Role of the teacher in quality education

Agarwal Radhika

The term quality is generally used in term of quality of life which means improvement of life styles of people, their enlightened life styles and their access to civil rights and freedom. Needless to say that quality education is that which enhances quality of life, the quality education may be defined as that which transfers the consciousness of a person and leads him from darkness to light in the knowledge area. In order to be able to import quality education, our education system has to acquire the following qualities: quality syllabus, quality faculty, quality teaching and evaluation, quality research and quality character. The citizens of nation are called upon to provide good governance, develop future business, build health and educational infrastructure needed for raising the standard of living and improving the quality of life. And responsibility of developing good citizen lies on the shoulder of teachers. So, development of quality education is directly related to the teachers. The teachers have to give thrust on quality of education they impart to students in order to achieve excellence in all fields.

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A study on evaluation of curricular and co-curricular activities in KGBV of Assam

Gogoi Sampreety

To target pockets where girls’ education is lagging behind, the Government of India has launched the Kasturba Gandhi Balika Vidyalaya (KGBV). The aim is to reach out to girls from marginalized social groups in over 3282 educationally backward blocks in the country where the female rural literacy is below the national average and the gender gap in literacy is above the national average. The KGBV ran as a separate scheme but was merged with the Sarba siksha abhiyan programme with effect from 1st April, 2007. At the upper primary level, emphasis is on adolescent girls who are unable to go to regular schools. In view of the targeted nature of the scheme, 75 per cent girls from SC, ST, OBC or minority communities are accorded priority for enrolment in such residential schools and only thereafter, 25 per cent girls from families below poverty line. It is felt necessary to study how by providing quality education to the girls of disadvantaged groups of the society through residential schools in the rural villages of Assam India, the KGBVs are empowering the drop out adolescent girls. There should be a strong enriched curriculum in all KGBVs across the state and care should be taken to ensure that it does not consist only of gender stereo typical activities like stitching, embroidery, knitting, pickle making, jewellery making etc. Vocational education is meant to provide the girls with skills that may be useful in adult life. The girls require a definite focus on gender training and leadership development, development of ‘voice’ in order to achieve a holistic development of the girls and to attain the goal of the KGBV programme.

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