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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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