ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Challenges in Implementing NCTE’s ITEP

The recommendations put forth for teacher education programmes in the National Education Policy 2020 are probed in this article. It further examines how the National Council for Teacher Education is expeditiously implementing these recommendations through its recently introduced Integrated Teacher Education Programme. It is noted that the ITEP is afflicted with inherent systemic deficiencies pertaining to pedagogical planning and implementation.

Optimal Hybrid Schooling Strategies for Sustaining Skilling

This article is on understanding what solutions may work for tackling the challenges faced by the Indian education system due to the pandemic or any disruption (like viral infection and climate change). The author suggests eight strategies to facilitate parents, teachers, school management, and the community to stay at home and school. Schools can develop an optimisation system to implement the strategy in an emergency or disruption. These strategies keep in mind the pupil–teacher ratio of 15 (the Organisation for Economic Co-operation and Development average), classroom size, sick or other leaves by any of the stakeholders, vacations, developing countries, remote access, high population density, first-dose adult vaccination of all family members of the pupil, and teachers, strictly follow sanitize, mask and social distancing (SMS) norms, fines or punishment imposed in relaxing of COVID-19 protocols, and willingness to adopt digital technologies. The strategies also work for those children who opt for vocational school training. Given that the pandemic is here to stay, the Indian school-level education system should consider adopting hybrid solutions. It is crucial to reduce the learning losses due to the pandemic and achieve the various National Education Policy, 2020 goals.

State of Indian Public Schools since the Right to Education Act

Despite decades of promise for reforms by the government, India’s education system still remains in a poor state. Using District Primary Education Programme data, the progress, or lack thereof, in achieving the targets of the Right of Children to Free and Compulsory Education Act is assessed. While there has been some progress, such as construction of toilets and ramps in schools, for many indicators, little or no progress was seen in more than a decade since the enactment of the RTE Act in 2009. While the data analysed here precede the COVID-19 pandemic, there is no doubt that improving the delivery of education has become even more urgent after months of school closure. 

Overindulgence in the Facile

In light of the concern of whether pedagogy and quality of education are treated symbiotically or not, the intent behind the article is twofold: fi rst, it will focus on how the term “quality education” and “quality of education” were taken up at the national level and within international domains, and what were their contents and intricacies, keeping in mind the differences between the two concepts; second, it will directly delve into the question of: Have pedagogy-related variables been considered for measurement? This query will be contextualised with reference to a list of fi ve nationwide metrics or surveys in India and their subjective ideas of the principal attributes of quality education.

Human Development Index 2021–22 and India

The slowdown in the growth of life expectancy, schooling, and income has become a major challenge.

Inequalities in School Education

The National Achievement Survey shows that students from disadvantaged social groups lag behind.

Skill Training or Nipping Potential in the Bud?

The introduction of skilling programmes in government schools from the secondary level itself--as part of the Indian government's ambition to make India the "Skill Capital of the World"--will restrict young people, largely from socially underprivileged backgrounds, to low-productivity blue-collar employment in the informal sector. What is needed is not truncated education in the form of vocational training, but quality basic education for all, which will enable young people to compete for employment in the formal economy.

Government Wage Policies in Public Sector, 1947-1982

Since independence the government has striven to adopt wage fixation policies with regard to public sector organised labour. Initially the role was discharged by the judiciary and a while later by a tripartite machinery - the wage boards. However, the setting up of the Bureau of Public Enterprises in the early 1960s signalled a shift to greater centralisation. Despite the bureau's existence as a 'supra-bureaucracy', its attempts to impose wage standardisation and salary restraints, but for a brief period during the emergency years, proved by and large ineffectual.

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