So, What Now? Knowing the 7 Myths of Highly Ineffective Education Systems, What Do We Do?

Continuing to live with these myths is to deny ourselves the opportunity to succeed, especially for those who need education the most. The first step is to accept that these notions have indeed affected our work in trying to bring about better education. Acknowledging this is not a sign of defeat but of learning.
After acknowledgement, however, come reflection – and small steps. 

Here are some small steps that all of us can take: 
  1. Discuss these ‘myths’ and related issues with as many people as you can. Question and contest them, or support them, with your experiences, facts and data from your sphere.
  2. If you are in any way connected with education – as a student, parent, teacher, CRC-BRC, official or resource person, NGO worker or decision-maker, make one small change every month which in some way empowers children or teachers or HMs. (Our team, Ignus PAHAL, will soon be producing a poster presenting a graded list of these small, doable changes at the school level.)
  3. Talk with as many stakeholders as possible and within reach (and in the limited time available) about what they would like. They might suggest things they could do – and a small beginning may be made to a partnership in bringing about improvement that is gettable. It may be a better way to help children wash their hands before the mid-day meal, or managing to start the school 10 minutes earlier so that learning time increases, or ensuring used textbooks are circulated better, or working out how you may share your expertise with children or teachers.
  4. Find something interesting you can share with children. It may be a news item (e.g. did you know that for some reason, the MHRD – and some of the other ministries of education in the country – face a problem with monkeys troubling them?), or an interesting story you’ve read or know (but no moral tales please!) or a suggestion for something they can try out (e.g. making a paper plane turn in a predicted direction) or find out (e.g. why the inner margin of a textbook page is wider than the outer margin – okay, that is too easy but you get the idea).
  5. Find a way to convert complex educational ideas into simpler forms so that a person with no background in education or no access to ‘high’ language may understand it. E.g. ‘non-detention is not the same as non-evaluation, and that by detaining children we are making them pay the price for the system’s failure and also supporting the idea that it is fear which leads to learning’. Can you find a way to make this idea easy to understand for millions of teachers, parents, SMC members and others? (You can guess why this statement was selected as the example…)
  6. Use your mobile – call up a teacher, or text her an idea or send your appreciation. With children, use the stop-watch, camera and calendar in your phone to do activities. If you know an official and have a good enough relationship, make him or her uncomfortable by reading out sections of this article (don’t get into a bitter argument – a gentle, understanding approach may be more useful!).
  7. Finally, please add to the discussion on these 7 Myths and, perhaps more importantly, to the list of suggestions.
But all these are very small things, you might say. They can’t achieve much. Well, not if many, many, many of us are doing them! Perhaps it’s a myth too that only when some large government programme is in action can change take place. This ignores local ingenuity and the sheer numbers that can make government efforts look feeble – or boost them to make them actually succeed. Towards this, your views and ideas may be more powerful than you imagine. And that’s not a myth!

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