03 August 2013

School mapping

Whether it is `No Child Left Behind' in the U.S. or `Child Friendly Schools' Policy in many countries of the world, national governments seem to hope that all children are enrolled in schools. In countries with rural populations, achieving this aim becomes difficult due to economic and geographic constraints, which can be solved.

Any experienced education professional would know that the first step in handling the issue is to develop an effective, contextually relevant school mapping policy. It is important not only to develop a clear and transparent policy but also monitor its implementation at all levels so that the program is sustainable and economically viable to the main beneficiaries: children and their parents. (The saying `Well begun is half done' may probably be very applicable in this context). 

Last month, there was a novel initiative in New Zealand in this direction. Let me leave you with the related news paper report which you may find thought provoking.    

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About Me

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Chennai, Tamilnadu, India
I am a retired K-12 Education Management Professional. I have worked at different levels in K-12 school systems, textbook publishing, elearning and Education NGOs. I have held memberships in The Association for Science Education (UK), American Association of Physics Teachers and The Malaysian Institute of Physics. I hold a 1st class B Sc Degree in Physics followed by B Ed [English and Physical Science] and M A [Childcare and Education] degrees. My published works include 59 articles in teacher development magazines in India and the US and a book entitled `Creative Classrooms and Child Friendly Schools' (listed in Amazon). This book is almost an anecdotal account of my professional experience in six countries (including Cambodia where I worked as Technical Adviser to the Ministry of Education, Youth And Sports). I served as mentor in the Certificate of Teaching Mastery Program offered by Teachers Without Borders.