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enowned educationist Neil Postman writes in his book The End of Education that “without narrative, life is meaningless, and without meaning, there is no purpose to life; without purpose, schools become places of detention rather than places of learning” (Postman, 1996).
What is the purpose of education? Different eras have had various purposes of education, which justify the existence of education and schools. This defined justification of education directly and indirectly affects curricula, syllabi, examination systems, learning processes and teaching methods. Postman (1996) refers to this justification of education as narrative. These narratives of education continue to evolve in tandem with shifts in social, political, cultural and economic trends. Today, we live in an era characterised by the narrative of neo-liberalism, which emphasises maximising profits. There is little room for other values and ethics in this narrative; it justifies means to achieve profit. To sell education as a product, the slogan often invoked is quality. However, this quality is usually restricted to measurable aspects, such as efficiency and productivity.
In Pakistan, there has been considerable talk about improving the quality of education. However, most efforts have focused on material, measurable changes- as such changes are easier to demonstrate. However, a problem with this type of change is that it highlights only the quantitative aspect of education and, at times, the numbers overshadow people. School administrations thus encourage a mechanical and automated approach to education and learning, as monitoring and evaluation are simpler in such systems. This mechanical view of management serves the interests of higher administration.
Such an education aims to produce individuals with a uniform mindset, who think like robots and operate mechanically, focusing solely on efficiency and productivity. They raise no questions about the social discriminations created by powerful groups in the society. Postman has lamented the overall state of schools in The End of Education. Schools, which are a crucial means of socialisation, are unable to articulate their narrative or justification. In many cases, schools play a significant role in approving, certifying and transmitting the powerful narratives or ideologies of powerful groups in society. Today, the profit-driven neoliberal ideology catalyses the education system. In return, the current educational system justifies this ideology. This relationship of mutual facilitation is fostering the privatisation of education and its commodification.
In Pakistan, there has been considerable talk about improving the quality of education, but most efforts focus on material, measurable changes, as such changes are easier to demonstrate.
The role of schools in shaping social realities has diminished with the rise of powerful media, which has popularised the concept of consumerism. The little opportunity for creativity that still exists in schools is not being utilised. This is primarily due to an excessive reliance on fragmented skill formation. These skills are assessed through a discrete point testing system. Such tests are preferred for two reasons: one is their so-called objectivity; and the other that objective tests can be easily scored using computers. The most significant issue with such tests is that their scores do not reflect the ability to apply critical thinking and knowledge in new situations.
In such an examination system, where competence and capability are measured solely through a memory-based assessment system, teachers are encouraged to focus exclusively on facilitating students to achieve better grades. The memory-based examination system, transmission-based teaching and the lack of meaningful performance by students perpetuate the current structure of power and reinforce socially constructed stereotypes.
How can schools be empowered to justify education? The answer lies in breaking the vicious cycle and creating a new one where the examination system encourages higher-order thinking skills, promotes critical approaches and offers opportunities for freedom of thought and expression. Although this may seem like a simple task, it is, in fact, a highly complex and challenging process, where quick and emergency reforms are ineffective. In Pakistan, several useless initiatives have been taken in the form of crash courses for teacher training. Political governments have widely promoted these courses to boost their image by showcasing a large number of ‘trained’ teachers. Many costly projects funded by foreign aid have been carried out as part of teacher training, with significant payments made to consultants; yet, positive lasting results are not apparent in our educational institutions. Such ineffective government measures include tampering with the curriculum. For governments, this appears to be an enjoyable distraction, allowing them to advance their political interests. However, such actions fail to bring about any meaningful improvements in education.
The key to empowering educational institutions lies in a comprehensive approach to education. This requires a thorough reassessment of the examination system, curriculum, teaching methods and teaching materials. The idea of significant change in education is closely linked to the individual freedom and creative abilities of teachers. Educational institutions can cultivate thinking citizens only when they understand the fundamental objectives of education.
The writer is an educationist and a social historian. He is the author of several books on education, language and gender, including Education Policies in Pakistan: Politics, Projections, and Practices. Linked In :https://www.linkedin.com/in/shahidksiddiqui/