Hyderabad's Educational Quality Chronicle
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Exploring the Right of Children to Free and Compulsory Education Act In this preface, we embark on an exploration of the Right of Children to Free and Compulsory Education Act (hereinafter referred to as RtE), which was enacted in 2009 and enforced from 1 April 2010. We will focus on Clause 8(g) of the act, which mandates the state 'to ensure good quality elementary education confirming to the standards and norms' (Government of India [GoI] 2009). With the enactment of RtE, India now upholds the justiciability of 'good quality elementary education.' In this context, we will delve into the noti...
Exploring the Right of Children to Free and Compulsory Education Act In this preface, we embark on an exploration of the Right of Children to Free and Compulsory Education Act (hereinafter referred to as RtE), which was enacted in 2009 and enforced from 1 April 2010. We will focus on Clause 8(g) of the act, which mandates the state 'to ensure good quality elementary education confirming to the standards and norms' (Government of India [GoI] 2009). With the enactment of RtE, India now upholds the justiciability of 'good quality elementary education.' In this context, we will delve into the notions and practices surrounding "quality" in education, as influenced by various "interest groups," both within and outside schools. These notions and practices will significantly shape and impact all endeavors undertaken in the name of "quality" education. Exploring the Notion of Quality in Education Thus, we commence our inquiry by scrutinizing the very concept of 'quality' itself. 'Quality' in education assumes different meanings depending on one's perspective. Is quality in education synonymous with learners' learning achievements, or is it about achieving customer satisfaction through a balanced mix of outputs and outcomes? Is it aligned with fulfilling societal goals, addressing individual aspirations, enhancing system efficiency, or perhaps a combination of these aspects or something entirely different? This question is further complicated by the fact that 'quality' education, regardless of how it is perceived, is delivered through a comprehensive educational program that engages children over an extended duration. This program operates through a complex web of societal organizations, institutional arrangements, management structures, organizational practices, administrative tasks, the participation and interaction of people, and teaching and learning activities. Taking a Systemic Perspective on Quality The National Curriculum Framework 2005 (hereinafter referred to as NCF 2005) underscores the need for a 'systemic' perspective on 'quality'. It explicitly states, '[...] quality is a systemic attribute rather than only a feature of instruction or attainment" (National Council of Educational Research and Training [NCERT] 2005: 102). Given the multiplicity and interconnectedness of entities, including schools and other organizations, involved in the delivery of education, another avenue of exploration into 'quality' education is to examine the practices and activities that put 'quality' into operation at different sites within the 'system.' Research Objectives and Questions This research study aims to explore how diverse stakeholders, both within and outside schools, perceive, generate, and oversee 'quality' in education. Setting the Stage To set the stage, we will now briefly discuss a key theoretical consideration that shapes the concept of quality. Additionally, we will outline the context of the debates surrounding 'quality' in education, both on an international scale and within the framework of the Indian education system. Following this, we will establish the research problem, formulate the research objectives and questions, and finally, conclude this chapter by providing an overview of how this thesis is organized.
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