Wednesday, December 14, 2016

Pvt schools pip govt's in number of teachers


Pvt schools pip govt's in number of teachers




`But Do High Fees Translate Into Quality?' 
 
For long, the state was the largest recruiter of teachers. Today , private schools have leaped ahead and hire more faculty across Maharashtra, whether in Pune or Parbhani, Nagpur or Nandurbar.
 
The appeal for the English language, surge in private schools and a cap on government recruitment, has seen the private sector's staff strength balloon. Maharashtra currently has 3.8 lakh teachers in the kindergarten-to-Class XII (K-12) category in the private sector and 2.7 lakh in its state schools.

“There is a little more margin for everything in private schools. We call that essential freedom,“ says Naina Pathak who works for a private school in Ahmadnagar. Merely 10 districts, including suburban Mumbai, Osmanabad, Ratnagiri, Sindhudurg, Yavatmal, Jalna, Hingoli, Gondiya, Gadchiroli and Buldana, have more teachers in state schools--corporation and zilla parishad--than in private institutes.

Pune has the highest count of teachers--51,639--of whom 34,621 are in private schools.Experts say this phenomenon isn't restricted to this state.Across India, shrinking enrollment in government schools has seen fewer teachers being hired and 17% schools across the nation have just single teachers. “There is multi-grade or grade-less teaching in 75% schools. The number of teachers does not correspond with the student count,“ says a Central Advisory Board of Education (CABE) committee member.

Educationist J M Abhayankar says ban on recruitment since 2012 has seen several vacancies pile up in government schools. “Every year an average of 3% vacancies comes up.So in the past six years, 1.2 lakh posts needed to be filled, but were not.“ Another August 2015 government resolution curtailed the number of teachers per school. One teacher was needed for every 35 children.

“So, earlier for a minimum strength of 15 or 20 kids in each of Classes V , VI and VII, there were four teachers. But now even if there are 69 students, just one teacher is assigned. Only when the student strength touches 70 does the state grant the second faculty ,“ says Abhayankar.

“Most developed nations have a strong public education system and a majority of children in those nations are in public schools. We have made a constitutional commitment to provide quality universal edu cation to our children. Especially in a nation like India where close to 70% of the population has an income of less than Rs 3,000 per month, a public school is the only viable option, says Dileep Ranjekar, CEO, Azim Premji Foundation. “However, over the past 20 years or so, `Brand Government School' has taken a severe beating. Several factors such as poor quality infrastructure, non-adherence to committed teacherpupil ratio and qualitative and quantitative weakening of supporting institutions such as DIET have contributed to brand erosion.“

Ranjekar says, “Several studies have established the learning levels in private and public schools are similar (if at all, government school learning levels are marginally better)--so migration of such a large percentage of children to private schools is not well explained.“

Meanwhile, international and private schools grow at break-neck speed, hiring more teachers, charging up classrooms and laughing all the way to the bank, whether in Wardha or Washim.


Dec 14 2016 : The Times of India (NaviMumbai)
 
Source : http://epaperbeta.timesofindia.com/Article.aspx?eid=31840&articlexml=Pvt-schools-pip-govts-in-number-of-teachers-14122016004028



India’s school emergency

India’s school emergency: Rajasthan’s campaign to fix schools will create prosperity and equality of opportunity

December 14, 2016, 2:00 am IST in TOI Edit Page | Edit Page, India | TOI


Argentine writer Jorge Luis Borges created a character called Pierre Menard who decides to rewrite Cervantes’s Don Quixote. After great effort, Menard’s revision ends up being word-for-word identical to the original. However, 300 years of history and literature have passed since Don Quixote, including the novel itself. Although Menard’s words are the same, his meaning is now entirely different.
 
This wonderful story applies to school education policy. Learning, teaching, management, governance and feedback are the same words but they now mean different things.
 
India needs to re-imagine school education because rote learning is less important in a world of always-on internet and education needs to target the International Baccalaureate curriculum learner profile; curious, confident, risk taker, team player, communicator, reflective, etc. I guess this validates poet William Butler Yeats who wrote “education is not the filling of a bucket but the lighting of a fire”.

This transition is complicated by massive change in the world of work where automation means that reading, writing, arithmetic and soft skills are becoming the most important employability skills. India has licked the quantity problem; Class 10 is the new Class 8 and soon Class 12 will be the new Class 10 for lazy employer job filtering.

All these changes make teachers and their training even more important. We know that technology matters in education but we don’t know how. Even though we are probably a few iterations away from the full impact of e-learning, it’s important to keep an eye on the horizon.

The 2016 Olympic silver medallist in javelin was Julius Yego, a Kenyan who taught himself how to throw by watching YouTube videos. All governments talk about physical infrastructure but any politician can tell you that schools as “infrastructure of opportunity” are top of mind for citizens and voters.
 
 Most past policy interventions – including in Rajasthan where we have 18 million children who should be in school of which 90% go to school – have focused on the three important inputs of teacher qualifications, teacher salaries and class sizes. While these continue to be important, research is iffy about their contribution to learning outcomes and suggests moving to more difficult, fundamental issues like governance.

Determined to make the public school system deliver on its promise to children, Rajasthan put together a three step transformation plan: building management capabilities, strengthening governance structures and ensuring continuous feedback. The first involved a focus on school integration in each Panchayat for grades 1-12 called Adarsh schools and for grades 1-8 called Utkrisht schools with improved infrastructure, full staffing, and a focus on school monitoring by devising information and communication systems for inter-department and department to field alignment.

This move has ensured higher utilisation of resources, better supervision of schools and greater accountability of staff.

The second involved quarterly state wide reviews, district wise bi-monthly reviews and monthly meetings at schools, resulting in continuous performance monitoring. The third involved using social media for feedback, IT for fund utilisation and peer review for teachers that included sustained training of all personnel from the bottom up.

This is showing results; the class 10 board exam pass rate has improved from 58% to 72% in government schools and in Class 12 arts, the government school pass rate is higher than that of private schools.

Teaching vacancies have been reduced by 35% (from 60% to 25%) with over 1 lakh teachers promoted or transferred via a new and transparent counselling process. The most important metric, community faith in public education, is reflected in the increase of government school enrollment by 90 lakh in the last three years. A recent state wide parent-teacher meeting recorded 70% parent attendance.
Community generosity in cash and kind donations to local schools has helped fill resource and infrastructure gaps. While I am delighted about the buzz in education policy makers, schools and parents, I realise that much work is yet to be done.

India is in a school emergency because 10 lakh young people will join the labour force every month for 10 years and many of them will not have the ability to earn living wages because their school let them down. Many vested interests would like to perpetuate the current low-level equilibrium of our schools, but the status quo can be broken with political will, community support, transparency, communication, measurement, and much else.

The Centre has begun to help states with the recent decision to devolve some decisions and remove a focus on inputs under the overly centralised Right to Education Act that fights yesterday’s war of enrollment.
I read recently that private prisons are a huge growth industry in America and they have found that the best predictor of future growth – how many cells and prisoners are going to be needed in which area in 15 years – is a simple algorithm based on asking what percentage of 11 year olds can’t read. You can’t say that a literate society has no criminality but they seem to have found a real correlation. Every society has a different context but I will submit that a similar metric – what percentage of our 11 year olds can read – is the best predictor of India’s sustained prosperity and equality of opportunity.
 

DISCLAIMER : Views expressed above are the author's own. 


 


Source: http://blogs.timesofindia.indiatimes.com/toi-edit-page/indias-school-emergency-rajasthans-campaign-to-fix-schools-will-create-prosperity-and-equality-of-opportunity/
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Ambiguity in NEET syllabus confuses students

Ambiguity in NEET syllabus confuses students

The NEET website mentions that students have to also study from the ‘common state board syllabus’. There is no common syllabus across state boards of our country. So, what do our children study? SUDHA SHENOY, parent
MUMBAI: Though the state’s decision to conduct admissions to health science courses based on National Eligibility-cum-Entrance Test (NEET) scores has received a positive response from medical aspirants, there seems to be a larger problem.
The candidates will still have to study the Maharashtra state board syllabus as well as the curriculum followed by Central Board of Secondary Education (CBSE) for NEET 2017. This has not gone down well with many.
“We had requested the state to either upgrade their syllabus to the national level or get exemption from NEET. Since the Supreme Court did not grant exemption, the least the government could do is focus on making preparation for the entrance exam easier for students,” said Subhash Joshi, a professor from a city-based coaching institute.
He added that students are spending more time looking for books by National Council of Educational Research and Training (NCERT) than focusing on the upcoming HSC examinations.
Even though medical aspirants no more need to appear for two separate entrance examinations for health science courses, parents have highlighted the ambiguity surrounding NEET 2017.
“The NEET website mentions that students have to depend on the NCERT syllabus as well as study the ‘common state board syllabus’. There is no common syllabus across state boards of our country. So, what do children study?” said Sudha Shenoy, a parent.
Most coaching institutes depend on NCERT textbooks as more than 70% of the examination will be based on the syllabus.
“My students are anxious as there is a lot of difference between the two curriculums. Many end up staying back for several hours to understand whatever problems they cannot solve from NCERT textbooks,” said a professor from a city-based coaching institute.

13 Dec 2016 | Mumbai | HT Correspondent htmetro@hindustantimes.com n 

Source: http://paper.hindustantimes.com/epaper/viewer.aspx

Tuesday, December 13, 2016

CBSE schools pick Narendra Modi path, set to go cashless from January 2017

CBSE schools pick Narendra Modi path, set to go cashless from January 2017

All CBSE-affiliated schools will opt for digital mode of transactions from January, 2017.

By: | New Delhi | Updated: December 13, 2016 11:16 AM

 All CBSE-affiliated schools will opt for digital mode of transactions from January, 2017. (PTI)
In the wake of Prime Minister Narendra Modi’s call for a cashless economy, all CBSE-affiliated schools will opt for digital mode of transactions from January, 2017. CBSE-affiliated schools across will stop accepting fees in cash. Institutions will only accept e-payments. Apart form this, staff’s salaries will not be paid in cash.

This move will be a boost for PM Modi’s ‘digital India’ dream. Earlier, PM Narendra Modi had directed his senior ministers to enlighten the people about merits of using e-wallets and other digital payment methods. The renewed push to make India less reliant on hard currencies came a day after the Prime Minister exhorted the people to use debit cards and other digital payments while purchasing essential items.

According to government sources, the Prime Minister asked his ministers to start the promotion of cashless economy with their own staffs followed by their Ministry and then constituency to appeal to larger masses. Finance Minister Arun Jaitley also spoke to Bihar Chief Minister Nitish Kumar amongst the others to form a sub-committee to give impetus to a cashless economy.

In the 26th edition of Mann KI Baat programme, Prime Minister Modi said, “I know cashless economy is different. Why not move towards a cashless society? Need your physical support in this. I took this decision for the country’s poor, farmer, labour, deprived and for those who are suffering. I reiterate that I need your support; I am positive that you will help me in this; take a pledge that you will be a part of this cashless economy.”

Speaking about the demonetisation drive and its impact on the path of a cashless economy, PM Modi had said that Indian had a historic opportunity to embrace the increased cashless payments and integrate the latest technology in the economic transactions.

Source:
http://www.financialexpress.com/india-news/cbse-schools-pick-narendra-modi-path-set-to-go-cashless-from-january-2017/472548/
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Monday, December 5, 2016

CBSE STUDENTS CAN ACCESS DOCUS ONLINE

CBSE STUDENTS CAN ACCESS DOCUS ONLINE

MUMBAI: From now, Central Board of Secondary Education (CBSE) students can find their marksheets, pass and migration certificates at the click of a button. The CBSE launched its digital academic repository, Parinam Manjusha, last week. It can be used by employers and educational institutions students to verify academic records and by students to access their certificates.

The repository has been developed by the board in collaboration with NEGD (DigiLocker) and is available at https:// cbse.digitallocker.gov.in
 
Users need to register on the website and can check the applicants’ certificates after paying the verification fee online. The documents will be sent to the employer through mail and the applicant will be notified.
“It will save students the hassle of acquiring certificates through offices,” said Deepshikha Srivastava, principal, Rajhans Vidyalaya, Andheri.

  • 30 Nov 2016 | Mumbai | HT Correspondent htmetro@hindustantimes.com
Source: http://paper.hindustantimes.com/epaper/viewer.aspx#

CBSE schools get more time to declare details

CBSE schools get more time to declare details

(Representative image)(Representative image)
INDORE: The Central Board of Secondary Education extended the deadline for the mandatory disclosure of school details till December 15. Earlier, more than 110 CBSE schools in Indore district were expected to submit the mandatory disclosure by November 30.

The association of unaided CBSE schools in the city had requested the CBSE to extend this deadline, after which it was extended till November 30. "Over 60 to 70% schools have submitted the details, but there are few schools that were not able to provide details due to the lack of documents and other reasons," said Jaydeb Kar, CBSE helpline member from the state.

"The board has accepted the request of such schools and extended the deadline. But after this, if schools can't submit details within the deadline, they will get a notice from the board," added Kar. "It is important that schools submit the details as per the deadline set by the board. I don't think it's correct on the part of schools to request the board to extend the deadline again and again. However, exceptions might be there with genuine reasons," said a school principal from the city.

The board had earlier issued an advisory to its affiliated schools, asking them to share the fee structure along with details of all the facilities they provide by or before October 31.

Under the mandatory disclosure, the CBSE has asked for an expansive list which includes infrastructural details

  | Updated: Dec 3, 2016, 10.55 AM IST
Source: http://timesofindia.indiatimes.com/city/indore/CBSE-schools-get-more-time-to-declare-details/articleshow/55766747.cms 

खाजगी शाळनाही प्रगतीचे अहवाल देने बंधनकारक


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Friday, November 25, 2016

No school bags till class 2: Upendra Kushwaha

No school bags till class 2: Upendra Kushwaha

NCERT and the Central Board of Secondary Education CBSE have taken several measures to reduce curriculum load and the weight of school bags.

By: IANS | New Delhi | Published:November 22, 2016 2:20 pmCBSE, NCERT, UGC NET, Upendra Kushwaha, school bags, cbse results, education news, indian express
 
In its latest circular, it has advised schools to take all possible measures to keep the weight of school bag under control. (Express File Photo)
 
The CBSE has directed schools affiliated to it to ensure that students do not carry school bags till class II and also to restrict the number of books to be prescribed in classes I-VIII, Minister of State for Human Resource Development Upendra Kushwaha told the Lok Sabha on Monday.

In a written reply to a question, he said both the National Council of Educational Research and Training (NCERT) and the Central Board of Secondary Education (CBSE) have taken several measures to reduce curriculum load and the weight of school bags.

“In its latest circular dated September 12, 2016, it has advised schools to take all possible measures to keep the weight of school bag under control,” said the Minister.

He said that the NCERT has not recommended any textbook for early childhood education, while only two books for classes I and II and three books for classes III to V have been recommended.

“The Government has also launched a platform for showcasing and dissemination of all digital and digitisable resources for its stakeholders in collaboration with the NCERT,” said the Minister, adding that the NCERT has made available all their textbooks and other teaching-learning material for free access on its website.

In a written reply, Upendra Kushwaha said the CBSE has also developed an online mechanism for submission and scrutiny of affiliation applications. “710 Affiliation applications are pending with Central Board of Secondary Education for more than six months,” he said.

Source: http://indianexpress.com/article/education/no-school-bags-till-class-2-upendra-kushwaha/