Hyderabad's Best Schools by Nadimidoddi Prasad

MAY-2008

Finding the Best they were the best and thus wanted to win without even participating in the race. Our survey pattern did not agree with them…the schools had to fill the survey sheets and that too, wholeheartedly. As a result, we received numerous calls after the edition was circulated, enquiring ‘why our school was left out?’ and ‘what is the basis of selection of schools?’ and ‘we will not participate the next year because we did not figure in the Top 10’, and so on. Many schools refused to participate in our survey. Many still filled the form

BIJU MATHEWS Dy General Manager Indian Express (Mumbai) Group

half-heartedly. But few never lost hope. And neither did we. We strongly believe in the edition which we bring out in all its sincerity and we will continue to do so. In this year’s edition, apart

The edition of Best Schools of Hyderabad has entered its sixth

from the survey we have few of the most heavily debated topics as

year in 2008 and it surely has been a journey of realization for us.

well as feature articles which will enlighten you when confronted

Our pursuit, when we had initiated the idea of the edition was to

with the inevitable task of educating your child. We have involved

identify the best schools in the twin cities of Hyderabad while also

some of the most prominent people from the education scenario

featuring hotly debated articles and finding a solution for the same.

within the twin cities as well as people from around the globe who

The latter part was well received, but what created more of stir was the former. While we intended to keep the parameters of the survey as simple as possible, which could clearly indicate the best among

have expressed their views on prominent topics. Right from the beginning, it has been our promise to bring you the best. For this year, check out the Best Schools of Hyderabad.

the lot, questions were raised on the integrity of the survey. This was primarily because most schools were confident enough that

The Schools of

Hard Knocks! U

ndoubtedly and ironically, education is indeed the School of hard knocks today. Both for parents and their child, it is one big learning through difficult experiences. Thousands of schools line every urban landscape of the country canvassing in the months starting March to June. It becomes such a nightmare for parents to choose from the plethora of educational centers that it leaves quality of education way behind the entire quest and compromise at the fore. Education is a business today and like every business, education has unfortunately become one mandatory gamble that every parent has to play.

Logically speaking, every venture, however ethically founded and supported has become commercial. It is money that drives the chain. Right from the founder to the board to the principal to the teachers, the peons, the infrastructure agencies, maintenance…the entire cycle needs to be greased with the greens and moral policing finds no voice. While it is quite agreeable that in India, the education module has developed for better in the last few years with the advent of private players in the field, unfortunately, it has added to the pressure among parents. With choices galore, a parental yearning ever increasing to send their child to the best school parallely highlighted by a rise in inflation, a societal structure coated with certain standards to acquaintance and one which abhors failure…it’s difficult to take a stern decision for a Indian parent. Add to this, India is now on the world map of fastgrowing nations, which has resulted to a sudden explosion of expectations from teachers, schools, colleges, and recruiters, unlike the past where the ‘average’ was quite appreciated.

The Social Signature Most surveys that have done the rounds in the past among parents who are looking at admitting a child to a particular school indicate that the Social signature plays a vital role in their decision. Here, social signature essentially means, ‘to cling on to certain standards or norms, either convincingly or reluctantly, governed by a bracket of acquaintance to maintain a standard at par’. On a positive side, it does narrow down the search, but on the flip side, most often than not, it results in financial pressure, performance stress on child and a long-term impact on the child’s psychology. In an Indian context, this aspect is critical, primarily because most of India’s young urban population has started seeing the big monies and thus their circle of acquaintance has also expanded to a new bar. This sudden explosion of sophisticated lifestyle needs to mature and in time, it will. But until then, young parents need to subdue their social aspirations. It might be healthy for few, but not for many.

Par ents of yor arents yoree So in such a quandary, what is the way out for parents and the students? For Home-schooling to become acceptable in the society and get recognised officially, will obviously take a long time for India. So, the solution necessarily needs to be explored within the framework of the current educational structure of the country.

While parents are the main victims of today’s education system in immediate terms, there are also the culprits in an indirect form. Having followed the rote learning module till few years back, parents have not opened up to the new wave of Kinesthetic learning. Essential in

important factor of the low permeability between social classes: children of rich parents tend to be rich themselves, and poorer families yield poor children. This in turn can cause class tensions and an increasing gap between rich and poor. Recently, processes such as the FAFSA (Free Application for Student Aid) in the US, have allowed poorer students to gain a college education through government subsidies designed to eliminate the difference between the rich and poor. The process allocates a portion of tuition as expected family contribution, which is derived from family savings and income, the rest of which is presumptively met by a financial aid package, generally a portfolio of federal, state, and private loans and grants. The program has allowed many poor students to attend colleges and universities that would otherwise be unaffordable. Criticism of the government program, however, times like these, parents often tend to follow the route that they had taken and thus leaving a bound child with options a varying from following a private school’s modern practices to coming back to the shell of parental structure of learning. Parents should thus realise that the times of rote learning are passé and what is in vogue is more contemporary and essential in all its practicality. Children should not be given a chance to face dilemmas; instead they should be given umpteen situations to face problems and be encouraged to find solutions. If parents understand this aspect and put it into practice at home right from the beginning, it becomes even easier for them to ultimately find a right school which matches their wavelength.

Tuition Cor don Cordon The Tuition fee in school raises interesting questions about the divisions between the rich and poor. It is well-known that high tuition fees are a deterrent to students wishing to undertake higher education. This level of deterrence is not unfamiliar with the financial capacities of the student and his family; effectively, students from richer families will be able to afford more expensive education. There is also substantial evidence that education levels are primordial in determining salary. This leads to the natural conclusion that higher tuition rates are an

has arisen from those who believe that the expected family contributions are too high for most middle-class families to afford. These people often claim that, in order to attend an expensive university, one has to be “either very rich, or very poor.” In India, the last few years has seen a dramatic rise in the demand for private tuition with a large proportion coming from poorer families who have seen the need for manual or semiskilled work decrease and who correctly view the education of their children as the only way of their ‘breaking free’ of the inevitable long queues for a handful of lowly-paid jobs. The matter is often exacerbated by these children being in excessively large classes in schools which fail to attract the best teachers. Implementation of something like FAFSA is a far cry, but Sarva Shiksha Abhiyan seems to have made a start. But then, it effectively involves the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parents’ Teachers’ Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. The urban child and parent hardly have a choice, but to shell out the huge tuition fee in order to ‘escape’ from the conventional to the contemporary. Well, the options are galore, but then the definition of a Good school needs be worked out.

Is there a definition for a Good School ? Thomas Alva Edison attended compulsory school for three months only. In his early teens, Albert Einstein’s father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school regimen. He later wrote that the spirit of learning and creative thought were lost in strict rote learning. Abraham Lincoln’s formal education consisted of about 18 months of schooling, but he was largely self-educated and an avid reader.

atmosphere (barring few states), the circumstances probably curb their intuitive liking towards what they really want to do. So will a good school change this situation? And what is a good school? According to Jasper Ungoed – Thomas in his book ‘Vision of a School- The Good School in the Good Society’, “We lack any

Few examples, but they are indeed profound. But the message here does not indicate that going to school is no good, it just indicates that there is more to ‘just’ schooling. All the three names above had their own hardships and the circumstantial

confident, shared vision of what a good school is. In so far as we have any ideas of what a good school is, they tend to be specific to particular types of school. However, in general, we have little more than rather ill-formed notions of what we mean when we refer to a good school. One could suggest various reasons for this state of affairs. We have, for instance, spent very little time and effort considering what we mean by a

environment changed their lives, their priorities and their pursuits. But for an average Indian middle class child, who has all the support from their parent as well as the right

good school. Other issues have, perhaps understandably, taken priority. And, anyway, we may have been happy to assume that we all know what we are talking about, to stick closely to the

pragmatic, and to avoid anything which smacks of the theoretical. But surely the main reason is to be sought in the nature of our society. In a pluralist liberal democracy there are different, at times antipathetic, social, religious, political and ethnic groups, each evolving and subscribing to sets of values are which differ to a greater or lesser extent. In turn, such values are liable to generate various expectations of education. The result is, on the one hand, dispute and confusion, and on the other alack of both consensus and of clarity. Such circumstances are hardly conducive to the emergence of a clear vision, or even visions, of the good school. All this does matter. For unless we have a clear notion of what we understand when we talk of a good school, we cannot hope to be in a strong position to identify what indicates good performance, to seek out good features of high quality education, to develop ways of making schools better, or to judge how best to organise the national education system. Since there is uncertainty, or disagreement, over what on earth it is we actually believe to be good, it is almost inevitable that we can become confused about what represents achievement, about how and what to assess, about how to interpret relevant evidence, and about what weight to attach to any judgment made.” In India, Jasper’s notes find

profound sense. With so many schools coming up in every nook and cranny, the final understanding of a good school becomes even more complicated. But what each parent needs to imbibe in them is the feeling that their child has come to the world well armed to tackle any situation and hone up his or her skills to the best. It is their responsibility to carve it for the child in the right manner and provide them with the right environment. Rightly stated by John Taylor in Notes on an Unhurried Journey, “When we adults think of children there is a simple truth which we ignore: childhood is not preparation for life. Childhood is life. A child isn’t getting ready to live. A child is living. The child is constantly confronted with the nagging question, ‘What are you going to be?’ Courageous would be the youngster who, looking the adult squarely in the face, would say, ‘I’m not going to be anything; I already am.’ But according to popular norms across the world and not just India, there are several schools of thought that project a good sense with a comparison to its sense of purpose. In an article by Joan Lipsitz and Teri West on what makes a good school, it was identified that three interlocking priorities were critical to the sense of purpose that permeates all aspects of successful schools. Briefly, high-performing schools with middle grades are academically excellent—they challenge all of their students to use their minds well; developmentally responsive—they are sensitive to the unique developmental challenges of early adolescence and respectful of students’ needs and interests; and socially equitable, democratic, and fair—they provide every student with high-quality teachers, resources, learning opportunities, and supports and make positive options available to all students. Considering all these particular priorities is a cumbersome process and will require a certain amount of homework in part of the parents and this bit is probably one important chore that they should not miss in order to be assured that their child is being encouraged to prepare himself practically when they are away. But what will definitely mould his or her personality is how the parent takes their learning forward once they come back home. It sure is one big school of hard knocks for the parents and they definitely need to pass it with flying colours.◆

They have been silently playing a vital role in the making of a country for the past 20-plus years. They have nurtured many inspirations, aspiration and dreams. They are the few who carve a niche for the stateâ&#x20AC;&#x2122;s as well as countryâ&#x20AC;&#x2122;s future and they are in our Best schools of Hyderabad list.

MAY-2008

The Rating Methodology This yearâ&#x20AC;&#x2122;s survey of Best schools in the Twin cities of Hyderabad and Secunderabad witnessed about 150 schools participating and like every new year, this year too saw a renewed enthusiasm among the schools in filling the survey sheets. The methodology is primarily to float a survey sheet asking the schools to fill in all the relevant details which provide a complete picture of the school from the past five years till the present. Each detail is required to be backed by substantial proof. 14

The Criterions The Best schools have been identified through the parameters of Education, Faculty, Pass Percentage and Infrastructure. The selection of exceptional schools was done strictly on the basis of these parameters while abiding by the responses given by the schools. Based on these parameters along with supporting details, the schools were given an overall rating.

Rating The overall rating of a school was determined by the total

points earned by respective schools, considering all the factors and then given a star rating from 1 to 5.

OVERALL RATING ★

Outstanding The 5-star rating was given to a school which earned the maximum points and thus awarded ‘Outstanding’, while a 4star rating denoted the school to be ‘Excellent’, a 3-star rating meant that the school was awarded under the ‘Very Good’ category, a 2-star meant that the school earned to be in the ‘Good’ bracket and a 1-star rating meant that the school got a ‘Fair’ rating. Under this parameter, education quality depended upon the methodology of teaching, curriculum, hours of study, number of students, and total number of years of existence of the School. Each component was thoroughly examined to meet the respective criterion, if not; they were given grace points, in case they were just below the expected limit of qualification.

Faculty The size of faculty is directly relative to the progress of every child in a school. The components considered while evaluating this parameter included the faculty strength, student to teacher ratio, experience of teachers, etc. Points were distributed according to the strength of each component. For example, if a school had 50 percent teachers who are Post Graduate with B.Ed, 2 points were awarded, but if a school has 50 percent teachers with Post Graduate but lesser number of them with B Ed, 1 point was awarded.

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Pass PPer er centage ercentage The effect of Educational practices and faculty is reflected on the output. The factors considered to evaluate this parameter included the average pass percentage for the last five years, number of students passing with first class, ranks bagged by the school, etc.

Infrastructure A sound infrastructure is the need of today’s education where it is not just study material and practices, but also the facilities provided, which is of significance. This parameter considered if the school has separate playgrounds or just a general playground, the strength of the library, if there was a swimming pool in the schools, if stress was given for extracurricular activities, computer strength, etc. Indian Express (Mumbai) Group has ensured that the survey sheet reached respective schools in the twin cities. Only those schools, which responded to the survey, were evaluated. Participation in the survey is the decisive factor to join the ‘Best Schools of Hyderabad 200". Those who have nor participated in the survey have not been considered in the rating. This year’s survey has been carried out in association with a professional services firm facilitating organizations to develop, build and leverage knowledge networks that drive Business performance ◆

Bharatiya Vidya Bhavanâ&#x20AC;&#x2122;s Public School

BHARATIYA VIDYA BHAVAN’S PUBLIC SCHOOL Principal: Mrs C Rama Devi Road No. 71, Jubilee Hills, Hyderabad – 33. Tel: 040-23600200, 23544934 Fax: 040-23545648 Website: www.bvbpsjh.com

haratiya Vidya Bhavan Public School is a fine blend of traditional values with modern outlook. With strong

faculty strength and an appropriate student:teacher ratio, the school has a well-devised infrastructural setup. Last academic year, the school won the prestigious International School Award (ISA). The school has study hours of 25 hrs per week and a remedial teaching session of 2 hours per week. The school frequently updates its teaching methodology to develop creative thinking and enhance analytical faculties. Children are motivated to

RATINGS

The school adopts a variety of methods to suit the needs of the students and the methodology is altered to suit the concepts being taught. It adopts a variety of methods to suit the needs of the student including interactive sessions, discussions, roleplay, quiz, seminars, communicative approaches etc. A Science Park, herbal garden, Telescope and Vermi-compost are some of the unique features of the school. Residential facilities are offered on availability basis. To give international exposure the school has an exchange programme with Japan and Australia.◆

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think in different ways and develop a spirit of enquiry, which stand in good stead.

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FEES AND ADMISSION POLICY Annual tuition Fees

: Rs 7,200/- to Rs 9,600/(The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission Policy : Its main intake is at the age of 3-plus by draw of lots. Else students are taken on the basis of entrance tests from class I to X, depending on vacancies.

Little Flower High School

LITTLE FLOWER HIGH SCHOOL Principal: Rev Bro Jaico Gervasis Chirag Ali Lane, Abids, Hyderabad – 500001. Tel: 040-23202675. Website: www.lfhshyd.com

ittle Flower High School offers education upto Xth class and has more than 2000 students. More than 20 years

old, it follows the SSC curriculum and has a total strength of 73 teachers. The teaching methodology is childcentered focusing on character formation and equipping children to meet the needs of the society.

RATINGS The student to teacher ratio is 34:1 and the average number of students in each class is between 40-50. The average experience of teachers is more than 5 years and there are 22 PG teachers with B. Ed.

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Infrastructure The infrastructure facilities offered by the school are good and the school has dedicated playgrounds for cricket, basketball and badminton courts. The school also has a gymnasium and offers yoga classes. It also has a fully equipped library, auditorium and computer laboratory.

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FEES AND ADMISSION POLICY Many co-curricular activities are planned in literary, cultural, sports and games arena to tap, nurture and develop talents to a level of excellence, keeping students highly motivated. The Grade Point Average is calculated for every student taking academics, literary and cultural activities, sports and games, discipline, punctuality, regularity to class, attitude towards school, teachers and fellow pupils into consideration.◆

Annual Tuition fees : Rs 8,280 to Rs 8,460 (The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission Policy: Most admissions take place in LKG. There is a cut-off date to ensure that the child is of proper age as well as to ensure a certain amount of homogeneity with regard to age. Selection is done by the selection committee after meeting the parents.

Niraj Public School

NIRAJ PUBLIC SCHOOL Principal: Dr B Jyothi Reddy Saadat Manzil, 6-3-864, Ameerpet, Hyderabad – 16. Tel: 040-23413543, 66661486 Website: www.nirajpublicschool.com

private (profit) school existing for the past 20 years, Niraj Public School has more than 1000 students and

offers classes upto Xth standard. Following the ICSE curriculum, the school has about 80 teachers and an average student to teacher ratio of 18:1. The school is ISO 9001-2000 and ISO 14000 certified. The school focuses on extra-curricular activities and has won many accolades in the last year. It is the first school in the state to offer integrated education to special students.

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It has also been able to offer mainstream as well as vocational courses and employment. The school has adopted two government schools in Hyderabad and also provides them with financial assistance, vocational courses, training in academics and medical help. It also runs the Niraj Jyothi Evening School for under-privileged students and offers free education, meals, clothes, books, stationery, vocational courses and medical help.◆

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Pass Percentage The school has also introduced the ASSET method of evaluation to upgrade its students in all areas of concept learning from Class III to class IX.

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FEES AND ADMISSION POLICY Annual Tuition Fees

: Rs 22,000/- to Rs 24,000/(The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission policy: Direct admission is given after an interview with parents to Nursery and LKG. From UKG to IX, admission is through an entrance test and interview . Admission is based on the performance in the test.

Abhyasa Residential Public School

ABHYASA RESIDENTIAL PUBLIC SCHOOL Principal: Mr Vinayak Kalletla Toopran, Medak District – 502334 Tel: 08454-235718, 235719. Website: www.abhyasaschool.com

ith a mission to establish a one-of-its-kind public school based on Indian culture and gurukul ethos,

for girls and boys from all over the world, and to realize their physical, intellectual, social, psychic, spiritual potential for their balanced, all-round development, Abhyasa provides a healthy environment with a globally up-to-the minute curriculum through state-of-the-art technology.

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Education A non-profit private institution, Abhyasa Residential Public School follows the ICSE curriculum. More than 10 years old, the student to teacher ratio is about 8:1. A unique feature of the school is that it has implemented Total Quality Management in education with training and support from the Confederation of the Indian Industry (CII) Quality Institute, Bangalore. A Co-educational cum Residential school offering classes upto XII, the infrastructure is outstanding and the school claims to have blended tradition and technology incorporating the gurukul system. The school has also extended financial aid to some students ranging from Rs 58,000 to Rs 2,00,000 in the last 4 years. The school blends tradition and technology and adopts Indian values and the Gurukul system in its educational practices. ◆

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FEES AND ADMISSION POLICY Annual Tuition Fees

: Rs 20,000/-

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Admission Policy: Admission is through an entrance test and individual interview with parents. 60% weightage is given to performance in previous school.

Chinmaya Vidyalaya

CHINMAYA VIDYALAYA Principal: Dr P Swarna Lata Rao Sandeepany Kailas, Kundanbagh, Begumpet, Hyderabad – 16. Tel: 040-23418012.

Fifteen years old institution, Chinmaya Vidyalaya follows the CBSE curriculum stresses on value based

education. It follows Chinmaya Vision Programme (CVP), which is a thorough and concrete manual of content and methodology that has to be followed in Chinmaya Vidyalayas. CVP aims at nurturing the students to achieve all-round development.

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Education Well-staffed and equipped, it offers education upto class XII and has more than 1000 students. The total number of teachers is about 73 with 32 Post-graduates with B.Ed. The student to teacher ratio is about 20:1 and a majority of the teachers have more than 5 years of experience. The school enjoys the best of location ambience, devoted staff, flexible and forward looking management. It is a Hindu missionary school which stands for promoting the ethics and values of life beyond challenging academics. The school’s motto is ‘Keep smiling’, they are trained to value ‘values’ in life through ‘value based education’ and to grow as young individuals to take on the world with strong minds, thinking ability and will power. The school has also introduced an Integrated Science stream in standard XI for those students who want to receive the regular course along with coaching for various competitive examinations. The school also offers orientation programmes to students and teachers along with exposure to some National and International level talent examinations like ASSET, Chintana, McMillans, Science and Maths Olympiads. ◆

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FEES AND ADMISSION POLICY Annual Tuition fees : Rs 6,000 to Rs 18,000 (The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission Policy: Admissions are done through meeting sessions with parents and children separately for filling LKG seats. In higher classes (I to VIII), admissions are through entrance exams and tests. For IX to XII, admissions are given only on merit basis.

Jubilee Hills Public School

JUBILEE HILLS PUBLIC SCHOOL Principal: Dr T Sudha Road No. 71, Block – III, Jubilee Hills, Tel: 040-23548584, 23607787 Website: www.jhpublicschool.com

ubilee Hills Public School, which notched the top slot after winning the third slot, last year is a private, nonprofit school. It is a co-educational school more than 20 years old. Offering education till 10th class (CBSE), the school follows the state board for above Intermediate. The school has also applied for an ISO 9001 certificate. Following the CBSE curriculum, the school has a total strength of 94 teachers. It has 53 post-graduate teachers with B.Ed and 41 Graduate teachers with a B.Ed degree. The student to teacher ratio is 20:1 on an average and the average experience of a teacher is more than 10 years. The average number of students in each class is more than 25 students. This year, the school scored points on its pass percentage, achievements, ranks as well as its infrastructure which is its strong point. The school gives a lot of stress on extra-curricular

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The frequency of examinations is monthly and weekly and the school stresses on 30-36 hours of study time a week along with remedial coaching. ◆

Other Fees: Computer fee

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activities. In terms of financial aid, the school has done exceptionally well in attracting donations for the benefit of performers as well as the bright but needy children.

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: LKG to V: Rs 8000/VI to VII: Rs 8,500/VIII to X: Rs 10, 000/: I to V: Rs 750/VI to X: Rs 1,500/-

Admission Policy: Admission is subject to availability of vacancies. An admission test is conducted in the month of April and June

Meridian School for Boys & Girls

MERIDIAN SCHOOL FOR BOYS & GIRLS Principal: Mrs D Usha Reddy 8-2-541, road No. 7, Banjara Hills, Hyderabad – 34 Tel: 040-23355087, 23420561 Website: www.meridianschool.in

ollowing CBSE curriculum, the schools is more than 10 years old with more than 1000 students. Offering

education upto Xth class, the school caters to the development of multiple intelligence through kinesthetic learning (Kinesthetic learning is a teaching and learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration), inter and intrapersonal, linguistic, logical mathematical, naturalistic, musical and spatial learning.

investigations, problem solving, role-play, project work, field trips and other interactive activities. Seminars, guest lectures and workshops also form an integral part of the school curriculum. Teachers use a child-centric style, which fosters confidence and development of aesthetic, social, critical and analytical skills through an integrated method. The school has an adequate play area, with provision to play Basket ball, throw-ball, volley-ball, hand-ball and badminton. Indoor games are also available. The student to teacher ration is maintained at 14: 1 and the average experience of teachers is more than 5 years. ◆

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FEES AND ADMISSION POLICY Annual Tuition fees : Rs 36,000 to Rs 60,000 (Inclusive of books, uniform, breakfast and lunch, computers, annual day celebrations, field trips and library) Admission Policy: Nursery: PP1: Admission is after interaction with parents PP-II to Std X: Admission is through entrance test

Kendriya Vidyalaya Picket

KENDRIYA VIDYALAYA PICKET Principal: Mrs D Sudhamani Opp. To Secunderabad Club, Picket- 500009 Tel: 040-27844964

ffiliated to CBSE, Central government undertaking under the ministry of HRD, the school is unique

because it offers child centered learning and is also featuring the second time in the best schools of Hyderabad when the fee is drastically low in comparison to other schools. A co-educational school existing since more than 20 years, it strictly follows various recommendations made by NCERT, CBSE and KVS (Kendriya Vidyalaya Sangathan). Offering

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students in each class is between 40 and 50. The infrastructure of the school is good. The library is well stocked with more than 3000 books and the computer lab has more than 30 computers. The methodology of teaching followed in the school is to focus on child centered learning. Teaching through computer and technology aided learning with audio-visual aids like tape records, CD’s, DVD’s and LCD projectors are encouraged. In primary classes, activity-based teaching is applied as suggested by NCERT and CBSE. KV Picket encourages the talents and competitive spirit of its students by bestowing a number of cash prizes on those who show outstanding performance in various subjects in their board results. ◆

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FEES AND ADMISSION POLICY Annual TTuition uition Fees Fees: Upto Class VII, there is no tuition fee. Class IX to XII – Rs 600/- per annum. There is no tuition fee for girls. Admission Policy: Children of transferable/nontransferable central government employees, autonomous bodies/public sector undertakings, transferable state government employees and nontransferable state government employees are given preference. There are no capital fees.

St Paulâ&#x20AC;&#x2122;s High School

ST PAUL’S HIGH SCHOOL Principal: Brother Show Reddy, 3-6-166, Hyderguda, Hyderabad. Tel: 040-23222092

t Paul’s High School offers education upto Xth and has more than 2000 students. Following the SSC

curriculum, it has 74 teachers with the student to teacher ratio being 30:1. The main methodology of teaching adopted by the school is considering the importance of teaching of a subject in order to provide an understanding and appreciation of the various branches of knowledge and to put it in the student’s academic endeavour initially and occupational

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photographs, diagrams, OHP, CDs, visit to sites, debate, seminars, working models and graphs serve as a visual teaching aid to facilitate the study of a subject. The average experience of teachers is more than 10 years and the average number of students in each class is between 40 and 50. The school has a separate playground for Cricket and football as well as independent courts for basketball and badminton. It also has a well-equipped gymnasium, yoga facility, auditorium, laboratories, computer lab, etc. Drama, singing, dance classes and NCC form the core activity for the co-curriculum. ◆

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performance later. The school implements a unique methodology of teaching to encourage students to develop a scientific outlook. The methodology advocated is through reasoning, observation, experimentation, discussion, demonstration, analytical approach, the induction or deduction method or through project work. Computers, maps, sketches,

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FEES AND ADMISSION POLICY Annual Tuition Fees : Rs 9,440/(The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission Policy: UKG to Xth class admission is based on an entrance test and is subject to vacancy. Admission to LKG is through the interview model. 20 percent seats are reserved for the economically backward, irrespective of caste, creed or religion.

St Peterâ&#x20AC;&#x2122;s High School

ST PETER’S HIGH SCHOOL Principal: T Saroja Reddy Sy No. 2, Sitarampur, Near Mall Reddy Gardens, New Bowenpally, Secunderabad. Tel: 65179200, 27953770

t. Peter’s School follows the combination of Montessori and play way methods at the pre-primary level. Here, most concepts are taught though hands-on activities.

For the first time in the twin cities, the school introduced the “Smart Class” programme. Each class room is equipped with an interactive board and an LCD projector (or a 42" inch program TV). These classrooms are connected to a knowledge center, which consists of 3 teacher systems and a high-end server. This server is filled with about 20,000 content modules is 2D & 3D images.

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stadium, basketball and badminton court. The school also has a well-stocked library, auditorium and a well-equipped computer lab.

Annual Tuition Fees : Rs 8,000/- toRs 11,000/(The Fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable)

The school is ISO 9001:2000, JAZ-ANZ certified. It also has the Moody International 2004 & 2007 (Re-certification) certification. ◆

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Admission Policy: Admissions for nursery is on the basis of age3 (2 ½ years by June). For PP1, it is on the basis of oral and discussion with parents. PP2 to Xth is on the basis of simple entrance test and interview.

International Schools The concept of International school is now no news. They are sprouting in every nook and cranny of the outskirts...some even within the city. They claim to be above what the normal schools offer and they sure do seem to be offering the best that the world needs and can offer. Here are few of the already established in the breed.

MAY-2008

DRS International School

first of its kind to have an in-house child psychologist to assess every child vis-à-vis his or her strengths, talents and limitations. The psychologist’s assessment reports help teachers decide on the best approach to adopt with their students. The psychologist also renders counselling to children when required. Community service activities are built into the curriculum. Children are given an opportunity to interact with

Following the CBSE curriculum, the school follows an integrated teaching approach and teaches mostly by way of projects and activities. With a strength of about 85 well qualified faculty members, the school also boasts of a one of its

the underprivileged through a program called ‘Let Us Share’. The students at DRS International School are encouraged to interact with orphans, students of village schools and the elderly. This exposure helps build empathy for the poor and needy and concern for the world at large. ◆

RS International School is located in the pollution free surroundings of suburban Secunderabad. Adopting the

credo of “learn, succeed, lead”, the school was started with the firm belief that every child has a leader within. Offering education upto the Xth class, the school is ISO certified and has between 500 to 1000 children studying in it.

kind infrastructure facilities for students. The student to teacher ratio is balanced at 12:1 and the average number of students in each class is less than 25. The school follows Integrated Teaching approach (TTA). Technology is widely used at DRS International School to make students’ lives easier in every way possible. Technology is made available to students for educational and personal reasons. All the classrooms in the school have Internet connectivity. Teachers use this facility to ensure that students have exposure to the widest knowledge base available. Various educational CDs are also used to complement classroom activities. DRS International School realizes that psychology plays a key

DRS INTERNATIONAL Principal: S P Sharma 523, Gundla Pochampally, Apparel Park Road, Medchal Highway, R R District. Tel: 040-23792123-26 Website: www.drsinternational.com FEES AND ADMISSION POLICY Annual TTuition uition Fees Fees: Ranging from Rs 36,000/- to Rs 47,000/Admission is through interaction and/or through an entrance test depending on the class.

role in assessing the performance of children. The school is the

Orchidsâ&#x20AC;&#x201C;The International School

rchids-The International School is a part of the prestigious Gowtham Educational Institutions, which

has over the years, created many benchmarks in innovative training methodologies. Spread over a total area of 50,000 sq.ft, the Concept of the School emerged from the idea that boarding Schools are becoming a boredom to the children; they are presently a thing of the past. Orchids The International School has looked forward to provide its students with a stimulating and enriched environment to learn and grow. The main aim is to endow a “Home away from Home.” This day boarding School is CoEducational. The school is student-friendly, parent-friendly and technology-friendly. Offering education upto Xth class, the total strength of students in the school is less than 500. Following CBSE curriculum, the methodology of teaching is a fair combination of activities, experimentation and exploration. At Orchids, each child is provided with ample opportunities to participate in numerous fun-filled activities like animation, electronics, taekowndo, tennis, swimming, art & craft, classical & western dance, skating, gymnastics and Horse riding. Music is an integral part of the school curriculum which covers both Indian and western.

The School’s vision is provide a scientific learning environment where both the students and teachers participate as friends in the process of learning. Modern teaching aids and a scientifically developed curriculum form the cornerstone of education at Orchids. At Orchids, academics with interactive learning attains top priority. The school’s mission is to to transform children into wonderful human beings backed by world-class education, emphasizing nation building. It aims at shaping an entire generation of smart and sensitive individuals who know their duties as well as responsibilities. ◆

ORCHIDS–THE INTERNATIONAL SCHOOL Principal: Lt Col B G Ray (Retd) Plot No. 729, Road No. 36, Jubilee Hills, Hyderabad. Tel: 040-23556601, 02, 03 Website: www.orchidsintschool.com FEES AND ADMISSION POLICY Annual Tuition Fees: Pre-Primary – Rs 25,000/I to V – Rs 55,000/- and VI to X – Rs 60,000/-. Admission Policy: Admission is carried through as an open system and is on first come first serve basis. There is no entrance test upto class V.

Oakridge International School

stablished in 2001, Oakridge International School (OIS) is

a reputed school in Hyderabad providing international standards of education. Oakridge is a day school with limited residential facility and is affiliated to CBSE and authorised by IBO to run the Primary Years Programme(PYP) and Diploma Programme. Oakridge is primarily committed to preparing students for the All India Secondary School Examination (AISSE) on completion of Class X and the All India Senior School Certificate Examination (AISSCE) on completion of Class XII conducted by the Central Board of Secondary Education (CBSE). General syllabus, subjects and topics as per CBSE guidelines and as prescribed in textbooks published by the National Council for Educational Research and Training (NCERT). From Pre-Primary 1 to Class VI, this CBSE content is integrated with the inquiry and skills based systems of the Primary Years Programme (PYP) of the International Baccalaureate (IB). From Class VII to Class X, primary focus is on success in the AISSE but OIS adds greater academic value by incorporating methods akin to the Middle Years Programme (MYP) of the IB. It provides an option at the senior secondary level to take either AISSCE or the International Baccalaureate Diploma Programme (IBDP). The school has more than 2000 students with a student teacher ratio of 12:1. An inquiry based integrated approach forms the

core concept of curriculum transaction. It allows the students to explore, gather, process, refine and present information. In order to help children develop a sense of responsibility towards their community, Oakridge is involved with various institutions such as Aashirwad - a residential school for children rescued from child labour, SOS Childrens Village, Make-A-Wish Foundation and Nandi Foundation. The school arranges for visits every academic year, not merely to donate things, but to extend a hand of affection as well. â&#x2014;&#x2020; Oakridge International School Principal: Capt. Rohit Bajaj Khajaguda, Nanakramguda Road, Cyberabad, Hyderabad â&#x20AC;&#x201C; 8 Tel: 040-20042460/61/62/63 Website: www.oakridgeinternational.com FEES AND ADMISSION POLICY Annual Tuition Fee: Rs 11,200/- to Rs 1,20,000/(The fee represents only the annual tuition fee and does not include admission fee or caution deposit or other fees as applicable) Admission Policy: Admission is through a test for the child and an interview with the concerned HODs and is purely based on merit

Creating Leaders for Tomorrow

ndus International School was founded in the year 2003 in

the ethos of Omnia Paratus, Latin for ‘prepared for all challenges’. Aimed at creating informed and knowledgeable global citizen and leaders of the future, governed by traditional values of love, empathy discipline and respect, Indus uncovers the undiscovered potential in every child.

different countries and eclectic cultures – all converging towards a single goal through divergent approaches.

Vision To create global citizens and leaders of tomorrow through traditional values of love, empathy, discipline and respect – 21st century citizens who think globally and act locally.

Learning as defined by Indus is Enlightenment; and therefore always an ongoing process. Being informed and aware is the stress, the need of the Knowledge Era- where one is constantly challenged by surging intellectual capital and changes. Thus,

Mission

children are molded not only through theoretical pedagogy but by experiential learning – the solution to transferring information gained to beyond the classroom confines. Exposing children to a myriad ideas and subjects right from the beginning changes their perspective; making their eventual outlook far superior.

Ethos

The parent school in Bangalore has expanded its horizons by launching its second school in Pune and the third in Hyderabad. The schools nurture an international climate and foster a friendly atmosphere to complement the vision of globally minded citizens. The Bangalore school has students from 28

To create leaders through whole-education and lifelong learning.

✎ Leadership – the ability to lead oneself first, then others. ✎ The absence of all fear ✎ Whole-education, but not at the cost of academic excellence ✎ Close partnership with all parents ✎ Strong community orientation ✎ Continuous personal and professional development of teachers

The Curriculum The school offers the IB curriculum and thus the teaching methodologies and learning is significantly relevant to the dynamics of learning as well as the pace at which information is outdated. The school employs a neuro-scientific approach that brings into its purview the differential abilities in children, their proclivities and thus, customizing teaching to suit children’s requirements. Along with this, educational research findings are harnessed so as to create a love for learning, independence and responsibility for self, discipline as well as a sense of social responsibility. The curriculum is a fine blend of academics, creativity, character and culture. The school lays a strong emphasis on experiential learning through planned and spontaneous projects. Further, Indus orients children to the future through well-laid out IT learning and adoption of emerging technologies. Students are introduced to cultures and arts from across the world, very early in their lives.

Leadership What really sets Indus apart is its effort to discover and nurture the leader in the child. Leadership is not necessarily about managing and influencing. It is about self-knowledge, self awareness and about developing one’s inner potential to the fullest. The school helps students discover the range of their multiple intelligence and foster leadership qualities through a ‘Leadership Curriculum’.

Indus International School, Hyderabad Indus School Hyderabad will be Hyderabad’s first full-spectrum IB world school, spread across a 26-acre campus at Mokila near Shankarpally The campus comes with facilities that match the stature of an international school. The facilities include: ✎ Sophisticated wi-fi enabled computer networks ✎ Well-equipped labs ✎ Spacious air-conditioned classrooms ✎ Library, music and art rooms

Leadership Curriculum

✎ Swimming pools

✎ Outbound community service- Grades 6-12 for one week.

✎ Tennis, Basketball, Badminton, Squash courts

✎ Meditation for Yoga

✎ Equestrian infrastructure

✎ Eco-literacy and re-connecting with nature

✎ Fields for Cricket, Football and Hockey

✎ Nurturing multiple intelligences ✎ Mentoring of students ✎ Value education and tenets of contemporary religions ✎ Education for entrepreneurship ✎ Essential of Indian culture ✎ Learning through arts (and not Art Education)

✎ Amphitheatre ✎ On campus infirmary with resident Doctors and Medical Staff ✎ A/C Buses with GPS tracking system. ✎ Superior hostel on campus, with separate accommodation for boys and girls. ◆

✎ Aesthetics 45

MAY-2008

Features There are several topics that awaken the spirit of the sleeping soul. In education too, there are topics as diverse as the privatisation of education to the affect of computers on the child to dealing with the fact that the country is still facing a grave crisis in terms of shortage of instructors for tomorrowâ&#x20AC;&#x2122;s leaders. These are topics that have been proven to make an impact in the time to come. In this section we have dealt with few such topics which will necessarily play a vital role in the education scenario of the future in the country.

MAY-2008

The â&#x20AC;&#x2DC;Privateâ&#x20AC;&#x2122; Boom E

ducation is the birth right of every human being and it plays a significant role in the future of the individual as well as the world around him. In India too, Education is wide-spread and diverse with varied options being offered by both the government as well as the private sector. But the prominent change that has come up in the last few years is the sophistication that the education system has witnessed after the private players have taken up the threads of enlightenment. Surely a positive development, the concern is to sustain and not get carried away. But the boom is holding on good for now.

India is a paradox. In every aspect of its life, there is inconsistency. But then, India is unique because it is a paradox. It has always found ways to live well in its economic strength as well as in its limitations on basic necessities. With a diverse population of a billion and growing, the country did witness a dramatic change to its lifestyle post 1991 reforms, but then the elevated life and exposure to new opportunities did pose new concerns. Globalisation and Privatisation threw ambitions across the country. Even rural India witnessed massive transformation. Priorities of the country and people changed immensely and India unleashed itself to a new world of growth.

However enormously positive and surreal it may sound, India did manage to welcome a makeover, even when surrounded by the scars of pre-reforms. While India prepared itself to open up to technology and then on to industrialization and arming itself with nuclear weapons, thus portraying the emergence of being a hot contender to the top slot of super power that may be, somewhere it got lost. It got lost in itself, its diversity, its paradox. Letâ&#x20AC;&#x2122;s take the case of education. From the to the state owned schools, Indian education was restricted. While the world had significant ounces of knowledge encrypted within and outside of its classrooms, India stuck to few prescribed textbook, the blackboard, and the dilapidated classrooms. The average future generation was being subjected to heavy doses

of conventionalism and mediocrity. Rote learning was the norm. The spade remained a spade for the child for long. Then, the change slowly started to seep through. Though even now, restricted to urban India, schools have started to adopt newer ways of education and this has necessarily happened because of privatization of education. While many may blame this change as a lame excuse to camouflage the huge commercial gains from a sacred subject as that of enlightenment, the fact sure is that India needed this big boost of a change in their pattern of education.

While India does boast of 60 odd percent of literacy, it still lags way behind in actual realisation of this literacy level into education. Kinesthetic learning might just be â&#x20AC;&#x2DC;Spanishâ&#x20AC;&#x2122; to Kerala, the most literate state in India. With more and more parents now realizing the importance of better education, with parents getting more and more social with increased earning, with education options galore, these days body language itself quarantines a parent or a child from others at the mention of government schools being the educator of their child. But then, today there sure are plenty of reasons for the isolation of such parents and their child from a socially active society. Public education systems face a number of challenges. Curricula are often outdated; textbooks are in short supply; and 49

pupil/teacher ratios are well above desired levels. Student retention rates and international test scores are both low. Studies show that most public funding of education benefits higher income households. Infrastructure is at a low. The mode of teaching is mostly Rote learning is still practiced actively.

Freidman in the 1950s and after that it has been followed in many countries like Chile, Sweden, Britain, Ireland, and the US.

There is growing evidence that private participation in education can improve effectiveness in developing countries in a cost-effective manner and without compromising equity. In

government schools to compete with the private ones is because it would result in increase in the fee demanded among one of the numerous other factors.

addition, a number of studies demonstrate that private participation can encourage the public sector to improve the quality and efficiency of public schools. Competition among providers of services can lower costs and improve responsiveness to the needs of consumers. Also, India’s chemistry does not welcome all significant developments or innovative schemes as successfully adopted in other countries. Take the case of ‘School voucher’ or ‘education voucher’. It is a system in which government distributes free vouchers to the parents or students, who can use these to pay for public or private school fees, the schools are of their choice. This is in contrast to the more commonly found system in which governments run their own schools which provide quality education at cheaper. The concept was promoted by economist Milton

In India if we follow such a system, we shall have the risk of an explosive situation, because no one would join the government schools and instead join the private ones, while paying through the school vouchers. The reason why India can’t ask its

But sooner or later we have to realize that the goal is to provide affordable education to all children, and not to run affordable but poor quality schools and protect the jobs of teachers. In view of the tremendous pressure on total educational knowledge enterprise for higher and professional education in particular, privatisation is not an option but a natural evolution and the preferred choice of many. The earlier system, where the state and charitable institutions came forward to open up new professional schools and colleges, is, obviously, unable to cope with the rising demands for a high profile professional education. The infrastructural, managerial and financial requirements of such a demand coupled with a high yielding entrepreneurship has made the private sector take a direct plunge into educational enterprise, though may be the process is still in its infancy. However, a tremendous

beginning has already been made and the forces of demand and supply will sooner or later bring the required semblance to the system. A look at the possible contribution that privatization can make to higher education enterprise as an entirety, may generate a lot of hope for the future of higher and professional education.

existence of private schools alongside public schools in the absence of explicit government support for private schools could be that private schools may enjoy greater resource efficiency – i.e. they may, for a variety of reasons, be more

Even in the absence of any government efforts to support private schools, a substantial number of private schools are operating successfully alongside nominally “free” public

He gives more reasons. Private schools may be able to serve niche markets by more effectively targeting their pedagogical approach to the needs of particular subsets of families they aim to attract. This may lead to private schools that aim to differentiate themselves “horizontally” from other public and private schools. Thirdly, private schools may derive an advantage from the fact that they can choose among

schools. When evaluating possible channels through which the private sector can be more effectively mobilized to meet the needs of families, a necessary first step is therefore to identify the existing channels through which private schools manage to

compete in public school environments despite charging nontrivial levels of tuition to parents. Put differently, private schools must have some competitive advantages that they currently leverage to attract parents and compete with public schools, and these advantages determine the ways in which private schools form and the types of families they attract. When designed with these competitive advantages in mind, public policy can then alter how the private sector evolves in a public school environment, which families it attracts and how the nature of public schools changes as a result of this evolution of the private sector. According to Thomas J. Nechyba from Duke University and NBER, who prepared a paper on “Mobilizing the Private Sector for Public Education”, the competitive advantages that can potentially explain the

effective at translating the monies into outcomes valued by parents.

applicants and can thus skim the cream of students and then employ positive peer effects among these selected students to their advantage. This may lead to “vertical” rather than horizontal differentiation. Finally, private schools may derive an advantage from offering parents an opportunity to unbundle schooling and housing choices within a metropolitan area. So, for now, while the private sector is making inroads into the urban landscape of the country, the days may not be far when rural India will also witness privatisation in full in the education sphere. The results of industrialisation is bound to give enough business reasons to private entrepreneurs to take an educational initiative and economic independence will hold this statement true, but that will surely take a while for India. ◆ 51

To be the

Perfect Mentor

nlightened, emancipated and empowered teachers lead communities and nations in their march towards better and higher quality of life. They reveal and elaborate the secrets of attaining higher values in life and nurture empathy for the fellow beings. Teachers are the torch bearers in creating social cohesion, national integration and a learning society. They not only disseminate knowledge but also create and generate new knowledge. They are responsible for acculturating role of education. No nation can even marginally slacken its efforts in giving necessary professional inputs to its teachers and along with that due status to their stature and profession. But are teachers in India getting a the right dosage of education so as to educate the future of the country? This report of National Council for Teacher Education (NCTE) provides more light to this question.

Enlightened, emancipated and empowered teachers lead communities and nations in their march towards better and higher quality of life. They reveal and elaborate the secrets of attaining higher values in life and nurture empathy for the fellow beings. Teachers are the torch bearers in creating social cohesion, national integration and a learning society. They not only disseminate knowledge but also create and generate new knowledge. They are responsible for acculturating role of education. No nation can even marginally slacken its efforts in giving necessary professional inputs to its teachers and along with that due status to their stature and profession. But are teachers in India getting a the right dosage of education so as to educate the future of the country? This report of National Council for Teacher Education (NCTE) provides more light to this question.

The educational expansion, universalisation of elementary education, vocationalisation of secondary education, higher and professional education and overall quality of education are major challenges before the country. Evidently the quality of education is a direct consequence and outcome of the quality of teachers and teacher education system. The task of bringing qualitative change in institutional efficacy of the teacher education system in itself is a huge and challenging one. The last five decades have witnessed several attempts to change, modify and indigenise the inherited system of teacher education. The system however continues to function more or less on the same principles, similar content and approaches

characterised by continuity and unwillingness to change. Over the years the magnitude of the task has increased manifold. Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed. When India attained freedom, the then existing educational system was accepted as such because it was thought that an

abrupt departure from the same would be disturbing and destabilising. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows: â&#x153;&#x17D; to build a national system of teacher education based on Indiaâ&#x20AC;&#x2122;s cultural ethos, its unity and diversity synchronising with change and continuity. 53

✎ to facilitate the realization of the constitutional goals and emergence of the new social order. ✎ to prepare professionally competent teachers to perform their roles effectively as per needs of the society. ✎ to upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment. These are but a few of the major concerns which call for an immediate action. A comprehensive, dynamic and responsive system of teacher education needs to be continually evolved keeping the overall scenario in view.

Scenario of TTeacher eacher Education The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers. Various Commissions and Committees appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’ India has a large system of education. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very

encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system. During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills

which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachersâ&#x20AC;&#x2122; capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom practiced in actual school system. This highlights the need to bring realism and dynamism in the curriculum.

Teacher Education and Pr oblems of the Nation Problems

find solutions if it is properly coordinated with manpower needs. Introduction of work education and vocationalisation of education in secondary schools will have to be given a modern and meaningful direction. The attitude towards the work culture needs a transformation. The Indian society needs education with special emphasis on science and technology, vocational inputs and realistic work experiences. Teacher education curriculum, therefore, has to promote such attitudes as are necessary for the emergence of a new economic order. Along with the vocational competencies and skills a new work culture will have to be created which necessarily involves the inculcation of dignity of work, the spirit of self-reliance and scientific temper among students. The courses of teacher education need to be enriched to enable teachers to understand the attributes of modernity and development.

It is universally acknowledged that education is an effective means for social reconstruction and to a great extent it offers solutions to the problems a society is faced with. These problems may be economic, social, cultural, political, moral, ecological and educational. Since the teachers play a major role in education of children, their own education becomes a matter of vital concern. Teacher education must, therefore, create necessary awareness among teachers about their new roles and responsibilities. Education of teachers needs to strengthen and stress upon the main attributes of a profession, such as, the systematic theory, rigorous training over a specified duration, authority, community sanction, ethical code and culture, generating knowledge through research and specialisation. It is acknowledged that formal professional training on continuous basis is necessary for becoming a good teacher as it caters to

Casteism, communalism and regionalism are some of the problems in the body politic of the society which misguide the youth. Increasing delinquency, violence, terrorism and fissiparous tendencies and use of inappropriate means to get oneâ&#x20AC;&#x2122;s ends served are threats to the national integration and social cohesion. Democracy, violence and terrorism cannot coexist. Education has to develop a peace loving personality and the programme of teacher education has to contribute in this regard. The explosion of population with all its allied disturbing trends is not only neutralising the economic gains but also

the development of oneâ&#x20AC;&#x2122;s personality and sharpening of communication skills and commitment to a code of conduct. Poverty, unemployment, and low rate of growth and productivity are some of the major economic problems of the country which have led to the compulsions of the backward economy. These problems seek immediate solution and demand a realistic co-ordination between economic planning and manpower planning. Education can help

Education is the process of transmission of dynamic and responsive components of cultural heritage and its continuous enrichment. There is a need to reinterpret the Indian culture in its distinct identity and composite strength. Its capacity to absorb the sublime from the other cultures needs to be highlighted. The teachers will have to play their role in cultural transmission and reconstruction. There has been a persistent erosion of values in the society. In the present day context certain values need to be redefined and reinstalled. There are situations when the values imparted and inculcated in schools are not generally practised in society. Value education demands a planned and purposive approach. It is through education and as of necessity through teacher education programmes that the task of inculcating values can be substantially accomplished.

creating many problems for the country. Indian society still suffers from evils like child labour, child marriage, untouchability, discriminatory treatment to women, violation of human rights, etc. and most of the people are unaware of their legal rights. Modern model of development which puts man against nature by making it an object of exploitation has disturbed the harmony and equilibrium between the two. Its consequences are visible in serious environmental degradation, pollution and ecological imbalances.

Whereas values are emotive, the other related significant dimension is that of moral education which is essentially conative in character. Morals are situation-specific and demand immediate decision and action and yet there are morals which are considered to be eternal and universal. Through committed teachers, the art of ensuring moral development in a secular, multi-religious and multi-ethnic society needs to be cultivated.

Problems within Education System The nation has yet to fulfill the constitutional commitment to provide free and compulsory education to all children till they attain 14 years of age. The education system however, has to respond to several major issues and problems which have hindered the progress in this regard. Maintenance of educational standards against the pressure of increasing enrolment, relevance and quality of school education, efficacy

Strengthening national and social cohesion in a diverse and plural society, accelerating the process of economic growth, improving the life of the downtrodden and the people living below the poverty line, removing the widely prevalent ignorance, superstition and prejudices from the masses, inculcating scientific temper and developing a critical

of school functioning under the decentralized role of political power through the enactment of Panchayati Raj Act are some of the pertinent issues. In addition, specific requirements and need of social and economical groups of the society and of the minority communities, vocationalisation of education, scientific and technological literacy, alienation of youth, rush for

awareness about the social realities of Indian life are some of the issues which call for immediate attention. Teachers and the teacher educators have a special role to play in such efforts.

urbanisation, perceived urban orientation of educational system and its inflexibility to respond to rural, tribal and regional requirements are some of the dominant issues. These would

determine the nature and shape of teacher education programmes and the efficacy and functioning of teachers in their new and emerging multifaceted roles. Teacher education institutions which were considered â&#x20AC;&#x2DC;islands of isolationâ&#x20AC;&#x2122; have gradually developed linkages with schools, peer institutions, universities and other institutions of higher learning as also the community. However, much remains to be done in this direction. The curriculum of the school, its actual transactional modalities, examination

system,

management processes and its ethos need to be the main thrust areas of teacher education

programmes. To achieve these ends, teacher educators need to be made conversant with various aspects of school experiences. It is observed in day-to-day functioning that teacher educators often tend to lose contact with content areas relevant to their own disciplines resulting into gaps in communication and latest information. It is, therefore, a felt need in the present-day context that teacher education institutions keep in continuous touch with institutions of higher learning and peer institutions for effective transmission of knowledge and its upgradation. The breaking of isolation from the community is essential for enabling teachers and teacher educators to reconstruct pedagogical and educational principles and practices in the light of experiences gained from mutually beneficial community interactions. Teacher as a professional and intellectual cannot remain indifferent to the events that are taking place in society. The academic and social issues are inter-related and inter-dependent. In contemporary context, the role of the teacher is no longer confined to teaching alone. The teachers are expected to play an active role in the developmental activities responding to progress of the community.

Education of teachers is not an end in itself. Its target is the school. Any change in the nature, purpose, quality and character of the school demands a concomitant change in teacher

education, especially in its curriculum. The implementation of the 10 + 2 scheme at the school level has transformed the complexion of education to a considerable extent from the preprimary to the + 2 stage. There has been an increase not only in the quantum of knowledge, but also in its nature and purpose. In addition, new transactional techniques and strategies have also been evolved. Certain new subjects have replaced the old ones whereas some others have changed their context, content, orientation, theme and philosophy. These changes at the school level, out of necessity, demand a new pedagogy and evaluation techniques. But the changes at the level of teacher education have not adequately responded to the emerging realities at the school level. All that the teachers are expected to do in their work places need to be reflected in the teacher education activities and programmes. The teaching community has to face the challenges thrown by science and technology. There has been an explosion not only of scientific and technological knowledge but also in the means and techniques of acquiring knowledge. The scientific researches and developments related to theories of heredity, learning, mental health, neurology, attention, motivation etc. can no longer be treated alien to teacher education programmes. Every region and state has its typical cultural identity, and there is a need to utilise the same as a basis for developing meaningful, relevant pedagogies. Since there is no one universal way in which the children learn, there is a strong need for looking into the cultural context in which a child is placed. A child in a tribal society may process information in an

altogether different manner as compared to the one from the urban area and high socio-economic stratum. Pedagogy, therefore, should be culture-specific. Cultural practices such as story-telling, dramatics, puppetry, folk-play, community living, etc. should become a strong basis of pedagogy instead of using one uniform, mechanistic way of student learning. Cultural specificity should get embedded in the pedagogical practices which should be evolved for tribal, rural, urban communities and other ethnic groups.

Inseparability of Pre-service and In-service Education A learning society visualises education as a continuing activity. This is equally applicable to teacher education. The policy stipulation on inseparability of the pre-service and in-service education of teachers and emphasis on continuing education need to be given pragmatic shape at the implementation stage. The curriculum of pre-service and in-service teacher education has to be redesigned to maintain continuity between the two. Teachers who are being educated today will have to devote major part of their life to education during the twenty-first century. If the present rate of explosion of knowledge continues, in a few years the teachers will find themselves in a world where their present knowledge and teaching skills to an extent would become obsolete. They will have to face the challenge of electronic media and information technology.

Research and Innovation One of the major inputs towards enhancing the quality of teaching and learning in schools as well as the teacher education institutions would be the extent to which research outputs and the outcomes of innovations are utilized by the s y s t e m . Researches on teacher education have

been and are being conducted in universities, national level institutions and other establishments but their utility for the teacher educator or the classroom teacher remains rather low. Majority of the researches are undertaken to obtain a degree and hence the focus on its possible utility and relevance gets misplaced. The situation is compounded by non-availability of appropriate dissemination mechanisms, like journals, publication of findings in different forms and opportunities to the target group to get an access to these. Institutional capabilities and resources need to be augmented, enabling them to undertake relevant researches. There is a definite requirement of bringing in research methods and methodologies in appropriate form in teacher education at pre-service and in-service programmes. To an extent, it finds a place in master level courses in education though in some universities the same is not insisted upon. The structure and design of future courses and programmes need to take this aspect into account. Preparation of teacher educators can no longer be completed without adequate grounding in various aspects of research. Researches must respond to policy issues, curriculum issues, evaluative procedures and practices, training strategies, classroom practices etc. The areas of teacher preparation for children with special needs, gifted children and children from groups with specific cultural, social and economic needs can no longer be ignored. Surveys and studies also need to be encouraged. These may be exploratory or diagnostic in nature. The new initiatives and innovations need to be encouraged and studied. Wherever considered appropriate, these could be brought into the system of teacher education for wider and gainful use.

Other Critical Concerns The factors and forces influencing teacher education are many, some of which have been discussed in the preceding sections, certain others are being mentioned hereunder: ✎ gradual change-over from conventional programmes of teacher education to integrated courses to ensure greater professionalism.

✎ increased duration of teacher education programmes to accommodate for proper assimilation of emerging professional inputs. ✎ stage-specific theoretical and practical components, transactional strategies and evaluation ✎ plans and programmes of teacher education to respond to the expected role performance of teacher. ✎ flexible and pragmatic approach to plans and programmes of teacher education. ✎ proper planning and orientation of education of teacher educators.

Commitment and PPerformance erformance in TTeacher eacher Education A major concern in school education is the quality and relevance of education being imparted to young learners. Every learner is supposed to acquire mastery level learning in identified competency areas. NCTE has analysed the existing curriculum of teacher education from the point of view of competency areas. It has emerged that to enhance the quality of school education equal emphasis needs to be given to competencies, commitment and willingness to perform. A curriculum framework based upon competencies, commitments and performance has been developed. Competency areas namely, contextual competencies, conceptual, content, transactional, related to other educational activities, developing teaching learning material, evaluation, management, working with parents and working with community and other agencies, have been identified as critical to teacher preparation at elementary stage. Acquisition of competencies alone will not be sufficient until and unless the teacher is fully committed. Teacher commitment areas identified include commitment to the learner, commitment to the society, commitment to the profession, commitment to attaining excellence for professional actions and commitment to basic values. Along with competency and commitment areas, performance areas have also been identified. These include classroom performance, school level performance, performance in the out-of school educational activities, parents

related performance and community related performance. Teacher education institutions could identify details in each of the three major categories. For each competency, commitment and performance area, the existing curriculum needs to be analyzed. Whenever certain unit of curriculum is taken up for transaction, its relationship to commitment and performance has to be examined. Such an approach would provide an opportunity to the training institutions to prepare teachers who are not only competent but also committed and both these aspects are reflected in their performance leading to higher learning attainments by all children.

Pr e-Service TTeacher eacher Education Pre-Service Teacher education by its very nature is interdisciplinary. The major areas of inter-disciplinarity implicit in teacher education programmes include philosophy, psychology, sociology, anthropology, economics, history and culture. Recent researches in medical and life sciences are opening new avenues of knowledge which are relevant to education. Besides, teacher education has an essential and inalienable component of practical work including student teaching, internship, field work, working with the community, work education, etc.

The country needs teachers with different orientation and specialisations to manage educational programmes. In addition, the teachers are also needed for physical education, music, art, painting, dance, work education and vocational subjects and for the non-formal stream, distance education, adult education, and open learning system. The scope of teacher education curriculum, therefore, gets enlarged. The curriculum for teacher preparation, in future has to encompass the broader canvas which is consistently emerging before the teachers and shall continue to change at a much

been found rewarding in developing countries. Consequently, the emerging structures and designs of the curriculum shall lay greater emphasis on the ideas, practices and experiences that have emerged in India through the contributions of thinkers like Mahatma Gandhi, Vivekanand, Rabindra Nath Tagore, Zakir Hussain, Sri Aurobindo, Giju Bhai and many others. The teacher education programmes shall focus on competencies and commitment in much greater magnitude in future. Such a transformation in teacher preparation strategies would emerge only after due familiarity and adequate appreciation of indigenous thoughts developed over decades in India.

faster pace in times ahead. Teachers shall have to take a global view of the new trends, strategies and practices, and focus on indigenous heritage and thoughts which could fit in the local and national situations. Transplantation of alien educational ideas and practices has not

Gradually an indigenous approach and strategy would emanate and replace the alien practices that have remained in vogue in teacher education over the decades. â&#x2014;&#x2020; (Courtesy: http://www.ncte-in.org)

Impact of

Home Computer use on children

he time is ripe to assess the impact of home computer use on child and adolescent development. Most children now have access to home computers and are using them for everything from playing games to doing schoolwork to chatting with friends via e-mail to surfing the Web. Although children still spend more time watching television than using computers, when a nationally representative sample of children ages 8 to 18 were asked which medium they would choose to bring with them to a desert isle, more chose a computer with Internet access than any other medium, including television.

Article courtesy: â&#x20AC;&#x153;The Future of Children, a publication of the David and Lucile Packard Foundation.â&#x20AC;?

With the increased role of home computers in children’s lives has come increased concern about how children may be affected. Time spent on home computers may displace other activities that have more developmental value, and the merit of the computer-based activities has also been questioned. Surveys of parents suggest that they buy home computers and subscribe to Internet access to provide educational opportunities for their children and to prepare them for the “information age.” Although they are increasingly concerned

survey suggest that in 1999, children between ages 2 and 17 were spending approximately 1 hour 37 minutes per day using the computer and/or playing video games, about 24 minutes more than in 1998. Yet little research exists on how children’s growing use of computers may be displacing activities other than television viewing, and the few findings that exist are ambiguous. Some evidence indicates that children who use home computers may watch less television than nonusers, but other evidence

about the influence of the Web on their children and are disappointed with some of the online activities their children engage in—such as games and browsing the Internet to download lyrics of popular songs and pictures of rock stars— parents generally view computers favorably, and even consider children without home computers to be at a disadvantage.

suggests that television viewing remains the same or might even increase with the use of home computers.

Although research on the effects of children’s use of home computers is still sketchy and ambiguous, some initial

homes without computers. Even after controlling for families’ income and education levels, computer ownership had a

indications of positive and negative effects are beginning to emerge.

significant, albeit weaker, effect—that is, in homes with computers, children spent less time watching television compared with children in families with similar income and education but without home computers. Interestingly, having a home computer did not affect the time spent reading books or playing video games on non-computer platforms.

Displacement of Other Activities When children use home computers instead of watching television, it is generally viewed as positive; but when children use computers instead of participating in sports and social activities, it raises concerns about the possible effects on their physical and psychological well-being. Results from a national

Children in homes with computers also spent less time watching videotapes and more time doing schoolwork and reading magazines or newspapers, compared with children in

Other studies, such as a 1999 study by Nielsen Media Research, suggest that computer use does little to reduce television

viewing. The data gathered by Nielsen showed almost no change in household television viewing after households gained Internet access. It appears that greater access to home computers may actually be increasing children’s total “screen time,” that is, time spent using a computer, playing video games, and watching television combined. For example, parents reported in a survey that children between ages 2 and 17 with access to home computers and video games spent an average of 4 hours 48 minutes per day in front of a television screen or computer monitor. In contrast, parents reported that children without computers or video games spent an average of 3 hours 40 minutes per day in front of a screen, more than an hour less.1 Another national survey of children ages 2 to 18 found that total reported screen time averaged 4 hours 19 minutes per day, excluding use of the computer for schoolwork. Reported screen time varied greatly by age, however, ranging from 2 to 3 hours per day for ages 2 to 7, to nearly 6 hours per day for ages 8 to 13. As the combined amount of time children spend across these various media increases, the likelihood of displacing time spent on organized sports and other social activities also increases, thus exacerbating the impact on children’s physical and social well-being. Effects on Physical Well-Being Systematic research on the physical effects of children’s computer use is lacking thus far, but insights can be gained from several sources. Results from the numerous studies on the physical effects of watching television are informative, given the similarities between these media. In addition, research focusing on the physical risks of playing computer games is important, given that games remain the most frequent home computer activity for children across most age groups, despite the proliferation of other software and applications. Studies suggest that children’s extended computer use may be linked to an increased risk of obesity, seizures, and hand injuries.

Risk of Obesity Sedentary pursuits, such as watching television and using the computer, are believed to be an important environmental factor contributing to the fact that 25% of children in the United States are overweight or obese. Although there is no research that systematically documents a relationship between obesity and computer use, evidence does exist that obesity in children is linked to excessive television watching, that is, five or more hours per day. As children spend increasing amounts of time in front of computer monitors—in addition to time spent in front of a television screen—they are likely to be increasing their risk of obesity. Consequently, the American Academy of Pediatrics advises parents to limit time spent with media and to emphasize alternative activities, such as athletics and physical conditioning, as well as imaginative play.

Other Physical Effects Since the early years of computer game technology—beginning with video games in the 1970s, followed by the growing popularity of stand-alone game systems like Nintendo in the 1980s and the rise of the personal computer in the 1990s—

playing games has been the predominant computer activity for children overall. Studies indicate, however, that playing computer games exposes children to a number of physical risks, including seizures, hand injuries, and changes in heart rate. For example, some research suggests that playing computer games may trigger epileptic seizures in certain users. One research team reviewed 35 reported cases of video game– related seizures and found that abstinence from video games was the preferred treatment, compared to anticonvulsant medication. It appears that the “flicker frequencies,” or quickly flashing images, in some video games can trigger seizures in patients with photosensitive epilepsy. After studying 115 French subjects ages 7 to 30, another research team recommended using a 100Hz television screen (with twice the resolution as a standard television screen) and sitting at least one meter away from the screen to reduce the likelihood of video game–induced seizures. Excessive computer game playing also has been associated with a form of tendinitis, called Nintendinitis, which is a sports injury characterized by severe pain in the extensor tendon of the right thumb as a result of the repeated pressing of buttons during game play. Currently there is no systematic research on this type of injury or on the impact of computer use in general on children’s eyes, backs, and wrists; however, given children’s increasing use of computers, sometimes for prolonged periods, it is likely that children will begin to experience the same kinds of injuries frequently reported by adult computer users. To reduce the possibilities of such injuries, children should be given similar instructions as adults regarding safe computer use, including such precautions as taking frequent breaks and positioning equipment properly. In addition, game manufacturers should avoid producing games with flicker frequencies known from clinical experience to induce seizures in epilepsy-prone patients.

Effects on Cognitive Skills and Academic Performance Computers and the Internet are used widely by children for schoolwork and to obtain information, but whether home computer use can make children “smarter” remains an open question. Nevertheless, playing specific computer games has been found to have immediate positive effects on specific cognitive skills, and use of home computers has been linked to mildly positive effects on academic performance. With the narrowing of the gender gap in home computer use, early fears that girls are turned off by computer technology appear unfounded.

Computer Games and the Development of Cognitive Skills Cognitive skills are the skills associated with thinking and knowing—the skills required for children to understand language and numbers, to reason and problem solve, and to learn and remember. Although the term “cognitive skills” encompasses a broad array of competencies, research on the effects of computer use on cognitive skills has focused on the development of a specific set of visual intelligence skills crucial to the use of computer technology: spatial skills, iconic (or

image representation) skills, and visual attention skills. Computer applications of many kinds, and especially computer games, are designed in ways that emphasize visual rather than verbal information processing. Consider popular action games with their rapid movement, imagery, and intense interaction, plus various activities occurring simultaneously at different locations on the screen. Studies indicate that children who play such games can improve their visual intelligence skills—skills that may provide them with “training wheels” for computer literacy. Such skills may be especially useful in the fields of science and technology, where proficiency in manipulating images on a screen is increasingly important. Of course, computer game playing can enhance a particular skill only if the game uses that skill and if the child’s initial skill level has matured to a certain level. Studies showing the effects of various computer games in enhancing selected visual intelligence skills. Much of the research on the cognitive impact of computer games has measured the effects of game playing only immediately after the practice and does not address questions

about the cumulative impact of interactive games on learning. However, many computer games use the same skills that are tested in nonverbal (as opposed to verbal) intelligence tests. Thus, exposure to the proliferation of imagery in electronic technologies may have contributed to the selective increases in nonverbal intelligence scores during the past century.

Computer Use and Academic PPerformance erformance In the early years of home computer ownership during the 1980s, Alfred Bork, a pioneer in the use of computers for instruction, suggested that “the home computer may well become the primary influence upon the educational system of the future.” Since then, the rapid evolution of the personal computer has indeed broadened society’s vision of computers from devices for programming and playing games, to tools for developing children’s skills and motivation in academic areas such as math, science, language arts, and writing. Today, children and teens frequently use home computers and the Internet for their schoolwork, and parents generally believe that computers are an important educational resource. Among teens ages 13 to 17, schoolwork has surpassed games as the most frequent online activity, according to Annenberg’s 1999 survey, but there has been only limited research on the impact of home computer use on academic achievement. What research exists, however, appears to corroborate parents’ perceptions that home computer use is related to better academic performance. For example, early home computer use studies found that high school students who used educational software at home scored significantly higher than other students on computer literacy tests. Home computer use has been linked to improvements in general academic performance as well. For example, a longitudinal study published in 1995 which tracked a group of students from seventh through twelfth grade, found that the students with computers at home had higher overall grades and better grades in math and English than those without home computers.

Of course, students with home computers are also more likely to have families with greater income and education, factors that are highly correlated with better academic performance. But even just among those with home computers, heavier users performed better academically than light users: students who reported using their home computers for at least 10 hours during the school year for activities unrelated to a class also reported better overall grades, better grades in math and English, and did better on a test of scientific knowledge than those who reported using their home computer less. In addition, studies of the effects of one computer-based afterschool program, The Fifth Dimension, show that children who participated in the program had greater advances in reading, mathematics, computer knowledge, following directions, and grammar and had higher scores on school achievement tests, compared with children who did not participate. For example, in one well-controlled study, participants had small, but significant increases in reading and math posttest scores compared to non-participants. These effects were found even though the program did not involve a structured instructional intervention. Rather, the program emphasized voluntary participation in a mix of recreational and educational activities, and a large proportion of the program’s activities included the typical uses of home computers, such as educational software, computer games, and Internet searches and communication.

applications widens, the gap between the genders in the use of home computers is diminishing. Girls now report using home computers as often, and with as much confidence, as boys. The core audience for computer game systems, such as Nintendo or Sega, always has been boys between ages 8 and 14. Compared to girls, boys spend more than twice as much time per week playing computer games34 and are five times more likely to own a computer game system.

Narrowing of Gender Gap in Computer Use Boys traditionally have been heavier users of home computers than girls, mostly because of their interest in playing computer games. Some research has indicated that the gender difference in home computer use spills over to schools, with girls also lagging behind boys in the use of school computers, and even perceiving school computers to “belong more” to boys. As a result, concerns have been raised that girls may not acquire the important computer literacy skills that will keep them academically and professionally on par with males, particularly in the technology- based careers of the future. Recent data suggest, however, that as the array of non-game

In a study of self-reported leisure time activities of 2,200 third and fourth graders, computer games topped the list of activities among boys: 33% of boys reported playing computer games, compared with fewer than 10% of girls. Initially it was thought that this disparity was the result of the games’ violent themes and lack of female protagonists. A more likely reason, however, is the difference between the genders in their play preferences: boys tend to prefer pretend play based on fantasy, whereas girls tend to prefer pretend play based on reality—a rare theme for computer games, even those designed specifically for girls.

But as uses of computers have expanded beyond games, the disparities between genders in home computer use have diminished. A 1997 national survey conducted by the Gallup Organization found that among teens ages 13 to 17, boys were still more likely than girls to report playing video games, but the same number of boys and girls reported using a computer each day. Furthermore, boys and girls reported equal levels of computer usage and expressed equal levels of confidence in their computer skills. Other research has similarly found parity between the genders in the reported use of home computers for schoolwork and other non-game applications, especially with respect to certain Internet activities. For instance, a national survey found that except for playing games, 8- to 13year-olds reported no gender differences in the in-school and out-of-school use of computers for chatting, visiting Web sites, using e-mail, doing schoolwork, or using the computer to do a job.11 The picture is similar for 14- to 18-year-olds, except that older boys visit significantly more Web sites than do older girls. Thus, contrary to early fears, recent trends suggest that girls have no inherent problem with computer technology—they merely require functions that fit their interests. It remains to be seen, however, whether girls’ adoption of the newer applications of computer technology will result in their increased participation in technology-based careers in the future. As the array of non-game applications widens, the gap between the genders in the use of home computers is diminishing. Girls now report using home computers as often, and with as much confidence, as boys.

Effects on Social Development and Relationships The use of home computers not only can influence children’s cognitive and 68

academic skills, but can also shape children’s social interactions and development. In children’s interactions with parents and other adult authority figures, one obvious effect has been the frequent reversal of the traditional parent-child relationship with the computer-savvy child taking on the role of teacher to the parent. Several studies have found, for example, that teenagers are more likely to help their parents with computers than parents are to help their children—with boys disproportionately helping their fathers and girls disproportionately helping their mothers. In addition, some have hypothesized that the equality in online communications among computer users of all ages tends to erode authority structures, with the result that children will be less accepting of parental authority. With respect to interactions with peers, the effects of computer use again appear to depend as much on the type of activity engaged in while on the computer as on the amount of time spent in front of a screen. Because of the importance of interacting with others to gain social competence, concerns have been raised that children who form “electronic friendships” with computers instead of friendships with their peers might be hindered in developing their interpersonal skills. More than one-fifth of all children between ages 8 and 18 report having a computer in their bedroom,11 suggesting that the computer often may be used in solitude, robbing children of time for other social activities and interfering with the development and

maintenance of friendships. Indeed, one recent survey found that, among junior high and high school students, more than 60% of all their computer time is spent alone. However, much of children’s “alone time” on computers appears actually to be spent extending social relationships by connecting with others through interpersonal communication applications via the Internet.

Social Effects of Playing Computer Games As mentioned earlier, game playing has long been the predominant use of home computers among children— especially among younger boys. Although the available research indicates that moderate game playing has little social impact on children, concerns nonetheless have been raised about excessive game playing, especially when the games contain violence. Research suggests that playing violent computer games can increase children’s aggressive behavior in other situations.

Moderate Game-Playing Appears Benign Existing research indicates that moderate game playing does not significantly impact children’s social skills and relationships with friends and family either positively or negatively. Studies often found no differences in the “sociability” and social interactions of computer game players versus nonplayers, but a few studies found some mildly positive effects. For example, one study found that frequent game players met friends outside school more often than less frequent players. Another study of 20 families with new home computer game sets explored the benefits and dangers of playing games and found that computer games tended to bring family members together for shared play and interaction. Less is known, however, about the long-term effects of excessive computer use among the 7% to 9% of children who play computer games for 30 hours per week or more. It has been suggested that spending a disproportionate amount of time on any one leisure activity at the expense of others will hamper social and educational development. Indeed, one study

of fourth- to twelfth-grade students found that those who reported playing arcade video games or programming their home computer for more than an hour per day, on average, tended to believe they had less control over their lives compared with their peers. In addition, some evidence suggests that repeated playing of violent computer games may lead to increased aggressiveness and hostility and desensitize children to violence.

Links to Violent Behavior Raise Concerns Although educational software for home computer use includes many games that encourage positive, pro-social behaviors by rewarding players who cooperate or share, the most popular entertainment software often involves games with competition and aggression, and the amount of aggression and violence has increased with each new generation of games. One survey of seventh- and eighth-grade students found that half of their 69

favorite games had violent themes. Yet parents often are unaware of even the most popular violent titles.

Conclusion Stronger actions are needed on the part of policymakers and software developers to reevaluate the content of games targeted to children, to help parents choose appropriate games for their children, and to monitor violent content on the Web.

inaccurate estimations by respondents—especially when children are involved. More reliable methods of data collection exist, such as using the computer itself to track who is using the computer, the applications used, and the Web sites visited. But such methods have not been widely used because they are more expensive and time-consuming to carry out—and they raise concerns regarding privacy.

For the most part, however, research in this field is still in its infancy, and most of the findings in this article are only suggestive. There is a pressing need for more systematic research across the broad range of topics discussed to better

Nevertheless, to derive more accurate estimates of the time children spend on home computers and the Internet and of the time children are not spending on other activities, such as

understand the effects of computer use on children’s physical, intellectual, and social development.

reading, sports, and real-world social pursuits, however, more research using computer tracking is needed.

The following are some of the most pressing of these research issues:

Second, although computers and the Internet are widely used by children for schoolwork and to obtain information, more and better evidence is needed to support the claim that home computer use can improve school performance.

First, most time-use data have been gathered through selfreports or, in the case of children, self-reports and reports by parents, usually in telephone surveys. Despite their overall usefulness for sampling large numbers of people, self-report survey data are beset by problems of accuracy and reliability stemming from memory limitations and

More research is necessary to determine if use of home computers can have significant, long-term effects on cognitive skills and academic achievement. And third, children and adolescents are spending increasing amounts of time using home computers to play multiuser games and to communicate with others through the Internet. There is a pressing need for research to determine the impact of excessive computer and Internet use on their loneliness, social relationships, and psychological well-being. Research especially is needed on the newer generation of video games and Internet applications that are now available, such as multiuser online games, MUDs, and instant messaging. Clearly, much more research is needed, but the research will never be perfect. We must begin to take steps now that can help maximize the positive effects and minimize the negative effects of home computers in children’s lives. ◆

Panel discussion When it comes to education, there are plenty of debatable topics, especially considering the diversity of IndiaĂs education system. There are many complexities in the system and there are as many opinions. We have identified few topics for this edition which have always been a point of varied opinions. Topics include the education system of the country and its curriculums, the fee structure, dealing with punishments and the inclination of practicals over theory. We have included various experts within Hyderabad and they in this section they provide their views.

MAY-2008

Is a Uniform fee structure possible ? C

ommercialisation seems to be the governing interest of our educational institutions. Primarily because every school, especially those in the private sector, and considered to be offering high standards of education, charge heavy and largely inconsistent fees. How can the fee structure be more transparent, rational and more consistent across schools? If there is pressure on the schools because they have invested heavily in infrastructure & high salaries for the faculty for ensuring high quality of education, is it not a better way to have a combined body among the private schools to see to it that there is uniformity in the fee structure or is competition the name of the game?

Then other factors like having a good faculty, facilities, high standard etc will take a back seat. In today’s world, where there is lot of competition around, it’s a must that students have to excel.

Mrs T Saroja Reddy

any factors affect the fee structure of a school. If an institution has invested heavily in infrastructure and ensures high quality of education, then the pay of the faculty will be high.

There is a pressure on the institutions for the same. Ultimately, it’s the choice of parents to decide the school for the child’s future. Quality comes with a price tag. An institution charging highly ensures good quality of education.

residing near the school definitely opt for it, so, the economic, factors play a major role in deciding the fee structure of a school. If we consider the above factors, having a high fee structure will not work out.

Education field has been included in the commercial segment. Each school has different fee structure with their justifiable notes.

I strongly support to introduce a common body like UGC and NAAC and who have their hold upon schools in all its activities.

the fee structure has to be planned and organized for the entire year. Otherwise, the expenses incurred later will be a burden on the institution.

This is because a school has to meet the needs of the local population residing near it. Majority of the population

The globalisation effect is that some of the MNCs are starting schools with enormous fund. And the public is left to compare the schools obviously among these schools.

The malice of commercialism spreads quickly from one department to another leaving them to obscure situation.

Considering the intake of the students, staff, facilities provided to the students,

It is not possible to have a combined body among the private schools to see to it that there is uniformity in the fee structure.

We don’t find remarkable difference among these students in the late stages talking in terms of abilities or intelligence quotient.

Dr Dr.. P. Swarnalata Rao,

They should stress the schools to follow certain norms, right from fees, salaries to the staff, strength of the school, accommodation facilities, evaluations systems and such like.

ome schools have very fantastic infrastructure and fantastic support system behind them. It is good. They charge exorbitantly high. The parents too are ready to send their children to such schools. There are some institutions which although enjoy reasonably good infrastructure, yet they are catering to the needs of the students.

If this thinking is implemented, then we can expect a certain amount of streamlined flow of education in the country. The schools should be accredited with grades as per their performances. This helps the schools to work in a set of parameters and gets proper directions from the body from time to time.

Other Views Lt Col B G Ray (Retd)

he fees paid should be directly

Bro. Show Reddy

t is a matter of shame that today education is a word feared by parents of school going children. The rampant commercialization of every aspect of primary and secondary education has made school an evil word. The corporate schools are exploiting the craze among parents who desire quality education for their children and raking in crores of rupees as profits.

K. Lakshmi Rao

ith the emergence of private schools and the corporate managements in the field of education it is utopia to think of consistency and transparency of fee structure for the simple reason that the requirements, expectations and demands of parents obviously differ. Globalization has increased living standards and changed the life styles of people to a considerable extent.

proportionate to the value for money in return. Sweeping acquisition of commercialisation is not often correct as the only source of revenue for an unaided school is the fee which students’ pay.

Rosy Moses

One cannot generalise and say that all schools are commercial. Neither can the fee structure be more consistent across. Most schools in India are unaided & generate their own funds.

C. Rama Devi

Teaching is no longer a noble profession. It is really high time that a proper strategy be adopted by governments to curtail commercialization and make quality education affordable to deserving but poor and middle class students.

Never the less the competition is growing in the field of education and in order to sustain the competition the school managements have to provide extra facilities to capture the elite group.

There is an urgent need to impose strict measures to ensure transparency in the fee process so that the greedy operators

It is the choice of the parents to send their children to high fee structured schools.

can be weeded out. But the change must come from within.

The implications certainly lead to socio economic inequalities, yet it is essential for the benefit of students in this global arena.

he educational institutions will continue to be commercial as long as parents carry on their chase after institutions which promise various attractions. Today it’s not surprising to see a parent opting an institution which charges high fees. The parent’s understanding of educational institutions seem to be:higher fee, higher quality. Transparency in the fee can be attained by printing it in the prospectus and the school dairy. ◆

Practicals Vs Theory W

hile there are many positives to the way education is handled in our country than in the west, the requirements of today have changed and increasingly there is need for more of practical knowledge than theory. In our education system, there is no scope for experiments. Whatever experiments are done are again on a set pattern. Why canâ&#x20AC;&#x2122;t students learn to find new answers by experimenting in a creative manner? Canâ&#x20AC;&#x2122;t innovation & creativity be instilled in them in such a manner?

Madhu Mathur

Rev. Bro. Jaico Gervasis

C. Rama Devi,

he Indian education system far surpasses any other in shaping sharp minds. Indian brains are recognized worldwide. However, with substantial change in the attitude and influential

very child’s mind is a bundle of hidden ideas which on being motivated comes out of the dormant stage.

t a glance, theories may seem highflown, abstract and beyond reach. But Theories form the basis of every practical use.

behavior of today’s generation, there is a need to undergo a measured development in the teaching pattern, designing of the curriculum and the students’ assignments.

Creativity has no boundaries. Students should be allowed to experiment and

Putting theories into action form the foundation of research. Every researcher who is in quest of knowledge takes up a theory for study.

The age-old pattern of making the students just cram up their subject matter, needs a positive change. Another noteworthy element in the practical knowledge is that the students who face a tough competition and suffer from inferiority complex get encouraged to express their views freely and emerge out of their introvert nature. Today’s education should be a child-oriented where teachers act only as facilitators and the students learn by performing themselves whether through the subjectseminars, enacting, mime, dumbcharades or such like rather than the customary rote method. Such a

many a times the same question will have different answers again based on how a students views it, the skills he has developed and his thinking. Although apples had been falling down from the tree for ages it took only Newton to ask the question and come out with the theory of gravitational force. The curriculum should be planned in such a way that the child is exposed to various learning techniques. A lab need not necessarily be a place for learning. A field trip, educational tours, workshops, seminars, exhibitions etc are various methods of learning and-the child’s learns much more than through books.

He finds some practical use and tries to innovate, to infer and to develop new angles of information. Practical use of knowledge is useful. Educators must instill in their pupils an interest in what is practical and develop a certain amount of curiosity to discover something new each day by perfomorming the same. It is imperative that we find expression and practicality to the theories that we learn. It necessarily is for the better, when students are able to relate to what they read when they actually put it into practice.

transformation in the learning procedure will definitely prove fruitful. 77

Other Views D Usha Reddy

xperimentation and exploration are

an integral part of a sound educational system. The application of relevant knowledge to a given situation requires focus. The conventional system of memory and reproduction do not hold good any longer. Training children to become self-learner and to co-relate knowledge to situations is important. This way the novelty of learning would ensure high interest levels.

T. Sar oja RReddy eddy Saroja

he statement that ‘in our

education system, there is no scope for experiments’

is wrong. There is room for experiments if only planned well and if teachers have a spirit of initiativeness. The academic syllabus can be planned keeping in view other creative activities for the class. The teacher has to first of all identify the creative students of the class. Other students can be divided into groups with the creative student as the leader of the group. Project, activities, experiments can be allotted to the divided groups asking them to record and report the result. Hands on experience by students is the recent trend in education. Every student has to learn by doing. For this, opportunities are to be provided by teachers to students so that their growth can be measured. Every subject can be planned in the same manner so that students get a chance to know their environment / society better. The retention of practical knowledge is longer than theoretical knowledge. The teacher has to be efficient enough to plan such innovative and creative experiments without repetition.

Sr Sr.. Mary Mathias

ith the prescribed syllabus by various boards, teachers no doubt do bring reality in teaching through experimentation and life situations. However, with the other obstacles like over-crowded class rooms, absenteeism, disinterested students, every subject and more so every aspect of teaching-learning cannot be slowly experiencialised and so self-learning and mass-teaching is the easy way out.

Dr Dr.. P. Swarnalata Rao

he entire system revolves around objectivity. It is good in one sense in view of examining the child and grading him. But from the point of the question raised, encouraging only one answer to a question conceals the student’s creativity and sense of reasoning (I agree a child arrives to the solutions undoubtedly by reasoning). But the concepts taught in the classroom are such that they are forced to think in a particular grove. The best part of it is that students learn the famous formulae and principles of great scientists, and thinkers without questioning them. If they adopt the style of understanding the concept approaches from those great people, the present world would have been with many more theories and principles. It is here we should feel and stress that every child should be encouraged to learn by discovery. ◆

MAY-2008

Punishments The Ideal Route to Discipline?!

he best way to teach is to instill fear!! Punishing students can be a good way to instill discipline in them and make them learn better!! Do you think that such a statement can actually be converted into practice? If not, what other ways can be adopted so that punishments become redundant in the education system? Is it for the faculty to always remember that they are teachers and should not be impulsive? Are punishments a good way to discipline students and make them excel in whatever they do? Do you feel that punitive action makes the child remember never to repeat a big mistake?

Other Views Bro. Show Reddy

here are many possible reasons

Ravi Kumar Madabhushi

he best way to teach is by creating an effective and stress free

environment. The process of learning should happen by creating interest and not by instilling fear. Usually activity oriented and child centered methods does not lead to indiscipline. A child should be made to realize his/her mistake so that it is not repeated again. They should be made to understand, accept and practice moral and ethical values. Short stories, dramas, skits, activities, will help them be disciplined. Teachers should understand the child and motivate them when they were found at fault. A child gets motivated when he is recognized and appreciated for a slight improvement. Self-realization, counseling, inculcating of moral and ethical values, group work, team work, understanding the child, bonding between the teachers and students and such like stand as best alternatives for punishment.

Dr eddy Dr.. B. Jyothi RReddy

totally disagree that the best way to teach is to instill fear. Punishment and physical abuse leave emotional scars. This will have adverse effects on the child and retard personality development.

that might be given to justify or explain why someone ought to be punished. But before we can try to change a childâ&#x20AC;&#x2122;s behaviour one needs to identify that behaviour. Is the pupil attention gaining, needs power, wants to take revenge or any other reason? Encouragement and understanding are the more effective ways to be followed by the parent. There are many constructive and effective ways of shaping a childâ&#x20AC;&#x2122;s behaviour than using fear.

Counselling would help to a large extent. One cannot do away with

Dr Dr.. P. Swarnalata Rao

punishment altogether. Punishment could take the form of denying the child from participating in an activity he loves say playing games or watching a puppet show. The teacher should be firm in instilling discipline and not create an atmosphere of fear. Punishment and harsh words make a child emotionally upset. Such a child is not in a position to learn. The need of the hour is for the parent as well as the teacher to understand the child well and then react to his attitude. It often helps the in bonding with them in a fruitful manner.

n the olden days of , they learnt under the master or guru with fear and steadfast discipline. Yet love and affection was present in their relation. I agree fear and discipline is required to mould a child. But it is not exercised to the extent that the students see only harsh treatment without any justification out of it. A teacher must be a friend, guide, mentor, counselor To enact these multi dimensional roles the teachers have to use different approaches to derive the best. The reluctance to go to school by a small child of kindergarten may be for so many reasons, which the school and parents cannot understand clearly 81

sometimes. And the child is too young to express it. In later stages too, we find long absenteeism, lapses in classroom learning and such like, all due to the pressure gaps in the expectations and capabilities of the students,

families are all a result of leniency and non-enforcement of moral and ethical values. Teachers should use their discretion and mete our punishments which do not humiliate a child but at the same time, help to discipline him and

heterogeneous life styles and culture which form a pressure among the students to cope with the peer circle. While functioning in this challenging world almost like a tight rope walking, the students find it very tough and stressful.

motivate him to excel in studies according to his potential and ability.

T Saroja Reddy

unishments were part of education for ages. But we have to change with times. During the last 10 years, drastic changes have come in education system. People are talking about education without punishment. We are trying to imitate western countries in all aspects, education is no exception. But we must realize that it takes time for the teachers and parents to change.

Madhu Mathur

unishments are an impediment in the

oth reward and punishment enhance learning. However, both need to be used effectively. The form of punishment need to be dignified, predecided

all-round development of a child at school. The very famous adage, ‘Spare the rod and spoil the child’ is now passé. There is actually no need of any corporal punishments, discipline can still be maintained in the school campus by being firm and friendly simultaneously with the students and train them in an amicable manner. Imposing punishments would rather make the child more aggressive, adamant, more prone to vengeance and produce a negative personality. Gone are the days when students used

School can use punishments, other than corporal punishments, as a deterrent. If we are trying to

to take up the punishments sacredly. Today they retort back in an impulsive manner and react more violently. The need of the hour is to control the students in a subtle manner. There is no point in imposing punishments when they are not

emulate the western societies and systems and project ourselves as a very modern and enlightened, then its high time we had a look at European and American teenagers and adolescents who are heading

improving the students, rather ruining their personality. The current scenario is such that befriending them would prove more beneficial in making them realize their mistakes and help them overcome

towards a self – destroying abyss- the gun culture, drug abuse, school drop outs, teenage pregnancies, broken

Lt Col B G Ray (Retd)

and pre-notified. Depriving the student of certain privilege or facilities for a specified period is also an effective form of punishment. Punishment should be remedial and fun-filled at times.

their weaknesses.

◆

Need of the Hour A Curriculum Change or a Change in the System??

very sector in country, be it IT, manufacturing, pharmaceuticals, biotechnology, and such like faces one big challenge; that of finding quality human resource. All of them blame the education system of the country and that too right from the primary level. What according to you is the reason for this dearth in quality human resource? What should be done to curb such shortcomings? What role should the governing bodies, the schools, the faculty, the parents play in the education system of the country?

Ravi Kumar Madabhushi

inding quality human resource is indeed a tough task for the rapidly growing industry. The Industry is growing in various sectors creating innumerable opportunities to choose from, but there is wide gap between the demand and availability of employable human resource. The main reason for this is: The present system of education is designed to test the child only on curriculum skills. It ignores or pays little importance for the other essential skills. The scoring of X Standard marks stands as a Testimony of the merit of the student in the present system. It is purely academic oriented. Too much of rank oriented competition reduces the importance of over all development.

The awareness about growing carrier opportunities and the suitable skills required to match it is very less even among the parent community too. The situation is still worse in semi-urban and rural areas. There is a lack of competent

entire curriculum needs to be redesigned. The system should aim at over all development of the child by creating a stress free environment. It needs professional teachers. The growing industry also becomes a stake holder in

and skilled faculty to train soft skills in school sector especially in semi-urban and rural sectors.

the system of education. A system has to be developed and designed to create awareness about the various carrier opportunities and its required skills. An effective communication system among all the stakeholders of education system leads to an effective human resource.

The main focus is towards IIT, Engineering, and streams concentrating mainly on academic skills. As the parents and the system mainly focus on developing curriculum skills, the schools are also under the same pressure with very little scope for improving soft skills and life skills. Though Nurturing Talents is talked about by few schools, it does not really happen at all schools due to which the Childs potential is not explored at the initial stages. Majority of the students are pushed into the streams as per their parentâ&#x20AC;&#x2122;s aspirations and desired before testing the Childs capabilities, interests and skills. Unless the child is truly inspired by the subject he has taken up, the real potentials will not come up. This entire system leads to a mismatch between the growing demands, expectations and availability of human resource. The Solution would be that the

Frequent interaction between the teachers and the parents assessing overall development of the child focusing at nurturing of talents is an important factor. Soft skills and life skills should be the part of the curriculum. The education system should be more of practical learning. Visits to corporate sectors, Industries will enhance the Understanding and thinking abilities of students. The industry should come forward to adopt few institutions each and encourage the students by organizing events, seminars, and other innovative programmes. There is a great need for them to accept it is a part of social responsibility. This system helps in effective transfer of information bridging the gaps between the expectations, planning, availability and resources. There is a need for the more number of teacher trainers leading to a uniformed system in Urban, Semiurban and rural areas.

Ganguly, the Chairman of C.B.S.E Board, yet to reach the specified goal by the students would be euphoric except in few schools which insist on conceptual leaning. The government has to take strong stance in this regard by taking a paradigm shift from testing the memory retention of students to the true knowledge test so as to adhere to the old adage “Education is what is left with in you after you forget what you have learnt in school”

Laxman Rao

uch change is solicited in the field of education. The present day of education is unable to bring ethical and moral values of children. The present violence and crime of our country are the evidence, of which reveal the defects of our educational system the parents are ignored and ill-cared by children the traditions and customs are ignored.

Rev. Bro. Jaico Gervasis

Alaknanda Dubey Principal Hindu Public School ystem of effective leanling by doing

K. Lakshmi Rao

strongly feel that it is the Examination system that requires change with immediate effect. The reason is quite simple, the existing system of examination of anyone of three Boards is creating the entire chaotic situation both among taught as well as the teachers by compelling them to focus on examination oriented learning rather than to acquire knowledge, explore new things and such like. As it is an open secret that Board results are the penultimate yardsticks to assess the capacity of the school and the child. The child is forced to learn only from the examination point of view. Though there is a significant shift from the conventional method to higher order thinking skills as proposed by Sri.

i.e. knowledge, practical, and technical oriented, without interruptions of the basic requirement should be introduced/implemented/given top priority. Knowledge should be the criteria of education and not the marks. The focus should be on quality and not quantity. System with improved teaching techniques along with the inculcation of moral, ethical, cultural values among students should be made compulsory in schools. Reservations should not be given the prime importance instead merit only should play a vital role. Politicians should be kept away from the involvement in the system. Change of governments should not affect the education system. Education system should be controlled by Educationalist and not the politicians.

e should have a system which can: ✎ Train our young children in a very systematic manner to face the world keeping the present and future trends in mind. ✎ Give vocational and relevant education to our students which would help them make their way in the world. ✎ A system which can identify the talent in each child and help them to grow and learn through the right path.

Sr Sr.. Mary Mathias

he cut-throat competition that exists at all levels, sadly even in the Kindergarten. Children are made to reach the top and scoring the highest marks has become the end of education.

The various inherent talents in children are ignored and neglected very often in this drive for the top percentage. The urgent need today is to acknowledge every little gift that the child has in the field of art, craft, music, dance, games and sports etc. School should work towards appreciating all children and not only the academic toppers.

A. Bala Reddy

n each academic year there should not be more than three exams. The unit tests for High School every fortnight or month is a painful process both for the students and the teaching fraternity, the same time could be used for better and constructive purposes (project work, library, gathering information through mass media, internet) which is a must for today’s growing and demanding trends in education. The upcoming corporate schools are torturing the students of X class. This should be stopped immediately. They should have a normal summer vacation of two months. It is not giving any new benefits or

results. Rather 12 hours study in schools is resulting in more student deaths / suicides.

Umar Jaffar Principal Indus International School ark Twain once said, “I never let my schooling interfere with my education.” A statement made towards the end of the 19th century, indicating a distinction between academic studying and learning for life. And today, even after more than a hundred years, we continue to debate about the distinction between schooling and education; are they the same or different? Education has been defined by excellence in academic skills and knowledge in the recent history of Indian schooling. But with the needs being different and competition being the order of the day in an increasingly complex web of dynamic cultures and pervasive global issues, what then is education really? Enlightenment, awareness and a gain in perspective: not an academic

degree alone. This is educationredefined. Then to cope with these ever changing exigencies, what do we need in schools to increase children’s preparedness, not only to adapt to the surging and fast depleting and cascading information, but to define and cleave to an all-essential moral compass? Having articulated education, we must therefore have in every school, primarily, teachers who “can touch the future.” A and not an of teachers is required, who possess high ; meaning those with an ability to understand that every aspect of life is connected and those who can be life long learners themselves. Very few know and appreciate that a single concept of say ‘life’ can be viewed from different lenses and thus a myriad perspectives can be configured. It is very essential to understand that learning is an unending process and it does not end with one’s formal academic degree. A teacher must remember that learning for each individual is unique because-

every child is a product of his culture, parentage, schooling, his strengths and predilections. In short, education is a social and psychological process. With these many variables (and many more unexplored) teachers must begin to

of trans-disciplinary interactions need to be incorporated in the teaching-learning process at high school level. The complete profile of involvement and performance of the student in all extra and co-curricular activities, projects, etc,

implement methods to therefore learning.

general conduct/discipline/behaviour of the student must have an objective bearing on the student’s overall assessment/performance both in the internal exams as well as the board exams.

Education and learning are not as simple as black and white- they are compounds

the undue importance given to marks, a stress-free education will initiate the flowering of various skills that would enhance the adaptability to multifaceted situations that one would come across in life. What is important, ‘the marks that a child gets or the knowledge and life skills?’ Marks do not maketh a man, the development of essential skills, creativity and a zeal for innovation are the need of the hour.

P Prabhakar Rao Director Rao’s High School chool Education is mandatory for

formed due to the unique interactions between culture, parentage, time, circumstances, genetics, society...and much more. The key is awareness and implementation. We as a society need to change our thinking on what education is because of both the changing trends and requirements of time and age. Unless schools and governments work in conjunction with each other, there may be little that could be achieved in terms of maximizing intelligence, knowledge, moral and social quotients- the cardinal quadrants that form education.

Rosy Moses

Training for Examination” is the kind of education which is being followed by almost all the schools in our country. This kind of education implies ‘unthinking’ habit formation and an overemphasis on memory skills. Education should be a process of learning that develops moral, cultural, social and intellectual aspects of the whole person.

absolute water-tight compartment, ore 88

educational standards of the students is necessary. But the proportional increase of syllabus in each class is not gradual and systematic. In fact, in all the subjects unnecessary stuff is added, which is of no importance to the day to day life of the students. So, the higher authorities must have to take immediate steps to obliterate

D Usha Reddy

unimportant chapters. Along with that gradual increase of the syllabus in each class is necessary, instead of sudden explosion at one particular class. That reduces the burden of the excess chapters to the students as well as

he focus on result oriented education should be changed to a process oriented education. Devoid of

teachers. As a result of this, there will be much time available to the teachers to teach lessons more effectively. ◆

Lt Col B G Ray (Retd)

nstead of teaching various subjects in

every child. The competition in education is increasing day by day. So, to test the caliber of every student and to create heavy competition, the higher authorities increased the syllabus very much. It is true that improving the

Curriculum-Wise Even though it is debated that the curriculum that Indian education follows is not among the wisest, it is surely one choice that educationists as well as parents need to make when it comes to their childĂs future. Be it SSC, CBSE, ISCE, each have their own giving and it would for now be best left as a debate as to which one is replete with the required machinery for tomorrow. For this year, curriculum-wise we have identified few schools which lead. The choice is always yours.

MAY-2008

Best CBSE Schools Name Principal Address Phone E-mail Website Education Faculty Pass Percentage Infrastructure Overall

Bharatiya Vidya Bhavan’s Public School C Rama Devi Road No. 71, Jubilee Hills, Hyderabad – 33 Tel: 040-23600200, 23544934, Fax: 040-23545648 www.bvbpsjh.com ★★★★ ★★★★★ ★★★★ ★★★★★ ★★★★★

Chinmaya Vidyalaya P Swarnalata Rao Sandeepany Kailas, Kundanbagh, Hyderabad – 16 Tel: 040-23418012

★★★★ ★★★★ ★★★ ★★★★ ★★★★

General Information Existing since Type of institutional control School classification Classes Upto Total School Strength Is the School Certified Frequency of Internal Examination Total number of teachers Student-Teacher ratio Average Experience of Teachers Average no. of students in each class Institutional Enrolment (2005-06) Enrolment VII Class Pass Percentage First Class Enrolment X Class Pass Percentage First Class Enrolment XII Class Pass Percentage First Class Facilities Offered Playground Library Auditorium Basketball Court Laboratories Badminton Court Computers Personality Development Tennis Court Vocational Courses Yoga Swimming Pool Student Journal Drama Dance Singing Gymnasium Yearbook NCC

29 years Private (Non-profit) Co-educational Xth More than 2000 No Quarterly 130 20:1 More than 10 years More than 25 students

More than 10 years Private (Non-profit) Co-educational XIIth More than 1000 No Continuous Comprehensive evaluation (I to VII) 73 20:1 More than 5 years More than 25 students

298 100% 88.25% -

98 100% 95% 20 65% 15%

Best CBSE Schools Jubilee Hills Public School

Meridian School for Boys & Girls

Kendriya Viyalaya, Picket

Dr T Sudha Road No. 71, Block III, Jubilee Hills, Hyderabad Tel: 040-23548584, 23607787

D Usha Reddy 8-2-541, Road No.7, Banjara Hills, Hyderabad – 34 Tel: 23355087, 23420561, 23420562

D Sudhamani Opp. Secunderabad Club, Picket, Secunderabad - 09 Tel: 27844964

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More than 20 years Private (Non-profit) Co-educational Xth and above More than 1000 ISO 9001:2000 Monthly 94 20:1 More than 10 years More than 25 students

More than 10 years Board Co-educational Xth More than 1000 No Monthly 113 13:1 More than 5 years More than 25 students

More than 20 years Board Co-educational XIIth More than 2000 No Monthly 70 40:1 More than 10 years Between 40 and 50 students

134 100% 93.2% 102 100% 96.07% -

49 100% 100% -

159 92.5% 64.7% 152 99.3% 74% 143 88.4% 77.6%

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Best ICSE Schools Name

Niraj Public School

Abhyasa Residential Public School

Principal Address Phone E-mail Website Education Faculty Pass Percentage Infrastructure Overall

Dr B Jyothi Reddy Sadat Manzil, 6-3-864, Ameerpet, Hyderabad – 16 Tel: 040-23413543, 66661486

Vinayak Kalletla Toopran-Medak Disrict, 502334 Tel: 08454-235718, 235719

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More than 20 years Private (Non-profit) Co-educational Xth More than 1000 ISO 9001-2000, ISO 14000 Quarterly 80 18:1 More than 5 years More than 25 students

More than 10 years Private (Non-profit) Co-educational / Residential XIIth Less than 500 Implemented TQM in association with CII Quarterly 45 9.5:1 More than 10 years More than 25 students

112 100% 99% 90 100% 99% NA NA NA

NA NA NA 68 100% 100% 17 100% 100%

General Information Existing since Type of institutional control School classification Classes Upto Total School Strength Is the School Certified Frequency of Internal Examination Total number of teachers Student-Teacher ratio Average Experience of Teachers Average no. of students in each class Institutional Enrolment (2004-05) Enrolment VII Class Pass Percentage First Class Enrolment X Class Pass Percentage First Class Enrolment XII Class Pass Percentage First Class Facilities Offered Playground Library Auditorium Basketball Court Laboratories Badminton Court Computers Personality Development Tennis Court Vocational Courses Yoga Swimming Pool Student Journal Drama Dance Singing Gymnasium Yearbook NCC

Best ICSE Schools The Hyderabad PublicResidential School Abhyasa Public School

Sri Aurobindo International School

Nasr School

Maruthi Ram Prasad Pelluri Begumpet, Hyderabad- 500016 Tel: 040: 27761546, 27764698

Dr Chhalamayi Reddy 2-2-4/1, O U Road, Vidyanagar, Hyderabad – 44 Tel: 27071012

Madhubala Kapoor 6-2-905, ‘Khushnuma’, Khairtabad, Hyderabad – 04 Tel: 23307555, Fax: 23328875

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More than 20 years Board Co-educational Xth More than 2000 No Quarterly 150 17:1 More than 10 years More than 25 students

More than 20 years Trust (Profit) Co-educational Xth More than 1000 No Quarterly 54 35:1 More than 5 years More than 25 students

More than 20 years Private (Profit) Girls XIIth More than 2000 No Monthly 18:1 More than 5 years Between 40 and 50 students

271 100% 61% 230 98.7% 78% 105 99% 77%

NA NA NA 72 100% 98% NA NA NA

NA NA NA 150 100% 74 100% 98%

Best SSC Schools Name

Little Flower High School

St Paul’s High School

Principal Address Phone E-mail Website Education Faculty Pass Percentage Infrastructure Overall

Rev Bro Jaico Gervasis Chirag Ali Lane, Abids, Hyderabad – 500001 Tel: 040-23202675

Brother Show Reddy 3-6-166, Hyderguda, Hyderabad-29 Tel: 040-23222092, 23222888, 9850111778

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More than 20 years Private (Non-profit) Co-educational Xth More than 2000 Yes Monthly, Quarterly, HY & Annual 73 33:1 More than 5 years Between 40 and 50 students

More than 20 years Private (non-profit) Co-educational Xth More than 2000 No Monthly, Quarterly, HY, Annually 74 30:1 More than 10 years Between 40 to 50 students

203 100% 91.62% 179 100% 98.88% NA NA NA

220 100% 197 99% NA NA NA

Best SSC Schools Rosary Convent High School

Nirmala High School

T Saroja Reddy Sitarampur, New Bowenpally, Secunderabad – 11 Tel: 040-27953770, 65179200

Sr Mary Mathias Gunfoundry, Hyderabad – 01 Tel: 040-23230704

Madhu Mathur 6-2-966/6/3/A&A1, Hill Colony, Khairatabad, Hyderabad -4 Tel: 040-65572082

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Between 5 and 10 years Private (non-profit) Co-educational Xth More than 1000 ISO 9001:2000, JAZ-ANZ Monthly 77 20:1 More than 5 years More than 25 students

More than 20 years Private (non-profit) Girls Xth More than 2000 No Monthly 75 40:1 More than 10 years More than 50 students

More than 10 years Private (non-profit) Co-educational Xth Between 500 & 1000 No Monthly 30 20:1 More than 5 years Less than 25 students

82 100% 66 100% 100% NA NA NA

318 100% 85% 315 95.87% 90.15% NA NA NA

29 100% 100% 19 100% 100% NA NA NA

St Peter’s High School

General Information

Handwriting H ANALYSING PERSONALITIES

andwriting is often referred to as “brain writing.” Research scientists in the fields of neuro-science have categorized neuro-muscular movement tendencies as they are correlated with specific observable personality traits. Each personality trait is represented by a neurological brain pattern. Each neurological brain pattern produces a unique neuro-muscular movement that is the same for every person who has that personality trait. When writing, these tiny movements occur unconsciously. Each written movement or stroke reveals a specific personality. Handwriting Analysts identify these strokes as they appear in handwriting and describe the corresponding personality trait. Many people wonder why handwriting analysis is so accurate despite the fact their handwriting seems to “Change all the time.” While it is true that handwriting can detect moods at the time of the writing sample, usually only a few of the hundreds of traits change over a period of time. Handwriting analysis can identify your subconscious and conscious personality traits. These traits relate to your behavior, motivation, sexuality, ambitions and other personality variations. It can also tell you how high your goals are; the fear that you’ve suffered and developed since childhood; emotions; as well as many other parts of your life that are revealed in your handwriting. However you have to understand handwriting analysis is a in debt study of your subconscious mind consciously you may not agree with some of your traits in the analysis, but does not mean that they are not their. The emotional traits revealed in handwriting tell the emotional response of the person at the time of the writing sample was written. These can vary with the person’s mood. Most personality traits will be revealed in regardless of the mood change or emotional circumstances, in addition to “depth of feeling” and “emotional responses” that are shown in handwriting, hundred of individually identifiable personality traits are evident. These include traits such as self-esteem, self-confident, fears, defenses, and sensitiveness and also initiative, enthusiasm and list goes on and on.

◆

School Buses An Extension of the School I

ndia incidentally holds the dubious distinction of registering the highest number of road accidents in the world.

According to the experts at the National Transportation Planning and Research Centre (NTPRC) the number of road accidents in India is three times higher than that prevailing in developed countries. The number of accidents for 1000 vehicles in India is as high as 35 while the figure ranges from 4 to 10 in developed countries. While this fact clearly shows how mismanaged our traffic system is, it is also evidenced that most of these accidents are as a result of human error. This aspect of accidents as well as that of human error becomes grave when the victims are children. Here is when the main concern comes for parents, especially when entrusting their little ones in the hands of a school or more directly in the hands of a driver. Here is when there are plenty of questions that prop up for the parent. How will your child get to school? Will he take the bus, walk, ride his bike, or drive, or will you or a friend drive him? Each of these modes of transportation have their own safety

autorickshaw drivers are both lackadaisical in following the norms of the number of children in a particular drive. Here is where the schools can play an important role. While most schools of repute do have their own fleet of buses or that of leased for a certain period of time or even contractual, parents tend to consider on the extra fee they need to shell out on the same. But what they tend to forget is that most schools these days have taken the transportation aspect to be on priority. After all, it is the schoolâ&#x20AC;&#x2122;s reputation that would be at stake and it is their utmost responsibility to ensure that the children are safely transported. On a day-to-day basis, the most pressing concern about safety on school buses typically involves student behavior concerns and associated school bus discipline. But unfortunately, just as officials inside school buildings have learned, school transportation officials are increasingly learning that school bus security and emergency planning is as an important as school

risks that should be reviewed. Is your childâ&#x20AC;&#x2122;s route to school safe? Does he have to cross any major roadways? Is he always supervised or with a friend? Does he know what to do if a stranger approaches him on the way to school? Taking the time to make sure your child has a safe route to school, knows how to cross the street and has a safe place to go if a stranger approaches him, will help to make sure that he gets to school safely. While in Hyderabad, the most common mode of transportation for school children is that of the autorickshaws, it is one of the most dangerous risks that most parent take, especially considering the fact that the traffic police as well as the 97

✎ Establish guidelines related to safety and emergency planning, including emergency communications procedures, for all field trips. ✎ Establish emergency preparedness guidelines from an “all hazards” approach, covering both natural disasters (weather related, for example) and manmade acts of crime and violence.

security and crisis planning in the actual school buildings. School bus drivers are the first and last school employees to see school children on a daily basis, and the buses are simply extensions of the schools. Many school bus drivers have not received adequate training, and in some cases, any training at all, on dealing with school safety threats. In addition to student misconduct, irate parents also pose a concern to school bus drivers.

✎ Create guidelines and train school bus drivers on dealing with intervening in student fights and conflicts on buses, irate parents, potential trespassers aboard buses, student threat assessment, early warning signs of potential violence, and related threats. ✎ Train school bus drivers and transportation supervisors on terrorism-related issues, bomb threat and suspicious devices, inspecting buses, heightened awareness at bus stops and while driving, increased observations skills while coming and going at schools, sharpening skills in reporting incidents, etc. ✎ Include school transportation supervisors and school bus drivers in district and building emergency planning processes and meetings.

✎ Establish pre-employment screening and interviewing protocols for new bus drivers. Provide comprehensive training on student behavior management, discipline procedures, working with special education and special needs students, dealing with irate parents, security and emergency preparedness, and associated issues for all transportation staff, including newly hired drivers. ✎ Conduct school security assessments, including physical security assessments, of school bus depots and associated school transportation facilities. Also train drivers on physical security issues related to bus units. ✎ Employ the effective use of technology, such as two-way communications capabilities and surveillance cameras, on school buses.

✎ Train school bus drivers on interacting with public safety officials aboard buses, at accident scenes, in on-road emergencies, and when emergency situations exist at schools. Include protocols for dealing with school evacuations, student release procedures, family reunification issues, and associated matters. ✎ Put identifiers (numbers, district initials, etc.) on top of all school buses that could be used to identify specific buses from police helicopters overhead in an emergency. ✎ Provide a method for parents to identify substitute bus drivers as district employees prior to putting children on a school bus with an unfamiliar driver. ◆

Tata Motors Skool Bus Range

The Perfect Shell for Every Pearl F

or a company which started its foray into commercial vehicle operations way back in 1945, Tata motors’ entry into the school bus segment has been a been a journey of discovery at every step… a realization that it was entering a segment that was carrying the aspirations and futures of India’s future generations. The Skool range of buses, is the result of the company’s keen attention to providing unmatched safety and comfort detailing for its precious passengers.

Tata Motors is India’s largest automobile company, with

The company has products ranging from passenger cars, utility

revenues of US $ 7.2 billion in 2006-2007. With over 4 million Tata vehicles plying in India, it is the leader in commercial vehicles and the second largest in passenger vehicles.

vehicles, trucks, buses, defence vehicles among others, each with a class of its own. While each of these areas of transportation deals with lives, it becomes even more sensitive when it is a bus full of school children. It is sensitive because the parents as well as the school depend on the bus makers and the bus drivers for the safety of their children.

It is also the world’s fifth largest medium and heavy truck manufacturer and the second largest heavy bus manufacturer. Tata cars, buses and trucks are being marketed in several countries in Europe, Africa, the Middle East, South Asia, South East Asia and South America. Tata Motors and Fiat Auto have formed an industrial joint venture in India to manufacture passenger cars, engines and transmissions for the Indian and overseas markets. The company already distributes Fiat branded cars in India. Tata Motors’ international footprint includes Tata Daewoo Commercial Vehicle Co. Ltd. in South Korea; Hispano Carrocera, a bus and

Entering into this sensitive area of manufacturing, Tata Motors had the foresight to ensure that they make models that are replete with safety. As their tagline rightly says “The perfect shell for your little pearls”, these buses are indeed the best in the business adhering to all safety norms and even understanding the road conditions of the Indian terrains.

coach manufacturer of Spain in which the company has a 21% stake; a joint venture with Marcopolo, the Brazil-based body-builder of buses and coaches; and a joint venture with Thonburi Automotive Assembly Plant Company of Thailand to manufacture and market pick-up vehicles in Thailand. Tata Motors has research centres in India, the U.K., and in its subsidiary and associate companies in South Korea and Spain. 99

With the Skool range that is purpose built for schools, Tata Motors have achieved the goal of filling the gap that existed when it comes to safe transportation of school children. Starbus Skool buses are designed to provide the utmost safety and comfort to young minds, on their daily journey of learning. The Starbus Skool incorporates about 20 essential features, from the many other prescribed by the Government. It is the only bus of its kind, with special ‘child-safety’ features that cushion school going children from any physical injury. These features include tooth-guards, guardrails, semi-sliding windows, a door with an alarm, anti-skid floors and much more.

present on the jack knife door is used to give a signal every time the children board or alight the bus. ✎ Anti-skid vinyl flooring - The easily washable flooring has an anti-skid surface, which prevents children from slipping, even when the surface is wet. ✎ Retractable lower first step - Available in the Starbus Skool 52-seater, the retractable lower first step allows children to board and disembark from the bus with minimum effort and risk of injury. ✎ High-comfort soft cushion, dual tone seats - The ergonomically designed seats ensure that your students enjoy a comfortable ride to and from school. ✎ Soft arm rest on the outer side of the seat - Each armrest is padded and care has been taken to ensure that there are no sharp edges, in order to prevent injuries. ✎ Tooth guards behind each seat - The rigid, top portion of the frame of the seat has been covered with additional padding to protect children from accidental injury.

The bus is also provided with a tubular, swing-type guardrail, a giant one-piece windscreen and 2-way adjustable, reclining seat with a seat belt, which provide the driver with a high level of comfort and visibility. The Starbus Skool is available in a choice of 16-seater, 20 seater ,24 seater,32-seater , 40 seater and 52-seater options.

The unique features of Starbus Skool buses’ include: ✎ Golden yellow colored exterior - The exterior of each Starbus Skool is painted a bright golden yellow, to enhance the visibility of the bus at night as well as in foggy conditions. ✎ Prominent Starbus Skool logo at front and rear - This enables school children and parents waiting along with tiny tots to easily identify the bus, from afar. ✎ Stop sign at the door - The bright luminescent ‘STOP’ sign 100

✎ Under-seat school bag rack - A special rack below the seats provides a convenient facility for students to store their school bags, without dirtying them. ✎ Embedded soft water bottle hanger behind each seat - The back of the seats feature soft, embedded hooks that allow children to hang their water bottles, without exposing them to the risk of injury. ✎ Soft collapsible handles behind seats - These handles have extra padding and are collapsible, to safeguard the students from injury, even when the bus turns or stops suddenly. ✎ Soft grab handle on the outer edge of each seat - This feature helps the child get a better grip while walking along the bus aisle, and minimises risk of injury. ✎ Wide windows - Large side windows allow plenty of light

✎ Emergency exit doors - Large emergency exit doors located towards the rear of the bus allow students to evacuate the bus quickly, in the event of an impact. Tata Motors has also ensured that there is sufficient comfort provided to the driver also in the Skool range of buses, essential because he is the second element of trust on which parents and the schools leave their children everyday. Understanding the fact that an experienced, relaxed and focused driver is the best safety system with which to equip a vehicle, Starbus Skool is designed to ensure that the driver is comfortable and stays focused on his job i.e. to drive safely. The driver has a 2-way adjustable, reclining seat, with a seat belt. and offer a clear view of the road, so your students can see their environs on their daily journey. ✎ Guide rails on the roof with grab strap handles - These handles are easy on the hands and provide students with a better grip as they move along the aisle. ✎ Soft padding on the window edges - The soft padding negates the possibility of students getting injured while enjoying a pleasant view of their surroundings. ✎ Guard rails on windows - The three guard rails on the windows ensure added security for your students. ✎ Guard rail enclosing the driver area - This tubular guard rail separates the driver’s cabin from the passenger area, ensuring that students do not distract the driver or touch the hot gearbox cover. ✎ Door open warning alarm - This alarm helps the driver ensure that all doors are closed while the bus is in motion, by alerting him in case any door is still open. ✎ Stop switches on each window pillar - In case of an emergency, or an unscheduled halt, the students can press the Stop switch provided to alert the driver and stop the bus.

The clear layout of instruments ensures easy operation of controls, while a one-piece windshield glass gives the driver an unobstructed view of the road. Plus, a tubular rail prevents children from clambering into his cabin and distracting him as he drives. To ensure that Tata genuine spare parts are available at the right time, the right place and the right price, Tata Motors have undertaken several market initiatives:

Uniform MRP (Maximum Retail Price) based billing In a first of its kind initiative by any Indian automobile manufacturer, Tata Motors has introduced Uniform MRP billing. It assures that customers get spare parts at the same price anywhere in the country.

Distinctive Packaging to identify Genuine Spares Strengthening the Distribution Channel Unmatched Warranty Scheme Tata Motors have extended warranty on parts purchased through all its authorised outlets. Giving an assurance that will last as long as children travel to school on buses, Tata Motors surely seem to have carved the perfect ‘shell’ for every parents’ ‘pearl’. ◆

101

The Quality Search

he adoption of Quality Management System in a school should be a strategic decision of a school management.

The design and implementation of an organization school quality management system is influenced by varying needs, size and structure of the school. The relevant international standard is ISO 9001-2000, published by International Organization for Standardization. ISO (International Organization for Standardization) is the worldâ&#x20AC;&#x2122;s largest developer and publisher of International Standards. ISO is a network of the national standards constituting of 157 countries, one member per country, with a Central Secretariat in Geneva, Switzerland, that coordinates the system.

102

Education and training providers who can use this standard include a school, college, university, training centre, assessment centre or a department or section within a college, university, training organization. ISO 9001 requires that you develop your Quality Management Systems according to a set of specific requirements, which are detailed in Clauses 4, 5, 6, 7 & 8 of the standard. The QMS can include the totality of an educational and training organization (they are: educational and / or training delivery, curriculum development, student services, administrative support or a part of it.

Clause 4: Quality Management System The clause summarizes the processes required to implement a QMS. You need to clearly state whether the QMS is going to apply to whole of your organization, a number of section

(eg.faculty division, or research and development) or a single section. Therefore the scope is to be mentioned in the Quality Manual. You also need to decide whether the support functions (such as administration, finance and maintenance are to be included. When developing procedures, you will need to pay due regard to all of the statutory obligations and to any other

objectives, customers feedback process, management review of the activities/processes of the organization and responsibilities and authorities of the personnel are working in the school are defined and communicated with in the organization, appointment of a senior person as management representative for overall responsibility of Quality Management System.

constraints placed upon your organization by outside bodies such as govt. departments.

Clause 6: Resource Management

The standard does not stipulate any format and you are free to

The organization shall determine and provide the resources needed (a. to implement and maintain the quality Management

present your procedures in the manner that is appropriate for your organization. Your quality manual to include details of your QMS such as organization structure, details of responsibilities & authorities, procedures (that required by the standard and those you require), process description, resources available and how they are allocated and Quality policy of the

System and continually improve its effectiveness and to enhance customerâ&#x20AC;&#x2122;s satisfaction by meeting customerâ&#x20AC;&#x2122;s requirements. The resources include physical and human resources for the successful provision of educational services, the on going improvement educational services and meeting students requirements. You need to ensure that all staff

education.

working within your QMS have the capability and the competent to successfully undertake their work responsibility. The process of recruitment and selection addresses the competency requirements for the positions identified in the school. Regular training is to be provide for ensuring the updation on the activities.

Clause 5: Management Responsibility The Main requirements of this clause is that your senior executives show how there commitment to the development and improvement of the Quality management system can been seen. This may include establishment of Quality policy and quality objective for the organization arranging regular internal and external audits, organization strategic and operational planning processes, publication of news letters to communicate related matters, such as customers feedbacks and quality

The school shall determine, provide and maintain the infrastructure needed to achieve conformity to service requirements and the infrastructure includes

103

✎ buildings, workspace and associated utilities ✎ process equipment (both hardware and software), and ✎ supporting services (such as transport and communication) The school shall determine and manage the work environment needed to achieve conformity to service requirements.

Clause 7: Service Realization The main requirements of this clause requires that you need to decide how you intent to plan your processes or service to your students. You need to establish what your students expect from the education and training programs you deliver or from the services that you offer. For this you need to take this into account that you have the capability to deliver your service. Service provision to a student may involve any or all of the following as appropriate: ✎ student selection and admission, curriculum documentation, course structure and content. ✎ training plans, timetables, materials handling and availability, assessment and reporting, resource management and allocation, staff evaluation and appraisal, student progress-retention/ completion, data collection and analysis, library support, administrative functions, process improvement. The school shall exercise care with student property while

104

it is under the school control. It is also necessary to ensure that the equipment used by the school is regularly calibrated as per the requirement.

Clause 8: Measurement, Analysis and Improvement An important component of your QMS is the process by which you obtain information about key aspects of your school. Planning for measurement, analysis and improvement should take place early in your overall planning cycle to ensure that data is available when you need it in the current cycle and as an input in to the next planning cycle. Students satisfaction is one of the most important measures of your schools performances. Therefore a system must be put in place for obtaining the students feedback, analyzing and arriving at students satisfaction level which will give information about plan of action if any required in case of low level satisfaction.

Conclusion Many of the organizations involved in service delivery have started implementing Internationally recognized Quality Management Practices in order to demonstrate their credibility and competence to the customers. In addition the quality management system enables the organization to monitor its performance level and plan its action plan according to the level of performance achieved. Provision of education by a school is an important activity and therefore the top management need to consider adoption of Quality Management System into their operations which will enhance their credibility.

◆

Srihari Kotela,

email:aqaindia@aqa.in Tel: +91-040-23301618 / 23301554 / 23301582.

MAY-2008

105

5 best investments for your child’s future

ome of the fundamental requirements to build up a

good corpus for your child’s future include chalking out a goal with a clear time frame and corpus requirement, making regular and systematic contribution, being clear about the returns expected in each of the instrument and the tax implications over a long period for each of the instrument selected. Considering all the above, the various instruments

these policies should clearly be on the earning parents and child’s life should not be covered. When compared with other investment avenues, child insurance policies have some advantages.

that can be looked at in the current circumstances are:

✎ The claims are made out to the children and not to the parents.

The various children insurance plans available in the market,

✎ They provide for disciplined and committed payment of premiums throughout the policy period.

not only provide the basic risk cover that is an essential requirement of a long term plan, also provides a very good tax

106

advantage. It is also be very clear that the risk cover under

✎ There are no liquidity points like loans against policies etc., which ensures the corpus saved cannot be diverted for any other cause.

✎ The maturity claims are made only at the predetermined periods, thus ensuring a guaranteed receipt of the money when they are really needed. ✎ The payouts/maturities can be worked out at the beginning only as per the need. ✎ Finally, because of the risk cover provided under these policies, they ensure with or without the policyholder, the goal will definitely be achieved.

The basic, traditional children plans usually work as an alternative for the bank deposits etc. where as unit linked insurance plans can be used as a double advantageous plans where the risk is also covered and the investment decisions will remain in the hands of the investor and thus can generate much better returns. Advantages of ULIPs when compared with traditional policies include: ✎ In addition to the necessary risk cover, they also ensure that investments can be channeled into high growth options. ✎ Provides enough flexibility in the withdrawal of funds. ✎ Some of the current

Ideal Mix Traditional Insurance plans Unit Linked plans Children mutual funds Diversified equity funds (in the name of children) Direct equity Commodities

30% 15% 20% 10% 15% 10%

schemes, in addition to the risk cover of sum assured also protect the future income generation potential also.

There are enough mutual fund schemes are available in the market to meet each and every need of an individual with a various risk appetites. One should carefully choose a basket of schemes, which should be a combination of debt and equity investments. There are designated children mutual fund schemes are available, which can be combined with good diversified equity funds, which together can provide a much better growth opportunities in the long run. One can also use Systematic Investment options available with all the mutual funds, which also saves the entry cost. Even though there is no uniqueness in dedicated children plans, they still provide the following advantages: ✎ Separate identification of savings towards children. ✎ Some dedicated children schemes are less expensive than the general ones. ✎ There will also be a general psychological deterrent – to use children funds for other causes. ✎ There exists a tremendous tax advantage: Since mutual funds are taxed only on maturity and these funds when matured directly goes to the Major children, the same will not be coupled with the parents income.

It is an option used by knowledgeable investors. The operation and investment styles are – one can open a demat account in

107

the name of child itself and keep on investing and accumulating good quality stocks with long-term track record and with a very good growth opportunities in smaller quantities over a period of time. But one has to be very careful in this and should not get carried away by the momentum of the equity markets. The basic risk in investing direct equity being the investor getting carried away and start buying stocks with short term focus or on hot tips. The investor should be clearly focused and should buy only with long term focus and only growth and quality stocks and irrespective of whatever happens to the market should not get carried away.

This is traditionally followed in India, especially where there are girl children, to keep on investing in commodities like Gold and Silver etc. In the present situation, where commodities might be growing at a better rate and also to beat the inflation, this is a good strategy. But the factors to remember are that there should not be any conversion costs – like when one invests in gold, they should invest in Gold Biscuits and coins and not in ornaments.

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Quick tips:-Ensure a good asset spread, which provides adequate safety and growth-For a medium risk person, a spread of 40:60 or 60:40 in debt to equity is acceptableMaintain a good mix of liquidity & flexibility-Keep away from instruments whose returns will be subject to tax incidence on an accrual basis There were a lot of problems in direct investments into commodities so far. But all these are getting addressed and will be removed in future. For ex. Today 24 carat Gold coins are available in plenty, that too starting from 1 or 2 gram size. And also in the future, with the commodity-based funds coming into existence in the near future, one’s investment choices will be very easy. However success to any financial plan always depends on one’s ability to adopt stringent financial discipline. ◆

Development Chronicled Andhra Pradesh is fast changing. It is looking at a renewed self with every new day. The state is burgeoning with investments in every sector. But there has been a lackâ&#x20AC;Śa lack in the form of documentation of development. Now, with the edition of Development Dossier 2008 from Indian Express, this lack is no more. The edition is a comprehensive collection of some of the most significant developments that have changed the fortunes of Andhra Pradesh. So, to know Andhra Pradeshâ&#x20AC;&#x2122;s growth in the last four years, get your Development Dossier 2008 copy now.

Call: 040-23418672, 23418673/ 66631457

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