villages are also full of talent but facilities are available in the towns and cities only. We need to address this problem, which has multiple dimensions. It tells us about the non-availability of infrastructural facilities in schools, the problem of syllabi followed in the school and the non-availability of quality teachers.
Job opportunities being national, the syllabus should be structured in such a manner that it should meet changing societal needs, fulfill the needs of the occupation and inculcate high moral values among students in addition to learning skills. The delivery of quality education is possible only through quality teachers. The teacher has to be a committed teacher who loves teaching and children. The teacher also has to be equipped with all the knowledge required for effective teaching. The self-esteem of the teacher must be high and the teacher must have the quality to become a role model for children. Some element of competitive reward is to be done based on performance. This competency has to be built up throughout the country through a massive teachers education programme delivered through a tele-education system and continuously updated. This can be funded and implemented by a consortium of Government and educational institutions with the corporate sector providing value added services.
There is an urgent need that every school should have basic amenities such as a good building equipped with ventilation and lighting. The rooms should be airy and have spacious classrooms. The school should also have a library, laboratories including the latest Information Technology tools and infrastructure, safe drinking water, clean toilets and a playground. This is possible by earmarking the additional 2 to 3 per cent of GDP.
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