No compromise on educational standards in India -John L

Those of us working in education cannot but be impressed by the quality of the education delivered in Loreto Sealdah and in the village schools that we worked in or came into contact with.
The curriculum delivered is to a high standard in all disciplines in Loreto Sealdah and the school functions as a model learning community. It features a combination of fee-paying and non fee-paying students and the Rainbow children who usually come from a situation of destitution. Children teaching children is part of the Loreto Sealdah method and this is implemented with Loreto pupils tutoring Rainbow children and working in village schools. This programme is integrated into their timetable and both parties; the tutor and the learner gain from the experience. It is my belief that we in the western educational system have much to learn from this classically traditional and yet revolutionary system.
Values education is also an integral part of the curriculum at Loreto Sealdah and is delivered in a practical, multi-denominational way from Class 1 to Class 10.
Discipline seems to be at a level in class that would only be dreamed of in Irish schools. Teachers seem to be able to leave classes to work on their own for long periods without supervision. On one occasion all of the teachers in Loreto Sealdah attended a meeting for over an hour leaving the entire school without a teacher in class and yet apart from a slight increase in noise there was no obvious problem. Personal responsibility is fostered and encouraged.
The absence of technology is stark particularly in the village schools and there are regular requests from staff for computers. There was no evidence of online learning and connectivity is likely to be a challenge for several years to come. In Class 10 (equivalent to Junior Cerificate) at Loreto Sealdah, less than 10% of children would have access to internet and much less would have home access. In the villages internet access is unheard of.
Yet this technical lag has no obvious impact in academic excellence or the ability of children studying in the humblest circumstances to articulate their ambitions. In village classes of 100 students with one teacher they spoke with passion and conviction of how they wished to be teachers, doctors, engineers and pilots. More significantly perhaps, one young man (around 16 years of age) said how he wished to become a good man. This was greeted by affirmation and applause by his 100 or so classmates, present.
They are doing something right here. – John L