When a child is born, it least knows the various aspects: the family into which it is born, location, and the geography, location, socio-economic background etc. The baby does not to chose to be born to a certain parents, in a certain location, and a certain socio-economic profile. The location is also a factor: wealthy family, in a developed country etc, The possibilities of their ability to chose amongst best-in-class schools, colleges and Universities.
We also have children born in a remote village, a modest to poor family, possibly not very educated parents and influencers. The probability of they getting into the portals of great schools, colleges and Unversities, seems bleak. However there are more and more stories of the “Rouges” to “Riches Story”. Such stories are truly inspirational, and will motivate more people to break the barrier.
Ina Democracy, every individual has some clear fundamental rights. Right of Speech, Right to express, etc…
A few years ago the Government introduced The right to Education Act. When the first news broke out. I was thinking that Education is a fundamental right. Education for all was the big message. I thought it meant that the Government will renovate, equip, employ good teachers for good salaries, In India Salaries paid by Government to School teachers is attractive.
Every private unaided schools were mandated to provide about 30% of the admissions to the Government, and schools had to admit them without questions. the lifestyles of the parents and their children definitely does not come under the Economically weaker sections of the society. Where is Justice and fairness. Private unaided schools make an investment in campus and aspects to provide great school experience.
If the Governments and Policy makers of the present, look at it, the first priority should be to improve the infrastructure in Government schools, and Govt-aided schools, particularly rural schools. We also provide teacher training of set of aGovernment school teachers at our schools
Many Urban private schools do mentor a few Government schools, and their teachers. Also provide access to laboratories and activities for the Government school students. This is in the spirit social inclusiveness in Education.
While some might argue that the real requirement was to upgrade infrastructure at Government schools. We establish a level playing ground for all schools.
While that may have been the clean spirit behind Right to Education Act, and its policies, the executions has been more about 25% free seats in each unaided private school. Even those 25 %, is meant for economically weaker sections. Let us touch our heart and speak the truth. It is not happening. I cannot even see that the Government is upgrading the standards of Government owned Schools, particularly in Semi Urban and Rural areas.
With the COVID crisis, schools are increasingly engaging the children at home in various interesting ways, many time getting the Parents also to engaged in the learning activities that students perform at home.
While the policy makers are busy deciding what age groups can access recorded lessons, to what age group should access live interactions, but with minimum designed onscreen time.
Now what do the policymakers say about Government schools – semi-urban, and Rural schools? Will it be teaching-learning processes as usual “Chalk & Talk”. What happens to sanitisation, masks, social diastancing etc?