The performance grading index (PGI) for schools in India was introduced in 2017. It measures the status of school education across States and Union Territories (UTs). For two successive years Meghalaya has performed abysmally ranking last among all States and UTs. It is time therefore for the State to admit where it’s going wrong and carry out serious and honest soul-searching so that the gaps can be addressed. The new PGI structure covers 73 indicators, focused more on qualitative assessment besides including digital initiatives and teacher education. The grades/levels obtained by States/UTs in the previous edition of the PGIs are thus not comparable to the grades/levels obtained by States/UTs in this new edition.
The PGI 2.0 structure comprises 1000 points across 73 indicators grouped into 2 categories viz., Outcomes, Governance Management (GM). These categories are further divided into 6 domains, viz., Learning Outcomes (LO), Access (A), Infrastructure & Facilities (IF), Equity (E), Governance Process (GP), Teachers Education and Training (TE&T). It is said that only the very best and most learned became teachers. In India since time immemorial teachers were accorded the status of ‘gurus’ and society respected them because they gave their all. These teachers passed on their knowledge, skills, and ethics to their students. Is it correct to say that only the very best become teachers in Meghalaya? Over the years much has been heard of teachers being appointed in government schools through the back door, with each politician recommending names of his favoured candidate. This was bound to hit at the very foundations of teaching. The problem with the teaching profession is that once employed, teachers are never tested whether they have kept up and improved upon their teaching skills or have remained static. With the advent of technology, teaching is no longer mere dissemination of knowledge but a co-learning process where teacher and the taught learn from one another. The internet has become the greatest informer. What the teacher needs to do today is to problematise issues and let students come up with answers – not just one correct answer but many. The students would then explain why they gave their respective answers.
Our education system has measured learning outcomes based on examinations where students vomit out answers learnt by rote without using their reasoning skills. Howard Gardner’s theory on multiple intelligences of which 9 are critical to education require to be adapted to Indian schools. Gardner names them as – 1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words) 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns). 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly). 4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully).5 Musical intelligences (ability to produce and appreciate rhythm, pitch and timber).6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others). 7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes).8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature).9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, “What is the meaning of life? Why do we die? How did we get here?” Will the government take this matter to heart? After all, the future of young Meghalayan’s is at stake.
