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NEP 2016: Quality of classroom processes should be brought to centre stage
As the new National Policy on Education is on anvil, the quality of classroom processes should be brought to the centre stage instead of changing the content of the textbook. Most educators are of the view that quality in education should be seen as the extent to which the pedagogic approaches are being used for better learning till its optimization is achieved and then maintaining it.
It is said that the student-centred active pedagogy, cooperative learning and the development of critical thinking and problem-solving skills need to be present and being supported in the classroom to make a shift towards quality education.

In the nineties, some initiatives were taken in the area of improving the quality of elementary education. It is being felt that the issue of quality education needs to become a major goal in the 2000s. This would require qualitative improvement both in content of learning and classroom instructional processes.

This has implications for teacher training as well as the system of managing the schools. This would, in fact, require initiatives in classroom organisation and pedagogical practices with adequate local support services as well as management aspects that are facilitative.

Indian educational planning experts Govinda and Varghese in their write ups have observed that there is a growing awareness that the problems of expanding and improving the primary education facilities cannot be solved through uniform and standardised measures.

Furthermore, there are obvious limits to the single linear expansion of the typical school. In particular, its capacity to attract and retain children is doubtful, as testified by low attendance and high dropout rates. Therefore, respecting diversity among students and using differentiated learning pedagogic approaches could be helpful for quality in education.

They also maintain that the classroom teaching is at the core of what happens in a school, which directly influences the quality of education provided in the school. 

But, the informal events that take place in a school, outside the classroom in the form of teacher-pupil interaction, teacher-parent interaction, and so on, are crucial in determining socio-emotional context, which would not only influence learning and teacher behaviour but also classroom processes.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of merinews.com. In case you have a opposing view, please click here to share the same in the comments section.
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