My Unconventional Educational Journey (Part 1)

Schooling

I was fortunate to attend schools in both Asia and Europe during my childhood, experiencing two distinct educational systems.

Asia

In Asia, the first school I attended adhered to a traditional colonial curriculum left by the British, with additions from the local government that varied with the political climate. Due to high enrolment, the school operated in two shifts: the morning shift from 8:00 am to 12:30 pm and the afternoon shift from 12:45 pm to 4:45 pm.

Our day began with a morning assembly for announcements, followed by singing the National Anthem. In class, we greeted our teacher with a chorus of "Good Morning Miss." Each subject was taught separately by different teachers, and there was no interdisciplinary integration. Physical Training (PT) was our designated sports period. We had frequent assessments, including monthly tests, a mid-year exam, and a final exam. Students were publicly ranked based on their performance and awarded on a special day, creating a sense of pride for the top performers and envy or admiration, among others. Being a top student, I felt intense pressure to maintain my position. I also received a double promotion, making me the youngest in my class.

Later, I transferred to another school with a similar system, but here, classes started at 7:50 am and ended at 1:45 pm with no afternoon shifts. Rankings were announced only in class, and top students were praised. The pressure to excel remained intense. Both schools were private and well-reputed, with a very authoritarian system where rules were strictly enforced, and severe punishments were meted out for non-compliance.

Europe

In contrast, I truly enjoyed my schooling in Europe, where my passion for learning blossomed. Classes started at 7:50 am and went until 12:00 pm, followed by an hour-long lunch break when we usually went home. From 1:00 pm to 3:30 pm, we had art, music, and gym classes, depending on the day. From 3:30 pm to 4:45 pm, we participated in sports or other activities.

The school employed an integrated thematic curriculum with no failures or rankings. There was no homework or exams, which was highly motivating and eliminated pressure. We had to follow rules, but we did so happily. The memories I cherish most involve how my teachers made me feel and the artistic, sporting, and scientific activities we engaged in. I don’t recall much of the theoretical content.

Reflections and Insights

As an educationalist, I can see how my school experiences shaped my understanding of the world. Having attended schools in both the East and the West, I can recognise the strengths and weaknesses of each system. The European education I received helped me become a highly motivated and fearless individual, ready to explore the world. Despite the long school hours, our parents didn’t have to worry about homework, sports, music, or other activities since the school provided them all. Our teachers were kind, well-trained, and knew how to keep us motivated and make learning fun.

The common negative experience in all three schools was related to diversity, equality, and inclusion. As someone from a mixed global heritage, speaking multiple languages, and of a different faith, I faced challenges. Nonetheless, I always managed to make friends and had a few wonderful teachers who supported me during those times.

I believe that schools worldwide could benefit from adopting a unified curriculum similar to the one I experienced in Europe, which emphasises holistic development and motivates students to learn joyfully.