Government schools can take a lead if society owns them

While the educational institutions continueto remain closed for more than a month in Jammu and Kashmir, the governmentschool teachers have played a pivotal role in keeping the studies going ondespite facing odds amid the slow speed of internet and other confrontation inthe prevailing situation.

The educational institutions were closed inmid-March post imposition of lockdown announced by the government of India tocontain spread of novel coronavirus (COVID-19) spread.

   

The closure of the schools in J&K cameup as a major challenge for the school education department with regard to thecontinuity of the studies of students particularly in government schools.

The institutions were closed at a time whenthe school education department was working out modalities to implement itsnewly framed academic calendar after the schools reopened in last week ofFebruary this year post two moth long winter vacations.

The decision, which came after the threatof COPVID-19 spread across globe, was so abrupt and caught everybody off-guard.But it did not deter the government school teachers to continue working for thebetterment of school children who remained confined to their homes amid theCOVID-19 lockdown.

But the government took up an initiative todisseminate the education through online mode using different digitalplatforms. The exercise was not a cake walk keeping in view the prevailingsituation here.

The government school teachers preparede-content, distributed curriculum based home assignments to lacs of children attheir door steps. The department uploaded e-content and video lectures preparedby teachers, on the official website of the Directorate of School EducationKashmir (DSEK). Similar initiatives were also taken in the Jammu division aswell.

The teachers recruited under erstwhilecentrally sponsored scheme- SSA, were at forefront to make the online mode ofeducation a success. The same lot of teachers was earlier discriminated,stigmatized as untrained teachers having gaps in teaching learning experiences.At times these teachers were literally disowned by the department and havefaced humiliation by denying them their right i.e., their monthly salary. Butin times of crises, these teachers gave their best to render their duties toavoid academic losses of students. While acknowledging their efforts noone  can ignore the contribution of otherteachers, masters and lecturers in making online mode of education a success.

In both, Kashmir and Jammu divisions, theteachers acted as foot soldiers to make every initiative taken by department asuccess. The teachers proved their worth and existence in the department byworking day in and day out for the benefit of students enrolled in governmentschools.

Not only the curriculum but the teacherscame up with some innovative ideas to keep the school children engaged withsome extracurricular activities while remaining at their homes.

Amid the pandemic situation, the hard workand dedication of teachers proved that the government schools can be at parwith private schools provided the teaching community takes its job seriously.Till this time, the private schools had only one thing to sell which is theonline mode of education but the government schools now are not far behind inthis.

Despite flaws in policy making at higherlevel and deficiencies in the system, the government-run schools started onlineclasses for the children and reached out to lakhs of children across J&K.It was indeed an achievement for the department as it somehow succeeded inkeeping the classes going on, though virtually. The positivity and thewillingness of the government school teachers for participating in all theseinitiatives is worth appreciating.

The teachers are putting all their effortsto reach out to the school children by using their YouTube channels or sendingvideo lectures to the students through WhatApp.

While praising government school teachers,I don’t undermine the work done by private school teachers who have equallycontributed in saving the academic losses of the students amid the closure ofschools. But, 90 percent of the private schools have made their standards sohigh that they provide admission to the kids after assessing the qualificationof their parents and only provide admission to the refined lot. Any parent whowants to enroll his kid in private school has to refine his ward before joiningthe school while as in case of government schools, it is the teacher who has toinvest in the child, not the parent.

Coming back to the government schools, itis heartening to see that the department with the help of the concernedteachers has prepared e-content for students of all classes up to 12th whichis available on DSEK website and websites of some schools as well.

The way government school teachers playedtheir role in this situation, it has given a recognition to the teachingcommunity as well as the government-run schools. The only thing which ismissing is the lack of ownership and sense of belonging in the society towardsthese schools. I hope good sense prevails and these schools get ownership ofsociety to make the government education sector more vibrant.

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