government schools

Personal Reflections on Practice

ECE Resource Centre: Demonstrating a Model Learning Environment

  • October 27, 2023

Perhaps the most encouraging news is that this successful model has inspired the Samagra Shiksha, Puducherry, to establish 50 more similar ECE Resource Centres in the academic year (2023-24) across all districts of Puducherry.
Personal Reflections on Practice

Government Schools in Tonk: Some Observations Based on My Visit

  • June 23, 2023

Girls seemed to have a better conceptual understanding than boys. The reason behind this could be their lack of interest in studies as most of the boys who attend government schools are those who have been denied admission to private schools for various reasons. Boys are given remedial practice in subjects during the time the girls go for their self-defence sessions.

Insights from Social Contexts

Dependence of Urban Poor on Private Schools in Nairobi: An Institutional Analysis (Part II)

  • June 16, 2022

A few researchers and a set of parents argue that low-fee private schools provide `quality’ education. Though such schools fail in terms of almost all indicators of quality (basic infrastructure, qualified teachers, availability of learning materials), personal attention may enable some of their students to score better on standardized tests (and not necessarily in terms of all goals of education) than what they would have done in a typical government school.
Insights from Social Contexts

Dependence of Urban Poor on Private Schools in Nairobi: An Institutional Analysis (Part I)

  • May 31, 2022

This article looks at low-fee paying private schools in urban Nairobi and is based on short-period fieldwork in a set of such schools and interactions with school directors and teachers. We have interacted with other stakeholders, including the association of these alternate schools. A public school was also visited and the possibilities and challenges of the education of children from urban slums in these public schools were discussed.
Personal Reflections on Practice

Quality Education: A Systemic Endeavor

  • April 14, 2021

Till when is education going to remain in conflict with survival? Why is it that something as crucial as education took 60 years to become a fundamental right? And how much more time is it going to take to ensure equity in the provision of quality education?
Teachers for Inclusive Society

The Courage to Teach: Going Beyond the Constraints of Contexts

  • January 1, 2021

One day, when he asked the children about their ambitions, there was a long silence. Then, the children responded that they would continue to be in agriculture, their parents’ occupation. The response made Rajendra uncomfortable. He said, ‘I wanted to develop in them the thinking that they can become whatever they wish to be and not what is ascribed to their parents. Children should be able to envision their own future.’

Teachers for Inclusive Society

Working with Children and Transforming Classrooms

  • October 28, 2020

Anoop’s deep conviction in creating opportunities for learning; engaging with children whole-heartedly; believing in the process being more important than the product; lesson plans being restrictive rather than liberating, are some of the practices that can be witnessed in his classroom. There is evidence of children taking pleasure in learning, participating, feeling a sense of accomplishment, and getting opportunities to express their thoughts. The emphasis is clearly on exploring and learning rather than on teaching.
Teachers for Inclusive Society

Confidence in Collegiality

  • October 21, 2020

Teachers have to proactively seek the participation of parents in the functioning and improvement of the school. Parents too need to support teachers and head-teachers and understand their problems and respond in humane ways. This two-way street is what teachers like Thanendra nurture as pathways to improving quality.
Teachers for Inclusive Society

Science Brought Alive in the Classroom

  • September 9, 2020

In both the classes that I observed, I noticed that Mithun was acting mostly as a guide and facilitator, rather than as a sage dispensing knowledge. The lessons were embedded into the context of the students, built around the life of students and the environment in which they played around and lived. He says that he strives to make all concepts as concrete and as visual as possible for the students.
Teachers for Inclusive Society

​Empathy is Key to Being a Good Teacher

  • August 11, 2020

Head Teacher Rana felt that children needed coaching to not just be able to get admission into the Army School, but also so that they may have better chances of rising to higher positions in the Indian Army. He started teaching children content related to the syllabus of Navodaya Vidyalaya, Sainik Schools, Rajiv Navodaya Vidyalaya, Himjyoti School, besides the regular school syllabus. It worked so well that in the last 10 years, about 30 students have got admission into these schools.

Teachers for Inclusive Society

A Primary School Teacher Who Wears Many Hats

  • May 4, 2020

Ms Khan has been a teacher for over 20 years now. That she is passionate about her profession would be an understatement considering her complete dedication to her work. She has been posted in the same school for more than 11 years and has spent every moment thinking about ways of helping her students learn better.

Teachers for Inclusive Society

A Teacher Transformed Through Training

  • April 20, 2020

It is the marriage of internal dispositions and external factors that contribute to the making of a teacher. From Ms Gayatri’s example, we can see just how important a role training can play, and that has important implications on the role of teacher training.
Teachers for Inclusive Society

Teacher as the Epicentre for Change

  • April 13, 2020

Headteacher Joshi’s enthusiasm is not limited to the school. She actively engages with the community. During the summer holidays, she conducts summer camps for children with activities such as painting, dancing and play.
Personal Reflections on Practice

A ‘Dark Zone’ of School Education: A Reflection

  • December 26, 2019

In the Sheo block, located around 50 km from Barmer city, which was the biggest block in the Barmer district until recently, public elementary schools run within numerous constraints. Such constraints are hardly recognised or publicised and are rarely addressed.

Schools for Inclusive Society

Challenging the Notion of Ineffectiveness of Government Schools: A Case Study

  • December 17, 2019

There are government schools, though limited in number, which have changed the widespread notion of government schools being ineffective. The Government Primary School in Pataliya village in the Kotabag block of Nainital in Uttarakhand is one of these.

Notes on Strategy

Knowledge-Sharing Workshop on Quality Schooling for the Poor

  • October 16, 2019

Report on the workshop as part of the Quality Schooling for the Poor project in which teachers were invited to share their experiences and inspire others to engage in similar practices.

Education Practice Insights

Improving the Quality of Schooling: Some Observations from Bhutan

  • December 27, 2018

Bhutan’s achievements in terms of access to education are remarkable. There is nearly 99% enrolment in the primary grades, and hardly any difference between boys and girls in this regard.
Education Practice Insights

Political Change and Education Reforms

  • December 7, 2018

Ability-based grouping and differential curriculum are the most contested aspects of the education reforms pursued by the Aam Aadmi Party in the state of Delhi. An assessment of education reforms in Delhi under AAP.

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