A nation cannot expect the future citizens to be informative and creative without such practices. A nation as well as its states should make sure its citizens are aware of RTE. We are born into the world of nature and necessity and we must be reborn into the world of spirit and freedom.
RTE and CFSS | UNICEF
This significance gave rise to Right to Education. The right of children for free and compulsory education came into force from 1st April, The Act says, every child of 6 to 14 years will be provided 8 years of elementary education. According to the Act, any cost the prevents a child from accessing school will be borne by the state. This shall have the responsibility of enrolling the child as well as ensuring completion of 8 years of schooling.
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No child shall be denied admission for want of documents; or The school shall not turn away the children if the admissions are over. No educational institution will ask any child to take admission test. This would apply to all schools, private or even Novodaya Schools. Thus, the act restricts school to claim special category status as it indulges in screening procedures at elementary level. If the No of children exceeds the available seats, the school should use an open lottery system to fill the seats. The main charge against the essay-type examination is that it is vitiated by subjectivity.
For this reason, along with essay-type examination which has its own intrinsic merits objective type tests and short-answer type tests have been introduced. But the latter two are not entirely free from defects. It is true that these have improved the examination process and made the system more scientific and reliable. We cannot reject the essay type examination altogether. But it should be reformed in the desired channels.
Some reforms are needed after careful thinking and a good deal of research. The Radhakrishna Commission, the Hartog Committee, the Mudaliar Commission and the Kothari Commission all have made important recommendations and observations in respect to examination reform. Many of these have been put into operation and still many are under consideration. External examination alone should not be accepted as a tool for measuring the academic achievements of students. Internal evaluation throughout the year by the internal teachers should also be used for examining the students.
Bi-weekly or monthly tests of the students should also be considered for assessing their academic achievements. Instead of percentile marks abilities of students should be measured in grades. Along with essay type questions at least 30 percent of the total marks should be assigned to objective tests. Many secondary schools suffer from inadequate finance. But public and private sectors run side by side. Government schools are very few. The schools run by private sector have always to face the problem of inadequate funds.
For running of the schools they have to look for the Govt. Teachers are not paid regularly and disgruntled teachers cannot act properly. Neither have they had good school buildings nor good teachers and suitable teaching materials. Both the Govt.
The teacher-training programmes in our country are inadequate and far from satisfactory. Teaching is a difficult task. It is an art. Only academic degrees cannot make one an able and ideal teacher. Teaching is not only a profession; it is also a mission. Dedicated teachers are now-a-days very few. Training is essential for every teacher. Number of training institutions is limited. It is very difficult to get admission in training colleges. Existing institutions are overloaded. It is ten to eleven months.
The most objectionable part of the training programme is the conducting of the practice teaching. Above all what the teachers learn during training period they can not apply it after going back to their respective schools. So training remains as paper-training. For professional growth and efficiency there should be adequate arrangements for in service training programmes during puja or summer vacations through the organisation of refresher course, short intensive course, workshop, seminar, conference etc.
The administration of the secondary schools does not appear to be efficient. Education administration in India is a three-tier process — Central, Slate and district. Secondary education is for all practical purposes under the control of the State Govts. But there is a dual administration over secondary schools in each state — the Department of Education and the State Board of Secondary Education.
Rights To Education
The Board determines the nature of the curriculum, text books and conducts examinations. The Department formulates general policies, allocates funds and takes measures for professional efficiency and training of teachers. In fact, there should be a mutual cooperation between the two for achieving the objectives of secondary education. Unusual delay takes place in taking important decisions and in disposing files. Red-tapism is the order of the day. Due to ill decisions or delay in decisions schools and their teachers had to suffer tremendous financial hardships.
At least 25, litigations are pending in West Bengal. These cases should be disposed of at an early date in the interest of education irrespective of political affiliation of teachers. Secondary schools are not properly supervised by school inspectors. Inspection is almost a far cry in the field of secondary education. There are different graded Govt. Their attitude appears to be that of a master. But they should know that they are co-partners of teachers. Many schools suffer from an atmosphere of indiscipline and non- academic activities.
Almost every political party has a student wing and it very often interferes with the day to day administration of schools. This is not desirable in the interest of smooth running of school administration and maintaining academic atmosphere in schools. It is true that sometimes school management takes wrong decisions and makes delay in taking decisions which aggravate the situation.
All litigations and problems should be solved through discussions round the table. The proposal is welcomed from academic point of view. It does not fulfill the needs and aspirations of adolescent children.
Right to Education in India
The only remedy to this situation is the introduction of varied and diversified curriculum in secondary schools. The demand for secondary education has increased to a large extent because it is now regarded as the minimum level of education for an individual. All who have completed elementary education are not getting admissions because of dearth of accommodation.
Admission should not be selective up to Class X.
More schools should be set up. More expansion is needed but surely not at the cost of qualitative improvement.
LEGAL BACKGROUND UNDER INDIAN CONSTITUTION
Secondary education has not yet been nationalised. It is still a privilege in the hands of a certain sections of population. This is extremely regrettable.
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