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Govt schools playing with children’s future

A desperate step like locking school gates of a government school by irate villagers to highlight the shortage of teachers should be taken as a wake-up call by the state government. It should not deal with school education in a casual manner. As pointed out in the editorial “All is not well” (November 2), thousands of posts of school teachers are lying vacant. Clearly, such poor-quality schools are playing with the future of our children. Moreover, the schooling of 50,000 children, who are still out of school, is a major challenge before the government.

The need of the hour is to take full advantage of the centrally sponsored programmes initiated under the Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Each school must have access to proper infrastructure, furniture, required number of teachers, clean drinking water, separate toilets for boys and girls, boundary wall and other academic facilities. Teachers should be kept inspired, motivated and trained to remain humane and innovative. They must know the art and skill to take up “evaluations and self-evaluations”. Upto elementary level, the spirit behind the RTE should be their guiding force. An honest implementation of the continuous and comprehensive evaluation (CCE) scheme can bring a revolution in the field of elementary education. But for putting all educational programmes into practise, we need teachers without whom everything in a school is useless.



Most of the teachers teaching in government schools remain reticent and do not voice their opinion about the low standards of teaching. The EDUSAT programme proved to be a disaster, as it not only consumed a lot of time of the students but also deprived them of face-to-face contact with teachers. The policy makers and the bureaucrats know well that teaching needs initiation, motivation and zeal, and not just material. They need to drive home this point during recruitment of teachers. A good teacher encourages the student for self-study. But, who cares?

Prof HS DIMPLE, Jagraon (Ludhiana)


There have been a large number of drop-outs from matriculation classes from rural schools in Punjab due to shortage of teachers. Rather, it has been more due to lack of capable teachers. The so-called schemes such as the mid-day meal scheme initiated by the state authorities have been a vague exercise having no constructive output. To disseminate quality education in government schools of Punjab, we need to have professional management and a review of reforms in the current education system. The syllabi need to be upgraded and reforms need to be brought in to stop degradation in teaching values, to check absenteeism and to maintain good standard of education.



The Adarsh Schools opened with great fanfare have already hit a dead end. As middle class parents send their wards to private schools, the government schools are attended mostly by students belonging to the poor sections of society. If the annual examination results are anything to go by, these students show very poor performance.

As a result they are not able to compete with children going to private schools when they go out in search of jobs, thereby causing inequality in society. The government needs to revamp its schools in every respect on an urgent basis so that the poor students also receive quality education. What for is the govt allocating crores of funds if every child is not getting same and equal education?


Inclusive growth of school kids

New HRD Minister MM Pallam Raju has laid due emphasis, among other things, on moral education. The curriculum framework may give importance to moral education as a subject, as done by the CBSE, which is not enough.

Moral education is not merely a subject to be taught, a teacher needs to become a role model for students. His relationship and communication with students are major determinants for building up the moral aura of a school. The government should ensure in-service training to teachers in giving overall education to kids, instead of just sticking to books. ‘Live morally and disseminate morality’ should impregnate the life of a teacher.

A teacher’s private and public life plays a dominant role in instilling moral values.  Process of recruitment of teachers is also not detached from morality.

Dr S KUMAR, Panchkula



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