The teacher's role is dominant and involves enforcing external discipline with the child as a passive participant and follower. It is the child who is expected to adapt to the adults teaching style.

The curriculum is structured by people who consider themselves qualified to determine what the child must know & by what age. This results in a timetable being set for each class with no regard for the child's interest, pace of learning, or physical development.

Tiny tots are saddled with heavy school bags with work to be completed at home. Teachers sit in judgment to punish or reward performance. Going to school is hardly the pleasurable experience that it ought to be.

The stress appears to be limited to imparting education, with little or no emphasis on determining the level of understanding and assimilation by students.

The Children are grouped with same age grouping and collaboration is not permitted. Children are assigned seats where they are required to sit still during the class and listen to the teacher.

At no stage is any effort made to tap the creativity, energy or pre-disposition of the child. It is no surprise that few children are really creative, or display superior learning or intellectual ability. The majority of the children have poor understanding of concepts and lack creativity and imagination.