The headline of this issue says it all. So many kids who finished elementary could hardly read. So what had they been doing in grade school all those years?
Back in the day, about 40 years ago, an elementary graduate would already be good in the three Rs—reading, writing and arithmetic. He would already be able to appreciate simple literature and chances were, if he was in a place with a public library, he would go and search for kids’ books with interesting stories. The fonts would be big and artistic so it could interest a kid and accompanied by drawings or pictures.
If one however could hardly read, a public library would be too foreign to him and might even be a cause for mental suffering as it would be an “in your face” reminder of his inability or his stupidity. So how could he be expected to attain any higher education?
The main question that results from this is, “How did we come to this state where public schools appear to be useless?
Do we have competent teachers? Chances are, we only have “half-competent” mentors. The reason? Employment of teachers in public schools have become so politicized. Usually the main consideration for hiring is the choice of the local political kingpin. Never mind the competence. This is also true when it comes to evaluation and acting on its results. Who should be fired or retained? Ask the local political kingpin.
Another big factor is the role of parents. Do they supplement their kids’ learning process? Or are they educated enough to do that? On these, suffice it to say that any parent concerned on the education of his kids would do his part to help in the process. But if he is not competent in this respect, then there should be programs to make his disadvantaged kids able to cope.
Do we have such programs? That is the question.**