When a society dysfunctions, it's not always education's fault

Children misremember historical events, and the response is to call for more hours of history classes. Adults behave rudely online or make spelling mistakes, and the cry is for stronger teaching of Vietnamese and literature. Businesses cannot find employees proficient in foreign languages, so the solution is to teach English to students from a young age. People lack empathy, and moral education is said to have been neglected. The country falls behind in science and technology, and many lament that general education has overemphasized literature at the expense of technical sciences.

While these reactions might seem overly simplistic, they hold some truth. General education is, after all, the "foundation" that influences an individual's entire life, with societal implications that may take decades to manifest.

However, placing all the blame on general education risks extremism. Some people demand that textbooks include everything: tales of heroism, the celebration of holidays, portraits of scientists, tragic accidents, or even legal violations. Over time, the curriculum is expected to encompass computing, foreign languages, STEM, life skills, public speaking, creativity, traffic laws, personal finance, sex education and anti-bullying, among others.

But the reality is that textbooks, and general education, are finite. They must balance numerous competing demands: between subjects, theory and practice, short-term and long-term benefits, past, present, and future. They must also account for differences between rural and urban areas, and between national and international perspectives.

This complexity makes it nearly impossible to reach a consensus on what should be included in general education. It is hard to design a curriculum that is both uniform across the country and satisfies everyone. General education is expected to teach "everything", yet it will always be lacking: lacking time, lacking updates, lacking understanding, and lacking personalization.

At its core, general education is remarkably similar across the world. It includes subjects like math, language, natural sciences and social sciences. It provides principles to help individuals solve personal, societal and natural issues. It equips people with knowledge and skills to fulfill their roles as citizens.

Despite these shared foundations, the methods of education differ significantly across countries.

In terms of educational philosophy, each system answers big questions differently: Why do we learn? What should we learn? How should we learn?

Regarding subject divisions: In the U.K., high schools separate natural sciences into physics, chemistry and biology, and social sciences into history and geography. In the U.S., these subjects are integrated into broader categories like "Science" and "Social Studies", which encompass everything from history to economics.

For content at different levels: In Vietnam, subjects like International Relations or Psychology are reserved for university-level study, while in the U.K., high school students can choose these from over 50 subjects.

The effectiveness of these systems also varies widely. In some countries, students must study long hours and endure stressful exams, while others enjoy more freedom but score lower on international assessments. Some systems are simple yet produce both high achievement and happiness.

The challenge for global education is how to help students learn less while achieving more: academically, emotionally and socially. Educational goals often contain inherent contradictions, reflecting a perfectionism that is hard to achieve.

One reason for the deadlock in education is the rapid expansion of human knowledge. A study found that in 1945, it took 25 years for humanity's total knowledge to double. Today, it doubles every 12 hours. No education system can keep up with this explosion of information.

In response, education systems are shifting focus from simply teaching knowledge to teaching how to learn. They are expanding learning spaces beyond classrooms and encouraging students to take advantage of every opportunity to learn.

When students know how to learn, they can find answers to general problems without becoming rote memorization machines. Bloom's Taxonomy tells us that remembering is the lowest level of thinking, far below understanding, applying, analyzing, evaluating and creating. While broad knowledge is important, deep learning is far more meaningful.

It is no surprise that dissatisfaction with general education is widespread. A "buffet" of education, shared by diners with different tastes, creates pressure, even for the most skilled chefs. But this dissatisfaction also presents opportunities for improvement. Future educational reforms must be grounded in a country's legal framework, informed by scientific research, and shaped by best practices from around the world.

Education does not just happen in schools. It happens at home, in communities, and through everyday experiences. If schools are lacking, parents and communities can fill in the gaps. If a child is interested in something not covered in school, they can explore it through books, newspapers, the internet or community activities.

Some skills and personal qualities take years to develop. General education has no endpoint, even when children become adults. Adults, including parents, teachers, and anyone who cares about children, can and should introduce valuable lessons into children's daily lives. To do so effectively, adults must set an example as lifelong learners, continually encouraging learning in others.

*Bui Khanh Nguyen is a bilingual education expert.