Equity and Quality in Education

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Equity and Quality in Education

• Prakash Burte

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Whether the Expression Quality Education For
all is A

• Pious wish that says let every child bloom!?
• Then pray for it.
• Scientific statement that says every child is
  potentially able and creative?
• Then persuade schools to take upon them to create
  environments where this potential of every child
  can be realised.
• Fundamental right of every child irrespective of
  her circumstances of birth and irrespective of
  individual strengths and weakness?
• Then create societal pressure for
  implementation of that right.
• Next

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Does Equity in Education Mean

• Identical end-results for all? No.
• The pursuit of equal life chances for all
  citizens? Yes
• A strong emphasis on identical treatment to all
  students? Yes
• Financial and other help to the needy to
  facilitate individual accomplishment? Yes.
• Equality of simple group averages across various
  demographic subgroups? Yes.
• Let me explain it. Equal percentage of persons
  who are literate, doctors, managers etc across
  caste, religion, region or gender etc.
• Next

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Indicators of Equity

• Equality across various demographic subgroups
  (say caste, religion, region or gender) of
• Enrolment, Attendance and drop out rates.
• Percentage of literates, Degree Holders and
  professionals.
• Job Opportunities in different sectors of
  economy.
• Next

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Equity in Education is desirable because

• In the eyes of National Curricular Framework 2005
  
• Children cannot wake up one fine morning when
  they are 18 and know how to participate in,
  preserve and enhance a democracy.
• As public spaces, schools must be marked by the
  values of equality, social justice and respect
  for diversity, as well as of the dignity and
  rights of children.
• The overpowering examination system is basic to
  most, if not all, the fundamental problems of
  science (and that of other disciplines) education
  in India.
• It eliminates performance anxiety among children
  and inculcates a culture that promotes the desire
  to learn.
• The universalism in terms of accessibility to
  quality education.
• Egalitarianism is inseparable from the feeling of
  security in life.
• Next

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Obstacles to Equity Education is a commodity

• Depending upon the price one can afford, one
  chooses a type of school.
• Right from Doon School to Gram Panchayat Schools
  are available in market on platter.
• The schools vary in effectiveness of school
  management, teacher absenteeism, available
  finance, student teacher ratio, training of
  teachers, curricula, infrastructural facilities
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Obstacles to Equity social inheritance

• Students inherit not only economic status from
  their parents.
• They inherit social divides like caste, religion,
  gender, level of urbanisation and the associated
  customs and biases.
• Students coming from rural background, lower
  casts, belonging to minority religions and of
  feminine gender are a disadvantaged lot.
• These obstacles find reflection in the indicators
  of Equity.
• Next

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Obstacles to Equity Perceived as Threat to the
social Fabric.

• Cast Heirarchy will be blown off.
• Availability of Cheap Manual labour in different
  sectors of economy including Household tasks.
• Lip Service to Dignity of Labour will not do.
• Quality of education for All is the way to
  overcome the obstacles.
• Next

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Quality Education Should Aim to Achieve amongst
students

• Learning to know- acknowledges that learners
  build their own knowledge daily by combining
  indigenous and external elements.
• Learning to do- focuses on the practical
  application of what is learned.
• Learning to live together- addresses the critical
  skills for a life free from discrimination, where
  all have equal opportunity to develop themselves,
  their families and their communities.
• Learning to be- emphasizes the skills needed for
  individuals to develop their full potential.
• To achieve these aims, a quality curriculum is a
  must
• Next

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Indicators of quality Curriculum-I

• Is the content of every discipline age
  appropriate?
• If not, is the reason related to
• the compulsions of higher level of courses?
• The pedagogical aspect- learning a process or a
  finished product?
• Is teaching textbook centred?
• Does the curriculum encourage students to
  analyse,
• the way humanity constructs, creates and
  transmits formal knowledge critically?
• Continue

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Indicators of quality Curriculum- II

• Whether the curriculum seriously attempts to
  contextualise learning vis-à-vis the life and
  culture of students and helps them to transcend
  the existing boundaries of their life?
• Is the curriculum flexible with respect to the
  individual learners circumstances and needs?
• Is the curriculum flexible enough to help
  learners
• to construct their own meanings?
• 8. Whether the curriculum is standardized,
  prescribed or
• externally controlled?
• Continue

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Indicators of quality Curriculum- Power of
examinations

• Does the name of the Board of examination (CBSE,
  ICSE, IB, SSC etc), is identical with the
  curriculum?
• Does the teaching and learning prepare pupil only
  for examination?
• Whether the examinations follow the curriculum or
  curriculum follows examination?
• Next

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To Achieve Equity in Quality of Education

• Upgrade the quality of teachers through child
  centered pedagogy.
• Design and develop the curriculum and related
  matters with the help of teachers.
• Improve school infrastructure and management.
• Spend more on the Education. 6 of GDP?
• Next

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Thank You Very Much!

• I Will be happy to respond to your queries,
  comments etc.
• Prakash Burte
• Maitra, Plot No 5, Antrolikar Nagar No 3,
• Behind Kinara Hotel, Hotagi Road,
• Solapur 413 003
• Tel No 0217- 2607 027
• E-mail burte3_at_sancharnet.in