policy

Shankar Badaga with Anwar and Venkatesh

The discourse around the dwindling state of our Public Education System is endless and is heard everywhere irrespective of the depth of the analysis. The state of education affects everyone, consequently, everyone seems to have an opinion about it. Our judgements are often superficial and we miss taking into account the complexity of our Public Education System – right from the classroom to the educational policies.

I clearly remember the moment when I realized that I could read. I must have been five years old. I was at home, sitting on the floor with a storybook, reading a story one word at a time. And suddenly (this is how I remember it, at least) - I was reading whole sentences from beginning to end, without stopping. I could read!
There are three critical overarching aspects to consider when we look at educational change:‘what’,‘how’ and ‘who’. We need to be clear about what is worth changing. For instance, we must ensure that all teachers are in class and teaching. Obviously we need to do a lot more than that! The ‘what’ involves changing the practices of individuals, institutions, and the system, because as long as they continue to do what they currently do, nothing will change for the better.

What steps can teachers take to have a truly inclusive classroom? Saravanan P., an Inclusive Education Coordinator, gives us the answers, in this article published in Thisaimani (Journey 2) - an APF-Puducherry District Institute publication.

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