Implementation & Impact of Right to Education(RTE) Part 2

After the article yesterday in the DNA & our first post on the Implementation & Impact of the RTE here is Part 2 of some more interesting facts & opinions by leaders in the education, business & government fields.

The Times of India this morning quoted that private schools are questioning the feasibility of setting aside 25% seats from this academic year under the Right to Education, when it was expected to be rolled out only next academic year. With school commencing in 2 weeks and admission procedures completed schools will find it difficult to implement.

Who will be included?

Economically weaker and socially disadvantaged groups in a few days. Students from families with Below Poverty Line cards or an annual income of Rs 1 lakh or less are likely to be included in the category. Students from scheduled castes, scheduled tribes, other backward classes, nomadic tribes, other minorities (as defined by the state) and children from orphanages and children’s homes will be included in the other category. Eligible students living within a kilometer of a school could avail the quota. So are we talking about reservations now at Kindergarten level as well?

What the Act says?

1. Schools have to implement all provisions of the Right To Education Act in 10 days, including admitting 25% students from economically/socially weaker sections
2. Schools have to follow a specific teacher student ratio (1:35 or maximum 1:40)
3. Schools should have specific structural arrangement like playgrounds, separate toilets for boys and girls, safe drinking water
4. Except unaided minority schools, others will have to re-open their admission process Schools have to get fresh government recognition this year, renew it every 3 years

Will the schools be able to make so many amends & changes in the next 10 days. What happens to students who have already been granted admission?

Concerns of the schools, parents, PTA’s

1. Social adaptability of the economically weaker child
2. Burden of the school fees falling on the other 75% of the students
3. Lottery system is not a fair medium of judging
4. Government intervention will mean corruption & bureaucracy in the admission process
5. Shortage of good private schools in the city for children and government just passing the buck to private schools
6. Decrease in seats and increased competition for those are eligible.
7. Excess burden on children to perform at such a young age with decreasing seats
8. Which schools fall under the RTE act? Most articles and experts say that it will be applicable for all boards including IB, IGCSE, ICSE, CBSE & SSC.
9. Helpline no.’s to know how I can get admission if I belong to the weaker section
10. Getting a certificate of backward class an option to getting school admissions which are so difficult
11. Intimation from schools that their child’s admission is secured and how the school manages to deal with the implementation

We are not against the RTE and undoubtedly, education is the quintessential passport to greater opportunities — be they economic, academic or social.

Is the Government shying away from providing education to the private sector?

With the assumption that private schooling is superior to a government education is based on the fact that children in the former tend to outperform the latter in examinations. In addition, we have to recognise that private schools differ vastly in terms of the quality of education they provide. This is why there are serpentine queues from the early hours of the morning for admissions into kindergarten in a few reputed schools. The scramble for seats is evidence of the dearth of quality education. Just herding children into private schools is not going to ensure their learning unless teachers are sensitised and trained to deal with children with different profiles

Has the RTE worked globally: In 2007, McKinsey and Company published a report that analysed why some school systems in the world ranked highly in international assessments of literacy, numeracy and problem-solving year after year. Top performing countries included Belgium, Finland, Japan, Hong Kong, Netherlands, Singapore and South Korea. While the countries sported vast differences, both culturally and politically, three factors regarding their education systems were common to all high performing nations.

Teachers are paid well: First, a teaching job in these countries, unlike in India, is a high-status profession. In addition to receiving salaries comparable to other well-paying jobs, teacher training courses are highly selective and admit only the cream of graduates.

Trained staff: Second, teachers are provided intensive training and new recruits are mentored on the job. In our country, teachers tend to work in isolation and inexperienced teachers are expected to handle a class on their own without additional guidance.

Third, in the top-performing countries, schools try to offer the best possible education for every child by supporting those who lag behind. These schools monitor student performance closely and intervene when children fall behind by employing special educators who are trained in remedial instruction.

Impact where its already implemented: Under the RTE, poor children were admitted in 2011 into Shri Ram School, New Delhi. An article in the Wall Street Journal quoted the principal, Manika Sharma as saying: “The teachers have come into my office and broken down. They say, ‘Help us. There is no learning happening for the other affluent children. What we achieved in one week with kids before is taking three weeks.’â€_x009d_ Writer John Gardner aptly says, “The schools are the golden avenue of opportunity for able youngsters but they are also the arena in which less able youngsters discover their limitations.â€_x009d_ As private schools open their doors, educators have to ensure that children from poor homes do not feel threatened by their more able and affluent peers, both academically and socially. Schools need resource personnel who can counsel and help these children realise their potential. In addition to supplementary remedial classes that help students bridge the academic divide, all children should be sensitised on getting along amicably.

You can also raise your concerns on the following website: http://educationforumindia.net/main/node/44

We would love to know your views and any other information that you would have access to. This is a website for the parents and we would love to know your ideas and feedback. If you would like to contribute and share your ideas please write to us at [email protected] . You can also share your ideas on facebook HERE or follow us on Twitter here

Image Source: Source : Times of India – Delhi | Date: 25/04/2012