How To Improve Education System In Government Schools?


How To Improve Education System In Government Schools
How Government can Ensure Equal Access to Education Many people think that the role of government should be limited to national defense and physical infrastructure. But in terms of education, the two are intrinsically linked. is not simply about imparting knowledge; it’s about shaping future citizens and leaders for society, which requires an active role from the government.

Yet many countries worldwide are struggling to provide their citizens with equitable and accessible education, especially in developing nations. Take the example of the, Many governments had to shut schools to prevent the spread of the deadly virus. While the students from rich families didn’t have many challenges adapting to the new environment, students from the periphery were almost cut from the schools.

The reason is that many of these students could not afford a computer and internet connection to continue studying. There are many such scenarios where education does not remain equally accessible. Hence, governments need to take the necessary measures to offer equal access to education to all.
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What are the steps taken by the government to improve educational facilities in India?

Steps taken by the Government for revamping the education system to benefit the student community The Government is committed to provide equitable access to quality education to all sections of the society and the vision of the Ministry is to realize India’s human resource potential to its fullest in the education sector with equity and inclusion.

The Ministry of Human Resource Development is implementing several schemes aimed at enhancing literacy and basic education of the youth, expanding access to all levels of education, including higher and technical education. Several initiatives are currently being undertaken in this direction, such as in elementary education, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 and Sarva Shiksha Abhiyan (SSA) programme aims for improvements in school infrastructure, curricular and assessment reforms, identification of learning indicators, improved teaching and learning resulting in better learning outcomes.

Rashtriya Madhyamik Shiksha Abhiyan (RMSA), ICT in Schools, Centrally Sponsored Scheme on Teacher Education (CSSTE), Shaala Siddhi, Rashtriya Avishkar Abhiyan are being implemented to improve the quality of secondary education. Recently, the Department of School Education and Literacy has formulated the Samagra Shiksha- an Integral Scheme for School Education as a Centrally Sponsored Scheme and it is being implemented throughout the country with effect from the year 2018-19.

  • This programme subsumes the three erstwhile Centrally Sponsored Scheme of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE).
  • It is an overarching programme for the school education sector extending from pre-school to class XII and aims to ensure inclusive and equitable quality education at all levels of school education.

It envisages the ‘school’ as a continuum from pre-school, primary, upper primary, secondary to senior secondary levels. In higher education also, various schemes, namely, Rashtriya Uchchatar Shiksha Abhiyan (RUSA), Global Initiative for Academics Network (GIAN), Impacting Research, Innovation & Technology (IMPRINT), Technical Education Quality Improvement Programme (TEQIP), Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT), Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), National Digital Library, campus connect programme, Uchhatar Avishkar Abhiyan, Unnat Bharat Abhiyan are being implemented to improve the quality of higher education.

  1. A number of initiatives are also undertaken by UGC and AICTE for quality improvement in higher and technical education.
  2. Further, in order to balance the curriculum for cognitive and analytical areas with curriculum in other life skills including creativity and sports, specific suggestions were invited by MHRD and NCERT from teachers, academics, students, parents and other stakeholders associated with school education with the objective to make the content more balanced in various subjects offered from class I to class XII as prescribed by NCERT/CBSE.

Currently, the Government is in the process of framing a New Education Policy (NEP) for meeting the changing dynamics of the population’s requirement with regard to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge.

  • Wide ranging consultations were undertaken at multiple levels of online, expert/thematic and grassroots from village to State, Zonal levels as well as at the National level.
  • Initially, a Committee for Evolution of the New Education Policy was constituted which submitted its report in May, 2016 and thereafter, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016′.

Both these documents are treated as inputs for policy formulation. The exercise of preparing a New Education Policy is still ongoing as a Committee for Draft National Education Policy under the Chairmanship of Dr.K. Kasturirangan has been constituted which will consider and examine all inputs and suggestions and is expected to submit its report by 31.08.2018.
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What can be done to improve Indian education system?

Teacher training – This country has a number of dedicated and good teachers but the saddest thing is that they always get very little training to teach. However, teacher training is another key of improving the education system of India. Proper training does not only explain that the teachers are updated with the changes of time but it also develops the country’s education system.
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What are the necessary things to do by the government to improve the quality of education in the Philippines?

Improving quality of Philippine education – Part 2 How To Improve Education System In Government Schools Agenda 2 has to do with improving the quality of instruction and teachers with the target that all learners meet basic skills based on international standards. Teachers should be trained for their empowerment as well as for the creation of context-based learning materials.

Strengthen the implementation of the Instructional Supervision Framework and Middle Leadership Development for Teachers. As regard systems and structural improvement, the objective is to attain quality teacher education programs rather than focusing on quantity. There should be reforms in teacher certification, hiring, distribution and promotion of teachers.

Continuing professional development should be made available to teachers. Priority should be given to developing large pool of early childhood educators. Agenda 3 refers to the work place itself. This is where employers can play an important role in complementing the educational system in the improvement of the quality of education.

  1. Employers should be incentivized to prioritize professional development and employment facilitation.
  2. Through various types of on-the-job training, there should be both abundant opportunities and scholarship for trainees.
  3. Especially at the Senior High School (SHS) level, the curriculum should be improved so that the link between schools on one hand the industries and communities on the other can be strengthened.
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Beyond the job-related competencies and skills, there should be an equal stress on mentoring trainees on workplace attitudes and ethics well as relational competencies. With the increasing availability of Big Data, there should be improved information on the skills that will be needed in the future.

  1. Career guidance services should be institutionalized in the schools.
  2. Expand Alternative Learning Systems (ALS) for dropouts from basic education levels, giving more emphasis to functional literacy and job preparation.
  3. Agenda 4 involves fully leveraging private education so as to complement the delivery of services.

With the increasing disparity between the high salaries received by public school teachers and those in the private schools, the coverage of teacher salary subsidy should be expanded to other grade levels, aside from Junior High School (JHS). Subsidy support programs for private education should be expanded, especially the voucher program to cover Kindergarten and grade school, the JHS Education Service Contracting program (larger amount per student) and SHS voucher and Joint-Delivery Voucher Program for SHS Tech-Voc, which should receive larger amounts and wider coverage.

  • There should be a limit to the creation of new State Universities and Colleges, of LGU-sponsored new programs and campuses so as not to unnecessarily compete with private schools.
  • It must be constantly emphasized that the Constitutional mandate is universal and quality education at the basic education level.

Until this is achieved, there should be fiscal prudence of the State in establishing tertiary educational institutions which should be mainly assigned to the private sector until universal education is attained at the elementary and high school levels.

  • Finally, Agenda 5 refers to the importance of the National Government devolving more functions to the local government units and school leaders in the local communities under the principle of subsidiarity and as a more practical alternative to federalization.
  • This should also be facilitated with the implementation of the Mandanas-Garcia ruling which will increase the tax revenues being cascaded down to the LGUs from the national government.

Here, there should be a special effort to involve parents more and more in the education of their children, especially at the Kindergarten and elementary school levels. Parents should be encouraged to actively participate in Parents Teachers Associations (PTAs) in school decision making.

  1. Role models like that of the Nanay-Teacher Program of Valenzuela City and the Parents for Education Foundation (PAREF) in the private sector should be held up for emulation.
  2. All school governing councils should be made functional by, among other measures, implementing the Philippine Professional Standards for school heads and supervisors.

The members and responsibilities of local school boards should be expanded. Allowed uses of the Special Education Fund (SEF) should be expanded, applying the needs-based approach to the use of the SEF. There should be seminar programs and workshops that will improve the capability of mayors for education governance.

  1. Student leaders should also be made part of school governance.
  2. In all of these moves to empower LGU heads, school administrators, parents and student leaders at the local level, there should be a closed monitoring of the increased share of the Internal Revenue Allotment (IRA) under the Mandanas-Garcia ruling.

The devolved budgets of DepEd, DOH, and DSWD must go to the Local School Boards (LSBs), Local Health Boards, and day care centers. The improvement of the quality of basic education in the Philippines is a herculean task. All these recommendations of the Philippine Business For Education will take time to implement and even more time to yield results.

We must remember, however, that we are dealing with the children and youth whom we are preparing to be the future workers ten to twenty years from now. In the meantime, we should also have to retool, upskill and reskill those who are already in the labor force today and are either unemployed (2.6 million) or underemployed (6.5 million).

These 9.1 million individuals are the ones who should be the targets for non-formal, informal and other means of transferring knowledge and skills outside the formal educational system. We should not waste any time in putting together employers, educational institutions and the government (especially TESDA under DOLE) to help these millions of workers become human resource assets today, not tomorrow.

  1. They are the very workers who will enable the Philippine economy to transition to an upper-middle income economy in 2023 and a high-income economy during the decade of 2040 to 2050.
  2. They are the very workers who are needed in today’s engines of growth such as the Build, Build, Build programs of both the public and private sectors, the hospitality industry, the health care industry and especially the whole value chain of the agribusiness sector from farming to post-harvest, logistics, food processing, and food retailing.

These sectors today obviously do need rocket scientists as workers. Even if existing unemployed and underemployed workers are weak in reading comprehension, mathematical literacy and science know how, they can still be upskilled and reskilled in these less intellectually demanding occupations.
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What are the steps taken by the government to promote education?

RTE or Right To Education Act of 2009 states that every child aged 6-14 years has the right to free and compulsory education. Balika Samridhi Yojana (August 15 1997) provides 500 Rupees to mothers with a girl child. It also provides annual scholarships to promote girl’s education.
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How can a government improve education in a country?

What should govt do to improve basic education? – Punch Newspapers How To Improve Education System In Government Schools Hajia Rakiya Suleiman, Prof. Fred Esumeh Basic education is the education given to pupils within the ages of six to 14 years. It is the education given right from the grass roots as soon as the child can count. It is necessary to educate children nowadays.

  1. To this effect, the government has a big role to play to enhance the quality of education in our schools.
  2. As the basic education system in Nigeria which was 6-3-3-4 and now transformed to 9-3-4, education from primary school level to Junior Secondary School 3 (Primary One to JSS 3), it is the role of the government to provide an enabling environment for teachers and learners; such as good classrooms in a quiet and serene environment to accommodate pupils.

The government should also provide competent teachers to facilitate the teaching and learning in a more effective manner. Adequate teachers should be employed, at least to the ratio of 30 pupils to a teacher. In addition, government should provide rural infrastructure and amenities that can facilitate learning.

  1. It should also provide good roads to schools, teaching and learning materials, including registers, diaries, notebooks, desks, chairs and maps.
  2. There should be good access to potable water and functional electricity, laboratory equipment such as test tubes, cylinder, microscopes and other essential materials.

As we are in the technology age, pupils need enlightenment which can improve their performances. Provision of capital for the day-to-day running of affairs of the education system should be given priority by government because the headteacher might need petty cash to purchase stationery, pay for transportation, medical and other necessities to run the school.

Teachers on field should improve themselves with the help of the government, as the only thing that is constant is change. Therefore, government should encourage in-service training for teachers. Workshops, seminars and other training should be encouraged. The bulk of the responsibility lies with the government.

Government should ensure the improvement of the standard of education at this level in order for it to, at least, measure up to modern standards in other climes. In summary, government should endeavour to pay adequate salaries as and when due. It should also upgrade the standard of its teachers by approving study leave with pay.

  1. Teachers should also be given other incentives for them to improve on the quality of the services they render.
  2. Hajia Rakiya Suleiman (President, All Nigeria Confederation of Principals of Secondary Schools, Kwara State chapter) What I will suggest is that government should employ qualified teachers to teach our students.

If those who are not well educated are certified and employed, this will not give us the desired result in the future. You know that education is a long-term investment and it has procedure. That is why we need to employ qualified teachers and give them incentives.

We have different kinds of incentives to motivate our teachers to work. Some of these basic schools are located in the rural areas, there should be adequate allowances for teachers who serve in such areas. There should also be additional incentives given to them so that they can put in their best. Then, the issue of infrastructure; we have to build good structures to make teaching and learning conducive.

Government must also produce educational instructional materials which will help qualified teachers focus on teaching students without discrimination. There are no more good buildings in most of our schools, no chairs for our students to sit on, no library, no standard laboratories; everything has gone down.

These are the things we had in the past and they went a long way to impact positively on the results of our students. The (science) practicals being done today are on paper. We want government to change this. Parents should also play their part to back up teachers as well as government by playing their part.

Parents must pay special attention to the education of their children. •Mr. Amudah Wakeel (Chairman, Nigeria Union of Teachers, Osun State) We need to invest in our education system as a country; it is the only thing that can pull us out of the woods. Let me give a vivid example.

In the power sector, we import everything we need and that is why the cost keeps skyrocketing because we are not in control. When you are not producing, you are dependent on the producing nation to get services. A dysfunctional education system is the cause and the problem begins from our basic education (system).

In China, at the primary education, the children are involved in some kind of high-tech learning. But it is not the case with us. Principally, to invest in education means you will get profits out of it. It is not just throwing money into education, but proper investment and knowing where we are deficient.

For me, we are deficient in infrastructure and human capital. So, we need to retrain teachers. We are deficient in terms of human capital because we are getting the wrong set of people into the classroom. Those who know people (within the system) get the jobs. That is not what will drive us into the next century.

I recall the good old days of teacher training colleges. We need to return to that era. We need basic infrastructure, human capital development and adjustment of curriculum to fit our needs as a nation. • Prof. Fred Esumeh (Lecturer, Ambrose Ali University, Ekpoma, Edo State) I believe that both the state and the federal governments have roles to play in improving the standard of basic education in Nigeria.

Firstly, we need to have quality teachers and we need to train them as often as possible. That is why I agree with the competency test which was recently conducted for teachers in Kaduna State. I actually believe that other state governments must emulate this and be able to determine those who are fit for the system.

The Federal Government must also take the issue of teachers’ training very seriously so that we do not have quacks in the system. Training is very important because teachers cannot give what they do not have. This is a common maxim in education. I believe funding is another area.

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The federal and state governments should make money available to fund education. A good attention must be given to providing funds to public schools to procure the needed infrastructure and facilities. The public schools need to be well equipped. Infrastructure is very key because the teachers cannot give what they don’t have.

I do not agree with those who say free education brings down the quality of education. No; it does not. If you look at the northern region, even with the free education at the public primary school level, how many children go to school? So, we have to motivate and encourage children to go to school by making it affordable.

  1. Johnson Ojuade (Educationist/Director, Unity Academy, Suleja, Niger State) There are many things that the government must do to improve basic education.
  2. This includes infrastructure development.
  3. When we talk about teachers, we mean the recruitment of competent and qualified teachers.
  4. It is also not enough to recruit competent and qualified teachers; they must be properly motivated.

If teachers are not properly motivated, they can never perform optimally. When you talk about motivation, it is not limited to the payment of salaries alone, although it is an integral part. There must be regular promotions, training and retraining, workshops and seminars to expose them to contemporary issues.

  • These are some of the things that the government must do.
  • As for those who are already employed and considered not qualified, that is basically the fault of the government.
  • Who employed them in the first place? What government should do is to look for a way to train them and make them competent by exposing them to training.

They have become the inheritance of the government and it behoves on the government to bring them up to the desired level. •Mr. Samuel Akosile (A former Chairman, Nigerian Union of Teachers in Ekiti State)

Compiled by: Success Nwogu, Kamarudeen Ogundele, Alexander Okere, Femi Makinde and Olaleye Aluko

Copyright PUNCH. All rights reserved. This material, and other digital content on this website, may not be reproduced, published, broadcast, rewritten or redistributed in whole or in part without prior express written permission from PUNCH. Contact: : What should govt do to improve basic education? – Punch Newspapers
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How can the quality of education be improved in public schools?

Some of the components that are focus on the scope of education include improving the learning environment, focusing on quality teaching practices through teacher and supervisor training programs, and developing textbooks for each student become one of the supporters and references in formulating various
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What government aims to raise the quality of school education?

The objective of Pratibha Parv is to assess the academic performance of students and ensure improvement in quality of education in primary and upper primary schools. It also works to create awareness in teachers and among the general public regarding the quality of education.
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What is an improvement plan for a school?

The School Improvement Plan (SIP) identifies the academic and priority goals along with strategies for each school. School leadership and school leadership teams refine their SIP annually to define their school’s targeted work to raise achievement and prepare every student to graduate.
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What makes a school successful?

Relationship-Oriented School Climate – Successful schools create a culture of collaboration and shared responsibility among staff and students and with families and communities. These schools are safe, welcoming, and respectful to all. They establish teaching and learning as core values.
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What are the steps being done by the present government to fully educate the Filipino people?

K-12 Implementation – Three years since the Enhanced Basic Education Act (EBEA, known as the K-12 law) was signed, the Philippines has finally embarked on its most ground-breaking change to the schooling system in decades, the K-12 reform. K-12 extends compulsory schooling to grades 11 and 12, adding two years to secondary school, and makes secondary education compulsory.

Prior to its implementation, the Philippines was the only country in Asia, and one of only a few in the world, to have a basic education system of just 10 years. The EBEA also mandated kindergarten as the start of compulsory formal education, while the Kindergarten Act of 2012 made pre-school free. In August 2016, 1.5m Filipino children attended 11th grade, with senior school students choosing between four tracks through the system: academic, technical-vocational, sports or the arts.

Much of the opposition to the initiative, which triggered five separate petitions to the Supreme Court, centred on whether the country’s teachers, schools and administration were in a position to implement the reform. President Duterte expressed scepticism about the programme before he was elected, but changed his mind in May 2016 after a delegation from DepEd told him that the change was necessary, as Filipino students were falling behind their neighbours.

  1. Indeed, increased spending on basic education – including an expanded Alternative Learning System (ALS) – is a centrepiece of the new president’s 10-point socio-economic agenda.
  2. President Duterte insists that the development of the Philippines’ human capital is a priority of his administration.
  3. Building on existing programmes, the education secretary, Leonor Briones, said that the Duterte administration’s education policy intends to ensure that the country provides a quality education that is accessible to all and relevant to the needs of the nation.

Filipinos should also find education “truly liberating” through the development of critical thinking skills and an appreciation of culture and the arts.
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