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  • 1. QUALITY   PRIMARY   EDUCATION-­‐   A  DREAM   REALISED                                
  • 2. “Let  us  pick  up  our  books  and  our  pens.  They  are  our  most  powerful   weapons.  One  teacher,  one  book,  one  pen,  can  change  the  world,”  these   were  the  words  of  Malala  Yousafzai  as  she  addressed  the  UN  general   assembly.  Her  statement  clearly  resonates  the  efforts  of  the  United   Nations  and  the  global  community  in  achieving  the  Millennium   Development  Goal  of  Universal  Primary  Education.   India  left  no  stone  unturned  in  its  attempt  to  achieve  this  particular  goal.       However  it  seems  that  once  again  our  socio-­‐cultural  and  economic   practices  are  leading  our  efforts  astray.  We  have  gone  wrong   somewhere.  For  inspite  of  the  86th  Amendment  to  the  Constitution  of   India,  making  the  Right  To  Education  a  fundamental  right  statistics  paint   a  different  picture.  Approximately  20  per  cent  of  children  aged  6  to14   are  still  not  in  school,  80  million  women  in  India  are  illiterate.  Of  India’s   700,000  rural  schools,  only  one  in  six  have  toilets  deterring  children   especially  girls  from  going  to  school.  What  is  most  alarming  is  the  fact   that  over  99%  aspirants  failed  to  clear  the  Central  Teacher  Eligibility  Test   (CTET)  2012.  Human  resource  and  development  minister  Kapil  Sibal  says   there  is  a  shortage  of  12  lakh  government  school  teachers.  The  UNESCO   Institute  of  Statistics  goes  one  step  further  In  a  2010  report,  it  says  India   will  need  20  lakh  new  teachers  by  2015.     In  a  situation  like  this  the  future  of  primary  education  in  India  doesn’t   seem  very  bright.  This  paper  focuses  on  some  of  the  major  problems   plaguing  the  primary  education  system  in  India   -­‐ lack  of  qualified  teachers   -­‐ inclusion  of  less  privileged  students  into  the  mainstream.     PROPOSED  INNOVATIVE  SOLUTION  CONCEPT        Solutions  to  address  the  deficit  of  the  teachers     v Training  should  focus  more  on  creating  a  skill  based  curriculums  with   more  precise  evaluation.     v The  provision  of  practical  evaluation  for  those  in  the  Teacher  Training   Courses  (TTC).    
  • 3. v Before  attaining  a  degree,  a  one  year  voluntary  program  should  be   introduced  by  the  Ministry  of  Human  Resource  Development.     v Encourage  fellowship  for  graduate  and  post  graduate  students  in  the  field   of  education.     v Students  should  be  provided  extra  help  for  attaining  admission  to  age   appropriate  class.     v Introduction  of  the  concept  of  Remedial  Classes.     v Instill  the  spirit  of  community  services  especially  in  government  aided   private  schools.         Ø  Merits  of  the  solutions     v The  existing  programs  that  try  to  bring  individuals  together  for  various   teaching  purposes,  does  not  really  bring  together  people  who  are   efficiently  trained  to  teach.  Hence  focus  should  be  maintained  on   creating  skill  based  curriculum.     v By  providing  practical  evaluations  on  the  basis  of  teaching  in  a   municipal  school,  the  standards  of  such  schools  shall  be  maintained.     v The  less  privileged  students  shall  be  able  to  the  cope  up  well  with  their   syllabus  after  attaining  extra  help  for  their  admission  in  the  age   appropriate  class.  Thus  a  six  month  course  before  admission  will  help   them  meet  the  necessary  requirement  for  the  new  class.     v The  provision  of  Remedial  Classes  shall  enable  the  weak  children  to   grasp  their  subjects  well  and  also  curb  the  need  for  expensive  private   tuitions.     v By  instilling  the  spirit  of  community  service  among  the  government   aided  private  schools  the  entire  program  of  enhancing  primary  
  • 4. education  will  become  more  extensive  and  this  would  also  curtail  the   dependence  upon  private  tuitions.     v By  encouraging  fellowship  for  the  graduate  and  the  postgraduate   students  in  the  field  of  education  the  progress  of  the  municipal  schools   shall  be  assessed  on  a  regular  basis  and  the  Municipal  Corporation  shall   be  made  aware  of  such  progress.     IMPLEMENTATION  OF  THE  PROPOSED  SOLUTION     v Solution  1:     •    The  existing  B.ED  courses  is  of  two  years  therefore  to  generate   trained   teachers   the   B.ED   course   should   be   divided   into   16   months   of   theoretical   training   along   with   an   additional   3   months(1  term)  of  practical  demo  classes  at  a  local  municipal   school.     •      Evaluation  of  trainee  teachers  should  include  the  results  of  a   terminal  examination  held  at  such  municipal  schools.       v Solution  2:                                   •      For  those  teachers  applying  to  TTC  programme,  their  practical   evaluation   should   be   based   on   their   teaching   in   a   municipal   school,  in  the  primary  classes.     v Solution  3:       •      By   introducing   a   one   year   voluntary   programme   a   qualified   teacher  could  provide  necessary  assistance  in  a  municipal  school   to  help  enhance  their  existing  academic  facilities.    
  • 5. v Solution  4:     •    By  encouraging  fellowship  for  graduate  and  the  postgraduate   student,   the   evaluation   of   the   progress   achieved   in   these   municipal  schools  shall  be  assessed  by  the  National  bodies  and   submit   reports   to   the   respective   Municipal   Corporations   with   suggestion  for  improvement.     v Solution  5:     •    For   the   less   privileged   children   seeking   admission   into   age   appropriate   class   additional   help   should   be   provide   to   them   through  a  six  month  course,  by  the  school  itself,  to  assist  them   meet   their   standard   of   class   before   the   admission   process   begins.       v Solution  6:     •      Introduction   of   remedial   classes   after   the   schools   hours   to   help   those   who   need   extra   attention   with   regard   to   academics.     v Solution  7       •    Compulsory  social  service  programme  for  students  of  class  X,   XI,  XII,  of  a  government  aided  private  school,  to  assist  students   of  municipal  schools  with  their  academics.       STAKEHOLDERS     -­‐  Head  masters  of  municipal  schools   -­‐    Teachers  of  municipal  schools   -­‐    Government  aided  private  schools   -­‐    Nationally  and  internationally  recognized  NGO’s      
  • 6. FINANCIAL  AND  HUMAN  RESOURCES  REQUIRED  AT   EACH  STEP     The  solutions  mentioned  in  this  presentation,  do  not  require  additional   funding.  Funds  can  be  provided  by  re-­‐adjusting  the  total  amount   prescribed  for  Education  in  the  Union  Budget.  For  example  in  the  Union   budget  for  2012-­‐2013  the  prescribed  amount  for  elementary  school   education  was  Rs  382981  million.     Some  of  the  expenditures  for  the  proposed  plan  come  under  the  existing   heads  of  expenditure  of  the  government.  For  example  funds  are   allocated  for  Quality  enhancement  and  equity.   With  regard  to  human  resources,  the  implementation  of  this  scheme  will   require  trained  teachers,  who  have  qualified  the  required  examination.     Secondly  there  will  be  need  of  an  autonomous  body  under  the  Ministry   of  Education  that  will  monitor  the  progress  made  by  the  proposed   scheme  and  assess  the  municipal  schools  on  their  performance.     CRITERIA  TO  MEASURE  IMPACT     The  impact  of  the  proposed  solution  can  be  analysed  by  the  following   indicators     -­‐ Student  teacher  ratio   -­‐ Increase  in  number  of  students  enrolled  in  schools   -­‐ Participation  of  private  government  aided  schools     MONITORING  MECHANISM     -­‐ Since  the  Right  To  Education  is  a  fundamental  Right  the   implementation  of        these  proposed  solutions  can  be  inquired   into  by  the  NHRC,  SHRC  and  their  affiliated  bodies   -­‐ Registered  National  and  international  NGOs  should  be  allowed  to   carry  out  independent  surveys  of  the  working  and  administration   of  the  municipal  schools  and  reports  should  be  submitted  to  the   Ministry  of  Human  Resource  Development  and  Education   ministry.     CHALLENGES  
  • 7.   Possible  challenges  to  the  implementation  of  the  proposed  solution   maybe     -­‐ Traditional  mindset  of  society  that  prevents  families  from  sending   their  children  to  school   -­‐ Poor  infrastructure  of  existing  municipal  schools   -­‐ Protests  from  aspiring  teachers  on  the  compulsion  of  teaching  in   municipal  schools  during  their  training.     REFERENCES   UNICEF  document   UNICEF  document   UNICEF  DOCUMENT­‐01-­‐ 02/news/36110606_1_ctet-­‐central-­‐teacher-­‐eligibility-­‐test-­‐results-­‐institution cTGT0-­‐Fc