Right to Education Act and educational quality
Quality in education is tied to the question of 'what kind of education is required?' It needs to be decided first that what kind of education and creation of society through it we are talking about along with the implementation of RTE Bill.
WITH THE implementation of Right to Education (RTE) Bill from April 1, it is necessary to debate the issue of quality of education once again and the role of schools and educational functionaries in protecting the right afforded to children.Quality in education is tied to the question of ‘what kind of education is required?’ It needs to be decided first that what kind of education and creation of society through it we are talking about. Furthermore, any qualitative change is unpredictable and hence, is analytical and emergent rather than prescriptive.
Moreover, quality requires transitional planning and management towards improvement or change. It is desirable that the organisation (senior and middle level functionaries), instead of directly controlling the change, have to make it participative. Also, once all the functionaries have become receptive of the change, their capacities are sensitively developed to enable them to take over the change process.
- Promoting self-development, development of capacities of the functionaries and fostering confidence in them to affect change.
- Involving the functionaries in the diagnosis of problems and their solutions through participatory processes.
- Reviewing the improvement periodically to learn from the experience of change and convert the feedback into further improvement.
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