KG to PG: Noble initiative by TS govt
KG to PG: Noble initiative by TS govt, The first government of separate Telangana State, headed by K Chandrashekar Rao, has rolled out a blueprint for...
The first government of separate Telangana State, headed by K Chandrashekar Rao, has rolled out a blueprint for overall development of state and people. It is leaving no stone unturned to improve the human life index in general, and that of BPL families in particular. Welfare measures viz., distributing three acres of land to the landless poor, reorganising old age pension, loan waiver schemes, water grid to provide drinking water supply to houses across the State, massive industrialisation, implementing IT in all areas of governance, and, most importantly, providing free education from KG to PG are some of the noteworthy initiatives.
The idea of establishing institutions to extend high quality education to children belonging to downtrodden families, a pet project of the Chief Minister, is a welcome step. Since it is a prestigious and one of its kind project, the onus is on the government to address certain crucial issues before embarking on this mission.
Establishment of institutions with learner-friendly infrastructure and environment may be the first step in the right direction. However, assured delivery of quality and child-friendly education at school level may become a major irritant. The success or failure of the ambitious scheme depends on the collective and coordinated role played by all stake holders, especially teaching fraternity.
To begin with, the government would do well to start schools with KG to Grade 10. They should be process-driven with curriculum being effectively transacted. Children should form an integral part of teaching-learning exercise. The faculty should be trained well in pedagogy, content delivery, child psychology, evolving trends in global education and authentic assessment practices. Public representatives, educated youth and school leaders should own these institutions and pledge accountability, while scaffolding and positive intervention are ensured by the Education Department. Robust monitoring mechanism should be put in place. Creation of zonal and district academic cells is a sine qua non for ensuring benchmark quality. Public-private partnership may bring about qualitative change in the functioning of these institutions. These institutions must ensure capacity-building alongside cognitive development in learners, lest one more crucial venture might never realise its objective.
By: E Prasad Rao