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We found that parents that sent children to Government schools and then shifted them to private schools started meeting with teachers more regularly, and enquiring about the child’s learning with greater regularity than they did about the same children when they were enrolled in the government schools.
Great Schools are fast becoming one of the most reputed international schools, providing the highest quality as well as truly international standards of education.
Great Schools global curriculum seamlessly integrates with the rest of the world, enabling the students to easily transfer the learning process to anywhere in the world.
Great Schools provides an integrated international curriculum, which enables children to easily transition their learning process to schools/universities worldwide.
At the outset, the introduction of English-language studies at early levels for children in Government schools seems like an important starting step, though with educators have led to strong arguments about the negative impact of English language, both in terms of the loss of local language and in terms of the cognitive load on children needing to deal with instruction in a new language that they have no local support system to learn more in.
Government school in rural and urban areas are resource strapped, and do not offer high quality or even regular education – this may be the obvious bit.
The main problems include the lack of adequate teachers: student interaction – there is rarely a teacher per class once one ventures out of the cities, and the inability of students to rely on home as an adequate support environment for their studies.
Second, private school, often offering much lesser in terms of resources (and even qualifications of the teachers) than even the Government school is cropping up everywhere, and invariably doing better in terms of enrollment and student retention than the Government school.
The main choice conundrum for parents in the areas we looked at is between schools which have English as a medium of instruction, and schools where there are computers.
The schools with computers are the Government schools, which other than the computers are generally associated (often wrongly) with a very low quality of education.
However, the computers are seen as much of the same - there is a clear aspiration value given to access to computers by parents,
and even among the poorest parents, there is great expectation that access to computers will lead eventually to some form of professional development with future payoffs for their children.
