; on the contrary, the quality of the students is questionable. The students will realize this tragedy when they reach in their mid-twenties, since they are shaped in such high scoring culture without deserving quality. We seldom find scientists or engineer or artists from Nepal rocking the world.. This happened as the education system and the socialization process is still pragmatically feeble.
Great Nepalese who have something to do in the global world are either the products of some other countries or they themselves are genius. Everyone can be pretty sure of the fact that the country is facing the scarcity of skilled manpower. Few skilled people are drained somewhere in European countries as they have realized that their motherland was/is unable to give anything except birth. Isn’t it the responsibility of the boarding schools to rejuvenate and realize their orthodoxy?
In case of teachers, they are never morally bound to take the responsibility in producing skilled manpower. We can claim out and out that most of the teachers initially are honest and try their level best to teach the students. But in course of time they realize that their contribution becomes worthless to the parents and managements. They get solace at least from the students sooner or later for which they continue in an institution till they get better opportunity. This trend, after all, has victimized the tender children and the future skilled manpower of the nation. The philosophy of the teachers generally does not match with the parents and management, but when the philosophies of all the members of a school match the quality goes higher.
When we talk about the parents, in most of the cases we find them mismatching the philosophy with the interest of their children. They always have the tendency of glorifying their children’s habits whether or not they are worthy. Parents who can give time to the children simply pamper hiding their children’s weaknesses to the teachers and school. They always go to the school and talk about worthless things. The parents who rarely visit the school accuse the school administration and teachers for the weaknesses of their children because of which the frustrated teacher may have high chance of having negative impression on the children. The management becomes dame care as the parents are not regular visitors. Parents spend less time with their children because of their business and become totally unaware of them. They try to motivate their children telling them about the money invested on them. When they hear unsatisfactory performance they simply pressurize the students to stay in hostel from the primary classes and expect all sorts of development and ultimately the children are ruined. The management does not know the predicaments of the students and goes on pressurizing the teachers and students for improvement. These trends continue till the students pass tenth standard with high marks in unfair way. Till then the students will be spoilt. Who is responsible for all these outcomes?
School management is always concerned about the income and expenditure of the institution and never becomes aware about the ground reality. When it becomes aware of it, it turns its angry eyes upon the teacher and even terminates the innocent scapegoats intensifying the troubles of the children. Wherever the management is equally involved in academic and administrative sectors, it seems quite satisfactory in the eyes of the parents and it has yield something.
In a place established for upliftment of many children’s mind should be totally far away from politics and the unnecessary conflicts. Only few teachers become dishonest, only few management committees turn out to be producer of skilled manpower, only some parents understand the real essence of their children’s interest and most of the teachers understand the predicaments of parents, weaknesses and merits of students, exploitation of the school founders and their own quality. The relation of a teacher seldom remains good with the management after the acquittal of his/her service. The realization of teachers’ contribution to the students starts after the exit and the student remember their honest teachers even after long span of time even though they are in dignified positions. Therefore the victimization of the children in the private schools of Kathmandu Valley cannot be compensated by anyone except the dedicated and skillful teachers. The only solution to enhancement of good education system is to promote and protect the experienced and skilled teacher.
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