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The Education equilateral Love Triangle

The 'Education Equilateral Love Triangle' as the name suggests is a relational approach to education that mimics the properties of an equilateral triangle. The education equilateral love triangle comprises of the parents, leadership of schools and the Ministry of Education. Why the term ‘Education Equilateral Love Triangle’? The term education equilateral love triangle makes specific reference to the existence and nature of the relationship between parents, principals and the Ministry of Education. The term equilateral love triangle speaks directly to the order in which we will have successful delivery of our education system where the parents feel valued, listened to, empowered and believe they are an integral player. It speaks to principals believing they have the autonomy to ensure successful outcomes for their schools within the policy framework and where the Ministry of education believes that things are operating as they ought to.

What facilitates a successful education equilateral love triangle?

In order for us to have a successful education equilateral love triangle, we need to recognize the significant elements and nature of an education equilateral love triangle.

  1. The equilateral triangle has three equal sides which represent the three key players in the day to day operation of our education system as well as the equal weighting and value they each carry.
  2. The three angles in the education equilateral love triangle are equal in measure, suggesting that the perspective, direction and ultimate measure of success as well as what is required from each party are equally understood, agreed and met.
  3. The third element is that each side has to meet (literally and figuratively) and form an enclosure and it is this properly formed, equally weighted enclosure in which the child sits, that forms the cocoon that facilitates the holistic development of the child.
  4. The love element makes reference to 1 Corinthians 13, in which it says love is kind, it suffereth long, it doesn’t vaunteth itself, it’s not puffed up, does not behave itself unseemingly, thinketh no evil, is not easily provoked and rejoiceth in the truth.

With all this said, we need to find a way in which the perspective, desires and required outcomes for students can have an aligned perspective from the Ministry of Education, parents and principals. Will it be possible to formulate a funding model for our education system that thinketh no evil, is not puffed up, vaunteth not itself, is not easily provoked and rejoiceth in the truth? Are there parents out there that can do more? If yes, would you be willing to do more? Are parents being given enough opportunity to finance their child’s education in a better way? Given that schools function from September to June, does the entire school fee have to be paid all at once? Students who attend a school, who are paying a total of $25,000 dollars for the entire year, for example, could be allowed to pay $9000 upfront and 2,600 each month. Would such a model fail schools? Would this be more manageable for parents to pay the fees monthly? There are parents who do salary deduction for loans, car payments etc., would a monthly salary deduction for school sent directly to the account of the school work? I don’t personally know of any parent or principal who is seeking to be dishonest, however, honesty within the triangle is the responsibility of the parents, the principals and the Ministry of Education and it is the responsibility of each party to keep the other in check. Transparency is a beautiful thing and what successful countries will tell you, is that where it exists there is always a greater success.

If each party approaches the challenge we face in education with the view that it is an equilateral love triangle then we will have greater success. Without this view, you may have a party believing they are being cheated or ‘cheated-on’ with the other party and in the history of Love affairs, they have never ended well.