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Hans India
23-07-2025
- General
- Hans India
TGEC hosts consultative workshop to reimagine remedial education
Hyderabad: The Telangana Education Commission (TGEC) organized a consultative workshop on 'Remedial Teaching in School Education'. The workshop drew participation from academic experts, civil society leaders, and grassroots educators who converged to chart a strategic path for remedial interventions across the state. Chairperson of the Commission, Akunuri Murali, opened the session by voicing concern over foundational learning gaps that are eroding students' self-worth and long-term potential. He highlighted systemic issues such as multi-grade classrooms and insufficient early learning support in Anganwadis, calling for a robust overhaul of the teaching-learning ecosystem. Ram Babu, State Lead of Pratham (Telangana), presented insights from two decades of ASER data, revealing enduring deficits in basic competencies. He advocated for Telangana to adopt successful 'Teaching at the Right Level' (TaRL) models used in other states. R. Venkat Reddy of the MV Foundation emphasized the importance of learning diversity and child rights, stressing the need for inclusive, learner-centered classrooms. He emphasized that every child has the potential to understand if they are provided with the right environment. Dr. Shikha Takker from Mahindra University cautioned against quick-fix approaches, urging research-driven remedial practices that build strong mathematical foundations. Dr. Mythili Sastry, also from Mahindra University, questioned the time-bound nature of remediation, advocating instead for continuous, year-round support backed by empowered school leadership. NGO Pustaka showcased the effectiveness of reading sessions and storybooks in bridging learning gaps. A teacher from Khammam shared tangible success from short-term intensive interventions, emphasizing differentiated instruction and emotional connection with students. A recurring recommendation was to institutionalize remedial teaching through welfare hostels and deploy dedicated tutors year-round to guarantee consistent support. The workshop concluded with a collective agreement: remedial education must be embedded as a core element in the education system, not as a temporary solution. This shift, participants affirmed, is key to achieving inclusive, equitable, and sustained learning for all children in Telangana. Commission members Prof. P.L.V. Rao and Dr. Charakonda Venkatesh also attended the workshop, reaffirming the Commission's commitment to systemic educational reform.
The Hindu
22-07-2025
- General
- The Hindu
‘Remedial education must be a sustained component in schooling system'
Remedial education in schools, to improve learning abilities of children, must not be seen as an add-on facility but a core and sustainable component in the schooling system. This will not only enhance learning but also ensure equity and inclusion. That was the consensus of academics, practitioners, voluntary organisations in the field of children education, and school officials, at the consultative workshop on remedial teaching in schools conducted by Telangana Education Commission (TEC), here on Tuesday. TEC chairman Akunuri Murali observed that the consultation was important, in the wake of poor comprehension levels and foundational learning crisis. 'Many students lacking basic competency are not only losing their valuable time but also confidence and dignity. The structural issues, including multi-grade classrooms and limited focus on early education in Anganwadis, have compounded the crisis,' he noted. According to Reddy of MV Foundation, which extensively works with out-of-school children, those who are capable of learning given the right environment. Start from what learners already know, recognise diversity in classroom and create a democratic learning space, he suggested. For Ram Babu of Pratham, Mumbai-based organisation, who inferred from Annual Status of Education Report (ASER) trends, adopting 'Teaching at the Right Level (TaRL)' interventions in the State would help better foundation skills. Professors at the Indira Mahindra School of Education Shikha Takker and Mythili Sastry also emphasised the need for strong conceptual foundation in Mathematics and the importance of school leadership in remedial teaching. further raised a question: 'Should remedial education be time-bound or integrated as a continuous support system throughout the academic year?' Sharing similar experiences, a teacher from Khammam cited examples of short-term intensive interventions, an organisation said story books and reading sessions can be effective tools while another suggested separate tutors round the year and embedding remedial education in welfare hostels and schools through volunteers.
