ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Modifying School Textbooks

Vol. 53, Issue No. 29, 21 Jul, 2018
Commentary
Disha Nawani
All textbooks, as a matter of course, should be revised regularly. However, at no point should they become a site for an ideological battle between political parties, and the impact on the students using them should be the main focus.

Assessing ASER 2017

Vol. 53, Issue No. 8, 24 Feb, 2018
Commentary
Disha Nawani
The publication of the Annual Status of Education Report (Rural) 2017 titled “Beyond Basics” has resulted in predictable outcry over the state of education in the country. Using the report as a case in point, the complexities in reading and interpreting data presented by such large-scale assessments on learning are highlighted.

Right to Education

Vol. 52, Issue No. 31, 05 Aug, 2017
Commentary
Disha Nawani
Despite a few glaring shortcomings, the Right of Children to Free and Compulsory Education Act, 2009 proved to be a landmark. It provided a justiciable legal framework that entitled all children (6–14 years) to education and established basic parameters for quality education. Several provisions are, however, still not in place, which brings the efficacy of its features and implementation into question. This article considers the progress and shortcomings of the implementation of the act.

School Textbooks: From Sublime to the Ridiculous

Vol. 52, Issue No. 9, 04 Mar, 2017
Commentary
Disha Nawani
A Class XII Sociology textbook of the Maharashtra State Board of Secondary and Higher Secondary Education was found to have written on a number of social practices and trends as if it were explaining the legitimacy of such practices rather than encouraging reflection on their regressive features.

School Education

Vol. 51, Issue No. 35, 27 Aug, 2016
Draft Policy On Education 2016
Disha Nawani
The proposed National Policy on Education 2016 has important implications with respect to school education in India. While acknowledging some of its positive features, attention must be focused on objectives of education as espoused in the policy: key amendments suggested in the Right to Education Act, 2009; position and importance of Early Childhood Care and Education and reforms proposed in the curriculum and assessment practices in schools.

Rethinking Assessments in Schools

Vol. 50, Issue No. 3, 17 Jan, 2015
Perspectives
Disha Nawani
This article examines the nature of two varied forms of assessments like the continuous comprehensive evaluation and end-of-the-year exams, studies the variations in the principles underlying them and presents a case for an assessment that is more suited to the varied contexts, needs and educational levels of a large majority of Indian children.

The Elusive Nature of Educational Incentives

Vol. 49, Issue No. 37, 13 Sep, 2014
Special Articles
Disha Nawani
This paper examines the assumptions underlying educational incentive schemes with the help of data collected on the status and implementation of three such schemes for minority communities in Maharashtra. Though the lacunae in the design and implementation of these schemes are highlighted, the objective is not to condemn them. All parents interviewed gave utmost importance to a good learning environment. An incentive only offers temporary and partial relief. Good quality education for all children is the biggest incentive and educational incentives should not be assumed to be a substitute for poor learning environment in schools.

Caste among Schoolchildren

Vol. 49, Issue No. 36, 06 Sep, 2014
Discussion
Disha Nawani
Despite the potential of the paper, "Critical Thinking on Caste among Schoolchildren in Maharashtra: Case Study of Two Schools in Chiplun" (EPW, 31 May 2014), it is reduced to a reporting of some of the views and attitudes of children on caste-related issues and leaves much to be desired. The paper does not achieve the objectives it set out for itself. It makes sweeping generalisations across sites and across respondents and holds the schools responsible for being unable to develop critical thinking among children.

North-east Indians and Others

Vol. 49, Issue No. 24, 14 Jun, 2014
Commentary
Disha Nawani
School textbooks play a signifi cant part in perpetuating stereotypes and prejudices about tribals, minority communities and other marginalised groups. The north-east states of the country and their people and cultures are very often not mentioned at all. However, the new NCERT (National Council of Educational Research and Training) social science textbooks, besides being pedagogically superior, attempt to grapple with the real lives of people and sensitise and help children to critically engage with issues of diversity, inequality and discrimination.

Corporal Punishment in Schools

Vol. 48, Issue No. 24, 15 Jun, 2013
Commentary
Disha Nawani
The Right of Children to Free and Compulsory Education (RtE) Act, 2009 prohibits physical punishment and mental harassment. The National Commission for Protection of Child Rights has called for elimination of corporal punishment in schools by detailing its varied expressions. However, this tends to address the problem from a legal-constitutional framework but is unlikely to address the tensions which spring from a debilitating and difficult work environment for teachers. It also does not make school managements accountable, choosing to focus only on teachers.

Reflections on Annual Status of Educational Research 2012

Vol. 48, Issue No. 12, 23 Mar, 2013
Commentary
Disha Nawani
The Annual Status of Educational Research 2012 refl ects an overall picture of increased enrolment in school but with a large percentage showing limited foundational skills of formal learning. Parents, especially those from the economically weaker sections, are unhappy with the Right to Education Act's emphasis on no detention until Standard IX. They seem to prefer a schooling system that examines students regularly to assess and correct their formal learning skills.

Continuously and Comprehensively Evaluating Children

Vol. 48, Issue No. 02, 12 Jan, 2013
Perspectives
Disha Nawani
Continuous and Comprehensive Evaluation is a key educational reform in assessment proposed by the Central Board of Secondary Education for primary and upper primary classes in affi liated schools. This article makes an attempt to analyse the teachers' manual for class sixth to eighth. The premise of such an evaluation framework is sound but the manual actually goes against its very spirit. CCE is not so much about assessment per se as it is about understanding the ways in which children learn, refl ecting on the teaching-learning processes employed in schools and empowering both students and teachers in processes related to schooling.

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