All schools aren’t the sameDear Sir, With reference to an aggrieved parent’s letter published in Gulf Times yesterday (“Shock at school”), I wish to present a different picture of the opening day in one of the other schools where I had enrolled my child. Though there were no unexpected welcome parties or celebrations at this school, the teachers showed great enthusiasm and were actively involved in guiding parents and helping pupils reach their classes. Even the president of the institution could be seen doing rounds to ensure all went well. The atmosphere was full of life and energy.The aggrieved parent is right in sharing his experience. But I hope he realises that there are schools in Qatar that don’t host “rescue scenes” on the opening day. And he seems to have taken an incorrect step by lending high expectations to his child without any informed basis. On top of it all, he seems to have used his “shock” to the extent of generalising ills of certain schools as commercialisation and ill-treatment of teachers by managements as a widespread phenomenon.Though some schools may be involved in generating huge returns as pointed out by the letter writer, the truth is that most schools are struggling for survival. The low fees charged by most Indian schools don’t permit to pay their staff handsomely. If the fee is hiked for giving a better remuneration to the school staff, it will add additional burden on parents, resulting in much hue and cry. These are well-known facts to the Indian community in Qatar. Rashaad Rahman PO Box 30356 DohaInvest in good designDear Sir,Education is recognised as the main catalyst for change and because of that Middle Eastern countries are all investing heavily in the education sector. As an architect and a former student of a school in a Middle Eastern country, I strongly feel that most of the educational spaces in Indian schools in the region are not designed to engage and enthuse students. A school is a huge investment: it is a communal asset. But does the ambience in existing schools ensure that students understand that learning is a life-long experience? How do these spaces function beyond being a physical asset and do they influence and develop our children against international competition?In my own experience, the typical “cell” classroom and corridor layout within the archetypal physical enclosure of the school has both restricted its ability to provide quality education and the student’s ability to experience it.Apart from the customary curriculum and education philosophy, the importance of the physical environment for a child’s learning experience cannot be overstated. The environment needs to be positive, engaging and flexible. However, this environment needs to be built around the child and their perception of learning. As designers, we need to remember that people (yes, children are people too) learn in different ways and so need various physical, emotional and visual stimuli. Therefore, the design needs to allow for different types of experiences. Learning can happen as a formal group, a smaller informal group, as individuals, internally and externally, on stairs, landings, in hallways, window sills and so on. Giving pupils more options on where and how they learn engages them and leads to be successful in studies.External spaces are critical for a child’s development. Even in hot climates, buildings historically have had strong connections with the outdoors through shaded courtyards. This desire to connect children with the environment is just as strong in almost all cultures.The ability to run and play is a contrast to the discipline of formal learning. It is also a chance to learn social skills and develop as an individual. A connection with the outside world can teach children, without actually telling them that learning doesn’t have to happen only in front of a whiteboard or iPad – it can happen anywhere. This visual connection with the environment gives spaces a light quality that artificial lighting cannot match.Traditionally, the region has used controlled openings to allow daylight and repel solar gain; however, a skilful design can ensure rooms are brightly lit without the negative impact of solar gain.I would like to call upon various sponsors and Indian school authorities to invest in good design. Just as it is critical that students become responsible members of society, schools need to become responsible members of valuable built environments.Romi Sebastian(e-mail address supplied)It is Red Sanders, not sandalwoodDear Sir, As a regular reader of the online version of Gulf Times, I thought I should point out the incorrect usage of “sandalwood” in a headline in one of the India pages (Andhra police kill 20 sandalwood smugglers”, April 8). The right words should have been “Red Sanders”. Pravin Kumar K PO Box 3050Doha