Unit 5 Entitlements of The Child and School Provisions: Structure

Entitlements of the Child and School Provisions
UNIT 5 ENTITLEMENTS OF THE CHILD

AND SCHOOL PROVISIONS Notes
STRUCTURE
5.0 Introduction
5.1 Learning Objectives
5.2 Rights based approach to Education
5.2.1 Child Rights in the Context of Education
5.2.2 Right to Education as a Human Right
5.2.3 Right of Children to Free and Compulsory Education Act 2009
5.3 The Whole School Approach
5.3.1 Meaning and Concept of School
5.3.2 Access, Equity and Quality
5.3.3 School Resources — Physical facilities
5.3.3.1 Facilities for children’s safety, sitting space
5.3.3.2 Facilities for Mid Day Meal
5.3.3.3 Facilities for Drinking Water, Toilets, Playgrounds, Sport
5.4 Facilitating Child - Centered Pedagogical Processes
5.4.1 Child-Centered Approaches- The Concept
5.4.2 Understanding The Learner
5.5 Let Us Sum Up
5.6 Answer to Check Your Progress
5.7 Suggested Readings & References
5.8 Unit- End Exercises
5.0 INTRODUCTION
In Block-1 of this course you have read about the relationship between the
teachers, parents and community and their contribution in school development.
Community is a valuable resource and it is important for the school to
communicate effectively with it. For this the provisions for community
Block 2 : School System 1

participation under SSA and RTE, for example PTA, MTA, SMC etc. were
discussed.
Notes
In this block you will read about the school systems and their influence on the
learning of children. As a teacher it is important for you to be aware of the school
facilities and other resources in the school and evaluate them in the context of
school development for overall improvement in the quality of education. Ensur-
ing a safe and healthy environment with child centered and child friendly pro-
cesses is the responsibility of the school system. These have now been guaran-
teed through various international and national provisions which make it bind-
ing on the state to make quality basic education accessible to the relevant age
group of children. In this unit you will read about the entitlements of the child
and school provisions in the human rights framework and how these impact the
teaching learning process in the classroom. You will understand the concepts
underlying whole school development in the context of your role as a teacher in
an elementary school.
5.1 LEARNING OBJECTIVES

After going through this unit you will be able to:
• Explain the right to education as a human right

• Define a child in the context of human rights
• Define the concept of Whole School Approach
• Describe the different resources available inside and outside the school.
• Compare the available resources in schools with provisions made in the
RTE Act 2009
• Illustrate with examples the barriers to access faced by school going chil-
dren
• Discuss factors affecting performance of children in school
• Describe the impact of adopting child centered and child friendly pedagogi-
cal processes.
5.2 RIGHTS BASED APPROACH TO EDUCATION

Read and reflect on the following scenarios which are a common occurrence in
urban localities:
1. A couple Sohan and Manju iron clothes for residents of a housing society.
They have two daughters aged eight and ten years. The couple is literate but
2 Diploma in Elementary Education (D.El.Ed)

has not had formal schooling. They toil hard from 9.00 am to 8.00 pm every
day. Their two children go to school. However afterschool and on holidays
they assist their parents by delivering heavy loads of clothes on their heads Notes
to and from the residents’ homes. On occasions when the work load is high,
the daughters miss school to help their parents. Some residents have warned
them to desist from engaging their children in this work, often at the cost of
attending school. Fear of being uprooted from the locality the parents have
since stopped the practice.
2. Mahesh owns a grocery shop in an urban marketplace. He employs children
below 14 years of age to run errands and deliver groceries to residents’ homes.
These children are not enrolled in school and are a source of income for
their poor families living in JJ clusters/urban slums. Mahesh is abusing
children blatantly and his business is flourishing. No one is concerned.
3. Lajo is a domestic help in many homes in a housing society. Her husband is
a rickshaw puller. They have seven children, five daughters and two sons.
Only the sons attend school and daughters assist them either in their
employers’ homes or at their own home, cooking, washing and/or other
chores. Some residents offered to get their daughters enrolled in nearby
government school but the parents vehemently declined. Sending daughters
to school would decrease their family income heavily. They could not be
dissuaded and continue to deprive their daughters of their right to school
education.
These are examples of gross abuse of children by their parents and also by the
community and denial of their right to basic education.
You will agree that education plays a crucial role in improving the quality of life
of an individual and society. It provides critical inputs for economic prosperity,
scientific and technological advancement, thereby helping to combat poverty
and foster social equity. There has been a global effort to create awareness about
the central role of education in achieving individual and societal development.
International organizations and bodies formulated policies to provide basic edu-
cation to out of school children and dropouts. Article 26 of the 1948 UN declara-
tion of Human Rights proclaimed that everyone has a right to education and that
education should be free and compulsory. It further emphasized the need to di-
rect all efforts in the educational process towards the full development of the
human personality. This would strengthen the spirit of human rights and ensure
the fundamental right for quality education to all. Article 13 of the International
Covenant on Economic, Social and Cultural Rights (ICESCR) clearly states “Edu-
cation is both a human right in itself and an indispensable means of realizing
other human rights”. It is thus envisioned that education plays a vital role in

women’s empowerment, protecting children from hazards and exploitative labour,

promoting human rights and development, environmental protection and popu-
Notes
lation control (Chinobo, 2005).
5.2.1 CHILD RIGHTS IN THE CONTEXT OF EDUCATION
http://www.studentsoftheworld.info/sites/society/childabuse.php
ACTIVITY -1:
List two instances (other than the examples given above) of child abuse which
you may have witnessed, read or heard about, in your school or locality.
Describe your reaction to the incidents and any action you can propose or
may have taken to help the victimized children.
You are aware that children in every society are abused and exploited. If you look
around you will see instances of child labor, beating of children by parents, physical
punishment by teachers, discrimination in school because of caste, gender, etc. Teach-
ers play a crucial role in shaping the personality of an individual.
A good teacher leaves a deep imprint in the mind of the student which lasts through-
out life. After the home it is the teacher who impacts the development of the child.
You have a great responsibility as a teacher in ensuring a safe and healthy environ-
ment for children in the classroom, school and in your locality. For this it is impor-
tant that you see yourself beyond the role of merely a dispenser of knowledge, and
learning. You as a teacher have to be a mentor, guide, leader, protector and a poten-
tial agent for social change. In order to be able to protect the child from abuse and
exploitation you need to understand child rights especially in the context of educa-
tion.

Defining ‘the child’
The United Nations Convention on the Rights of the Child (UNCRC) has given Notes
the definition of the child which is ratified by most countries. The definition
according to international law is “A child means every human being below the
age of 18 years”.
In India also persons below eighteen years of age have a distinct legal entity.
Check Your Progress-1

Answer the question. Space is provided for the answer.
1. What is the age permitted by law in India above which the person (male
and female)
a. Can get married?
b. Can get a driving license made?
c. Can exercise the right to vote?
...………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
Hence all individuals in your locality / town / village below the age of 18
years are children and need your protection and support.
2. Why do children need more attention? This is because:
a) They are more vulnerable than adults under their life conditions by
actions or inactions of their governments.
b) Children in our society and other societies are not considered as
individuals with their own mind, views and abilities to decide and
contribute to society.
c) Children cannot vote and their voices are not heard.
d) Children are vulnerable to abusive and exploitative actions.
The most important international legal instrument for protection of child rights
is the UN Convention on Child Right (CRC). It focuses on the human rights for
children because they are a vulnerable group and need special guidance from
adults and their protection. You should have an understanding of the various
features of CRC, which are:

i) Applies to both girls and boys upto the age of 18, even if they are married
and have children of their own.
Notes
ii) The convention is guided by the principles of ‘Best Interest of the Child’
and ‘Non-discrimination’ and ‘Respect for the views of the child’.
iii) It emphasizes the importance of the family and the need to create an
environment that is conducive to the healthy growth and development of
the children.
CRC draws attention to four sets of civil, political, social, economic and cultural
rights. These are:
• Survival
• Development
• Protection
• Participation
These rights are interdependent but because of their nature are categorized into
Immediate Rights and Progressive Rights.
Immediate Rights are the [civil and political rights] which include the issues
related to : a) discrimination, b) punishment, c) right to fair hearing in criminal
cases, d) separate system of juvenile justice, e) right to life, f) right to nationality
and g) right to re-unification with the family.
Progressive Rights demand immediate attention and action. The Progressive

Rights include mainly health, education and other economic, social and cultural
rights. With regard to progressive rights the CRC enjoins the state to undertake
measures according to their available resources and within a framework of inter-
national co-operation if needed.
Hence right to education is covered under the progressive human rights of the
CRC. As practicing teachers you must ensure that children under your supervi-
sion are protected from all forms of:
• Exploitation
• Abuse
• Inhuman or degrading treatment
• Neglect
All children need protection from abuse and exploitation, due to their social,
economic or geographical situations.

ACTIVITY -2
Notes
• Make a list of five categories of children outside your school that may
need your special attention and protection. For example one category could
be – street children
• You must be prepared and equipped to identify the problems being faced
by the children and also explore possible ways of protecting the children
being abused or exploited in the school or outside.
5.2.2 RIGHT TO EDUCATION AS A HUMAN RIGHT

You have read in the preceding section about the international legal instruments
which consider education as a human right. The Indian constitution also guaran-
tees rights for children which are as follows:-
1. Rights to free and compulsory elementary education for all children in the
6-14 years age group (Article 21A)
2. Right to be protected from any hazardous employment till the age of 14
years (Article 24)
3. Right to be protected from being abused and forced by economic necessity
to enter occupations unsuited to their age or strength (Article 39[e])
4. Right to equal opportunities and facilities to develop in a healthy manner
and in conditions of freedom and dignity and guaranteed protection of
childhood and youth against exploitation and against moral and material
abandonment (Article 39 [f]).
School plays a crucial role in providing such holistic education which strength-
ens respect for human rights and ensures fundamental freedoms to children.
Education imparted in the school should be directed to achieve full development
of the human personality. The concept underlying a rights based approach to
education is one which describes the attributes of an ‘ideal’ school that will pro-
vide free, compulsory and quality education to all. It aims at strengthening pub-
lic education through state and its institutions – schools with their governance
structures, (SMC and PTAs) and education ministry. Such an approach consid-
ers the state accountable for fulfilling the right to education. The States have to
adopt such policies and practices that remove discrimination and ensure equality
of educational opportunity to all. This is a challenge confronting all the states.
5.2.3 RIGHT OF CHILDREN TO FREE AND

COMPULSORY EDUCATION ACT 2009
As an elementary teacher it is important for you to be aware of the efforts made
in our country to achieve UEE. You have read about these schemes in detail in
Course 1. We shall briefly review them here.
Notes
After independence, the government of India has expressed through various poli-
cies, programmes and initiatives its commitments to provide free, compulsory
and quality basic education to children. The government, non-government orga-
nizations voluntary bodies and others have partnered to address the challenges
encountered in fulfilling the objectives of EFA. Several commissions and com-
mittees in post independent India explicitly expressed the need for restructuring
and reorganization of the educational system for national progress and security.
The Government of India launched Sarva Shiksha Abhiyan (SSA) in 2000 to

extend the mission of UEE in all 38 states and union territories. The basic fea-
ture of SSA was to achieve UEE within a specified timeframe emphasizing qual-
ity education and involving grass root level institutions. The earlier Directive
Principle became a fundamental right through the 86th Constitutional Amend-
ment Act 2002. The Act seeks to make free and compulsory education a funda-
mental right for all children in the age group of 6-14 years.
The Article 21A reads –
“Right to education – The state shall provide free and compulsory education to
all children of the age of six to fourteen years in such manner as the state may by
law determine”.
The Right of Children to Free and Compulsory Education (RTE) Act 2009 repre-
sents the legislation envisaged under Article 21A. This means that every child
has a right to full time elementary education of satisfactory and equitable quality.
The education will be provided in a formal school which meets specific norms
and standards. The terms ‘compulsory education’ makes it obligatory for the
appropriate government to provide and ensure that children take admission, at-
tend school and complete elementary schooling. ‘Free education’ means that any
child admitted in the school will not be required to pay any kind of fee or ex-
penses (tuition fee, uniform, books, study material) that may prevent them from
pursuing and completing elementary education.
The RTE Act 2009, along with Article 21A inserted in the Fundamental Rights
of the Constitution of India has become operational from 1st April 2010. Right of
Education which is a basic fundamental right is guaranteed to every child in the
age group of six to fourteen years. The Act is a justiciable legal framework which
will provide for children’s right to an education of reasonable quality. Such an
educational system will be based on the principles of equity and non-discrimina-
tion. In other words it implies an education which is free from anxiety, stress and
fear.

Check your Progress - 2
Answer the question. Space is provided for the answer. Notes

1. List two constitutional provisions for children other than the right to edu-
cation.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
5.3 THE WHOLE SCHOOL APPROACH

5.3.1 MEANING AND CONCEPT OF SCHOOL
ACTIVITY -3
• Visit a nearby school. Make a list of the physical and human resources
available inside the school. Compare the resources with those in your
own school.
The RTE Act 2009 discussed in the Section 5.3.2 makes it mandatory for the
state to provide free and compulsory education to all children in the age group of
6-14 years, in a neighborhood school till the completion of elementary educa-
tion. The interventions envisaged through the Act address issues of access, eq-
uity and quality. Hence one can observe a paradigm shift in the approach to UEE
from an incentives perspective to that of entitlements for the child.We will now
describe the concept of school.
School is a place designated for teaching and learning in a group. The people
engaged in this activity are teachers, school staff and students. Students learn
under the supervision of teachers. The terms commonly used in most countries
of the world for different categories of schools by different age levels are pri-
mary and secondary. The former category includes young children and the latter
teenagers.
A school is described as a place where the courses of study is/are prescribed or

recognized by the government (Central/State) or a University or a Board consti-
tuted by law or any other agency authorized on this behalf by the central or state
government and which satisfies one or more of the authorities, e.g., Directorate
of Education, Municipal Corporation/Committee, in regards to its standard or

efficiency. It runs regular classes and sends its candidates for public examina-
tions (Pajankar and Pajankar, 2010).
Notes
In simple terms a school is a place that
¾ is adequately equipped with teachers

¾ has students engaged in learning
¾ has a building with proper space
¾ is equipped with rooms, furniture, playgrounds, toilets, drinking water fa-

cilities and other resources
¾ provides an environment for all-round development of the child’s personal-
ity
A school thus plays a variety of roles in the present day society.
5.3.2 ACCESS, EQUITY AND QUALITY

It will be pertinent at this stage for you to know about the facilities and resources
which the elementary school children are entitled to have as provided in the RTE
Act 2009. These as you know are implemented through the interventions of SSA
within a stipulated timeframe. Implementation of the RTE Act 2009, envisages a
whole school approach, which focuses on access, equity and quality. The con-
cepts are interrelated and interdependent. We shall discuss each of these con-
cepts separately to explain their meaning. You will then understand how these
are integral to the whole school approach.
Access
We shall first discuss the issue of physical access to school.
ACTIVITY -4
Read the examples given below and examine the picture.
Distant Schools (PROBE, 1999)

In village Doodapura of Sawai Madhopur (Rajasthan), the school is located
on a separate hill. Small children find it difficult to get there. During the
monsoon the path is under water, and the school remains closed for weeks or
even months at a time.
There is no school in Chaktodar(Sultanpur district, U.P.). The government

school in the neighboring village of Gyanpur has to be approached through

the bazaar. This makes it unsafe for children and compounds the distance
Notes
problem.
The school in Atarvan (Sidhi, M.P.) serves many villages. Most habitations
are 2-3 kms away from the school.
Girls on their way to a school near Koraput on the Andhra-Orissa boarder.

These students walk 6 kilometres to reach the school.
http://www.thehindu.com/education/article2134454.ece
Discuss some difficulties which children enrolled in an urban/semi urban/

rural/tribal school may face in the context of physical access. You can give
instances from your own experience as a teacher working in an urban/semi-
urban/ rural/tribal elementary school.
Distance of schools from habitations is a grave problem especially in the rural

and tribal parts of the country. A school has to be within reasonable distance for
children to have access to it. This implies that if schools are not located in the
nearby habitations where children reside, then they are not likely to complete
schooling even if they are formally enrolled. The RTE Act provides children
access to elementary schools within the “defined area or limits of neighborhood”.
The RTE Act also makes it mandatory for all States and Union Territories to
arrive at a clear picture of the availability of schools within defined areas or
limits of neighborhoods. This implies undertaking a school mapping exercise. It
is possible that one school may serve many neighborhoods (Refer to the ex-
ample about the school in Atarvan, Sidhi, and M.P.). Alternatively one neighbor-

hood may be linked to more than one school. Mapping will help to identify gaps
and indicate where new schools need to be opened.
Notes
As important as physical access is the issue of social access in universalizing
elementary education. The diversity of Indian culture, language, ethnicity and
geographical distribution deeply influences children’s access to education. For
example, if a village does not have an upper primary school then it is likely that
girls of that village will not complete elementary schooling. Parents in villages
are reluctant to send girls out of the village to complete school beyond class 5.
As a teacher you need to be sensitive to such traditional and cultural mindsets
and make efforts to dispel such societal perceptions and discriminatory attitudes.
The curriculum and textbooks also need to be intrinsically linked with the child’s
life experiences outside the school. The school experiences should reinforce the
child’s pride in her own language, society and way of life and simultaneously
promote learning from the wider world.
Equity
ACTIVITY -5
Prepare a list of students of your class belonging to the following groups:
SC, ST, Physically challenged, Minorities (Muslims), Migrants and any other
category. From class attendance register examine their attendance during one
month. What is the status of their attendance? How does it compare with
attendance of other students? Is there a difference in attendance of girls and
boys? Discuss with students reasons for low attendance. List down the prob-
lems faced by them.
One of the major goals of SSA is to bridge the gender and social category gaps,
and reach out to all children in an equitable manner. The rights based and entitle-
ment approach in RTE addresses the issues of exclusion in a holistic manner. It
is important for you as a teacher to understand the circumstances which hinder
the child’s attendance and participation in school.
For example even before entering school, exclusion may begin. Parents may
discourage their child (especially girls) fearing harassment on their way to school,
or rebuke in the classroom. The issue of gender parity cuts across all categories
of disadvantaged and deprived children. Central to the efforts of SSA for UEE is
reaching out to the girls. You are familiar with the SSA interventions through its
schemes of NPEGEL (National Programme for Education of Girls at Elemen-
tary level) KGBV (Kasturba Gandhi Balika Vidyalaya) and Mahila Samakhya
(MS).

Although the enrolment of girls has improved significantly yet girls from disad-
vantaged communities constitute the major percentage of out of school children.
Access is also thus an issue of equity, and is a key challenge that needs to be Notes
addressed. Efforts at equity also impinge on quality of education and both are
intrinsically linked. As per the RTE Act, to achieve equity quality of education
imparted needs to be improved. This implies a focus on various aspects of qual-
ity – curriculum, textbooks, teaching learning materials, use of classroom spaces
infrastructure and teachers training.
Some support measures that need to be looked at are:

¾ Transport facilities
¾ Escorting children to school
¾ Providing counseling
¾ Helping them to balance domestic burdens with school
¾ Academic support based on the nature of their difficulty
¾ Parental / community support
As a teacher you must ensure not to adopt any exclusionary practices while deal-
ing with children. Some other features that impede inclusive practices are:
Seating arrangements: Disadvantaged category children (SC) made to sit in the

back benches.
Not allowing them to participate in school functions and activities.
Not speaking to them, not checking their homework / class work.
Denying them the use of school facilities, like water resources (taps, water cool-
ers), school canteen and others.
Asking them to do menial tasks like cleaning school premises, toilets etc.
If any such discriminatory practices are being followed, you should discourage
them and address them using inclusion measures. This way you will facilitate to
bridge the existing social category gaps. Children from tribal areas may face
problems typical to their backgrounds. Tribal populations are located in remote,
hilly a forested areas. Languages of instruction are a major barrier in the inclu-
sion of tribal children

Check Your Progress - 3

Notes
1. Suggest some ways to address the problem of language in the inclusion of

tribal children in the school.
…………………….....…………………………………………………..
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…………………….....…………………………………………………..
Similarly other categories of children, i.e. Muslims, Labor, Urban deprived,

Migrants affected by strife experience alienation. The RTE Act mandates bring-
ing such children to regular schools. Children with special needs (CWSN) forms
a very important group under equity issues and as per RTE provisions has to be
provided quality inclusive education.
Quality
ACTIVITY -6
Recall your classroom when you are teaching. List down some features of
that classroom in terms of –
Use of space in the room
Physical infrastructure – chairs, tables, almirahs / racks and their arrange-

ment, blackboard, bulletin boards, others.
Activities of children during teaching-learning
Kind of interactions you have with learners and their participation.
How does this compare with your vision of a classroom?
From this activity you will arrive at a close connection between the issues of
access equity and quality. It is important for you to understand that “Poor
quality impacts on equity and poor equity reinforces poor quality”. Hence
for implementing the RTE Act, there is a shift to quality approach, which
focuses holistically on various mutually reinforcing aspects such as curricu-
lum, text book, TLM, infrastructure, use of space, assessment and teacher
training.

The RTE Act 2009 specially mentions eight factors that should be considered
while formulating the curriculum and evaluation procedures. These eight factors
are based on child-centric assumptions which also formed the basis of NPE- Notes
1986/92 and NCF2005.
It is pertinent for you to be aware of these eight factors which constitute the core
components enabling quality elementary education. These are enunciated be-
low:
¾ Conformity with constitutional values.

¾ All-round development of the child
¾ Building up the child’s knowledge, potentiality and talent.
¾ Development of physical and mental abilities to the fullest extent.
¾ Learning through activities, discovery and exploration in a child friendly
and child centered manner.
¾ The child’s mother tongue serving ‘as far as practicable’ as the medium of
instruction
¾ Making the child free of fear, trauma and anxiety and helping the child to
express views freely
¾ Comprehensive and continuous evaluation of the child’s knowledge and the
ability to apply it.
From the above discussions we conclude that mere availability of a school does
not imply equitable access to education of equitable quality. Access implies free,
joyful and complete participation of the children in the process of education.
Amalgamation of equitable access with quality will sustain universal access to
education.
Some other aspects which are considered in the RTE Act 2009 to address the
issues of access, equity and quality elementary education focus on the school
resources. You will read about these in the next section.
5.3.3 SCHOOL RESOURCES – PHYSICAL FACILITIES
ACTIVITY 7
Find out from your school records the following and prepare a report:
1. The total enrolment of the school

2. The number of teachers employed.

3. Work out the Pupil teacher ratio of the school.
Notes 4. Number of permanent, contractual, para teachers or any other staff

employed for teaching.
5. How many classrooms and playgrounds does your school have?
6. Does your school have facilities for –
¾ Safe drinking water
¾ Toilets – separate for boys and girls
¾ Parking space for children’s vehicles (bicycles)
¾ Boundary wall or fencing around the school
¾ Children with disabilities – seating arrangements, ramps.
From the above activity you will get an idea of the status of the physical infra-
structure of your school. You will agree that school infrastructure in many gov-
ernment schools is still in adequate.
5.3.3.1 FACILITIES FOR CHILDREN’S SAFETY, SITTING SPACE

As per the RTE Act 2009 quality of school infrastructure is a major determinant
of school access. The Act envisions an attractive, motivating and healthy envi-
ronment of the school, so as to attract, enroll and retain students.
For this, the RTE Act lays down some norms and standards for all aspects of
school infrastructure. These are –
Schools will have a composite building, with specific features. It must have req-
uisite number of rooms, toilets and drinking water facilities, MDM scheme,
Kitchen shed, fence / boundary walls, playground, sport equipment, TLM, li-
brary and laboratory.
Barrier free access – This implies that design of the school building should en-
able all children including children with disability to move around freely and use
all its facilities right from school entrance, classroom, playgrounds, toilets, li-
braries, laboratories. If existing school buildings do not have such facilities the
RTE Act has provisions for them to modify them.
Schools must incorporate safety features for resistance against hazards. These
hazards may be natural like earthquakes, floods or human made like fires or
construction related. Safety features should be incorporated in the building de-
sign itself.

5.3.3.2 FACILITIES FOR MID-DAY MEAL

You are aware that the mid day meals (MDM) scheme is one of the world’s Notes
largest school nutrition programme that extends to nearly 12 crore children across
12.65 lakh schools and EGS centres across the country. The scheme must be
operational in your school too.
ACTIVITY 8
• Find out from your school records the impact of MDM scheme with re-
gards to school enrolment and school attendance?
• Suggest some measures you can introduce through the MDM scheme in
your school to bridge the social disparity gaps.
It will be interesting and pertinent at this point to briefly trace the genesis of
MDM scheme in the country. The history of MDM scheme dates back to 1925
when the programme was launched for the disadvantaged children in the Madras
Municipal Corporation. The scheme gained popularity and in the year 1990-91,
the scheme was implemented in 12 states. Subsequently in 1995 the scheme was
launched as a centrally sponsored scheme in 1995 covering 2408 blocks in the
country. The scheme has since been revised to ensure a balanced and nutritious
diet to all children in the school. During 2010-11, 11.36 crore children in el-
ementary schools have been covered spanning 12.63 lakh institutions in the en-
tire country.
The school meal programme helps to boost enrolment and is effective in pro-
moting attendance. It is an incentive not only for the children (who enjoy the
meal) but also for parents (it is an implicit subsidy). The MDM scheme serves as
an attraction for children who are otherwise reluctant to attend school.
Another aspect of MDM scheme is the nutritional impact. A highly nutritional

meal can have implications for cost and logistic. However even a simple meal
can be nutritional and help to solve the calorie deficiency which is endemic in
some areas.
Another aspect of MDM scheme is socialization. Social barriers can be bridged

by sitting together and sharing a meal.

5.3.3.3 FACILITIES FOR DRINKING WATER, TOILETS,

PLAYGROUNDS, SPORTS
Notes
ACTIVITY 9
You undertook an activity in the Section 5.3.3 regarding the provision of safe
drinking water and toilets in your school. Write down whether:
The toilets are in a usable condition
The toilet rooms have locking facility
If there are common toilets then what safety and security measures are in
place for both girls and boys?
Are the toilets reserved for teachers? If so where to children relieve them-
selves?
Is the water supply functional?
Is the available water fit for drinking and supplied in hygienic conditions?
The RTE Act 2009 has special provisions for drinking water and sanitation fa-
cilities in schools. As a school teacher you should be aware of the existence of
such facilities in the school premises as per mandates of the RTE Act 2009. Most
schools except some rural schools are covered under SSA, for provision of toi-
lets, urinals and drinking water supply. The rural schools outside the purview of
SSA, are catered to by the Department of Drinking Water Supply in the Ministry
of Rural Development.
The school should also have facilities for recreation and sports for the children.
As per the provisions currently the playgrounds in schools are being maintained
by mobilizing the community. The community members contribute either through
‘Shramdan’ or through community ‘contribution’. Sports equipments pertaining
to popular local sport should be made available to school children.
Some other provisions in the school made mandatory through RTE Act 2009
are:-
i) Kitchen Sheds
Clean and hygienic sheds to be provided for cooking the mid-day meals.
The provision of kitchen sheds in schools is through the MDM Scheme.
ii) Boundary wall or fencing
Schools are to be made secure and safe by contributing a boundary wall, or

fence. This will give protection from hazards, grazing of animals and other
nuisance and rogue elements.Another advantage is that school gardens can
be created. The school campus will thus become green, secure and child Notes
friendly.
i) Incorporation of child friendly features
A.https://edutechdebate.org/teacher-training/B.http://
mumbaismiles.blogspot.com/2010_05_01_archive.html
ACTIVITY 10
Compare pictures A and B showing two types of classrooms. How do they

compare in terms of child friendly features. For example, seating arrange-
ments, furniture, enthusiasm of students, teacher activity, and any other as-
pect.
You will agree that designs of school buildings should respond to the needs of
children. The facilities should be for example scaled to the age group of chil-
dren. Care should be taken to provide drinking water taps at different heights
according to age group of children. Cupboards and chalk boards should be at
accessible heights. School spaces should be used to maximize the pedagogic
potential. An example is the concept of BaLA (Building as Learning Aid). BaLA
has been used in several states to maximize the pedagogic potential of build
spaces in the school premises. Schools implementing BaLA have created colourful
classroom with geometrical patterns on floors, educational mural on walls, fans
painted in VIBGYOR colors.

Check Your Progress - 4
Notes Answer the questions. Space is provided for the answer.
1. Give two benefits of the MDM Scheme for school children.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
2. Describe two provisions mandated by RTE Act 2009 to ensure safety of
children inside the school.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
5.4 FACILITATING CHILD – CENTERED

PEDAGOGICAL PROCESSES
ACTIVITY 11
Prepare an outline of a lesson plan in a subject which you to teach. Write down
all components of the plan. Mention specifically—
¾ The strategy you adopt to engage the learners during the teaching – learn-
ing process?
¾ Any T-L aids that you may have used during the lesson.
¾ Additional resources, library, media, other community resources that learn-
ers are encouraged to use
Classify the strategy you adopted for lesson delivery as teacher centric or learner
centric.
Classroom processes directly impact the quality of education. You will agree
that a child centered approach is always preferable to one which is teacher con-
trolled. However, the most common classroom strategy in spite of this fact is the
teacher centric method, i.e., lecture method. As you are aware NCF2005, lays
great emphasis on use of learner centered approaches by teachers. We will now
discuss the concept of child centered pedagogical approaches as envisioned in
the RTE Act 2009 for imparting quality education.

5.4.1 CHILD- CENTERED APPROACH: THE CONCEPT

Many experiments have been conducted in various parts of the country that en- Notes
courage child – centered pedagogy. For example, Activity based approach being
practiced in Tamil Nadu, Nalli-Keli programme of Karnataka, Hoshangabad
Science Teaching Programme of Karnataka. Central to these approaches is a
focus on holistic development of the child by active engagement thus fostering,
critical thinking and problem solving skills. You have read in detail about the
child centered pedagogic processes which will help you to understand the learner
for providing quality education in school situations. These were discussed in
Course 3, Pedagogic Processes in Elementary Education.
In the traditional methods the teacher controlled the classroom processes and the
learners were passive recipients. The underlying philosophy in child centered
approaches is ‘costructivism’, according to which learners construct new knowl-
edge based on their previous experiences. Learners devise their own learning
strategies. The teacher’s role is that of a facilitator, who designs the learning
tasks and guides the learner during the process. Child centered approach can be
adopted through strategies like experiential learning. Here the process of learn-
ing begins with action and promotes reflective thinking by the learner. Another
approach is problem solving where the students formulate hypothesis, suggest
solutions, conduct experiments, generalize, arrive at solutions and compare their
results. These approaches facilitate development of thinking, observation and
enquiry skills. As a teacher you should foster learning by adopting approaches
which permit learners to gain knowledge and skills through direct experiences in
their local specific contexts.
5.4.2 UNDERSTANDING THE LEARNER

RTE Act recognizes the importance of adopting child friendly, child centered
pedagogy for holistic development of child’s personality. The role of the teacher
is visualized as a facilitator who motivates children to relate learning with their
daily life and construct knowledge. Various aspects of the learner which the teacher
should be knowledgeable about are:
¾ Physical development and health of the learner. Learning experiences spe-

cific to the learner’s development stage can then be provided.
¾ Mental abilities and potential of the learner. Learners differ in their linguis-
tic, spatial, mathematical, musical, kinesthetical abilities. Suitable learning
experiences can then be provided to build upon the existing levels.
¾ Culture. Learning is greatly influenced by cultural experiences of the learner,
i.e., experiences gained at home, in the community, in school and with peers.

Teacher needs to understand the cultural context and provide learning expe-
riences accordingly.
Notes
The RTE Act redefined the concept of assessment by considering it to be an
integral part of the teaching learning process. rather than an end of the process
activity. The goal of assessment is to provide continuous feedback on learning
achievement. Under RTE provisions no child can be detained or declared “fail”
in any class, because no evaluation, even an examination can be the basis of
detaining a child in any class.
Child centered pedagogy as envisioned under the RTE Act is consistent with
NCF 2005, which provides for continuous and comprehensive evaluation. The
prevalent system of examination is incompatible with the concept of child cen-
tered pedagogy. You will need to observe various aspects of the child’s personal-
ity, behaviour and attitude to obtain a holistic perspective. Learner achievement
will then not be confined merely to attainment in different school subjects alone.
As a teacher you thus have a crucial role to play as a capable facilitator in the
holistic development of the child by imparting quality education through the
school. You should be aware of the child’s entitlements and be prepared to un-
derstand the child’s world.
5.5 LET US SUM UP

In this unit you read about the paradigm shift in the approach to universalization
of elementary education. The RTE Act 2009 emphasizes the entitlements per-
spective for UEE which is a shift from the earlier incentive based approach. The
unit described a rights based approach to education and the provisions therein to
make quality elementary education equitable and accessible to the children in
the relevant age group. Child rights in the context of education were explained
and the role and responsibility of a teacher in ensuring a safe and healthy school
environment was highlighted. The right to education as a human right was dis-
cussed which further enjoins the state to provide free and compulsory education.
The whole school development approach was discussed which integrates these
concepts of access, equity and quality in a holistic manner. The importance of
physical and social access was elaborated so that a school teacher adopts prac-
tices that are non discriminatory, flexible and foster inclusion of all children.
The issues of equity as mandated by RTE Act were explained. Issues pertaining
to gender parity, cutting across all deprived and disadvantaged groups were de-
scribed. The unit also discussed in detail the concept of quality which is depen-
dent on access and equity. The provisions in the RTE Act for adequate physical
facilities were elaborated. All elementary school children are entitled to have

basic facilities in the school like classrooms, playgrounds, libraries, sport equip-
ments, toilets and drinking water. In addition to the physical provisions quality
also depends on academic facilities like teachers, curriculum, textbooks and adop- Notes
tion of child centered, child friendly teaching learning approaches. The unit de-
scribed the role of a teacher as a facilitator in achieving holistic development of
the child’s personality by being aware of and ensuring provision of the entitle-
ments as mandated by the RTE Act 2009.
5.6 ANSWER TO CHECK YOUR PROGRESS

Check your Progress -1
1. a) 18 years for girls and 21 years for boys
b) Above 18 years
c) Above 18 years
1. Right to be protected against any hazardous occupation up to the age of 18

years (Article 24) and Right to be protected from being abused and forced
by economic necessity to enter occupations unsuited to their age and
strength(Article 39e).
1. a) Using services of local people from the community to develop TLM in

the tribal language.
b) Sensitizing non tribal teachers about tribal cultures, practices and cus-
toms to foster better understanding of tribal children in the classroom.
1. i) MDM scheme serves as an incentive and attraction for children other-

wise reluctant to attend school. Thus it boosts attendance in school. It
also improves the nutritional level of children who are undernourished
and/or malnourished.
ii) School infrastructure should incorporate features for protection of chil-

dren against hazards both natural and human made.
2. i) The school must be provided with a boundary wall or fencing to pro-

tect from strangers and rogue elements, grazing animals and other dis-
turbances.

ii) The building should be retrofitted to protect from damage due to earth-
quakes
Notes
5.7 SUGGESTED READINGS & REFERENCES

1. Chinobo, Joseph.P.G.(2005): Issues in Basic Education in Developing
Countries: An Exploration of Policy Options for Improved Delivery. Journal
of International Cooperation in Education. Volume 8, No: 1, pp 129-152.
Retrieved (20-09-2011) from http://home.hiroshima-u.ac.jp/cice/
chimombo8-1.pdf
2. DEP-SSA, IGNOU (2007): Effective Classroom Processes (A Resource
Book)
3. Pajankar, V.D. and Pajankar, P.V. (2010). Development of School Education
Status in India. Journal of Social science, 22(1), pp 15-23. Retrieved (30-
09-2011) from http://www.krepublishers.com/02-Journals/JSS/JSS-22-0-
000-10-Web/JSS-22-1-000-10-Abst-PDF/JSS-22-1-015-10-935-
4. Public Report on Basic Education in India (1999) : Oxford University Press,
New Delhi
5. Right to Education Act 2010, Government of India. Journal of Social Science,
22(1).Retrieved (20-09-2011) from http://www.education.nic.in/elementary/
free%20and%20compulsory.pdf
6. Sarva Shiksha Abhiyan, Framework of Implementation (16-12-2010).
Retrieved (24-09-2011) from http://www.cips.org.in/public-sector-systems-
government innovations/documents/articles/draft_ssa_framework.pdf
7. Sarva Shiksha Abhiyan, Framework of Implementation (Revised 09-06-
2011). Retrieved (24-09-2011) from http://ssa.nic.in/page_portletlinks?
foldername=ssa-framework
8. S. Kishore (18th April, 2011). Report of the Special Rapporteur on the Right
to Education Retrieved ( 17-10-2011) from http://www.vvob.be/intranet/
files/a-hrc-17-29.pdf
9. Sharma, S (2006). Learner Centered Approaches, in Santosh Sharma (ed)
Constructivist Approaches to Teaching and Learning. Handbook for teachers
of Secondary Stage, NCERT, New Delhi
Web Resources (Accessed on 24-09-2011)

1. www.cips.org.in/public-sector-systems-government-innovation/docments/
articles/draft-ssa-framework.pdf

2. http://www.indg.in/primary-education/education-as-fundamental-human-
right/education-as-fundamental-and-human-right-1
Notes
3. http://mdm.nic.in/
4. http://www.ecoliteracy.org/teach
5. www.asercentre.org
6. https://edutechdebate.org/teacher-training/we-cannot-train-more-teachers-
we-must-empower-them-with-technology/
7. http://www.studentsoftheworld.info/sites/society/childabuse.php
8. http://www.pluggd.in/right-to-education-fundamental-right-in-india-297/
9. http://www.thehindu.com/education/article2134454.ece
10. http://mumbaismiles.blogspot.com/2010_05_01_archive.html
5.8 UNIT-END EXERCISES

1. Explain the main objectives of Right to education
2. What are the school resources which helps the children in getting healthy
environment

Teacher and School
UNIT 6 TEACHER AND SCHOOL

Notes
STRUCTURE
6.0 Introduction
6.2 The Changing School Context & Challenges for a teacher
6.2.1 Changes in School System
6.2.2 Challenges before a Teacher
6.3 SSA Intervention in School System for its Development
6.4 Teaching as a Profession
6.5 Role of Teacher in Education System
6.5.1 Multifarious Role of Teacher
6.5.2 Role Outlined in SSA
6.6 Professional Development of Teachers
6.6.1 Various Efforts at National Level
6.6.2 Development in Community
6.6.2.1 Community as a Resource
6.6.2.2 Symbiotic Development –Teachers & Community
6.7 Teacher Leadership in Community
6.8 Let Us Sum Up
6.9 Answers To Check Your Progress
6.11 Unit- End Exercises
6.0 INTRODUCTION
In your previous unit, you have studied about the historic act of Right of Chil-
dren to Free & Compulsory Education, 2009. Education aims at bringing out all
around development in a child. Schools design activities, whether curricular or
co-curricular, towards the growth and development of children. Schools are the
places where all the experiences whether planned or otherwise lead to learning
in children.

Teacher and School
Schools in India may be categorized in many ways—

¾ According to level of education-Elementary and secondary.
Notes
¾ According to funding –private; government aided and government.
¾ According to medium of instruction – English medium or mother tongue
based.
In spite of a variety of school type, a team of teachers is employed who works in

tandem towards the larger goals of education. A teacher plays a pivotal role in
school system and, therefore, has tremendous influence on the all round devel-
opment of students. This has been time and again reiterated by all Committees
and Commissions of Education. A teacher needs to be prepared in relation to the
needs and demands arising in the school context, to engage with questions of
school, knowledge, learner, and the learning process. A teacher has to respond to
the broader social, economic, and political changes taking place in the society.
You are motivated to become teacher. As a teacher plays a central role in educa-
tion system of any country, joining teaching as a profession necessitates that you
must understand the different aspects attached to it.

After going through this unit, you will be able to-
• Explain the role of teacher in school system.
• Discuss the characteristics of teaching as a profession.
• Describe the professional development programmes of teachers.
• Discuss the SSA interventions in School system for its development.
• Illustrate with examples the symbiotic relationship between teachers and
community.
6.2 THE CHANGING SCHOOL CONTEXT &

CHALLENGES FOR A TEACHER
Children in School
Source:http://t1.gstatic.com/images?q=tbn:ANd9GcQ2G_9Oy6X7-zwiOUXyV FEOWDicsAlNcLQs
CTkUJMBghocMzyal 2wcqA8yI

Teacher and School
ACTIVITY 1
Notes
Has your father or mother ever narrated their school experiences to you? If
yes, try to compare those to your school experiences? If no, try to explore and
then compare the experiences. Did you find differences with reference to
teaching learning strategies, infrastructure or the overall environment?
You must have across stories of the teacher-centered and highly disciplined class-
room in earlier times. Teachers were feared and children did not dare to ask any
questions. Memorization was stressed more than understanding. The class-
rooms were teacher centered. Your days were lesser teacher-centered with little
more democratic inclination. You were allowed to ask questions and partici-
pated in planning of co-curricular activities.
6.2.1 CHANGES IN SCHOOL SYSTEM

There have been significant developments in the school education since inde-
pendence. You must have heard of National Policy on Education (NPE) through
which our country had initiated the march for achieving the goal of UEE. The
efforts for education for all were intensified in the 1980s and 1990s through
several programme such as Operation Black Board (OBB), Shiksha Karmi Project
(SKP), Andhra Pradesh Primary Education Project (APPEP), Bihar Education
Project (BEP), U.P Basic Education Project (UPBEP), Mahila Samakhya (MS),
Lok Jumbish Project (LJP). District Primary Education Programme (DPEP)
was launched in 90’s as drive for Education for All in 12 states spreading over 72
districts with the main objective to mould the Primary Education of country
according to the child centered approaches and making it all inclusive. In 2002
Sarva Shiksha Abhiyan (SSA) was implemented as one of India’s flagship
programmes for universalising elementary education. Its overall goals include
universal access and retention, bridging of gender and social category gaps in
education and enhancement of learning levels of children. SSA provides for a
variety of interventions both for school and teachers for reaching its goals. Do
you remember the historic event, which has revolutionized the area of school
education as never before? Yes, you have guessed it right. The enactment of the
Right of Children to Free and Compulsory Education Act, 2009 about which you
had studied in the previous unit.
These provisions have increased the enrollment to elementary level i.e. 5-14
years of age to 82% but unfortunately 50% of these children drop out of the
school before they reach class VIIIth in spite of advocacy of child-centered peda-
gogy and education. Also there is an increasing acknowledgement that the cur-

Teacher and School
rent system of schooling puts tremendous pressure and burden on our children.
This is due to mismatch between the curriculum structure and environmental i.e.
personal and social milieu of children. Also the teachers are not skilled to make Notes
this connection to make learning a joyful act and respond to their needs in imagi-
native ways. Though there has been great expansion of school systems under
SSA in neighborhood, there is much to be desired on the parameter of quality.
Have you noticed mushrooming of unregulated private schools in the neighbor-
hood? These schools lure parents in the name of English schools. They give
substandard education in an attractive packaging thus vitiating the system.
Do you feel challenged as teacher in your school? Please list out the challenges
you face in schools?
6.2.2 CHALLENGES BEFORE A TEACHER

The universalisation of elementary education continues to pose challenges for a
schoolteacher. The issues of total enrollment and retention are still to be reached.
Also the qualitative issues need to be addressed at elementary education level.
The teacher, besides teaching competencies, must have interaction and relations
with the community so that all children in the neighborhood are sent regularly to
schools. The SSA and subsequently the RTE Act has emphasized that the
organisation of overall running of the school become the responsibility of a teacher.
They should complete the entire curriculum within the given time and do con-
tinuous and comprehensive evaluation rather than one time examination to as-
sess students. They have to work in close relation with community members as
part of the school management committee. They should hold parent’s meetings,
apprise them about their ward’s progress and involve them in the growth and
development of children. Thus, the role of a teacher is much comprehensive as
compared to earlier times. The Act lays special emphasis on all round develop-
ment of the child especially identifying and nurturing child’s potentiality and
talent. Teaching -Learning activities should be child-centered with focus on dis-
covery and exploration of knowledge. As Tagore has said, “where the mind is
without fear” should be true for the schools. Efforts are required to make the
child free of fear, trauma and anxiety and helping the child to express views
freely. Medium of instruction shall, as far as practicable, be child’s mother tongue.
You will surely agree that these areas are particularly significant to the profes-
sional development of teachers at all stages, both in their initial and in-service
training. National Curriculum Framework (NCF), 2005 talks of constructivist
approach to teaching and learning. It requires a teacher to be a facilitator of
children’s learning in a manner that helps children to construct knowledge and
meaning. The teacher in this process is a co-constructor of knowledge. Teachers

Teacher and School
need to be facilitator and creator of knowledge and thinking professionals. They

should be sensitive and capable to connect with what children learn from their
Notes
home, social and cultural environment and to further create opportunities for
children to discover, learn and develop.
Such roles demand that teachers be equipped with an adequate understanding of

curriculum, subject-content and pedagogy, on the one hand, and the community
and school structures and management, on the other. Education is not a me-
chanical activity of information transmission and teachers are not information
dispensers. Teachers need to be looked at as crucial mediating agents through
whom curriculum is transacted and knowledge is co-constructed along with learn-
ers. Learning is not confined to the four walls of the classroom. For this to hap-
pen there is a need to connect knowledge to life outside the school and enrich the
curriculum by making it less textbook-centered.
Let us try to find out the provisions SSA has made for the Schools to achieve the
goal of universalisation of elementary education.
State whether true or false
1. Right to Free and Compulsory Education is for all children between age
of 3 to 14 years
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
2. In constructivist way of learning, a teacher facilitates concept develop-
ment in students
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..
3. Quality improvement in Elementary Education is entrusted only with SMC
and not teachers.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..

Teacher and School
6.3 SSA INTERVENTION IN SCHOOL SYSTEM

FOR ITS DEVELOPMENT Notes
ACTIVITY 2
List out the provisions in your school and compare with your school days?
Your list may have many points like walking distance to school, the number of
rooms and drinking water, etc. As you must have realized by now that SSA has
made many provisions or interventions in the school system to bring equity,
access and quality for all children. You must have read about these in previous
unit. A minimum of the provisions for good education should be for all children
and therefore people together are working for this. The interventions made by
SSA for development of school system are enlisted below:-
• State should establish one primary school within one kilometer of every
habitation and establish new ones to facilitate schools within one km ra-
dius. The places where EGS centers are running they may be upgraded after
successful running of two years.
• An upper primary school for every two primary schools.
• Every primary school will have at least two teachers with the provision that
there would be two class rooms with verandah to every Primary school. A
room for every teacher in Primary & upper Primary wherever possible. A
room for Head-Master in upper Primary school/section to facilitate the work-
ing of the school.
• Textbooks are still the backbone for Teaching Learning at any level of edu-
cation. Provision of free textbooks to all girls/SC/ST children at primary &
upper primary level with an upper ceiling of Rs. 150/- per child. State to
continue to fund free textbooks being currently provided from the State
Plans.
• Children at primary level are still at concrete operational stage of cognitive

development. This means that Teaching Learning aids are mandatory for
concept development. Therefore, there have been provisions made for Teach-
ing Learning Equipment (TLE).
• TLE should be explored as per local context and need. Financial provision
under SSA for TLE is Rs. 10,000/- per school. Procurement is through the
involvement of teachers and parents and VEC/ SMC i.e. school-village level
appropriate body is assigned the task to decide on best mode of procure-

Teacher and School
ment. As you can see that at every step the community and teacher are to
work in tandem for the development of the school and education of the
Notes
locality. As the educational requirements at the upper primary level are greater
there is a provision of Rs 50,000 per school. Here also the decision is col-
lective with teachers/ school committee making recommendations as per
local specific requirement. If there are TLE which the School Committee
feels should be purchased from city or from distant places, it may recom-
mend district level procurement for the same.
• A school involves the building as well. To control the expenditure on the

civil works a ceiling of 33% of SSA programme funds is provided for im-
provement of school facilities and BRC/CRC construction. In schools where
CRCs are there they may be used as an additional room. Repair and con-
struction of office buildings was not provided with any funds. Infrastruc-
ture plan is to be done at district level so that expertise is provided to opti-
mize resource planning.
• To avoid misuse or misappropriation of funds, besides construction the re-

pair of the buildings will be done only through the community participa-
tion. This may be done through SMC /VECs. SSA has also put upper limit
admissible i.e. Rs. 5000 per year as per specific proposal by the school
committee.
• A running grant for teachers/ schools is provided for meeting the repairing
of equipments. The amount is Rs. 2000/- per year per primary/upper pri-
mary school which is to be spent only by VEC/SMC with transparency in
utilization. Similar transparency in utilization is expected from teacher grant
of Rs. 500 in one academic session.
• SSA has given lot of attention to provision for disabled children and finan-
cial provision of Rs. 1200/- per child for integration of disabled children.
Other district level and resource institutions to be encouraged to participate
for the education of disabled children.
The National Knowledge Commission (NKC) has observed that teachers are the
single most important element of the school system. The country is already fac-
ing a severe shortage of qualified and motivated school teachers at different lev-
els. A teacher functions within the broad framework of the school education
system responding to the broader social, economic and political changes taking
place in the society at large and community at hand.
Before we talk about the teachers and professional development of teachers let
us dwell upon the unique characteristic of teaching as a profession.

Teacher and School
6.4 TEACHING AS A PROFESSION

The professional development of teachers has received a great deal of attention Notes
in all the countries including India. Before going to learn more about profes-
sional development of teachers, let us deliberate on what is a profession. A pro-
fession is an occupation which requires specialized skills and provides service to
others. The service may or may not involve remuneration but the purpose is
service to humanity and that is why it is also called as noble profession. It may be
pursued individually, independently or as a part of team through an institute.
Some of the characteristics of teaching as a profession are:-
a) It involves specialized skills and training and is not mere regurgitation of

subject content. Teaching involves careful planning and management
towards effective learning in students. In spite of common perception that
teaching is simple – it involves lot of scientific processes – analysis, synthesis,
etc. for its success.
b) It involves code of ethics which are essential for success of the profession.
Teaching being a noble profession has well integrated value system and is
oriented towards altruistic service.
c) There is long training period at entry level and recurrent in-service training
to keep abreast with the latest development. Teaching in school involves
pre-service and continuous in-service training.
d) A profession has clearly defined membership of a particular group with
views to protect and forward the interests of the group.
e) A profession essentially renders a social service. Though this may be not be
free but the goal is always for the social progress and development
f) A profession has its own professional organization.
g) There is systematic body of knowledge. Teaching also has a systematic
body of knowledge derived from all spheres of knowledge. It has been derived
from social, psychological, historical, political and economical sphere of
life. Besides these philosophical, religious and spiritual beliefs affect teacher
as profession.
Any profession to be alive has to be growing. Same is true for teaching. Teach-
ing as a profession is growing as new knowledge is continuously created though
research activities. Research in teaching is an active area. An individual aspiring
to become a teacher needs to undergo professional training before entering the
profession. This pre-entry training is called pre-service training. The training
organized after entry into profession to keep abreast with the latest development

Teacher and School
and professional growth is called in-service training. Before talking about pro-
fessional development (in-service) of teachers in community let us try to explore
Notes
the role of teachers in education system.
Answer the following questions. Space is provided for the answers.
Which of these is not a characteristic of teaching profession? Indicate by put-

ting ‘Y’ for Yes’ and ‘N’ for No.
1. It involves specialized skill & training.
2. Research activities are not essential.
3. Teaching involves scientific processes.
4. Values should be integral part of this profession
5. It cannot be pursued at individual & independent level.
6.5 ROLE OF TEACHER IN EDUCATION SYSTEM

The Education Commission (1964-66) professed, “The destiny of India is now
being shaped in her classrooms”. On a similar note the National Policy on Edu-
cation (1986) emphasized, “The status of the teacher reflects the socio-cultural
ethos of the society; it is said that no people can rise above the level of its teach-
ers.” These statements reflect the important role played by the teachers as trans-
mitters, inspirers, and promoters of man’s eternal quest for knowledge. In spite
of the pivotal role of a teacher in the education system of a country, its develop-
ment as a profession is still lagging. Way back in 1948- 49, University Education
Commission had expressed that “People in this country have been slow to recog-
nize that education is a profession for which intensive preparation is necessary
as it is in any other profession” the statement is alive in its relevance even today.
The importance of competent teachers to the nation’s school system can in no
way be denied. The quality and extent of learner achievement are heavily depen-
dent on the teacher competence, sensitivity and motivation.
You will agree that the academic and professional standards of teachers consti-
tute a critical component of the school education and for achieving the educa-
tional goals. The teacher education system through pre and in-service profes-
sional development programmes aims to train professionally competent teach-
ers. Undoubtedly teacher training is very important as it exemplifies that only a
lighted lamp can light another lamp. A teacher who is himself/herself learning
can make others learn. A teacher has to perform many roles. Let us try to learn
about them.
Teacher and School
6.5.1 MULTIFARIOUS ROLE OF TEACHER

A teacher has multifarious role in educational system. He/she acts as a manager Notes
to the whole educational transaction especially at the school and local level. The
various roles are
• Teacher as instructor and as a facilitator of learning in the classroom. NCF
2005 talks that a teacher should be co-constructor of knowledge in the class-
room.
• Teacher as a manager of all the activities of teaching and learning. A teacher

has to act as manager who organizes the educational activities of the class-
room as well as the school. Have you ever organised any function or activity
in classroom. How many things you need? Yes a long list of resources and
you go about arranging for that. If it is too long and time is limited? You
depute someone to get it i.e. manage to get the activity organised. So as a
teacher you have to have to manage, coordinate and provide leadership to
students and other persons for successful completion of the task at hand
• Teacher as a Counselor helps the students to reach their maximum potential

in life. He/she helps the child to make right choices with respect to courses
career. He/she also works on building capacity in the children to find solu-
tions to their problems both academic as well personal. Thus, the teacher
guides the child to solve his/her own problem and not give readymade an-
swers. A teacher has to be sensitive, observant, empathetic and objective
besides being loving and caring to win the trust of the students to come up
with their problems. The journey from unknown to known is lead by him/
her.
• Teacher as producer of Knowledge when he does research at the school

level in the form of action research and the particular problem when solved
leads to introduction of new methods.
• Teacher acts as a School-community bridge. School is a subsystem of com-

munity in which it is located. It cannot be isolated from the community.
RTE has given special mention to this special linkage between the commu-
nity and the school. The teacher should explore the symbiotic relationship
between the community and the school for the benefit of both. School will
depend on the community for its resources and the community will be ben-
efited by the school for its development and the vibrancy.
• Teacher also acts as an agent of Social change. This is the role which begins
from school to community and society at large. When Nehru had empha-
sized on scientific temper it was for a teacher to inculcate it in children.

Teacher and School
NPE had reiterated the fact that education has an enculturing role and fur-
thers the goals of democracy enshrined in our constitution. Teacher is the
Notes
agent who translates these social goals into the classrooms of India and
prepares the next generation towards the vision of nation.
• Teacher as a leader who guides the class, school and community as well.
He/she should have leadership skills to lead the way towards development.
Leadership skills like decision making, management of available resources,
finding solutions to unforeseen problems. It is also an important role of a
effective teacher.
Bordai Committee (2009) in the context of RTE and its implementation through
SSA talks of the central role of a teacher in education. The RTE act also attaches
immense significance to the role of teachers in reforming elementary education.
There should be opportunities to motivate them to innovate and create a culture
in the classroom, and beyond the classroom, that might produce an inclusive
environment for children, especially for girls from oppressed and marginalized
backgrounds. Recognition for their role in educational development is expressed
in form of President’s award for Teachers.
6.5.2 ROLE OUTLINED BY SSA
A Teacher in SSA School
Source: http://cms.boloji.com/articlephotos/100-Day10.jpg
SSA has put in great faith on teacher as a torch bearer to bring in the envisaged
changes in the school system. To the extent of being repetitive we again place the
fact before you that as a teacher you are the creator of change. Many roles for
teachers are enlisted in SSA as well. They are
1. Support to out of school children- There has been efforts to bring out of
school children in the school so that nobody is left behind in this journey of

Teacher and School
education for all. A teacher as per RTE has to provide a continuous support
to these children who were admitted at age appropriate level.
Notes
2. Removal of disparities- A teacher is a key figure in the school and can help
to either perpetuate or obliterate discriminatory practices. Suitable and timely
interventions by the teacher who is at the heart of the holistic development
of a child would go a long way in overturning the current situation
3. Inclusive Classrooms- Sensitization of teachers from the stage of pre-service
training onwards is proposed. Differently able children should be included
with other children in the classroom. Special modules need to be developed
by recognized experts for use in teacher education and training programmes.
Special in-service training within the mandated 20 days should be organized
to deal with the specific problems of inclusion at the Block level.
4. Norms for teacher behavior- Some norms related to banishment of corporal
punishment and abuse have been included in the RTE. Strict monitoring
and adherence to these norms would help obliterate some of the malpractices
mentioned above, such as making SC children perform menial tasks.
5. Development of effective pedagogical tools- Helping the teacher develop
pedagogical tools and classroom practices that allows social barriers to be
broken. Technical support in developing such tools should be sought from
experts as well as civil society groups.
6. Managing the School Development Plan-A teacher has to manage the school
development with the help of community members through SMC.
There is continuum between society and school. Parents and others members in
the community should visit schools regularly talk to children and teachers and
be a partner in the development process. Children and community have respect
for the teacher who is involved in all developmental activities of the community.
The above-discussed expectations of a teacher are not exhaustive but suggestive
of the role of teacher in the school system. No other person is as crucial for the
educational development as a teacher is. Therefore, the professional develop-
ment of a teacher is very important, about which you will read in the next sec-
tion.

Answer the following Questions. Space is provided for the answer.
1. List five roles of teacher in the context of School and the community.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..

Teacher and School
6.6 PROFESSIONAL DEVELOPMENT OF

Notes TEACHERS
Teacher development is a comprehensive process involving many dimensions
like personality, curricular strategies, and management skills. Teachers need to
update themselves especially in the present scenario where obsolescence of knowl-
edge is so fast. The educational as well as the social realities necessitates that the
teacher are always on the development mode.
If we carefully examine the alternatives a teacher may use for his/her develop-
ment in the profession there are two main trends-
• In-service programmes on need based and continued education basis orga-

nized by Institutions with help from experts.
• Self-learning, peer learning and learning from interaction in the community.
In spite of the omnipresent nature of the later, i.e. self-learning in community

through experience more emphasis is given to the former i.e. in-service training
programme as it is more organised and under control.
Professional Development of Teachers

Source: http://www.thehindu.com/multimedia/dynamic/00515/29mar_tysubns03_Tak_515979
e.jpgachers.
There are many models of in-service training-
• Face to Face Institutional Model where training is offered mostly in training

institution using direct classroom teaching of teachers. The transactional
strategies adopted are lecture, demonstration, discussion, project work, etc.
The limitation is that it cannot address large trainings in short time.
• Cascade Model wherein training is provided in three or two tiers system. At

first level key resource persons are trained, they train resource persons and

Teacher and School
they in turn train teachers. A large number can be trained this way but there
is transmission loss of training effectiveness in tier system.
Notes
• Distance Education Model wherein teachers are trained using multiple me-
dia like printed material, audio, images and video materials. With the tech-
nology improving at a very fast pace audio and video conferencing is used
to bridge the distance between the trainees and the trainer. Social network-
ing sites are used to make the interaction 24x7.
There are few considerations which have to be kept in mind. Also when teachers
go to attend training programmes in other institutions it is called ‘off-site ap-
proach’ and when they are given training at the school site so that they are not
dislodged from their workplace, it is called ‘on-site approach’. On-site approach
is preferred as it does not displace teachers from workplace and gives hands on
learning.
6.6.1 VARIOUS EFFORTS AT NATIONAL LEVEL

Many Committees had emphasized the importance of professional development
of teachers and it was again reiterated by the National Policy on Education, 1986
and POA, 1992 to organise the professional training of teachers on a continuous
basis. DPEP, SSA and RTE have emphatically stressed on this area. In 1986,
NCERT launched a training programme named Programme of Mass Orientation
of School Teachers (PMOST) with main objective of orienting teachers about
the new thrust areas of NPE, 1986. The enormity of numbers necessitated for
following cascade model for all teachers. In the year 1993-94 NCERT again
launched a programme SOPT (Special Orientation Program for Primary Teach-
ers) to orient teachers on competencies as per Minimum Levels of learning (MLL)
and use of Operation Blackboard material, thus activity based and child-cen-
tered approach to learning. Both face to face and self instructional material was
used to achieve its objectives.
Besides District Institutes of Education and Training (DIETs) at district level

under DPEP programme , Block Resource Centers (BRC) and Cluster Resource
Centers (CRC) were set up across the country, with the explicit mandate to pro-
vide in-service training to primary school teachers in learner-centered pedagogic
methods and school based support to teachers. SSA had also emphasized on
continuous in-service teacher education requiring each teacher to receive 20 days
of training in a year. Earlier provisions made were integrated with renewed vigor
to make efforts for training of teachers. Constructivist ways of learning, social
inclusions are some of the recent themes to be addressed.
Looking at the enormity of numbers of untrained teachers Distance Education

Teacher and School
was agreed upon as viable option to cater to the professional development and
needs of the primary teachers. Distance Education has unique potential to inter-
Notes
vene without taking the teachers away from their work, making it better suited to
transfer of knowledge, understanding and skills in their day-to-day practices.
The training is provided through Self Instructional Materials with supplements
from ever advancing technology in bridging the gap. Peer to Peer and Student &
Teacher interaction is being accomplished through technological interventions.
Distance Education Programme- Sarva Shiksha Abhiyan (DEP-SSA) has been
entrusted the responsibility of using distance mode for professional develop-
ment of teachers under SSA. The enormity of numbers and the problem of dis-
placement of teachers were addressed by DEP-SSA. DEP-SSA is looking after
the in-service teachers training using distance education strategies for reaching
the large number of teachers. IGNOU and NIOS are started the D.El.Ed
Programme for the untrained in-service teachers for certification as per NCTE
norms.
Teachers are not working and trained in isolation but are an integral part of the
community they are serving. SSA and RTE have outlined the symbiotic relation-
ship between teachers and community working together for the educational growth
and development. Let us try to explore this relationship in the coming subsec-
tion.
6.6.2 DEVELOPMENT IN COMMUNITY
ACTIVITY 3
Recall the stories your grandparents’ used to tell you. Were there any mes-
sages in those stories? As a teacher can you relate it to school education?
Professional Development through Interaction in Community
Source: http://www.ssa.tn.nic.in/images/Gallery/ABL-01.jpg
There are many rich stories in community which are very important for develop-
ing values in children. Also they can be used as resource for classroom teaching.
They are also self learning experiences for teacher and contribute towards their
professional development. A community is an excellent resource to the effective
teaching learning in classroom. Let us see how it can be used as resource in next
subsection.
6.6.2.1 COMMUNITY AS A RESOURCE

You have read about community in the previous block. You will agree with us

Teacher and School
that community is the social and the natural environment around you which is a
rich local resource. It is built over years and is a collective effort where every
family carries a wide range of knowledge and skills - in the form of stories like Notes
grandma stories, songs like folk songs, poems, riddles, dances, and occupational
skills. Recall all the ‘Dadi and Nani ki Kahaniya’ treasured for generations be-
sides the popular ‘Dadi ki Nuskhe’ which are the homemade or locally available
solutions to problems of health and lifestyle. This local knowledge if integrated
and used by the schools has the potential of being rich learning resource for
children. Community knowledge is comprehensive and, therefore, a rich resource
for teaching and learning of all subject areas including language, science,
mathematics and social sciences.
You do remember that the children at this age-group are at concrete operational
stage. Thus the local environment provides concrete examples for concept for-
mation.
As a teacher, you have to relate and integrate the world outside in the class cur-
riculum. For example as language resources the local stories, poems, songs, dra-
mas on local issues are the attention hookers. All community activities involve
mathematics and science to varying degree and thus help in concretizing the
concepts to young children. Activities like agriculture are good resource for the
science and math concepts. Activities like carpentry, pottery, cooking and trans-
portation are live examples of social science concepts. A Social science teacher
may not have to use any learning aid as the whole community becomes the social
science lab for the children. During the Pre-independence days Mahatma Gandhi
had introduced ‘The Basic Education’ or ‘Buniyad Shiksha’ which was indig-
enous in foundation and promoted education in community. It had all the charac-
teristic of using the community as a resource for the school education. He advo-
cated the use of a local craft like ‘CHARKHA for Khadi’ as a central theme and
a teacher can then relate to local history, geography, economics, anthropology
and sociology . Children can acquire the skills and knowledge using local theme,
which would enable them to relate school knowledge to life outside the class-
room.
NCF-2005 further recommends that schools need to relate to children’s knowl-

edge and experience and relate knowledge inside the classroom to life outside
the school. Schools need to be nurtured in this spirit, where the teachers work
closely with the community as knowledge partners for effective school develop-
ment and management.
6.6.2.2 SYMBIOTIC DEVELOPMENT –TEACHERS & COMMUNITY

Do you remember your teacher in class IInd? How did you feel about him/her?
Whom do you consider as a good teacher?

Teacher and School
Quite a introspective moment. You may recall your teacher with fondness or
may be resentment but they had a definitive role in your development. Most of
Notes
us have fond memories of some of our teachers for whom teaching was not
merely teaching content but taking this content outside classroom in the envi-
ronment and making learning meaningful by relating it to outside world.
The teacher must be groomed not only to teach in classrooms, but to bring the
outside world as a resource for teaching and learning in the classrooms. He/she
should attempt to understand the students, parents and the community so that
children come to school to learn.
In the context of the community, a teacher has a very dynamic role. He works
with the various aspects of community and in turns develops his/her own profes-
sional skills. These include:
i. Many children in the government sector are first generation learners; one of
the major challenges for a teacher is to promote the importance of education
among parents particularly those in rural areas so that they send their children
to school. A proactive role by teacher will build faith in parents so that they
will come forward and enroll their children in schools. Teacher should with
the help from SMC ensure fulfill enrolment in the schools. Teacher in turn
develops and exercises social, leadership, and managerial skills as part of
professional development.
ii. Teachers should also be part of the national literacy campaigns and adult
education programmes organized to educate adults who have not had an
opportunity to go to schools in their childhood. They can motivate them by
bringing forward the advantages of being educated in spite of the fact that it
seems difficult at times. This will help them to have a clear picture of the
educational status of the community and they will be able to assess the
support they will get in total enrolment and subsequent retention in school.
iii. The community especially our rural folk need awareness programmes
regarding health and development issues like vaccination, birth control
measures, woman’ health during pregnancy and child birth, cleanliness in
and outside home, contagious diseases, personal hygiene. Teacher, being an
educated person with a wider perspective should either directly inform people
or lead them to proper sources of information like a doctor. These awareness
programmes are also applicable to school environment. The health and
hygiene of children needs to be taken care off.
iv. Sometimes teacher is the highest qualified person in the community.
Therefore, community members especially, parents of students expect a
teacher to be a model for their children than they are themselves. They want

Teacher and School
a teacher to be a role model for children to imitate and follow. His/her

personality develops to reach towards a humanistic behavior.
Notes
v. In rural community where a majority of the adult population is likely to be
illiterate or less educated, a teacher is looked upon to play the role of a
guide, philosopher and a counselor. The community members when faced
by any problem would approach a teacher for seeking solutions to their
problems. Teacher to begin with solves problems based on theoretical
knowledge he had and later experience makes him a competent counselor.
vi. In urban localities, the teacher can be a binding force for the community
which may be not be as cohesive as rural community. Here his role as leader
who motivates and brings everyone together is very important.
It looks apparent that a teacher has to play a multidimensional role in all commu-
nities especially village communities. He cannot be a mere instructor for chil-
dren in school but has to exercise all his qualities to the development of the
community. It is also obvious that to carry out all these varied roles in a commu-
nity, a teacher has to have attributes like empathy; patience; selflessness; consci-
entious; service-mindedness; good listener; and a basic love for humanity. If we
look at the in-service training of the teachers it focuses on project and case stud-
ies to learn in hands-on manner. A teacher while working in the community has
many opportunities to work on the solution of problems. They have to prepare
plans, receive grants through the SMC, utilize, give justification, and maintain
accounts. Thus they develop professionally experience working in the commu-
nity. Community is a good place to learn social and communication skills through
the close working with community members, leaders. Thus while working in
the community a teacher develops professionally
Answer the following questions. Space is provided for the answer.

1. Fill in the blanks-
a) Indigenous education proposed by Mahatma Gandhi was …….
b) BRC and CRC were established under the scheme of ……
c) NCERT organised training of teachers under ……. Model.
2. Write in 4 to 5 lines what you understand by professional development.
…………………….....…………………………………………………..
…………………….....…………………………………………………..
…………………….....…………………………………………………..

Teacher and School
6.7 TEACHER LEADERSHIP IN COMMUNITY

Notes
An important characteristic of a teacher is his leadership skills whether he is
teaching in classroom or is working outside for co-curricular activities. The de-
tails of the teacher and his/her leadership skills are discussed in the next unit. As
we have already discussed in the previous sections a teacher works in close asso-
ciation with the community members for the growth and development of the
children in school. A teacher by virtue of his leading a class of young learners
toward learning has natural leadership skills. If a teacher exercises his leadership
skill in the SMC meetings for the micro planning and implementation of the
School Development Plan of the school, we can surely expect a more coordi-
nated effort towards school development. RTE has advocated participatory role
for the members of SMC while preparing the School Development Plan.
A teacher is responsible for the educational activities in the school and he can
plan it and get funds through the approval of the SMC. A teacher plays leader in
the classroom and school and thus extending his role in community seems logi-
cal. As a result she/he may emerge as a democratic and natural leader without
any so-called political affiliations, not because of the position she/he holds, but
because of her/his ability to manage a school where there is no discrimination or
bias on grounds of gender, caste or community. The Teacher has to have experi-
ence in maintaining accounts relating to grants for school, construction, mid day
meals, etc. SDP has to be prepared by SMC involving representatives from vari-
ous stake holders. Requirements and situations in each school have to be dealt
with in a contextualized manner, and the daily internal management of the school
requires strengthening. As the SSA envisages decentralized, need based and par-
ticipatory planning in a bottom-up approach, the role of teacher as a leader be-
comes all the more important for direction and focus.
As a school teacher you will have a role to be the fulcrum of the school based
planning process as envisaged in the RTE Act and lead the group to the desired
objectives of development. The School Development Plan may be undertaken
by a core team in consultation with all the members of the community in the
catchment area of the school. This will give you an insight as to need of the
community and these could be incorporated in the SDP. The School Develop-
ment Plan will go to cluster then to Block and then to the district. Teacher as an
educated member has to portray the role of a leader in the whole process so that
the educational development of the area is not neglected and the children can
have all the provisions as listed in the SSA and RTE about which you have read
in previous unit.

Teacher and School
6.8 LET US SUM UP

A teacher plays a pivotal role in school system and, therefore, has tremendous Notes
influence on the all round development of students. National Knowledge Com-
mission (NKC) has observed that teachers are the single most important element
of the school system. There have been significant developments in the school
education since independence. NPE initiated the goal of UEE and several
programme such as OBB, SKP, APPEP, BEP, UPBEP, MS, LJP were introduced.
DPEP and subsequently SSA were implemented as one of India’s flagship
programmes for universalising elementary education. The Universalisation of
elementary education continues to pose challenges for a schoolteacher. The SSA
and subsequently the RTE Act has emphasized that the organisation of overall
running of the school becomes the responsibility of a teacher. Besides curricular
responsibility they have to work in close relation with community members as
part of the school management committee. SSA has made many provisions or
interventions in the school system to bring equity, access and quality education
for all children.
The academic and professional standards of teachers constitute a critical compo-

nent of the school education and for achieving the educational goals. The quality
of a teacher is a dependent on several factors: teachers’ status, remuneration,
conditions of work, and their academic and professional education. Role of a
teacher is multifarious. He/she acts as instructor; facilitator of learning; Counse-
lor; producer of Knowledge ; School-community bridge; an agent of Social change
; leader. Various schemes like PMOST, SOPT were initiated by NCERT besides
establishment of CRC; BRC under DPEP programme across the country, with
the explicit mandate to provide in-service training to primary school teachers in
learner-centered pedagogic methods and school based support to teachers.
A symbiotic relationship exists between teacher and community. SSA and RTE
have stressed on increased role of Community ion the School though Formation
of SMC. The School Development plan will be executed by the SMC and a
teacher will have to work in close coordination with community for develop-
ment of school as well as his/her professional development.
6.9 ANSWERS TO CHECK YOUR PROGRESS

1. False
2. True
3. False

Teacher and School
Notes 1. Yes
2. No
3. Yes
4. Yes
5. No
Teachers have multifarious role. Teachers are the classroom managers, instruc-
tors, leaders, agent of social change, counselor, and producer of knowledge. Your
answer may include these or other roles which are listed in the unit.

1. a) Basic Education/Buniyadi Shiksha
b) DPEP
c) Cascade Model
1. Your Answer should include these points-for updation of knowledge, to

train untrained teachers; to provide support in new learner centered pedagogy
support; to keep alive the learning spirit as only a lighted lamp can light
another lamp.
6.10 SUGGESTED READINGS & REFERNCES

1. Rao Vasanta Srinivas 2009, Lack of Community participation in the Sarva
Shiksha Abhiyan: A Case Study. Economic & Political Weekly, Vol XLIV
No. Retrieved from http://uohyd.academia.edu/SVasanta/Papers/252054/
Lack_of_Community_Participation_in_Sarva_Shiksha_Abhiyan_A_Case_Study
2. Sarva Shiksha Abhiyan, Framework of Implementation (Revised 09-06-
2011). Retrieved (30.09.11) from http://ssa.nic.in/page_portletlinks?
foldername=ssa-framework
3. Sarva Shiksha Abhiyan, Framework of Implementation (16-12-2010).
Retrieved (30.09.11) from http://www.cips.org.in/public-sector-systems-
government-innovations/documents/articles/draft_ssa_framework.pdf
4. National Curriculum Framework for Teacher Education (2009). Retrieved
(30.09.11) http://www.ncte-india.org/publicnotice/NCFTE_2010.pdf

Teacher and School
5. Overview of Community Mobilization in Sarva Shiksha Abhiyan Retrieved

from Error! Hyperlink reference not valid.
Notes
6. DEP-SSA, IGNOU (2007): Community Mobilization: An Aspect of Quality
Improvement under SSA.
7. Saraf,S.N.(1998), Teacher Preparation, NCTE, New Delhi.
8. Arora,G.L. (2002),Teacher and their Teaching-Need for New Perspectives.
Ravi Books. New Delhi

1. Explain the role of teacher in education system.
2. Define the leadership of a good teacher in community development

Teacher Leadership
UNIT 7 TEACHER LEADERSHIP

Notes
STRUCTURE
7.0 Introduction
7.2 Concept of Leadership
7.3 Leadership vs. Management
7.4 Styles of Leadership
7.4.1 Autocratic Leadership

7.4.2 Laissez Faire Leadership
7.4.3 Easygoing Leadership
7.4.4 Democratic Leadership
7.5 Leadership Functions
7.5.1 Instructional Functions
7.5.2 Transformational Functions
7.5.3 Moral Functions
7.5.4 Participative Functions
7.5.5 Contingent Functions
7.6 Let Us Sum Up
7.7 Suggested Readings and References
7.8 Unit-End Exercises
7.0 INTRODUCTION
An educational institution is greatly influenced by two distinct societal forces:
culture and climate. They signify the spirit and identity of the institution. Culture
represents the expectations of the community and self-image of the institution. It
combines the events and effects of past leadership, present leadership, crises and
history of the institution. It includes routines, rituals and values that create tradi-
tion or the way things are done. The collective vision of the community and the

Teacher Leadership
expectations that define the institution are a reflection of its culture. Individual
leaders cannot easily change or create culture but carry on with it effectively as it
is a part of the identity of the institution. Notes
On the other hand, climate is the ‘feel of the organization’ reflecting the shared
perceptions and attitudes of the community. Climate is a short term phenomenon
created by the present leadership and the community around the school. The
individual perception of the ‘feel of the organisation’ comes from what the people
believe, about the activities that occur in the organization. These activities influ-
ence both individual and community motivation and satisfaction.
In this unit we will be looking at different aspects of teacher leadership in the

school setting with an interface with the immediate community around it for
achieving an effective organizational climate.

After going through this unit you should be able to:
● explain the concept of leadership.
● analyze how leadership is distinct from management
● identify different styles of leadership and differentiate one from the other
● describe leadership functions and identify the ones suitable for fulfilling the
school’s objectives.
● discuss the role of the teacher leader in addressing the academic expecta-
tions of the Village Committee and Local Self Government.
● Discuss teacher as a role model in the community in giving academic lead-

ership.
7.2 CONCEPT OF LEADERSHIP

On her very first day in the class in the academic year, like most teachers, she
looked at her students and said that she loved them all the same. But it was
impossible, because there in the last row, slumped in his seat, was a little boy
named Prakash she had never liked.
Mrs. Mishra had watched Prakash the year before and noticed that he did not get
along well with the other students, that his clothes were soiled and that he was
not clean and tidy. He too was unpleasant to talk to.

Teacher Leadership
As the class teacher for grade five, Mrs. Mishra was required to review each
child’s past records and when she reviewed Prakash’s file, she was in for a shock
Notes
and surprise.
Prakash’s first grade teacher wrote, ‘Prakash is a brilliant boy with a lovable
disposition. He does his homework sincerely and is a joy to the school.
His second grade teacher wrote, ‘Prakash is a bright child, well liked by his
classmates, but he appears to be troubled because his mother is critically ill and
life at home must be a struggle.’
His third grade teacher wrote, ‘His mother’s death has troubled him seriously. It
has started affecting adversely his studies. Even though he tries to do his best, his
father neither shows much interest nor does the community in which he lives. It
appears his home life will soon affect him too if some remedial steps are not
taken.’
Prakash’s fourth grade teacher wrote, ‘ Prakash has become quiet and doesn’t
show much interest in school. He neglects homework. He does not get along
well with the few friends that he has now. He sometimes sleeps in the class too.’
Mrs. Mishra by now realized the problem with Prakash and she felt ashamed of
herself. On that very day, she quit the routine traditional school teaching as she
did. Instead, she began to facilitate learning by children. Mrs. Mishra paid par-
ticular attention to Prakash. As she worked with him, his mind seemed to come
alive. The more she encouraged him, the faster he responded. By the end of the
year, Prakash had become one of the smartest children in the class and, despite
her lie that she loved all the children the same, Prakash became one of her
‘teacher’s pets’.
A year later, she found a note under her door, from Prakash, telling her that she
was the best teacher he ever had.
Times went by. Prakash kept on remembering and sending letters after every
milestone in his student career. The letters explained that she was still the best
and favorite teacher he ever had.
A couple of years after that Mrs. Mishra received yet another letter. This time
Prakash explained that after he got his MBBS degree, he decided to go a little
further. He assured her, she was the best teacher he ever came across in his whole
life and informed he would meet her that spring. But now his name was a little
longer.... The letter was signed, Prakash Mohan, MD.
Prakash met Mrs. Mishra that spring as promised. They hugged each other, and

Teacher Leadership
Dr. Mohan whispered in Mrs. Mishra’s ear, ‘Thank you Ma’am for believing in
me. Thank you so much for making me feel important and showing me that I
could make a difference.’ Notes
Mrs. Mishra, with tears in her eyes, whispered back. She said, ‘Prakash, you
have it all wrong. You were the one who taught me that I could make a differ-
ence. I didn’t know how to teach until I met you. You became a torch bearer for
me to find other children in the community needing care and education. You
made me expand my activities to bring every child to the school. And you were
the one who made me realize that a teacher ought to be a leader to bring the
community to school and the school to the community’.
In the story, Mrs. Mishra exemplifies the type of leadership you can take note of.
She understood this little boy, Prakash, and made him feel like he was important
and changed his life. She too took upon herself the responsibility of extending
her help to the children in the community. It’s amazing what a teacher in the role
of a teacher leader can do. Teachers are some of the greatest leaders there are - at
school and community.
Now before we move ahead, let us try to conceptualize leadership. Now reflect
and workout the following.
i. Identify a teacher you think is an effective teacher leader.

ii. Find out his/her attributes or list out what he/she does.
iii. Analyse the skills he/she employs to find solutions to different situations.
iv. List the qualities and characteristic behaviours of this effective teacher leader
in various settings.
v. Now describe what you understand as teacher leadership.
You are required to do the above task so as to visualize what you understand as
a teacher leader and begin with both an experiential and conceptual base of the
concept.
Defining Leadership
There is widespread belief that leadership is a key ingredient for success in dif-
ferent aspects of life. When we think of leaders, immediately come to mind the
likes of Mahatma Gandhi, Netaji Subhash Chandra Bose, Dr. Sarvapalli
Radhakrishnan, Abraham Lincoln and Nelson Mandela. If you ask what is com-
mon to them all, most people would reply in brief ‘good leadership’. But what
precisely is leadership then?
According to Warren Bennis (1975) “Leadership is a function of knowing your-

Teacher Leadership
self, having a vision that is well communicated, building trust among col-
leagues, and taking effective action to realize your own leadership potential.”
Notes
Warren Bennis’s definition of leadership is focused much more on the individual
capability of the leader.
Other in-depth definitions of leadership have also emerged. Alan Keith (2009)
states that “Leadership is ultimately about creating a way for people to contrib-
ute to making something extraordinary happen.”
Leadership is defined in contemporary settings (2003) as “a dynamic relation-

ship based on mutual influence and common purpose between leaders and col-
laborators in which both are moved to higher levels of motivation and moral
development as they affect real, intended change.” Four important aspects from
this definition emerge as: relationship, mutual influence, common purpose
and collaborators. Here,
● Relationship is the connection between the leader and the people in close
proximity
● Mutual influence means the influence the leader exerts on the people and is
influenced by them.
● Common purpose is the one that stands to benefit the people that the leader
represents.
● Collaborators are those who cooperate or work with the leader for the in-
tended goal.
According to Ken Ogbonnia (2011), “Effective leadership is the ability to suc-

cessfully integrate and maximize available resources within the internal and
external environment for the attainment of organizational or societal goals.”
This definition is combined of three important parts: successfully integrate, and
maximize available resources, environment and organizational or societal goals.
● Ability to successfully integrate between the internal and external environ-

ments. Here we may mean the school and the community.
● Maximize available resources by integration and coordination of internal

and external environments.
● The above two abilities directed towards attainment of organizational and

societal goals.
Burns (1978) and Rost (1991) have presented comprehensive Indian descrip-
tions and explanations of leadership. Since ancient times, Hindu gurus, as teach-

Teacher Leadership
ers and leaders, have continued a tradition of transforming learners. By applying

knowledge in a unique
Notes
educational system that harmonized theory and practice, the leadership of Hindu
gurus has guided learners toward inner change before serving or leading others.
As exemplars of leadership, the gurus felt it their duty to help genuine learners to
also achieve similar transformation for the good of society. As teachers and lead-
ers, they communicated a lived experience in a powerful way (Cenkner, 1977).
Leaders are generally productive in nature. And a productive leader sees to it that
people do their jobs with the skills and commitment needed to produce the best
obtainable results at the lowest feasible outlay of money, time and resources.
The most successful leaders are experts at sizing people up, establishing two
way communications, creating environments that motivate greater productivity,
and adapting their own behaviour to the community and circumstances.
School climate is directly related to the leadership and management style of the
teacher leader who operates in an environment of interface between the school
and the community. A healthy school-community relationship depends on the
values, attributes, skills, actions, and the priorities teacher leader sets for him.
The behavior (character) and attitudes of the teacher leader are the most impor-
tant factors that impact the school-community relationships.
At the beginning of this section you had conceptualized leadership by identify-

ing a teacher leader and by reflecting upon and working out five questions. Now
after having gone through the definitions of leadership, please work out the fol-
lowing questions.
a. Name a teacher leader, according to you, who is an effective leader in your

surroundings.
b. Describe how well the teacher leader clarifies the priorities and goals of the
school vis-a-vis the community in which the school is located.
c. Describe how he/she coordinates between the school and the community in
attaining the educational objectives of the school.
d. Analyze what is expected of the teacher leader in achieving the goals and
where he/she errs that may be counterproductive.
e. After having worked out the above from ‘a’ to ‘d’, now visualize what should
be the skills and attributes of effective leadership.
The above task is required to be completed by you for comparison as to what you
understood as a leader in the beginning of this section and if it has under gone a

Teacher Leadership
change after you have completed studying the section. It is also intended to take
you to further sections in this unit with an experiential and conceptual base on
Notes
skills and attributes of leadership.
7.3 LEADERSHIP VS. MANAGEMENT

In conceptualizing leadership it is important to distinguish between leadership
and management and how one differs from the other. In any school set up mana-
gerial and leadership functions co-exist. However, the practical way of distin-
guishing one function from the other is to see them as essentially two ends of the
same executive continuum. They exist inescapably and naturally as complemen-
tary processes. Now let us discuss them in some detail.
Management may be construed as the process of setting and achieving the goals
of the institution through the functions of planning, organizing, directing and
controlling. It focuses more on carrying out the functions to achieve the
institution’s goal and maintaining a balance between the functions. For instance,
a school headmaster or principal has been given formal authority to direct the
activity of others in the school in fulfilling organizational goals. Thus directing
or leading is an important part of his/her job.
Leadership, in contrast, is more related to interpersonal aspects of the headmas-

ter or principal’s job and these interpersonal aspects require heightened role of
the teacher leader as he is typically poised in a school-community environment.
When as a manager he/she deals with planning, organizing and controlling, as a
leader he/she deals with inspiring, motivating, influencing and bringing in de-
sired changes.
J.P. Kotter (1992) has emphasized on the importance of maintaining equilibrium

between management and leadership. Using management and leadership axes,
he has developed a model to demonstrate the typical outcomes of:
Strong management and strong Well organized/well motivated, successful

leadership team
Strong management and weak Administratively sound but little inspiration

leadership
Strong leadership and weak Inspired and motivated, but disorganized

management
Weak management and weak Ineffective, dull and sometimes negative

leadership work environment

Teacher Leadership
The shift gearing from ‘leading’ to ‘managing’ is natural with an experienced

and capable teacher leader and the impression it generates can frequently be one
of the consummate professional headmaster or principal in action. Notes
Williams (2008) demonstrates the management-leadership continuum and the

complementary and overlapping nature of the two processes. Figure 1 below
distinguishes the complementary functions and indicates some of principal
behavioural and role differences between managing and leading.
Mind Heart
Managing
Leading
Control Motivation
Co-ordination Mobilization
Calculation Passion
Planning and direction Pace and direction
Managing risk Taking risks
Managing resources Leading talent
FIGURE 1: MANAGEMENT LEADERSHIP CONTINUUM
The patterns of complementary behaviours and activities of management and

leadership would look like the table below if you expand the differing character-
istics of the two ends of the continuum.
MANAGEMENT LEADERSHIP
Define purpose, goals and outcomes Communicate hope, vision, and mission
Set policy and strategy Agree values – lead by inspiration
Provide structure and support systems Create a great environment
Agree schedules/timescales Crystalise aspirations and expectations
Plan, organize and align resources Engage people fully, in grat projects
Establish parameters and controls Create and build a high achieving ethic
Manage information and knowledge Identify, develop and use talent
As per John Kotter (1992) “management is important, but leadership is essen-

tial.” Managers, however, often fail as leaders because they:

Teacher Leadership
● Do not grow emotionally at the same as they grow technologically and com-
mercially.
Notes
● Fail to establish creative connections with the people in the community.
● Do not engage the hearts, passions and strengths of the people and know
little about their inner needs and concerns.
● Fail to manage their egos and thereby allow too many non-work and politi-
cal issues to contaminate their goals and performance.
● Fail to set and live with the necessary example people expect of them. As
Oliver Goldsmith mentioned, “You can preach a better sermon with your
life than with your lips”.
Now, as you will find the key point in differentiating between management and
leadership is that employees, fellow colleagues, students and the community at
proximity willingly follow leaders because they want to, not because they have
to. The teacher leaders may not possess any formal power over the community,
but the community gives him power by complying with what he/she requests.
Leadership, therefore, is a very significant socio-psychological institution.
7.4 STYLES OF LEADERSHIP

Leadership style connotes the manner and approach of providing direction, imple-
menting plans and motivating people. Simply stating leadership style refers to a
leader’s behavior. There are mainly four types of leadership styles: Autocratic
style, Laissez Faire Style, Easygoing Style and Democratic Style. Why four?
It has been seen that the behavior of leaders when they are dealing with other
people and making decisions usually falls within one or more of four basic pat-
terns. You will probably recognize some of your own behaviors in each descrip-
tion. Let us now discuss each of them.
7.4.1 AUTOCRATIC LEADERSHIP

Before we attempt to discuss what autocratic leadership means, for a better un-
derstanding, here is an example of what an advocate of this leadership might say.
“Fellow teachers, students and community members must be made to do good

work. Without strong orders and direction they are almost sure to escape the
responsibility. Schools therefore need principals or headmasters, Cluster Resource
Centre (CRC) members, District Education Officers (DEO) and other adminis-
trators of education who can forcefully direct them into doing the job they are
meant to do. The leadership must see himself/herself as the boss. In the educa-

Teacher Leadership
tional administrator-teacher-student relationship, the boss should use the power

he/she has. The teacher leaders and educational administrators must exercise
power openly and without apology. The subordinates understand that there are Notes
rewards if they do things the leader’s way and troubles or penalty if they do not.”
We can now possibly draw out the key features from the above example and
conceptualise autocratic leadership as presented below:
Autocratic leadership style means all decision-making powers are centralized in

the leader, as with dictators. Leaders do not entertain any suggestions or initia-
tives from subordinates. This type of leader tells his/her subordinates what he/
she wants done and how he/she wants it done and does not entertain any advice
or suggestion. He/she is a rigid disciplinarian and believes that praise and appre-
ciation will spoil the students. This style of leadership is indicative of a ‘tell and
do’ manager. Leadership here is usually a solo performance. The head of the
institution runs the show seeking little advice from the subordinates. He/she
makes his/her own decisions, delegating as little independent responsibility as
possible. Communication is usually one way: he/she talks and you listen. Auto-
cratic leadership is also more concerned with ends than means. What matters is
result. The process and people involved are less important.
This type of leadership has a distorting effect on the development of the employ-
ees or subordinates. Frequent use of threats and punishment will reduce their
effectiveness.
This style of leadership, however, sometimes permits quick decision-making, as

only one person decides for the institution and keeps each decision to him/her-
self until he/she feels it needs to be shared with the rest of the people. It may be
noted, however, that authoritarian style does not include use of demeaning lan-
guage, yelling, sarcastic behavior and abuse of power. This can be termed as
abusive and unprofessional way of functioning of a leader without a clear-cut
goal in mind.
7.4.2 LAISSEZ FAIRE LEADERSHIP

A Laissez faire leader might explain him/her as per the example below:
“Too many educational managers at different levels of the school system have
inflated notions of what they can accomplish. I am aware of my limited abilities
and shortcomings. I know I am inadequate in what I can do to motivate my
fellow teachers, students and people in the community. The truth is that these
people go their own way. Some are good at work, some are not. Either way there
is not much I, as a teacher leader, can do about it. My job is to maintain status

Teacher Leadership
quo and keep people away from creating turmoil in the school. The school func-
tions best without disruption. To survive means keeping a low profile. Colourful
Notes
educational managers come and go, but those who know how to keep a low
profile stay around a long time. ”
What concept and features of Laissez faire leadership we derive from the above
statement? Let us discuss them below:
A Laissez faire leader allows the employees to make their decisions. The leader
often busies him/her in paper work so as to stay away from group members. The
leader feels the big part of his/her job is to keep students and staff from creating
turmoil in the school. Leadership is pessimistic about people. Its message is:
“You cannot change the way people work, so why try?”The leader is not an
initiator of change. Rather he/she spends time looking after the maintenance of
the department and protecting himself/herself. The leader only conveys the deci-
sions that are made by a higher authority without providing initiative or personal
direction. This type of leadership postpones decisions whenever possible. He/
she feels putting decisions off is safer than making them. The leadership favours
traditional, tried-and-true ways of doing things, because they are safer than the
new or experimental. The teacher leader dislikes taking risks, even calculated
ones.
This style of leadership can be used when employees are able to analyse the
situation and determine what needs to be done and how to go about doing it.
7.4.3 EASYGOING LEADERSHIP

To understand this type of leadership let us go through the following example of
what an easy going leader might say.
“There is a strong correlation between school productivity and morale as the

secret of increasing productivity lies in maintaining high morale. As educational
networks become larger and complex in nature, they tend to become more bu-
reaucratic. And in such set ups there is a danger that the human beings are ig-
nored. In order therefore to boost the morale, students, teachers and the commu-
nity members must be treated with affection, warmth, cordiality, friendship, and
an understanding that we are all human and make mistakes. That is why my most
important job as a teacher leader is to be affectionate, friendly, tolerant and com-
passionate. It stands to gain nothing by pushing or belittling people. I prefer to
keep them happy and assure them that I am with them and believe them.”
The above statement we can make out the concept and aspects of easygoing
leadership which are discussed below:

Teacher Leadership
Easygoing leadership means it is loose and unstructured. It has little use for
procedures, rules, regulations and systems. The philosophy adhered to is that the
job concerned with the school and community will get done even without a struc- Notes
ture if the members are relaxed, happy and pleased with their jobs. The leader
thinks the most important job as a leader is to be friendly, tolerant and compas-
sionate. If a student or a community member makes a mistake, the teacher leader
is likely to overlook it. The leadership is undemanding; it prefers to keep them
happy and let them have their own way whenever he/she can. This type of lead-
ership hands out positive reinforcements too easily and would rather not talk
about unsatisfactory performance. Easygoing leadership invests much energy in
direct person-to-person contact. It spends much time in chatting about things
that have nothing to do with the job. Gossips on politics, sports, entertainment,
family matters and other trivial issues occupy most of his/her time.
Rewarding so easily and disproportionate amount of time spent on gossips usu-

ally give rise to confusion among students, fellow teachers and the community
members. They fail to distinguish between productive and non-productive be-
havior. This confusion retards and even stifles healthy development.
7.4.4 DEMOCRATIC LEADERSHIP

To comprehend democratic leadership, let us now hear, as an example, from a
leader who practices this style of leadership.
“As I see it, my job is to get the best out of my students, fellow teachers and
community members, including myself. I must let them see what they are really
capable of and how good they can be on the job by utilization of their full poten-
tial. This I do by helping them develop the required knowledge, skills and moti-
vation. I believe in directed autonomy. I consider the students, colleagues, fel-
low teachers and the community members as resources for strengthening my
own performance. I need plenty of help to get my job done. I can draw on the
experience, ideas and talent of these people to supplement my own. Sometimes,
I have to act alone; but that does not mean I work in isolation. I, however, prefer
to consult them whenever possible and draw on their experience and insight.
“This way I find that everybody is better off. The students, teacher colleagues
and community members are significant contributors to my efforts of making
elementary education accessible to all in the community. My own performance
improves too; the school and community gain mutually because of their partici-
pation.”
We can point out several key aspects of democratic leadership from the above
statement. Let us discuss them below:

Teacher Leadership
7.5 LEADERSHIP FUNCTIONS

Notes
It is widely recognized and accepted that effectiveness of the school in an ambi-
ence of school-community relationship depends a great deal on the meaningful
functions of the teacher leader. The school teacher has expectations from the
students and staff members as well as from the community members. The teacher
is placed in this case in a complex situation and has to understand his functions
and responsibilities. What do students, fellow teachers, educational administra-
tors, parents and community members expect of the teacher are the questions
that relate to the role definition or functions of a teacher leader. Now let us dis-
cuss the functions of a teacher leader.
The making of a teacher leader is an intricate process of learning and reflection

that requires socialization in school-community relationship and assumption of
functioning in a new role. Analyzing research on the functions of school leaders,
Leithwood and Duke (1999) have identified the following aspects as leadership
functions.
¾ Instructional (Improving own academic abilities and influencing the work

of teacher colleagues in a way that will improve student achievement)
¾ Transformational (enhancing capacities and commitments of school staff

and others)
¾ Moral (Influencing others by own conduct to notions of right and wrong
¾ Participative (Involving academic and community members associated with

the school)
¾ Contingent (Adapting their behavior to fit the situation)
7.5.1 INSTRUCTIONAL FUNCTIONS

The head teacher was popularly viewed as the source of educational expertise.
His/her tasks were to manage all functions directly related to teaching and learn-
ing. Efforts, however, to empower the teachers as professional educators changed
school management to a more democratic and participative model of school or-
ganization. Adoption of this model led to the participation of teachers in man-
agement decisions like curricular and co-curricular activities, budget and activi-
ties in the interface of school and community.
It is important for the development of the school system that the head teacher is
not the only source of taking decisions and performing functions. Teachers being
empowered with expertise and information also assume leadership responsibil-
ity and leadership is excercised collaboratively.

Teacher Leadership
7.5.2 TRANSFORMATIONAL FUNCTIONS

The functions of transformational leadership relate to change and hence the teacher Notes
leader’s role is seen in facilitating the envisoned change. The teacher, others in
the school network and the community members together aim at bringing about
change for the betterment of the school and the community around it.
What are the factors then that prompt this change? Leithwood, et. al (1999) enu-
merates the following as the factors:
● The ability to inspire others
● The ability to motivate others
● The ability to enable others to see beyond their self-interest
● Enabling others to share the vision of the better or ideal school
The teacher leader ought to have the above chareteristics so as to make the fel-
low teacher colleagues and the community members participate effectively in
bringing about transformation in school and the community.
7.5.3 MORAL FUNCTIONS

It relates to the shared system of values. The teacher leader’s professional values
of dealing with all the students judiciously irrespective of their backgrounds and
abilities are his/her colleagues values as well. The teacher leader ought to model
in his/her conduct the very values which desirably effect the value consider-
ations of the members in the school system including the community members.
The teacher leader leaves examples to emulate by the staff at all levels in the
school hiercharchy to work hard and take responsibility for their actions. He/she
inspires all with whom he/she deals. They may be his/her administrative authori-
ties, teacher colleagues, support staff, students, parents, members of school man-
agement, community members and visitors.
7.5.4 PARTICIPATIVE FUNCTIONS

Efforts at building collaborative communities enhance the growth in teachers.
Development of learning communities in collaboration with community mem-
bers has emerged as one of the roles of the teacher leaders. The teacher leader
can take the lead to demonstrate in practice the idea of teachers being change
agents. When a teacher leader comes across a certain level of readiness in a
teacher colleague, and the community members he/she utilise the skill of distrib-
uting the responsibilities so that they can carry out the tasks responsibly.

Teacher Leadership
7.5.5 CONTINGENT FUNCTIONS

Notes The roles and functions of school are constantly changing in the wake of socio-
economic changes and policy decisions that are taking place. It leaves little time
for the teachers to pause, reflect and act. Taking care of requirements such as;
inclusive classroom, enhancing quality of instruction and academic standards of
students, utilization of information and communication technologies in school,
managing teaching workloads, conflict resolution in school settings, meaningful
interpersonal relationships with parents and community members etc. make it
congruent upon the teacher leader to find ideas and solutions. The activities
requiring the teacher to address to highlights the challenges and expectations of
a teacher leader.
7.6 LET US SUM UP

You have come across the concept of leadership, management, styles of leader-
ship, leadership functions. This must have helped you to differentiate leadership
and management in different contexts. You must have got an idea of different
types of leadership which may help your reflect as a leader in managing school
system. Different leadership functions provide you the scope to internalize the
leadership behaviour to lead you of becoming a good leader in school system.
The sum up the opportunities you as a leader received from the fore discussion
is:
• Leadership is focused much more on the individual’s capability of becom-

ing a leader. Leadership is defined as a dynamic relationship, mutual influ-
ences, common purposed between leaders and collaborators in which both
are moved as higher levels of motivation and moral development as they
affect real, intended changes. The activity and behaviour of the teacher leader
are the most important factors that influence the school-community rela-
tionships.
• Management may be construed as the process of setting and achieving the

goods of the institution through the functions of planning, organizing, di-
recting and controlling. Leadership in contrast is more related to interper-
sonal aspect of the job of the educational institutions. As a manager he/she
deals with planning, organizing and controlling and as a leader he/she deals
with inspiring, motivating, influencing and bringing in desired changes.
• Leadership style connotes the manner and approach of providing direction,

implementation plans and motivating people. There are four types of lead-
ership styles in Autocratic, Laissez Faire, Easy going and Democratic.

Teacher Leadership
• Leadership function makes a teacher leader in different aspect of school

system and intricate process of learning and reflection that require social-
ization in school-community relationship and assumption of functioning in Notes
a new role.
7.7 SUGGESTED READINGS AND REFERENCES

Bennis, W. G. (1975): Where have all the leaders gone? Washington, DC: Fed-
eral Executive Institute.
Burns, J.M. (1978): Leadership: New York: Harper & Row.
Cenkner, W. (1977) reported in the Leadership of Hindu gurus: Its meaning and
Implications for Practice - www.ila-net.org.
IGNOU (2003) MES-103, BLOCK 2 (Institutional Life and Culture: Looking at

Organisational Structures, Issues and Perspectives): New Delhi.
Keith Alan (2009): Genetech, A member of Roche group – www.wikipedia.org.
Kotter, J.P. (1992): Corporate Culture and performance, Free Press
Lefton, R.E.; Buzzotta, V.R. (2004): Leadership through People Skills, New Delhi:
Tata McGraw-Hill.
Leithwood, K.; Jantzi, D. ; Steinbach, R. (1999): Changing Leadership for Chang-

ing Times, Buckingham: Open University Press.
Ogbonia, K. (2011): Leadership Theories and Styles – www.wikipedia.org.
Rost, J. (1991): Leadership for the twenty-first century, New York: Praeger.
7.8 UNIT–END EXERCISES

1. Explain any two definitions of leadership.
2. Justify the strong leadership and weak management in school system
3. Give the meaning of styles of leadership.
4. What are the functions of leadership?
5. What would you suggest to improve moral leadership function of a teacher
in school system?

Relationship with Education Agencies
UNIT 8 RELATIONSHIP WITH EDUCATION

Notes
AGENCIES
STRUCTURE
8.0 Introduction
8.2 Brief History of Educational Laws and Policies

8.3 Sarva Shiksha Abhiyan (SSA)
8.4 Bodies established under SSA
8.5 Examples of Interactions of school with government agencies
8.6 Other Important Educational Agencies
8.7 Role of Voluntary Agencies
8.8 Role of head teachers and teacher’s vis-à-vis society
8.9 Let Us Sum Up
8.11 Unit-End Exercises
8.0 INTRODUCTION
In the previous units of block 1 and 2, you have learnt about the role of society
and community in education, and their relationship with schools. It is at the
schools where the provisions under the Right to Free and Compulsory Education
Act, 2009 will be applied in practice. This unit focuses on the relationship between
schools and different education agencies. While the role of these agencies is to
strengthen and improve the functioning of the schools, the unit also highlights
the role of teachers who are catalysts in bringing about a positive change in the
society.

The unit aims to:
a) Provide an overview of the various education agencies (including voluntary

agencies) and their relationships with schools

b) Detail the interactions that the school may have with some of these agencies
(e.g.: Receipt of grants, Creation of Annual Work Plans and Collection of
DISE data) Notes
8.2 BRIEF HISTORY OF EDUCATIONAL LAWS

AND POLICIES
Before we detail the various educational agencies and their relationship with
schools, it is important to get a brief overview of the history of the educational
laws and policies. The framers of the Indian Constitution recognized the im-
mense importance of elementary education. At the same time, they perceived a
lot of challenges in making elementary education a constitutional right. Article
45 was, therefore, inserted in the Constitution. It said, “The State shall endeav-
our to provide, within a period of ten years from the commencement of this
Constitution, for free and compulsory education for all children until they com-
plete the age of fourteen years.” The commitment towards universalization of
primary education was again made in the National Policy of Education (1968
and 1986) and the Programme of Action (1992). A number of schemes and
programmes were launched in pursuance of universalization of elementary edu-
cation. These included the scheme of Operation Blackboard (OB); Non Formal
Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State spe-
cific Basic Education Projects like the Andhra Pradesh Primary Education Project
(APPEP), Bihar Education Project (BEP, Lok Jumbish (LJP) in Rajasthan, Edu-
cation For All Project in Uttar Pradesh; Shiksha Karmi Project (SKP) in Rajasthan;
National Programme of Nutritional Support to Primary Education (MDM); Dis-
trict Primary Education Programme (DPEP). However, in spite of these
programmes the goal of universal elementary education could not be realized.
In a landmark judgment in 1993, the Supreme Court said that “Every child has
the right to free education until he/she completes the age of fourteen years”. In
1998, the Education Ministers resolved to say that universal education should be
pursued in the mission mode. In pursuance of this, in 2001, the Government
launched the Sarva Shiksha Abhiyan. In 2002, the 86th Amendment to the
Constitution was passed. It said, “The State shall provide free and compulsory
education to all children of the age 6 to 14 years in such manner, as the State
may, by law, determine.” To give effect to the amendment, the Right to Education
was passed by the parliament in 2009. The Act came into force from 1st April
2010.
8.3 SARVA SHIKSHA ABHIYAN (SSA)

Background: Consequent to several efforts, India made good progress in terms

of increase in institutions, teachers, and students in elementary education.

However, there were problems relating to drop - out rate and low learning levels.
Notes
Coupled with it were various systemic issues like inadequate school infrastructure,
poorly functioning schools, high teacher absenteeism, large number of teacher
vacancies, poor quality of education and inadequate funds. In short, the goal of
Universal Elementary education (UEE), which means 100 percent enrolment
and retention of children, was not achieved. It is to fill this gap that the Government
launched the Sarva Shiksha Abhiyan in 2001.
Details of SSA: Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship

programme for achievement of Universalization of Elementary Education (UEE)
in a time bound manner. It is an effort to universalize elementary education by
community-ownership of the school system. The SSA is a partnership between
the Central, State and local government. The SSA aims to effectively involve 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. A number of schemes were
started under the NPE such as, National Programme of Nutritional Support for
Primary Education (NPNSPE), Mahila Samakhya, District Primary Education
Programme, Education Guarantee Scheme (EGS), Alternative Education,
Janshala. These schemes and programmes were integrated into the SSA
framework.
The basic features of SSA are:
● Institutional Reforms - As part of the SSA, the Central and the State
governments are expected to undertake reforms in order to improve efficiency
of the delivery system.
● Community Ownership - The programme aims to strengthen community

ownership of school-based interventions through effective decentralization.
SSA envisages cooperation between teachers, parents and PRIs, as well as
accountability and transparency to the community.
● Institutional Capacity Building -The SSA conceives a major capacity building

role for national, state and district level institutions like NIEPA / NCERT /
NCTE / SCERT / SIEMAT / DIET.
● Improving Mainstream Educational Administration – SSA aims for

improvement of mainstream educational administration by institutional
development, infusion of new approaches and by adoption of cost effective
and efficient methods.

● Habitation as a Unit of Planning - The SSA works on a community based

approach to planning with habitation as a unit of planning. Habitation plans
are the basis for formulating district plans. Notes
● Role of teachers - SSA recognizes the critical and central role of teachers
and advocates a focus on their development needs. Setting up of Block
Resource Centres/Cluster Resource Centres, recruitment of qualified
teachers, opportunities for teacher development through participation in
curriculum-related material development, focus on classroom process and
exposure visits for teachers are all designed to develop the human resource
among teachers.
● District Elementary Education Plans - As per the SSA framework, each district
is expected to prepare a District Elementary Education Plan reflecting all
the investments being made and required in the elementary education sector.
Every district is expected to create an Annual Work Plan and Budget that
will list the prioritized activities to be carried out in that year.
RTE and SSA: In the year 2009, the Parliament of India passed the Right to
Education Act under which, “free and compulsory education to all children
between 6-14 years of age” is a constitutional commitment. SSA has been made
the vehicle for the implementation of the RTE Act. Based on the Anil Bordia
Committee Report, the SSA vision, strategies and norms are now being
harmonized with the RTE.
8.4 BODIES ESTABLISHED UNDER SSA

Block Resource Centres (BRCs): They work closely with the District Education
officer (DEO) and Block Education Officer (BEO).A BRC has a special staff of
5-7 who coordinate with the Cluster Resource Centres (CRCs) in carrying out
their roles.
Role of BRCs:
a) Conduct in-service training for elementary school teachers

b) Provide support to the Cluster Resource Centres (CRC) to manage and
improve the functioning of schools
c) Collaborate with NGOs, local authorities and qualified resource persons in
implementing the provisions under RTE Act
d) BRC staff members are required to monitor and supervise schools on a regular
basis. The findings by the BRC staff are shared with members of the CRC,
helping them in planning, training and improving the quality of education

Cluster Resource Centres (CRCs): They are the direct interface of all the
educational agencies conducting programmes with the schools and work closely
Notes
with the District Education officer (DEO) and Block Education Officer (BEO).
CRCs are mainly located in a well equipped school campus, with each Centre
catering to 15-20 elementary schools under one coordinator. Additional staff is
provided to CRCs who cover a larger number of schools or are located in hard to
reach areas.
Role of CRCs:
a) Visit schools regularly and provide academic support to the teachers at the
classroom level
b) Ensure admission of children in age appropriate classes in schools
c) Conduct training programmes for teachers, especially in areas of remedial
teaching and special education
d) Encourage enrolment and retention of children in schools from the cluster
e) Interact and take initiatives to improve the management of the school in
partnership with the School Management Committee (SMC), teachers,
parents, community and qualified resource persons
8.5 EXAMPLES OF INTERACTIONS OF SCHOOL

WITH GOVERNMENT AGENCIES
Creation of Annual Work Plan and Budget: SSA envisages need based and
participatory planning. As per Section 21 of the RTE Act, a School Management
Committee should be constituted for all schools except private unaided schools.
An SMC is expected to create a School Development Plan that forms the basis
of the grants received by the school. The Plan may be led by the core team,
consisting of Head Teacher, selected teachers and parents and NGO
representatives. The School Development Plan should emerge from a process of
micro planning, in respect of all habitations falling within the catchment area of
the school. The School Development Plan shall then be appraised by the Cluster
level units, in consultation with Block teams. The District unit will appraise the
Block Level plans which will form the basis of the district level plan. The Annual
District Plan shall have to be need based and must focus on the gaps and resources
available. Preparation of Annual Plans requires creation of capacities at all levels.
While capacities need to be developed at the national, state and district level, the
quality of planning exercise will be greatly augmented by the involvement of
BRCs and CRCs. Their capacities need to be built for effective planning by
SMC.

Receipt of Grants: For its effective functioning, a school receives various grants
from the SSA. Below is a summary of some important grants that a school receives
from SSA Notes
Type of Grant Details Amount

Teacher Grant Teacher grant is provided to all teachers Rs 500 per teacher per year in primary
on annual basis to facilitate child and upper primary stage
centred, joyful classroom processes by
using self developed, low cost, locally
available material.
School Grant (To be spent School grant is provided to all Rs 5000/- per year per primary school
only by VEC/SMC) Government and Government aided and Rs 7000/- per year per upper
schools on annual basis for the primary school
replacement of non functional
equipment and for other recurring cost Primary and Upper Primary Schools are
such as consumables, play material, treated as separate schools even if they
games, sports equipment etc are functioning in the same premises
School Maintenance Grant SMG is provided for annual maintenance Schools upto 3 classrooms are eligible
(To be utilized only and repair of existing school buildings to a maximum of Rs 5000 per school
through SMC/VEC) and other facilities to upkeep the per year Schools more than 3
infrastructure classrooms are eligible to a grant of Rs
10000 per school per year (subject to
the condition that the overall eligibility
is Rs 7500 per school per year)
Furniture (Procurement to Furniture may be provided to existing Rs 500/- per child in Government Upper
be done by VEC/ SMC or Government Upper Primary Schools Primary Schools as one time grant
equivalent bodies) which already do not have furniture
subject to the following conditions:
These funds should not be utilized for
new upper primary schools sanctioned
under SSA since 2001 as they already
have a provision for Rs 50000/- at
starting stage
Libraries Provision is available only for Rs 3000/- for primary school and Rs
Government schools that already do not 10000/- for upper primary school as a
have a library. These funds are not one-time grant
available to new primary and upper In case of composite elementary
primary schools as they can utilize the schools, a one-time grant of Rs 13000/
TLE Grant for this purpose - shall be provided.

Monitoring and Support to Schools: Each BEO should have a contingent team
of Assistant EO who should be expected to undertake at least two visits to every
Notes
school every year. They should look at the records maintained by the teachers/
headmasters, condition of school building and seating arrangement for students.
They should pay particular attention to availability of drinking water, usability
of toilets, kitchen where Mid Day Meal is cooked and whether the school has
well maintained boundary wall.
BRC and CRC Staff are expected to visit schools regularly and provide curricular
support to teachers – particularly progress with syllabus, the manner in which
use is being made of textbooks and other materials, support teachers in developing
TLM and the manner in which continuous and comprehensive evaluation is being
put into effect.
Collection and use of DISE data: DISE (District Information System of

Education) is a school based statistical system. It was initiated by National Institute
of Educational Planning and Administration (NIEPA) in 1995 with assistance
from UNICEF. DISE provides school based data on variables such as enrolment
(Boys/ Girls/ SC/ST), infrastructural facilities (library, girls/boys and common
toilet, playground, drinking water facility etc), number of teachers and para
teachers, student flows, medium of instruction etc.
DISE (District Information System for Education) is a valuable source of data

which carries detail information of each school, on the students, teachers and
school infrastructure. The information/ data collected through DISE play a key
role for preparation of Annual Work Plan and Budget for the Districts and State.
Filling the Data Capturing Format is a crucial activity for each school that provides
DISE data. The basic data collected from the primary schools is verified by the
Block Education Officer/Block resource Coordinator for its completeness and
delivered to the District EMIS in-charge/DPEP Project Coordinator. Village data
is also collected and sent to the district in the same manner. The data is first
computerized and analyzed at the district level. District level data is aggregated
at the state level using DISE software which is specially designed for state level
analysis and tracking the progress of key performance indicators.
Recruitment and Trainings: The Central Government has notified National

Council for Teacher Education as the academic authority to lay down minimum
qualifications for a person to be eligible as a teacher. The District Institute of
Education and Training (DIETs), Cluster Resource Centre (CRC) and Block
Resource Centre (BRC) are expected to function as academic resource centres.
The faculty in DIET provides pre-service and in service training. The coordinators
in BRCs and CRCs provide in-service training and onsite support to schools.

8.6 OTHER IMPORTANT EDUCATIONAL

AGENCIES Notes
National Council of Educational Research and Training (NCERT): It is an
autonomous organization set up 1961 by the Government of India, assisting and
advising the Central and State Governments on policies and programmes to
improve the quality of school education. As a nodal agency for achieving goals
of universalisation of elementary education, it also networks with state educational
departments, universities, NGOs and other educational institutions to meet its
following objectives:
a) To prepare and publish resource materials such as, textbooks, journals for
schools and teachers
b) To develop new and innovative educational techniques and practices
c) To organize courses on training of teachers
NCERT came out with the National Curriculum Framework (NCF) in 1988. It
was published in response to the desire expressed in the “National Policy on
Education”, 1986 that the implementation of education policy and emergent trends
in education should be reviewed periodically. Subsequently two NCFs have been
published in 2000 and 2005. The NCF provides a framework for designing of
curriculum, creation of textbooks and classroom pedagogy.
Under the Right of Children to Free and Compulsory Education Act (2009), the
NCERT has been appointed as the academic authority to lay down the curriculum
and evaluation procedure for elementary education and to lay down a framework
for national curriculum.
The National Council for Teacher Education (NCTE): It was established in

1973 as an advisory body on all matters pertaining to teacher education for the
Central and State Governments. On 17th August, 1995 NCTE was given a statutory
status under the National Policy on Education (NPE) formulated in 1986. This
step was taken to empower the NCTE in overhauling the system of teacher
education. Under the Right to Education, NCTE has been appointed as the
authority to lay down the minimum qualifications for a person to be appointed as
a teacher.
Role of NCTE:
a) Achieve planned and coordinated development of the teacher education

system through -
i. Curriculum planning of in-service training programmes

ii. Monitoring of training programmes
Notes iii. Initiating innovations in teacher education

b) Regulation and proper maintenance of norms and standards in the teacher
education system
c) Research and training of persons for equipping them to teach at pre-primary,
primary, secondary and senior secondary stages in schools, and non-formal
education, part-time education, adult education and distance
(correspondence) education courses
National Commission for Protection of Child Rights: The National
Commission for Protection of Child Rights (NCPCR) was set up in March 2007
under the Commission for Protection of Child Rights Act, 2005. The NCPCR at
the national level and the State Commission for Protection of Child Rights
(SCPCR) at the state level ensure that all laws, policies, programmes and
administrative mechanisms are in adherence to the Rights of Children as enshrined
in the Constitution of India.
Under the Right to Education (RTE) Act, the role of NCPCR is:
a) Monitoring of child’s right to education

b) Inquire into complaints relating to child’s right to free and compulsory
education
c) Advise the education agencies and other partners implementing educational
programmes on matters relating to children in need of special care and
protection, including children in distress, marginalized and disadvantaged
children, children in conflict with law, juveniles, children without family
and children of prisoners
d) Recommend measures and norms to be implemented by schools such as,
prohibiting discrimination, prohibiting physical punishment and mental
harassment of any child in school
State Council of Educational Research and Training (SCERT): The main
function of this Council is to bring qualitative improvement in the field of school
education. The main aim of their activities is to acquaint the teachers with the
innovations brought out in the field of school education through teachers training
programmes and workshops. The main activities of SCERT are
• Organize in-service training programmes for teachers, administrators and

teacher educators
• Implement new educational techniques and methodologies

• Coordinate with DIETs and impart guidance
• Develop Teaching Learning Material (TLM) for various training programmes Notes
to get it printed.
• Co-ordinate with various State councils of Education, NCERT, NIEPA

State Commission for Protection of Child Rights: At the State level, the State
Commission for Protection of Child Rights is the main agency to inquire into
complaints of violation of child right.
The State Commissions for Protection of Child Rights (SCPCR) are to be

established in each state as per the provisions of the Commissions for Protection
of Child Rights Act, 2005. They are expected to be set up to protect, promote and
defend child rights in each state. The Commission consists of a chairperson and
six members who are well versed in child welfare. At least one member should
be a woman. The State Commission is required to submit an annual report to the
state government as well as special reports when an issue needs immediate
attention.
District Elementary Education Officer: The District Elementary Education

officer is in charge of the administration of elementary education in the district.
Some of his/her main functions are:
a) Maintain a record of all children in their jurisdiction till they complete 14

years of age
b) Ensure that schools in the district fulfil the required norms and standards,
through monitoring and onsite inspection
c) Oversee functioning of schools and teachers in the district
d) Oversee Appointments and Transfers of Teachers, Rationalization of Teacher
e) Look into Promotions, complaints, fifth class examination, Seniority and
Confirmation and Priority Cases
f) Oversee Recognition of Private Schools
g) Oversee Medical Re-imbursement of Teachers
h) Oversee Grants-in-Aid to Aided Schools
District institutes of Education and Training (DIETs): Under the National

Policy on Education (NPE) on teacher education, the Central government allocated
funds to set up DIETs in October 1989, to provide academic and resource support
at the grass-roots level for the success of the various strategies and programmes
being undertaken in the areas of elementary and adult education. Placed under

the District Board of Education (DBE), DIETs are closely linked with education
agencies and NGOs at the National, State, Divisional and District levels whose
Notes
objectives and interests converge with its own. DIETs function throughout the
year and are mainly residential institutions.
Role of DIETs:
a) Promote universalization and enhance the quality of Primary/Elementary

and Adult education by providing training and orientation through pre-service
and in-service education to the following groups-
i. Elementary school teachers
ii. Head Master, Heads of School Complexes and officers of Education
Department up to Block level
iii. Instructors and supervisors of Non-formal and Adult Education
iv. Members of District Board of Education (DBE) and Village Education
Committee (VECs) Community leaders, youth and other volunteers
working in the field of education
b) Engage resource persons to conduct suitable programmes for the groups
mentioned above, at centres other than the DIET
c) Provide academic and resource support to the elementary and adult education
systems in the district
d) Action based research to deal with specific problems of the district in
achieving the objectives in the areas of elementary and adult education
8.7 ROLE OF VOLUNTARY AGENCIES

Voluntary agencies / Non-Governmental Organizations (NGOs) have been playing
a significant role in spreading education even before the SSA and RTE was
introduced. Recognizing the efforts made by voluntary agencies, the SSA has
sought to engage voluntary agencies in implementing its objectives at all
operational levels. Existing partnerships, which have been running successfully,
will continue and new areas of partnerships are being explored.
The initiative taken by NGOs in spreading education by running need based

educational programmes has been commendable.
The role of voluntary agencies is:
a) Capacity building and regular training of School Management Committees

(SMCs) and Panchayati Raj Institutions (PRIs)

b) Research on education policies, planning, implementation and impact of

the programmes being run by the SSA
Notes
c) Monitoring and evaluation of schools, training centres, training programmes,
curriculum and assessment mechanisms
d) Prevention of harassment of teachers and enabling them to properly discharge
their duties
e) Implementation of programmes such as, Education Guarantee Scheme
(EGS), Alternative education, Remedial teaching, Non residential bridge
courses (NBRCs) and residential bridge courses (RBCs) in rural, urban and
tribal areas
f) Mobilize the society and community to increase enrolment and retention of
children in schools particularly, of the girl child, minorities, children from
weaker and disadvantaged sections of the society
g) Promote programmes related to health, hygiene and sanitation amongst
children, in communities and schools
h) Provide specialized support to facilitate integrated education of disabled
children, children with special needs
i) Ensure that schools and communities practice non-discrimination and are
secular in nature
j) Guide schools/communities/parents in proper redressal of their grievances
8.8 ROLE OF HEAD TEACHERS AND

TEACHER’S VIS-À-VIS SOCIETY
Education plays an important role in reforming the society and aides in its progress.
Availability of quality basic education (Elementary education) is instrumental in
promoting social justice and empowerment. Hence, the role of head teachers and
teachers imparting education is critical in society. Therefore, the RTE lays great
emphasis on teacher recruitment, qualification, training and motivation. The Act
also clearly outlines the role and responsibilities of teachers, applicable both in
schools and in communities.
a) Encourage the participation of the society in managing the school activities

and in improving the quality of education
b) Appraise the parents/community on the progress of the children/school
c) Engage parents and members of the society in increasing enrolment, retention
of children in schools and minimize dropout rates, especially those belonging
to the weaker and disadvantaged sections of the society

d) Promote gender equality and secularism in the society and ensure the
protection Child Rights
Notes
e) Create awareness about acts and schemes run by the government and other
agencies that may be useful to the members of the society
f) Interact with the members of the society through participation in social
activities, parent/community meetings to understand their concerns and give
suggestions related to education, health, hygiene, safety and sanitation
g) Cooperate and coordinate activities with the society and local authorities to
facilitate social harmony
8.9 LET US SUM UP

Various Educational laws and policies were launched for improvement in
education in India. National policies of education (1968 and 1986) and the
programme of action (1992) was committed towards universalization of primary
education. A number of schemes and programmes were launched in pursuance
of universalization of Elementary education like operation Black Board, Mid-
Day-Meal, District Primary Education Programme etc. In 2002 the 86 th
amendment to the constitution was passed and said the state shall provide free
and compulsory education to all children of age 6 to 14 years. To give effect to
amendment the Right to Education was passed by the parliament in 2009. the
Act came into force from 1st April 2010.
There are various examples of interactions of school with Govt. agencies.

Interaction may be for creation of Annual work plan and Budget, Receipt of
grants, monitoring and support to schools, collection and use of DISE data,
recruitment and trainings etc. some other important agencies are National Council
of Educational Research and Training (NCERT), The National Council for teacher
Education (NCTE) National Commission for Protection of Child Rights (NCPCR)
State Council of Educational Research and Training (SCERT), State Commission
for protection of Child Rights (SCPCR) etc. Role of voluntary agencies are very
important in achieving the aim of education as education plays an important role
in reforming the society.
8.10 SUGGESTED READINGS & REFERENCES

Role of various agencies under Sarva Siksha Abhiyan . http://ssa.nic.in/
Accessed on 26th November 2011.
Relationship between Right to Education and Sarva Siksha Abhiyan.

RTE_SSA_Final Report(1)

Overview of the education system in India .http://www.education.nic.in

Accessed on 26th November 2011.
Notes
Role of voluntary organizations in helping schools and governments in
implementing the programmes under Sarva Siksha Abhiyan.www.
pratham.org Accessed on 1st December 2011.
Sample of the DISE report card and how it can be utilized by teachers. http:/
/www.dise.in/Accessed on 2nd December 2011.
About NCERT’s role in elementary education. http://aises.nic.in/aboutncert
Accessed on 1st December 2011.
Role of NCPCR protecting right of children in schools. http://ncpcr.gov.in/
Accessed on 1st December 2011.
CHENNAI, October 20, 2011, Grievance redress mechanism for child rights
cases soon. http://www.thehindu.com/news/cities/Chennai/article2554
381.ece
http://www.childlineindia.org.in/State-Commission-on-the-Protection-of-
Child-Rights.htm
www.schoolreportcards.in/Aboutdise.html Accessed on 7th December 2011.
Responsibilities of School, http://rtemonitoringcell.info/rte-primer-respon-
sibilities-of-schools/ Accessed on 7th December 2011.
District Elementary Education Office , http://ludhiana.nic.in/dept/
dept_deo_ele.html Accessed on 7th December 2011.

1. Discuss basic features of SSA.
2. Describe the role of cluster Resource Centres (CRCs).
3. Write short notes on:
• NCERT
• NCTE
• SCERT
• DIET

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Entitlements of the Child and School Provisions

UNIT 5 ENTITLEMENTS OF THE CHILD

Block 2 : School System 1

5.1 LEARNING OBJECTIVES

• Explain the right to education as a human right

5.2 RIGHTS BASED APPROACH TO EDUCATION

2 Diploma in Elementary Education (D.El.Ed)

Block 2 : School System 3

women’s empowerment, protecting children from hazards and exploitative labour,

5.2.1 CHILD RIGHTS IN THE CONTEXT OF EDUCATION

4 Diploma in Elementary Education (D.El.Ed)

Defining ‘the child’

Check Your Progress-1

Block 2 : School System 5

Progressive Rights demand immediate attention and action. The Progressive

6 Diploma in Elementary Education (D.El.Ed)

5.2.2 RIGHT TO EDUCATION AS A HUMAN RIGHT

5.2.3 RIGHT OF CHILDREN TO FREE AND

The Government of India launched Sarva Shiksha Abhiyan (SSA) in 2000 to

The Article 21A reads –

8 Diploma in Elementary Education (D.El.Ed)

Check your Progress - 2

Answer the question. Space is provided for the answer. Notes

5.3 THE WHOLE SCHOOL APPROACH

A school is described as a place where the courses of study is/are prescribed or

Block 2 : School System 9

¾ is adequately equipped with teachers

¾ has a building with proper space

¾ is equipped with rooms, furniture, playgrounds, toilets, drinking water fa-

5.3.2 ACCESS, EQUITY AND QUALITY

We shall first discuss the issue of physical access to school.

Read the examples given below and examine the picture.

Distant Schools (PROBE, 1999)

There is no school in Chaktodar(Sultanpur district, U.P.). The government

10 Diploma in Elementary Education (D.El.Ed)

school in the neighboring village of Gyanpur has to be approached through

Girls on their way to a school near Koraput on the Andhra-Orissa boarder.

Discuss some difficulties which children enrolled in an urban/semi urban/

Distance of schools from habitations is a grave problem especially in the rural

Block 2 : School System 11

Prepare a list of students of your class belonging to the following groups:

12 Diploma in Elementary Education (D.El.Ed)

Some support measures that need to be looked at are:

Seating arrangements: Disadvantaged category children (SC) made to sit in the

Not allowing them to participate in school functions and activities.

Not speaking to them, not checking their homework / class work.

Block 2 : School System 13

Check Your Progress - 3

1. Suggest some ways to address the problem of language in the inclusion of

Similarly other categories of children, i.e. Muslims, Labor, Urban deprived,

Use of space in the room

Physical infrastructure – chairs, tables, almirahs / racks and their arrange-

Activities of children during teaching-learning

Kind of interactions you have with learners and their participation.

How does this compare with your vision of a classroom?

14 Diploma in Elementary Education (D.El.Ed)

¾ Conformity with constitutional values.

5.3.3 SCHOOL RESOURCES – PHYSICAL FACILITIES