A recent photograph highlighting the deteriorating conditions of a well-known primary school on the outskirts of Suva has raised serious concerns about educational infrastructure. The visible decay and neglect are alarming.
In the past, schools were revered as places of learning and growth. Students were encouraged to respect their teachers and school property, fostering positive relationships among peers. Morning greetings such as “Good morning, Sir” or “Good morning, Madam” were common, and students greeted each other with smiles and laughter as they arrived at school.
Children were instilled with the importance of good manners, including expressions of gratitude and maintaining orderly behavior. Simple practices like washing hands before meals reinforced hygiene, while proper care for books and educational equipment fostered a culture of respect and a love for learning. The day often began with a school prayer, embedding essential societal values that remained with students throughout their lives.
However, the educational landscape has changed dramatically. The erosion of mutual respect and accountability has led to a troubling environment where misbehavior goes unchecked. The removal of school counselors and religious educators has left teachers feeling powerless, leading many to seek opportunities elsewhere. This transformation has diminished the overall quality of teaching and learning in the schools.
Moreover, school management has lost significant authority, with decision-making increasingly centralized within the Ministry of Education. This has resulted in further disengagement from real issues affecting schools, like the crumbling infrastructure that serves nearly 900 students.
It is vital for all stakeholders to consider whether current practices are beneficial for students. Issues such as rampant drug use, teenage pregnancies, and a general decline in respect towards educators highlight urgent areas that require attention. It is crucial to reaffirm that schools should remain valued centers of education rather than arenas of social experimentation. Taking immediate steps to address these concerns is essential to restoring the sanctity of educational institutions.
In a hopeful light, this acknowledgment of the school’s conditions can be seen as a catalyst for change. By voicing these issues, the community may rally together to advocate for improvements, ensuring that schools regain their esteemed status as “temples of learning.” With focused effort and collaboration, there is potential for meaningful reform that can uplift the educational environment for future generations.
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