For any Query/Feedback/Suggestion related to OBO, please contact:- admin@openbooksonline.com & contact2obo@gmail.com, you may also call on 09872568228(योगराज प्रभाकर)/09431288405(गणेश जी "बागी")

Gujarat innovates a new trail in Right to Education

One major initiative of the Indian government, in the field of education, was the Right to Education Act of 2009. This act has major problems, as has been argued by numerous observers and experts in the field. This Act focuses on the interests of incumbent public sector education providers, instead of focusing on the interests of children and parents.

It is focused on inputs into the educational process, regardless of the outcomes which are coming out. It penalises private schools that have weaknesses on inputs, regardless of the fact that these schools often induce better learning outcomes when compared with public schools.

At the same time, the translation of the Act into benign or malign outcomes critically hinges on the Rules under the Act, which are notified by state governments. Thus, now that Parliament has chosen to enact the RTE Act, the critical frontier that matters is how state governments choose. 
In recent weeks, Gujarat notified its Rules for the implementation of the Right to Education Act (RTE) 2009. It has introduced some of the most innovative ideas for recognition of existing private unaided schools. The committee in charge of drafting the rules in Gujarat, that was headed by the former Chief Secretary Sudhir Mankad, has broken new ground in understanding the policy issues faced in education in India today.
 
Instead of focusing only on input requirements specified in the Act like classroom size, playground, and teacher-student ratio, the Gujarat RTE Rules put greater emphasis on learning outcomes of students in the recognition norms. Appendix 1 of the Gujarat Rules is the one which has a path-breaking formulation for recognition of a school: this will be a weighted average of four measures: 

Student learning outcomes (absolute levels): Weight 30 percent. 
Using standardised tests, student learning levels focussing on learning (not just rote) will be measured through an independent assessment. 

Student learning outcomes (improvement compared to the school's past performance): Weight 40 percent. 
This component is introduced to ensure that schools do not show a better result in (1) simply by not admitting weak students. The effect of school performance looking good simply because of students coming from well-to-do backgrounds is also automatically addressed by this measure. Only in the first year, this measure will not be available and the weightage should be distributed among the other parameters. 

Inputs (including facilities, teacher qualifications): Weight 15 percentStudent non-academic outcomes (co-curricular and sports, personality and values) and parent feedback: weight 15 percent.
Student outcomes in non-academic areas as well as feedback from a random sample of parents should be used to determine this parameter. Standardised survey tools giving weightage to cultural activities, sports, art should be developed. The parent feedback should cover a random sample of at least 20 parents across classes and be compiled. 

This is one of the first times in India's history that public policy has focused on children and parents, instead of focusing on the public sector producers of education services. 

Furthermore, the Gujarat RTE Rules have taken a more nuanced and flexible approach in other areas too. For instance, both class size and teacher-student ratio have not been defined in absolute terms, but in relative terms. 

The required classroom size is 300 sq feet but in case classrooms are smaller, then instead of rebuilding them, the rules allow for a way to accommodate that with a different teacher-student ratio. The formula is: Teacher Student ratio = (Area of the classroom in sq feet-60)/8. This approach not only allows smaller classrooms to exist but also gives schools a more efficient way to manage physical infrastructure. 

If a private school is unable to meet recognition norms, then the RTE Act de-recognises the school and forces it to close down. This sudden forced closure would create serious problems for the students and parents who would have to find a new school in the neighbourhood. The Gujarat Rules allow for the state to take over the school, or transfer management to a third party, and create a genuine possibility for the school to continue and meet the norms. This, once again, shows the focus of the Gujarat Rules upon the interests of students and parents. 

This approach is significantly better than that of the other states where recognition norms are based solely on input requirements and that are also rigid (like playground, classroom size and teacher-student ratio). The Gujarat approach recognises the substantial contribution made by budget private schools in urban and semi-urban areas where land and buildings are very expensive. Actually many government schools themselves would not be able to meet the rigid input norms that RTE has mandated.

Views: 342

Replies to This Discussion


सदस्य कार्यकारिणीPermalink Reply by rajesh kumari on April 17, 2012 at 5:29pm

Instead of focusing only on input requirements specified in the Act like classroom size, playground, and teacher-student ratio, the Gujarat RTE Rules put greater emphasis on learning outcomes of students in the recognition norms. Appendix 1 of the Gujarat Rules is the one which has a path-breaking formulation for recognition of a school: this will be a weighted average of four measures: .......Thats nice ,sound well. this should be opt/implimented  in other state of India also like shri Mod's state Gujrat.Now a days as education institutions are becoming business centers day by day,  only this RTErules will bring some hope in this field.thanks to share this with us.

RSS

कृपया ध्यान दे...

आवश्यक सूचना:-

1-सभी सदस्यों से अनुरोध है कि कृपया मौलिक व अप्रकाशित रचना ही पोस्ट करें,पूर्व प्रकाशित रचनाओं का अनुमोदन नही किया जायेगा, रचना के अंत में "मौलिक व अप्रकाशित" लिखना अनिवार्य है । अधिक जानकारी हेतु नियम देखे

2-ओपन बुक्स ऑनलाइन परिवार यदि आपको अच्छा लगा तो अपने मित्रो और शुभचिंतको को इस परिवार से जोड़ने हेतु यहाँ क्लिक कर आमंत्रण भेजे |

3-यदि आप अपने ओ बी ओ पर विडियो, फोटो या चैट सुविधा का लाभ नहीं ले पा रहे हो तो आप अपने सिस्टम पर फ्लैश प्लयेर यहाँ क्लिक कर डाउनलोड करे और फिर रन करा दे |

4-OBO नि:शुल्क विज्ञापन योजना (अधिक जानकारी हेतु क्लिक करे)

5-"सुझाव एवं शिकायत" दर्ज करने हेतु यहाँ क्लिक करे |

6-Download OBO Android App Here

हिन्दी टाइप

New  देवनागरी (हिंदी) टाइप करने हेतु दो साधन...

साधन - 1

साधन - 2

Latest Blogs

दोहा पंचक. . . . .यथार्थ

मार्गशीर्ष (दोहा अष्टक)

ममता का मर्म

लघुकविता

दोहा पंचक. . . . कागज

कुंडलिया ....

दोहा सप्तक. . . विरह

दोहे-लक्ष्मण धामी 'मुसाफिर'

मन में केवल रामायण हो (,गीत)- लक्ष्मण धामी 'मुसाफिर'

दोहा सप्तक. . . विविध

सावन

दोहा पंचक. . . . .शीत

दोहा पंचक. . . . .मतभेद

तिश्नगी हर नगर की बुझा --लक्ष्मण धामी 'मुसाफिर'

रोला छंद. . . .

रोला छंद. . . .

तुझे पाना ही बस मेरी चाह नहीं

दोहा पंचक. . . . विविध

कुंडलिया छंद

एक ही सत्य है, "मैं"

Latest Activity


सदस्य टीम प्रबंधनSaurabh Pandey replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"अगले आयोजन के लिए भी इसी छंद को सोचा गया है।  शुभातिशुभ"
16 hours ago

सदस्य टीम प्रबंधनSaurabh Pandey replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आपका छांदसिक प्रयास मुग्धकारी होता है। "
16 hours ago

सदस्य टीम प्रबंधनSaurabh Pandey replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"वाह, पद प्रवाहमान हो गये।  जय-जय"
16 hours ago

सदस्य टीम प्रबंधनSaurabh Pandey replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आदरणीया प्रतिभाजी, आपकी संशोधित रचना भी तुकांतता के लिहाज से आपका ध्यानाकर्षण चाहता है, जिसे लेकर…"
17 hours ago

सदस्य टीम प्रबंधनSaurabh Pandey replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आदरणीय अशोक भाई, पदों की संख्या को लेकर आप द्वारा अगाह किया जाना उचित है। लिखना मैं भी चाह रहा था,…"
17 hours ago
लक्ष्मण धामी 'मुसाफिर' replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आ. प्रतिभा बहन सादर अभिवादन। सुंदर छंद हुए है।हार्दिक बधाई। भाई अशोक जी की बात से सहमत हूँ । "
18 hours ago
अखिलेश कृष्ण श्रीवास्तव replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आदरणीय लक्ष्मण भाईजी, हार्दिक धन्यवाद  आभार आपका "
19 hours ago
अखिलेश कृष्ण श्रीवास्तव replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"हार्दिक धन्यवाद  आभार आदरणीय अशोक भाईजी, "
19 hours ago
लक्ष्मण धामी 'मुसाफिर' replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आ. भाई अशोक जी, सादर अभिवादन। चित्रानुरूप सुंदर छंद हुए हैं हार्दिक बधाई।"
19 hours ago
अखिलेश कृष्ण श्रीवास्तव replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"हार्दिक धन्यवाद आदरणीया प्रतिभाजी "
19 hours ago
pratibha pande replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"आदरणीय अखिलेश जी बहुत सुन्दर भाव..हार्दिक बधाई इस सृजन पर"
20 hours ago
pratibha pande replied to Admin's discussion 'ओबीओ चित्र से काव्य तक' छंदोत्सव अंक 162 in the group चित्र से काव्य तक
"वाह..बहुत ही सुंदर भाव,वाचन में सुन्दर प्रवाह..बहुत बधाई इस सृजन पर आदरणीय अशोक जी"
20 hours ago

© 2024   Created by Admin.   Powered by

Badges  |  Report an Issue  |  Terms of Service