A year after it was introduced by the UT education department, an academic programme to improve teaching standards in government schools appears to have largely forgotten.
The programme required teachers to draw up a weekly syllabus and schedule of planned activities as well as maintain an academic diary listing the topics to be dealt with daily. Teachers were then asked to assess the competence of students based on source books recommended by the National Council of Educational Research and Training (NCERT) with detailed infor mation on what students were expected to learn after studying a particular subject.
The department also set up 11 “inspection committees”, each to be headed by a school education deputy director (1& 2), a district education officer, a de puty district education officer (1& 2), subject experts (commerce and home science), an adult education additional director (1& 2) and a Sarva Shiksha Abhiyan coordinator, to ensure the programme was implemented.
An education department official, who was a member of one such panel, claimed while the programme initially took off smoothly it lost steam after September as the departments concerned started to lose interest and became lax.
“T he inspection panels stopped visiting schools and, in turn, school heads and teachers also began taking it easy,” the official added.
Concurring, a school principal said the programme needed to be revived as it kept a check on teaching at government-run schools.
The necessity to have such programmes in place assumes greater significance in the light of the poor performance of class 9 and 11 students in the last academic session.
More than 36% of the class 9 students could not secure even 25% in the written exams while 16% of those in class 11 flunked them. CBSE local counsellor Rakesh Sachdeva said all those involved in the matter should introspect after such poor results.
“We need a dedicated team that can work on the ground and bring the much-needed academic reforms. We need customised academic programmes such as this one,” she said.
Sarita Tiwari, a member of a local non- gover nment organisation (NGO), Hamari Kaksha, averred a major change in this direction was not possible unless the education department understood the importance of quality education.