If this fall was waiting for one thing
It is you, the crooked RTE, are not you?
So long, more than sixty years, being republic
What has been packed earlier?
Killed millions of children, already
Rules formed helped no children,
But, The State Power to rule for nothing
Convert nothing into nothing is the learning
In the name of common man of ‘uncommon’
The State did all these years at the cost of
The people, no matter how rich/how poor are you
Pay the price for crooked man once again
We have not lacked anything in ideas
But it does not mean that everybody get provoked by those ideas
Often saying among the State functionaries is the slogan of
Look forward, future vision, out of box thinking, innovative, nowadays
All these are forged in the crooked school textbooks to
Produce good and bad number as ‘marks,’ nothing more or
Every five year election melas, yatras, etc and, then
Self celebrate, we the democracy won everything!
What is still behind out shoulder even after these 18 years of economic reform?
Is the half cooked child the “Nehruvian Socialism?”
-Chandra
These are some of my thoughts, wanted to put here, not to educate you, but to share the sense of the meaning of edification and its nonsense that has been continuing on this land of magacrime! As I have traveled more like a one man army from the North Arcot (called in
- Is that the State was in self imposed mode of political and bureaucratic regime?
- How can the people tolerate all these nonsense which they can not just do it under the British Raj?
- How far the State rule is fundamentally different from the British Raj in promoting development of people?
With these words, let’s now look at what the so called experts of educationist/policy maker/teachers, say on this:
Economic reformist Chacha Dr. Manmohan Singh said in the morning:
- “Let us together pledge this Act to the children of
Supreme Court grinder will recook crooked RTE!!
A finest economist (whom I have immense respect) writes:
- “Heard of model rules? No? When an Act is passed in Parliament, there may still be vague areas that need closer attention. Model rules are written to help implement the Act. But the rules can never be better cooked than the original law was when poured into the parliamentary pressure cooker. No creative legislative masala can help cover up half-baked khana and half-thought laws.
- All students must be in the classroom? Yes sir! Teachers? Teaching? Learning? No. No. And hopefully.”
Vimala Ramachandran writes:
- “No right, however just and timely, can become a reality unless societies as whole and interested actors in particular make an effort to educate and enforce”. But she, herself is unaware of which year the 86th Constructional Amendment was done.
- “The Constitution (86th Amendment) Act, 2002, making elementary education a Fundamental Right, and its consequential legislation, the Right of Children to Free and Compulsory Education (RTE) Act, 2009, comes into force today. The enforcement of this right represents a momentous step forward in our 100-year struggle for universalising elementary education.”
Sorry I said, only sixty years!!
- “Yet there are “invisible” children — children bonded to work with an employer, young boys grazing cattle or working in dhabas, girls working in the fields or as domestic help, or caring for younger siblings, and children being subjected to early marriage. Many of these children are formally enrolled in a school, but have either dropped out or have never been there. Many others, such as migrant and street children, live in extremely vulnerable conditions; denying them education is against the universal nature of human rights.”
- Then minister went on to say (in contrast of what economist Parth J Shah have said) “The right to education goes beyond free and compulsory education to include quality education for all. Quality is an integral part of the right to education. If the education process lacks quality, children are being denied their right. The Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge, and to move beyond the convention of using textbooks as the basis of examinations. The teaching-learning process must become stress-free, and a massive programme for curricular reform be initiated to provide for a child friendly learning system, that is at once relevant and empowering. Teacher accountability systems and processes must ensure that children are learning, and that their right to learn in a child friendly environment is not violated. Testing and assessment systems must be re-examined and redesigned to ensure that these do not force children to struggle between school and tuition centres, and bypass childhood.”
Last but not least think of Prof Williams words:
- “Conflict would emerge solely because the decision was made in the political arena. Why? The prime feature of political decision-making is that it's a zero-sum game. One person's gain is of necessity another person's loss. ……….As such, political decision-making and allocation of resources is conflict enhancing while market decision-making and allocation is conflict reducing. The greater the number of decisions made in the political arena, the greater the potential for conflict.”
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