In a quiet village, a vibrant kindergarten stands as a beacon of hope. Within its walls, dedicated teachers fight to plant the seeds of education in a field weathered by challenges. This is a tale of a village, its children and the dreams that refuse to be forgotten.
International Day of Education Laying a foundation for the future
In a small, tight-knit village on the outskirts of a bustling city, the echoes of development often faded before they reached every household.
Here, amid the mix of concrete streets and wooden houses, a quieter yet profound challenge unfolded. It wasn’t about building roads or erecting tall buildings; it was about laying down the invisible foundation for the future: early childhood education.
In late 2023, a brightly coloured kindergarten opened its doors to this village. Part of a federal government initiative, this preschool was a beacon of hope.
Its cheerful walls, adorned with murals of hibiscus, alphabets, and numbers, seemed to invite the children with open arms.
I visited this kindergarten to gather material for my writing, expecting only a brief stop.
What I thought would be a routine assignment turned into a deeply meaningful experience. I spent time speaking with the teachers and observing the children who came to play, forming a bond with them as I learned about their lives and aspirations.
Inside, the kindergarten was a world of potential. Tiny chairs and desks sat in orderly rows, toys waited neatly in their corners, and colourful storybooks lined the shelves. Yet, the lively buzz of children was missing.
The reason wasn’t a lack of awareness about the school’s presence; it was the mindset of the parents, who failed to see the value of sending their children there.
Many of these parents lived precarious lives, balancing the influences of urban modernity and village traditions.
Single parents were common, shouldering the dual burden of raising children while managing their own struggles. A significant number of families relied heavily on extended family support, often living with parents.
Teachers’ burden: Navigating socio-economic realities
One teacher shared a glimpse of hope from the kindergarten’s early days.
“When it first opened, a group of primary school-aged children from the village volunteered to help paint and decorate the building.
“Around five or six children, drawn by our dedication, offered their assistance. Their efforts hinted at a sense of community, but beneath this enthusiasm lay a troubling reality: many of these children struggled with basic literacy,” she recalled.
Despite their age, she stressed that many could not read, write, or even recognise the alphabet, a gap that underscored the need for early educational support.
“Most parents of the preschoolers work as manual labourers, shop assistants, or are housewives with low household incomes.
“Many didn’t complete their own secondary school education, so they lack the knowledge or confidence to support their children’s learning.
“Without a clear vision for their children’s futures, parents often view schooling as a mere formality. They rely entirely on teachers to handle their children’s education, without offering additional support at home,” added the teacher, who requested anonymity.
This lack of parental involvement created challenges for the teachers.
Communication with parents was difficult, as many showed little interest in school activities — the children struggled to grasp lessons, and the teachers were left to carry the full weight of their education.
After spending 20 years teaching in an urban preschool, the teacher found her new assignment in this village to be a stark contrast.
“In cities, parents are proactive and supportive. They attend school events and provide learning materials at home.
“Here, parents face significant socio-economic challenges and are often passive, with some of them never completed their Form 5 education. There’s a lack of awareness about the importance of early childhood education.
“While seminars on parenting skills might help, I doubt about attendance,” she pointed out.
The lack of financial resources for the kindergarten further compounded the teachers’ challenges, often forcing them to use personal funds for programmes.
A boy’s journey of hope
Amid the struggles, one boy, preparing to enter Year 1 in mid-February, stood out.
At seven, his intelligence was apparent, but his home life cast a long shadow.
His mother, an unemployed single parent and a drug addict, showed no interest in his education. His grandmother, an elderly yet determined woman, however, was his anchor.
Her love and dedication shone brightly. She attended every school event, deeply invested in her grandson’s future.
The grandmother had even reported her daughter’s behaviour to the authority several times, but no action was taken. She felt helpless but remained steadfast in her efforts to support her grandson.
She even asked the teacher if she could adopt the boy, believing it might provide him with better opportunities. Although the teacher agreed, the boy, attached to his village and friends, resisted the idea.
“I hope he succeeds in his studies and transforms not just his life but the mindset of our family,” she told me.
From my conversations with the boy, I found him to be polite, intelligent and respectful toward elders. I, too, hoped he would achieve success and change his family’s perspective on the importance of education.
A reflection on resilience
In communities overshadowed by addiction and poverty, early education often takes a back seat to survival.
For many children, their world is confined to the narrow boundaries of their neighbourhood. They grow up shielded from the transformative power of structured learning, their potential stunted by circumstances beyond their control.
For the teachers, this was more than a job — it was a calling. Each lesson they taught was a lifeline, a chance to ignite dreams in young minds. They weren’t just teaching letters and numbers; they were nurturing confidence, curiosity and the seeds of hope.
The weight of an entire community’s future rested on their shoulders, but they carried it with unwavering faith. They believed that one day, these seeds would grow into a flourishing future for the children and their families.
As I left the kindergarten that day, I couldn’t help but reflect on the resilience of these teachers and the children they taught. In this overlooked corner of the world, amid poverty and adversity, they reminded me of the enduring power of hope.
Like the bright hibiscus flowers painted on the school’s walls, their efforts stood as a testament to the beauty that can bloom even in the most challenging circumstances.
In conjunction with today’s International Day of Education, let us commit to reducing barriers to education and empowering communities to embrace learning as a pathway to a brighter future.
This day reminds us that while education is a right, ensuring equitable access requires collective action — from governments, communities, and individuals. It’s about investing in infrastructure, fostering parental engagement and supporting teachers who are often the unsung heroes of change.
As this story illustrates, education is more than just academics — it is a seed of hope planted in the fertile soil of determination. When nurtured, it has the power to grow, bloom, and reshape lives, communities and societies for generations to come.
