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Assertions of mechanically memorising decontexualised bits of facts and in for mation from prescribed textbooks with the primary objective of clearing examinations abound and are often found to be true. It is also recognised that there is a skewed emphasis on the cognitive (and that too, memory) and an exclusion of the affective and other domains of a child’s personality.
Children with multiple identities (caste, class, religion, tribe, gender etc) are hierarchically placed in our ‘not just diverse but unequal’ society and there is a synch between children’s social locations and the schools that they go to. There are schools which have the finest state of- the-art technology, adequate infrastructure and qualified and highly competent teachers to teach children from privileged socio-economic backgrounds. Parallely, there are also schools which are struggling at all levels- inadequate infrastructure, incompetent and de-motivated teachers and unwilling and irregular students.
The issues of quality, equity and social justice go hand in hand and quality education cannot be restricted to a few children in limited pockets. The term quality, in its various manifestations/foci (ranging from curricular concerns to teachers to infrastructure, etc) needs to have a universal meaning for all children and all school spaces. It needs to be inclusive in character inclusion of a kind which needs to integrate all with dignity and not exclude/separate a large majority by offering them a few sops.
Most importantly, in a country like ours, the primary responsibility of providing equitable, good quality education needs to lie with the government and not the private players who venture into education to seek profits. Right to Free and Compulsory Education for children (RtE), which made education a Fundamental Right in 2009.
By: Mona Kaushal ProfileResourcesReport error
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