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5.1 Challenges of education from
preschool to senior secondary
In this context when we talk about
education and its contemporary issues. We
should first discuss that what challenges
and issues do we have in contemporary
world and before this we should discuss
that what are the aim and objectives of our
education and then we should search the
reason of it. The first aim of our education
was all round development of a child , but
it is quite apparent that all round
development is like a day dream because
the current system is not developing even a
single ability in the child.
Father of the Nation, Mahatma Gandhi
once said, “By education I mean all round
drawing out of the best in child and man
body, mind and spirit.”
Our national poet, great philosopher and
follower of naturalistic approach of
education somewhere wrote that, the
highest education is that which does not
merely give us information but makes our
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 life in harmony with all existence.”
STRUCTURE OF INDIAN
EDUCATION SYSTEM:
· Pre-primary Education: Nursery,
LKG & UKG
· Primary Education: Class 1 to 5
· Secondary Education: Class 6 to 10
· Senior Secondary Education: Class
11 & 12
CHALLENGES OF EDUCATION FOR
PRE-SCHOOL:
Quality: Maintaining standard of
education in more than a million schools
nationwide, offering training programs to
teachers, and keeping good balance with
education system worldwide is a big
challenge. Schools vary in size and
resources and are forced compromise in the
all round development opportunities they
must provide to students.
Access: Having infrastructural constraints
and social issues, it becomes harder to
make education accessible to all segments
of the society (women, minorities, poor).
Cost: The cost of education is very high
even for the people and places where it is
accessible. E.g. the competitive pressure on
students & parents forces them to opt for
private tuitions & trainings to supplement
the school education.
Social & cultural: The ethnic diversity in
India poses challenges to implement
consistent education nationwide. There are
more than 300 languages spoken in the
country and makes it difficult to offer
education tailored to specific social
segment. Educating women in some
societies is a big issue. Children of poor
families are forced to work and miss out
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 the learning opportunities. Illiterate adults
have very limited opportunities to get
educated at later age in their lives.
Unawareness: Most of the parents in India
are not willing to send their children to
schools to attain basic education, as they
are illiterate so they don’t know the value
of education.
Infrastructure facilities: One of the
factors why the capacity utilization is low
in upcoming/new institutions/schools (both
in private and government sectors) is their
inability to provide necessary physical
infrastructure to run the institutions. The
infrastructure facilities desirable to rank the
institutions of better quality include real
estate, state of the art class rooms, library,
hostels, furniture, sports facilities,
transport, commercial buildings, etc. We
need to ensure apolitical private sector
participation in the establishment of
schools for providing quality physical
infrastructure.

Student-teacher ratio: Another challenge

for improving the Indian education system
is to improve the student teacher ratio. In
India, this ratio is very high as compared to
certain comparable countries in the world.
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 Lack of funds: Lack of funds, the colleges
in India lack funds, they don’t have enough
funds to enhance the quality of education
and hence lacks in the infrastructure
facility, teaching environment and quality
teachers. Infrastructure facilities at schools
and colleges across rural areas dispense
very poor quality of education. The
teachers are not paid adequately, as they
are not much qualified so they are not
willing to work hard.
Attitude of teacher: Our teacher’s attitude
is going downwards. A teacher is the only
person who can change the direction of the
society. He is the person who is the center
point of any education system. This
influences much our society than any other
part of the society. This effects much our
education than all the above points.

CHALLENGES OF EDUCATION FOR

SECONDARY EDUCATION:

No practical knowledge: In schools and

colleges, lots of attention is given to theory
and books and practical knowledge is
completely ignored. When these students
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 pass the exam, they forget all the things
they have studied due of lack of practical
experience. In India, parents and teachers
expect their students to score high in the
exam (rather than acquiring the quality
knowledge) and thus the education
becomes a rat race. Practical knowledge
and skill based education is still far away
from the reach of students studying in
schools, colleges and universities.
Lack of research or critical analysis:
Problems solving skills are one of the most
important things that are required when
students complete their studies and look for
jobs to earn money and build up their
career. This can be learned by participating
in problem solving projects with the use of
creative and critical thinking. In India,
despite the fact that we have the highest
number of engineering graduates, still we
lack technological innovation. Students
must have capability to solve the problems
and difficulties that the country is facing
today. Most of the students don’t have
their own approach towards any problem
and they do so only on the instruction of
their parents, teachers, neighbors and
friends. Schools and colleges must pay
attention to case studies, research based
assignment and problem solving project so
that students can get the fresh ideas about
their surroundings and can easily solve the
problem they face.
Cast reservation and paid seat: In Indian
education system, seats are reserved for
reserved cast and rich students. The
education system should give equal chance
to all students irrespective of their cast and
creed. In India, the child of good a rich
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 family gets good education just because of
ample money whereas the child of a poor
family hardly gets the primary education.
The government data discloses the better
reality that only one child out of 7(that
takes birth in India) goes to school. This
problem should be taken into notice as
soon as possible and do some serious work
to change the situation as soon as possible.
Outdated syllabus: There is an urgent
need to change the present system of
higher education in the country. We need to
ensure quality in education as well as
quantity. Students are getting the
knowledge from outdated syllabus. Lots of
technological and scientific improvements
are taking place in India and therefore the
courses are Graduate and post graduates
must be updated as per the industrial and
technological development.

CHALLENGES OF EDUCATION FOR

SENIOR SECONDARY EDUCATION:

Lack of skill development opportunities:

Despite various concentrated efforts, there
is still a long way to bring the skill
development mission to completion due to
the presence of certain serious key
challenges in the path of the mission. India
a small portion of labour force is actually
undergoing for formal training. It has been
observed that there are more people than
the available jobs at the low skills level,
while there are more jobs at the high skills
level than those available for such jobs.
This demand and supply mismatch
indicates that there is a serious mismatch
between the education and skills that the
youth attain and what the labor market
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 demands.
Absence of personality development
program: Schools and in India demand
student’s performance in terms of marks
and they are not well exposed to the
external world. Companies want to hire
those individuals that are aware of the
course of the action. It is highly essential to
start personality development program is
schools and colleges to improve the
education standards.
Privatization of education is great issue.
Some learned people say that government
officials take higher salaries but not work
according to that. But in private institutes
teachers remains in very critical conditions
which is not good for the education system.
Absenteeism: The relationship between
learning and absenteeism is not verified
empirically, it is reasonable to expect that
those who attend school regularly have
better learning outcomes than their peers
who do not.
High dropout: It results in loss in
productivity of the education system as a
high dropout rate increases per unit cost of
school education, and reduces human
resource development. Dropouts are likely
to be engaged in semi-skilled and unskilled
employment, according to a 2011 study by
the National University of Educational
Planning and Administration .

COMMON CHALLENGES:
Faulty policy of government: The
constitutional directive is that states shall
endeavour to provide free and compulsory
education to all children until they
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 complete the age of 14 years. But it is a
matter of regret that the prescribed goal has
not been reached as yet. The main cause
for this is that the policy of Government
was based on idealism.
Basic education was accepted as the form
of national education. Being inspired with
this aim, work started to convert the
existing primary schools into basic schools.
India is a vast country with a very large
population. Money was too much in
shortage for implementation of so
expensive a scheme of conversion of a
large number of Elementary Schools.
Government has also admitted this. In such
a situation, the best policy would have been
to make separate treatment for the basic
schools along with the general primary and
middle schools.
Political difficulties: Education is the
basis of democracy. It is necessary to
educate the citizens in order to make
democracy a success. But so far the
Government of India has not been able to
devote their full attention towards
education.
Main reason is that since the attainment of
Independence, Government had to face the
problems of food, of inimical neighbours,
the problem of Kashmir, the problem of
linguistic states etc. Those problems still
exist and these problems have all along
forced to allocate so much money that
Government has not been able to devote
their due attention for elementary
education.
The Government is responsible to solve the
political problems; the Government is also
duty-bound for smooth progress of public
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 education. On no account, this indifference
of Government towards universal primary
education could be justified.
Faulty administration of education: In
most of the states the responsibility of
universal primary education is on the
authorities of Blocks, Municipalities and
Educational Districts. The progress of
expansion of primary education gets slow
because of the indifference and incapability
of these institutions.
In fact, it is the responsibility of the nation
to educate its citizens. It is necessary that
the Government of India should take upon
itself the sacred work of universal
enrolment and universal retention at the
Elementary stage. In fact it is the
responsibility of the action to educate its
citizens.
Dearth of money: Inadequacy of money is
a serious problem that confronts primary
schools. Income of the local institutions
responsible for primary education is so
much limited that they are totally incapable
of meeting the expenditure of compulsory
education.
To meet the requirements of compulsory
basis education it was estimated that an
annual expenditure of Rs.269.5 crores will
be required. But in the First Five Year Plan
the allocation was Rs. 93 crores and this
allocation was reduced to Rs.89 crores in
the Second Plan. So sincere and honest
efforts should be made to educate as many
children as possible so as to banish
illiteracy to the maximum extent possible.
Only after abolition of illiteracy, quality of
education as a matter of importance should
come.
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 Dearth of trained teachers: There is
shortage of trained teachers to make
Elementary Education Universal and
compulsory. Nowadays, the young teachers
do not wish to work in rural areas. But the
fact remains that majority of Primary
Schools are in rural areas. The chief reason
of non-availability of suitable teachers is
that teaching work is not attractive for
many persons, since the salary of primary
teachers is hopelessly low.
The condition of Scheduled areas is still
more miserable. The hilly and impassable
jungle areas with very poor communication
and transport facilities fail to attract the
present day luxury-loving young men.
Teachers should be provided with proper
residence in the villages of their work. The
question of Women teachers is very much
special.
So the question of teacher's quarters,
residential schools, especially residential
Ashram Schools in the Scheduled areas
should be provided. The quality of teachers
can be improved by executing a training
programme for the untrained teachers in
service on basis of study-leave basis.
Establishment and school buildings:
Even the Third and Fourth All India
Educational Surveys indicate that even
now there are lakhs of villages and
habitations without schools. There are
nearly 4 lakhs school less villages in India
which are to be given schools. It is not that
easy to provide necessary funds for setting
up such a large number of schools with
buildings and other equipments.
Unsuitable curriculum: The curriculum
for primary schools is narrow and
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 unsuitable to the local needs. The
curriculum should be interesting for the
children for its continuance. Learning by
work should replace the emphasis on
monotonous bookish knowledge.
Education of craft should be given in the
primary schools in accordance with the
local needs and requirements. But the
schemes of craft education in the primary
schools should not of highly expensive
ones.
Wastage and stagnation: It is another
major problem and great obstacle for
universalization of Elementary Education.
This is due to the lack of educational
atmosphere, undesirable environment, lack
of devoted teachers, poor economic
condition of parents, absence of proper
equipment etc.
Natural obstacles: are the great obstacles
in the way of expansion of compulsory
education. The village and small
habitations in areas of Himalayan regions,
Kashmir, Garhwal, Almora with less
population are situated in distances apart.
These are very difficult areas with lack of
communication and of Education and
School Organization absence of transport.
It is desirable to make provision, for
schooling facilities even in small
habitations without leaving much for
mobility of small children in the severe
cold, heat or heavy rains
Social evils: Social evils like superstition,
illiteracy faith in ancient conventions and
customs, child marriages, untouchability,
pardah system etc. create innumerable
obstacle in the expansion of compulsory
primary education. Still man; persons get
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 their sons and daughters married at a very
minor age against the Child Marriage
Prohibition Act and deprive these school-
going children of the fruits of education.
Because of illiteracy and ignorance these
social evils grow. The educated young men
and women should volunteer themselves to
remove these evils of society in their
neighbourhood. Against these social evils,
the work of expansion of universal
enrolment should not be slackened, since
social evils flourish because of illiteracy
and ignorance.
Language problem: 1961 Census reports
about 826 languages and 1652 dialects in
the country. The Constitution of India,
1950 mentions 14 languages, which can be
made medium of education. Compulsory
education has not been fully introduced
among the Scheduled Castes and
Scheduled Tribes and denotified tribes in
the country. This is due to the hindrances of
languages as medium of education.
Challenges that are being faced by the
education system in India and provides
suitable solutions to overcome these
challenges:
§ Computer aided adaptive device
§ Encourage collaboration among students,
teachers, parents, alumni, activists &
institutions
§ A consistent grading system to measure
and rank Students, Teachers, Schools &
Universities
§ Reward all round development of
students
§ Promote alternate education & ideas
§ Continuous improvement by statistical
feedback
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 5.2 Inclusive education as a rights
based model
The democratic and human-rights based
intent of Inclusive Education is defined in
the Salamanca Statement, and represented
in the “recognition of the need to work
towards ‘schools for all’ – institutions
which include everybody, celebrate
differences, support learning, and respond
to individual needs”.
UNESCO defines inclusive education as ‘a
process of addressing and responding to the
diversity of needs of all learners through
increasing participation in learning,
cultures and communities, and reducing
exclusion within and from education. It
involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which
covers all children of the appropriate age
range and a conviction that it is the
responsibility of the state to educate all
children’. Inclusive education is not a
marginal issue, but is central to the
achievement of high-quality education for
all learners and the development of more
inclusive societies.
A rights based approach to education
requires more than ‘business as usual’, and
a commitment to inclusive education
would embrace a three-dimensional
approach.
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 It requires an understanding of inclusion as
an approach to education for all children
that includes:

· Education policies and strategies to

promote the right to access
education;
· The right to quality education; and
· Respect for rights within the learning
environment.
In addition, this approach needs to be
underpinned by a broad strategic
commitment across government to create
the necessary environment for ensuring the
rights of children with disabilities.
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 1. Government-wide measures
· Political will and good
governance: Measures to
promote accountability,
transparency, access to justice
and the rule of law.
· Government structures:
Responsibility for education
of children with disabilities to
rest within education
ministries to bring an end to
the segregation of provision.
· Ending Institutionalization:
Commitment to ending the
placement of children in long
term residential institutions
through planned process of
transition to community based
care
· Financing: Commitment to
initial investment of
expenditure to achieve system
reform, while recognising that
in the long term, inclusive
education is a cost effective
approach to achieving
education for all.
· Guarantee the right to non-
discrimination: Introduction
of legislation prohibiting
discrimination on grounds of
disability
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 · Partnerships and
participation: Commitment
to investment in partnerships
with families, children, NGOs
and DPOs and all other all key
stakeholders in all stages of
the development of inclusive
education.
2. The right to quality education
Although there is no single
definition of ‘quality education’, it is
broadly understood to incorporate
the opportunity for both effective
cognitive learning, together with
opportunities for creative and
emotional development. In order to
achieve these goals, education for
children with disabilities must
encompass positive learning
opportunities providing appropriate
support for all children, investment
in and support for teachers to enable
them to teach within inclusive
environments, rights based learning
and assessment, and child friendly,
safe and healthy environments.
· Securing the appropriate
individualised support for
children with disabilities
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 · Developing inclusive
curricula, teaching and
learning methods
· Introduction of rights based
and inclusive student
assessment
· Investment in teacher training
· Support within schools for
teachers
· Establishing resources to
provide specialist support
· A child centred, safe and
healthy environment
Lack of resources is often cited as a barrier
to change. Of course, there will always be
limits to the resources available, but the
emerging evidence indicates that the
provision of inclusive education is cost-
effective. Not only is it no more expensive
to provide than a segregated system, but
the educational and social outcomes for
children both with and without disabilities
have been found to be positive. And, in the
long term, providing quality inclusive
education for children with disabilities
reduces dependency on the state and
promotes their potential economic capacity.

5.3 Complementarity of inclusive

and special schools
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 Over the years, the term ‘inclusive
education’ has come to replace the term
‘integrated education’. Many people
working in the field of education in our
country consider these two terms to be
meaning the same thing. They understand
it as only a change in terminology and
nothing else. In their words inclusive
education means “including children with
disability in regular classrooms that have
been designed for children without
disability”.
It refers to an education system that
accommodates all children regardless of
their physical, intellectual, social,
emotional, linguistic or other conditions.
The range of challenges confronting the
school system while including children
with diverse abilities and from diverse
backgrounds have to be met by creating a
child-centred pedagogy capable of
successfully educating all children.
Inclusive Education
· acknowledges that all children can
learn;
· acknowledges and respects
differences in children: age, gender,
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 ethnicity, language, disability, HIV
and TB status etc.;
· enables education structures, systems
and methodologies to meet the needs
of all children;
· is part of a wider strategy to promote
an inclusive society; and
· is a dynamic process that is
constantly evolving
Benefits of inclusive education are as
following:
· can help break the cycle of poverty
and exclusion;
· enables disabled children to stay
with their families and communities;
· can improve the quality of education
for all;
· can help overcome discrimination;
and
· promotes wider inclusion.
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 Children with disability study either in a
special school or in a regular mainstream
school. It is possible for these children to
cross over from a special to a regular
mainstream school if and when they want
to. Special Education as a separate system
of education for disabled children outside
the mainstream education evolved way
back in the 1880s in India. It was based on
the assumption that children with disability
had some special needs that could not be
met in mainstream schools and therefore,
they need to study in a separate school with
other children having similar needs.
Special schools exists all over the world in
the form of day or residential schools, and
also special classes are attached to the
mainstream schools.
The special schools are generally organised
according to different disability categories.
We have schools for children with visual
impairments, for the intellectually
challenged and for those with hearing
impairments. The major disadvantages of
separate education in separate environment
are that, the children staying away from
families may find it hard to readjust to their
families, peers and communities, and
children usually have to leave their families
and communities to stay in a residential
setting because these schools are usually
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 not available in their immediate
environment. In some cases, especially in
the case of girls with disability, many times
they are left on their own without seeing
their parents ever again.
The special schools however, have some
advantages like they can play an active role
in giving resource support for the
mainstream schools by providing
specialised services. Also since the
children are taught by a specialist having
expertise on specific impairments, their
needs may sometimes be understood better.
In a special schools children grow up with
their disability peers and develop a
common culture.
Inspite of the benefits of inclusive
education, if a child with disability is not
getting the required resource support in the
mainstream school and is not developing
upto her/his potential a special school
remains a viable option.

5.4 Language issues in education

Language is a system of symbols that we
use to communicate feelings, thoughts,
desires, and actions. Language is the
message contained in speech. Students who
have language problems have trouble with
either or both of two key parts of language:
receptive language and expressive
language. Receptive language involves
understanding what people mean when
they speak to you. Expressive language
concerns speaking in such a way that
others understand you. Receptive language
problems occur when students are unable
to understand what their teachers and peers
are saying. Students with expressive
language problems are unable to
communicate clearly; their spoken
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 language may include incorrect grammar, a
limited use of vocabulary, and frequent
hesitations.
The Language issues in India are the result
of multi-lingual polity. Language problem
is a very hot political question in India.
India is divided into distinct linguistic
regions.
Battle between English and Hindi
language
1. During the freedom movement, there
was a consensus among, national
leaders that English should be
replaced by an Indian Language as
the national language of the country.
But there could not any unanimity as
to what language should be national
language.
2. The Constituent Assembly, after a
protracted debate resolved that Hindi
in Devanagari script should be the
official language of India. It should
be noted that the Constituent
Assembly was exactly equally
divided into supporters and
opponents of Hindi. Indeed it was
only with the casting vote of the
President of the Constituent
Assembly, Dr. Rajendra Prasad, that
Hindi was adopted as the official
language of the country.
3. But it is one thing to declare Hindi
as the official language of the Union.
It is a totally different proposition to
make Hindi acceptable to the Indian
people at large.
4. Undoubtedly Hindi is spoken by the
single largest group of Indians. But
Hindi is certainly not the language of
the majority Indians nor can it claim
to be the richest among the Indian
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 languages. There was wide spread
resistance to the adoption of Hindi as
the official language.
English language and southern region of
India
1. The resistance was particularly sharp
in the southern region. The South
looked upon imposition of Hindi, as
the imperialism of the North. The
constitutional provision that English
shall continue side by side with
Hindi, somewhat pacified the south.
2. Hindi is the spoken language for
North Indian people. But, most
people residing in South Indian
states do not speak or understand
Hindi. This gives rise to
communication problem. A South-
Indian and a North-Indian person
finds it very hard to talk and
communicate with each other
because they don’t understand each
other’s language of communication.
3. Educated people who can speak and
understand English breaks the barrier
of language problem and able to talk
freely with each other. English
language has been helpful in
bridging the gap between the Hindi
and non-Hindi speaking people.
4. The constitution originally
recognized 13 other languages
besides Hindi as the national
languages of India. Since the
adoption of the constitution several
other languages have come to be
used as official languages in the
states. Thus Nepali and Santali are
used in West Bengal besides
Bengali. In Bihar Urdu is also used
besides Hindi.
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 5. But as medium of instruction and as
medium of inter-state
communication between non-Hindi
speaking states or between non-
Hindi-speaking states and the centre,
English still continues to be the
predominant language. Even in
courts particularly the higher courts
such as the High Courts and the
Supreme Court, English and not
Hindi is used.
6. Considering these circumstances,
one may conclude that there is no
possibility of English being
abolished as official language, as
medium of instruction for higher
education as medium of inter-state
communication and as language of
the courts, is deem indeed.
Regional languages as medium of
instruction
Arguments in favour
1. Regional languages—the languages
of the majority in the respective
regions'. As the regional languages
are the languages of an
overwhelming majority of the people
in the respective regions, they will
constitute the best medium of
instruction.
2. Regional language is the most
natural medium of instruction.
3. If regional languages are used as
medium of instruction, a lot of
'wastage' involved in learning a
foreign language can be avoided and
the period of education can be
curtailed without an adverse effect
upon the standard.
4. The masses can afford to get enough
liberal education and the curse of
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 illiteracy and ignorance would be
wiped.
Arguments against regional
language

1. Regional languages—the languages

of the majority in the respective
regions'. As the regional languages
are the languages of an
overwhelming majority of the people
in the respective regions, they will
constitute the best medium of
instruction.
2. Regional language is the most
natural medium of instruction.
3. If regional languages are used as
medium of instruction, a lot of
'wastage' involved in learning a
foreign language can be avoided and
the period of education can be
curtailed without an adverse effect
upon the standard.
4. The masses can afford to get enough
liberal education and the curse of
illiteracy and ignorance would be
wiped.

5.5 Community participation and

community based education
Today’s society needs to embrace the ideal
of attaining and maintaining community-
based relationships. Simple values like
caring about the quality of life and striving
for unconditional love of the human race
must be manifested. Community
cohesiveness is a natural human goal for
which we should all strive. To do this, local
communities must embrace their schools,
schools in which students learn and grow
into productive citizens. Community-based
education fosters interdependence and
leads toward educational and community
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 practices that have the potential to impact
people on a global scale.
Community-based education goes beyond
cognitive capacities and encompasses the
social and emotional aspects of learning.
The relationships that children create with
caring adults are the overarching premise
of community-based education. James
Comer asserts that the emotional and social
development of students comes from the
collaborative efforts of parents, schools,
and communities.
Community-based education is centered on
the student’s ability to recognize and
support the needs of the surrounding
community. In this way, students become
accountable for providing values which
stem from their freedom to express,
develop, and solve the inherent problems
or concerns they have for their community.
Over the long-term use of this ideal model,
the entire community will become involved
in the process, thereby making the
educational process cyclical and
continuously propelled. Reciprocal
relationships based on these ideals will be
promoted and fostered by all. Students and
teachers are the fuel that generate
community-based education. Parents,
community leaders, administrators, school
board members, and citizens are an integral
part in the development, production,
implementation, and assessment of
community-based education. This cohesive
interplay is designed to foster trust and
belief in fellow human beings. It also
creates collaborative efforts between
school and community to solve various
problems.
The key to achieving these goals is the
student’s ability to accomplish a high level
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 of quality in their work. If everyone is
focused on establishing this, the
educational process occurs effectively.
However, establishing the necessary
cognitive level is often contingent upon
self-esteem. A student who is given the
opportunity to establish and maintain self-
esteem may become more attentive to his
or her learning environment. Fostering
students’ growth by implementing tasks
requiring critical thinking skills, long-term
planning, and group efforts enhances
students’ self-esteem. Students’ self-esteem
is of paramount importance if teachers are
to provide quality education. Additionally,
a teacher’s self-esteem needs to be
bolstered by the school community. In
promoting the teachers’ self-esteem, the
teacher brings his or her own sense of self
into the classroom. This creates a circular
process from teacher to student and student
to teacher so that healthy self-esteem is
continually promoted. Improved self-
esteem occurs when worthwhile
opportunities are provided for and
internalized by all.
An appreciation for community stems from
a person’s desire to seek out and to value
the company of others. Children need to
have meaningful relationships with adults
who are important to them; they must
connect with the community in which they
live. According to Apple and Bean (1985),
the establishment of parental involvement,
an emphasis on community, a child-
centered curriculum, and parent-centered
decision-making will be a necessary
construct for the schools of tomorrow.
Unequivocally, the global sense of
community has been tattered and broken
for the past several decades. Furthermore,
this breakdown affects students and student
:
 learning. The way to restore the
relationship that needs to exist between
learners and their community is to provide
bonding opportunities through the
educational process. Giving students the
ability to solve actual problems within their
community is a fundamental approach for
establishing vital bonds. Problem solving,
coupled with traditional instruction, will
lead to high levels of student achievement
and self-esteem. The development of the
whole child will be facilitated through the
restoration of communities and
community-based education.
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