As a Bruneian, I am deeply troubled by the current state of our education system. It breaks my heart to see our young ones growing cynical, disheartened and missing essential skills.
Our schools are filled with burnt-out teachers trying their best despite the workload and education officers obsessing over their resumes than the future they are shaping.
Even with increasing efforts and budget, the quality of public education remains lacklustre.
We need real change, not simply more ‘initiatives’. Our children deserve better; they deserve an education system that nurtures their love for learning, instils moral values aligned with our traditions and equips them with skills necessary to have an independent and fulfilling life.
Instead, the narrative seems to revolve around the results in O-level and A-level examinations among our students, which is missing the real picture of what human capital development is. Teachers, from kindergarten to high school, are buckling under the weight of administrative burdens and ‘initiatives’. Students, who are not truly ready, are being pushed through the system to meet arbitrary targets. Those who need extra support are neglected due to the large classroom setting, while others grow disillusioned by a system that feels more like a burden than a blessing.
It is cyclical. The more we spend, the more we alienate our youth, making them less prepared for life after school. Instead of cultivating a love for learning, we are putting up barriers that stifle their growth. We don’t base someone’s worth on the grades they achieved in school 20 years ago. So why are we pushing our children so hard now? How did we get here? More importantly, how do we fix it?
The sense of unease is palpable. Parents see it, teachers feel it, and even the society has an idea something is not quite right. The problem may not be evident now, but troubling data points to a deeper malaise. I fear the full impact will only be felt a decade from now.
We must overhaul our approach to education. We have to start focus on our children’s formative years, between the ages of one and eight, when they are the most impressionable. Studies have suggested that these years are critical for developing a love for learning, critical thinking and discipline. While good grades matter, they pale in comparison to the intrinsic motivation to learn and grow.
We need to ease up on rote learning and focus instead on building core attributes of a good learner. We need schools to be safe places where children can spend the whole day playing and learning, and return home with memories that they can cherish for the rest of their lives. The largest portion of our resources should be dedicated to the formative years.
Preschool and lower primary classes should be limited to eight students per classroom, taught by the most experienced and capable teachers. If necessary, skilled foreign educators can be brought in to fill the gaps while we reskill our local talent. As children progress to secondary school, the classroom size should remain no more than 16 students, with an emphasis on interactive learning that nurtures their intuition, critical thinking and problem-solving skills. By the time they reach O-level and A-level, the strong foundation built in prior years will have allowed them to see their studies not as a daunting rite of passage but an exciting opportunity to further their knowledge and skills.
With abundant resources and rich traditions, our country has the means to revolutionise our education system. With enough determination, we can give our children an education that ignites curiosity, strengthens their moral fibre and prepares them for life’s many challenges.
Miz
