Education Reform: Why the Cry?

People look for change, others for difference.  Students want access to quality education, teachers want access to quality training.  What exactly is the matter with the education sector?

In another famous battle cry, how did the word, Education Reform, manage to subsist before everyone’s eyes?  And yet, more disturbing is the fact that education stakeholders stare at it with glazed eyes, like it’s the holy grail, an end in a very complex means.

One factor is that these stakeholders, with the addition of student-supporting parents, and direct employment–buffer communities, are getting wary of schools.  In fact, they might even be wary of education systems as a whole.  And that wariness could only be attributed to the unsatisfactory results of each of these stakeholders’ investments.

Students don’t necessarily get the job or career of their dreams; perhaps, dreams have gone a long distance to separate itself from reality – and this gap of which is supposedly ‘bridged’ by education.  This bridge function may instead become too dysfunctional that students cry for reforms, for education reform.

Teachers, instructors, tutors, and all educators carrying their nations’ name for them, these people are increasingly having difficulty retrofitting, adapting to the changing needs of the students, and of the society.  There are supports made to address this plea, but the channel in between these supports, they’re as scarce and sometimes, inefficient as the students ‘bridge between reality and dreams.’

And how do teachers meet these issues?  -- They remain to teach.  Hence, in their ever-bearing and diligent way, they too, call for education reform.  And where do these calls go?  More importantly, are these calls heard? 

Everyone wants to think it is; that while some do the talking, there is a listener and a doer, packaged in one.  Government or education field-authorities, perhaps it’s them.