Each day, thousands of children across the world face situations characterised by abuse and neglect. The onus of intervention does not lie with any single agency or organisation but is a collective community responsibility. India is home to 19% of the world’s children. A study of 12447 children across 13 states in India showed that young children were most at risk for abuse and exploitation.
The National Curriculum Framework 2005 has stated that “fertile and robust education is always created, rooted in the physical and cultural soil of the child, and nourished through interaction with parents, teachers, fellow students and the community.” However, there can be various forms of community involvement in schools. Right of Children to Free and Compulsory Education, 2009 (RTE Act) is a legislation which seeks to provide quality education for all children in the age group of 6-14 years.
One of the greatest achievements of The Vikramshila school in Bigha is the mobile library. With the internet, the culture of reading and libraries had died down over the years and it was decided that if the community didn't come to the library, then the library would be taken to them.
Are certain individuals born to be teachers and can only those be truly competent? Or can people without such aspirations develop to become ‘great teachers’? Are there certain conditions, the presence of which foster such development?