What is education? Education is a process of adopting new skills, information, and values. It starts when we are infants in our mothers’ wombs and never ends; it follows us until our last breath. Through education, we improve as people. Teachers are given to show us. They can show us reading, writing, history, science, and mathematics. Lessons are either instructed in English or Malay in most educational institutions.
There are four basic types of education:
1. Essential Education—Also known as Primary School, this consists of 5-7 years of studies, starting from either 5 or 6; the number varies in countries. In some countries, this level of education is further subdivided into baby school and junior school.
2. Secondary Education—Secondary School consists of 5-6 years of studies starting at age 13 or 14.
3. Advanced Education—Also known as Tertiary Education. After finishing secondary education, a further level is to get certificates, diplomas, and academic degrees. Students pursue studies from various colleges and universities around the world. However, some are done locally. In some institutions, students are given an internship in selected companies to prepare continuously.
4. Grown-up Education—Working adults can proceed with their education even after leaving advanced education. Students can apply for online education, which is the most typical educational decision as students do not need to attend classes. Instead, everything should be possible through the Web. Classes are led for all intents and purposes.
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Be that as it may, teachers today are not sufficiently skilled in instructing. Not everything except rather some. For illustration, teachers who show mathematics in one dialect will most likely be unable to teach the subject in another. This may cause a weight to some teachers.
Our Education System: Today
I will start with the issue of our present education system. The biggest problem is it didn’t propel kids. Millions of kids don’t know the purpose of going to school except for commitment. When we went to school, we were taught the scenario: buckle down, get compensated, do well, and get a school. Lastly, you will have a vacation. Be that as it may, later on, it is not ensured any longer, not if the course to it marginalizes what you ponder yourself. Also, confronting the flighty monetary circumstances.
This present system was designed and imagined for the other age: Victorians, in the vicinity of an eighteenth and nineteenth century. It was orchestrated in the illumination’s scholarly culture and the industrial upheaval’s financial circumstances. The mental model of the mind states that genuine insight consists of the limit of deductive reasoning and learning of the classics, which we come to think of as academic capacity. It divides individuals into scholarly, non-scholastic, smart, and non-smart individuals. Consequently, numerous splendid individuals believe they are most certainly not.
In this system, these kids are sedated. They are compelled to overlook distractions such as games, phones, and television and focus on the exhausting stuff at school. Students start losing interest, barely thinking straight, and losing consideration altogether. In class, they are given the hypothesis and required to remember it without knowing how that setting applies in this present reality. That is why students are still disengaged.
It becomes more severe with quantitative standardized testing. They know they are obliged to study and pass the standard. Education is displayed based on the interest in industrialization and its picture. Schools are sorted out on modern facility lines, and students are its made products. The Victorians delivered education that remakes us into photocopies of each other. How would you be submissive? How would you sit calmly, disengaged for around two hours, and take it? The arts are the victims of this mindset.
The arts, especially, address the possibility of aesthetic experience when the senses work at their pinnacle. We are arrested about the energy of these things with our encountering when we are completely alive. While anesthetic is an ordeal that shuts your senses off and deadens yourself to what is happening, we teach our youngsters by anesthetizing them. The implications are easy to describe. These kids give answers based on what their instructor said. They are reluctant to see things from alternate points of view, lose their essential skill, and shocking anticipating what will make them glad.
The New Education Model of School
A new school education model needs the cooperation of students, teachers, the best high schools, and the government. We should start with an essential question: What yield do we need from the education system? I always envision schools where students can come excitedly, brimming with self-coordinated learning, with much more passion and data about what they need to do. It is a good learning process; they learn something when they have reason.
First, we should wake them up to what is inside of them! If we are interested in the learning model, we should not start from a generation-line mindset. We must alter our course from congruity standardized testing and educational programs to different considerations. Disparate intuition is an essential limit regarding imagination, the process of having unique ideas that have value.
It is a capacity to see many possible answers to a question, many ways to decipher a question, and think along the side, not just in straight or joined ways. We won’t pass judgment on whether this is superior, and it is certainly not. We show them how to trust their self-interest, welcome it, and encourage that. It is also urgent to change our institutions’ way of life to regard scholarly students as potential and non-scholastic students as residuals.
Second, we must cut the disengaged chain between school and the truth. We must revise our objective: The score was arranged to get the litigation situated. Students are not instructed how to answer questions on the exam; however, one issue in the official world can be associated with and answered by the hypothesis they learned in the class. They must not constrain overlooking their most loved games or television channels, yet we lead to join them with education. The fact of the matter is we don’t restrict their creative energy. They may accompany different questions or even be unanswerable. However, it is the way they can start thinking critically. Students will understand how their school is connected to their lives and see things from a science perspective.
Third, we focus on pursuing comprehension and basic skills. It is based on Indonesia’s condition. Trends in Universal Mathematics and Science (TIMSS) and Progress in Worldwide Perusing Proficiency Study (PIRLS) assessment uncovered that the perusing capacity of Indonesian kids is pretty much nothing. On the other hand, pursuing capacity is the principle of science learning. Why would it be able to happen? One of the reasons is that we don’t have perusing comprehension educational modules; we have dialect educational programs. I have also discovered that perusing to understand is by making explanations besides the huge passage and reworking it on our words through an essay, not making different decisions numerous choices use do not stimulate students to love education and reading, causing the reception not to be shaped. Lastly, they don’t know how to solve an issue they will confront as a general rule.
As I said recently, this education change also needs joint instructor effort. We know that sometimes the instructor treats their students as their educator dealt with them. It is utterly extraordinary. Today’s era is safe from such inflexible schools, and strict rules are no longer substantial. Teachers need to know how to make them go to school intentionally and completely inspired. The classroom must be designed to give enough space to enhance ‘students’ creative ability and investigation skills. Be that as it may, teachers are the agent of educational programs in the class. Experience the nation with the best education system, Finland; teachers there are knowledgeable and prepared. A better education system needs better human resources to convey it.
Kids today are not urged to learn or retain yet. Rather, they are just encouraged to show up for various days out of the school year. They pick up no hard-working attitude from this. It is astounding how the numbers that are slapped on paper are what assert the tyke’s potential.
There was a meeting at the system that I work for, and it investigated how today’s children are not school material. Dissimilar to the past, youngsters don’t move out of home at 18 years old. Kids tend to still inhabit homes between 18 and 25 because of the complete laziness they have adapted to in the educational system.
The vast lion’s share of today’s childhood doesn’t comprehend what accomplishing an objective is, thanks to the 36 hours, seven days, and ten months out of consistently spent in what has turned into America’s educational condition.
Not knowing the significance of acquiring something is what this world has come to. Kids are being shown that only making a halfhearted effort is what matters. The truth is their biggest slap when they escape this present reality. They experience issues keeping and discovering jobs because they can’t round out an online occupation application and fittingly complete an assessment test. An assessment test shows your hard-working attitude and your capacity to work with others and step up when required.
Schools are suffering monetarily in terms of enlistment for both open and non-public schools. It’s hard to support something that doesn’t support your kid’s having the future they should help.
At long last, what I would like to be in the new model of school and secondary school for the 21st century are the students that are loaded with learning enthusiasm and the teachers that focus on the investigation instead of how to plan students passing the exam. I needed to pursue a composing society, and curiosity shadowed the school. I don’t need a new institution to dump basic thinking just because there is no contention facilitator. Education is not information transfer that redoes students as an outline of their instructor. Students must be able to transform the experience, so the last objective of education is to put out generations who can answer the time risk. As Malcolm Forbes quotes, “Education’s purpose is supplanting a vacant personality with an open one.”
Some educational institutions, including a legitimate library, are also needed to show materials and gear. In this manner, some students experience issues visualizing the situation or question. Furthermore, the instructor may confront the same problem as well. So, in what capacity can students be more interested in the study? The Ministry of Education, teachers, and students should try to develop ideas to enhance the present education system. Concur?
