Another round of SSLC examinations is due in March and the heat is building up at all levels. The teachers and the students are working hard for good results. But we need to ask ourselves whether we are adequately meeting the expectations of the students.

We have been working in select Government rural high schools for the past four and a half years. We work with a positive attitude, not blaming anyone for the existing gaps, but try and do something about it. Our focus has been on improving the results by meeting the specific requirements of the teachers and the students.

We have some experiences to share, which are as follows.

Rural students are extremely enthusiastic to question the teacher and to learn. Students have been walking 5- 6 km to attend the special lectures arranged by us and are never late.

Teachers are generally enthusiastic, except in odd cases, to teach and improve the results. But competency levels, especially of weak teachers, need definite improvement by well-planned training. The present training programmes need definite improvement, especially in English, Mathematics and Science.

Timely support to the teachers and students by motivation, academic literature, etc, has been very useful. An investment of Rs 3000- 4000 per school, has given very good results, provided the support is specific to the requirements and is timely. For example, if the mathematics teacher goes away on promotion or on long leave of 3 - 4 months in October without an immediate replacement, the results are bound to be low. An immediate replacement even on an ad hoc basis, has worked wonders.

Students’ expectations

We believe that the education system exists to “meet the expectations of the students,” which is non-negotiable. The students want reasonable facilities and good teachers. The rest of the things, they will do themselves. In this aspect, there are some problems, which need attention:

Problems observed

The officials and the support system are basically meant for academic activities. They have a very large number of schools under their jurisdiction and it is very difficult to have good academic control / involvement.

The officials are extensively engaged in attending meetings of the department / zilla panchayats, for implementing non-academic government welfare programmes. They are also engaged in non-academic activities such as recruitment of teachers, etc. These activities are also essential but dilute concentration on the academics.

The knowledge level of students entering the high school at the 8th standard is very low and needs special efforts to improve.

The main mission of a headmaster on any day is to ensure that the students get their midday meals and also implement the government welfare programmes. A report that the gas stove is leaking or shortage of rice, can put him/her and one or two other teachers into a spin throughout the day. This affects their academic orientation.

The formation of cluster groups, which may be a good administrative move, has affected the academic focus of the concerned headmaster in their own schools.

The headmasters and teachers are sometimes busy in activities such as cycle / bags distribution, etc. It is not as simple as it looks. For cycles, they have to be assembled before distribution; they need to be stored in a classroom, moving out the students for many days. The headmaster would be worried about the theft of cycles rather than the academics.

Various subject forums are available for academic activities but need remodelling and re-energising.

The SDMC members are generally drawn into some form of political activity in their village (which is unavoidable), and do not find time to actively participate in the school management activities. They may attend major functions, not necessarily connected with education. Meeting the members for some sanction/approval is in itself a time-consuming task for the head masters. Where a single member is actively involved in the functioning of the school, the results are outstanding.

Frequent changes in the examination pattern also disturb the students and teachers. A group of students once asked us as to why so many officers in the government cannot develop a suitable examination pattern and why frequent changes are required? Why the uncertainty every year? We had no answer.   

So, we have to realise that meeting the requirements of the students is central to all the activities and any activity that compromises this, should not be taken up unless alternate plans are made. Can we have a well-planned and effective student centric process please? We believe that the present education minister is keen on improving the academic efficiency. We wish him good luck. The views expressed are of our Sangha only, based on our experiences.

The writer is Chief Co-ordinator, Gnanodayasangha (R), that works only with rural schools. http://gnanodaya.org.