Issue of equitable quality in universal primary education: Autonomy to school management committee and teacher commitment to micro-planned differentiated learning is the only way out
The issues of universal enrolment, universal retention and universal quality or achievement have been tried through various projects since late 1980s but little success in the government sector.
Uniformity and similarity based ‘one size, fit all’ models, systemic inadequacies, mono-grade models macro-planning and summative norm-based evaluation schemes – all have failed miserably.
According to Kishore, quality in primary education where there is diversity in learning styles, linguistic diversity, school organization (mono-grade, multi-grade, multilevel s set-ups), micro-planning, community participation and differentiated multi-modal learning and non-graded systems of learning that is based on on inclusion, accommodation, equity and support system can bring about quality in education. The school autonomy, empowered school management committee, teacher accountability toward differentiated learning techniques can ensure quality in education.