Quality Education: A Major challenge for the Govt. School teachers

The Importance of Quality Education for Sustainable Development

The era we are currently in can be described as the era of “Survival of the fittest.” The world is rapidly changing due to advancements in modern technology, and education is the key to preparing children to meet the challenges of globalization and rapid technological development. Recognizing this, UNESCO’s medium-term strategy for 2002-2007 emphasized the need for improving the quality of education through diversified content and methods, as well as the promotion of universally shared values.

Revised Curriculum for Nagaland’s Educational System

In line with the National Curriculum Framework (NCF)/2005, the state curriculum and syllabus for both Elementary Education and Secondary Education in Nagaland have been revised. The aim is to bring the educational system of Nagaland on par with the best in the country and achieve a higher level of academic and intellectual excellence. This revision takes into account the Sustainable Development Goals (SDGs) and their importance in shaping the future.

The tasks undertaken by the Nagaland Board of School Education (NBSE) and the State Council of Educational Research and Training (SCERT) to meet the emerging challenges and needs of society are commendable. They have developed a flexible curriculum, implemented an external examination system, modified question paper formats, introduced a school-based evaluation system (continuous and comprehensive evaluation), and implemented a new grading system. These measures ensure that students’ marks reflect their true merit and that their eligibility for higher education is not compromised.

Integrating Information Technology for Quality Education

The expansion of virtual classroom facilities and the integration of Information Technology through computer-assisted learning are key components of the present educational reform in Nagaland. This integration aims to create a “New Educational Culture” that can meet the quality challenges in international competition. The new educational policy also emphasizes the importance of holistic child development and its role in facing the challenges of the 21st century.

Continuous and Comprehensive Evaluation (CCE)

The introduction of Continuous and Comprehensive Evaluation (CCE) is a measure aimed at bringing qualitative improvement to school education. CCE encourages the balanced development of a child by assessing both cognitive and non-cognitive learning outcomes. It recognizes that teachers are best positioned to understand their students’ progress and achievements, both individually and in comparison to their peers. By individualizing teaching and learning, teachers can ensure effective implementation of the curriculum.

The Role of Teachers in Quality Education

As noted by educational planner D.R. Gadgil, qualitative improvement in education depends not only on additional resources but also on the ability and sincerity of teachers. Teachers who have a deep understanding of the curriculum and its objectives can effectively transmit knowledge to their students. They are also better equipped to cater to the diverse needs and interests of individual learners. The government, both at the central and state levels, provides significant financial support to influence the school curriculum. The Samagra Shiksha Abhiyan (SSA) is a revolutionary project aimed at improving the quality of education through continuous teacher training.

Challenges Faced by Government School Teachers

Government school teachers face various challenges in effectively implementing the new educational policy. Despite significant investments by the state government, government schools have consistently performed poorly in examinations. To address this, teachers must work harder and be dedicated. However, it is important to acknowledge the ground realities faced by government school teachers. These include the lack of basic knowledge, motivation, competitiveness, and moral consciousness among students, as well as poor English communication skills. Additionally, the influence of dropout students and their involvement in domestic work, especially among girls, poses a major concern. Limited parental involvement in children’s education is also an issue. Furthermore, unsuccessful students often seek admission in government schools after being rejected by private schools.

Improving Village School Education

Emphasizing the needs of educational development in village schools is crucial, as statistically, the number of government schools in villages is higher than in towns and cities. Village government school teachers face common problems such as the lack of basic knowledge among students, poor motivation, limited competitiveness, and moral consciousness. Additionally, poor English communication skills and the influence of dropout students are prevalent. Limited parental support for children’s education is also a major concern. Efforts should be made to improve teaching methods, develop teachers’ personal qualities and professional competencies through intensive training programs and action research, strengthen internal school management, and enhance communication between the village community, parents, teachers, and school authorities. It is also important to involve qualified teachers from the primary level onwards and strictly prohibit the use of proxy teachers.

The Path to Sustainable Educational Development

Renowned educationist Mannheim once said, “Education means the fostering of free development of the personality through the unhampered unfolding of innate qualities.” Achieving sustainable educational development is the greatest challenge we face. It requires children to interact with the world around them, building their intellectual capacity and personality. It is time to re-evaluate our thinking and prepare ourselves to go the extra mile to meet the changes and overcome hurdles and shortcomings.

Amit Sengupta

Retired Teacher of GHSS, Diphupar-A

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
• Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable.
• Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
• Target 4.a: Build and upgrade education facilities that are child, disability, and gender-sensitive.
• Target 4.c: Increase the supply of qualified teachers.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Revised state curriculum and syllabus
• Improvement in the quality of education
• Introduction of continuous and comprehensive evaluation (CCE)
• Development of flexible curriculum and external examination system
• Introduction of school-based evaluation system
• Introduction of grading system
• Limited care of parents on children’s education
• Influence of dropout students and involvement in domestic works, especially for girl children
• Efforts to improve teaching methods and make them more innovative and child-centered
• Promotion of universally shared values
• Integration of information technology through computer-assisted learning
• Expansion of virtual classroom facilities with integration of information technology
• Improvement in the quality of education through diversification of contents and methods
• Intensive training programs and action research to develop personal qualities and professional competencies of teachers
• Involvement of qualified teachers in teaching process from primary level onwards

4. Table: SDGs, Targets, and Indicators