Upholding the true meaning of classmates beyond the school gate & promoting education through alumni networks

The paper calls for reunions to serve as vehicles for functional alumni networks, aiming to revitalise educational institutions. It emphasises the transformative potential of unity among classmates in driving societal and academic progress. 

A Paper Presented at the 1st Reunion of 2005 Candidates of GSS Bali, 29th Dec; 2024.

Introduction
To state that education is a necessity for the growth and development of every society is widely recognized and considered axiomatic. Education serves several crucial purposes that benefit individuals and society at large. These purposes include the humanistic purpose, which fosters the development of both individual and collective virtues to their fullest potential; the civic purpose, which enhances public life and promotes active participation in a democratic society; the economic purpose, by providing individuals with intellectual and practical skills that make them productive and improve the living conditions of both individuals and society as a whole; and the social purpose, which fosters social equity and justice, promoting a fair and inclusive society (Spiel, Schwartzman, Busemeyer & Cloete, 2018). It empowers individuals with the knowledge and skills needed to contribute meaningfully to society, fostering innovation, economic growth, and social cohesion. In this sense, education is not merely a tool for personal advancement, but a key driver of collective advancement and prosperity.

Despite its significance, we cannot ignore the fact that the educational system is deteriorating. As Maffea (2020) pointed out, classrooms worldwide often lack sufficient resources, and even the most passionate teachers experience burnout due to the stress of teaching in schools with inadequate materials. In Nigeria, several indicators point to this decline, including inconsistent policy implementation, poor funding, and the unavailability of teaching and learning resources. The frequent shifts and switch in our educational structure, from the 6:5:2:3 system, deemed too 'bookish,' to 6:3:3:4, then 9:3:4, and now the yet-to-be-implemented 1:6:3:3:4, further underscore this deterioration. Asaaju (2015) stated that the changes have failed to deliver quality education in Nigeria’s public schools and, instead, have brought the system into a state of confusion. These challenges are also visible in our school today.