MEMBERS :
1. PANKAJ TYAGI
2. VIPUL SRIVASTAVA
3. SAURAV SUMAN
4. AMIT KUMAR
5. M.VIVEKANAND SAGAR
Enhancing the Quality of...
Challenges in front of us
 Quality of Education
 Teacher Recruitment
 Teacher Training
 Infrastructure facilities
AVAI...
ESSENTIALS STATUS
1. Clear definition of intended outcomes. Missing, especially so after abolition of exams till 
class 8 ...
PROPOSED SOLUTION
 Create a separate cadre of Education Managers in sufficient numbers.
 Improve the design of Teacher’s...
IMPLEMENTATION
FOURTH LEVEL EDUCATION MANAGER
Selected on basis of merit, interest and selection 
from BEOs.
Posted as Dis...
IMPLEMENTATION and
COMPARISON
PROPOSED SYSTEM PRESENT SYSTEM
 Educational managers with
management skills will be appoint...
IMPLEMENTATION and
COMPARISON
PROPOSED SYSTEM PRESENT SYSTEM
 Teacher’s job is just equivalent to an army
job but in army...
FUNDING FOR PROPOSED SYSTEM
Primary 
education
Other 
facilities and  
interventions
Teacher’s 
salary and 
their 
trainin...
IMPACT AND REACH OF THE
SOLUTION
 In this Flow system the officers of
first two levels are aware about
the management ski...
IMPACT AND REACH OF THE
SOLUTION
 A successful person once said that “The quality of employees will be
directly proportio...
Challenges and risks
 The design of the training setup for
Educational Managers should be based on
the ground reality and...
REFERENCES
 i Teach for India. (2012). India’s Education Crisis. Retrieved from http://www.teachforindia.org/about‐us/ind...
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ISHAVIJNANA

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ISHAVIJNANA

  1. 1. MEMBERS : 1. PANKAJ TYAGI 2. VIPUL SRIVASTAVA 3. SAURAV SUMAN 4. AMIT KUMAR 5. M.VIVEKANAND SAGAR Enhancing the Quality of Primary Education in India By IMPROVING DESIGN OF MONITORING AND MANAGEMENT INSTITUTE OF TECHNOLOGY, GURU GHASIDAS CENTRAL UNIVERSITY, BILASPUR (C.G)  COLLEGE NAME: 
  2. 2. Challenges in front of us  Quality of Education  Teacher Recruitment  Teacher Training  Infrastructure facilities AVAILABLE DATA ‐  58% of children do not complete primary education in India.(i)  According to the Annual Status of Education Report (ASER) 2012, 10 crore children in India are two or more years below their grade level.(ii)  As of 2012, only 30% of standard three students could read a standard 1 text a drop from 50% in 2009.(iii)  The ASER report also estimates that only 50% of rural children enrolled in standard five can fluently read a standard two text book.  40% of standard five students in rural India cannot solve simple two‐digit subtractions.(iv) Government policies are very much sufficient to solve all the challenges. But the implementation of the policies in a perfect way is the real issue of concern due to following facts‐  Lack of skilled manpower in monitoring and management system at ground level.  Maintenance of Infrastructures are missing in the schools.  Teacher’s attitude towards their job is not up to the mark.  Drastic changes in Teacher’s and children’s mentality due to transformation of their society and surrounding. Tackling all these issues effectively is the real challenge and for achieving these objective micro planning is very essential. Under this we have to create good leadership and management at bottom level.
  3. 3. ESSENTIALS STATUS 1. Clear definition of intended outcomes. Missing, especially so after abolition of exams till  class 8 i.e. Promote every student. No new  outcomes in terms of learning goals have been  prescribed clearly. 2.    Communication of the above outcomes to  various levels of employees in the language  they understand. In the absence of clear outcome expectation,  communication is impossible. 3.    Capacity building of the employees to deliver  these outcomes. Some teacher training camps does happen at the  district level. 4.    Effective and empowered  leadership at  appropriate levels to monitor, supervise and  resolve issues. This is one point sorely missing. Leadership at the  school level is not motivated, not trained properly  and not empowered. 5.    A well defined reward‐punishment system  linked to outcomes. Punishment system exists but the power to punish  is over centralized reducing its effectiveness.  Reward system is rather incidental and impression  based rather than outcome based. 6.    Monitoring of the entire system with a high  level of integrity. Sorely missing. There is no standardized  monitoring which is shared across the board with  all stakeholders both within the system and  outside the system. The left column shows the essentials for any system to deliver results and right column shows their existence in the current setup:
  4. 4. PROPOSED SOLUTION  Create a separate cadre of Education Managers in sufficient numbers.  Improve the design of Teacher’s training camp.  The residence of teachers should be fixed at their working location.  Open more Regional Institute of Education and make teaching a more attractive job like engineering, medical and management.  Way of calculating PTR(Pupil‐Teacher ratio) must be improved i.e. it must be school wise to get the real scenario. And with this the non‐uniformity in deployment of teachers  Start some schools at upper primary level in English medium for encouraging more students to learn English and this will attract more people towards government schools.  APPOINT at least one PSYCHIATRIST / COUNSELOR at each block to handle the behavior of teachers and students for improving coordination between teachers and students.  There is a need of Reformation of schooling system by improving textbooks content at local level. And it should be related to the local surroundings, local culture and teachers can be consulted for their opinion in curriculum construction. Also, in curriculum,SPORTS education must be made mandatory for the children under strict monitoring.  There should be minimum age for children to be enrolled in government schools so that proper education will be given because learning is a two way process that if teacher is capable to sharing education then student are also capable to grasp at least some new things comfortably.  “Guidelines to eliminate Corporal Punishment” are impractical and there must be some better practical guidelines to implement POSITIVE DISCIPLINE among students. ForunderstandingtheMANAGEMENTSYSTEMat bottomlevel,TakeanexampleofonedistrictofRajasthani.e.PALI.Herefor2303 schools, 9042 teachers and 230051 students and an annual expenditure of Rs 96.35 crores (outlay recommended for 2013‐14‐ SSA,NPEGL&KGBV),adistrictsetupisaVERYLARGESYSTEMwhichiscurrentlyheadedbyaDistrictEducationOfficer(Elementary) ofwhomispromotedfromthecadreofprincipals.Managing1schoolwith20‐30teachersand1000studentstomanaging the district education setup with 2500 schools, 9000 teachers and more than 200000 students requires a totally differentskillset.
  5. 5. IMPLEMENTATION FOURTH LEVEL EDUCATION MANAGER Selected on basis of merit, interest and selection  from BEOs. Posted as District Education Officer. THIRD LEVEL EDUCATION MANAGER From second level managers and after a training of  3‐6 months by same institute.  Posted as Block Education Officer. SECOND LEVEL EDUCATION MANAGER Selection from within the first level managers and put through a more advanced training course of 6‐ 12 months which can be hosted and designed by IIMs Posted as an Assistant Block Education officer FIRST LEVEL EDUCATION MANAGER Minimum of 5 years of experience of teaching and excellence in performance. POSTED as a Headmaster/Principal of a school
  6. 6. IMPLEMENTATION and COMPARISON PROPOSED SYSTEM PRESENT SYSTEM  Educational managers with management skills will be appointed.  Appointing counselor at block level for solving issues of teachers and students.  Teacher’s training camps should be residential and exam must be conducted for teachers before and after the camps to judge the improvement in them. Provide some incentives to the good performer.  The focus on teacher’s training is to develop Life skills, Stress management and working attitude with learning of new syllabus and curriculum. None of the educational managers at district level got the skills of management.  No counselor is present for teachers and student in present education system. Mostly camps are of DAY running and exams are not conducted in the camps. No strict action is being taken against the teachers who are not joining these camps. Only to deal with new syllabus and curriculum.
  7. 7. IMPLEMENTATION and COMPARISON PROPOSED SYSTEM PRESENT SYSTEM  Teacher’s job is just equivalent to an army job but in army a lot of incentives are provided but for teachers there is no such incentives, especially for those teachers who are working in rural areas. So by providing better facilities like housing close to school campus and incentives will motivate the teachers .  To start English medium schools at upper primary level along with the syllabus at local level i.e. at Block or district level.  In curriculum incorporation the S.U.P.W. or small scale vocational training and sports should be made compulsory. Strict measures should be taken during its implementation.  Teachers who are working in urban areas are getting more incentives compared to rural areas.  Maximum government schools which are of Hindi or Local language medium attract less children. In present era, every parent hopes for better and quality education for their children .  In maximum schools S.U.P.W. and sports classes are irregular due to lack of monitoring.
  8. 8. FUNDING FOR PROPOSED SYSTEM Primary  education Other  facilities and   interventions Teacher’s  salary and  their  training Remaining Programs  Management  Training As per IIMs  fee, for 100  members  training of 6  months the  expenditure   is about  Rs.50million  Initially, Government should start the program of training 100 educational managers and then it should be expanded as per the need .  In the proposed system, government needs to improve its design on expenditure over primary education because till now govt. has spent a lot of money for infrastructure development. But now its time for the govt. to improve its focus on quality education and maintenance of the developed infrastructure and also developing of those areas where infrastructure is lacking.
  9. 9. IMPACT AND REACH OF THE SOLUTION  In this Flow system the officers of first two levels are aware about the management skills but the rest officers who are working at ground level for the real implementation of the policies are working with less management skills. But with this proposed solution officer at every level will be able to acquire proper skills of management. So all the fruits of policies will reach at the bottom level of the system in a best possible manner. Its impact will improve the quality of education and motivate the people to trust over the improved education system of government. National level State level District level Block level Cluster level • Fig.-Information Flow Systems in the Quality MonitoringTools School level
  10. 10. IMPACT AND REACH OF THE SOLUTION  A successful person once said that “The quality of employees will be directly proportional to the quality of life you(organisation) maintain for them". So if government provide better facilities apart from salary this will definitely create a positive impact over teachers and will motivate them from giving there best effort towards the nation building.  By developing more (Regional Institute of Education)RIE’s, more students will be attracted to build their career in field of teaching.  By the new design of teacher’s training camps the capabilities of teachers will improve.  Opening of govt. english medium schools with good infrastructure will definitely attract more students and also build peoples trust towards government education system.
  11. 11. Challenges and risks  The design of the training setup for Educational Managers should be based on the ground reality and for this micro analysis is required.  Possibility of biasing during the selection of each level managers may be politically influenced.  Funding to such programs should be on time.  Improper Development of School Infrastructure for teachers and students in Rural areas demotivate the education managers from performing their duties.  Teachers contribution towards curriculum for providing a learning based school system is very much needed at each block level.
  12. 12. REFERENCES  i Teach for India. (2012). India’s Education Crisis. Retrieved from http://www.teachforindia.org/about‐us/india‐ education‐crisis  ii ASER. (2012). Annual Status of Education Report, 2012. Retrieved from http://www.pratham.org/file/ASER‐ 2012report.pdf  iii Kumar, Pramod G. (2013, Jan 22). Why the State of India’s Primary Education is Shocking? First Post. Retrieved from http://www.firstpost.com/india/why‐the‐state‐of‐indias‐primary‐education‐is‐shocking‐598011.html  iv ASER. (2012). Annual Status of Education Report, 2012. Retrieved from http://www.pratham.org/file/ASER‐ 2012report.pdf  v Index Mundi. (2013). India demographics profile. Retrieved from http://www.indexmundi.com/india/demographics_profile.html  vi Financial Express. (2012, May 12). Education’s Primary Problems. Retrieved from http://www.financialexpress.com/news/education‐s‐primary‐problems/948273/2  Vii Balasubramanian, Sriram (2013, May 27). Primary Education in India needs a fix. Forbes India. Retrieved from http://forbesindia.com/article/briefing/primary‐education‐in‐india‐needs‐a‐fix/35287/1  viii Financial Express. (2013, July 23). Education’s primary problems. Retrieved from http://www.financialexpress.com/news/education‐s‐primary‐problems/948273/1  ix Muralidharan, K. (2013, March 18). Using evidence for better policy: The case of primary education in India. Ideas for India. http://www.ideasforindia.in/article.aspx?article_id=119  x Ojha, Anjali. (2012, July 9). 95% schools don't comply with RTE guidelines: Study. DNA India. Retrieved from http://www.dnaindia.com/india/1712602/report‐95pct‐schools‐don‐t‐comply‐with‐rte‐guidelines‐study

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