Mahendra K Mishra

State SC/ST and Minority Education

Coordinator, OPEPA
Liberty ( Sa Vidya Ya Vimuktaye of Vedic
philosophy , release from ignorance
Paulo Freire’s Liberatory Education of 20th
Century
Education for development of biodiversity,
culture , society and the globe as a whole
maintaining sustainable development
Freedom,rights,equity for all
Improving quality of life
“Literacy in itself is no education.
xx the basic education is meant to transform
village children in to model villagers. It is
principally designed for them. The inspiration
for it comes from the village.xxx Primary
Education is a farce designed without regard
to the wants of the India of the villages and for
the matter even of the cities. Basic education
links the children whether of the cities or the
villages, to all that is best and lasting in India.
The dry knowledge of the three Rs is not
even now , it can never be a permanent part of
the villagers’ life. xxThe school must be an
extension of home; there must be concordance
between the impressions which a child
gathers at home and at school,-if the best
results are to be obtained. Education through
the medium of a strange tongue breaks the
concordance.
Good School building ( pre- Independence to
independence) hygenic,light and ventilation
Excellent Teachers, knowledgeable, honest , highly
child centric and workholic, shouldering the social
responsibility, ethical and moral ( ideal model for
parents and children )
Meritorious students ( exemplary and most discussed)
Good teaching environment in schools
good governance( less number of schools but
uncommon and result oriented, believing in human
making machinery than quantity)
An integrated worldview where nature and human
live together
Providing educational opportunity to every one
through public private partnership
Desired performance of teachers through a
sustained professionalism
Strong Community school linkages
Equity focus for SC/ST and girls and monitories
Strong monitoring by a groups of resource
persons free from educational administration
Non negotiable Accountability and transparency
Socio economic issues as deprivation, deforestation,
displacement, migration, climatic change ( Drought in
Kalahandi to Flood in Kalahandi ! )
Economic deprivation lead to educational deprivation
Education seen as a physical target by the educational
planners and educators( mapping the achievements
in terms of figures than values )
Programmes undermined with the physical target and
achievement than its realization.
Lack of community movement for education and
learning
Total children 241763 Out of school/ dropout
% of enrollment 94.59 children
PS enrollment 90% 12268( out of schools )
UPs enrollment 85 % dropouts in Primary
schools 8.37%
ST children 33 %
and Upper primary stage :
Inter Block disparity 9.94%
(Lanjigarh ,Th. Rampur )
Schools with out building
201
But are the schools able to
cater to the intellectual
needs of the children in
side the schools
considering them as rich
social capital ?
 Child Responsive School
An ideal school
3. Learning out side the school is
the foundation of children’s
school education
4. Emphasize cognitive
development
5. Experience of the child
6. environment of the child
7. community knowledge enrich
curriculum
8. Language of the child enrich
meaningful learning and then
literacy and numeracy
9. Community school linkage
10. Teacher consider the children
as a store of local knowledge
11. Children have freedom in
learning
12. Teachers and students jointly
make learning meaningful ,
Current Practice in schools
2. Learning in classroom only
3. Emphasize rote memory
4. Text books knowledge is not
connected to the child’s
experience
5. Env. of the child is not connected
to curricular knowledge
6. Community knowledge is
unexplored by the school system
7. Literacy and numeracy of a
given text
8. community knowledge is ignored
9. Children's experiential knowledge
is ignored or unexplored
10. Children are forcibly taught
through rote memory ,learning
with out meaning
11. Teacher centric teaching where
Physical Input Intellectual Input
Access and New Pedagogy
Enrollment Quality focus
NPS/NUPS/ACR/To Equity Focus
ilet/ Responsive schools
Community Changing classrooms
involvement culture
Capacity Building Child in center
Financial input :
TG/SIG/RM/
TLE/TB/
 DPEP : 1996-2003 (About 30 crores )
SSA : 2003- 2008( about 85-90 crores )
Changes visible: Civil work, KGBV,NPEGEL,New primary
schools ,SIG/TLM/RM/TLE/Free TB/Uniform/MDM and
so many provision …
Have we discussed about the classroom transaction ,
children's achievement, competence, performance,
creativity, talent, self image, teachers excellence,
what more is required to have an equitable quality
where every ones dream is fulfilled?
Is it not true that education is funded but education is
not yielded…? Why
Our education system is yet to discuss about quality
education where the learning potential of the children is
safe and promoting
1. Joint Productive Action
The teacher:
1. designs instructional activities requiring student collaboration to
accomplish a joint
project.
2. arranges classroom seating to accommodate students’ individual and
group needs
to communicate and work jointly.
3.organizes students in a variety of groupings, such as by friendship, mixed
academic
ability, language, project, or interests, to promote interaction.
4. plans with students how to work in groups and move from one activity to
another,
such as from large group introduction to small group activity, for clean-up,
dismissal,
and the like.
5.monitors and supports student collaboration in positive ways.
 The teacher:
1. Listens to student talk about familiar topics such as home and
community and responds to students’ talk and questions,
2. Clarifying, questioning, and praising, as appropriate in purposeful
conversation.
3. Interacts with students in ways that respect students’ preferences for
speaking style, which may be different from the teacher’s,
4. Connects student language with literacy and content area knowledge
through speaking, listening, reading, and writing activities.
5. Encourages students to use content vocabulary to express their
understanding.
6 provides frequent opportunities for students to interact with each
other and with the teacher during instructional activities.
7. Encourages students’ use of first and second languages in instructional
activities.
 Indicators
The teacher:
1 begins with what students already know from home, community, and
school.
2 designs instructional activities that are meaningful to students in terms of
local community norms and knowledge.
3 learns about local norms and knowledge by talking to students, parents,
and community members, and by reading pertinent documents.
4 assists students to connect and apply their learning to home and
community.
5 plans jointly with students to design community-based learning
activities.
6 provides opportunities for parents to participate in classroom
instructional activities.
7 varies activities to include students’ preferences, from collective and
cooperative to individual and competitive.
8 varies styles of conversation and participation to include students’
cultural preferences, such as co-narration, call-and-response, and choral,
among others.
Indicators
The teacher:
1 Assures that students, for each instructional topic, see
the whole picture as the basis for understanding the
parts.
2 Presents challenging standards for student
performance.
3 Designs instructional tasks that advance student
understanding to more complex levels.
4 Assists students to accomplish more complex
understanding by relating to their real-life experience.
5 Gives clear, direct feedback about how student
performance compares with the challenging standards.
 Indicators

The teacher:
1 .Arranges the classroom to accommodate conversation between the
teacher and a
small group of students on a regular and frequent schedule.
2 .Has a clear academic goal that guides conversation with students.
3 .Ensures that student talk occurs at higher rates than teacher talk.
4 .Guides conversation to include students’ views, judgments, and
rationales, using
text evidence and other substantive support.
5.Ensures that all students are included in the conversation according to
their preferences.
6. Listens carefully to assess levels of students’ understanding.
7.Assists students’ learning throughout the conversation by questioning,
restating,
praising, encouraging, and so forth.
8. Guides the students to prepare a product that indicates the Instructional
conversation’s goal was achieved.
Changing role of DIETs / BRCC/CRCC on
classroom culture
Strong community-school linkages
District Knowledge hub for continuous
academic excellence
Third party evaluation on school effectiveness
Performance appraisal of stakeholders
Post civil work role of VEC in quality
monitoring
Thank You