Why Are Most Schools Greedy in the Educational Sector?

It is no secret that schools, just like any other business institution, have the primary objective of generating profit. This profit-seeking mentality often creates a divide between the traditional values of education and the current standards upheld by many modern educational institutions.

Historical Perspective

The ancient gurukulas, which were designed for both the rich and the poor, instilled in students the values of hard work and respect for their fellow men. Examples such as RamKrishna demonstrate that success in these settings was not based on their princely families but rather on their dignity of labor, love, and gratitude.

In contrast, many private unaided English Medium schools today have become greedy institutions primarily focused on profit maximization. This shift in focus can be seen through the lens of revenue enhancement and cost reduction. These schools inflate their fee structures and undermine the compensation of their teachers and staff.

The Business Model of Private Schools

For a private unaided school to thrive, it must maximize its profits. This is typically achieved through increased revenue from fees and decreased costs, including staff wages. For instance, if a private school with 50 students charges Rs.3000 per month from each student, the total revenue would be Rs.150000 per month. However, the school may only allocate Rs.15000 for the teacher's salary and another Rs.15000 for additional expenses, leaving the management with Rs.120000 per month. This greed is a direct result of the belief held by many parents that higher fees equate to better quality education.

Social Status and Education

Many parents believe that opting for a school with high fees is a social status symbol. Unfortunately, this misguided view reinforces the greedy nature of some schools. Parents often overlook the fact that government schools often employ teachers based on merit and that these teachers possess a deeper knowledge beyond their syllabus. Therefore, the choice of a cheaper or more expensive school can sometimes become a matter of social prestige rather than educational quality.

However, it is crucial to note that not all schools are inherently greedy. In many cases, the need to cater to a select few individuals or to cover administrative costs may drive this behavior. This is a critical factor in understanding the nature of school management members.

Conclusion

The negative power behind the business of running schools is GREED. By recognizing this, we can begin to address the systemic issues within the educational sector. It is essential to revisit the value of education and ensure that it is accessible to all, with or without the financial resources to pay high fees. By doing so, we can foster an educational system that truly values growth, learning, and social equity over profit.