Inequality in children’s education: A need for balanced approach

Rabi Kiran Adhikari


A considerable issue observed recently in children’s’ learning has emerged from the limited care of their need during disaster by government and academics. These limitations are the result of limited awareness in disaster management proactiveness which is influenced by the level of detailed thinking at the top level.

First, an experience impact learning, as we know that each of the person, either a child or an old person, does have some experiences or learning as it is said that no one has a blank mind even it is something a new discipline. Second, the environment is essential to make the space for association and to set up a sustained culture at family, network or school for kids which is important to create space for interaction and to establish a well nurtured culture at family, community or school for children.

The ecological elements which is in grievous condition now due to COVID pandemic and this gives a feeling that how youngsters are being knowledgeable about this natural factor. Thirdly, Educational pedagogical method which is additionally a significant factor to impacts the procedure of knowledge building and reflecting it. The knowledge that assembles the issue just as it takes care of the issue are legitimately or in a roundabout way connected with these three regions of influences on the need of children’s education.

While there are contemptable disparity appears in children educational arrangement due to COVID 19 lock down impact. The pedagogical question emerged in my mind whether education is for learning or not? How society is associated with this procedure? Is learning of children more in the society, family or  at school? How we can synchronize all of these important platforms?How are we strategically making consideration to these wider needs?  The virtual learning process coming up as another wonder in a portion of the urban school has additionally brought up this issue. Is it reasonable for children experiencing virtual learning? My basic inquiry, is it commendable learning? Do they have sufficient time to interact their experiences? Or what environment are created to cater the need of them? How objective the process adopted? Shouldn’t something be said about the nonverbal communication? Are these children have adequate consideration and fortitude to control their arrogancy?

In one side, there are numerous guardians and activist accusing that they are propelling virtual class to collect the fees and charges? Also, in opposite side, the school board and their affiliation are reacting by expressing that it is for children learning need. Both have a solid and legitimized concern; however the thing is the manner by which our academic procedure are received. Are schools ready to utilize the appropriate methodology for the holistic development need as suggested by Revised Bloom’s Taxonomy for the educational performance parameter? Or what alternatives are available with parents to foster the need of children? Are these parents being well informed and aware of the children learning needs? So, the question is how we are enabling the environment, experiences and methodological process. The kids ought not be given issue with the name of any type of inverse thoughts as their education is the basic rights and a way to develop their personality and championing themselves. The meaningful solution is needed as school should compromise their fees in context to the circumstance  and parents should be ready to offer their active support during this process. So that with a best practice far and wide, we can offer a decent academic procedure for inspiring a balanced way of educational procedure, which was never become an agenda in past as a result of short term visioning neglecting the importance of smooth school management during disasters. We should learn from this and the school safety and alternative educational plan should be mandatory provisioned through policy and procedures. Note that learning can be improved with utilizing different methodologies but this should be done in a regular basis. The charges and other choice can be made utilizing a standard model without politicizing it.

On a very basic level, eeducation must follow larger shifts in society rather than implement isolated ideas. As we see that many expensive private schools are offering different choices and alternatives but the public school (I do not say government school in Nepal)  are reluctant to offer assistance in this circumstance. This is the where we see a bigger gaps of  responsive school sector management modality. As we realize that society is made of people however in setting to Nepal, greater part of the general public are partitioned. One group speak against private schools and others remain silentif they represent the public school or vice versa. While we can likewise have many sub-divisions into these. The private school have more of active, powerful and wealthy  parents whereas public school has lower power society. Yet, there are monstrous holes, in private setting, even the wealthy guardians doesn’t talk a lot, with the proactiveness of school, there is a few activities being attempted where the job of “Vocal Society” isn’t vital. The silent itself speaks much and school takes move in the interest of them. Indeed, even in detached dots, there is a solid message and promotion, that impacts numerous things. Be that as it may, in opposite, in public school setting, even you talk stronger, the society is not functional, or the voice are made quiet.Things being what they are, the role of society in present days seems not relevant. The question is “ Who takes initiation for these public school functioning even it is called public, there is no public who can offer support and the teachers are comparatively less proactive in that settings to start the alternatives? As most of the public school in Nepal are initiated by society not by government and these societies who are well off are now sending their kids to private school, so it is still relevant the term public school in Nepal. If Yes, how to make it really public?

This is generally the impacts of the industrialist and capitalistic framework: The private ownership and freedom of enterprise. Philosopher and writer, John Dewey written in his book that capitalism creates ethical or moral problems in that it affects the welfare of people and it brings a new division of society between working class and white collar. He further said, capitalism creates the concentration of wealth in a small segment of the white-collar class whereas it causes the marginalization and pauperization of the working class and capitalism not merely produces and accelerates the class partition based on the discrepancy of material conditions between the two classes, but also creates and aggravates the conflict of interests between them. And thus, it ruptures the community life of society.


In this way, it is really a concern that this fragmented societal structure and capitalist mentality have a tremendous effect on the children equal right of education. The benefit thought process character of private proprietor and flippancy of government structure has led an illusion in the educational sector now. The imbalance introduced now has an educational issue as well as has a socio-political effect, which will be risen as an issue in future, as vengeance. As we are in a democratic principle with bunches of changes in the middle of, the differences in quality and access of educational opportunities made presently, will have an issue from an equity point of view and considered as undemocratic. This is why, a political will and proactiveness is required to settle these serous concerns. The school therefore should be a place to sustain the democratization principle engaging an important role of society. The school hence should place an emphasis to use the pedagogical process even using virtual mode, that fits the criteria of freedom and a place to start a social reform and connectivity, that COVID has wrecked.

The education system in most countries today not changed significantly over200 years. This is on the grounds that it rose out of the improvement of private enterprise. Students are taught obedience: line up outside the classroom, don’t talk in class, wear correct uniform, complete all assigned homework, follow the teacher’s orders and so on. Here is little room in this structure for social collaboration or learning life skills to cope and build the resilience. However, school is not merely a place of formal learning, yet additionally a place of social learning.

A decent society is the result of a decent educational system and a decent educational system is the result of a decent society. Along these lines, there must be close connections between the school and the public sentiments. In these changing contexts of COVID-19, I see that we can now change our pedagogy or learning in a way that this address the gaps of rich and poor or public or private school. Significantly, the kids ought to have the opportunity to learn. The educational process ought to be utilized thinking about the bigger part of society of their ability, significance with utilizing a correct approach and a due consideration to be given on the effective management of  time, resources and importance of social capital development process!

The author is pursuing an MPhil degree at the Department of Development Education in Kathmandu University-School of Education and is currently working in development sector.

Published on 5 July 2020