Effectiveness of the Accelerated Learning Programme on Secondary Level Students

The Free and Compulsory education Act 2009 was first enacted on August 29, 2009 after India gained independence. The implementation of this law started from April 1, 2010. This law created a different awareness about education in the country. Section 16 of the Act, Chapter 4, provides that a student should not be kept in a class for more than one year, as well as special attention on ‘continuous comprehensive evaluation‘ and ‘Remedial teaching’. However, this section was misinterpreted and used wrongly. The aim behind this section was to make students capable to achieve the competencies as per the standards in the same academic year with the help of remedial teaching methods. As a result, it has adversely affected the basic learning abilities of the students entering class 9 to 8. Students in class 9 remained raw in the basic abilities. It causes the poor academic performance and increased the drop out rate at the secondary level. As a measure of this, the School Department of the Government of Maharashtra had adopted the paradigm of ‘ Accelerated Learning Education ‘ for the development of basic learning abilities for students in class 9. This paradigm was implemented on an experimental basis in Aarey Colony School. Researcher has come to the conclusion that the study of the effectiveness of this paradigm helped to strengthen the basic learning abilities of the students.