Education is a tool for social change. Despite it, the same is not accessible to many sections of our society. The problem lies in the facilities provided be it quality education or basic amenities in schools. Schools are not available in many backward areas even if they are, they are very far away. Further, restricting the female population access to schooling. Similarly, the absence of separate washrooms or washrooms altogether restrictions access to schooling. The absence of fale teacher also adds up to the same.

At the same, many schools fail to provide quality education, students themselves prefer to be out of school due to these ongoing circumstances.

Apart from these, there is need to work on availability of schools and teachers in backward areas.

India as a country severely lack behind in providing quality education to its students. A country as diverse as India faces enough problems with bringing children to school. Keeping them in school is another issue that goes hand in hand die to the lack of quality education provided in schools. The education being offered in mainstream schools in India serves foreign to students with no connection to their daily life.

First thing we need to work on is to create welcoming classroom. Currently classroom exists as a foreign entity which separates children from their actual world. For classroom to be inviting for students they need to work as an extension of their world not a separation from it. Secondly, a child learns best in his/her natural context therefore, the education that is being imparted need to catered in such a manner that it is connected to students daily life. Rote memorization as a concept needs to go away, instead practical education need to bought in mainstream schooling. For example- if we are trying to teach our students life cycle of a plant then our approach should be allowing stud ets to grow their own plants and observing the growth of the same. Therefore, there is dire need to bring about changes pedagogical strategies going from teacher centrered to student centric.

Thirdly, school subjects need not be locked in water tight compartments. Disciplines need to be fluid so that students can make connections between the same. Fourthly, there is a need to introduce TLMs to support the ongoing learning process. Currently teachers shy away from using TLMs considering them as a waste of time. However, this mindset is not healthy for students and needs to be catered as one of the prime problems.

In conclusion, the existing teacher training regime and school regime needs to strengthened so that all theses required changes can be brought into practice