Thabith
Education: A Pathway, A Pressure, and a Personal Choice
Introduction
Education has always been considered a powerful tool for human growth. It shapes our knowledge, sharpens our thinking, and equips us to face life’s challenges. Yet, in today’s world, the reasons people pursue education are not the same for everyone. For some, it is about securing a career. For others, it is about gaining respect in society. Increasingly, education has become a matter of pride and a symbol of social status. Parents often want their children to be “well educated” not only for their future security but also to uphold family honor.
The Educational Hierarchy Created by the System
To understand why education is treated as a necessity, we must first look at how the system is designed. The journey begins when a child reaches the age of five or six. At this stage, schooling becomes compulsory. Children are introduced to basic reading, writing, and arithmetic. From there, the levels gradually increase. By the age of nine or ten, learning becomes more structured, and soon students face examinations to determine whether they qualify for higher education. Once they pass certain thresholds, they are expected to choose a particular stream of study—science, commerce, arts, or another specialized field. This choice often sets the direction of their professional life. The system appears neat and orderly: basic education, followed by exams, followed by specialization. But the question arises—must everyone strictly follow this formula?
Is Education a Compulsory Path for All?
The educational ladder is often seen as the only road to success. But in reality, it is not a magical formula for a peaceful or meaningful life. The structure was created as a guideline, not a law of nature. Education should be pursued according to one’s abilities, strengths, and interests. It is not reserved only for “first-rankers” or those with high marks. Rather, it is a path that should allow every student to grow in the direction where they can perform best. Unfortunately, many families misunderstand this. Instead of treating education as a personal journey, they treat it as a competition. The system was built to guide students into their areas of strength, not to make every student walk the same path.
Education as a Burden
In recent years, education has increasingly been seen as a burden, especially for children. Much of this pressure comes from parents. For example, in grade five scholarship examinations, parents push their children to attend multiple tuition classes, both online and physical. Children study day and night to achieve higher marks. But what happens if they fail? Parents often become frustrated, calling their child a failure. They begin comparing their child with others, asking: “If that child can do it, why can’t mine?” This mindset is harmful. Children are not machines or programmed software that can all perform the same task. Every child is unique and has a talent that may not be reflected in exam scores. One child may excel in mathematics while another may be skilled in art, music, or athletics. True education means discovering those talents, nurturing them, and helping the child grow in their chosen field. Comparison, instead, only damages confidence and blocks creativity.
Who Is Responsible for a Child’s Education?
The responsibility for a child’s education does not lie with one person alone. At different stages, different people play the main role. In early education, usually between the ages of five and eleven, parents are the backbone. Their guidance, encouragement, and involvement determine how well the child adapts to learning. Mothers, especially, often feel the pressure of ensuring results, sometimes even at the cost of their own mental peace. During secondary education, between the ages of twelve and sixteen, responsibility shifts toward both teachers and students. The collective effort of teaching and learning determines performance. Teachers must be effective, but students must also begin to take ownership of their learning. By the time students reach higher education at age seventeen and beyond, they are nearing adulthood. Their results reflect not only what they have been taught but also their own capacity and commitment. This is why at age eighteen, students are usually given the freedom to choose their field—science, commerce, arts, IT, or others. They must learn to take responsibility, fund their education, and build a life around their own choices. This stage often causes tension in families. Parents may dream of their child becoming a doctor or engineer, but the child may prefer accounting, design, or software development. Parents should remember that success does not only lie in traditional professions. What matters is passion, dedication, and the ability to build a career around one’s strengths.
Comparison: System Error or Human Error?
Examinations were originally designed as a way to measure understanding and identify areas where a student needed improvement. They were never meant to be tools for labeling children as failures. Unfortunately, society has turned exams into a measure of worth. Comparison is not a system error but a human error. The system provides exams to test ability, but humans misuse the results to rank children, create labels, and even decide their futures. Instead of asking, “Why is my child weak?” parents should ask, “Where does my child need extra support? Where does my child shine?”
How Can This Be Corrected?
The solution lies in a shift of perspective. Teachers should not treat weaker students as failures. Instead, they should focus on identifying their strengths while giving extra attention to weaker areas. Every student has at least one area where they can excel. Parents should not measure success purely by ranks and averages. Instead, they should consult with teachers, understand where their child shows natural interest, and encourage deeper study in that field. This approach ensures that education becomes a tool for growth, not punishment.
Education Beyond Traditional Expectations
Another cultural issue is the belief that only doctors and engineers are respected. When children fail to enter these fields, they are sometimes forced into their father’s business or pushed into full-time work. But education does not have an age limit. There are countless examples of people earning degrees in their fifties, sixties, and even seventies. Learning is a lifelong process. The true purpose of education is not only to secure a job but also to expand one’s mind and make life meaningful. Respect should be given to all fields—whether someone becomes a teacher, an artist, a software engineer, or an accountant.
Conclusion
Education is not a race, nor is it a burden meant to weigh down children. It is a journey that should guide each individual to discover their strengths, sharpen their abilities, and prepare them for life. Parents, teachers, and society must work together to ensure that education fulfills this purpose. Comparisons and unrealistic expectations only damage the system’s true intention. What is needed is a mindset change: to view education as a personal path, not a competition. When this change happens, children will no longer see education as a heavy responsibility but as an opportunity to grow into the best version of themselves.
