CHALLENGES/ REMEDIES

Give me six hours to chop down a tree and I will spend the first four sharpening the axe.

Abraham Lincoln

State Governments : Participation And Implementation

Provision For Migrant Labour

Chronological Age Appropriate Classes

Teacher Training Deficits

Relevance Of Curriculum

Status update on RTE-2009 -Only 9 states and 2 union territories.

SCPCR established -1/3 of the states( 11 )

Unresolved dispute between state and center on sharing of expenditure for RTE-2009.

Understand that education is the agenda of every state .

Lesser dispute on share of funds and better focus on initiation and implementation.

Cognizant to Infrastructural and Human Resource -Management and Supervision

Children of - contractual labour for major structures and

projects

lambadas and gypsies

Salt pan workers

Sugar factory and seasonal industry workers

Establishing of mobile schools to reach out to these remote places.

Establishing more Adarsh nivasi schools and Anganwadis.

Motivating and encouraging learning through stipends and work place education and vocational skills along with the foundation level of 3 Rs

Intellectual age / chronological age.

Pronounced inadequacy upon inclusion in Public schools.

Insufficient support and lack of time for bridging previous learning shortfalls.

Conversion of Government , aided schools and low- cost private schools to special schools.

Integration into mainstream education only when compatible intellectually.

Special schools must have comparable infrastructural and academic delivery capacities.

Remedial and bridging modules to assist slow learners.

Conventional methods of teaching-learning processes.

Rote learning and drills vs. experiential learning.

Product driven and knowledge intensive.

Lack of accountability for student’s performance.

Process driven- more experimental, experiential, inductive, hands-on learning, active learning, enacting and elucidating.

Activity based -cooperative and collaborative games and projects.

Complete accountability for students’ learning and rules of job permanence revisited.

Colonial methods of T-L processes based on outdated need analysis.

Knowledge intensive – does not facilitate skill acquisition.

Incorporation of Work education, Life skills and vocational skills.

Need analysis reflects varying requirements in different societies.

T-L processes realigned with TNA results at periodic intervals.

Need based and student -centric curriculum to be devised.

Success is not a destination that you ever reach. Success is the quality of your journey.

Jennifer James