Schooling in India
This situation in which the private and government schools, even when many children are in school, have created a national crisis. It also created a paradox: a law that promises to promote the right of the child to education is itself violating it. This also violates the right to pay children to attend a school of their choice.
Lucknow Consider, for example. According to official data from the District Information System for Education (DISE), between 2010 and 2014, the number of public schools in urban Lucknow increased from 407 to 289. This is far from what is prescribed by Article 6 of The Law of real-time evaluation: the establishment of public schools are in all neighborhoods. Thirty-one of the 110 urban districts Lucknow have no government or school attended, the average population of the hall is 38 000 people. The government has closed 118 of its own schools. In this scenario of an insufficient number of government schools, the school district authorities ordered 108 unrecognized private schools will not exceed, as indicated in detail by Amar Ujala Lucknow August 31, 2015.
The text of the closure notification issued to private schools suggests the abdication of government responsibility. It is said (translated from Hindi): “… You are requested to immediately stop the functioning of the recognized classes and to ensure that the displaced children are admitted to the nearest government or recognized private school and notify this office within The three days “.
But what if the director is not fulfilling that responsibility? And if there is no public school nearby? And if there are no vacancies in government school nearby? What if the cost of nearby private schools is higher and beyond the reach of displaced children? Twenty percent of the 108 schools had closed due to “value of Rs. 10,000 per day, which they could not afford.
Meanwhile, since the data shown DISE, a high proportion of public schools themselves do not comply with the rules and regulations of the Law of real-time evaluation, but are not bound by the Act to close. At one level, it is discriminatory to another, it is cynical: If the authors of the law believe that these standards should be improved quality, why are not they necessary for public schools (where 70% of the poor children study) with The standards that are private schools? Comfort, safety and quality of education of 70 percent. 100 Are the poorest children as important as the children in private schools?
In this case, parents judge the relative quality of private schools and the government by voting with their feet. Public schools are emptying due to migration to private centers. DISE data show that between 2010 and 2014, total enrollment in primary public schools decreased from 1.16 million rupees students, while total enrollment in private schools increased by 1.85 students.
The low levels of accountability of teachers and the low levels of student learning have led parents to leave publicly supported centers. In 2014-15, there were about 97,000 public schools in India, with a total of 20 students or less. With a teacher-student ratio of 6 to 7 students per teacher, and a total salary mass of Rs. 600 million rupees a year, 9 these are grotesquely inefficient and unsustainable small schools. It is not surprising that Rajasthan, Maharashtra and Chhattisgarh have closed 23,900 government schools by what they varied in 2014-15.
The shamboliques and grueling government schools should cause embarrassment and perhaps a bit of humility among school authorities and get them to admire private schools low rates produce the highest scores in children of less than 20 percent of the cost per pupil In public schools. Instead of closing them, they should take a facilitating approach to these high value-added private schools.
Deny children their right
The closure of private schools without adequate guarantees for the admission of children moved to other nearby schools should also awaken child protection agencies at risk of negative rejection of the child’s right to education. Private detention centers under the pretext of certain infrastructure standards that have discussed their relationship with the quality of the school is useless. The quality of the school will be measured by how children learn, not by owning the infrastructure; Private and public schools where learning is good should be allowed to run, while fostering at the same time