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Quality is multiple perspectives and is not a unitary concept. The dimensions of quality in education include achieving pre-determined targets and objectives. However, for those closely observing the school education scenario, it is a re-affirmation of a bitter truth: schools in our country are, by and large, quite far from seeing education as a process of learning with understanding, acquiring knowledge through self-discovery and conceptualization. Education in India remains a mere transmission of information in a rigid classroom atmosphere, where the emphasis is on memorisation and the objective is to rush through a pre-determined syllabus and prepare children for examinations.
The National Curriculum Framework 2005 was a game attempt to provide a vision of education as a pursuit of both quality and equity. Yet, despite increasing awareness that learning is not mere information accumulation and that teaching ought to be recast into a facilitation of children's discovery of their own potential and understanding, the emphasis in practice continues to be on textbooks and exams. Conceptual understanding is not encouraged anywhere near enough, and sport, art, debate, and cultural activity are kept at the distant periphery. It is time not merely for fostering greater awareness about the need for holistic education but also to chalk out more imaginative pedagogic means to make education an inclusive and quality-centric epistemic process.
India can ensure quality in education system by following some of the following suggestions;
Ultimately, the goal of an educational system and the real test of its quality can be seen in the re-enfranchisement of the disenfranchised- an unsaid and undone directive principal for the Indian State.
By: Abhishek Sharma ProfileResourcesReport error
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