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3 Difficulties That Block the Improvement of Education

The education sector experiences a myriad of difficulties, making improvement quite tricky. Although every new government usually promises to tackle all these challenges and improve the standards of education, this has never been achieved. Instead, the problems seem to grow by each successive government. The main challenge is that no one seems to pay attention to the need to first understand the exact underlying issues before (purporting) to tackle them. There is need to ensure that any future reviews of this sector are informed by an actual realization of the specific challenges facing it. So what really ails the education sector? What are the issues hindering improvement, and how should we face them?

Inadequate measures to enhance character building

It is not that students no longer pass their exams. In fact, with the help of writing sites like, it has become even easier to pass exams. The problem, however, begins when the student comes into contact with the general public. Because the education system has mainly focused on helping the students to pass their exams, the component of character building has widely been ignored. The result is that the education system will produce graduates with good grades, but weak in character. They, therefore, cannot be absorbed by most employers because of the risk posed by their poor behavior.

Life is more than just writing an exam. It is a practical system of complex interactions. There is a need to restructure the curriculum to incorporate the component of character building at all levels of learning. This will give the students an upbringing that appreciates and readies them for the environment awaiting them after graduation.

The design of the curriculum

Life in the 21st century is far much different from what it was in the previous century. There are several aspects of modernity and globalization that have come up, demanding a lot of integration in the education sector. The world has become so small, and technology comes both as an enhancement and a competitor in the job market. In spite of all this, the curriculum seems to perpetually return the learners to the 20th century, and any attempts to update it have been too sluggish to make a meaningful impact. Despite a lot of integration in today’s production sectors, the education system still presents very exclusive disciplines. This results in rigid graduates who cannot adapt to a simple change in the area or level of operation. Learners are also brought up with a very individualistic approach, where they see everybody else as a competitor. Coping with colleagues at work, therefore, becomes very difficult since the love of collective responsibility was not adequately instilled at school.

What we need is a total review of the curriculum so that it will appreciate that things have changed and are changing. The education system needs to explore new ways of production to satisfy the needs of the rising populations. It needs to focus on producing versatile graduates who will be able to withstand the pressure of technology. The student must be trained to appreciate the diversity of the world in which they will operate post-school. They must develop the ability to cope with everybody.

The menace of a holistic approach

Students sitting in one classroom should never have meant that they get the same treatment in terms of handling their academic needs. This bundling of students in one group who share every bit of the teacher’s attention equally is in total disregard that people are born with different potentials. Owing to this, many students have come out of school with very little, not because they could not learn, but because they were not offered the opportunity to learn at the convenient pace. In fact, the demoralizing impact of this sometimes goes so high that the student opts to drop out of school.

There is need to focus on training teachers to be able to identify and handle the unique needs of every student in their classes. Again, the education system should give room for adjustments and shifts in the choice of subjects and courses at whatever level-whenever the teacher or the students themselves realize they are good at something else, different from what line they may have chosen before. A student may not be able to write a perfect essay, but that must not be allowed to kill their handiwork skills or sports talent. There should, therefore, be a robust way of identifying and promoting the unique strengths of the student without forcing them into what they may not be good at.

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