Teacher empowerment, from Antiodaya to Sarvodaya

Public relations: the status of the school, the salary of teachers, the working day, their professional observation, training as well as the maintenance of the attractiveness of education are the main components of the empowerment of teachers. The quality of teachers in higher education institutions is also at a higher level because the privatization of education is giving more opportunities to cheap teachers than to professional teachers.The ultimate test of teacher effectiveness is whether the students they teach are able to reach their academic potential. The role of teachers is important in replacing education and teachers in the struggle for quantity, quality and equity. Although favorable changes are possible with government policies and their strong implementation, practical skills are not possible without a strong teacher.

The empowerment of teachers not only paves the way everywhere, but also includes the aura of the spirit from Antiodaya to Sarvodaya. Commenting on the Republic and Plato, Barker wrote that the question Plato wanted to answer was simply how can he be a good man? Although the answer to this question lies in the inclusion of justice, beauty and virtue, but education is key to achieving this, which is not possible without a strong and effective teacher.

When it comes to good governance, education is not complete. Where there is socio-economic justice, the path of public welfare is paved and at the same time public empowerment is fostered, there is good government. A teacher is the set of all those ideas that can create change by developing students’ behavior, skills, and way of life. But when both education and teaching are not on the right track in the changing times, the fabric of education and good governance is sure to be undermined. The need to build a knowledge society is paramount to meeting the challenges of 21st century. In fulfillment of this aspiration, where the strengthening of school education is indispensable, at the same time the empowerment of teachers is also essential. The National Education Policy 2020 focuses on both teachers and children. Significantly, the change in the teaching and education system in India has been very slow.

Prior to that, education policy arrived in 1986. The pursuit of knowledge transfer is ongoing, while efforts to disseminate education through research and innovation among students continue to struggle. Perhaps this is the reason why in the higher education of the whole country, about four million students are admitted to more than a thousand universities and more than forty thousand institutes of all formats, but they fall behind in terms of research and innovation.

On June 9, only four Indian universities entered Quacquarelli Symonds (QS) University Ratings of London, a world higher education analyst. While seventy-one universities in China, two hundred one in America and ninety universities in Britain participate. This is just a figure, but it is an area of ​​understanding the education of the country that also introduces from the perspective of teacher empowerment. The Right to Education Act came to India a decade ago. After that, the goal of primary education was reached almost one hundred percent. But the problem we face is the quality of education. A NITI Aayog report suggests that traditional strategies need to be changed to improve the quality of school education. India faces two types of challenges today. Firstly, that mediocre universities are being built and secondly, there is an acute shortage of teachers. The report also shows that while the population of India is almost equal to that of China, the number of schools in India is higher than in China. While there are 15,000 schools in India, there are five in China. In almost four schools in India, 1.5 million students study in a middle school. Teacher vacancies are also a major obstacle to study. In this situation, how can teacher education and empowerment occur?

The Global Teacher Status Index 2018 also shows that there is a direct relationship between teacher status and student performance. Teachers in Europe and Latin America are far more disappointed in this regard than in Asia and the Middle East. Teachers are highly respected in China. Statistics also show that more people here want their children to be teachers. In fact, the teacher is a guide, with the strength of which can not only increase the individual, but also the success of the country. But a debilitating perception of this can put the generation at risk.

The 2018 Global Education Development Report suggests that teaching skills and teacher motivation are important and should be guided individually. A study by the National Council for Educational Research and Training (NCRT) found that teacher feedback has no bearing on the design of training for training.

The point is that teacher empowerment will not be assured by any single phenomenon. School conditions, teachers’ salaries, the working day, their professional observation, training, as well as maintaining the attractiveness of education are key components of teacher empowerment. The quality of the teaching staff of higher education institutions is also deteriorating further because in the privatization of education more opportunities are being given to cheap teachers instead of professional teachers. Governments are also responsible for the plight of education. It must be understood that education can change the country and draw a broad line of good governance. But you have to be honest with the statements. The contexts contained in the new education policy appear comparatively better from the point of view of education and teacher empowerment.

Significantly, the current system of schooling and education in India arose during British rule. After independence, this system has gone through many ups and downs but linguistically it could not be free from the mastery of English. At present, barely 2.5 lakh panchayats and six and a half villages in the country are deprived of the English education system in India. This is a sign of the increase in aspirations for English, but in the 2019-2020 School Education Report of United Information System and Education Plus, it is clear that seventeen percent of schools in the United States country did not even have basic facilities such as electricity and hand washing. But is the issue full of dilemmas about whether English teachers are also fully available? In 2012, the Verma Justice Commission had also emphasized the need to improve the quality of teachers in training and education times.

In 2014, the Ministry of Human Resource Development also reorganized the B.Ed program, increasing its duration from one year to two. The National Council of Teacher Education (NCTE) made many changes to the new teacher education curriculum, including skilled education, health and physical education, environmental education, and population education. Obviously, the need for empowerment remains constant.

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