It is no longer enough for us to talk about providing for universal access to education. Making available schooling facilities is an essential prerequisite, but is insufficient to ensure that all children attend school and participate in the learning process. The school may be there, but children may not attend or they may drop out after a few months. Through school and social mapping, we must address the entire gamut of social, economic, cultural and indeed linguistic and pedagogic issues, factors that prevent children from weaker sections and disadvantaged groups, as also girls, from regularly attending and complementing elementary education. The focus must be on the poorest and most vulnerable since these groups are the most disempowered and at the greatest risk of violation or denial of their right to education.
The right to education goes beyond free and compulsory education to include quality education for all. Quality is an integral part of the right to education. If the education process lacks quality, children are being denied their right. The Right of Children to Free and Compulsory Education Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge, and to move beyond the convention of using textbooks as the basis of examinations. The teaching-learning process must become stress-free; and a massive programme for curricular reform should be initiated to provide for a child-friendly learning system, that is more relevant and empowering. Teacher accountability systems and processes must ensure that children are learning and that their right to learn in a child-friendly environment is not violated. Testing and assessment systems must be reexamined and redesigned to ensure that these do not force children to struggle between school and tuition centres, and bypass childhood.
Question: According to the passage, which one of the following is critical in bringing quality in education?
Correct Answer :
Inculcating learning through activities and discovery
Solution :
The correct option is: Inculcating learning through activities and discovery.
Explanation:
To determine what is critical in bringing quality to education according to the passage, we need to closely analyze the second paragraph, which focuses specifically on the "right to education" and "quality education."
The second paragraph explicitly states:
"The Right of Children to Free and Compulsory Education Act lays down that the curriculum should provide for learning through activities, exploration and discovery. This places an obligation on us to change our perception of children as passive receivers of knowledge..."
By connecting quality education directly to a curriculum that promotes active learning, the passage highlights that shifting the learning process away from passive textbooks toward activities, exploration, and discovery is essential for establishing a child-friendly, relevant, and high-quality educational environment.
Therefore, "Inculcating learning through activities and discovery" is the option that directly reflects the passage's prescription for bringing quality to education.
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