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New Indian Express
2 days ago
- Politics
- New Indian Express
Minister V Sivankutty mulls U-shaped seating to do away with ‘backbencher' tag
THIRUVANANTHAPURAM: As part of doing away with the concept of 'backbenchers', the government is considering a proposal to change the seating arrangement in school classrooms from the conventional rows to a U-shape model. The proposal, announced by General Education Minister V Sivankutty through a Facebook post, came a week after he kick-started a public debate on changing the academic year-end vacation from April-May to June-July. The minister pointed out that being branded a 'backbencher' could impact a student's confidence and learning. 'No child should be left behind,' he said, adding that equal opportunities should be ensured for all children. He added that a committee of experts will be constituted to suggest the best seating pattern suitable for the state's education system. A final decision will be taken after examining the committee's report, he said. The minister's proposal is based on an idea from a Malayalam film 'Sthanarthi Sreekuttan' in which a school student proposes a change in the conventional seating pattern after being humiliated for being a 'backbencher' in the class. A few states have already implemented the semi-circular seating arrangement, drawing inspiration from the movie. A section of academics has welcomed the proposal as it would enable the teacher to give equal attention to all students. J Prasad, former director of the State Council for Educational Research and Training (SCERT) , said the semi-circular seating arrangement has already been informally implemented in schools where classrooms have been built according to the latest infrastructure standards. 'Such a seating arrangement ensures that teachers have direct eye contact, proximity towards the student and two-way engagement, making the classroom sessions more vibrant,' Prasad said.
Indian Express
28-07-2025
- Politics
- Indian Express
No 3rd language for even higher classes in SCERT's draft curriculum framework
Forced to withdraw its decision to introduce Hindi as the third language in primary classes in Maharashtra, the State Council for Educational Research and Training (SCERT) has now released a draft curriculum framework for school education where it has included only two languages for all classes from classes 3 to 10. The decision has sparked a fresh discussion in the education sector as the third language has not been included for higher classes (classes 6 to 10) for the first time since the system was introduced from the academic year 1971-72. The SCERT on Sunday released a draft curriculum framework for classes 3 to 10 inviting suggestions from stakeholders. It includes only two languages for all classes – preparatory stage (classes 3 to 5), middle school (classes 6 to 8) and secondary (classes 9 and 10). As per information shared by the SCERT, this draft is prepared on the basis of the State Curriculum Framework prepared in 2024 which is as per the recommendations by the National Education Policy (NEP) 2020. It provides a list of a total 20 subjects, combined for all these classes; with some new entrants such as Vocation Education apart from conventional subjects such as Mathematics, Science, Social Science. Stakeholders have time until August 27 to submit suggestions. About the missing third language from all these classes, the SCERT has released a note along with the draft. It states, 'A committee has been appointed under the chairmanship of Dr. Narendra Jadhav as per the Government Resolution (GR) dated June 30, regarding the implementation of the language policy. The existing system will continue till the decision regarding the third language is implemented on the recommendation of the said committee and in accordance with the decision of the Government thereon.' This has sparked confusion among teachers and schools as they question the connection between the new committee and three languages already taught in higher classes. 'The said committee is to deliberate upon whether the third language can be implemented from Class 1, which was the point of contention leading to formation of that committee. Nobody had opposed the three-languages taught in higher classes, which has been happening for many years now,' said a senior language teacher from Mumbai, further questioning the hurry in issuing the draft curriculum framework when the final decision cannot be taken until the committee's report. Mahendra Ganpule, from Maharashtra School Principals' Association said, 'The note insists that until then existing practice will continue. But the draft is for upcoming structure for these classes as per the NEP recommendations. But this missing mention of language three, which has always been part of curriculum for higher classes, definitely leaves room for confusion.' Echoing that there is confusion, Madhav Suryawanshi, coordinator of the Shikshan Vikas Manch, a consortium of teachers and educationists from across the state, said, 'Owing to this confusion and for other discussions, the consortium is going to hold an online session for teachers across state to get more clarity by resolving doubts with experts.' Stating that SCERT is simply playing safe, senior educationist Vasant Kalpande said, 'System of third language in higher classes has been an existing system. Its exclusion from the syllabus framework is likely to cause confusion over the third language in higher grades, which nobody has contended.' When contacted, SCERT Director, Rahul Rekhawar said, 'The committee is deliberating upon the three-language formula of the state. This makes it important to wait for its recommendations because without that we cannot decide from which Grade the third language can be implemented.' Vocational Education from Class 6 Among the new subjects, noteworthy is the introduction of Vocational Education subject from Class 6. In a first a separate curriculum is prepared for Vocation Education which will be taught until Class 10 wherein students will be given hands-on experience in various skills such as agriculture, poultry, gardening, mechatronics, AI, robotics, food processing, carpentry, beauty and wellness, and tourism. Another notable change is that, subject 'Environmental Studies (Part 1 & 2)' for classes 3 to 5, will be replaced with 'The World Around Us (TWAU) (Part 1 & 2)'. The existing textbook for Grade 4 ('Shivchatrapati') will continue as such. Whereas from classes 6 onwards, separate curricula have been developed for History, Geography, and Civic studies. From class 9 onwards, separate curricula have been prepared for Political Science and Economics.
Indian Express
26-07-2025
- General
- Indian Express
SCERT prepares curriculum books for Anganwadis in Maharashtra
The State Council for Educational Research and Training (SCERT) has developed Maharashtra's first-ever curriculum books for Anganwadis. The SCERT has prepared handbooks titled Maitri Balmanashi (friendship with a child) in two parts created for Anganwadi teachers. The curriculum is designed to achieve five developmental goals in early childhood education: language, cognitive, physical, social, and emotional development. It defines clear learning outcomes and outlines appropriate pedagogical approaches for each level. The curriculum includes not only what should be taught and how, but also emphasises structured activities and the importance of parental involvement. A key feature is the inclusion of field visits to local places such as post offices, farms, shops, and markets. 'The objective is to stimulate various senses of children through observation and curiosity. Learning in the classroom cannot be isolated from the surroundings in which children live. For instance, instead of just showing images of a train, children will benefit more by visiting a railway station and observing a real train,' explained an SCERT official. A committee of experts was formed to design this curriculum and prepare the handbooks. While Anganwadi teachers are being trained by SCERT to effectively implement the curriculum, these handbooks will serve as practical guides for teaching at each pre-primary level—nursery, junior KG, and senior KG. Highlighting inclusive education, the curriculum also equips teachers to identify developmental delays and support children with special needs. Welcoming the initiative, Mahendra Ganpule from Maharashtra School Principals' Association, said, 'This is the first time that books have been developed for pre-primary education. The AI developed images in the books are noteworthy as opposed to conventional drawings and images used in books.' The curriculum is based on learning goals outlined under Aadharsheela—the national framework for early childhood care and education targeting children aged 3 to 6 years, who are now formally included under education as per the National Education Policy (NEP) 2020. While the handbooks are being distributed to Anganwadi teachers, they are also available on the SCERT website for other pre-primary institutions. With pre-primary education now integrated into the formal system, schools have been directed to upload data of these students to the Unified District Information System for Education (UDISE), the official repository for school education statistics.
Indian Express
16-07-2025
- Politics
- Indian Express
SCERT declares draft vision document for Vikasit Maharashtra 2047
The State Council for Educational Research and Training (SCERT) has released the draft vision document for Vikasit Maharashtra 2047, which talks about major overhauling of the state's school education system. The document, which provides ambitious goals, has invited feedback from all stakeholders such as educationists, teachers and policymakers. The vision of Vikasit Maharashtra 2047 is based on five foundational pillars–physical and digital infrastructure, empowering teaching professionals, transformation of curriculum and pedagogy, ensuring inclusion and policy reforms. The vision document lays out macro goals initially for the year 2029 and then for the year 2047. Among its key targets is raising the Gross Enrolment Ratio (GER) at the foundational stage from the current 41 per cent to 70 per cent by 2029 and achieving 100 per cent by 2047. At the secondary level, the state aims to reduce the dropout rate from current 7.7 per cent to near zero by 2047. 'The idea is to have a check-point to prepare for the year 2047. This is a draft vision open for suggestions. Once finalised, it will lead to policy changes and other decisions to make the plan tangible,' said a senior official from the school education department of Maharashtra. The vision document proposes investments in digital and physical infrastructure, smart classrooms, science labs, libraries, and climate-resilient school buildings. A Unified Data Management System will support real-time monitoring and planning. Despite Maharashtra emerging as a high performer in the PARAKH Rashtriya Sarvekshan 2024, the draft vision document acknowledges persistent challenges, including declining student outcomes in mathematics and science, a shortage of subject-specific teachers, and infrastructure gaps. And prescribes that corrective measures need to be taken for these shortcomings. The draft further emphasises early vocational training, life skills, and universal access to quality education.
Indian Express
30-06-2025
- Politics
- Indian Express
Educationists question revisions in 3-language policy: How can schools adjust to frequent changes?
The state government's changing stance on the third language policy has led to a chaotic beginning to the academic year, according to teachers in Maharashtra. The government's announcement of the formation of a new committee for fresh recommendations on the issue has left many of them baffled, as unit tests are only a month away. Teachers have urged the government to wait until the next academic year before implementing any new decisions. After multiple revisions, the Maharashtra government on Sunday halted the three-language policy by revoking two contentious Government Resolutions (GRs) issued in this regard. As Chief Minister Devendra Fadnavis made the announcement, he also informed about the formation of a new committee headed by Dr Narendra Jadhav to further analyse the policy of introducing a third language in Classes 1 to 5 of Marathi and English medium schools under the Maharashtra State Board. Questioning the government's intentions, Mahendra Ganpule, former head of the Maharashtra School Principals Association, said, 'The state is simply playing with the future of lakhs of young children. From the imposition of Hindi as the third language to making it optional and changing its learning goals, the government has altered its stance multiple times on the third language—so much so that it also included readjusting the timetable structure for schools.' 'It is not easy to fix a timetable for any school, which is generally finalised well before schools reopen after the summer break. But in June, a new structure was imposed to accommodate the third language, and now there is a pause on its implementation. How are schools expected to adjust to these frequent changes,' he asked. Ganpule highlighted how some schools might have had to rejig their timetable to match the new structure issued by the State Council for Educational Research and Training (SCERT), which now requires another revision. 'When will they focus on academics?' he questioned, pointing out that unit tests are approaching in August. The state's school education department initially introduced the third language in Class 1 and made it mandatory to teach Hindi. Following backlash, a revised order stated that students could opt for any other language in place of Hindi, but a teacher would be provided only if there were at least 20 students in a class requesting the alternative—thereby making Hindi the default third language. While opposition continued, School Education Minister Dada Bhuse later announced that in Classes 1 and 2, the third language would focus only on spoken skills, and the reading/writing component would be introduced in Class 3. Finally, the Chief Minister halted the entire process on Sunday by revoking the two GRs. 'Although the Chief Minister has announced the cancellation of the 'Three Languages from Grade 1' directive, considering past experiences, it is difficult to place trust in this,' said Dr. Madhav Suryavanshi, Chief Coordinator, Education Development Forum, Yashwantrao Chavan Center. He added, 'Previously, despite public assurances by the Chief Minister and the Education Minister that three languages would not be made mandatory from Grade 1, the government ultimately implemented the decision to mandate three languages from Grade 1 from this academic year. Unless an official order is issued cancelling the 'Three Languages from Grade 1' decision, this government's stance cannot be trusted.' Questioning the urgency, senior educationist Vasant Kalpande urged the state government to wait until the next academic year. 'This academic year has already started. Instead of disturbing it, it will be better if the government takes time to make a final decision. A new committee is set to study the three-language policy. They should be given time for a thorough study, and their recommendations should be made public for suggestions and objections before a final decision is taken.' Kalpande further emphasised that when educational decisions are made without taking into confidence all those concerned with the decision, then those become issues of identity. 'When educational issues take on the form of linguistic, caste-based, religious, or cultural identity matters, political interference becomes inevitable. This is exactly what happened in the case of this arbitrarily made decision. It can be avoided if adequate time is spent to follow the procedure.'
