Over a lakh children in Delhi still out of school

New Delhi: More than one lakh children in the national capital are still out of school, a report by the human resource development ministry said as the Right to Free and Compulsory Education (RTE) Act completed a year on Friday since its implementation.

The RTE report card which analyzed the primary education scenario in the country was released especially for the occasion.

According to the report, 1,24,022 children in the age group of six to 14 were out of school in Delhi, as per a survey in 2009. Across the country, the out-of-school children figure stands at 81,50,619.

"It's unfortunate that 81,50,619 children in the age group of six to 14 are still out of school. We have to bring all those children to school," Human Resource Development Minister Kapil Sibal said while releasing the report.

On a positive note however, Delhi has scored quite well in other parameters.

For instance, as compared to national figure of pupil-teacher ratio of 32, in Delhi the ratio is 28. Then, at the national level the percentage of teachers without professional qualification is 21, but in Delhi it stands at one.

Water drinking facility is present in 100 percent schools in Delhi. 79 percent schoolshere have girls toilets, 71 percent schools have ramps for disadvantaged students, 75 percent schools have playground and 98 percent have boundary walls.

Delhi is one of the 11 states which have constituted a state commission to monitor implementation of the RTE Act. Notification of the state rules however is still "in process", the report said.

A total of 16,84,425 students have been enrolled in the primary level in Delhi and 9,82,164 in the upper primary level. Delhi has 3,034 government and aided schoolsand has 57,777 teachers in these schools.

source:http://www.indiaedunews.net/Today/Over_a_lakh_children_in_Delhi_still_out_of_school_13790/

Playing the Blame Game

Matthew Lynch - With skyrocketing costs, budget crises, inconsistent curricula, poor standardized testing scores, and poor morale among teachers, administrators, and students, the need for sustainable and pervasive educational change is greater now than ever before.

The numbers of questions related to the quality of the U.S. educational system from multiple sectors of society is at an all-time high. Many American parents have seen reports that American schools rank well below schools in countries such as China and Japan, or have heard President Obama declare a “dropout crisis” in the USA. An abundance of news reports and discouraging case studies has created panic among education stakeholders, who want to know why American school systems are failing. However, many insist on playing the “blame game,” which in most cases is counterproductive.

Many Americans believe that only a small percentage of leaders understand the complexities of the school system, and that individuals who do understand the intricacies of the system use their knowledge to justify the mediocre performance of our teachers and students. The American school system is the best-financed system in the world, but is one of the lowest performing. The American school system as a whole has an appalling performance record. For children living in urban environments, the story is even more alarming. Students from low socioeconomic backgrounds are often educated in dilapidated schools where the too many educators lack the credentials and skills necessary to perform their duties adequately. High student-to-teacher ratios are found in most urban schools, and these schools often lack the resources to deal with the diverse challenges they face, including unruly student behavior. Education has been called the great equalizer, but for students living in poverty-stricken urban areas it is little more than a babysitting service and a place to get a hot meal.

Many question whether the No Child Left Behind Act has contributed to achieving academic success. Although NCLB was well intentioned, it has not lived up to the hopes of government or schools. In the eyes of some, NCLB has actually contributed to subpar academics becoming even worse. If American educators and school personnel do not make a concerted effort to develop effective measures to hold schools accountable for the education of all of our children, then the education crisis will continue.

There is an exception to every rule: some urban school systems are providing a quality education. Unfortunately, however, only a small number of school systems meet the state and federal government student performance requirements. For underperforming urban school systems, the problem usually lies with the inability to sustain existing reform efforts and initiatives. Mayors and school superintendents in these areas often concoct grandiose reform plans that are merely political devices meant to beguile voters into believing they genuinely care about educational reform. The idea that politicians create school reform to gain popularity and votes is sad and sobering. It is discouraging to realize that our children’s futures might be used as a political device to win elections.

Politicians are not the only people at fault for the shoddy education American children are receiving, but no one will take responsibility for subpar educational environments. If administrators were asked who was at fault, they might point to a lack of parental involvement and too few quality teachers. If teachers were asked who was at fault they might also cite a lack of parental involvement and ineffective administration. If parents were asked who was at fault they might blame teachers and school administrators. Society in general seems to conclude that the lack of quality teachers, effective administration, and parental involvement are all factors contributing to educational failure.

Whatever the reason, Americans have become the laughing stock of the free world when it comes to K-12 education. The solution, of course, is for the country to unite and work together to carry the responsibility of enriching and continuing America’s future via educational excellence without playing the “blame game.”

source:http://www.educationnews.org/commentaries/152844.html

Onus on principals to bring back drop-outs

Alarmed over the staggering number of childrenwho are not attending schools, the Rajasthan government has directed that each government principal be given a target to bring back students who have dropped out.

According to a child tracking system (CTS) survey conducted by the state's education department, 1.2 million students are out of schools in Rajasthan. And the state's Directorate of Primary Education in Bikaner moved last week to rectify the situation.

"District education officers (DEO) have been asked to provide the list of drop-out children to government schoolprincipals in each district," a senior education departmentofficer told the sources.

"Based on the ratio of drop-out children and thegovernment teachers in each school, the teachers will be given targets. They will have to bring these children to schools," he explained. 

It will be the responsibility of the principals to ensure that children who get admission in their schools stay till they complete the education, he added.

"The orders regarding this were issued on Saturday," he said.

The directorate also plans to run special drives to bring drop-out children to school from May 1 to May 16 and July 1 to July 15 this year.

"We have sought permission regarding this from the state government and the programme details will be announced as soon as we get the nod," said the officer. 

According to the CTS survey, at least 30,996 children between the age group 6-14 are not going to school in the state capital Jaipur alone. 

Child rights activists in the state say the orders will have to be implemented strictly for positive results.

"It is still not clear what action will be taken against the teachers who fail to meet the given targets," said Vikram Sharma, an activist.

source:http://www.indiaedunews.net/Rajasthan/Onus_on_principals_to_bring_back_drop-outs_13691/

Semester tussle - DU teachers to hold classes in VC's lawn

Teachers at the Delhi University have decided to protest against the implementation of thesemester system in colleges, not by conducting strikes, but by holding classes outside in the lawns.

Members of the Joint Action body (JAB) ofteachers will on Thursday and Friday, conduct classes in the lawns outside the office of the vice chancellor to draw his attention to the matter of implementing the semesters for undergraduatecourses.

Karen Gabriel, associate professor at St. Stephen's College and a member of JAB said that JAB currently had around 100 members. Out of these, around 20 are expected to take their classes out in the open. 

"The classes will be taught on the two days like any normal day and the students have been told about them. The classes would start at around 8:30am and students will only have to come out in the open and then can walk back to the campus for other classes," she said.

She further added that the administration of theuniversity had never consulted the teachers before the decision to implemented the semester system was taken.

The university has already implemented the semester system for 13 undergraduatescience courses and there are now plans to completely shift all courses to thesemester system mode from the upcoming academic session.

Teachers from several departments such as economics, English, history and philosophy have already expressed their disapproval during their general body meetings at the switch to the semester system.

Teachers have alleged that the content of the courses is being diluted in order to accommodate the new semester system.

source: http://indiaedunews.net/Delhi/Semester_tussle_-_DU_teachers_to_hold_classes_in_VC's_lawn_13669/

CBSE board exams on, physics paper disappoints students

New Delhi: The Central Board of Secondary Education (CBSE) examinations started on Tuesday on a disappointing note to many, with several class-12 students complaining that the physics paper was too lengthy to finish in three hours. According to students, the physics paper, though easy, could not be completed as the questions marked 2 and 5 were a bit too lengthy.

"The paper was easy but lengthy and I could attempt only 70 percent of the questions," said a nervous looking Ankit Kumar, a student of Kendriya Vidyalaya Jawaharlal Nehru University (JNU) campus in the capital.

Some of the students found the questions twisted.

"There were no direct questions and we had to draw graphs in several questions. It took a long time. I only wish the other papers are not too lengthy," Rajul Pandey, a student of Balwant Rai Mehta Vidya Bhawan in Greater Kailash II.

According to teachers, students were not satisfied with their performance on the first day.

My students are really not happy. Most of them could not attempt all the questions," said Asha Singh, physics teacher at Kendriya Vidyalaya, JNU.

Parents accompanying their wards were also seen trying to calm them down after the examination.

"I told my son to forget the physics paper and start preparing for the March 7 chemistry paper. I hope he does well from now on," Manisha Singh, mother of a class-12 student, said.

Some residential schools held prayer meetings for students appearing for the board exams.

"Before the start of the exams, we held a prayer meeting in the school and students chanted the 'Saraswati Mantra'," said a psychologist-cum-counselor with a residential school in south Delhi.

Over 1.8 million students are sitting for the board examinations across the country and abroad.

This year, 1,061,566 students of Class 10 will appear for continuous comprehensive evaluation (CCE) under the CBSE.

As many as 769,929 students - 454,131 boys and 315,798 girls - are appearing for class 12 board exams. IANS

 

Source:

 http://indiaedunews.net/Today/CBSE_board_exams_on,_physics_paper_disappoints_students_13623/

Extra marks for right attitude- CBSE

 The Central Board of Secondary Educationhas said Class IX students can score higher marks in maths or science by showing they have a healthy attitude or adequate life skills.

In a recent circular, CBSE has asked schools to award higher grades in subjects under the scholastic category, which includes English, mathematics, science or social science, to students who get exceptionally good scores in coscholastic areas where they are tested attitude towards the teacher, discipline, or leadership qualities.

All school heads are advised to explain this promotion policy for Class IX in detail to parents, teachers and students to create awareness and avoid unnecessary inconvenience at a later stage the CBSE circular said. School heads consider this directive as a reminder to schools that have failed to take assessment in co-scholastic areas.

While considering co-scholastic areas for promotion of a student from one class to the next, CBSE has said that after converting grades into grade points, a student who scores in the highest range may be upgraded to the next higher level in two scholastic subjects, and those in the second highest range may be upgraded to the next higher grade in one scholastic subject.

For instance, a child is good at debating, which reveals leadership qualities, then scores obtained in this activity could be added to the student's English scores. ''Some schools have been following this. The CBSE directive is a call for others to keep up with these proactive schools,'' said Satish.

Senior principal of Chennai's RMK Group of Schools, C Satish said that some schools still consider only academic skills for promotion. This circular is expected to be a wake-up call for such schools to take note of the importance that the CBSE places on developing life skills, and attitudes and values of children.

source:http://indiaedunews.net/Tamil_Nadu/Extra_marks_for_right_attitude-_CBSE_13538/

Education unions prepare for life after Mubarak

Hosni Mubarak has decided to step down as the President of Egypt. In an announcement on state TV, Vice-President Omar Suleiman said Mr Mubarak has handed power to the military.

It came as thousands massed in Cairo and other Egyptian cities for an 18th day of protest to demand Mr Mubarak's resignation.

Protesters responded by cheering, waving flags, embracing and sounding car horns. "The people have brought down the regime," they chanted.

Mr Suleiman said Mr Mubarak had handed power to the high command of the armed forces.

As the political situation unfolds in Egypt, EI expresses its support to the independent trade union movement in their demands for democracy, social justice and trade union rights.

EI has been in daily contact with representatives of the independent union under the umbrella of the Egyptian Federation of Independent Unions. This group was formed on 30 January 2011 by the Teachers’ Independent Union, the Retired Workers’ Union, the Health Professionals’ Union and the Tax Collectors’ Union.

During the pro-democracy actions that led to President Mubarak’s departure, Egyptian public sector institutions, such as education and the postal services, had come to near standstill in protest against his regime.

On Tuesday 8 February, the day of global solidarity with Egypt, EI joined the ITUC’s international trade union delegation to the Egyptian Embassy in Brussels.

ITUC General Secretary, Sharan Burrow, was joined by EI Deputy General Secretary, Jan Eastman, and representatives of the three Belgian trade union centres.

EI will continue to support the independent union movement in their effort to be effective players in the transformation of Egypt, and intends to lead an EI delegation to Cairo in the week ahead to identify the support and solidarity its member organisations can bring to teachers across the country.

 

source:http://www.ei-ie.org/en/news/show.php?id=1515&theme=rights&country=egypt

UK: Training of teachers vital to managing pupil behaviour

The National Union of Teachers (UK) has responded to a parliamentary Education Committee report into behaviour and discipline in schools by stressing the need for teachers to have access to continuous professional development.

The NUT has argued that this is the key to ensuring teachers remain confident and well informed in how to deal with pupil behaviour.

NUT General Secretary, Christine Blower, said: “While we must not forget that the majority of our classrooms are safe and pupils are well behaved the NUT agrees that it is critical for schools to have behaviour and discipline policies drawn up not only in consultation with staff, but also with children and young people and that the whole school community is actually involved in making sure that the policy is implemented, on a proper and consistent basis. “

Blower added: “whatever curriculum is put into place has to be free from the restraint of excessive testing and league tables which simply stifle creativity and enjoyment.

“Unlike the report we do not support the move towards school centred and employment based training. Teachers need proper, in depth, theoretical training, as much of this report demonstrates.”

According to Blower, the report is “a stark reminder that cutting schools budgets and those of local authorities will lead to the most vulnerable children being deprived of vital services. A problem which will only be exacerbated if more schools become academies or Free Schools and coherent provision for schools is slowly, but surely dismantled.”

EI supports the NUT’s campaign to secure quality training for teachers and an excellent education to students in Britain.

As the global union federation representing 30 million teachers worldwide, EI urges governments not to use the global economic crisis as an excuse to cut public spending in education and teacher training and jobs.

To read the full NUT statement, please click here.

source:http://www.ei-ie.org/en/news/show.php?id=1507&theme=ei&country=global