Most of the young children in rural India have to stay at home due to poverty or lack of educational opportunities around their villages.They indulge in house hold work or child labour.Another big reason is that the schools are set up in remote and in inaccessible areas which are generally missed out by the government and private education systeam
The quality of primary education in India has been a cause for concern for quite some time. While the current policy, including a new legislation for universal education, lays out a grand vision of raising children’s education profile, it barely lays emphasis on developing their skills to learn. There is an urgent need to improve childrens knowledge of concepts rather than rote learning.For that to happen the teaching systems at the primery level must be overhauled.Clearly, the public education sector has failed in building strong institutional mechanisms to promote learning skills. New policy initiatives do not inspire confidence either. The Right to Education Act, for instance, requires school management committees (SMC) to be set up to co-ordinate activities in every government school. The SMC oversees the operations of the schools and receives funding from the state and Central government. Three-fourths of the SMC should consist of parents and the rest local authorities, teachers and educationists. The idea was to have increased community participation in the school’s operation.Well chosen SMCs can dictate ways to improve conceptual knowledge and learning skills .The teaching systeam needs to cater to students with unique skills and these skills need to be developed at the primery level.
It is also recomended that there should be a longer preparation for teachersThere is also a lack of enough skilled trainers and preparation to develop skills, abilities and attitudes to teach students.
The quality of primary education in India has been a cause for concern for quite some time. While the current policy, including a new legislation for universal education, lays out a grand vision of raising children’s education profile, it barely lays emphasis on developing their skills to learn. There is an urgent need to improve childrens knowledge of concepts rather than rote learning.For that to happen the teaching systems at the primery level must be overhauled.Clearly, the public education sector has failed in building strong institutional mechanisms to promote learning skills. New policy initiatives do not inspire confidence either. The Right to Education Act, for instance, requires school management committees (SMC) to be set up to co-ordinate activities in every government school. The SMC oversees the operations of the schools and receives funding from the state and Central government. Three-fourths of the SMC should consist of parents and the rest local authorities, teachers and educationists. The idea was to have increased community participation in the school’s operation.Well chosen SMCs can dictate ways to improve conceptual knowledge and learning skills .The teaching systeam needs to cater to students with unique skills and these skills need to be developed at the primery level.
It is also recomended that there should be a longer preparation for teachersThere is also a lack of enough skilled trainers and preparation to develop skills, abilities and attitudes to teach students.
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