Measures of Central Tendency: Mean, Median and Mode
WEareSAKSHAM
1.
2. “We give them roots, we give them
wings
And great joys from, little things,
A hope that they will soar ,
A hope that they will try,
We are sure that one day ,
Our children will learn to fly”
NEED AND IMPORTANCE OF EDUCATION
GENERAL ISSUES
ABSENTEES OF TEACHERS
BRS-BIOLOGICAL RECOGNITION SYSTEM
QUALITY OF TEACHERS
ACTIVITY BASED LEARNING
CLUSTER OF SCHOOLS
WE CAN
3. Education play a vital role in shaping the future of any country. This document makes an attempt to fill
the inevitable gap of providing the information(knowledge) as well as techniques to be adopted
(facilitation tools) to transform
knowledge into practice.
We would also like to thanks our friend circle, family members for the support during making of this
slide.
CHANGING FACE OF EDUCATION
GAURAV KUMAR
DIVYANG PANDEY
RAVI YADAV
SARGAM MODAK
PRATEEK P NAIR
4. Education, as you are aware, is vital to the human resources
development and empowerment in the stages of growth of a nation. In
any education system, higher education encompassing Management,
Engineering, Medicines etc., plays a major role in imparting knowledge,
values, and developing skills and, in the process, increase the growth
and
productivity of the nation and the Government is committed to
providing primary education.
On the need for education, we wish to quote our Father of the Nation,
Mahatma Gandhi, who
once said that education not only moulds the new generation, but
reflects a society’s fundamental assumptions about itself and the
individuals which compose it.
The Indian government lays great emphasis to primary education up to the age of fourteen
years (referred to as Elementary Education in India.) The Indian government has also banned child
labor in order to ensure that the children do not enter unsafe working conditions.
Education has also been made free for children for six to 14 years of age. The District Primary
Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education
in India by reforming and vitalizing the existing primary education system.
Significant efforts have been made in the last fifty years to universalize elementary education.
Since 1950, impressive progress has been made in every sphere of elementary education .Although
government has done many things to improve the primary educations in India, somehow have been
successful but has not yet achieved the significant results. India initiated a wide range of
programs for achieving the goal of UEE through several schematic and
programme interventions, such as Operation Black Board,Shiksha Karmi Project,Lok
Jumbish Programme, Mahila Samakhya, District Primary Education Programme and mid
day meal.
Plants are shaped by
cultivation and humans by
education
5. Ninety-five per cent of the rural population
have a primary school or alternative school
facility within one kilometer, 95% of the
children population go to primary schools, the
ratio of teacher student is 1:38, teachers are
paid well, free education, free textbooks,
uniform are provided, girls stipend for
promoting girls education, exceptional
schemes like right to education, mid day meal,
aanganwadi, sarva shiksha abhiyan and many
more are there. but the question is even after
having such extra ordinary facilities where do
we stand. The stark truth is country's literacy
rate is 74.04%, mammoth proportion of 60%
primary school student drop out after primary
education, India is ranked 63 out of 64 in
latest PROGRAM FOR INTERNATIONAL
STUDENT ASSESSMENT study and most of
the best schools ranked average at global
level, only 48.2% student in the fifth grade can
read at the second grade level, only 52% of
primary schools have girls toilets. These facts
are nothing but practical reality of India's
current status in education field.
First of all we would like to bring
in light some of the most familiar
problems.
-
LACK OF
AWARENESS
GENDER AND CASTE
DISPARITY
CHILDREN
BELONGING TO
WEAKER
SECTION
OVERCROWDED
CLASSROOMS
HIGH RATE OF
DROPOUTS
LACK OF
QUALITY
CONTROL
6. These problems are not something very new to us but we have faced
these problems from very beginning. Government has already taken
several wise steps to eradicate these.
The need of hour is to sensitize parents and society the importance
of education. Ensuring that all children receive the education they
deserve will require a coordinated global efforts by individuals,
communities, businesses and government.
Through social media, street plays and little help of village
education committee awareness can be spread about the benefits
provided to them by government like free education, girls stipend
etc. Moreover no one can deny the fact that disparity on basis of caste
and gender is still prevailing in our country. there is no way other then
education which can help to eradicate all these social issues and for
these it is most required that strong steps should be taken.
Participation of women in literacy campaigns has opened several
opportunities for neo-literate women to step out of the households and
involve themselves in some enterprise or a new vocation. The active
participation of women will not only empowers the condition of women
in India but also will encourage literacy level of girl child.
Also education campaigning can also be improved by running
educational mobile vans just like health care mobile vans to
spread awareness among general people.
According to the report "Teacher Absence in India: A Snapshot", produced by Harvard University and The World Bank, the
average Indian school is missing 25% of its teachers on any given day. The report asserts: "Only 45 percent of teachers were
actively engaged in teaching at the time of the visit." This means that, on a daily basis, 37.5% of the teachers in India are
teaching, and fewer in poor areas, where teacher absence was as high as 42%.
GENERAL ISSUES SOLUTION
7. The caliber of a school is decided by their teachers and if the
teachers are themselves not coming then how one can expect the
boon of education.
Their is a very innovative way to solve the problem of poor
attendance of teachers in schools.
AND THAT IS BRS
BRS - Biological recognized system-a good initiative to increase
the attendance of teachers in school., although it is one time
investment but can pave a way in increasing the attendance of
teachers in primary school, which have been a major headache
in primary education system for the government and in another
way increasing role of teacher in school.
Through BRS system government will be able to keep eyes on all the
records of teachers attending the school or not. A senior authority at
district level will be appointed where all the tracks of teacher
attendance will be recorded AND THIS WILL BE ACCESSIBLE
TO THAT AUTHORITY ONLY. and moreover a regular system will
be applied for the payment of salary to the teachers .as for example-
the teachers will be liable for the payment for only those days , they
have come and attended the class, if they are absent they will not be
payed.
a simple theory –
THE MORE YOU COME THE MORE YOU WILL GAIN. NOW
THE QUESTION ARISES WHAT IF THE TEACHERS ASK FOR
THE HOLIDAYS, SO FOR THIS THEY WILL BE PROVIDED 3
LEAVES IN TWO MONTH WHICH THEY CAN USE AS
REQUIRED.
THUS AN APPROACH THAT WILL PLAY A VITAL ROLE IN
IMPROVING PRIMARY EDUCATION.
SOLUTION
8. The same is applicable in the real world. This fact is very well aware with that still a very large section of elder
people is uneducated, and they do not realize the importance of education further, which ablated their own
children from the proper education and in some cases no education at all. Although, the scenario is changing
gradually but still lots of things need to be done. There are some open schools running in some areas. It was
established by the Ministry of Human Resource Development of the Government of India to provide education
inexpensively to remote areas. What if elderly people who remained deprived of education are motivated through
these schools to learn while their work not getting disturbed, will not it be a very revolutionary step. In India
education at older age is still a taboo but consistent steps will diminish these old ruptured thoughts and if once
it gets boost up will decrease the hesitation among people.
'Value has its Value until
you Value it'.
9. In 2008-2009 on average 45% of the primary school teachers
have not studied beyond 12th grade. This shows that teachers are
not adequately prepared to deal with the wide range of student
diversity and experiences. The underqualified teachers are hired
who are not having teaching skills, proper methodologies for
educating children and appropriate training which directly affects
our education system. Some astonishing facts are that 47% of
children in the second through fifth grades cannot read simple
paragraphs with short sentences and approximately 54% of
children in the same grades cannot solve basic subtraction or
division problems. 95% of Indian children attend primary
school, only 40% go on to secondary school.
THIS CAN BE IMPROVED BY:
It is not only
quantity but the
quality which also
matters..
Upgrade curriculum periodically, integrate technology and high quality instructional
materials and to help students in learning the applications of mathematics in real life.
Teachers should be encouraged to develop and use locally relevant instructional
materials.
In India, rote learning has been institutionalized as a teaching methodology. "Primary school
teachers in rural India often try to educate students by making them repeat sections of text
over and over again". Often they do not explain the meaning of the text, which results in
stunted reading comprehension skills over the course of the children's education. Many
students in grades two and three struggle to read individual words, but can neatly copy entire
paragraphs from their textbooks into their notebooks as though they were drawing pictures.
Training to teachers on regular basis should be provided, if not regular than at least once
annually. The focus of the training should be on outcome oriented teacher training , to enable
teachers to attain pre identified performance standards.
10. Similarly some tests should be taken on regular basis
to analyze whether teachers recruited are up to proper
standards or not.
Teachers should not be allowed to teach same grade
level students, i.e. every year they should be given
different level of students for teaching.
Some of teachers should also be trained for remedial
teachings so that they should be able to teach
differently abled students.
CLUSTER OF SCHOOLS
If in a specific area suppose there are two
schools, school A and school B. Suppose
school A shows positive results in overall
development of students but school B is much
lagging behind. That clearly shows that school A
has better teaching staff, teaching aids and
teaching methodologies. But in our country
rich gets richer and poor gets poorer. The same
applies here too. But what if two gets connected.
Then the same facilities and methodologies
would also get introduced in school B.
This example is on small scale but it can be
extended on large scale too.
Grouping schools into clusters is an effective
way to improve primary education quality in
rural areas while remaining cost-effective. 6
to 11 schools are associated with a central
school in a single cluster.
The access between each school to the central
school must be good, and if adequate
transportation methods do not exist, improving
them must be a priority. Adequacy of
transportation is judged on the basis of transit
time, cost, and safety.
11. Cluster school systems have been implemented with great success in
some Southeast Asian and Latin American countries. Thailand turned
to a cluster system for rural schools in the 1960s with extraordinary
results. In 1960, only 33.5% of those 25 or older had completed 4
years of primary school; by 1980 69% had. This occurred while
Thailand's population was nearly doubling (26 to 44 million). By the
early 1980s, 96% of primary school-age children were attending
primary school.
As the cluster system develops, it will naturally adapt to the
circumstances in the region. If a particular school is successful and
attracts students, straining the capacities of the cluster, the cluster should
expand to meet the demand. If these clusters are indeed performing
well and needs more support for the increased demand, government
funding should support the cluster accordingly.
On the other hand, if a particular school or cluster is doing poorly, the reasons for
its poor performance need to be examined and addressed. Is it an issue of
administration, lack of adequate resource/funding allocation, or a lack of student
attendance? These problems will all require different approaches. If the main
administrator is incapable or corrupt, immediate action must be taken to
replace him. However, during planning phases of cluster school implementation,
current leadership of schools should play a role in deciding which will become the
central school and thus who is the principal administrator. Thus, the issue of
corrupt or incapable leadership can be avoided.
CLUSTER OF SCHOOL
12. As we have already discussed India has flawed teaching methodology.
Students are taught in same monotonous environment throughout
the whole session. Moreover learn by rot system has done the
remaining damage in declining interest among students. Therefore
some steps in teaching field should also be taken like:
Interactive sessions- A Regular interactive session should be
introduced in class , that can bring an interest among students so that
they will study in a much easier way ,that can be done in organizing
various competition in class like singing ,dancing , painting, etc..
Computer learning program-according to the statistics it has been
found that ,children take lots of interest in computer learning and
shows quite interest in studying. So from the very root level,
government should take an initiative such that a computer learning
course may be introduced as early as possible.
Activity Based Learning had been introduced in Tamil Nadu for a short term which had very positive
results.
Average achievement of children increased significantly in all subjects: The study revealed that as
compared to the baseline study there was an increase of nearly 25% to 29% in all subjects.
Gaps in achievement within gender, location and social groups was narrowed down: During
baseline study, there was significant difference in achievement between boys and girls, urban and
rural children, and children from different social communities. However, during the end-of-the-year
study, it was found that no significant difference was found.
More children shifted from low achievement range to very high and excellent achievement
range: Number of low achievers
reduced by 30% to 40% in all subjects and number of excellent achievers increased by 20% to 40% in
all subjects.
ACTIVITY BASED
LEARNING
13. A famous proverb says 'action speak larger than
word'. Our team took an initiative ,through our
organization ‘ we can
where we use to visit nearby village and teach small
children from class 1-10..for the last 2 month. What
we found was very surprising results ,the data shows
that Tripura lies on 3rd number with the literacy
rate of 87.8%(according to data 2011-2012).
but our experience was shocking-'the level of class 8
student was similar to that of class 6 and many
more. Thus what we need is awareness among
students and their parents ,so that they realize the
important of quality education, we are still trying.
FOR FURTHER INFO VISIT :-
http://www.facebook.com/wecannita
Initiative taken by our team of
NIT AGARTALA
