An innovative new program to recruit substitute teachers for New Mexico public schools has recently received a lot of national attention, as it should. Gov. Michelle Lujan Grisham’s Teacher and Family Support Initiative uses volunteers from the National Guard and state agencies to keep our schools open for the in-person learning our educators, children and families need to s flourish.

We are deeply indebted to these National Guard members, state employees, and community members who stepped up to help support our educators and students during this difficult time. But we also know that these surrogates cannot replace the expertise and training of New Mexico educators, and our state needs more of these dedicated professionals.

Many people want to answer the call to teach, but society has not made it easy for them. College students often have to weigh tens of thousands of dollars in student loans against the potential rewards. For too long, this ladder has not tipped in favor of careers in education, ultimately contributing to a national teacher workforce crisis.

In New Mexico, although we succeeded in reducing teacher vacancies by almost 25% in 2019 by increasing salaries, eliminating a hated standardized test and instituting a new system for evaluating educators, the number teacher vacancies almost doubled between the 2020-2021 school year and this school. year. We must use all the tools in our toolbox to help more teachers enter and stay in this essential profession.

But there is good news. Under the leadership of Governor Lujan Grisham, New Mexico’s three education agencies are working together to strengthen our teacher pipeline, support our valued educators, and address the pressing need to recruit more qualified teachers.

Raising educator salaries is an important step in ensuring that teachers feel valued for their expertise, hard work and the essential role they play in the lives of our children.

The Governor’s proposed 7% wage increase for all K-12 public school educators is a big step in the right direction, as is his proposal to raise minimum wages by $10,000 for the three levels of education at $50,000, $60,000 and $70,000. These measures will make our state competitive with our neighboring states, attracting more of the profession and attracting more to our state.

We are also opening up new avenues for becoming a teacher in New Mexico. At the state level, our plan is to provide additional support for the teacher scholarship program and teacher residences. The Educator Scholarship Program provides resources to districts and state charter schools to help recruit and retain teaching assistants and put them into the pipeline to become full-fledged teachers. Teacher residences help pay college education majors to gain experience working in needy districts.

The New Mexico Department of Higher Education works alongside other state education agencies to support current and future teachers at all levels and to recruit and retain teachers from multilingual and multicultural backgrounds. We are investing $10 million in fiscal year 2023 in the Affordability for Teacher Preparation Scholarship and Teacher Loan Repayment programs, which have helped nearly 3,000 New Mexico teachers in course of the past year.

Governor Lujan Grisham’s plan to make free college a reality for all New Mexicans will also go a long way to ensuring that New Mexicans can choose to pursue an education without having to worry about having their tuition reimbursed. debts as they begin their careers. This will go a long way to ensuring that qualified and motivated educators can continue to work and live in their communities.

The Department of Early Childhood Education and Care pays 100% of tuition and books and provides mentorship to early childhood professionals seeking advanced degrees and certifications at universities across the state, creating a pipeline to place highly qualified teachers in the classrooms with our youngest learners. The ECECD also works to ensure that early childhood professionals reflect New Mexico’s diversity, investing in the recruitment of bilingual and Indigenous educators and providing incentive awards for child care professionals. children who obtain bilingual certifications.

The children of New Mexico deserve the best education we can give them, and educators deserve every opportunity to do so. These strategic and collaborative investments will put us on the path to making both of these things possible. We urge the state legislature to support these proposals.

Aidan Blum Levine is only 19, but his first introduction to coding was so long ago that he can’t even remember.

In early elementary school, he used basic coding to create his own games, then moved on to websites. By the time he graduated from Deering High School last spring, he had developed several web-based applications, including one created with his computer science teacher that is now used in local schools to improve communication between teachers, students and the parents.

This app, ReachMyTeach, could expand to more schools thanks to a significant financial investment from Faria Education Group, a company that supports education systems and services in schools in 155 countries. Jeffrey Borland, the Deering teacher who created the app with Levine, said they are unable to disclose the amount of this investment because it is confidential.

Levine’s ability to create a game-changing app came as no surprise to people who worked with him and saw his passion for coding.

“I’m in awe of him,” Borland said.

Levine, now a freshman at the Massachusetts Institute of Technology, grew up in Somerville, Massachusetts, before moving to Portland 10 years ago. He said he’s always loved coding and making electronics, but the coding part wasn’t easy at first.

“I thought coding was cool and I tried to learn it for five years, but I didn’t do anything until it finally clicked in my head,” he said. . “It took me a little while to really get to the point where I was passionate, but I’m glad I persevered.”

Levine’s passion for computing grew as he attended fun summer camps at Open Bench Project, a shared learning/working space in Portland, shortly after moving to the city. During these camps, he built an arcade cabinet and worked with others on a Rube Goldberg machine, a chain-reaction contraption that accomplishes a single task in an indirect or overly complicated way.

For the past few years, Levine has helped teach these camps to young children who share his passion. Kids gravitate to Levine, who is curious, ready to dig into projects and is always learning, said Jake Ryan, founder and director of Open Bench.

“He is kind and generous with his time. He’s a great kid to have around the shop,” Ryan said.

Borland, Professor Deering, first taught Levine in an AP statistics class when Levine was in eighth grade. The teacher immediately recognized his student’s programming skills and over the next five years helped him connect with college professors. Borland also encouraged him to tackle projects to improve his skills.

“I think what I do best in this world is programming. Aidan does the tricks around me,” said Borland, who works as a freelance computer scientist. one like him for all my years as a teacher. He’s on a different level, but he’s humble about it.

Borland may have immediately recognized Levine’s talent, but Levine said he had “a pretty steep learning curve” when learning how to develop web applications.

“I had tried to make it for long stretches and had a lot of bad ones,” he said. “With each, I would find something else to learn.”

In high school, Levine created Winditions, a website that features user-collected conditions for winter sports. When the pandemic hit and her sister was trying to adjust to the remote college, Levine created an app called “Oops! I forgot!” which syncs Google Classroom data, alarms, calendars, and reminders into one platform to help students stay organized.

Late last winter, Borland was thinking of ways to improve the way staff at the Portland school communicate with students and parents, especially when dealing with families where English is not the main language spoken at home. He approached Levine to help with the project, and within three weeks, ReachMyTeach was born.

The web app is relatively simple and works similar to Gmail. It allows users to text or email a student or parent, multiple people, or an entire class. Messages are automatically translated into the family’s original language if it’s not English. Parents can respond in the language of their choice.

ReachMyTeach is now used in Portland Public Schools and South Portland Middle and High Schools.

“It’s a complete game-changer in terms of communicating with families,” said Rebecca Stern, principal at Memorial Middle School in South Portland.

Stern said the “miraculous program” drastically reduces the process of contacting parents. This has been particularly helpful this year, as schools in South Portland are taking in a large number of English-learning students, many of whom have arrived as asylum seekers from African countries. Many of their families don’t speak English, but can easily text teachers about their children, she said.

Kelly Thornhill sees these same benefits at East End Community School in Portland, where she is vice-principal. At a time when there’s a lot on teachers’ plates, the app makes it easier and more efficient to communicate with parents, she said. She thinks it works so well for Portland schools because it was designed by a local student and teacher.

“It’s really designed for our students and our families,” she says.

The app’s launch in Portland schools last fall was especially helpful for school nurses like Lizzie Nalli at Deering. Having the ability to quickly message parents drastically reduced the time she spent texting while tracing contacts and reminding students about pool tests.

Levine and Borland regularly talk with staff about how the app works and make adjustments, like adding read receipts and other features teachers have requested.

“It’s just amazing because they’re so responsive and developing the software. All of a sudden they changed it and there’s another thing that makes it even better,” Nalli said. “I have never used a program whose software developers I knew and they are continually improving it.”

With the Faria partnership in place, Levine and Borland expect to be able to continue to improve the app and expand its use to more schools in the United States and other countries. The company will help with aspects of app development that Levine and Borland are less experienced with, including marketing.

Levine, who lives on the MIT campus, said his current goal is to polish the app and launch it at other schools. He plans to return to Open Bench this summer to help with camps and, at some point, has to decide on a major.

“I’m a little undecided. I’ve done a lot of IT stuff, so that would be the easiest route,” he said. “But I’m not sure I want to do this as a career. I enjoy it as a hobby.

Three underperforming Boston schools are set to undergo a four-month review, a move that could potentially avoid a state takeover.

Superintendent Brenda Cassellius said she would assemble a “response team” and work with the Boston Teachers Union to assess problems at Charlestown High School, Madison Park Technical Vocational High School and McKinley K-12. The teams will then make recommendations for improvements.

“I appoint this action team to review data on student opportunities and outcomes, recognizing that we have work to do to deliver on the promise of an excellent and equitable education for all students,” he said. she writes in letters to school staff on Wednesday. “When a school needs help, I have the power to step in.”

The decision made some school staff worried the review could lead to layoffs, while others said they were concerned but feared a state takeover could be worse. Cassellius also briefed the Boston School Committee on the plan Wednesday night, framing it as part of a larger overhaul of high schools in the city.

Under the terms of the district’s contract with the Boston Teachers Union, the superintendent can create a seven-member response team. Each school’s team will consist of three members appointed by the union, three members appointed by the superintendent and one member jointly appointed. Each will complete a four-month evaluation of programming, leadership, facilities, enrichment opportunities, and student support services. They will also hold focus groups with students, families and educators; review school data; and observe classrooms.

The teams’ work will culminate in a set of recommendations to the superintendent on each school that Cassellius could accept, reject or modify.

All three schools have struggled with low graduation rates and serve large populations of students of color from economically disadvantaged families.

The McKinley K-12, a small cluster of school buildings serving about 350 students, had a four-year graduation rate of 29% in 2016, the most recent data available from the state.

Charlestown High School was named by the state in 2019 as one of the 10% worst performing schools in Massachusetts. Hispanic and black students make up the majority of the student body, and 74% of the school’s students come from economically disadvantaged households.

Also in 2019, state officials ranked Madison Park High School as in need of “full and broad support”, its highest classification of need. Only 14% of its 10th graders met state expectations in the 2019 MCAS exams, compared to 45% statewide. None of its students exceeded state expectations, compared to the state average of 19%.

In the spring of 2020, the State Department of Elementary and Secondary Education released a devastating review of Boston public schools that raised questions about whether receivership was imminent. Among the many criticisms, the report says that 34 of the city’s schools had student populations that scored in the lowest 10% on state MCAS exams. Shortly after the report was released, the pandemic forced the temporary closure of schools across the state.

On Wednesday, Cassellius presented some of his planned changes to the school committee.

“Boston has failed to deliver on its promise of a rigorous, high-quality education for all students,” she said, “especially for black and brown students, as well as students with disabilities and our learners multilingual”.

Drew Echelson, deputy superintendent of academics, echoed that sentiment. He said the district will refocus on good and effective teaching, especially for students from diverse backgrounds, multilingual students, and students with disabilities.

“We think it can be a really powerful lever for thinking about improvement,” he said of the intervention process. “The goal here is to…work together to make sure we’re clear on the root causes…when students aren’t getting what they need, and to figure out what we need to do to make sure that they get.”

Evie Diamandis and Vasso Zangalis met as parents of young children traveled from Melbourne city center to Oakleigh on a Monday morning to take part in Greek Story Time at the Oakleigh Library. Talking about the Greek language options available at day schools near them, they discovered a blank slate.

This is the first in a four-part series of interviews conducted by Ms. Diamandis and Ms. Zangalis, in which they explore various aspects and strengths around a successful bilingual/immersion program in the public school system of Victoria.

Their first in-depth interview is with Vic Papas, head of the language development unit at Victoria’s Department of Education and Training, who provides a list of the types of language programs available. He also walked us through processes, resources, regional language program officers, funding and more.

Currently there are:

• Standard language programs at approximately 150 minutes per week
• Content and Language Integrated Learning (CLIL): some learning in the other subject above 150 minutes per week
• Bilingual: 30 to 50% of learning in the other language
• Immersion/Bination

Question: There has been new terminology on bilingual programs, immersion programs and general provision of core language in schools. How can we begin to differentiate some of this difference?
Vic Papas: From a Victorian perspective, there are four categories of language courses: instruction based on Victorian curriculum requirements;
Then there are the CLIL programs. CLIL programs move into the realm of immersion, where content is taught in the other language to some of the children through part of the curriculum.
Then there are the schools that offer bilingual education as bilingual schools or through our binational schools. Binational schools offer the home country curriculum in that language alongside the Victorian curriculum, while our bilingual schools offer the target language to 100% of pupils for 30-50% of the curriculum.
Currently we have 12 public primary schools offering 14 bilingual programs between them including Greek with four schools offering bi-national programs. Every year, about 70 public schools offer CLIL. However, the majority of public schools offer a regular language program. In addition, the Department funds our community language schools, which provide language learning outside of school hours, such as the Greek schools run by the Greek Orthodox Church and other nonprofit community organizations.
Over the years there has been a significant transition from Greek language learning to the community language school sector away from the public school sector in Victoria.

Q: How do we ensure that schools meet the minimum requirement of 150 minutes per week?
VP: Each year, the Department identifies a minority of schools that do not meet the recommended deadlines or that do not offer a language. Then we set up, with the help of our regional language project officers who deal directly with schools, a program to help those schools get to a place where they offer a language and/or increase their allocation of time.
Often, for rural, regional and remote schools, this is related to a labor shortage issue and not a lack of will on the part of the school. So we’re looking at more inventive ways to solve these labor issues using strategies like virtual language learning.
Additionally, we try to place language assistants in hard-to-staff schools and find that some of these language assistants become teachers and then connect with that school. When it is not a teacher shortage issue and perhaps reflects that leaders do not see language learning as a priority, we offer leadership courses, courses language maintenance and others to improve understanding of the importance of languages ​​and how best to implement language learning in the school.

Q: The other thing we see in the Greek community is that there are not enough graduates coming in and learning Greek as a language, so the ability of schools to find a qualified Greek teacher is a challenge.
VP: It is a real challenge, especially for our bilingual schools, because in these schools you are not looking at the average language teacher, but extremely competent teachers, someone who can deliver conceptual ideas in science and history and mathematics, for example, in another language. We would like more people to see the value of becoming language teachers, but they just don’t go through teacher training institutions.
The government has put in place attractive packages to incentivize people to take over teaching, especially if they are going to teach in regional areas, which can also incentivize language teachers.

Q: So what do we do to a) educate parents, and b) if parents want a bilingual program, do they realize that they could have that as an option?
VP: We can use the argument that we live in a globalized world, and the relationships that we make socially, professionally, economically are all interdependent and language can only be useful in this circumstance, but what we promote in addition as a Department, it is research that makes the connection between learning another language and improving literacy. There is ample evidence around the world showing that students learning one or more languages ​​do better in English literacy because of the overlap in conceptual thinking required.

Q: How do school communities get this message?
VP: Whenever we could, we tried to get the schools to engage in this thinking, with our regional language project officers, having these discussions with the schools all the time.

Q: You said there was additional funding for bilingual programs, could this be an incentive for a school to choose a bilingual program?
VP: If a school applies and is accepted into what we call the “Designated Bilingual Program,” funded and coordinated by the Department, they will receive additional funding, calculated at a per student rate, tiered based on time spent in the language. target. , between 30% and 50%.
Additional funding supports planning time, professional development, release time, language teaching support staff, and program leadership. A school offering only a regular language program will not be considered for inclusion in the designated bilingual program. It’s too big a leap.
These schools need to move from ordinary language education to a CLIL immersion model and then to a bilingual model. Notwithstanding ministerial approval, a school must display this level of readiness evidenced by a strong rationale that has the full support of the local community and staff, articulate its goals for its bilingual delivery and understanding of bilingual language pedagogy, as well as that curriculum implementation documents and strategy workforce planning, with the assurance that after three years the school will achieve 50% time in the target language, compared to a minimum of 30% expected. It’s a long process with applications by invitation only.

Q: So if the school has everyone on board and a real commitment, you are happy to support this process?
VP: A real commitment goes without saying, but a school must demonstrate a sophisticated understanding of bilingual education.

Q: If schools don’t know how to get there, you are happy to support this process.
VP: Absolutely – we are always keen to talk to schools about the kind of support or advice we can offer so they can step up their language learning.

Q: There are a lot of new schools being built, they are being told that bilingual immersion is an option.
VP: Overall, our Regional Language Project (RLP) managers would have discussions with these schools, outlining the opportunities and benefits of not just teaching languages, but offering languages ​​in an immersive context.

Q: Schools designated bilingual, what are the characteristics that distinguish them?
VP: The key characteristic is the full commitment of the school management and the local community, with a well-informed understanding of bilingual language pedagogy. Once the school gets to the point where the leadership team and the community are on the same page, you have a powerful formula for delivering a bilingual education. The other important element is the ability to find high quality mother tongue teachers.

Q: What is considered good practice?
VP: A combination of things; time on the target language and the quality of teaching provided by a qualified language teacher. I would say that any school offering less than the recommended 150 minutes of language instruction per week can compromise its delivery, I think, an immersion approach certainly reflects best practice, where language is learned in situ in and through d other program areas.

The Telangana government’s decision to introduce English in all public schools in the state from the 2022-23 school year has sparked a debate on whether the move is practical and whether it will really benefit children. students.

While the cabinet’s decision was widely welcomed, all stakeholders are still waiting for the government to set guidelines to implement the decision.

The state cabinet at its January 18 meeting decided to introduce English in all public schools. He constituted an 11-member sub-committee headed by Education Minister P Sabita Indra Reddy to prepare the modalities for it. Members include the Minister of Information Technology and Industry, KT Rama Rao.

Telangana apparently took inspiration from neighboring Andhra Pradesh which made English education compulsory from primary to high school. The Andhra Pradesh High Court however overturned the order in April 2020 and the state government challenged the order in the Supreme Court.

Unlike Andhra Pradesh where the decision to introduce English media has drawn a strong backlash from opposition parties and various groups who have branded it an attempt to suppress the Telugu language and culture, Telangana is less likely to see a similar situation. However, students, parents and academics are all waiting to see the guidelines to be developed to implement the decision.

Some sections question this decision on practicality grounds, an apparent reference to the lack of sufficient numbers of English teachers in public schools, especially in rural areas.

Unlike its Telugu twin state, Telangana is unlikely to replace Telugu medium schools with English medium schools. Education department sources have hinted that state schools may have both English and Telugu mediums. It will be up to parents to decide what media they want for their children.

Public sector English medium schools will not be entirely new to Telangana, as the state already has around 3,000 public schools with English as the language of instruction. There are about 20 lakh students studying in 26,065 public schools in the state

An official pointed out that the decision to introduce English in public schools is in line with the state government’s emphasis on creating better job opportunities in a knowledge-based economy. “There is a growing realization that students who have studied in Telugu middle schools are lagging behind in the skills required for new jobs in several sectors, especially those related to emerging technologies,” he said. declared.

The state already operates the Telangana Academy of Knowledge and Skills (TASK) in partnership with the business sector to impart necessary skills to students leaving public educational institutions. Lack of communication in English is seen as a major barrier to these students acquiring new skills and preparing them for employment.

Another factor that may have led to the decision is the increase in student enrollment in English-language public schools, particularly after the outbreak of the Covid-19 pandemic. The closure of several low-budget English schools due to the pandemic has increased demand for state schools. Falling parental incomes under the impact of the pandemic have also forced them to send their wards to public schools.

“English is an acclaimed language in many countries of the world. Government of Telangana has indeed come out with a wonderful idea to provide education to students in English. We will definitely create more competitive Indians which will help Telangana and India on the global front,” said Sunir Nagi, Principal of Pallavi Model School, Alwal and Treasurer of Sahodaya Complex of Hyderabad Schools (CBSE).

The National Backward Classes Welfare Association (NBCWA) welcomed the government’s decision. NBCWA President R. Krishnaiah opines that introducing English language of instruction in 26,000 public schools would benefit about 15 lakh SC, ST, BC and minority students, who otherwise, were unable to pursue an education in English in private schools.

He pointed out that many poor families ended up in debt, disposing of small properties to educate their children in English in private schools. “The government’s decision would help these families get their children educated in English,” he said.

“It’s a choice between the devil and the deep sea, as a great deal of research on early childhood learning clearly shows that children benefit from studying in their native language, but the initial benefits will only be sustained if children continue to learn and work with the mother language as it happens in Europe, China, Japan or any English speaking country Unfortunately in any of the Indian languages ​​including Hindi we have no developed a language to take care of higher education and work We have no vocabulary to handle engineering or medical professions So when a student switches to the English language for these purposes, he takes away all the benefits of early education in the vernacular,” said Ramakrishna Reddy, Founder and Principal of Manthan International School.

Does this mean that learning English from an early age is the solution? “Not necessarily, because language learning involves creating the whole rich linguistic environment of listening and speaking in the language before a child can learn to read and write. For the majority of students who study in public schools, this is not possible either at home or in school. English teachers alone will not suffice for the purpose, even if they are good. The training of teachers of English subjects is another great challenge, which can be overcome but only with huge investment and sustained attention Language labs, libraries with good storybooks and audio-video resources will be needed to get children comfortable with a language do we have the will and the resources?” he asked.

Many believe that a hybrid approach will be best. “Research has shown that for children under 10, it is fine if they learn in their mother tongue. However, I can understand the intention of the government, as parents are fond of English, as all the jobs are only available in English so a hybrid approach is Up to class 5 let the medium be Telugu with English as a second language and after class 5 the teaching medium can be English,” said Dinesh Victor, MD of SIP Academy, India’s largest children’s skills development organization.

SIP Academy director Sarala believes that rural school children would find it difficult to study in English and even finding a teacher locally would be difficult.

“It could be offered as an additional option for children and parents, as it is more futuristic. Only fear that it may not lead to more school drop-outs at primary level. However, teaching in English from upper secondary would help build their confidence,” she said.

New app alert: all OTT apps and release dates under one app

LINCOLN, Neb. (KOLN) – When families new to the United States travel to Nebraska, Lincoln Public Schools offers a special program to help ease that transition.

The need has grown over the years, and Wednesday’s LPS “Learning Breakfast” highlighted the people who are there for immigrant and refugee families every step of the way.

LPS said their bilingual liaisons help families from more than 150 countries who speak 130 languages.

Coordinator Oscar Rios Pohirieth said the program has played an important role in comforting families as they settle in Nebraska.

“We are the link,” Pohirieth said. “We are the cultural link not only culturally, but also linguistically. Between schools and families, whether they are immigrant or refugee students, and families in the community as a whole.

Over the past 35 years, LPS has had to reorganize how it serves families as new waves of immigrants and refugees enter the district.

In 1989, the district served less than 200 families. As of 2021, the district served approximately 2,400 immigrant or refugee families.

LPS said an important role of Liaisons is to serve as an interpreter and give students and families the tools they need to learn English.

“Students in these families are learning to speak English or gaining language skills, so we work with them directly,” Pohirieth said. “They have many needs, but the language is a big obstacle.”

The most common among English learning students are Spanish, Arabic, Kurdish and Karen.

In addition to language skills, Liaisons help connect families to resources regarding special education, student services, and trauma-informed counseling.

Bilingual Liaison Hager Mohamed said she is familiar with the challenges that adapting to a new environment can bring.

“They are here and they are still suffering from trauma; from this shock of suddenly moving, leaving, fleeing the country,” Hager said.

Since LPS serves families who speak 130 languages, there are instances where a liaison does not speak the language of the family. When this is the case, the school district relies on community centers and relocation programs to help families.

“What they want is the best for their children, so any support from the school or the staff – whether it’s in school, whether it’s after school – they really appreciate it,” said Tosh Jock, another bilingual liaison.

Copyright 2022 KOLN. All rights reserved.

Warangal: It seems that the state government’s push for English language learning in public schools starting next school year is not so easy, but passable. The Hans India spoke to a cross section of people including teachers, parents and students to ask them about the government’s initiative.

In the wake of English being the widely used language in the corporate world, language has become one of the most important employability skills that no one opposes. Although the government’s decision to introduce legislation to introduce English as a language of instruction, it has to overcome initial setbacks, particularly with regard to the capacities of teaching staff who, on the whole, lack skills to teach in English.

Kakatiya University Vice-Chancellor, Professor Thatikonda Ramesh, said: “This is a well-considered decision by the state government. Infusing English from primary education will do students a lot of good. English should not become an obstacle to their career. . According to a study, more than 90% of young people who have completed their studies cannot speak English. As a result, a majority of students, despite their academic talent, flounder in their careers. Indeed, a bitter truth to digest. Prof Ramesh said any reform-minded decision will have its own set of issues before it is put into practice and the government will surely address them appropriately.

ZPHS government teacher, Kadipikonda under Kazipet mandal, BV Rajagopal, who welcomed the decision of the state government, said, “Changing the language of instruction to English is not so easy, however, with planning and appropriate implementation. Hopefully the government was thinking about these lines. . Above all, the state must tackle the language barrier of teachers. At least 90% of the teachers are from a Telugu background; therefore, they need training and orientation courses to improve their English skills. »

At the same time, the government should give preference to the mother tongue, Telugu, which shapes the development of a student’s personality, besides changing the thought process in him. In fact, the Kothari Commission also recommended regional/mother tongues as the first language, Rajagopal said.

“We are going in the right direction to help students, especially those who come from rural areas. A majority of parents prefer private schools that provide education in English. Although we have competent and dedicated teachers, people do not prefer not public schools just because they want their halls to be industry-ready, especially with communication skills,” said Manganuri Murali, Senior Photographer at Hanumakonda.

“Better late than never. Finally, the government has realized the importance of knowing English. This will solve the problem of communication skills faced by young people,” said A Damodar Reddy, an employee of the private sector.