A Saga of Reforms: Delhi Government Schools Reimagined

Vansh Kapoor, a visually impaired 12th standard student at GBSS (Government Boys Senior Secondary) School, New Delhi left a dedicated school facility, few years ago, for visually impaired and joined GBSSS. Initially, he struggled in accommodating with the school and failed in term-end exams. He was low on morale, when Sumit Srivastava, a Special Education Teacher at school, started counselling him. Efforts paid off and Vansh aced the exams. Brim with confidence, Vansh, now aspires to become a teacher. Disabled Friendly policy interventions by Delhi Government, such as Project Smile, has enabled many like Vansh to dream big. Shrivastava says “Learning knows no bounds. Vision to support the ones with learning disability to join the main streamline with dignity has now been strengthened like never before.”  

Vansh’s story is just a shadow of the titanic transformations in Delhi government schools that have taken a centre stage in the public discourse in contemporary times. ‘The Voices’ investigates the substance behind the shadows. 

SK Sharma, Principal of GSBV Krishna Nagar, New Delhi summarizes the vision of reforms, “Our schools have undergone a complete overhauling, by improving quality and inclusiveness that includes curricular reforms to institutional reforms. A phased implementation of the same is being done to improve education holistically and help towards realization of SDG objectives.” 

Magnificent buildings coupled with SMART classes, computer labs, vocational laboratories, clean toilet facilities suggest the massive renovation of infrastructure undertaken. 

The imagination and consciousness of students is being empowered by technological intervention in classrooms. Concepts explained using multimedia supported classes are much more interesting and interactive. Students are being helped to learn the use of computers as a tool to enhance their existing knowledge base.  

Teaching community of schools were exuberant while confirming about the technologically enabling devices such as ‘tablets’ being extended to them. “It has facilitated ease of reporting and hassle-free discharge of administrative business”, said Chetan Bhasin, a Computer Science teacher from GSBV School.  

Skill Refinement has emerged as another area of thrust in the investigation. While reputed universities such as NIE Singapore, University of Cambridge and University of Harvard were roped in for Pedagogy training of teachers, Indian institutes such as IIM Ahemdabad were partnered to strengthen leadership abilities of Principals.  

R.K.Badal, the Teacher Development Coordinator (TDC), was a participant in one such mentoring course at NIE Singapore. He tells “Such trainings can revolutionise the education system by facilitating the implementation of the best practices in schools.” 

In consonance with ‘The Skill India’ Programme, students are provided with opportunities for Vocational Education and Training (VET). Pooja Dhaka and Vipin Tyagi, Teachers for Tourism and Retail at a Delhi Govt School opine, “In VET classes, we focus on skill development which would enable our students to enter the world of work or to go for higher education or technical training.” 

Modern research infrastructure further compliments the skilling attempts. Dr. Shiv Raj Singh and Mr. Manu Deva, science teachers at GSBV School mention, “Our schools have the best ambience and state of the art facilities. Students get a chance of learning by conducting experiments, that too, in well-equipped laboratories with latest machinery and tools.” 

Further investigation also reveals a series of newly launched schemes. These constitute the policy adventurism aimed to transform the landscape of school education. It’s not Hindi medium school of years back but languages like English and Sanskrit are equally taken care of. 

A scheme called ‘Pragati’ promotes book reading habit in students. Under the scheme, apart from providing regular textbooks, the school provides supplementary study material created by teachers in a simple, contextual, and child-friendly manner using a lot of illustrations. 

“The country can’t be merely of ‘first’ boys” said Nobel laureate Amartya Sen. Educational system in the country needs to be an enabler for children falling behind in academic performance. In harmony with the spirit of the same, the ‘Chunauti’ programme aims to check the dropout rate of students. The programme achieves it by transforming the weakest child in the class to excel in study. Teachers create a conducive environment within the classroom to bridge the learning gaps faced by students. 

Martin Luther King Jr once mentioned “Intelligence plus character is the goal of true education”. ‘Happiness Curriculum’ classes, launched by Delhi government is one such initiative towards true education. These classes aim to reduce anxiety and stress levels in students. The scheme earned great fanfare when US First Lady Melania Trump, on her trip to India, visited a school and appreciated the yields of it. 

Mental wellbeing of students is being ensured by Yoga, Meditation techniques and Fitness classes. Incorporation of such initiatives provides a comprehensive development of student towards holistic education.                                      

School and Community Relations have witnessed massive transformation. Every school is legally mandated to form a School Management Committee (SMC). The SMC comprises teachers, social workers, parents, and elected representatives. They bridge the gap between the government, the school, and the community. SMC ensures the accountability of authorities for their work. Even the alumni are engaged to guide and enlighten current students about various life skills through annual alumni meets. 

Diversified and creative deployment of financial assistance has evolved into a sort of incentive for weaker sections of society to choose education at government schools. No fee of any kind is charged for classes 1-8. Books and uniforms are given free of cost. The scholarship is also given to students for securing more than 80% in annual exams. The Mid-Day Meal Scheme (MDMS) fulfills the nutritional requirements of children. Even in pandemic times, the schools cared to supply dry-ration kits as the schools were not functioning. 

Perusal reveals that the overhaul has started paying dividends. In its recently launched India Innovation Index 2020, Niti Aayog credited the ‘landmark transformation’ of Delhi government schools for securing the top position in National Achievement Survey (NAS) with a score of 44.73. A Delhi Commission for Protection of Child Rights (DCPRC) report too verified that ‘Mission Buniyaad’ (a pet project) has improved reading, writing, listening, basic mathematical skills of students (classes 3rd to 9th).  

Beaming smiles on the faces of tiny tots and the shimmer of hope in the accounts of outgoing students, speaks for the tides of substantial transformation in Delhi Government schools. A recent visit by the Karnataka education minister to learn about the Delhi model speaks for the buzz it has created through its enabling provisions. Sustenance of the buzz would be the subject of time.  

Story Edited by Duraisaran