Education in Crisis: Unhappiness and Underachievement
The current education model, followed worldwide, has become expensive and is not delivering expected results. Many children and youth are unhappy and miserable at school, not occasionally but daily. Some students become unruly, disturbing classes, while bullying affects victims and perpetrators. Others become quiet and withdrawn, feeling like losers compared to their peers. In Norway and other Western countries, up to a quarter or a third of students finish ten-year compulsory school without proper skills in basic reading, writing, and arithmetic. They cannot enter upper secondary school, which is now common for almost all youth, and without it, finding a job is difficult. Some turn to drugs and crime, living on social benefits and remaining permanent outsiders.
Failures of the Technocratic Approach
Despite good intentions, the Western education model, based on technocratic analysis and political decisions with little input from pedagogical and psychological experts, has led to an unsustainable system. Reliance on longer compulsory schooling, expanded curricula, more tests, and longer teacher training has not improved outcomes for all students, especially poorer ones. The crisis is not the fault of teachers or students but of politicians, planners, and societal thinking.
Proposed Shift: Well-Being and Moral Education
A new education system should focus on student well-being and interests, making every school day pleasant and enjoyable. Moral education must be placed above subject-matter learning. The current system forces children and youth into a core activity—school—that many dislike, violating human child rights. Those who do not finish with good grades are excluded from mainstream life.
Balancing Access and Over-Schooling
In developing countries like Pakistan, the main problem is that too many children do not attend school or drop out. However, in the West, over-schooling is the issue. A good basic education for all children should emphasize the 3Rs and moral education, supporting children to enjoy learning. Teachers should encourage students and focus less on tests and exams. The school system has become too competitive with a broad, demanding curriculum, prioritizing certificates over real knowledge and values.
Recommendations for Reform
Curriculum should be cut to focus on ensuring every child learns functional reading, writing, and arithmetic, along with how to live respectfully and be proud of themselves. Avoid teaching unnecessarily advanced mathematics and other subjects. Core skills and practical use should be prioritized. Lifelong learning is essential, but not all knowledge must be acquired at school. Students should learn to find data from the internet and discuss issues with others, not just use social media alone.
Involving Society and Apprenticeships
Society outside school should be more involved. NGOs, CBOs, interest organizations, and vocational associations should play a greater role. Apprenticeship-like programs and learning vocations from parents, in contact with schools, should become fashionable again. The positive spirit of events like the World Cup can inspire education, emphasizing doing one's best and being part of the community.
