The Modern Corporate Education System

A modern school can be the perfect symbiot: an amalgamation of the corporate ethos and

humanitarian duties. I would not like to believe that it is not exactly a deeply guarded secret, that the corporate world is a ruthless space of unforgiving and bent morale. Whereas the education system is still largely considered to be a humanitarian work-space, constantly trying to improve upon the human condition. Hence if these two converged upon a single stream, one might see a synthesis of a lot of antitheses.

The recent uproar of "International Schools" have paved a path for the corporate culture to slowly creep into educational institutions, especially schools in Bangladesh. The fully clothed teachers, a corporate and often a formal tone of speaking with the guardians, a lot of decisions to align more with profits than students have all become quite common in the scene today. A parent or a guardian is frequently pampered with the same fidelity as one might find in a 5-star that restaurant. Perhaps pampering is the way of the world now, where a parent often does not heed to or outright deny their children's shortcomings. This cause and effect relationship has led to a relationship that forces both the teachers and parents in a repetitive communion which requires maintaining an imaginary line, and not crossing it.

Perhaps the institutions which promise to deliver a world-class education for a significant amount of money also delivers a service which parents in their modern busy life desire. Parents desire that their children would receive an education which they could use to enhance their overall lifestyle and help them in their future endavours. Also, they demand that their children learn basic behaviourisms. And as there is a demand for these commodities, the supply must come in abundance.

But what are the norms and behaviourisms today that a child should learn? Of course they should be taught about the latest innovations and educational paradigms, but the question is should they be taught about social behaviourisms shaped by the corporate world,! However my question should not be misunderstood as questioning the etiquette that mentors follow, rather what I am aiming to address here is whether students embody the corporate culture that the teachers are required to follow. One might argue that this culture is a necessity as capitalism dictates every aspect of our lives. Moreover most educational institutions today come to open their doors for profit itself. I would like to argue that an institutional philosophy is not always the primary concern. In addition, the fame of an institution often is postulated in regards to its outward superficial show. Albeit in most cases potential parents are the primary promoters of this idea. But the institution quickly realizes the potential of this and tries to maximize regard their profit using such opportunities. Well, can one blame them? I think not, as they too need to sustain financially; both for the purposes of providing education and satisfactorily remunerate the staff (especially academic). Will this opportunistic way, of a business model in an educational institution ever come to a more subtle approach? Will it be useful for the institution or harmful? Will it affect the imparting of ever so important knowledge? What effect would it have on society?

Another important role that the school plays nowadays is that it teaches a significant lesson for the students to excel in their life, but with a significant contradiction. Most often, willingly or unwillingly, schools indoctrinate their pupils about the world and the societies in which they inhabit. However, they almost boast about their foreignness in their style of education and the services that they provide. They take pride in grooming students to become an almost unidentifiable amalgamation of two different cultures. Though a deeper look into these individuals’ identity would itself be a daunting task with magnanimous efforts.

The problem arises once these new-age students have reached a certain level of autonomy. Both the parents and their children are lost in an abyss of cultural turmoil. The children not willing to familiarize themselves with the local norms and their parents having trouble understanding their child’s jargons; this often leads to miscommunication and severe outbursts which we have seen in the past few years. Finally, any misfortune that entails subsequently will be ever-present jargon for the whole world and the families to see. Parents wish to provide the best for their children in every known way possible, but perhaps recently this wish has had a slight brush with corporatism. The pomp and show of educational institutions pull able parents towards them, promising them to fulfill their dreams. It is not to say that those dreams are not fulfilled; they are. But there are always fragmentary outlets of disillusionment which shapes a steady disgruntled feeling of satisfaction.

Furthermore, the responsibilities of the teachers have seen a significant shift from the traditional style of teaching. Teachers were more focused on preparing a lesson plan and distributing the knowledge to the learners so that they could have a unique perspective on learning. But this paradigm has shifted without any subtlety whatsoever. Teachers are often overworked with redundancies, which regularly leads to quivering in their working paradigm. Academic staffs are tasked with a lot more work than what they were doing back in the day. Many might argue that these tasks are required for the betterment of the students in general, however not everything tasked is required to be completed, are aimed at the students, rather serves more as a satisfaction of the corporate world.

Finally it can be said without a doubt that the modern education system has become more aimed at business rather than anything else. Perhaps it would also not be wrong to say that the system has become more student-oriented than teachers oriented; which simply means teachers nowadays are overworked, underpaid and work in constant fear and pressure from guardians and the corporation while the student thrives in their shadows.

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