Major Academic issues related School Education – Telangana Schools New Structure: Telangana School Education Department is going to conduct a meeting with teacher associations on 20th April, 2015 to discuss the Major Academic issues related school education and the DSE will receive the association opinions and suggestions in written on the following issues. After a decision may be taken. Academic issues: Single teacher primary schools and clubbing of schools within the same compound and habitations, The structure of Telangana schools, UP Schools may be merged or Upgraded to High Schools, Low strength High Schools, Half day schools during summer, Remedial program for the students in Primary and High Schools who are unable to read, write and do basic Mathematics, English medium schools (Success Schools):
Major Academic issues related School Education
1. Single Teacher Primary Schools may be clubbed:
Single teacher primary schools and clubbing of schools within the same compound and habitations : A decision may be taken to club the schools functioning in the same campus or in the same habitation within 1 KM radius duly following the enrollment norms. this facilitates for providing more number of teachers i.e. at least three (3) teachers in Primary School i.e. 1 teacher completely responsible for teaching Telugu/Urdu and the second teacher teaches English for classes I to V and third teacher teaches Mathematics from classes I to V. This facilitates capacity building of subject teachers in their subject and held responsible for the outcomes rather than teaching different subjects to different classes.
2. UP Schools may be merged or Upgraded to High Schools:
Merging of UP Schools with nearby High Schools:
The structure of schools: At present the schools are operating in three ways i.e. Primary Schools, Upper Primary Schools and High Schools.
In the case of UP Schools sufficient staff structure is not available i.e. there no teacher in each subject for teaching. One School Assistant for Maths and Science and another for Social and English. In this case, the Science teacher cannot teach Maths and similarly the Social teacher cannot teach English. Further, the minimum working periods are not being taught by the teachers. The UP sections are not viable and justice is not being done to children. In case of High Schools, there is a teacher for every subject. Therefore, quality can be ensured in High Schools but not in Upper Primary Schools.
Therefore, it is proposed to have two types of schools i.e. Primary and High Schools and do away with Upper Primary Schools. There is a 3 KM distance norm for UP Schools. However, High Schools are available in most of the habitations within 3 KM. In case wherever there is no High School within the radius of 5 KMs, the existing Upper Primary Schools may be upgraded to High Schools. All the UP Schools may be merged nearby High Schools.
3. Low strength High Schools:
Certain High Schools are working with strength of 40 or 50 children and below 75 and such schools are being functional within the area of 1 or 2 KMs i.e., The actual norm for High School is 5 KMs i.e., a High School within the radius of 5 KMs. This need to be discussed and a decision may be taken.
4. Half day schools during summer:
It is discussed on this item and practices in neighbouring States. In Tamil Nadu and Karnataka full time schools are in practice. In case of Maharashtra, half day schools during April i.e. 08.00 AM to 02.00 PM i.e. full hours of schooling. Therefore, it is suggested to go for full day schools during summer. The present tunings of half day schools i.e. 08.00 AM to 12.30 PM and about 30 minutes per period is not sufficient to teach the subject. The school timings being 08.00 AM in the morning, most of the teachers and children do absent to the school assembly and come late to the schools. This is general phenomenon being observed in almost all schools. The children will be going to their houses after having their Mid Day Meal i.e. at 01.30 PM i.e. hot mid day summer.
5. Remedial programme for the students in Primary and High Schools who are unable to read, write and do basic Mathematics: The surveys on children performance conducted by ASER, SCERT and NCERT shows that about 40 to 50% are unable read and write in mother tongue and more 70% English. Similarly, children are unable to do basic arithmetical operations of subtraction, multiplication and division. This need to be addressed with a focus and top prioritized item. Therefore, suggestions are invited to address this problem.
6. English medium schools (Success Schools):
It is discussed and proposed for separate schools for English medium rather than running parallel sections of Telugu and English in the same schools. Certain High Schools in the Mandal may be specifically declared as English medium High Schools. The teachers qualified i.e. with English medium education may be posted for effective transaction of syllabus in English medium.
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