Contesting Cribbing

If you're a person working to improve the educational system in a country like ours, here's something you'll recognize: whether it's journalists or academics, colleagues from NGOs or 'well-wishers' of children, everyone is pretty good at 'problem pointing'. They're really good at telling us exactly how BAD things are. Numerous articles, speeches, social media entries, research pieces, presentations, and even protests, copiously crib about a range of ills affecting education : how the system is dysfunctional, teachers are absent, accountability is missing, children aren't learning, process is dated, children are oppressed, administration is rigid, policies are rich but unimplemented, how the disadvantaged continue to get a raw deal right through... Recognize it? I do, for some of this is what I do as well!

But here's the rub - all this elaboration on what is wrong (some of it is serious research that is credible as well), how far has it helped find exactly what to do. That is, what to do which would help us get rid of the problems being pointed out. Don't get me wrong, I'm all for the growing numbers of those who are able to detail their dissatisfaction at the continued limitations of our education system. It's just that I'm unable to learn enough from it to know what needs to be done.

Because when one gets down to the doing, a whole lot of other things unfold that you were not quite prepared for. Turns out dealing with diversity is not exactly easy, and most of the pat suggestions don't really hold in face of the actual ground realities. Turns out that poor (or even exploitative) governance is such an all-pervading reality that what we can do in / through education just pales in front of it (try sitting in a district education office for a day if you don't believe me). Turns out that our 'log frames', strategies, plans and spreadsheets capture something in our mind but all of it simply crumbles when the actual implementation takes place. It's often noticed that some of the best experts, especially those from the universities, are usually eager to help in the planning and the evaluation - but not the part that comes in between, i.e. the implementation!

So I've come to the unfortunate conclusion that a great proportion of those involved tend to complain mainly because it is the easiest thing to do. Just like many newspaper sections talk of potholes on the roads, delayed or poor services, or lack of facilities (usually in a self-righteous tone that includes phrases such as 'even 60 years after independence' - you get the picture). All this in the hope that saying what is wrong will somehow make it go away. As if it really does! 

Where does all this leave us? To my mind, it leaves us with a lot of cribbing all around us. Every day we continue to read, hear, powerpoint and wordprocess an overdose of shortcomings. Such solutions as are offered are usually: 
  • trite ('there should be accountability' - which is easy to say, of course) or 
  • platitudinous  ('teachers should be dedicated to their vocation') or 
  • superficial ('implement play way method!' - makes one's skin crawl) or 
  • autocratic ('strictly monitor these damned teachers, don't let them get away' ) or 
  • misguided ('pay teachers more / less if their students learn more / less' - you can see how this will favour the already advantaged, isn't it) or 
  • even desperate and daft ('put a web cam in every class').