School Education In India

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ABSTRACT The road less travelled is always bumpy, dusty and dangerous too. We can reach the destination only when there is clarity of vision and a great insight. The transition period of school education in India has been throwing many challenges to all its stakeholders. Alike the central and other state boards, Andhra Pradesh has also been facing many problems in implementing its new curriculum. The hasty decision to follow the CBSE pattern without reviewing the possibilities and a failure in conducting the follow up programs has doubled the challenges. The curriculum designed to provide quality and equal education for all in turn has faced a setback in its implementation at the ground level due to turning a blind eye to the physical environment,…show more content…
Implementation of NCF-2005, drafted by NCERT on the recommendations of National Knowledge Commission for revamping, rejuvenating and reforming the school education in India, has become an uphill battle for the central and many state boards. NKC comments, “A robust, inclusive and high quality system of school education is essential for social and economic development…. School education must be relevant to the lives of the children…” The vision and mission of Indian school education reflects in NCF-2005 which initiated a shift in the system from rote memorization to knowledge construction, theoretical practices to practical approach, and stressful examinations to joyful learning. It has been a grueling task for the boards rooting the age old methods out, paving a way through pikes and pitfalls and dealing blows. Many teachers and students are frustrated to absorb the changes and are looking back to the olden days where there were minimum challenges. Transition from old to new is always a double edged sword. The constructive growth of an educational system depends on how well it responds to the needs of its pupils and how it bridges the gaps of the system. If the gaps are widened, the system loses its faith and trust. The present paper is a critical review of the position of Andhra Pradesh in implementing a new…show more content…
Languages are not like social sciences which can give the knowledge of state borders, its capital, and its climatic conditions. NCF-2005 commends the cultural, social and linguistic diversity of our country. It rightly points out, “Language(s) enables the child to make connections between ideas, people and things, and relate to the world around. Stories, poems, songs and drama link children to their cultural heritage, and also give them an opportunity to understand their own experiences and to develop sensitivity to others. Language class offers some unique opportunities ….” Beauty and languages have no borders. Word goes that the Telangana government had initiated to remove the lessons from languages which reflect the Andhra culture and the lessons which were written by the Andhra writers. Tit for tat, following the steps of Telangana, Andhra Pradesh decided to remove non-local, difficult, repeated, irrelevant concepts from VI to X standard text books to reduce the content load. According to the recommendation of RMSA, the state boards are expected to complete the task of curriculum reforms in the very first year of program implementation. Department of Curriculum and Text books, a wing of SCERT has to monitor and follow up for the effective implementation of curriculum besides developing syllabus, text books, training manuals, and

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