Gangola, Anant and Kathait, Jagmohan Singh
(2016)
Ensuring dialogue and institutional
alignment in the education system.
Learning Curve (25).
pp. 61-63.
Abstract
Education is important, interesting but a complex
process. It is complex because it is social in nature.
Geographical, cultural and other diversities in a
society are a major source of complexity. A second
source of complexity results from the wide field of
content areas and pedagogies which keep changing.
Yet another area that adds to this complex process
is the variety of stakeholders, for example the
diversity we come across with respect to students
and teachers with the kind of changes happening
there in multiple dimensions.
The context of public education in a large and
culturally diverse country like India takes the issue
and scope of complexity to an entirely different
level. We can get a glimpse of it by just looking at
the number of children who are being provided
Mid Day Meals (MDM) in schools. This number is
more than entire populations of many countries.
The diversity of food habits even in one Indian state
is such that preparing MDM menu itself is quite a
challenging task.Collective and coordinated efforts and a
continuous ‘dialogue’ are much needed for all those
working in the education domain. This dialogue and
mutual alignment would break the professional
isolation of education functionaries and thus help
individuals and institutions to support each-other
and play complementary roles. ARG experiment in
Uttarakhand provides a healthy beginning though
the journey is very long and we find ourselves only
it its first leg. We see that ‘communication and
alignment is not a destination but a direction and
ARG is heading towards it.
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