How other states are getting college dropouts to drop back in The year-old Grosse Pointe resident took classes at Wayne State University for two years in the s before dropping out. Census, American Community Survey In some Michigan counties, three-in adults are college dropouts, compared with the national average of 21 percent. Shiawassee and Eaton counties, near Lansing, both have some college, no degree rates above 29 percent. Also north of 29 percent are Oscoda and Alpena counties in northeast Michigan.
The recent ASER reports about the low ability of rural school-going children to read and to do simple calculations have added to the concerns about the quality of education being imparted in our schools. In discussions on this issue it is not uncommon to hear the plaint that the RTE Act was indirectly to blame for this state of affairs.
Unfortunately, even among educationists, many are not aware of the various and interlinked clauses related to Quality in the RTE Act Therefore this paper starts out by throwing light on some of these clauses and their genesis and then pointing out their consistency with each other and with the NCF Finally, this paper asks whether quality is at all different from equality, as it draws parallels and lessons from the experience of the successful reform of education in Finland and asks what this implies for the pursuit of education of good quality in India.
Deferring this issue to the next section, it may be interesting to dwell on Section 29 2. At the same time, the importance of the transactions in the classroom, between the teacher and the child, needed to be accorded their due.
Those familiar with the clauses in the U. Convention on the Rights of the Child would recognize at once how this dilemma was resolved. Conformity with values enshrined CRC: Article 29 b The development of in the Constitution respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations b.
All-round development of the child CRC: Development of physical and mental abilities to the fullest e. Learning through activities, discovery CRC: States Parties and exploration in a child-friendly and recognise the right of the child to rest child-centric manner and leisure, to engage in play and recreational activities appropriate to the Table contd States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weightage in accordance with the age and maturity of the child.
The only exception being the statutory commitment to a particular pedagogical practice - continuous and comprehensive evaluation — which however is in consonance with the NCF as well as to the general agreement among educationists of the purpose of evaluation formative in the 1.
CCE was already being advocated as an alternative to the end-of-term exams which served no formative educational purpose.
They were also consistent with the perspective held by many who were involved in preparation of the NCF A factor that might perhaps have contributed to the harmony between the NCF and the RTE Act is the fact that the development of the NCF and the drafting of the RTE Act were parallel activities in neighbouring institutions, and some members were common to both processes.
However, what may surprise many is that although the RTE Act does not actually mention the NCFit statutorily binds the nation to abide by it in matters of curriculum and evaluation procedure.
How does it do that?
Suffice to say, that far from avoidance of discussion of quality, the RTE Act has in fact, enveloped within its swirl, the entire NCFand in doing so adopted as law, its position on quality of education.
Not usually recognised as clauses mandating quality, are also the clauses that: Section 8a iiwhich read with the clauses that prohibit RTE and the Issue of Quality of Education physical punishment and mental harassment, Section 17and clauses such as in Section 29 2seek to give legislative support to a happy school life as the right of the child.
Similarly, the clauses mandating inclusion also in effect, call for a change in attitudes and practices of teaching and learning in schools, as was the experience of this principal of a school in New Delhi: As attitudes changed and became more welcoming of difference and as a diverse student population entered the school, modifications in pedagogy and curriculum became a daily feature.
This could be perhaps because despite the encrusted meanings loading on to this simple word, it is a relative term. As Kumar and Sarangapani point out, the notion of quality of education relates to conceptions of education and its aims, and Journal of the National Human Rights Commission, Volume would differ according to how it is imagined that education should be.
It would thus differ for different people, from place to place, and even with time. Nevertheless the implementation of that goal caused many educational problems. A plan should aim for a more human condition. It seems almost axiomatic to state therefore that any debate on the quality of education is therefore essentially a debate on the quality of life that the system should design.
In reference to the people of a nation, notions about quality of life in turn are reflected in the Constitutions of countries, which as living documents change with changed conceptions.Oleg Braginsky, "presented innovative platform that combines the key parameters of remote banking services and documents of trade cycle, which allows bringing to .
For the institution, change must occur in the academic, administrative, and non-academic social domains of institutional life. The first two refer to the core activities of .
Facing the School Dropout Dilemma The UN Convention on the Rights of the Child states that every child has the right to an education that develops their “personality, talents and mental and physical abilities to their fullest potential.”.
The dropout rate from the apprenticeship system and in general from high secondary education is, in fact, very low. Generally speaking, after primary school, around 40 % of pupils choose the gymnasium, from 50 to 60 % go into apprenticeship and the rest enter the general high secondary school.
According to a recent Harvard University study, the top reasons for dropping out are: the cost of studying, the students’ inability to cope with the competing demands of the study, family and jobs and the unpreparedness of the student for the rigors of academic work (Carlozo, Why College Students Stop Short of a Degree).
For dropout prevention to be successful for low-income minority students in many of our nation's schools, attention must be paid to social and emotional factors that support academic achievement i.e., academic and school attachment, teacher support, peer values and .