It is undeniable that our academic sector is progressing day by day. Yet we must remain cautious enough to meet the future challenges of educational standards. The world, with each passing day, becomes very competitive and in order to keep pace with the evolving global scenario, our education department will need to remain vigilant enough to deal with whatever the future holds. And we can do this by improving our academics, especially in our schools.
The academic excellence of any region is counted in terms of educational progress in schools, colleges and universities. It is a three-step ladder of success. Schools are the lower rung, colleges are the middle, and universities are the top rung. There is no doubt that every rung (rung) on ââthis ladder is important, but for a healthier person, the lower rung of the ladder is more important than the other two. The lower rung marks the foundation of the ladder. And it is because of this rung that one thinks of advancing. If this rung is low, reaching the two upper rungs is unsuccessful. Yes, you guessed correctly. I am talking about our school’s education system, which is the very basis of college and university education.
The strength of education in colleges and universities is directly proportional to education in schools. In our colleges and universities we have some very intellectual people to add feathers to the crown, but if we have to put it back anywhere, it’s the schools. I never mean to say that the higher education sector does not need reform at all. The higher education sector also needs renovation, but not as much as schools.
Schools play a crucial role in the education of any state. Schools, in fact, lay the foundation stone for state academics. And if there is a slight neglect in this foundation, then the whole system will fall apart. In order to achieve the rank at the world level, we must make great efforts to sincerely reorganize the educational standards in our schools. As some of the tallest buildings in the world, âsays Shiv Kheraâ has the strongest foundations.
We can reform our education system by taking small, effective steps that can make bigger differences in the time to come. Up to the upper and upper secondary level, our education is to some extent commendable, but if we need a reorganization anywhere, it is up to the middle level. The weaver knows where the shoe pinches. Who better to evaluate schools than the teachers assigned to them? Being in the department for many years, let me highlight an important point where our schools really need an overhaul:
Our govt. day in and day out, tries to provide adequate infrastructure to public schools. Yet there are a number of primary and secondary schools in JK (UT) that are in dire need of infrastructure. The infra of these schools should only be updated when the role is satisfactory. Spending crore money on schools that are of no benefit to society is a pure waste of funds. Today Gouv. schools are different from what they were ten years ago. Although every institution has received drinking water in addition to electricity, installing fences in the majority of schools is a far-fetched dream. Fenced schools are safe and secure for children.
Government-prescribed textbooks. schools are an important component of the curriculum. Unlike private schools, Govt. textbooks are full of irrelevant material and pictures. Same
if the govt. revises these textbooks every year, but the content needs to be reformed. It is urgent to have them published with certain private publishers. And keep them available well in advance before the start of a new session. These books should be revised completely and only every two years so that both students and teachers have something new to learn. Not only students in private schools have the right to enjoy the attractive content of the curriculum textbooks, but the government. students too.
The Mid Day Meals (MDM) program launched centrally in the government. One of those factors that sets a government apart is the managed schools of Kashmir. Institution of the Private. But nowadays people think of these schools as ârice food schoolsâ and nothing else. In the university and university hostels and in the Langers of Dar-ul-Ulooms, the canteens or refectories are carefully separated from the academics of the alma mater. However, to the government. schools, the MDM occupied the central position. Under the microscope, the project affected all the academic paraphernalia in almost all the schools of the Valley. The reality is known to all, but no one dares to speak the truth because it will get them into trouble.
We still have hundreds of schools operating in rented buildings. How is it that MDM is served to children in a fluid way when the infrastructure in the majority of institutions is poorer? Serving midday meals to children in open lawns, verandas or narrow rooms is a stain on the name of quality education. It is simply child abuse. In rural Kashmir, the program status quo is quite dismal and unhygienic. Officials visit these schools once or twice a year to check the quality of meals and throughout the session these institutions are neglected.
As far as teacher involvement is concerned, the midday meal involves at least one teacher and somewhere, where the role is indeed the number is two. The majority of teachers refuse to take charge in schools. However, responsible teachers, in addition to teaching six or seven routine classes, must keep a comprehensive statistical record of grams of rice. They have no choice but to buy all the essentials to cook meals on the debt. Although from the age of two, MDM rice is distributed as dry among students yet it deviates teaching-learning in schools. Like the flat amount, the MDM amount should be credited directly to student account numbers.
No local staff
Having local staff in these schools has made education a little cheaper and inefficient. Foreigners are always listened to. Inter-zone transfers must be made for changes to be made in education and for the credibility of education to be restored.
There are a number of non-pedagogical tasks that primary and secondary school teachers are busy with. They also have to perform other duties throughout the year that are unrelated to their job. If they are kept free as a private school teacher for teaching work only, I am sure no private institution will compete with public schools.
The biggest problem in schools today is the lack of staff. It’s something like square pegs in round holes. Somewhere there are more staff and fewer students and vice versa. Primary and middle schools should be staffed as needed.
(Manzoor Akash is a Rafiabad-based Rising Kashmir columnist, writer, freelance writer and author of a recently published book, âThe Legacy of Light.â It can be mailed to: [email protected] in)