Latest news with #AkunuriMurali
Hans India
23-07-2025
- General
- Hans India
TGEC hosts consultative workshop to reimagine remedial education
Hyderabad: The Telangana Education Commission (TGEC) organized a consultative workshop on 'Remedial Teaching in School Education'. The workshop drew participation from academic experts, civil society leaders, and grassroots educators who converged to chart a strategic path for remedial interventions across the state. Chairperson of the Commission, Akunuri Murali, opened the session by voicing concern over foundational learning gaps that are eroding students' self-worth and long-term potential. He highlighted systemic issues such as multi-grade classrooms and insufficient early learning support in Anganwadis, calling for a robust overhaul of the teaching-learning ecosystem. Ram Babu, State Lead of Pratham (Telangana), presented insights from two decades of ASER data, revealing enduring deficits in basic competencies. He advocated for Telangana to adopt successful 'Teaching at the Right Level' (TaRL) models used in other states. R. Venkat Reddy of the MV Foundation emphasized the importance of learning diversity and child rights, stressing the need for inclusive, learner-centered classrooms. He emphasized that every child has the potential to understand if they are provided with the right environment. Dr. Shikha Takker from Mahindra University cautioned against quick-fix approaches, urging research-driven remedial practices that build strong mathematical foundations. Dr. Mythili Sastry, also from Mahindra University, questioned the time-bound nature of remediation, advocating instead for continuous, year-round support backed by empowered school leadership. NGO Pustaka showcased the effectiveness of reading sessions and storybooks in bridging learning gaps. A teacher from Khammam shared tangible success from short-term intensive interventions, emphasizing differentiated instruction and emotional connection with students. A recurring recommendation was to institutionalize remedial teaching through welfare hostels and deploy dedicated tutors year-round to guarantee consistent support. The workshop concluded with a collective agreement: remedial education must be embedded as a core element in the education system, not as a temporary solution. This shift, participants affirmed, is key to achieving inclusive, equitable, and sustained learning for all children in Telangana. Commission members Prof. P.L.V. Rao and Dr. Charakonda Venkatesh also attended the workshop, reaffirming the Commission's commitment to systemic educational reform.
The Hindu
22-07-2025
- General
- The Hindu
‘Remedial education must be a sustained component in schooling system'
Remedial education in schools, to improve learning abilities of children, must not be seen as an add-on facility but a core and sustainable component in the schooling system. This will not only enhance learning but also ensure equity and inclusion. That was the consensus of academics, practitioners, voluntary organisations in the field of children education, and school officials, at the consultative workshop on remedial teaching in schools conducted by Telangana Education Commission (TEC), here on Tuesday. TEC chairman Akunuri Murali observed that the consultation was important, in the wake of poor comprehension levels and foundational learning crisis. 'Many students lacking basic competency are not only losing their valuable time but also confidence and dignity. The structural issues, including multi-grade classrooms and limited focus on early education in Anganwadis, have compounded the crisis,' he noted. According to Reddy of MV Foundation, which extensively works with out-of-school children, those who are capable of learning given the right environment. Start from what learners already know, recognise diversity in classroom and create a democratic learning space, he suggested. For Ram Babu of Pratham, Mumbai-based organisation, who inferred from Annual Status of Education Report (ASER) trends, adopting 'Teaching at the Right Level (TaRL)' interventions in the State would help better foundation skills. Professors at the Indira Mahindra School of Education Shikha Takker and Mythili Sastry also emphasised the need for strong conceptual foundation in Mathematics and the importance of school leadership in remedial teaching. further raised a question: 'Should remedial education be time-bound or integrated as a continuous support system throughout the academic year?' Sharing similar experiences, a teacher from Khammam cited examples of short-term intensive interventions, an organisation said story books and reading sessions can be effective tools while another suggested separate tutors round the year and embedding remedial education in welfare hostels and schools through volunteers.
Time of India
20-06-2025
- Politics
- Time of India
Telangana ranks 25th in school education index, retains second-lowest grade in PGI 2.0; shares category with Bihar, Jharkhand, Assam
Telangana's school education system is under scrutiny after a poor showing in the Union education ministry's Performance Grading Index (PGI) 2.0, ranking 25th among 35 states Telangana has fared poorly in the latest Performance Grading Index (PGI) 2.0 released by the Union ministry of education, ranking 25th among 35 states in the school education index. The state scored 511.9 out of 1,000 and retained the 'Akanshi-2' grade, which is the second-lowest category in the index. Last year, it had scored 489.3 in the same grade. The PGI 2.0 evaluates performance across various domains, including learning outcomes and quality, access, infrastructure and facilities. 'This comes as no surprise as we've been lagging in rankings and literacy for years. People have lost faith in govt schools. To change that, the govt must show political will and strong administration,' said T Papi Reddy, former chairman of the Telangana State Council of Higher Education. He suggested creating one cluster-based school for every four to five villages and semi-residential schools to ensure equal access to quality education. 'This model would not overburden and would level the playing field for rural students,' he said. Officials from the Telangana Education Commission acknowledged key gaps in infrastructure and monitoring. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Air conditioners without external unit. (click to see prices) Air Condition | Search Ads Search Now Undo 'Many schools still lack basic facilities like drinking water, toilets, and computers. Monitoring teacher performance is also an issue,' said commission chairman Akunuri Murali. 'If we fix these two areas, we can definitely move up in the rankings.' The only silver lining is that the state was among the top five states in three specific parameters — curbing dropout rates, ensuring universal access to education, and promoting inclusive education. Officials attributed this to the performance of residential schools run under social, tribal, and minority welfare departments. Telangana shares the Akanshi-2 grade with nine other states, including Assam, Jharkhand, and Bihar.
Time of India
11-06-2025
- Politics
- Time of India
Make Inter marks basis of undergrad admission to end coaching madness: TEC
1 2 Hyderabad: To counter commercialisation of education, the Telangana Education Commission (TEC) on Wednesday recommended that the state reconsider the need for competitive exams such as EAPCET for undergraduate admissions into engineering, pharmacy and agriculture courses. The TEC, which conducted a public hearing on Intermediate education, suggested that Intermediate marks be made the basis for admissions instead. "To reduce the craze for coaching and to end the commercialisation of education, the Intermediate exam should be strengthened further and made the basis for admissions. This model is working quite well in states such as Tamil Nadu," said PL Vishweshwar Rao, member, TEC. The commission, along with other stakeholders, also suggested strengthening public junior colleges with semi-residential models, English medium, nutritious meals, and career counselling. They also stressed on appointment of officers in mandals for monitoring and coordination, enforcing fee regulation, curbing misleading advertisements and unauthorised colleges, and reviving interest in arts and humanities to align Intermediate education with career pathways and higher education goals. At the hearing, various issues were highlighted including lack of transportation, infrastructure gaps, lack of teachers, health and safety, mobile addiction, dropouts due to distance and poverty among others. "One student aspiring to be a civil servant said that she had to drop out as there was no govt junior college nearby. We asked her if she would be interested in studying in a welfare residential school and even convinced her family to enrol her in a gurukul school," said commission chairman Akunuri Murali. Several students also shared stories of financial hardship, loss of parents and lack of access to affordable education even after scoring well in Class 10.
Hans India
06-05-2025
- Politics
- Hans India
TGEC conducts high-level seminar over English as medium of instruction
Hyderabad: A high-level seminar organised under the auspices of the Telangana Education Commission (TGEC) addressed the pressing issue of English as a medium of instruction in government schools and the effective teaching of spoken English skills to students. On Monday, the workshop was chaired by Akunuri Murali, the Chairperson of TGEC, and opened by member Prof P L Vishweshwar Rao. The Commission has long been engaged with the policy question of language in education, particularly concerning the balance between equity, quality, and employability. In his welcome address, Prof Vishweshwar Rao emphasised that the issue is being considered with an open mind, prioritsing the best interests of students. Members of the Working Group on 'Spoken English Initiatives in Telangana Government Schools,' which includes Dr Vijay Kumar Tadakamalla (BITS Pilani, Hyderabad), R. Sridhar Rao (Azim Premji University, Bengaluru), and Dr Santhosh Mahapatra (BITS Pilani, Hyderabad), were among the key speakers. The TGEC Chairperson clarified that the workshop focused not on pedagogy but on the role of English as a medium of instruction. He pointed out the ideological tensions that sometimes lead to recommendations for other languages as the medium of instruction. He also highlighted practical considerations such as access to higher education and employability. Santosh Eshram, who works with tribal communities, shared that children often encounter unfamiliar content in English textbooks and stressed the importance of learning conversational English in context, particularly through simple, play-based teaching methods. Ashok Reddy, a School Assistant in English and a Fulbright Fellow, noted that while government schools are officially English medium, classroom teaching still heavily depends on Telugu. He advocated for a bridge training programme for teachers and emphasised the need for a gradual and structured transition. Prof Sujatha Surepally and other speakers underscored the cultural and political dimensions of language, advocating for mother-tongue instruction in early grades and a distinction between English language learning and the medium of instruction. Prof Raju Naik and Mazher Hussain (COVA) supported early exposure to English, citing neuroplasticity research that shows language learning is most effective before the age of nine. Dr Santhosh Mahapatra challenged the idea of a fixed medium of instruction and suggested using Telugu to learn English, with resources provided in English. Prof Vijaya Kumar aimed to dispel misconceptions that introducing a language earlier leads to better learning outcomes or that more languages introduced at an early age are beneficial, citing research that contradicts these claims. Dr Lina Mukhopadhyaya (EFLU) highlighted the importance of linguistic diversity and home-language support while recognizing the societal demand for English in a digitized and globalised world. Prof Padmaja Shaw pointed out the potential cultural implications when advocating for the mother tongue as the medium of instruction. Drawing from communication theories, she noted that those with English language skills are typically better positioned to seize opportunities in today's digitised and globalised world. During the open session, teachers, parents, and students provided diverse perspectives. Some shared their personal experiences of language as a marker of opportunity and discrimination, while others expressed concerns regarding cultural loss and the preparedness of teachers. In his closing remarks, Murali addressed the practical challenges of reverting to regional language instruction in a system where public perception equates English with opportunity. He reiterated that 'any policy must centre on the needs of the child and the aspirations of families.' Prof P L Vishweshwar Rao mentioned that the Commission had visited every district in the state and found overwhelming community support, even in underprivileged areas, for English medium education, reflecting a grassroots aspiration for equal opportunities.
