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1. MANTHAN TOPIC: STEPPING STONE
EDUCATIONAL REFORMS IN PRIMARY
EDUCATION
SUBMITTED BY: TEAM ABHIMANYU
2. CONTENT
1.TEAM MEMBER DETAILS
2.PRIMARY EDUCATION IN INDIA
3.TEACHING METHODS
4.TEACHER TRAINING PROGRAM
5.TEXTBOOK AND SYLLABUS
6.MID DAY MEAL
7.INFRASTRUCTURE
8.INVISIBLE CHALLENGES
9.SUMMARY
10. GRAPHS
11. GALLERY
12. REFERENCES
3. TEAM MEMBER DETAILS
TEAM CO-ORDINATOR:
Mr. Vivek Kumar Singh
B.TECH, 2nd
year
Dept. of Civil Engineering
Bhadrak Institute of engineering and technology
OTHER MEMBERS:
1. Mr. Gaurav Kumar
B.TECH, 2nd
year
Dept. of Mechanical Engineering
Bhadrak Institute of engineering and technology
2. Mr. Mayank Shekhar
B.TECH, 2nd
year
Dept. of Civil Engineering
Bhadrak Institute of engineering and technology
3. Mr. Gaurav Kumar
B.TECH, 2nd
year
Dept. of Civil Engineering
Bhadrak Institute of engineering and technology
4. Mr. Rahul Kumar Ram
B.TECH, 2nd
year
Dept. of Electrical Engineering
Bhadrak Institute of engineering and technology
4. PRIMARY EDUCATION IN INDIA
“An education which does not teach us to discriminate
between good and bad to assimilate the one and eschew the
other in a misnomer”
- By Mahatma Gandhi
Education is the key of success and the primary education is
an initial step, which propels us towards success. Primary
education is the basic knowledge given to children through
whom they act, respond and communicate in a manner,
which suits their personality, and accepted by the society.
Primary education plays an important role for the overall
development of a child. Primary education has a great scope
and application in India, as India is one of the largest and
densely populated countries.
The Indian government lays
emphasis on primary education up to the age of 14 years.
RIGHT TO EDUCATION is an Indian legislation enacted by the
parliament of India on 4th
August 2009, which describes the
modality of the importance of free and compulsory
education for children between 6 and 14 in India under
Article 21A of the Indian constitution. India becomes one of
the 135 countries to make education a fundamental right of
every child when the act came into force 1st
April 2010.
5. To facilitate the primary education in India the Indian
government has banned child labour to keep the children
away from unsafe and hazardous working conditions .But,
both free educations and the prohibition of child labour can’t
be entertained simultaneously due to economic disparity and
social conditions. 80 % of all reorganised schools at the
elementary stage or level are government run schools, which
are the largest provider of education in India. According to
annual status of education report (ASER) 2012, 96.5% of all
rural children between the ages of 6 to 14 years were
enrolled in schools .This is the 4th annual survey to report
allotment above 96%. 83 % of all rural 15 to 16 year olds
were enrolled in school.
To deliver a quantity education in India government has
taken certain steps. The district education revitalization
program (DEPR) was launched in 1994 with an aim to
universalise primary education in India by reforming and
vitalizing the exiting primary education system. The central
government and the remaining 15% funded 85% of DEPR by
the state government. UNICEF and the other International
programs also supported the DEPR. Under DEPR 1, 60,000
new schools were opened including 84,000 alternative
education schools, which provided education to
approximately 3.5 million children. Apart from this,
government has lunched various schematic and programme
interventions to enhance primary education. These programs
include operation blackboard, Shikshakarmi project, Lok
6. Jumbish programme, Mahila samakhya , district education
programme etc. In order to universalise elementary
education, the Indian government has presently launched
Sarva Shiksha Abhiyan (SSA) having slogan ”Sabh padhe Sabh
badhe”.SSA includes agendas like opening the new schools
and alternate schooling facilities, constriction of school and
additional provision for teachers ,periodic teachers training
and academic resource supports ,text books and support for
learning achievement. The main aim of this program is to
provide quality education among the children with a motto
of equality and non-discrimination among them. Apart from
this, the government has also implemented schemes like
poshak yojna, mid-day meal yojna, scholarships yojna etc.
To enhance the education system in India, SC & ST are
provided many educational programmes. Special reservation
is provided for the SC & ST in India like 15% reservation in
kendriya vidyalaya for S.C & 7.5% for ST.
Instead, for providing such an effort, the government of India
fails to provide the quality education among the children. The
economist reports that half of the 10 years old rural children
could not read at a basic level, over 60% were unable to do
division and half dropped out by the age of 14 years. Because
of poor quality of public educations, 27% of India children get
education through private schools.
According to fortress and team research, the enrolment rate
in pre schools is merely 18%, there is a 48% drop out rate in
7. elementary education. One study found at 25% of public
sectors teachers were absent during the survey. Who were
paid to teach? Only one in nearly 3,000 public schools head
teachers had ever dismissed a teacher for repeated absence.
A study on teachers by ‘Kremer’ found that only about half
where teaching during unannounced visits to a nationally
representative sample of government primary school in
India.
The reservation system also played a major role in this
concern. Many untrained teachers get jobs as primary
teachers and the trained ones remain aside. It plays a major
drawback in providing quality education.
Ultimately, corruptions have a great impact on the education
system. It destroys the whole education system just like
cancer that kills a person gradually. It badly effects all the
government programmes and schemes. Children do not get
the good quality and quantity of food under mid-day meal
yojna. The required amount of money of poshak yojna is not
given to the children. Even they do not get the required
amount of books, copies, other study materials. Hence, to
eliminate all these problem parents of children must take
proper initiative in this concern. Since primary education for
determination of future of their children, they must take
their responsibility the quality of primary education.
8. TEACHING METHODS
CLASS SCHEDULE
According to Dr. Zakir Hussain “ sitting for long
hours in the classrooms, receiving lessons in
complete passivity in a manner, which is most un-
child like conformity, this system kills the natural
order of the child once had and transforms him
into a listless non-reaching entity”
Class hours should be reduce to four hrs in which
each class will be of 40 minutes only.
There should be a routine system for each class so
that there should be equal time for all subjects but
it should not be lengthy.
Different teachers should teach different subjects.
There should be a game and library period.
There should be yoga classes regularly.
There should be art education classes.
There should maximum four classes including one
extra-curricular class.
Teaching method should be easy; examples should
be given frequently to develop curiosity among
children.
9. Do not give extra homework and also take exams
rarely until they are well into their teen.
TEACHING FOR
UNDERSTANDING
In order to give direction to primary education in a
right, effective and efficient way the teaching should
be practical.
Teachers should give practical examples related to the
topics.
Such examples should include their day-to-day life
activities and the environmental issues occurring
around them.
The practical examples not only improve their
memorising skills but also their interest in concerned
topics.
With such examples, they can analyse the given
situation in practical way.
10. COMPUTER EDUCATION
Today is the world of computer.
Computer education is one of the vital parts of
primary education in private schools.
In order to compete private primary education
system the computer education is necessary in
govt. Primary schools.
It is a big shame for us that in the age of computer
we have only 7.59% primary schools providing
computer education.
The govt. should provide computer education to
the students from primary level because it has wide
application in every field.
Even the kids should allow playing games on
computers. This will increase their thinking ability.
SMART CLASSES
The audio-visual program should be launched at
primary level.
Concept of e-teaching and e-learning should be
introduced.
11. This will increase their learning capability and the
interest in learning.
EXTRA-CURRICULAR ACTIVITIES
BAL SABHA SHOULD BE ORGANISED REGULARLY.
Educational / Motivational videos should be shown
along with videos of freedom fighters and the rich
culture of India should be shown in BAL SABHA.
Skill development/Personality development
programme should be launched.
Govt. should launch program for communicative
English to enhance communication skills.
12. TEACHER TRAINING PROGRAM
B.ED AND TEACHER TRAINING
PROGRAM
According to NCERT- “B.Ed program is to short and
focuses on rote memorisation rather than teaching for
understanding”.
There is a lack of enough skilled trainers and preparation
to develop skills to teach the students. Over 99% of 7.95
lakh teachers who appeared in latest Central Teacher
Eligibility Test, failed to clear the exam. Is not a shame
for us?
Training program for those teachers who are teaching in
schools should be of short period and more focuses on
proper content.
The syllabus or the training material of teacher training
program should be update at regular intervals to
provide the updated training.
These programmes should be making more effective.
The number of seats in teacher training institutions
should be increase to fulfil the need of trained teachers.
13. A committee should be organise to look after these
teacher training programmes all over to maintain the
unity and equal application and implementation of such
trainings throughout the world.
PROFESSIONAL DEVELOPMENT
PROGRAMMES
Along with teacher’s training programmes there
should be a professional development program
organised for teachers once in a week in their
school campus.
There should be mutual understanding between
teachers and the students. The teachers should be
student friendly.
Teachers should present weekly feedback report
regarding the teaching problems to the principal of
their school and discuss the related problems
among themselves to get their adequate solution.
In this meeting, The Gram Samiti of the school will
also take participation and the whole report should
14. be send to the higher authority to take major
actions school wise.
There should be a grading system for teachers. The
grading system will be based on their teaching
method, their behaviours with students and overall
performance in the class.
The good teachers should be selected according to
their performance and they should be rewarded on
district, states and national level.
In this program major actions can be taken by
teachers, principal and Gram Samiti.
Computer education should be made compulsory for all
teachers.
RECRUITMENT OF TEACHERS
The one of the largest educational problem that we
are facing is the scarcity of skilled and trained
teachers all over the nation and the condition is
worst in some states like Bihar, Uttar Pradesh
Jharkhand etc.
Only trained teachers should be appointed.
15. The recruitment board of different states should
regularly invite applications for recruitment of
teachers.
All the trained teachers should have equal pay scale
throughout the nation to give equal status to all.
Teachers should be given higher status. Finland has
the world’s best primary education system where
the teachers are given the status same as lawyers
and doctors but in India their status is even less
than clerks. Teachers are the builders of the nation
and this way we are showing our respect to them!
All the recruitment process should be clean and
corruption free process so that good teachers can
be appoint.
Another fact is our reservation system which not
directly but indirectly spoiling our education
system.
Due to reservation, system seats are reserve for
different casts and classes. During recruitment
process if the total number of seat is more than the
total number of candidates (trained) untrained
teachers of the same class fill the other remaining
seats. This is not good for our education system.
After that next is cut-off list, the cut-off list for
different classes are different due to which we are
not getting well and able teachers.
16. There should be a single merit list for the
recruitment for teachers. It is a big question that
“how could a teacher who has less mark than
others are also able to teach the same thing in
same way or have the same ability”. We are not
commenting the current reservation system of
recruitment, but by making a single merit list we
can provide well-qualified and talented teachers.
This is a fact.
All those trained teachers who are on contract
basis should be regular.
The government should appoint special computer
teachers in the schools.
HOW TO TRAINED TEACHERS
Teachers should be trained properly because they
are the whole and sole responsible for the creation
of the good and efficient nation.
They should be trained repeatedly.
Their training content or the syllabus should be
updated frequently according to the needs.
Proper E-training should be given to the teachers.
17. Training centre should be organised at Panchayat
level instead of Block level. It should be organised
in Panchayat Bhawan, Community hall or even in
school premises. So that the extra cost
implemented on this system can be reduced.
In order to facilitate training programme, retired
teachers may be hired.
Prior training may be given to the retired teachers
and further they may be requested to provide such
trainings to the newly appointed and unskilled
primary teachers.
In order to enhance the teacher training
programmes, the government may take the help of
various N.G.Os
Apart from this, the government should provide
direct & extra fund in teacher training programmes.
18. TEXTBOOK AND SYLLABUS
As govt. is providing free textbook under SSA scheme
but its condition is worst.
MORAL EDUCATION should be added to the syllabus.
Compulsory yoga classes should also be organised.
A new expert’s team should be made to design new and
student-teacher friendly syllabus. In addition, teachers
should be consulted for this purpose.
Books should be colourful, attractive, correctly printed.
There should be colourful pictures, which are subject
connected. Examples should be surroundings oriented.
English must be a compulsory subject.
Government should provide a common syllabus for
primary education in their respective states.
All the primary school strictly follows the prescribed
syllabus.
Providing free books to all is not enough. It is much
necessary to revise and make the best syllabus in
comparison with syllabus of private schools.
19. The syllabus and the textbook should be updated
regularly as per need.
Without a better syllabus and textbooks, it is not
possible to have a better education.
Mid-day-meal
Teachers should not handle the MID DAY MEAL scheme.
It should be managed by NGOs or MATA SAMATI or Self
Help Group or it should be a group of persons selected
by guardians/parents.
They should be given all financial rights.
The headmasters should be made the in charge of
Quality control.
Government agencies should be more functional and
monitor it regularly.
Government should take care that the agencies who are
involved should get their payments other financial
facilities on time.
Quality and quantity of the food should be monitored
time to time.
Those responsible for any lapse in duty should be
dismissed with immediate effect.
20. infrastructure
• There has been some progress in infrastructural
development in schools but there is much to be done.
• There is a lack of classrooms in most of primary schools.
Average number of classroom in primary schools is 3.3
in the year 2011-12. There should be classrooms for
every standard in the school.
• Only 40.95% of the schools have kitchen shed. There
should be proper kitchen shed provided with pure
drinking water and other facilities.
• There should be a common room in every school so that
bal sabha or any other cultural program can be
organised in it.
• Only 56.10% of schools have playground. The condition
of playground is also not better in primary schools.
Playground should be well maintained.
• The school should have boundary walls.
• The sanitation system in the primary schools are not
properly developed with 78.10% schools having boys
toilet and 65.87% schools having girls toilet out of which
most are dysfunctional.
21. • Attractive and student friendly campus to motivate
student to make school their second home.
• Inspiring words and pictures of great persons should be
painted on walls.
INVISIBLE CHALLENGES
INCOHERENT EDUCATIONAL
PATTERN
Apart from these, we have many demerits in our
educational system. It should be noticed that even after
spending thousands crore on primary educations the
development can be seen only in infrastructure sector
but the standard of education has seen no upliftment of
serious evaluation.
According to ASER-2012 Report,
31.4% of standard III children cannot read words in
their own language.
70.1% of standard III children cannot solve a 2-digit
subtraction problem.
51.8% of standard V children cannot read a
standard II level text.
72.55% of standard V children cannot do a simple
division problem.
22. The student students who are in class V have not the
fundamental skills of reading and writing.
What they are gaining after going to school for
continue five years?
This leads to high dropout rates as parents see that
there is no benefit in such studies and their child can
make few bucks if he were working.
PROBLEM FACED BY
TEACHERS
Due to this problem when a teacher teaches a fifth
standard book, trying to cover the material and the
activities that the book lays out, but the question is that
whom should he/she teach? Should he/she focus on
that half of portion of the class who have some basic
skills or to those who are not even of standard II or
standard III?
Let him/she focuses on to
those who have some fundamental skills, because it will
be easier to teach them then what should he/she do
23. with other half class? This is a big problem faced by
almost every primary teacher.
SOLUTION
Our schools just focus on completing the
curriculum and other activities rather than to
provide extra help to those who are not moving
ahead.
To overcome this problem,
The children should be encouraged to come
school regularly and the problem persists then
their parents should be consulted.
Student should be divided into various groups
based on their current knowledge and should
be given further education.
Teachers should be well trained to use
effective methods to teach each of groups.
As each child progressed then he/she should
move to the next group.
Clear goals, strong training and systematic
assessment help to ensure the program
delivered results.
24. DECENTRALISATION OF
PROGRAM
All programs let it be educational or financial
should have suggestion and recommendations
from local teachers and authorities.
The planning should not be done at the
national level only, but at least up to district
level, administration should be taken into
account.
LACK OF PROPER SITTING
FACILITIES
Most schools lack the most basic facility that is
sitting arrangements. Many schools don’t have
proper chairs and desks and student have to sit
on the floor. This should be tackled.
25. BOOKS ARE NOT DEVELOPED
IN TIME
Most of the books are not made available
to the students in time.
Their print quality is also not good neither
is their page quality.
All students don’t get the books due to
shortage of books.
26. SUMMARY
Based on our survey, we found that the present condition of
primary education is not up to the mark. Well it shows a high
Gross Enrolment Ratio of 93-95% for the past three years.
But still there are many lags in this. The dropout rate from
schools is quite high and many states fail to provide basic
amenities like electricity ( All India Average 36.3%), Student
teacher ratio as high as 1:49 in state like Bihar $ Uttar
Pradesh(the ideal ratio being 1:25) and other infrastructural
problems like lack of sanitation, seating facilities,
playgrounds etc. In addition to that, some states are
excessively much backward with the no of educationally
backward wards being in more than half in states like Bihar,
Uttar Pradesh &Jharkhand. Invisible challenges like lack of
government empathy, teacher training and centralization of
scheme making makes the matter complicated. Furthermore,
27. the diversion of teachers into other government duties has a
serious impact on Primary Education in India.
Overall, there is a serious need for revamping of system .we
can take example from Finland, which has an exemplary
Educative policy, which paramount among all other
Educational systems. They have the best teachers with
master’s degree and status equivalent to doctors and
engineers. Many of revolutionary techniques of Finland can
be incorporated into the Indian system. Modification of
syllabus, decentralization of policy making, quality teacher
training, skill development schemes, better parent-teacher,
teacher-student interaction, computer education and proper
development of infrastructure are to name a few amongst
other reforms which are the need of hour. Better
government support and funding, both central, state, a very
vital in this regard and up to an extent, the moral
involvement of parents too is necessary. Then only we can
achieve 100% literacy rate and banish illiteracy from our
country.
37. REFERENCES
Elementary education in India progress towards
UEE- National university of Educational Planning
and Administration.(DISE-2011-12)
ASER-2012 REPORT, NGO PRATHAM
Wikipedia
www.timesofindia.com.
Picture courtesy Google images
