Fwd: [se-ed] DISCUSSION: National Institute of Open Schooling as aQualitative Option for Education of Deprived Children. Reply by9 April 2010

---------- Forwarded message ----------
From: Jan Sjunnesson Rao <jan@ccs.in>
Date: Tue, Mar 30, 2010 at 5:23 PM
Subject: Re: [se-ed] DISCUSSION: National Institute of Open Schooling as aQualitative Option for Education of Deprived Children. Reply by9 April 2010
To: Education Community <se-ed@solutionexchange-un.net.in>

Dear Friends,

I would like to offer some reflections on Mr. Ashok Kumar Pandey's Response from my end:

In my view, where formal system of schooling is not ensuring quality education, as many studies have arrived at this conclusion, it is difficult to say about the quality of education in open schooling system. Why there should be different system of schooling, when right to education has been adopted in the country.

Response: Because there are many ways to ensure the right to education and non-governmental schools are good to use in this

In my view, there should be common schooling system in the country-no private schools, no schools with special status.

Response: That ensures a monopoly which never will provide good services to anyone. India has tried municipal schooling and failed greatly as we all know (www.asercentre.org best independent source)

All the schools should follow the same norm, same facilities, same administrative and financial procedures, same fees, same books and curriculum throughout the country or state.

Response: Why? That is a violation of the right of minorities to their own education and culture. And education is a concurrent subject so centre does not hold over States and Union Territories

Private players should come under the umbrella of Government system. Governments do have a greater role to play in ensuring proper implementation, monitoring and evaluation of the education programme.

Response: But teachers in government school do not function well, they are absent but they are paid a lot more than counterparts in developing countries. There are no incentives for them to perform as the system is weighted on inputs (enrolment) rather than outputs (learning outcomes) 

This will ensure inclusive education, covering entire population of the country.

Response: It has not worked since its start so why continue hoping for reforms (1968, 1986, 1992, 2001, 2009)?

Open schooling system and education through correspondence for children should not be encouraged.

Response: But some people think the opposite, see http://www.thehindu.com/2010/03/29/stories/2010032955661600.htm 

Education is the basic right of children and they must be brought under the purview of formal schooling system.

Response: Agreed, but public legislation can be brought out by non-public service providers. 

We must not let the parents free for the silly excuses of denial of basic education to their children.

Response: That is an insult to all poor parents who leave the failing government system in favour of low cost budget schools. Around 30 million children study in unrecognized schools that parents prefer over free mid day meal giving governmental schools

On the one hand, we are compromising with the quality of education of masses, and on the other hand, we are expecting quality human resources for development of the country.

Response: India can start by making all schools equal in the eyes of RTE Act. As it reads today, all non-governmental schools have to re-register and be controlled for 3 yrs while all governmental schools are already recognized. 

Can we expect a convent-educated fluently English speaking student and a student of government schooling system to compete at par in any competition in today's world?

Response: If the poor student was given a school voucher he/she could enter a good private school and compete yes. As the system works now, only the rich can enter private schools. Is that a system you want to keep? Do we have the figure as to how many government employees are sending their children to government schools? Not many as they are rich enough to send them to private schools of high class.  

This will certainly be an eye-opener for the advocates of dual system of schooling in the country. 

Response: With a free choice for parents the dual system will multiply to a diverse system funded by tax payers money for the sake of all children, not just the rich.

Regards, 

Jan Sjunnesson Rao

School Choice Campaign

New Delhi

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From: Suman Sachdeva [mailto:sumansachdeva2001@yahoo.com]
Sent: Thursday, March 25, 2010 4:38 PM
To: 'Education Community'
Subject: [se-ed] DISCUSSION: National Institute of Open Schooling as aQualitative Option for Education of Deprived Children. Reply by 9 April 2010

Moderator's Note: Dear Members, we are posting this new discussion issue on effectiveness of Open Schooling in offering quality Education to deprived children. As we all know, a number of working children and children from deprived families, along with others, join this option to continue their education despite all odds. Every year lakhs of children appear for examinations under the open schooling system with the hope that certification provided by NIOS will help them in making their future better than their present. The pertinent question is that whether NIOS has been able to provide quality education to such children and to what extent the educational opportunity offered by NIOS is at par or equitable with the formal schools and should both be compared at all.  

We hope that our members' will be able to offer their valuable inputs on the same.

Shubhangi

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Dear Friends, 

Butterflies encourages the street and working children to be a part of an Education Programme, which addresses children who have either no motivation to join schooling, have no access to school or have dropped out.   It is based on not only teaching the more traditional three "R"s but also the practical aspects of education, including the life skills education. This is a very challenging task, as the 'street and working children' is a highly mobile population and they move from one place to another even at the expense of their education. To retain them in the system is a tough task and thus it is extremely important to make education accessible, the most enriching and enjoyable experience for them so that they are motivated to continue and complete at least the elementary level. Butterflies' accreditation with NIOS gives credibility to its education programme and the issue I wish to raise for discussion relates to the very system of open schooling itself.  

As many of us may know that the NIOS, an autonomous organization established by the Government of India and Ministry of Human Resource Development, follows a student-centered method of teaching through Open and Distance mode. It offers a wide range of subjects in comparison to any other formal school. The learners are free to choose subject combination based on their needs, can study at their own pace and have freedom to appear in examination in their subjects one by one as per their preparation. NIOS operates through a network of five Departments, eleven Regional Centres and 2945 Accredited Institutions (Study Centres) in India and abroad.

As the modality of operation of The National Institute of Open Schooling (NIOS) is that of working through accredited organizations, including NGOs, there are concerns raised from time to time when we discuss the NIOS to be a feasible option for those children who find it difficult to go to formal school. It is normally waded off on the grounds that the alternate centers are unable to match the formal schools with respect to the delivery of education and time devoted to it. The learning that happens is significantly dependent on the synergy between different partners, whether for determining policy, curriculum development, delivery mechanisms, capability building or certification. Very often it is seen that the quality and rigor associated with learning is sacrificed due to weak monitoring and review mechanisms being pushed from NIOS level in the areas of syllabus followed, how learning is assessed and how children are geared towards achievement of various competencies. Thus many a times the accredited organizations having the autonomy to teach a broad course, construct question papers and conduct examination  sacrifices the quality control measures and pushes the children to higher levels irrespective of the competencies they may have mastered.

While NIOS seems to be viable system for providing education to out of school groups for achieving Education for All (EFA), and has a particular relevance in the light of the right to education, the pertinent questions that arise are:

• Is NIOS meant primarily for children to enroll themselves and get enlisted in the school participant list?
• Is NIOS able to provide QUALITY education?
• Can the education provided through the NIOS be equated to the formal education system? Or should it be equated at all?
• Is NIOS being looked at an easy route to avail incentives related to enrolment and completion of schooling?

The answers to the above may lead to two logical conclusions. If yes then children may just as well join NIOS and not get trapped in the regimental routine and procedures of a formal school. If not, then why to continue with NIOS at all?

We seek the views of the members' of the education community on this very important issue. The understanding gained from this discussion will help the organization to fine tune its strategy with respect to the education of vulnerable children.

Regards,

Suman Sachdeva

Butterflies

New Delhi

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