CHANGING DYNAMICS OF SCHOOLING: A COMPARATIVE STUDY …

CHANGING DYNAMICS OF SCHOOLING: A COMPARATIVE STUDY OF

PRIVATE AND GOVERNMENT SCHOOLS

Mansi Agrawal

Amity University, Uttar Pradesh

Dr. Shalini Sharma

Amity University, Uttar Pradesh

ABSTRACT

Education plays a very important role in the intellectual and holistic development of

the students. The research aimed at finding out the factors influencing the parental

perception towards government and private schools and what are the changes that

have taken place in the course structure that have actually had a good impact on the

behavioral as well as intellectual level of an individual with a special emphasis on the

Happiness Curriculum. A sample of 100 respondents (50 for private and 50 for

government schools) was collected for analysis. A primary survey has been

undertaken to arrive at the appropriate results. From the analysis it was found out that

Quality of education and Economic status were the two main factors behind parents

choosing private schools over government schools. In the past two years, government

schools have scored better in improvement in the overall wellbeing of students with

the introduction and effective implementation of Happiness Curriculum.

Key words: quality education, students, government schools, private schools,

Happiness Curriculu, well-being, primary survey

INTRODUCTION

With more than a billion of population, India has the second largest education system

in the world (after China). As per data by World Bank, 27% of the total population

lies under the age of 15. India is expected to make the most skilled workforce in this

world and to fulfil this objective, Government asserts to make education accessible

for all. Education not only plays a very significant role in developing intellectual

skills and knowledge but is also considered as an important factor for an effective

growth and development of the Indian economy. Quality education helps in building

an effective human capital and a positive picture of an economy can be depicted when

the human capital formation process goes in the right direction. Long back the Indian

policymakers perceived the importance of human capital which is evident in the

Seventh five-year plan which states “Human resources development has necessarily to

be assigned a key role in any development strategy, particularly in a country with a

large population.”

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According to recent estimates, student enrollment ratio in primary education in private

schools has increased considerably. Attendance in these private schools is not just

limited to the children in urban areas. Although the rural counterpart also has access

to private schools, not all families can afford the fees of a private school. As indicated

by anecdotal information from conversation with parents, some parents are of the

belief that private schools offer a higher quality of education than that offered by

government schools (Vanam, 2015). Parents also emphasize on the importance of

educationally insignificant yet aspirational factors like uniforms, CCTV cameras and

accessibility of school transport for children. Studies conducted to analyse the effect

of infrastructure suggest that students in schools with better infrastructural facilities

have better accomplishment scores than the ones studying in schools with relatively

poor infrastructure. Researchers, however, define quality of education on the basis of

certain fundamental factors that include its objectives, course curriculum, teaching

method, evaluation framework and other institutional processes.

On one hand when private schools are scoring better in terms of the infrastructural

facilities and other aspirational factors, Indian government is coming up with policies

and programs to improve the overall school effectiveness of the government schools

and government-aided schools and impart quality of education to the students.

Samagra Shiksha is a programme by the Ministry of Human Resource Development

whose main objective is to provide quality education, enhance the learning outcomes

of the students and most importantly to bridge the gap that exists between private and

government schools.

Privatization of education system diverted the focus of education from curriculum to

infrastructure. Government schools, however, fail to provide excellent infrastructural

facilities, but definitely focus on the content and pattern of the curriculum. An

exceptional move regarding moderation of curriculum is the involvement of happiness

curriculum to the regular curriculum. Happiness curriculum, being a new initiative of

the government implemented in government schools, aims for the overall

development of the mind, body and spirit of the students. This led to a period of

happiness curriculum, of duration of 45 minutes, in the tame table of the students of

class nursery to class 8th. Child’s progress in this purely activity-based field is

assessed by using a happiness index. This step intends to expand critical thinking

capacity of students, with a view to help them deal with social problems of anxiety

and intolerance. This will further instill self-awareness and boost cognitive ability of

the students by sparking their mental health and compliance. The incorporation of

happiness curriculum will result in rapid springing up in the measurement of quality

education’s barometer.

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REVIEW OF LITERATURE

Mahesh Vanam in his paper ‘A Study on the Attributes of Parents Choosing the

Private Schools than Government Schools for Their Children Education’ talks about

the perspective of parents towards government school. It says that even though

government is incurring an expenditure of crores of rupees on education and is

allocating a yearly budget for government schools to spend on infrastructure, mid-day

meals and also paying higher salaries to the teachers, parents still prefer sending their

children to private schools in lieu of better infrastructure and English medium course

curriculum. According to the data collected, majority of the parents believe that

teachers in private schools are more qualified with better teaching skills than teachers

in government schools.

Saroj Panday in their study ‘Para‐teacher scheme and quality education for all in

India: policy perspectives and challenges for school effectiveness’ talks about the

improvement of quality and efficiency of education which in turn is dependent on a

nexus of teaching and quality of teachers. In a lot of schemes by the Government,

qualifications (academic as well as professional) have been relaxed or done away with

for para-teachers. This has resulted in a compromise of quality of teacher in Primary

Schools.

Sangeeta Goyal in ‘How Do Government and Private Schools Differ?’ uses primary

data of private and government schools in the 2 states of Uttar Pradesh and Madhya

Pradesh. The paper brings out the factors that distinguish a private school from the

government school. The factors include variation in quality of schools, socio-

economic status, pupil-teacher ratio, and salary structure. According to Goyal (2017)

although pupil-teacher ratio is lower in private schools and there is a greater salary

differential with private schools offering seven to eight times lower salaries to

teachers, there is no systematic difference in infrastructure of both schools and the

teacher efforts of government schools does not differ from the efforts of teachers of

government schools.

Yash Aggarwal in fis research on ‘Public and Private Partnership in Primary

Education in India - A study of unrecognised schools in Haryana’ talks about the

emergence of a dual system in elementary education-one for the lot which cannot

afford quality education and the other which caters to the section that demands quality

education at a high user cost. The former lot is usually supported by government and

the latter is backed by the private. The study conducted a survey of unrecognized

schools (primary) in districts of Haryana in order to find out the characteristics of

teachers, state of infrastructure and availability of other facilities. Data for 878

unrecognised and 1242 recognised schools was collected. It was found that though

unrecognised schools are smaller in size, they have a lower pupil-teacher ratio and

also have a lower institutional expense per unit.

Pervin Oya Taneri in ‘Quality of Education in Rural Schools: A Needs Assessment

Study (Ankara-Kalecik Sample)’ tries to find the condition of schools and the quality

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of education in elementary schools in the district of Kalecik from the perspectives of

vaious stakeholders like the students, teachers and the administrators. It was found

that lack of modern technology and parents attitude and their least involvement

contribute majorly in the effect on quality of education.

RESEARCH METHODOLOGY

A brief mention of the respondents, data collecting instrument and the type of study

involved has been made in this part.

Research Design: The research design in the study is descriptive in nature.

Descriptive research includes surveys and fact finding enquires of different kinds. The

major purpose of descriptive research is explanation of the state of affairs as it exists

at the present. Three main purpose of descriptive study is to describe, explain and

validate the research findings.

Sampling Method: Purposive sampling is used in the study as the researcher wants to

fulfil a predetermined objective. The respondents are chosen in accordance to the

requirements of the study. Since the study revolves around the parental perception

towards the two categories of schools, parents are taken as the respondents.

Judgmental sampling or purposive sampling is used based on the knowledge of the

researcher. It is important to note that knowledge of the researcher is important here

since the members of the sample are not chosen on the random basis.

Data source: The research paper uses Primary Data. The study was conducted in the

East Delhi district of Delhi. To analyse the perception of parents towards government

schools, a comparative study has been drawn between parents sending their children

to private and government schools. A questionnaire has been designed to cater to the

following broad two questions

i) What is the parental perception towards the two categories of schools?

ii) How far Happiness curriculum used is helping in bridging the gap between

the perception and the reality of government and private schools?

Data collection procedure: This questionnaire aims to collect information regarding

the perception of parents and for determining the most important attributes of parents

for choosing a particular type of school for their children. The main challenge for the

researcher was to get in touch with the parents of children from government school

because of limited reach and unwillingness of the parents to respond. Because of this

challenge the researcher first aimed at collecting data from parents of children from

government data. After getting the data of 50 respondents (government school data),

the researcher fixed the target of 50 respondents for private school. Data from a total

of 100 respondents has been collected.

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Tools Used for Analysis- SPSS

Since the aim of the study is understanding the main factors and challenges

responsible for the perception of parents towards opting a private or government

school, factor analysis will be used to arrive at appropriate results. In reality, all the

attributes specified are related to one another in some or the other manner. There is

certain level of correlation between the factors. The researcher aims at finding the

primary factors responsible for the parental perception. It is believed that if adequate

steps would be initiated in reversing the parents’ perception towards schools, all the

other associated problems will be catered to. Likert scale has been used to figure out

the popular opinion regarding the problems stated. It is easy to interpret the data

collected in this manner and arrive at appropriate conclusions.

LIMITATIONS

One of the major challenges faced during the collection of data was the fact that the

respondents were hesitant in sharing information about their current situations.

Whether it was in economic sense or anything related to their income, a lot of time

was spent by the researcher in gaining the trust of the people so that they become

comfortable in sharing these details. There were however some respondents who

clearly refused to share any information regarding their income

OBJECTIVES

1. To determine the factors influencing parental perception towards

private schools and government schools.

2. To analyse the difference in factors affecting the culture of private

and government schools.

3. To find the impact of Happiness Curriculum in private and

government schools

DATA ANALYSIS AND DISCUSSION

After collecting the questionnaire the researcher looked into the responses to check if

there were any unanswered questions and if there was any consistency. After

analyzing, the researcher has interpreted the data using SPSS.

Objective 1: To determine the factors influencing parental perception towards private

schools and government schools

It is believed that perception of parents plays a very important role while opting for a

particular type of school for their children. The factors responsible for a certain kind

of perception can be interrelated. Factor analysis is being used to identify the core

factors affecting the parental perception.

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Test Adequacy of the Sample

KMO

KMO is a measure of sample adequacy. High values of KMO preferably greater than

0.6 will assure that factor analysis will be a good tool to analyse the data. The KMO

statistic value ranges between 0 and 1. Any value less than 0.5 highlights inefficiency

in data collection and emphasis the need to collect more data and include more

variables into the model. The KMO value obtained for the data collected is 0.847

which signifies that sample is adequate enough for the researcher to go forward with

the factor analysis.

Bartlett’s Test of Sphericity

This test is used to chck if any significnt relationshp exists between the varibles

Taking a 95% level of significance we obtain α = 0.05

The p value(Sig.) of .000 < 0.05, hence the method of factor analysis can be carried

out. What is seen is the fact that p < α. When this happens, we reject the null

hypothesis and accept the alternative hypothesis which highlights that there exists

certain level of correlation between the factors influencing parental perception. Non

fulfilment of any of these two criteria’s of sample adequacy test would make Factor

Analysis and inappropriate method to arrive at concreate results.

Eigen values (We choose those components whose values are>=1)

What the Eigen values depict are the variances of the factors. From the data obtained

what can be examined is that the first component depicts the most variance and thus

corresponds with the highest eigenvalue. As we move down the column every next

component will explain and account for as much of the remaining variance as it can.

The second column signifies the percent of total variance accounted by every factor.

Since the Eigen values of the first 2 factors are both greater than 1, they will be

extracted to arrive at the appropriate results. The first 2 factors together explain

70.783% of the variance.

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Component Extraction

Factor analysis has been used and a component matrix has been obtained. On

interpreting the matrix, two core factors can be assumed to explain the main

parameters influencing parental perception whereas all the other factors can be

referred to as variables that constitute the core factors. The two core factors obtained

are Quality of Education and Economic status.

It is believed that catering to the core factors will reduce the probability of occurrence

of all the other dependent variables. Working on the factors that shape strong

perception in favor of private schools can help in formulating useful suggestions that

government schools can work upon. What can therefore be concluded is that factor

analysis turned out to be an efficient way of finding the main loopholes in a model

and conceptualisation of strategies in this respect will help.

Objective 2: To analyse the difference in factors affecting the culture of private and

government schools

By carrying out extensive review of literature it has been found that there are 5 major

factors that have a significant impact in the overall development of a student namely,

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Happiness Curriculum, Evaluation method, Course structure, extra-curricular

activities, and lifestyle. Working on these 5 major factors is of immense importance to

ensure that there is holistic development of a student. Since there is a lot pf

comparison between private and government schools in almost all domains, the

researcher aims at understanding if there exists any difference in these factors

between private and the government schools because it is believed that these are the

foundation basis for the growth of a student.

To analyse this we apply independent t test as both the groups (private and public

schools) taken into consideration are independent of each other. According to the

objective we analyse if there is any difference on the basis of these factors in both

groups and if there is any difference then which group public or private is affected by

these factors.

Table 1

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Table 2

From the above table (Table 1), we will analyse each variable affecting the holistic

development of a student and find if there is any difference in the impact of these

variables among private and public schools with the help of hypothesis testing.

Factor 1- Happiness Curriculum

Ho: There is no significant difference between happiness curriculum in public and

private schools

Ha: There is significant difference between happiness curriculum in public and

private schools

For this variable, the p value is 0.000 (in Table 1) which is less than the alpha value of

0.05 so it states that there is a difference in happiness curriculum in public and private

schools. Hence we reject the null hypothesis.

Note- For all the analysis where we reject the null hypothesis, the group statistics

table (Table 2) will be used for deriving inferences for all the factors.

The group statistics table will analyse which school has more impact of happiness

curriculum with the help of mean value. Group with high mean value has more impact

of happiness curriculum as in our Likert scale (1 to 5 wherein 1 signifies strongly

disagree to 5 for strongly agree. The value of mean for government school is 4.48 and

for private school is 3.50 which say that Happiness curriculum has more impact on

government schools as compared to private school.

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Factor 2- Course Structure

Ho: There is no significant difference between course structure in public and private

schools

Ha: There is significant difference between course structure in public and private

schools


0.05 so it states that there is a difference in course structure in public and private


The group statistics table will analyse which school has more impact of course

structure with the help of mean value. Group with high mean value has more impact

of course structure as in our Likert scale (1 to 5 wherein 1 signifies strongly disagree

to 5 for strongly agree). The value of mean for government school is 4.28 and for

private school is 3.86 which say that course structure has more impact on government

schools as compared to private school.

Factor 3- Evaluation method

Ho: There is no significant difference between Evaluation method in public and

private schools

Ha: There is significant difference between Evaluation method in public and private

schools


0.05 so it states that there is a difference in Evaluation method in public and private


The group statistics table will analyse which school has more impact of Evaluation

method with the help of mean value. Group with high mean value has more impact of

Evaluation method as in our Likert scale (1 to 5 wherein 1 signifies strongly disagree


private school is 3.92 which say that Evaluation method has more impact on


Factor 4- Extra-curricular activities

Ho: There is no significant difference between Extra-curricular activities in public and

private schools

Ha: There is significant difference between Extra-curricular activities in public and

private schools


0.05 so it states that there is a difference in Extra-curricular in public and private


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The group statistics table will analyse which school has more impact of Extra-

curricular with the help of mean value. Group with high mean value has more impact

of Extra-curricular as in our Likert scale (1 to 5 wherein 1 signifies strongly disagree


private school is 3.58 which say that Extra-curricular has more impact on government

schools as compared to private school.

Factor 5- Lifestyle

Ho: There is no significant difference between lifestyle activities in public and private

schools

Ha: There is significant difference between lifestyle activities in public and private

schools


0.05 so it states that there is a difference in lifestyle in public and private schools.

Hence we reject the null hypothesis.

The group statistics table will analyse which school has more impact of lifestyle with

the help of mean value. Group with high mean value has more impact of lifestyle as in

our Likert scale (1 to 5 wherein 1 signifies strongly disagree to 5 for strongly agree).

The value of mean for government school is 2.80 and for private school is 3.50 which

say that lifestyle has more impact on private schools as compared to government

school.

INFERENCE

With the help of independent t test, group statistics and hypothesis, what has been

observed is that there are 4 factors that have a higher impact on government schools

and there is only one factor (lifestyle) which has a higher impact on private schools.

In the last 2 years the major change that has been introduced by the Delhi government

is in the form of introduction of Happiness Curriculum in the course structure of

primary students. While interacting with the respondents a major takeaway for the

researcher was the constant emphasis laid on the positive changes experienced by

their child post changes in the overall course structure of the government schools.

Along with this Happiness curriculum is fostered to play a significant role in overall

wellbeing of an individual and is expected to bring about changes in the behavior of a

student.

Objective 3: To find the impact of Happiness Curriculum in private and government

schools

The researcher, therefore, aims to assess the impact of happiness curriculum on

variables that ensure holistic development of a student. Table 3 and Table 4

hypothesis will be used for deriving conclusion

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Table 3

Table 4

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Variable 1- Impact of happiness curriculum on stress level

Ho: There is no significant difference in impact of Happiness Curriculum on stress

levels in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on stress


For this variable, the p value is 0.640 (in Table 3) which is greater than the alpha

value of 0.05 so it states that there is no difference in impact of happiness curriculum

on stress levels in public and private schools. Hence we do not reject the null

hypothesis.


table (Table 4) will be used for deriving inferences for all the factors. In the

above scenario, since we do not reject the null hypothesis we do not take into

consideration the findings of the group statistics.

Variable 2 – Impact of happiness curriculum on aggression

Ho: There is no significant difference in impact of Happiness Curriculum on stress


Ha: There is a significant difference in impact of Happiness Curriculum on stress



0.05 so it states that there is a difference in impact of happiness curriculum on

aggression in public and private schools. Hence we reject the null hypothesis.


table (Table 4) will be used for deriving inferences for all the variables.


curriculum on aggression with the help of mean value. Group with high mean value

has more impact of happiness curriculum on aggression as in our Likert scale (1 to 5

wherein 1 signifies strongly disagree to 5 for strongly agree. The value of mean for

government school is 3.88 and for private school is 3.420 which say that Happiness

curriculum has more impact on aggression in government schools as compared to

private school.

Variable 3- Impact of Happiness Curriculum on Patience level

Ho: There is no significant difference in impact of Happiness Curriculum on patience

level in private and government schools

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Ha: There is a significant difference in impact of Happiness Curriculum on patience

level in private and government schools



patience level in public and private schools. Hence we reject the null hypothesis.


curriculum on patience level with the help of mean value. Group with high mean

value has more impact of happiness curriculum on patience level as in our Likert scale

(1 to 5 wherein 1 signifies strongly disagree to 5 for strongly agree. The value of

mean for government school is 4.00 and for private school is 3.48 which say that

Happiness curriculum has more impact on patience level in government schools as

compared to private school.

Variable 4- Impact of happiness curriculum on critical thinking

Ho: There is no significant difference in impact of Happiness Curriculum on critical

thinking in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on critical

thinking in private and government schools



on critical thinking in public and private schools. Hence we do not reject the null

hypothesis.

Variable 5- Impact of happiness curriculum on Positive outlook

Ho: There is no significant difference in impact of Happiness Curriculum on Positive

outlook in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on Positive

outlook in private and government schools



on Positive outlook in public and private schools. Hence we do not reject the null

hypothesis.

Variable 6- Impact of happiness curriculum on Academic performance

Ho: There is no significant difference in impact of Happiness Curriculum on

Academic performance in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on Academic

performance in private and government schools

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patience level in public and private schools. Hence we reject the null hypothesis.


curriculum on Academic performance with the help of mean value. Group with high

mean value has more impact of happiness curriculum on Academic performance as in

our Likert scale (1 to 5 wherein 1 signifies strongly disagree to 5 for strongly agree.

The value of mean for government school is 4.28 and for private school is 3.62 which

say that Happiness curriculum has more impact on Academic performance in


Variable 7- Impact of happiness curriculum on Absenteeism


Absenteeism in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on

Absenteeism in private and government schools



Absenteeism in public and private schools. Hence we reject the null hypothesis.


curriculum on Absenteeism with the help of mean value. Group with high mean

value has more impact of happiness curriculum on Absenteeism as in our Likert scale

(1 to 5 wherein 1 signifies strongly disagree to 5 for strongly agree. The value of

mean for government school is 3.88 and for private school is 3.56 which say that

Happiness curriculum has more impact on Absenteeism in government schools as

compared to private school.

Variable 8- Impact of happiness curriculum on Interaction


Interaction in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on Interaction

in private and government schools

For this variable, the p value is 0.001(in Table 3) which is less than the alpha value of


Interaction in public and private schools. Hence we reject the null hypothesis.


curriculum on Interaction with the help of mean value. Group with high mean value

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has more impact of happiness curriculum on Interaction as in our Likert scale (1 to 5



curriculum has more impact on Interaction in government schools as compared to

private school.

Variable 9- Impact of happiness curriculum on enthusiasm


enthusiasm in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on

enthusiasm in private and government schools



enthusiasm in public and private schools. Hence we reject the null hypothesis.


curriculum on enthusiasm with the help of mean value. Group with high mean value

has more impact of happiness curriculum on enthusiasm as in our Likert scale (1 to 5



curriculum has more impact on enthusiasm in government schools as compared to

private school.

Variable 10- Impact of happiness curriculum on inclination towards studies


inclination towards studies in private and government schools

Ha: There is a significant difference in impact of Happiness Curriculum on inclination

towards studies in private and government schools



inclination towards studies in public and private schools. Hence we reject the null

hypothesis.


curriculum on inclination towards studies with the help of mean value. Group with

high mean value has more impact of happiness curriculum on inclination towards

studies as in our Likert scale (1 to 5 wherein 1 signifies strongly disagree to 5 for

strongly agree. The value of mean for government school is 4.42 and for private

school is 3.54 which say that Happiness curriculum has more impact on inclination

towards studies in government schools as compared to private school.

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FINDINGS

The findings of objective 2 highlight that 7 out of the 10 variables taken under

consideration are impacted by happiness curriculum in government schools than in

private schools. This emphasizes the need to not only initiate but also ensure effective

implementation of Happiness Curriculum in all types of schools so that the students

can grow effectively in all domains..

CONCLUSION AND SUGGESTIONS

Conventionally, every parent aims to provide their children with the supreme quality

of facilities and a good standard of living. Education of their children is a primary

concern, and there exists numerous factors that influence the perception of parents in

choosing the right institution for the purpose. The study conducted points out that the

parents recognize the medium of education, infrastructural facilities and social status

as the principal focus for deciding the educational establishment. With the era of

adoption of western culture while keeping at hand the traditional practices, English

medium education is a fundamental criterion because English medium studies equip

the children with the confidence and required set of skills to face the competitive

arena. Good infrastructure ensures for a flexible and better learning environment,

contributing to the cognitive development of children positively. Another core

element emphasizes on a similar or a higher social status of the fellow classmates of

their children, for social position influences the behavioral patterns of their children.

Analysis of the current research led to the conclusion that parents perceives private

institutions to be preferable on the basis of the discovered core elements.

Additionally, it was deduced that the parents think that the staff of private schools is

better qualified. However, this is not true as the staff working in government

institutions is employed after several written tests and personal interviews. The study

further identified that parents strongly agree on a few reasons for the collapse of

government school, that are, lack of motivation in staff and parents’ attitude towards

the school. Privatization of resources has created a huge difference between the

expectations and reality of different education systems. The inferred perception of

parents is a mere expectation and the real scenario speaks for itself, with the fact that

government schools having better qualified teachers, English medium syllabus and

the infrastructural facilities not being the only deciding component.

Moving further, response regarding the success of happiness curriculum shows wide

gaps between government schools and private schools due to the fact that

government’s influence and strictness is imposed on public schools, however private

schools take up the government policies but fail to follow them efficiently. Research

suggests that inculcating happiness curriculum brought about evident changes in the

students, in terms of reduction in aggression and increasing patience level. It

furthermore helped in improving their academic results and reduced absenteeism

among students. Since this curriculum was more actively followed up in government

schools, the affirmative effects are also seen there. This curriculum aimed to increase

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interaction among students and teachers, and this objective is being fairly achieved.

The research helped to draw an assessment of the aftermath of the happiness

curriculum, which emphasized on an increased enthusiasm and a rapid springing up in

the inclination level of studies among the students of government institutions in

comparison to private set ups.

Due to non-existence of efficient policies, it has been observed that the elementary

education structure shows the sign of dual system. On one hand, there exists schools

that cater to the needs of the poor and on the other hand there exists educational

institutes whose prime motive is provision of quality education which involves higher

costs. The former are government affiliated while the latter are private initiatives.

What is being observed is that, government support is necessary to run the former

schools so as to ensure that quality level of education is imparted to those unable to

pay for the same. This groundwork reveals some groundbreaking alterations that can

end the dual education system, differing on the grounds of public and private

resources. Existence of such a dual system, somewhere creates a boundary of the

exposure students get on the basis of their economic and social background. All the

students shall have an access to good infrastructural facilities and proper inculcation

of happiness curriculum. The sheer dedication and resources invested by the

government in this step is reaping great benefits, and the same should be followed up

by private schools to witness similar advantages and help in the holistic development

of every student, regardless of the type of institution. Similarly, private schools charge

development fees for the good infrastructure, which further triggers the individual and

unique thinking capacity of a student.

It is rightly quoted, “Some changes lead to other positive changes. Some transitions

lead to other positive transitions.” Hence, private schools and public schools can work

out public private partnership, that is, a joint venture to allocate equitable resources

for educating all the students righteously. This structure would involve designing and

maintenance of infrastructural facilities on contractual basis, and the curriculum

imposed by the government will be followed. Such a system would help both the

kinds of institutions to grow and evolve to further help students to achieve a holistic

personality.

REFERENCES

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