WEareSAKSHAM
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WEareSAKSHAM WEareSAKSHAM Presentation Transcript

  • “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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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'.
  • 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.
  • 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.
  • 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
  • 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
  • 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
  • wikipedia.org www.nlm.nic.in www.indiabudget.nic.in http://knowledge.wharton.upenn.edu www.ideasforindia.in www.indiatoday.intoday.in www.motherservice.org NEWSPAPERS AND MAGZINES India Today Times Of India