Primary schools need more than PEP
Published:Friday | June 28, 2024 | 12:06 AM
THE EDITOR, Madam:
With the Primary Exit Profile (PEP) results announced, students are beginning their new educational path. Parents rejoice in their children’s achievements, and the Ministry of Education highlights the number of students attending their preferred schools. This year marks the sixth anniversary of implementing the PEP, which replaced the Grade Six Achievement Test. However, the primary education system remains unchanged, with no genuine intention of reforming it to address the youth who perpetuate the criminality, aggression, and violence that plague our society.
Primary schools nurture children from six to 12 years old. At this stage of any human life, there is an eagerness to understand oneself and the urge to accept what is important. The late Swiss education psychologist, Jean Piaget, refers to this stage of cognitive development as the concrete operational stage.
At this developmental stage, children are inclined to concentrate on what exists, rather than abstract concepts. These students can form their understanding of societal events and make rational inferences, which influence their growing identity. Nevertheless, they encounter challenges when confronted with hypothetical situations. This is the persistent precursor that is occasionally disregarded. The critical point is that, by the age of 11, these kids have already established their social identities through their social experiences. Our contemporary society is characterised by the allure of fast financial gain, animosity to education, and brutal violence, all of which serve to diminish the appeal of education and good character.
The subject-based curriculum receives excessive emphasis in our primary school system. Many kids who deviate from acceptable ideals are great scholars who would have successfully gained admission to their preferred institution. We need more than PEP to cultivate civilised individuals who can contribute to the ideal society envisioned in Vision 2030, we must implement a primary education system that prioritises the development of good character.
In Japan, the primary education system prioritises the development of character over academic performance. Students do not take any tests until they reach the age of 10. Students are expected to possess qualities like civility, cultural awareness, self-discipline, respect for others, and patriotism. In the Japanese system, character is the fundamental basis of learning. Learning will be of utmost importance if the kids have a commendable character. A substantial number of our highly intelligent individuals are yielding to societal pressures. Our children should embody the ideal society that we frequently envision.
DECOY ROYAL