There is a paradox that still exists as a matter of course, many students come to class not to learn new lessons, but to listen to old lessons again.
A lesson is only truly valuable when teachers open up new knowledge, students discover, ask questions, argue, make mistakes and then correct them.
But if the lesson has been "learned in advance" in extra classes, even if students answer teachers' questions well, it is not because they have better thinking, but because they have memorized the answers.
Teachers easily misunderstand that classes learn well, parents who see beautiful transcripts believe that their children are progressing.
Meanwhile, the most improved thing is sometimes just memory.
That is also the reason why many students get very high scores in regular tests but are confused when encountering a different question about how to pose the problem, a situation that needs reasoning or applying knowledge.
While modern education does not require students to exploit memory, but to maximize creative thinking.
What is worrying is that prior learning is no longer an individual choice but has become a social pressure.
Schools and teachers open classes first, and the remaining families are forced to participate if they do not want their children to enter the school year with a feeling of being slower than their friends.
The pre-program learning scourge therefore nurtures the tutoring market in the most uncontrollable way. The tighter it is, the more it is distorted in a different form, with a different name.
Today is called a strengthening class, tomorrow is a competency development class, and the day after tomorrow is an academic experience program.
That is why the proposal of the Ministry of Education and Training is worthy of support.
Strengthened education must supplement what the official curriculum does not have or is not enough, such as life skills, foreign languages, arts, sports, STEM, artificial intelligence, not having to learn formal knowledge in advance.
A modern education does not teach children to "learn by rote", but knows how to ask questions, know how to criticize, know how to cooperate and know how to find solutions for problems they have never encountered.
Those abilities cannot be formed by repeating a lesson that has been memorized before.
After all, banning pre-program teaching is not to restrict students' learning rights. On the contrary, it is to protect the right to study in the true sense, the right to enter the classroom with excitement about new things.
Therefore, eliminating pre-program learning is not just about managing tutoring, it is about restoring the value of each lesson and restoring the meaning of the two words "to school".
Building schools is the starting point of knowledge, not a place to verify that extra classes and education will escape the shadow of achievement disease that has haunted for too long.
