(Commissions on books—education or business?)
Education has always been considered the soul of society, the foundation of development, and the bridge to equal opportunities. It is not only a means of acquiring knowledge, but also a process of developing sensitive and responsible citizens. However, when this very education becomes a means of profit, it becomes not only a matter of concern but also a serious warning for social consciousness. Recent news that some private schools are selling books for up to 50 percent commission further deepens this concern. This is not merely an administrative irregularity, but a direct attack on the very essence of education.
Today, the nature of education is rapidly changing. The number of private schools has increased, competition has increased, and so has the cost of education. However, if this increased cost is supported by quality, improved facilities, and modern resources, it can be justified to some extent. The problem arises when, in the name of education, parents are burdened with unnecessary financial burdens. The hefty commissions charged on textbooks are an example of this trend.
Many private schools instruct parents to purchase books only from school-designated stores or directly from the school premises. This creates a monopoly, leaving parents with no choice. They are denied the freedom to purchase cheaper or alternative books available on the open market. As a result, they are forced to pay higher prices, a significant portion of which is covered by commissions.
There’s also a severe lack of transparency in this entire process. Parents are not informed about the criteria for selecting these books, their actual price, and the added bonuses. It’s even been observed that books for the same subject are replaced every year, rendering the old books useless and forcing parents to purchase new ones. This practice not only encourages economic exploitation but also wastes resources unnecessarily.
This situation is not only economically worrying, but it also undermines the very purpose of education. When schools become profit-generating tools rather than centers of knowledge, the value of education itself begins to decline. The relationship between teacher and student, once based on trust and guidance, gradually devolves into a formal transaction. The institution’s financial gain becomes a priority over the holistic development of children.
Parents face the most dire situation in this entire scenario. They want the best education for their children’s future, but they face repeated financial pressures. This burden becomes even more severe for middle-class and lower-income families. They often have to cut back on other needs to meet these expenses. This situation also fuels social inequality, with quality education becoming increasingly accessible to those with financial means.
Another important aspect of this whole issue is the frequent changes to the syllabus. Every year or two, minor changes are made to the curriculum, rendering older books irrelevant. These changes often seem driven more by commercial interests than academic necessity. If there are no major changes to the curriculum, simply changing editions of books and making new books mandatory raises suspicion.
The most worrying aspect is the inaction of the Education Department. Rules clearly state that no school can force parents to purchase books from a particular shop. Despite this, this practice continues openly. This means that either the rules are not being followed or there is a lack of will to ensure their compliance. This silence seems to give tacit approval to this system.
It’s also essential that we not limit this problem to mere criticism, but instead take concrete steps toward resolving it. First, the Education Department must seriously investigate this matter and take strict action against institutions found guilty. Mere warnings or formal notices will not suffice; punitive action is also essential in such cases to send a clear message.
Second, transparency in book sales must be ensured. Schools should clearly explain which books they are prescribing and their prices. If possible, a catalog of all books should be made available online so that parents can purchase them from anywhere. This will also foster healthy competition and prevent unnecessary price increases.
Third, frequent, unnecessary changes to the syllabus should be controlled. If there are no major changes to the curriculum, there should be no need to change textbooks frequently. This will not only reduce the financial burden on parents but also contribute to environmental protection.
Fourth, parents must also be aware of their rights. If they organize and speak out, such practices can be curbed. Other segments of society, such as social organizations and the media, should also highlight this issue.
Ultimately, we must understand that education is not a commodity to be sold for profit. It is a social responsibility that determines the future of future generations. Unchecked commercialization in this field will have adverse effects not only on the present but also on the future.
Today, the need is to return education to its original purpose—knowledge, values, and equal opportunity. If we don’t take timely steps in this direction, the day is not far off when education will become a mere business, where the pages of books will contain not knowledge but only profit and loss calculations.
