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Rajasthan government mulls common scheme of school system from pre-primary to senior secondary education
The Rajasthan government is going to implement a new school education scheme under an umbrella organization called 'Rajasthan Council for School Education' (RCSCE) by merging all the projects and programmes of educations right from pre-school to senior secondary levels.

Currently, Rajasthan Council for Elementary Education' (RCEE) is implementing education programmes from pre-school to upper primary, while Rashtriya Madhymik Shiksha Abhiyaan (RMSA) was managing school education from grade levels 9 to 12.

The new set has been envisaged under Samagra Shiksha Abhiyaan (SMSA) announced by PM Narendra Modi in its latest budget by carrying out the merger of Sarva Shiksha Abhiyan (SSA), RMSA and Teachers Education. The intention is to go for a holistic and qualitative school education, it is learned.

However, centralisation of education has been seen with scorn by educators and educationists through the world because of exclusive reliance on a vertical line of control, manipulation and administration. The straight jacketed system of similarity and uniformity has been seen as one which makes education inflexible, non-accommodative and exclusive. Such a system may be bureaucratic administration friendly and cannot bring about qualitative and contextualised changes in the classroom processes.

Brian J Caldwe in his book "Centralisation and Decentralisation in Education: A New Dimension to Policy" writes that in decentralised education the focus is on 'developments at the school level in practices variously described as site-based management, school-based management, local management or the self-managing school' greater weight being given to lateral arrangements of networks and cauterisation of schools for mutual support. In a really decentralised system of education, the individual leaner viewed as the key unit of organisation in a system of education, he author holds.

Furthermore, evidences exist that the decentralised school-based reforms have brought the qualitative changes in classroom practices and have resulted in better learning outcomes rather than the top-down imposed reforms based on structural or cosmetic changes.

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