public and private school curriculum
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Comparative Analysis Between Public and Private School CurriculumTRANSCRIPT
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Planning vs. Practice: Understanding the
domain of school curriculum at Secondary
Level in Kolkata
Eshita Kundu
Roll No. MS0112014
M.A. 4th semester
Department of Sociology
Jadavpur University
Kolkata
Nation building in modern India has faced the challenge of incorporating quality based value oriented education. In a welfare nation like India, the schools are entrusted with the duty to provide that kind of education.
Reconstruction of curriculum to reflect indigenous tradition, social change and empowerment was advocated by Indian critical theorists from the late 19th century to the present. This study mainly concentrates on the comparison of curriculum between Public and Private Schools of Kolkata, to find out the scenario concerning educational planning and its exercise, with special reference to the aspect of curriculum.
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Comparative Analysis of
School Curriculum
Part-I
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1.1 Introduction
The relationship between education and national development continues to be a question of
critical concern in many countries. Education should function as an agency of cultural
transmission as well as change; it should also reflect the dynamic process of nation building that
is continually being modified by new conditions.
India is a union comprised of twenty-nine states and seven territories. The Constitution provides
directives regarding the development of education throughout the country. Until the late 1970s,
school education had been on the state list*, which meant that states had the final say in the
management of their respective school systems. However, in 1976, education was transferred to
the concurrent list through a constitutional amendment, the objective being to promote
meaningful educational partnerships between the central and state governments. Today, the
central government establishes broad education policies for school curricula development and
management practices. These serve as guidelines for the states.
In 1986, extensive deliberations by various national committees on the country’s education
system and policy culminated with the decision for a national curricular framework containing a
common core along with flexible components. The common core includes the history of India’s
freedom movement; constitutional obligations and other content essential to nurture national
identity. These core elements are intended to cut across subject areas and were designed to
promote a number of values (such as India’s cultural heritage, egalitarianism, democracy, and
secularism, equality of the sexes, protection of the environment, removal of social barriers,
observance of the small-family norm and inculcation of the scientific approach). Also, in order to
reinforce the view that the whole world is one family, the curriculum would have the objective to
promote international co-operation and peaceful co-existence. With regard to re-orientation of
educational content and processes, the NPE** emphasized the need for bridging the schism
between the formal education system and the country’s rich and varied cultural traditions. To this
end, the preoccupation with modern technologies must not be allowed to sever new generations’
ties to India’s history and culture. In view of the growing concern over the erosion of essential
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values and increasing cynicism in society, readjustments in the curriculum are to be carried out
so that education becomes a forceful tool for the cultivation of social and moral values. The
policy further emphasized the integral role that manual work, sports and physical education
should play in the learning process and the need to strengthen science and mathematics
education.
However, looking into the matter from an investigator’s view, a wide range of gap can be found
between the policies and the practices. The problem starts with the lack of supervision and
evaluation programme. Generally, the process of curriculum development in India lies between
the two extremes of centralization and decentralization. From time to time, the national
government formulates the National Policy on Education which includes broad guidelines
regarding content and process of education at different stages. These guidelines are further
elaborated by the National Council of Educational Research and Training (NCERT).
______________________________________________________________________________
*The areas, in which the respective central and state governments have domain, have been
identified in the Constitution as the central list, state list and concurrent list.
**National Policy on Education
However, the states consider whether to adopt or adapt the NCERT syllabi and instructional
materials. Thus, the NCERT curriculum framework is always a suggestion rather than
prescriptive and it is not enforceable by law in the states.
Then, there are the various types of schools such as the PUBIC and the PRIVATE, who give
more impetus to the problem, previously mentioned. These schools can be found in a state,
entrusted with the duty of preparing the future generation in such a way, so that they can place
themselves perfectly within the broader context of the society. All public schools follow the
same basic set of local and federal education guidelines. These laws generally cover the topics of
educational program content, school curriculums, budgets, and funding. On the other hand,
Private schools are still subject to government guidelines as well, but with a much greater degree
of flexibility. In terms of curriculum, public school systems offer a program of education
designed with the needs of the general public in mind. Basic subjects such as math, English,
science, social studies, and physical education are taught. The state sets the standards for these
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and examines student competency via standardized testing at intervals throughout the year.
Again, this is another area where private schools have more room to be flexible in. On the other
hand Private schools generate their own curriculum and may offer more specialized courses,
perhaps even taking students on extended field trips that cover one or more of the topics being
focused on. Many private schools also use a form of standardized testing to determine student
competency also.
That is why I actually felt interested to study the aspect of school curriculum. Based on the
results of a pilot survey I decided to carry on my project on a larger scale. Thus, I have narrowed
down the focus point of my study to a Comparative Analysis of School Curriculum between the
Public and the Private Schools of Kolkata (at Secondary Level).
Nature & Scope of the Study: While thinking sociologically, we have to bear in mind that the
goal of secondary education is not just to award degrees but rather to develop the younger
generation in such a manner that they not only have a satisfying personal life but can also attain
higher education. Therefore, secondary education has to provide for the all-round development
of the students- intellectual, physical, moral and spiritual development, as well as development
of the mind, body, heart, personality and knowledge; and promote skills and develop outlooks so
as to produce a young generation that is intellectually alert, physically strong, morally uplifted,
socially committed, and economically self-reliant. The only way to achieve this is based on the
quality and value-based education which should be the focal point of every curriculum
irrespective of their public or private orientation.
Area of Interest/ Objectives of the Study: This study mainly deals with the issue of comparative
analysis of curriculum between public and private schools to find out-
Which group of school (whether the public or the private) is performing better in
terms of building ‘productive capacities’ of the students;
What factors are responsible to make one group of schools (among the public and the
private) more efficient than the other;
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Difference between the public and the private schools in terms of construction of the
curriculum;
Difference between the public and the private schools in terms school infrastructure;
Difference between the public and the private schools in terms of teaching-learning
process;
Whether the level of efficiency depends on the organized structure of the institution
Rationale of the study: Whereas a child gets his or her primary ideas of education and learning
at home, school is the best institution to provide an atmosphere where he/ she can develop and
strengthen his/ her unique capabilities to contribute to social awakening of the human race- as
believed. While going through the details of modern schooling system in India I noticed that
there are several aspects which should be taken into consideration at time of framing school
curriculum. I admit that when a group of public school is performing much better in terms of
building productive capacities of the students, at the same time there is lack of proper planning
and evaluation in part of the public schools. There is a widening gap between the planning and
practice. Even there was no as such data or survey report available regarding the performance of
the schools to evaluate whether the policies are being properly implemented or not.
These lead me to carry out a small term descriptive research work in this field to contribute to
further planning and its execution.
Literature Review: To start with, I needed a proper line up that would help me to enrich my
knowledge in this respect. And this is the juncture when I had to make a literature review on
education with special reference to the school curriculum. In this section, mainly the expert’s
theories, guidelines and comments are examined. Apart from that governmental plans and
policies have taken into consideration.
Chapterization: Right after the literature review section, I have further divided my study into
two chapters i.e. the methodology and data analysis portion and the conclusions with exclusive
findings.
A Note on the Methodology: The research will utilize mainly qualitative techniques, including
the use of semi structured questionnaire, observation and content analysis. Respondents will be
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chosen from students and teachers of both public schools (WBBSE) and private schools (CBSE)
from different localities in Kolkata. Primary data collected thus will be supplemented by data
collected from other sources such as government publications, books, and journals.
Primary findings indicate that these are the private schools that are performing much better than
the public schools to build the productive capacities of the students. And it is the lack of
supervision and evaluation procedure and the absence of organized structure that makes the
public schools losers.
1.2 Review of Literature on Education and School Curriculum:
Every successful concept and project in life requires a proper framework and planning. This
relates to all processes, including education. Whenever we embark on any new plan or procedure,
we need to make sure that we have all the plans drawn up. What is on offer, what are the
resources that we have, what are the steps, which we need to take and what are the goals that we
need to achieve are some elements that need to be looked upon. A similar set of constraints when
applied to education in schools and colleges gives birth to curriculum. A curriculum is more than
putting together a set of academically required subjects. It must consider all aspects of the
student life, the learning needs of students, the time available for the sessions and the teachers’
idea, capability and workload. Now that we know the constitution of a curriculum, let us go
through some ideas explored by the scholars in this respect.
Idealism and Curriculum: Socrates, Plato and Aristotle’s position in this regard: 1
Idealism believes that the goal of human life is exaltation of man’s personality. Education has to
achieve this aim. The school curriculum, accordingly, needs consists of those subjects which are
conducive to this goal. Any subject that creates an ideal or spiritual self is most welcome to an
idealist.
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The Socratic Method: According to Socrates all that is important is the development of
knowledge through dialectics. Though he had not discussed about the concept of
curriculum as such, the ‘Socratic method’ gave us certain ideas about it.
Dialectic method requires the presence of another person as it is a conversation between two
individuals. Conversation develops critical attitude. Being an idealist he believed in universal
and eternal values. He was also interested in ethical aspect of human life.
Plato’s position: Plato, a great exponent of idealism conceives of the curriculum from the
point of view of ideas. He believes that the highest idea of life is the attainment of the
highest good or God. Hence, the curriculum ought to impart eternal values in order to
enable the receiver to attain his highest good. The eternal or spiritual values determine
three types of activities- intellectual, aesthetic and moral.
Scheme of Education (Curriculum) of Aristotle: The Aristotelian scheme of education is
composed of elements drawn chiefly from Athenian education and is similar in many
respects to that of Plato. The child until six years of age should be trained by the parent.
Beyond this period it should be controlled by the government but at the same time the
parent is also responsible for moral education. He strongly pleaded for maintaining the ‘’
Gymnastics’’ for the development of sound physique and moral qualities. Gymnastic
training should also aim to develop good habits and control of the passions and appetites.
It should not aim at mere creating of hardy soldiers.
Plato advocated strict censorship of the traditional subjects like literature and music for
young children. But Aristotle had a different view in this respect. In his ‘‘Poetics’’ has shown the
effects of literature, music and fine arts on the characters of individuals. These were accepted as
the appropriate means for moral and intellectual education. According to Aristotle, the
curriculum must be varied, diversified and broad based. Physical science, social science, logic
and state-craft all should be included in the curriculum.
Rousseau’s view on curriculum: Beside the general discussion on the aims of
education, Rousseau, in his book Emile, has given specific discussion on different stages
of education and discussed the importance of curriculum at every stage. According to
him, children are not capable of learning things which the adult can. Their ways of
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seeing, learning, thinking and feeling are different from those of adults. It is the period of
physical development of the child.
In the second stage, there will be no verbal lessons for him. He is to learn by his experiences. No
book should be used. Education at this stage includes mainly training of these because these are
the gateways of intellect. But no intellectual training should be provided at this stage.
In the next stage, the child is ready to receive the knowledge of the preadolescent period.
Accordingly, he will be taught physical science, language, mathematics, manual work, trade,
social relations, music and drawing. Curiosity or interest is the soul guide in this period of
education. The curriculum, therefore, at this stage should be built around curiosity and useful
activities.
And finally, with the beginning of adolescent period begins the moral and religious education.
Moral qualities such as benevolence, kindness, service and sympathy should be developed now.
Besides moral education the curriculum at this stage should include history, religious instruction,
aesthetics, physical culture, sex instruction etc. Because of the appearance of sex impulse the
adolescent at this stage has to learn the control of passions.
John Dewey’s conception of curriculum: 2 Dewey had no faith in traditional curriculum
as it can not fulfill the aims of education set forth by him. The traditional curriculum does
not take into account the child’s nature and so he has discarded it.
To Dewey, it is the child’s own activities around which the school subjects should be organized,
not around subjects like science, literature, history, geography etc. subject compartments,
according to Dewey, are not necessary for children. He considered the child as unity developing
through its own activity but in a social setting. Mind, he said, is essentially social. It was made
what it is by society and depends for its development on social agencies. It finds its nutrients in
social supplies. It is, therefore, essential that social experiences should form the main factors of
curriculum.
According to Dewey, the curriculum should consist of ‘‘educative experiences and problems.’’ It
should be noted that Dewey uses the word “educative experiences” in a special sense. According
to Dewey, only those experiences are educative which pay due regard to the natural inclinations
of the field in the context of the social, political, physical and economic conditions of the
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community. According to him, an educative experience is creative and leads to further
experience.
Besides, in general principals of curriculum construction, Dewey has advised as to how to
organize the curriculum. Ha has proposed an integrated curriculum and follow the principal of
correlation in the organization of the subjects.
His scheme of curriculum also included esthetic, religious and moral education. For full
development, Dewey considered art as “perfected expression of basic human activity.”
Bertrand Russell’s idea of school curriculum : 3 Russell recommended a general and
compulsory curriculum for children up to the age of fourteen years. At this stage the
curriculum should include ancient literature, modern language, mathematics, science,
geography, music and dance. Russell has prescribed two types of curriculum for children
between the age group 15-18. Specialization begins at this stage. i) Specialized
curriculum will be followed by advanced students. ii) General curriculum will be
followed by mediocre and less intelligent students.
The curriculum at this stage should include humanities, mathematics, ancient literature, anatomy,
physiology, hygiene and civics. Russell had laid stress on the study of mathematics and history.
He suggested that children should be educated in modern schools where Montessori Method is
followed. Apart from that Russell has strongly advocated sex education for children along with
other subjects to prevent abnormal behavior and mental derangement. As regards religious
education, Russell nourished a strong view of religious neutrality as religion is a personal affair.
He also strongly favored co-curricular activities in schools as these greatly help the total
development of the individual, particularly on developing self-control. Sound mind is only
possible in sound health. Thus, besides play, Russell has emphasized dance, music, agriculture
and horticulture as extra-curricular activities.
These are the conceptions shared by some eminent foreign scholars of the education world. But
we should also go through some of the ideas that are the products of indigenous effort of the
Indian educationists. This would definitely help us to get some hold of the Indian scenario of
education and schooling with special reference to the issue of curriculum.
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Iswar Chandra Vidyasagar: 4 Vidyasagar was a practical education reformer of India.
Though there is not such documentation available that provides insight of his ideas of
curriculum construction, a careful inspection of his works will give us some information
regarding this issue. He established many institutions. He championed the cause of
mother-tongue as medium of instruction. He was dead against corporal punishment as
unpsychological. He introduced summer vacation and Sundays as holidays. He was an
ardent advocate of non-official, secular and national education with national curricula,
national teachers and national control. He was also a staunch supporter of women’s
education in India.
Rabindra Nath Tagore: 5 We all know that Tagore was the one who had spent the
shortest period of his life in formal education. ‘School’ was the idea that he never likes
because of the absence of informality between teacher and student. Thus, when he was
nearly forty, he started ‘Santiniketan’ keeping in mind the informal set up that were
missing in schools those days. And when he framed the curriculum there, ‘interaction’
was the key aspect of it. According to Rabindra Nath, a proper curriculum should be able
to develop the following aspects of human personality;
Integral Development
Physical Development
Mental Development
Harmony with environment
Earning Livelihood
Multisided Aim
Swami Vivekananda: 6 Vivekananda criticized the existed system of education. He was
revolutionary in the field of education and touched every aspect of it. Vivekananda
advocated “man-making” education.
Accordingly Vivekananda gives a very practical concept of education in these lines: “We want
that education by which character is formed, strength of mind is increased, the intellect is
expanded, and by which one can stand on one’s own feet.”
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Swamiji laid emphasis on the development of integrated personality. This is possible only
through total or many-sided development of personality such as intellect, physical, social, moral,
emotional and aesthetic. He wanted to combine the intellect of a Sankara and the heart of a
Buddha. He stressed on the need of the development of both inner and outer self of an individual.
Swamiji emphasized on the personality of the teacher in education. The education is only
possible through intimate personal contact between the teacher and the thought. For this purpose
he wanted to revive the old Gurukula system of education.
A teacher is to suggest not teaching. He laid emphasis on self-teaching or self-learning. He was a
staunch supporter of freedom in education because he believed it is the first requisite of
development. Hence, no teacher should exert any kind of pressure on his pupil. Education must
be based on the needs of the child.
M.K.Gandhi: 7 The revolutionary proposals of Gandhiji on education were placed before
the public through a series of articles in the “Harijan” in 1937 which later on developed
into the Wardha Scheme of Basic Education. More or less Gandhiji’s ideas on curriculum
construction can be found here, in an unorganized manner. The ideas on which the
scheme was based were as follows:
Boys and girls should be taught together.
Their time should be mostly spend on manual work under the supervision of the teacher.
Manual work should be considered as the part of education.
The child must know why and wherefore of every purpose.
General knowledge should be imparted to the child as soon as it is able to understand
things.
The hand of the child be trained to draw geometrical figures before he learn to write, that
its good hand writing should be taught from the beginning.
The child should learn to read before he is able to write.
Children should not be compelled to learn anything.
The process of teaching should be connected in a play-way, for play is essential part of
education.
All education should be imparted through the mother-tongue of the child.
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The second phase of education begins when a child is eleven years old and lasts up to
sixteen.
The child should learn some vocation as preparation for future life.
He should acquire a general knowledge of world History, Geography, Botany,
Astronomy, Arithmetic, Geometry and Algebra.
A boy or girl of sixteen years should know sewing and cooking.
In the third stage which begins at sixteen and ends at twenty-five, a young man or woman
should receive education according to his or her desires and circumstances.
On 23rd October, 1937, a conference was organized at Wardha to finalize the basic system of
education. This conference resolved that the children should receive free education for seven
years. Mother tongue should be medium of education. Every student must be taught some basic
craft.
Sri Aurobindo: 8 The essential principle of Sri Aurobindo’s philosophy of education is
freedom. Unity is never demanded at the cost of diversity. On the other hand, diversity
creates a rich unity. Therefore, no rigid scheme of curriculum has been prescribed. The
earliest permissible age for starting regular study according to Sri Aurobindo is seven or
eight years. The proper medium for early education of the child is the mother tongue. The
following criteria for planning curriculum are found in Sri Aurobindo’s writings:
1. Human nature: The curriculum should aim at developing whatever is already given in seed
form in the child. Education can only lead to the perfection of the instruments, which are already
present in the students. Nothing can be taught or
imposed from outside.
2. Individual differences : The curriculum should be planned according to individual difference.
The mind has to be consulted in its own growth. The aim of the teacher is to help the growing
soul in drawing out his best and to make it perfect for a noble use.
3. From near to the far: Another principle governing the planning of curriculum is to proceed
from near to the far, from that which is to that which shall be.
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4. Modern and up-to-date: Sri Aurobindo was a modern thinker with a love for modernity and
up-to-date knowledge. Therefore, he prescribed that the education must be up-to-date in form
and substance and modern in life and spirit.
5. Universal knowledge: The curriculum should include whatever is universally true: That is the
basis of all scientific knowledge and philosophy.
6. Successive teaching : Sri Aurobindo disagrees with some educationists who wish to introduce
every subject simultaneously to the child. He prescribes that the subjects should be taught
successively.
7. Co-curricular activities: The school should provide not only academic but also co-curricular
activities.
8. Five-fold curriculum: Integral education is psychic and the spiritual education. Therefore, the
curriculum must be fivefold according to these five types of education.
9. Multisidedness: Integral education is multisided. It aims at all-round growth. Therefore its
curriculum involves music, poetry, art, painting and sculpture, besides the academic subjects.
These are necessary for the aesthetic development of the child.
10. Provision for the genius: The curriculum must provide for the genius. According to Sri
Aurobindo, “What we call genius is part of the development of the human range of being and its
achievements especially things of the mind and their will can carry us half way to the divine.
11. Moral and religious education: Curriculum for moral education should aim at refining the
emotions and forming the proper habits and associations. Thus the aim of the curriculum
according to Sri Aurobindo is the actualization of the potentialities of the students. The
curriculum should not be fixed but flexible and evolutionary. A variety of choice and
opportunities must be prescribed for maintaining the freedom of growth. The integral curriculum
should find a due palace for every subject and every discipline.
Thus, for our own comprehension we mat define curriculum as a set of courses, including their
content, offered at a school or university. The curriculum often contains a detailed list of
subjects and the elements of teaching them.
John Franklin Bobbitt’s “The Curriculum” published in 1918 mentions curriculum as an idea that
has its roots in the Latin word ‘race-course’. He also explained “The Curriculum” as the course
of deeds and experiences through which children grow up into adults and get going for success in
the society.
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Education: Some theoretical Perspectives 9
For any empirical study theoretical grounding is necessary. In this study my empirical findings
and suggestions would be guided by the following theoretical perspectives:
The Functionalist Perspective: The functionalist perspective of education has been guided
by two basic questions i.e. “What are the functions of education for society as a whole?”
and “What are the functional relationships between education and the other parts of the
social system?”4 The functionalist view of education tends to focus on the positive
contributions made by education to the maintenance of the social system. Emile
Durkheim saw the major function of education is the transformation of society’s norms
and values for the creation of ‘social solidarity.’ Talcott Parsons argued that after the
primary socialization within the family, the school takes over as the ‘focal socializing
agency’. Schools act as a bridge between the family and society as a whole. Again Davis
and Moore see education as a means of role allocation which is directly linked with the
system of social stratification.
The Marxian Perspective: Like the functionalist perspective, the Marxian view of
education is also guided by two basic questions i.e. “How is the education system shaped
by the economic infrastructure?” and “How does the education system produce the kind
of workforce required by capitalism?” Louis Althusser argues that the reproduction of
labor power involves two processes. First, the reproduction of skills necessary for an
efficient labor force. Second, the reproduction of ruling class ideology and the socializing
of workers in terms of it. In his “Deschooling Society” in 1971, Ivan Illich’s main attack
is on the failure of schools to match his educational ideas. He sees the ‘Hidden
Curriculum’ operating in the stated way: 10 The pupil has little or no control over what he
learns and how he learns it. He is simply instructed by an authoritarian teaching regime
and, to be successful, most conform to its rules. Real learning, however, is not the result
of instruction, but of direct and free involvement by the individual in every part of the
learning process.
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The above discussion clearly gives an idea of a practical, quality oriented approach of curriculum
construction where issues like teacher-student relationship and free interaction should be given
utter priority.
National Curriculum Framework 2005: 11
India is a free nation with a rich variegated history, an extraordinarily complex cultural diversity
and a commitment to democratic values and well-being for all. Ever since 1986 when the
National Policy on Education was approved by Parliament, efforts to redesign the curriculum
have been focused on the creation of a national system of education.
In spite of the recommendations of the NPE, 1986 to identify competencies and values to be
nurtured at different stages, school education came to be driven more and more by high-stake
examinations based on information-loaded textbooks. Despite the review of the Curriculum
Framework in 2000, the vexed issues of curriculum load and the tyranny of examinations
remained unresolved.
The National Curriculum’s guiding principals:
The following social, cultural, political, economic and educational parameters have guided the
development of the national curriculum framework:
1. All citizens of India should have equal access to education. The specific needs of the
disadvantaged sections of the society ought to be met through the curriculum;
2. Education regarding India’s cultural heritage needs to be imparted to students in order to
develop national identity and a spirit of togetherness;
3. It is essential to impart knowledge of the citizens’ duties and rights, and ideals of the
Constitution of India to children;
4. In view of the erosion of values, it is imperative through the curriculum to inculcate moral
and social values amongst students;
5. Besides national identity and unity, it is also imperative to develop international
understanding through the curriculum;
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6. Protection of the environment and conservation of natural resources should be major
objectives of school curriculum;
7. In view of the increasing population of the country, it is imperative to include suitable
content relating to population education in the syllabi of different subjects;
8. The curriculum should aim at preparing a child for life, which means that relevant
knowledge should be imparted and appropriate skills, competencies and values developed;
9. Education plays a significant role in national development by increasing human resources.
Therefore, the primary objective of the curriculum ought to be total development of the
child’s personality;
10. All the processes of education should be child-centered, with the teacher playing the role of
a facilitator during the process of learning;
11. The curriculum should aim at developing students’ creative potential;
12. The curriculum should develop a scientific approach amongst students;
13. Work should not be considered as distinct from education. Instead , work should be adopted
as a medium for imparting education;
14. The process of evaluation should be continuous and comprehensive;
15. Media and educational technology ought to be employed to make the transactions of
curriculum effective.
An important development since the National Policy on Education was formulated in 1986 has
been the acceptance across the country of a common structure of education and the introduction
by most states of the 10+2+3 system. There are eight years of elementary education (five years
of primary school and three years of upper primary/ middle schooling) and four years of
secondary education (two years of general secondary and two years of higher secondary).
The education system seeks to give due recognition and importance to the social organization,
traditions, customs and value systems of the various communities, particularly Scheduled Castes
and Scheduled Tribes. This is supported among other ways by the development of materials and
curricula in their languages. The main characteristics of the national curriculum, developed
in accordance with the above-mentioned principles, is described in the following sections.
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General education
Undifferentiated Curricula
Minimum Levels of Learning
Common core-elements
Continuous and Comprehensive evaluation
Interactive Teaching
Scheme of Studies: Language/ Mathematics/ Science/ Social Science/ Arts/ Health and
Physical Education/ Moral and Values/ Work Experience.
State-level curriculum implementation:
The available feedback from the states indicates that, for the most part, they have revised their
curricula along the lines recommended by the 1986 NPE and 1988 NCF. However, several have
made adjustments that respond to specific local needs or socio-political pressures. Following are
some highlights that reflect the dynamics of curriculum implementation at the state level.
Languages
Other Scholastic Areas
Non-Scholastic Areas
Value Education
Competency Based Textbooks
Concerns/ Factors/ Demands Influencing curriculum:
The revise curriculum is based on the following concerns:
Curriculum takes note of the demands of the collective society.
Curriculum aims at removing gender bias.
Curriculum aims at strengthening national identity and preserving cultural heritage.
Curriculum responds to the challenges of information and communication technology.
Curriculum links experiences with life skills.
Curriculum creates the needs of disadvantaged groups.
Curriculum develops universal values.
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Curriculum integrates indigenous knowledge with modern scientific developments.
Curriculum is intended to serve the demands of globalization
Schemes of Studies At Various Stages:
I. Elementary Education (8 years)
1. Primary Stage (5 years)
A. Classes I-II
i. One Language- Mother Tongue/ Regional Language/
ii. Mathematics
iii. Art of Healthy and Productive Living
B. Classes III-V
i. One Language- Mother Tongue/ Regional language
ii. Mathematics
iii. Environmental Studies
iv. Art of Healthy and Productive Living
2. Upper Primary Stage (3 years)
A. Classes VI-VIII
i. Three Languages- Mother Tongue/ Regional Languages, Modern Indian
Language and English
ii. Mathematics
iii. Science and Technology
iv. Social Science
v. Work Education
vi. Art Education (Fine Arts: Visual and Performing)
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vii. Health and Physical Education (Including Games and Sports, Yoga, NCC,
Scouting and Guiding)
II. Secondary Stage (2 years)
A. Classes IX-X
i. Three Languages- Mother Tongue/ Regional Languages, Modern Indian
Language and
ii. English
iii. Mathematics
iv. Science and Technology
v. Social Science
vi. Work Education
vii. Art Education (Fine Arts: Visual and Performing)
viii. Health and Physical Education (Including Games and Sports, Yoga, NCC,
Scouting and Guiding)
III. Higher Secondary Stage (2 years) Academic Stream
A. Classes XI-XII
i. Foundation Courses
ii. Elective Courses
Foundation Courses: (a) Language and Literature (b) Work Education (c) Health and Physical
education, Games and Sports.
Elective Courses: (a) Three elective courses out of the subjects prescribed. Apart from well-
established traditional disciplines, new objects of study would include computer science,
technology, environmental education, etc.
The Role of a School:
P a g e | 21
Role of a school is to develop raw child to perfect. But present system implication in poor and
developing countries is that perfect (high marks) child is given opportunity to get enrolled to
good schools or collages and if the child is less than the expectations is asked to seek T.C (I call
removal certificate). Purpose of schools is irrelevant if child’s taste is not developed or child is
not made to fit the world. It is schools, which are responsible for child’s growth.
But often students feel study as evil and don’t enjoy. They feel parents and schools have forced
on them a huge pressure that results to mental depression. They feel tortured when schools and
parents expect their children to secure highest of highest mark. Seeking highest marks has
become prestigious symbol for parents and schools. Many students escape schools due to
hardship especially this happen to rural students. A student up to 5th standard needs to learn IQ,
Discipline, Language, Current Basic General Knowledge, Basic Arithmetic. From 6th to 9th
standard it is a time for the schools to develop the taste according to child’s interest. But in high
school they often have to study selected field(s) through social/ practical involvement where they
do not have the chance to select either the subject or the subject matter. But on the other hand
what is seen is that students from 8th to 12th standard are more involved in books to copy to
brain and paste that in the answer sheets, if weaker in memory take extra classes (tuition) to copy
to brain in better way. It is with most of collage graduation study, students have no time to find
or explore the objective of study only seeking better methods to copy them to brain. As a result
of education societies inefficient policies students are duped and the purpose of education fails
when after ranking highest in schools and collages. Quite often the child’s expectation to have
better opportunities in real life is failed, as what studied is different from new apparent life.
This is where children feel deprived and alienated. But it should be the school to bridge that gap
between family and society. The school should develop the inherent qualities of the students in
such a way so that it can increase the productive capacities of the students.
Public vs. Private Schools: 12
There are various conditions (ranging from the attention devoted to students to the space
facilities as well as the supplies and other paramount details) that make one or the other of these
school systems more appealing. Indeed those who are at the point of choosing a type of
P a g e | 22
education for their children should consider some of the most important advantages as well as
disadvantages or both manners of teaching the youth.
Undoubtedly the circumstances as well as method of learning and teaching can encourage the
perfection of our skills and enriching of basic and cultural knowledge. The ancient conflict of
public vs. private school offers everyone the chance to consider the main benefits. Both of these
can secure for proper development and preparation for the future. There are some of the main
domains that can determine our option when choosing one of these means of studying. For
example-
Teaching
Public School
In the case of public schools teachers are often hired due to their high degree and
competence in various domains rather than being specialized for a certain field. Since
children are enrolled in a high number in these schools, it is more useful for the
authorities to have a person with different skills fulfilling more roles and functions.
Private School
On the other hand private schools have a strong inclination to employ professionals as
well as individuals who are specialized to a single field of activities. These instructors
will be able to teach students with great precision due to the low number of members of
the class as well as the special attention devoted to all subjects and details.
Like the above one there are several aspects that should be taken into consideration while
assessing the capacity of building productive essence of the students. We will discuss on that in
the coming chapters.
Apart from the above mentioned themes, there are some concepts are needed to be
conceptualized in a more specific way. Defining those concepts with the help of the literature
review would be helpful to have better understanding of the research project.
P a g e | 23
CONCEPTS:
The main concepts used in this study are-
PLANNING(POLICY), EXECUTION OF THE PLANNING, PODUCTIVITY and
ORGANIZED STRUCTURE.
Defining the above concepts:
PLANNING (POLICY): Planning in organizations and public policy is both the
organizational process of creating and maintaining a plan; and the psychological process
of thinking about the activities required to create a desired goal on some scale. This
thought process is essential to the creation and refinement of a plan, or integration of it
with other plans. The term is also used for describing the formal procedures used in such
an endeavor, such as the creation of documents, diagrams, or meetings to discuss the
important issues to be addressed, the objectives to be met, and the strategy to be
followed. Beyond this, planning has a different meaning depending on the political or
economic context in which it is used.
EXECUTION OF THE POLICY: Actually there is no proper definition of the term
‘execution of planning’. For our convenience we may say that this refers to the process of
implementation of a planning that has been made for a development purpose. Unless a
properly functioning governing body is there, it is hard to meet the goals of the project.
PODUCTIVITY: Productivity is a measure of output from a production process, per unit
of input. In this present study the productive capacity of the secondary school students
have been taken into account.
ORGANIZED STRUCTURE: When organization means a social arrangement to
distribute tasks for a collective goal, the organization set up means the overall set up that
is entrusted with the duty of performing the task.
P a g e | 24
Now that we have been familiar with the terms and concepts, let us discuss the methodology* of
the study in details.The present study is descriptive as well as qualitative in nature.
VARIABLES: In order to move from the conceptual to the empirical level, concepts are
converted into variables by translating or mapping them into a set of values. The concepts around
which the questions are organized in this study are listed as follows:
No Independent Variable Dependent Variable
1. Components of School
Curriculum
Productivity of the students
2. School Infrastructure Turn out of the Students
3. Class Infrastructure Attentiveness of the Teacher
and the student
4. Teaching-Learning Process Effectiveness of the Teacher
and the Students
5. Teacher-Student Relationship Efficiency of the System
Table 1.2 (a): List of Independent and Dependent Variables of the Study.
LOCATION OF THE STUDY: The present sociological study is conducted in Kolkata, because
Kolkata is one of the metropolitan cities of India where the culture of the private schools merges
with the waves of the culture of the public schools.
SAMPLING:**
UNIVERSE/POPULATION: In this study the basis of the universe/population is grounded on
the secondary level of schooling. There are 160 public schools (WBBSE) and 28 private schools
(CBSE) in Kolkata. In this study, three groups of universe/population can be found,
___________________________________________________________________
* Research Methodology is the philosophy of the research project. This includes the assumption
of the values that serve as a rationale for research and standards or criteria the researcher uses for
interpreting data and research conclusion.** Sampling refers to the systematic method of
selection. In social research, it is used to select subjects to be studied.
P a g e | 25
In this study, three groups of universe/population can be found. These are as follows:
(a) The (160+28) = 188 school curriculums of the secondary level (V-X) of both the public
(WBBSE) and private (CBSE) schools of Kolkata.
(b) Total 188 Public and Private Schools of Kolkata.
(c) The secondary level teachers of those schools.
SAMPLE: The sample of the study can also be divided into three sections. Such as:
(a) Two MODEL SCHOOLS (one from each group of schools):- Brahmo Balika
Shikskalaya (public) and Mahadevi Birla Girls’ High School (private).
(b) I’ve drawn a sample of 18 public and 3 private schools on the basis of population
proportion (i.e. 160:28=18:3) and then interviewed a sample of 42 students (two
students from each of the 18+3 schools).
(c) Then, I’ve also interviewed a sample of 21 school teachers (one teacher from each of
the schools).
TYPE OF SAMPLING: In this study I have used both the technique of Probability and Non-
Probability sampling.
In case of choosing the two MODEL SCHOOLS, I have applied the method of
Convenient Sampling of the Non-Probability group. **
To select my sample of students and teachers, I have used the method of Stratified
Random Sampling of the Probability group. ***
___________________________________________________________________________
**to compare and analyze their curriculum, it was convenient for me to choose those two schools
only, since I have the scope of greater access to those two schools.
***since the universe is homogeneous (i.e. all respondents are part of the secondary education
system) and each of the school/ student/ teacher has equal probability to be a part of my sample.
P a g e | 26
THE SAMPLING PROCEDURE:
STRATIFICATION
METHOD:
(a) The basic technique or method used in this study is observation which has been
supported by articles and journals that report similar observations and phenomena and
followed by the Survey Method.
(b) The technique followed is the Interview Schedule.
(c) The instrument used was a semi-structured questionnaire.
NATURE OF THE STUDY AND THE DATA COLLECTED:
The nature of the present study and the data collected is entirely qualitative based on processes
like content analysis-an inductive approach and interpretations of the narratives and the
categorical data-a deductive approach.
Secondary School
Public school
Curriculum Student Teacher
Private School
Curriculum Student Teacher
P a g e | 27
CONTENT ANALYSIS:
Content analysis is a research tool used to determine the presence of certain words or concepts
within texts or sets of texts. Researchers quantify and analyze the presence, meanings and
relationships of such words and concepts, then make inferences about the messages within the
texts, the writer(s), the audience, and even the culture and time of which these are a part. Texts
can be defined broadly as books, book chapters, essays, interviews, discussions, newspaper
headlines and articles, historical documents, speeches, conversations, advertising, theater,
informal conversation, or really any occurrence of communicative language. Texts in a single
study may also represent a variety of different types of occurrences, such as analysis of student
and teacher interviews, writing journals, classroom discussions and lectures, and out-of-class
interaction sheets. To conduct a content analysis on any such text, the text is coded or broken
down, into manageable categories on a variety of levels--word, word sense, phrase, sentence, or
theme--and then examined using one of content analysis' basic methods: conceptual analysis or
relational analysis.
Thus Content analysis or Textual analysis can be defined as a methodology in the social
sciences for studying the content of communication. Earl Babbie defines it as "the study of
recorded human communications, such as books, websites, paintings and laws."
The process of a content analysis:
According to Dr. Klaus Krippendorff (1980 and 2004), six questions must be addressed in every content
analysis:
1. Which data are analyzed?
2. What is the population from which they are drawn?
3. What is the context relative to which the data are analyzed?
4. What is the target of the inferences?
On the basis of the above guiding principles, I have tried to examine the available contents to make
inferences that would support my research findings. The focal points of this section are as follows:
(P.T.O)
P a g e | 28
Data/ Content- The Curriculums of the two sample schools
Population- State Board Schools (WBBSE) of Kolkata (160) and CBSE schools of Kolkata (28)9
Name of the Schools- Brahmo Balika Shikshalaya (WBBSE) and Mahadevi Birla Girls High
School (CBSE)
Aim of study- To make inferences that would strengthen my research findings.
Inductive reasoning:
Inductive reasoning works the other way,
moving from specific observations to broader
generalizations and theories. Informally, we
sometimes call this a "bottom up" approach. In
inductive reasoning, we begin with specific
observations and measures, begin to detect
patterns and regularities formulate some tentative
hypotheses that we can explore, and finally end up developing some general conclusions or
theories.
Deductive reasoning:
Deductive reasoning works from the more
general to the more specific. Sometimes
this is informally called a "top-down"
approach. We might begin with thinking
up a theory about our topic of interest. We
then narrow that down into more specific
hypotheses that we can test. We narrow
down even further when we collect observations to address the hypotheses. This ultimately leads
us to be able to test the hypotheses with specific data -- a confirmation (or not) of our original
theories.
P a g e | 29
These two methods of reasoning have a very different "feel" to them when you're conducting
research. Inductive reasoning, by its very nature, is more open-ended and exploratory, especially
at the beginning. Deductive reasoning is more narrow in nature and is concerned with testing or
confirming hypotheses. Even though a particular study may look like it's purely deductive (e.g.,
an experiment designed to test the hypothesized effects of some treatment on some outcome),
most social research involves both inductive and deductive reasoning processes at some time in
the project. In fact, it doesn't take a rocket scientist to see that we could assemble the two graphs
above into a single circular one that continually cycles from theories down to observations and
back up again to theories. Even in the most constrained experiment, the researchers may observe
patterns in the data that lead them to develop new theories.
LIMITATION OF THE STUDY:
In spite of intensive labor and energy given in the study, this study is confined to certain
limitations. Like-
TIME LIMIT
MAN POWER
FUNDING
NON COOPERATON IN PART OF THE SCHOOL AUTHORITIES AND
RESPONDENTS
UNAVAILABILITY OF PROPER RECORDS IN THIS RESPECT
P a g e | 30
Comparative Analysis of
School Curriculum
PART-II
P a g e | 31
2.1 Comparative study of Two Model Schools:
- An Inductive Approach
In the preceding section of this study I have adopted the inductive method of reasoning and I
began my journey with the observation of individual school curriculum (it can be considered as
‘case study’). In doing so, I have carefully followed the method of content analysis and detected
some common grounds or patterns and then end up with developing some general conclusions.
Table 2.1 (a) will help us in this respect.
Comparison:
Basis for Comparison
(Themes)
Public school Private school
Name of the School Brahmo Balika Shikshalaya Mahadevi Birla
Board WBBSE CBSE
Management School is run by govt.
funding and by the
Brahmo Samaj
Education trust.
There is no separate
management
committee (apart from
that set up as per govt.
rules) for general
inspection of the
school activities.
Mahadevi Birla School is
run by Education Trust
and fees taken from the
students.
For all practical
purposes and to look
after School activities
including
administration,
educational matters,
etc., a Management
Committee is formed
and entrusted
P a g e | 32
Management Sub-
Committee to take the
responsibilities of
different activities of
the school.
Philosophy of the School Dedicated to the philosophy
that education gives
knowledge while removing
ignorance and indolence.
Dedicated to the philosophy
that education gives
knowledge while removing
ignorance and creating option
for equality of opportunity.
Motto of the School “Sradhyaya Toposa Sebaya”
(Respect, Hardship, Nobility)
“Tamasa Maa Yotirgamaya”
(Lead us from the Darkness to
the Light)
Aims and Objectives of the
School
Quality Education
Spiritual Development
through Moral and
value Education
Sense of Humanism
and Social
Understanding
Qualitative and
effective education.
Intellectual, physical
and spiritual
development of
students.
Moral and scientific
values
Organization of the Course
Activity
Beginners Level
(Montessori, Lower
Montessori, Upper
Montessori)
KG Level (KG I and
KG II)
Junior Level (Classes I
to IV)
P a g e | 33
Primary Section
(Classes I to IV)
Secondary Section
(Classes V to X)
Higher Secondary
Section (Classes XI to
XII)
Senior Level (Classes
V to X)
Academic Session I. Quarter.............March to
June
II. Quarter.............July to
October
III.Quarter..............November
to February
I. Quarter.............April to June
II Quarter.............July to
September
III Quarter..............October to
December
IV Quarter............January to
March
Curriculum (subjects
taught)
Bengali, English,
Mathematics, Science and
Technology, Social Science
Bengali, Hindi, English,
Mathematics, Science and
Technology, Social Science
Co-curricular Activities Only Physical Education and
Annual Sports
Physical Education, Yoga,
Mediation, Swimming
Extra-curricular Activities Nothing in particular, mainly
occasional activity.
Recitation in English,
Bengali & Hindi
Debate, Speech,
Extempore, Creative
writing, Story telling.
Drawing, Painting,
P a g e | 34
Calligraphy, Music
(vocal & instrumental),
Craft and Needle work.
Cultural - Skits,
Dramas, Mono-acting,
folk and classical
dances, fancy dress
etc.
Exhibitions - Arts,
Science, Craft
School Hours 10.45a.m- 4.10p.m 7.45a.m- 2.10p.m
School Uniform White skirt and Blouse, One Half
pants for P.T days.
Blue and Black check Skirt and
Blouse, another two sets of
uniform for sports
Basic Infrastructure
facilities
Three buildings, playground,
Transportation, Laboratory,
Library, Toilet, Hall.
Four buildings, three
playgrounds, Transportation,
Library, Laboratory, Teachers’
room, Students’ common
room, Toilet, Computer Lab,
Conference Hall, School
Website.
Teaching Staff 12 full time teachers (Trained)
and 7 part timers. (non
trained)
26 full time teachers (Trained)
3 part timers (trained)
No. of Students in each
section (Average)
62 43
Table 2.1 (a): Comparison of Basic Themes of Curriculum between Two Model Schools
Comparative Analysis:
P a g e | 35
If we go through the basic proponents of the curriculums, we won’t find out any remarkable
difference as such. One of the main reason for this is, be it a public or a private one, both the
schools are guided by the Education Policy of 1986 (Revised in 1991) and the Educational
Framework of 2005 developed by NCERT. But the researcher’s aim was not just to trace out the
points of departure between the two, rather to find out those aspects of the ‘hidden curriculum’
that enable the schools to perform their duties.
As I have said before that planning is necessary for the achievement of a goal. But obviously,
that is not the only criteria to secure your position. A system of efficient observation and
inspection should be there to work out the planning effectively. And for this there should be a
well-structured management whose work would not be limited only to supervise but to manage
the entire functioning of the school and to maintain a coordination between different parts of it.
If we look at the scenario of the private school (Mahadevi Birla) in this regard, it is clear that the
administration of the school is much more effective than that of the public school (Brahmo
Balika Shikshalaya). Because there is a working Management Committee with its sub wings to
take the responsibilities of different activities of the school. Whereas, in case of the public
school, there is no separate management committee (apart from that set up as per govt. rules) for
the general inspection of the school activities.
On the other hand if we look at the structure of the academic session through out the year, the
blue-print of the public school seems to be more effective. The whole year is divided into three
equal segments (First Term, Half-yearly and Annual) with six months interval between each
session. It gives the students more time to prepare their lessons and most importantly the ‘half-
yearly’ examination gets over before the Puja vacation in October. On the other hand the
academic session of the private school is divided into four main blocks with several numbers of
internal tests. That is why there seems to be huge pressure on the little champs which in turn may
cause harm to their innovative character. But yes of course there are some areas where the two
model schools differ form each other in terms of effectiveness and expertise. Those are as
follows: (P.T.O)
Co-Curricular activities
Extra-Curricular Activities
Basic infrastructure
P a g e | 36
Teaching Staff
There is no doubt that in terms of co-curricular and extra-curricular activities the private school
is far more advanced that the public one. There are rooms for various kinds of practices that are
essential for the all round development of the children, at the same time effective measure to
minimize the boredom of the syllabus. These activities are also essential to bring out that aspect
of a student’s character where he/she is most capable of and on the basis of which they can
choose their career options as well. Again the basic infrastructure facilities including the teacher:
student ratio is comparatively poor in the public school.
These four criteria mentioned above are very important to judge the standard or the quality of
services of the schools. And that is giving us an impression that says private schools are
performing better in terms of providing qualitative services.
Narrative Analysis -A Deductive Approach
In the preceding section of this study I have adopted the deductive method of reasoning for
analysis and interpretation of the narratives with an aim to reach a conclusion that would either
support my research proposition (Private schools are performing better in terms of building
productive capabilities of the students) or negate it.
The upcoming section has been broken down into four further sections. In doing so, I have
carefully made certain tables and charts that would help us to gain a vivid description of the
topic.
2.2 Curriculum Construction
P a g e | 37
Curriculum is the some total of school’s efforts to influence learning whether in the classroom,
on the playground or out of school. It includes the totality of experiences that a pupil receives
through the manifold activities that go on in the school- in classroom, library, laboratory,
workshop, playgrounds and in the numerous informal contacts between the teachers and pupils.
In this case, the whole life of the school becomes the curriculum which can touch the life of the
students at all points and help in the development of the balanced personality. Curriculum is
considered as a tool in the hands of the artist (the teacher) to mould his material (student) in
accordance with his studio (the school). The curriculum is an aid in the process of adjusting the
child to the environment in which he functions from day to day and in wider environment in
which he will have to organize his later activities.
Thus the question of curriculum construction should be given prior importance over all the other
aspects. And in the following way the researcher is trying here to compare the differences in
curriculum construction between the public and private schools of Kolkata.
Why to formulate the curriculum: This includes taking into consideration the aims of education.
While examining the respondents’ (only the teachers were considered) concerns in this regard I
really do not find as such difference between the public and private schools. On an average their
basic interest is to develop qualitative and effective education, intellectual, physical and spiritual
character of students and incorporation of oral and scientific values for developing the sense of
humanism and social understanding.
What to include: This leads to the content of the curriculum. In a broader sense it includes
various subjects, activities and experiences. As far as the secondary level of education is
concern, there is no remarkable difference in the main subjects and the subject matters between
the two groups of schools. But the most striking and shocking point as well is that in the public
schools the options for co-curricular and extra-curricular activities are absent in 84% and 64%
respectively. Whereas in each of the private schools these options exist; though the level of their
availability and implementation varies. Again there is another set of differences that says in those
public schools where the co-curricular and extra-curricular activities do exist (16% and 36%
respectively) students can exercise them only in occasions like annual prize distribution
ceremony, annual sports, social day, Independence Day celebration or in case of competitions.
P a g e | 38
Apart from that if we look into the issues like community development, conservation of
culture, principle of future orientation, self- development, personality grooming etc. In each
section the private schools are performing better than the public schools. Table 3.2 (a) will show
the findings in this regard. .
Themes Public Schools (%) Private Schools (%)
Presence of Co-curricular
Activities
Yes-16* Yes-100
Presence of Extra-curricular
Activities
Yes-36** Yes-100
Participation in Public
Awareness Camp
Yes-25 Yes-70
Participation in Community
Development Programme
Yes-7 Yes-52
Availability of training for
Professional Course
Yes-Nil Yes-83
Table 2.2 (a): Comparison of Key Themes in School Curriculum
*Most of the time in case of the public schools it is only the physical education or physical
training (P.T) that is available as co-curricular activities. And among the 84% of the respondents
who do not have access to any co-curricular activity, 12% have reported that are not even
familiar with the term.
**Again in case of extra-curricular activities, those of the 36% who have basic access to these,
have also revealed that the extra-curricular activities are mainly concentrated in singing and
dancing classes. The other activities like debate, extempore, creative writing, and drama etc. are
rarely practised.
When to use: This is mainly concern with the different stages of the child so that ‘motivational
aspects’ may be handled satisfactorily. According to the latest governmental circular the public
P a g e | 39
schools are designed to divide their academic sessions into five sub segments within three broad
terms i.e. First term, Half-yearly and Annual. On the other hand, most of the private schools have
divided their academic sessions into four basic segments along with innumerable class tests and
‘surprise tests’ through out the year. But while thinking sociologically, it can be found that
neither the public nor the private schools have realised the importance of life long curriculum.
That is why, any measurement that would suit this approach, is missing in the entire curriculum
of each school, be it a public or private one.
Assessment of the Performance of the students: While the teachers are concern and aware
enough and their views vary to a large extent to point out what should be there in an ideal school
curriculum, they are more or less in the same position regarding the effectively of the regular
assessment system of the board to judge the performance of the students. But, yes of course both
the teachers and students have expressed their concern saying that nowadays the pressure of
regular examinations and periodical short term tests has increased a lot and sometimes this is
causing unusual depression and mental illness of the students (41% of the public school and 66%
of the private schools have voted for this). The teachers are the sufferers too. In many cases,
there is immense pressure on them. Giving regular lectures, finishing course, framing questions,
checking exam copies etc. are becoming heavier for them also. Thus, not only the students, the
teachers are also realizing that the preset assessment system is not working up to the mark, but
somehow, because of their ‘mental block’ they have stick to that procedure only. Even the so
called radical private schools are also failing to address this issue of a better alternative.
Evaluation of the Effectively of the Curriculum: As I have said before that planning is
necessary for the achievement of a goal. But obviously, that is not the only criteria to secure
success. A system of efficient observation and inspection should be there to work out the
planning effectively. And for this there should be a well-structured management whose work
would not be limited only to supervise but to manage the entire functioning of the school and to
maintain a coordination between different parts of it. Time to time evaluation of the school’s
overall performance could be the best possible solution. If we look at the scenario of the private
P a g e | 40
schools in this regard, it is clear that the administrations of these schools are comparatively much
better than that of the public schools. Table 3.2 (b) will show the findings in this regard:
Themes Public Schools (%) Private Schools (%)
Province for Annual
Inspection
Yes-Nil
No-
Yes-96
Province of Publication of
Annual Journal
Yes-23 Yes-100
Presence of Management
Committee
Yes-18* Yes-100
Working status of
Management Committee
Regular-3
Irregular-97
Regular-100
Irregular-
Opportunity of participation
of the Teachers In Framing
Curriculum
Yes-7 Yes-59
Scope of Incorporation of
New Socio-Economical
Issues into the curriculum
Yes-88** Yes-100
Need to Change the existing
Syllabus and Curriculum
Yes-100 Yes-100
Table 2.2 (b): Comparison of Key Themes in Curriculum Construction
*These 18% of the public schools where there exists separate management committee are
government undertaking.
**In these schools new socio-economical issues are mainly comprises of computer aided
literacy.
P a g e | 41
Teachers Participation in Curriculum Planning: Recognition of the fact that no real progress
can take place without the teacher’s involvement in curriculum development came only a few
decades ago. The decisions of the overall purpose of the schools, the general scope and structures
of their programmes was taken by public men, experts and administrators without the benefit of
any participation by teachers. Today, planning and action by teachers are promoted in the private
schools. Individual and cooperative efforts by teachers to decide when, how and what to teach, to
revise courses, select content, plan units and produce teaching aids has become a common
practice in the private schools. But at the same time the public schools are lacking behind in this
respect. The government have failed to address this issue till date.
This curriculum development study has clearly shown that a significant development has taken
place where the participation of teachers was both more extensive and inclusive and where more
teachers were involved in decision making and in the production of materials. (59% teachers in
the private schools and only 7% teachers in the public schools).
In sum the private schools are performing better in several qualitative as well as quantitative
aspects when there is no such remarkable difference between the public and private schools in
terms of core subjects and rules and regulation. It is the lack of supervision and up to date
reformation of the education policies that makes the public schools less effective.
P a g e | 42
2.3 The Paradigm of School infrastructure
Meaning and Definition of Infrastructure: Infrastructure can be defined as the basic physical
and organizational structure needed for the operation and proper functioning of an organization
or institution. Based on the set up in which it is operating, the infrastructure can be divided into
two categories i.e. “hard” and “soft”. Whereas the “hard" infrastructure refers to the large
physical networks necessary for the functioning of a modern industrial nation, the "soft"
infrastructure refers to all the institutions which are required to maintain the economic, health
and cultural/social standards of a country, such as the financial system, the education system, the
health care system, the system of government and law enforcement, as well as emergency
services.
As the education system is coming under the “soft” section, we should have a definite
understanding of that. “Soft" infrastructure includes both physical assets such as highly
specialized buildings and equipment, as well as non-physical "systems" such as the body of rules
and regulations governing the various systems, the financing of these systems, as well as the
systems and organizations by which highly skilled and specialized professionals are trained,
advance in their careers by acquiring experience, and are disciplined (if required) by professional
associations.
Importance of the Infrastructure of a School: The goal of infrastructure development in
primary or secondary school is to increase school attendance motivation and to improve
academic performance of students. It is assumed that favorable attitude towards school
infrastructure quality facilitates the above two. The infrastructure should be developed in such
way so that in can accommodate the following aspects: (a) incorporate new technology (b)
promote effective learning and teaching (c) promote effective learning and teaching (d) be
environmentally sustainable support community involvement.
In this study the development of infrastructure facilities and the present working conditions of
those in the public and private schools are being examined and compared to find out which group
of school id providing better facilities. It is needed to find out because on the infrastructural
facilities the motivation for school attendance and achievement of performances are depended to
a large extent, as per the expert’s comments. In this study, the components of the school
P a g e | 43
infrastructures have been classified in two groups: (a) overall infrastructure (b) class
infrastructure. Whereas the overall infrastructure will describe the entire circumstances of the
schools, the class infrastructure in particular will depict the level of efficiency of the schools to
mobilize the students. Table 3.3 (a) and Table 3.3 (b) will present the research findings
respectively in this regard:
Themes Public Schools (%) Private Schools (%)
Location of the School Busy Area-55
Favorable-45
Busy Area-60
Favorable-40
No. of Buildings per school
(Primary, Secondary, H.S)
2 on average 3 on average
Availability of Playground Yes-92 Yes-100
No. of Playground per
school
1 on average 1 on average*
Toilet Facilities Well maintained-40
Poor-60
Well maintained-91
Poor-9
Availability of Sickroom Yes-23 Yes-76
Availability of First-aid
Assistance
Yes-100 Yes-100
Presence of Caretakers Yes-100 Yes-100**
No-
Provision for Teacher’s
Common Room
Yes-100 Yes-100
Provision for Student’s
Common Room
Yes-Nil Yes-22
Access to Library Yes-100*** Yes-100
Presence of Laboratory Yes-100# Yes-100
P a g e | 44
Presence of Assembly Hall Yes-96 Yes-100
Province of I-card Yes-100## Yes-100
Maintenance of Rule-Book Yes-100 Yes-100
Availability of Canteen
Facilities
Yes-Nil Yes-17
Transport Facilities of the
School
Provided 2 School Buses on
average
Provided 5 School Buses on
average
Table 2.3 (a): Comparison of Primary Themes of Overall School Infrastructure.
*In most the cases the playground is huge (similar to 2 grounds of public schools)
**Caretakers are trained, not unprofessional like those of public schools
***Most cases librarians are not appointed, or if available, not well trained
#Not so well equipped
##They are never used for inspection purpose
Themes Public Schools (%) Private Schools (%)
Student: Teacher Ratio per
class
62:1 43:1
Size of Classroom Large-73
Small-27
Large-58
Small-42
Use of Microphone in class Yes-Nil Yes-63*
Availability of Personal
Desk for Each Student
Yes-27 Yes-88
Colourful Chair-Table Black or Brown-100
Colourful-
Black or Brown-60
Colourful-40**
P a g e | 45
Use of Computer in class Yes-Nil Yes-83
Use of Projector in class Yes-Nil Yes-52
Lighting Facility of
classroom
Excellent-29
Standard-57
Poor-14
Excellent-45
Standard-54
Poor-1
Writing Equipment in
classroom
Black-Board-100
Marking Board-
Black-Board-22
Marking Board-78
Attentiveness in Classroom 87 86
Table 2.3 (b) Comparison of Primary Themes of Class Infrastructure
A careful study of Table 2.1 shows that the classroom infrastructures of the public schools are
quite poor in terms of standard and quality. First of all, the student: teacher ration is quite higher
in public schools than the private ones. According to NCERT norms the ratio should be 33:1
which is not followed either in public or private schools. And in case of public schools, as the
number of students per class is quite higher than private schools, the disparity in ratio is more.
Apart from that the overall classroom scenario of the private schools are much more attractive
and scientific as well. In most of the cases microphones are used in class so that the student,
sitting in the last bench, could here the voice of the teacher easily. Up to class six, colored table-
chairs are used to attract more students. They are given personal desks to use, thus the sense of
quality is ensured. And apart from that most importantly the other equipments used in
classrooms are more advanced in private schools. But in spite of the fact 87% of the students of
the public schools have declared that they attain classes with enthusiasm. But in case of private
schools, that is reported 86%. May be it is the way of teaching that is the key factor. (It is going
to be analyzed in the next chapter).
*the rest of the 37% of the public schools where the microphones are not used in class need further a
little explanation. It is not that the infrastructure is not there, rather the classrooms are not that large or
wide to use that devise.
**Up to class VI sometimes colourful desks are used (like- yellow, pink, sky-blue etc.)
P a g e | 46
2.4 An Investigation to Teaching-Learning Process
Teaching and learning is a process that includes many variables. These variables interact as
learners work toward their goals and incorporate new knowledge, behaviors, and skills that add
to their range of learning experiences.
Various Perspectives: Over the past century, various perspectives on learning have emerged,
among them — behaviorist (response to external stimuli); cognitive (learning as a mental
operation); and constructivist (knowledge as a constructed element resulting from the learning
process) are the most exercised. Rather than considering these theories separately, it is best to
think of them together as a range of possibilities that can be integrated into the learning
experience. During the integration process, it is also important to consider a number of other
factors — cognitive style, learning style, the multiple natures of our intelligences, and learning as
it relates to those who have special needs and are from diverse cultural backgrounds.
System Approach: Consideration of these factors and the ways in which they interact provide an
organic view of the teaching-learning process that is often called a “systems approach”10. This
approach also provides a way of looking at ourselves, the environments in which we teach, and
the environments around us. Using this perspective, we can better examine the process and better
design the process itself.
Classroom Interaction: According to me, class interaction is the key factor to make a student
enable to interact with the larger society in future. This teaching- learning process also
contributes to grow a healthy teacher- student relationship which is essential and a prime factor
to make the schooling an effective one, both for the teacher and for the student as well. Table
3.4(a) will present the differences between public and private schools regarding the classroom
interaction.
Themes Public Schools (%) Private Schools (%)
Maintenance of Schedule by
Teachers*
Regular-93
Irregular-7
Regular-97
Irregular-3
Regularity of the Students** On Time-100 On Time-100
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Level of Attention provided
by the Teachers
85 90
Level of Attention in part of
the Students
68 89
Having a Favorite Teacher Yes-100 Yes-100
Subject taught by the
Favorite Teacher
Language-54
Social Science-36
Science-10
Language-87
Social Science-9
Science-4
Province of the Environment
of Equality of Opportunity
Yes-100
No-
Yes-100
No-
Exercise of the Equality of
Treatment by Teachers***
Impartial-92
Partial-8
Impertial-95
Partial-8
Themes Public School (%) Private Schools (%)
Frankness towards the
teacher
Possible-74
Impossible-26
Possible-66
Impossible-34
Friendliness of the Teacher Friendly-80
Non Friendly-20
Friendly-65
Non Friendly-35
Level of Enjoyment in Doing
Classes
70 72
Table 2.4(a): Differences between Public and Private Schools regarding the Classroom
Interaction.
* Whereas for the teachers of the public schools there is no such regimentation in terms of timing
to enter the school, in most cases the teachers of the private schools have to come on a fixed
time; otherwise the gate will be closed for them too.
**There is a basic similarity between the public and the private schools regarding the strictness
in time sense imposed on the students. In both cases, there is a fixed time within which the
students must enter the school premise; otherwise he/ she would not be allowed to attend the first
P a g e | 48
class at least. Even in worst case, they have to go back to home. ***This is very striking that on
one hand students of both groups have accepted that equality of opportunity is there; on the other
hand they have reported that sometimes teachers prefer a certain group of students. Thus a sense
of deprivation is there though in a very light manner.
______________________________________________________________________________
According to table 3.4 (a) there is no such element where the two groups of schools are differing
vigorously. On an average, the environment of classroom interaction is quite similar in both
public and private schools.
Teaching Learning Process: To me, the effectiveness of the schooling system mostly depends
on the innovativeness of the teaching- learning process. “Knowledge does not belong to a teacher
who is supposed to deliver it; it is rather the result of social interaction and the meanings the
teacher and the students construct together. This process is not a linear sequence of events but a
dynamic phenomenon, whereby the teacher, who is more knowledgeable, is called upon to act,
among other things, as a mediator, influencing and being influenced by the students, who happen
to lack this knowledge. In reality, this process is far more complicated than it seems, as there are
a host of factors that affect its outcomes, for example, learner abilities, the classroom
environment, infrastructure, etc”.11 Thus, we have to compare certain themes in this regard to
judge the level of effectiveness of the public as well as private schools. Table 3.4 (b) will show
the findings.
Themes Public Schools (%) Private Schools (%)
Use of various Instruments
in Class
Yes-90 Yes-100
Exercising of Interactive
Session in class
Yes-43 Yes-74
Application of Innovative
Processes in class
Class Presentation-
Group Discussion-3
Debate-5
Any Other-
Class Presentation-100
Group Discussion-26
Debate-13
Any Other-
P a g e | 49
Regular checking by
Teachers
Yes-81 Yes-60
Provision for Consulting
Reference Books
Yes-60 Yes-Nil
Provision for Consulting
Guide Books
Yes-84 Yes-Nil
Scope for Discussion on
Topics Outside Syllabus in
class
Yes-23 Yes-15
Province of Punishment Yes-100 Yes-100
Type of Punishment Verbal-70
Physical-23
Mental-7
Verbal-82
Physical-13
Mental-5
Need to go to Private Tutor Yes-100 Yes-100
Preference to Sit for Exams Yes-67 Yes-43
Preference to Mode of Exam Regular Class Tests-12
Periodical Exams with
Regular Interval-88
Regular Class Tests-37
Periodical Exams with
Regular Interval-63
Satisfaction of the Students
regarding Examination
System
69 52
Satisfaction of the Students
regarding Teaching
Learning Process
80 94
Satisfaction of the Teachers
regarding Examination
Process
61 66
Satisfaction of the Teachers 62 89
P a g e | 50
regarding Teaching
Learning Process
Table 2.4 (b): Comparison of Basic Themes of Teaching Learning Process
Starting with the basic themes of teaching learning process first of all we should look into the
matter of using various teaching instruments. They play a very significant role in attracting the
attention of the students. But whereas in the private schools several instruments like board,
chalk, duster, map, table, chart, marker, scale, globe etc. are used in each class that aspect is
totally absent in the public schools. The teachers only use traditional equipments like chalk and
duster. Percentage of interactive session is also higher in case of private schools. Then if one
looks at the innovative teaching learning processes, group discussions, debate, class
presentations are hardly exercised in public schools. But, whatever technique the schools adopt,
the class lectures do not seem sufficient for the students, because, 100% of the student
respondents have declared the need to go to private tuitions.
But there are some effective areas in public school, that are absent in part of the public school.
They seem to have treated more professionally, but sometimes informality may lead to better
result. For example, though it is rare, but public schools do provide ‘extra classes’ if needed. But
in private schools such assistances are never given. The teachers of the public schools often
encourage the students to consult reference books (for higher classes only) which are necessary
to enrich their knowledge and understanding. But in private schools, such initiatives are never
suggested. They use reference books only in case of Mathematics. But yes of course, we have to
bear in mind that in those public schools students have to take the help of guide-books that
indicates that the teacher have failed to provide adequate assistance to the students.
Another striking point to be noted is that students as well as the teacher of both the groups have
shown their disrespect towards the existing examination procedure. When asked the reason for
that, 87% of them said that the present system of examination have created immense pressure on
both the students and teachers. This system of exam and evaluation has failed to increase the
efficiency level of the structure. In spite of that, 62% and 89% of the public and private school
teachers respectively expressed their views in favor of the existing examination process, while
P a g e | 51
students have utterly negated it. (May be it is the nature of the human mind to accept whatever is
going on, than to call for a radical change).
Co-curricular and Extra-curricular activities: Last but not the least for sure. In this modern age
of education, the importance of the co-curricular and extra-curricular activities, are unbelievable.
Apart from the traditional subjects and the subject matters, nowadays, there is a need to
introduce new areas of life, which can provide better career alternatives as well. And it is not that
the co-curricular and extra-curricular activities are important for career perspectives, rather they
are valuable aspects to enhance the productive nature of the students. They are also important to
minimize the boredom of the syllabus. Table 3.4 (c) will help us to understand the comparative
scenario in this respect:
Themes Public Schools (%) Private Schools (%)
Presence of co-curricular
activities
Yes-16 Yes-100
Presence of extra-curricular
activities
Yes-36 Yes-64
Regularity of exercise of
co/extra curricular activities
Regular-Only P.T
Occasional-100
Regular-100
Occasional-
Themes Public Schools (%) Private Schools (%)
Participation in School
Function
Yes-58 Yes-36
Participation in School
Sports
Yes-81 Yes-67
Participation in any
Competition Outside School
Yes-14 Yes-52
Participation in PAC’s*
organized by your school
Yes-25 Yes-70
Provision for School Picnic Yes-100 Yes-100
Provision for Educational
Tour form School
Yes-89 Yes-100
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Provision for Long Term
Trip from School
Yes-67 Yes-100
Provision for Annual
Magazine
Yes-41 Yes-100
Provision for Students
Participation in Annual
Magazine
Yes-23 Yes-43
Provision for Annual
Inspection
Yes-22 Yes-100
Frequency of Parent-
Teacher Meeting
Regular-
Occasional-100
Regular-100
Occasional-
Student’s preference on
Career Option
Traditional-86
Professional-14
Traditional-52
Professional-48
Availability of Proper
Training for Desired Career
Option
Yes-Nil Yes-sometimes
Need for Psychological
Counselor in School
(Teacher’s View)
Yes-100 Yes-100
Teacher’s Scope to Take
Part in Framing School
Curriculum
Yes-Nil Yes-15
Need to Revise the 1992
Educational Policy
(Teacher’s View)
Yes-10
No-
No Comments-90
Yes-23
No-
No Comments-77
Table 2.4 (c): Comparison of Basic Themes of Co-Curricular/ Extra-Curricular Activities
*PAC- Public Awareness Camp like- Tree plantation, Cleanness Drive etc.
P a g e | 53
While comparing the co-curricular and extra-curricular activities of the public and private
school, the first thing that should study is, the conditions of the public schools are very poor.
When 100% of the private schools have the option for sufficient co-curricular activities, only
16% of the public schools have access to basic co-curricular activities and it is only the period of
physical exercise that they can cultivate. Again, the domain of extra-curricular activities of the
public schools is restricted to the fields of singing and dancing whereas in the private school
students often take part in drama, cultural show, debate, extempore, drawing competition and so
on. Thus, qualitatively the public schools are performing much better than the public schools.
On one hand when the public schools are performing on an average tare inside the boundary of
the schools, the students of the private schools are more open and sound to outward activities.
As I have discussed in chapter 2.1, in most cases, there is a lack of proper supervisory activities
and monitoring in public schools. On contrary in the public schools, the surveillance structure is
highly functional. Often that causes better result in part of the private one.
Another aspect that should be mentioned here, which could be effective for the planning and
decision making purpose, is that the teachers of the private schools sometimes enjoy the
opportunity to take part in syllabus making process and framing of co-curricular and extra-
curricular activities. That aspect is completely absent in case of the public schools, because these
schools are directly operated on the basis of state or national policy, where there is no provision
for the teachers to take part in policy making programme.
P a g e | 54
2.5 A Note from the Teacher’s Desk:
The teacher is the yardstick that measures the achievements and aspirations of the nation. The
worth and potentialities of a country get evaluated in and through the work of the teacher, the
people of a country are the enlarged replica of their teacher. They are the real nation builders. It
needs no description that the teacher is the pivot of any educational system of the younger
students. On him rests the failure or the success of the system. If the teachers are well educated
and if they are intellectually alive and take keen interest in their job, then only, success is
ensured. But, if on the other hand, they lack training in education and if they cannot give their
heart to their profession, the system is destined to fail. Hence, the teacher is another vital
component of the school. “The teacher is a dynamic force of the school. A school without
teacher is just like a body without the soul, a skeleton without flesh and blood, a shadow without
substance. There is no greater need for the cause of education today than the need for strong
manly men and motherly women as teachers for the young. As social engineers, the teachers can
socialize and humanize the young by their man-like qualities.’’12
For the proper fulfillment of the national goals mentioned above and for their Proper fulfillment
of which education must mediate, the teacher's role assumes great significance. Today the
average teacher's Perception of his role and responsibility is, far too limited and is concerned
with his own immediate tasks and later covering the subject matter prescribed for the
examinations. The teacher must actively and feelingly associate himself, as an essential and
responsible partner, in the great tasks which face the nation. Though in the previous sections I
have already discussed in a large extent the various roles and duties of a teacher and how do the
teachers of a private and public school differ from each other, at this juncture I would like to
share some of my further findings in this regard. Table 3.5 (a) will show the results:
Themes Public Schools (%) Private Schools (%)
Participation in Syllabus
Construction
Possible-26 Possible-100
Participation in framing Co-
curricular activities
Allowed-Nil Allowed-12
Participation in framing Allowed-Nil Allowed-41
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Extra-curricular activities
Use of Innovative Processes
in Class
Yes-26 Yes-100
Organizing Parent-Teacher
Meeting on Individual Effort
Exercised-19 Exercised-Nil
Informal Relation with the
Students
Practiced-73 Practiced-36
Opinion on School’s Level of
Adaptability
Up to the mark-45
Poor-55
Up to the mark-100
Poor-
Opinion on Introduction of
Sex Education
Necessary-30
Not Necessary-70
Necessary-63
Not Necessary-37
Table 2.5 (a): Comparison between the Views of the Teachers
P a g e | 56
Comparative Analysis of
School Curriculum
PART- III
P a g e | 57
3.1 Summery of the Findings and Conclusion:
Curriculum, the teacher and the student, these are the vital components of the school system.
And the overall effectiveness of the institution depends on the functioning of these elements
whether independently or on the basis of their joint venture. Here, I would like to summarize my
set of findings into two sections.
In this study, one of my main concern was to find out which groups of school (public or private)
is performing better in terms of building productive capacities of the students. There are several
indicators, ranging from quality of the text books to the province of regular inspection of the
performance, which should be taken onto consideration while making any comment in this
respect. Considering those aspects together I would like to say that overall in many respects the
private schools are definitely performing better in terms of building productive capacities of the
students. Here, we have to remember that, building productive capacity does not mean scoring a
high mark in examination. Rather the ability to interact with the larger society as a whole, the
ability to cope up with the pace of modern age, the freeness to interact with others, the amount of
social engagement, the level of community participation etc. are the true indicator of the concept.
And form the results of my findings and observation I must say that there is no doubt in saying
that the private schools are performing better any day, any time.
My set of quarries aimed to find out the reasons or the factors behind the better performance.
Keeping aside other factors, like- untrained faculty, low student: teacher ratio, traditional method
etc., there are certain important dimensions that work as the key factors behind the better
performance of the private schools. They are as follows:
Innovative steps taken by the teachers to improve teaching-learning process
Existence of proper co-curricular and extra-curricular activities
Modern techniques and use of modern equipments
Highly efficient school infrastructure
Up to date syllabus
Training for career oriented course
Professional attitude of the teachers
Independence of the teachers
P a g e | 58
Provision for annual inspection
Scope of the teachers to take part in curriculum construction
Some of the above themes are also present in the public schools, but the reality is that they are
not maintained properly. So, these schools are lacking behind. It is the responsibility of the
governments to chalk out a proper planning to have an effective observation on the performance
of the students; otherwise another set of planning will be proven useless because of the absence
of proper execution.
Through out my study I have tried hard to come up with as many differences as I can
accumulate. The entire study has been divided into four parts among which PART-II is the most
important one. That is the data analysis part where at every stage I have cited a number of tables
and made explanations of them to show my research findings. Whether it is the issue of
curriculum construction or school infrastructure or teaching-learning process, private schools are
far better to act according to their planning. There is no remarkable gap between their planning
and practice, which is absolutely absent in case of the public schools. That is why, even in some
cases where the efficiency level or the concern of the teachers of public school is much higher
than that of a public school, they are lacking behind. In most cases the teachers of the public
schools are well aware of the fact that the grade of service of their institutions are geeing down,
but as they lack access to take part in policy making or planning of action, they failed to cultivate
their ideas.
In such a situation, being a researcher and a close observer of the situation, I would like to point
out certain steps that could be taken into consideration while making further planning in this
regard:
Participation of the teachers should be increased in policy planning and its execution.
The views of the teachers should be consulted while framing the co-curricular and extra-
curricular spaces in the main curriculum.
Governments should promote the idea of exercising innovative teaching-learning method.
Governments should arrange for better training facilities for the overall development of
the institutions.
Modern study materials should by provided to students with up to date syllabus.
P a g e | 59
Extra care should be given to the technological aspect of education.
Proper measurements should be taken so that students can take part in ‘outside’ activities.
More teacher-student interaction should be promoted.
Regular inspection and scope for observation should be there to judge the efficiency level
of service rendered by the institutions.
The gap between the planning and its practice should be minimized.
Policies must be revised and revived after a fixed time period; se it can be reframed after
each 5 years planning.
And finally, not only the students, teachers and school authorities will be concern about
the future, but the parents have to be more aware in this respect; because it is the question
of their child’s future as well as that of the nature.
In sum, the entire functioning of the educational system should operate in terms of
government’s responsibility with a joint venture of private efficiency.
P a g e | 60
Appendix
Notes
Bibliography
H yperlinks
Questionnaire
P a g e | 61
Notes :
1. Biswa Ranjan Purokait: Great Educators and their philosophies, New
Central Book Agency, Kolkata, 2001.
2. Satish Kumar, Sonia Gulati: Aims in Education by John Dewey. (Article)
3. Education and Social Structure by Bertrand Russell, translated by Arshad
Ahmed, Abashar Publication, 2007
4. Biswa Ranjan Purokait: Great Educators and their philosophies, New
Central Book Agency, Kolkata, 2001.
5. Satish Kumar, Sonia Gulati: Rabindra Nath Tagore on Education (Article)
6. Swami Vivekananda: Shikshya Prosange, Udayan Karjataya, Kolkata 1960.
7. Biswa Ranjan Purokait: Great Educators and their philosophies, New
Central Book Agency, Kolkata, 2001.
8. Satish Kumar, Sonia Gulati: Sri Aurobindo and His Ideas on School
Curriculum. (Article)
9. M. Haralambos with R.M. Heald, Sociology: Themes and Perspectives,
Oxford University Press, Oxford, UK, 1980
10.Ivan Illich, Deschooling Society, 1971
11.National Council for Educational Research and Training, 2005: National
Curriculum Framework.
12.http:// www.widbox.com/ public-and-private school
13.T.L. Baker, Doing Social Research, McGraw Hill Book Company, New York, 1988
14.http;/ www.writing.colostate.edu/guides/research/content/pop2a.cfm 15.Rich Berg, Teaching and Learning, University of Wisconsin, May 200516.Dimfrios Thasasuols, “What do the teachers bring to the teaching learning
process?” (Article)17.Niranjan Sing, Role of a teacher in a school, Ministry of HRD, Government
of India.
P a g e | 62
Bibliography:
1. M. Ediger , Marlow Ediger , Digumarti Bhaskara Rao: Issues In School Curriculum,
Publisher Discovery Publishing House, 2006
2. M. Ediger : Quality School Education, Discovery Publishing House, 2005
3. Verma, Romesh , Educational Administration, Anmol Publications PVT. LTD., 2008
4. J. C. Aggarwal , S. P. Agrawal: Educational Planning in India: Reports of committees and
commissions, five year plans, statistical tables (volume 1), Concept Publishing Company,
1992
5. Jean Drèze , Amartya Sen: India: development and participation, Oxford University Press,
2002
6. Grant P. Wiggins , Jay McTighe: Schooling by design: mission, action, and achievement,
A SCD, 2007
7. Nanda, V.K : Education Emerging Indian Society, Anmol Publications PVT. LTD.
8. S.S. Chandra , S.S. Chandra & Rajendra Kumar Sharma: Sociology Of Education,
Atlantic Publishers & Dist, 1996
9. S.s. Prasad : Creative Thinking of School Students, Discovery Publishing House, 2009
10. D.Bhaskara Rao : Problems Of Private School Teachers, Discovery Publishing House,
2004
11. N Jayapalan : Problems of Indian Education, Atlantic Publishers & Dist, 2005
12. Biswa Ranjan Purokait: Great Educators and their philosophies, New Central Book
Agency, Kolkata, 2001.
13. Swami Vivekananda: Shikshya Prosange, Udayan Karjataya, Kolkata 1960.
14. M. Haralambos with R.M. Heald, Sociology: Themes and Perspectives, Oxford
University Press, Oxford, UK, 1980
15. Ivan Illich, Deschooling Society, 1971
16. National Council for Educational Research and Training, 2005: National Curriculum
Framework.
17. T.L. Baker, Doing Social Research, McGraw Hill Book Company, New York, 1988
18. Rich Berg, Teaching and Learning, University of Wisconsin, May 2005
19. Niranjan Sing, Role of a teacher in a school, Ministry of HRD, Government of India.
P a g e | 63
Important Articles:
1. Satish Kumar, Sonia Gulati: Aims in Education by John Dewey.
2. Dimfrios Thasasuols, “What do the teachers bring to the teaching learning process?”
3. Keshav Parthasarathy: Education System of India: It’s Functions, Drawbacks and Its
Contribution
4. Ajaya Kumar Penthoi and Dr. Sankarshan Dash: INDIAN HIGHER EDUCATION IN
THE ERA OF GLOBALIZATION
5. Panduranga Bhatta: Holistic Personality Development through Education: Ancient
Indian Cultural Experiences
6. Judith Howard: Curriculum Development, 2007
7. David C. Woolman: Educational reconstruction and post-colonial curriculum
development: A comparative study of four African countries
8. C.N. Subramaniam: NCERT’s National Curriculum Framework: A Review
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Hyperlinks:
1. http:// www.wikipedia.org.
2. http:// www.lougislsndschools.com
3. http:// www.members.tripod.com
4. http:// www.lifestyle.iloveindia.com
5. http:// www.widbox.com/ public-and-private school
6. http;/www.writing.colostate.edu/guides/research/content/
pop2a.cfm
7. http:// www.ischool.utexas.edu
8. http:// www.schooolinfrastructure.blogpodt.com
9. http:// www.leading-learning.co.nz
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Questionnaire for the Students
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Questionnaire for the Teachers