Swaminathan, Anand
(2014)
Our Experiences with the government school system.
Learning Curve (25).
pp. 40-43.
Abstract
In popular narrative, Government schools 2 are
mediocre and failing. They have inadequate and
rundown infrastructure. Teachers do not come
to school; if they come to school, they do not
teach; and if they teach, children do not learn.
Most Government school students cannot read or
write or do basic Math despite years of schooling.
Only the very poor send their children to the local
Government school; if they had a choice, they
would prefer private schools, which are far better.
It is a system without any hope of reform.
This narrative has been fuelled by mainstream
media and by a large number of neo-liberal voices
in civil society. It has become so dominant, that any
experience or evidence to the contrary has little
chance of a hearing. This article examines how
much of this stereotype is real and how much is
myth.The big mystery of school education is that despite
genuine efforts at teaching and years of schooling,
students struggle to learn. On an average, students
learn only 40-50% of the scholastic concepts
expected of them in each grade. 8
An argument one hears is around teachers. It goes
like this: Teaching is not an aspirational or well-
paying profession and it only attracts those who
have no other career options. What else can you
expect with such teachers?
Now this argument really has no basis. One,
becoming a Government school teacher is quite
an aspiration for many; in most towns and villages
in the country, a Government teacher’s job pays
better than most other options, and offers good
service terms to boot. 9 Two, being a good teacher is
not the privy of a few. With appropriate education
and practice, most people can develop into capable
teachers.
Actions (login required)
 |
View Item |
