UP BSAs instructed not to change school timings independently
UP BSAs instructed not to change school timings independently Hindustan Times
sdgtalks
Changes to School Timings in Uttar Pradesh
Introduction
All district basic education officers—known as Basic Shiksha Adhikaris (BSAs)—in Uttar Pradesh have been instructed not to change school timings independently. Changes to timings are permissible only under “unavoidable circumstances” and must be reported to the basic education department.
Directive from Director of Basic Education
Director of basic education, Pratap Singh Baghel, issued this directive following instances where district BSAs altered school timings without prior notification from the district magistrate or the department. Such actions are deemed inappropriate, as emphasized in Baghel’s communication to all BSAs.
Timings for Schools
- Schools under the purview of Uttar Pradesh basic education will operate from 8 am to 2 pm between April 1, 2024, and September 30, 2024.
- Schools will operate from 9 am to 3 pm from October 1, 2024, to March 31, 2025.
Reason for the Directive
This decision comes in response to cases where BSA of Ghazipur and a few other districts adjusted school timings due to rising temperatures without prior consultation with the district magistrate or the basic education department.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the instructions given to district basic education officers (BSAs) in Uttar Pradesh regarding school timings. This issue is connected to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, 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: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article highlights the importance of maintaining consistent school timings and ensuring that changes are made only under unavoidable circumstances. This aligns with the targets of providing equitable and quality education to all students, regardless of their gender or vulnerability.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
The article does not explicitly mention any indicators. However, to measure progress towards the identified targets, indicators such as the proportion of students achieving minimum proficiency levels in reading and mathematics, and parity indices for education indicators, can be used.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: hindustantimes.com
Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.
