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Classroom environment and processes need to be improved to provide quality education in government-run primary schools
In the nineties, some initiatives were taken in the area of improving the quality of primary education along with its universalization.

Now, it is being felt that the universalisation of elementary and high school needs to become a major goal in the 2000s. But, we need to learn lessons from the failed government schools.

This requires qualitative improvement both in content of learning and classroom instructional processes, which is not happening. The government schools are being closed down and private schools are mushrooming despite a lot of funds being put in the government sector projects and programmes.

Since the quality of teachers and classroom processes is going down, it has implications for teacher training as well as the system of managing the schools. This would, in fact, require initiatives in classroom organisation and pedagogical practices with adequate local support services as well as management aspects that are facilitative and supportive of learning.

Educators and researchers have shown that the problems of expanding and improving the education facilities cannot be solved through uniform and standardised measures. Furthermore, there are obvious limits to the single linear expansion of the typical school system. It has been shown by research that to attract and retain children through mere access-based projects is doubtful. The closure of government schools due to low attendance and high dropout rates has proved that.

There is no doubt that the classroom teaching is at the core of what happens in a school, which directly influences the quality of education provided by it. Many factors such as teacher-pupil interaction, teacher-parent relationship, and self-esteem building classroom environment are crucial determining socio-emotional context that determine learning, teacher behaviour and classroom processes.

Through Right to Education Act and various projects, both central and state governments had the obligation to provide free and compulsory elementary education through coverage of children with special needs, eradication of illiteracy, vocationalisation, women's education, and special focus on the education of socially disadvantaged sections through Sarva Shiksha Abhiyan (SSA).

The vision of the SSA programme was to recognise the needs for improving the performance of government school system through a community owned approach and ensuring quality elementary education in a mission mode to all children in 6 – 14 year age group by 2010 along with bridging the gender and social gaps. But, the project seems to have not delivered and all the money and resources have been allowed to be wasted.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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