Reforming education at Lankorevillage

Published at July 10, 2018 01:41 AM 0Comment(s)1554views


Altaf Hussain

lankoree@gmail.com

An excellent model of public participation can be seen in reforming education at a village named Lankoreat Kargildistrict in Ladakh. It is done by people in collaboration with different types of organizations like central government, state government, non-governmental organizations (NGOs), community based organizations (CBOs) and so on. It has also played significant role in the development of villages, towns and cities in India.

This is the story of Lankore village, which is nearly around three km away from the main city of Kargil. It comprises of 65 households. It is settled on a plateau from which entire panoramic vista of different places of Kargil city can be viewed.

The government middle school is now renamed into government model middle school. The participation was initially done by few visionary youths for the purpose of bringing educational reforms.

The youth were enabled to bring the whole village people in one platform in order to bring educational and structural changes in this schooling system.

The youth were formed an organized Village Education Committee (VEC). VEC consists of different formal bodies such as president, executives and wing members to govern and manage the entire processing of this government model middle school.

Gradually, the youth participation was started to convert into public participation of all people of this village. Though, this public participation is done in collaboration with the local government (LAHDCK) on a Public private participation (PPP) mode.

LAHDCK has also shown absolute interest in governing and financing this government model middle school.

The educational reforms are corresponded to structural and infrastructural development of this government model middle school. The main aim of this school is to provide basic quality education to students as well as to prepare them in every field of discipline.

The pedagogic methodology is different in terms of understanding, creativity, learning, and teaching, guiding and training skills. There is limited capacity of around 20 students in each class rather than the conventional indefinite capacity of students.

Although, the enrolments were less than 10 students, which has increased into more than 120 students. The students are being participated in co-curricular activities and have shown phenomenal performances in their activities.

There have been introduced educational technologies like digital teaching boards, computers and projectors for students, so that they could access better quality education.

This school is unique in the sense that most of the students were brought from private schools into this government model middle school.

Hence, this type of public participation has given a wonderful example for both the people of Kargil and Leh district in bringing educational reform in Ladakh.

It has always been a challengeable thing for people of Kargil to provide quality education with specialized teachers and infrastructure at both government and private schools.

As far as government schools are concerned, they are doing well and have shown extraordinary results in few years.

Similarly, the private schools are also good. But both are being lost their institutional capacity of management, transparency and governance. They are not up to the standard as it should be in a well-organized education system.

Therefore, there is needed to subsume all those educational standards which are necessary for the mental and career development of students in terms of understanding, thinking and creativity in both government and private schools.

 

 

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