YUVAAN
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    YUVAAN YUVAAN Presentation Transcript

    • For education to be truly inclusive and equitable, a strong political will and greater efforts are required on part of the government to ensure that all children are not just in school but receiving an education which they can relate to, which represents their experiences and enables them to make sense of their lives and things around them.
    • Problems Associated with Quality of Primary Education in India • Performance of all enrolled kids is far below the expected level (60% of those enrolled , b/w 6 to 14 yrs, are unable to read at a II grade level) • Government strategy: “Schooling for all” and not “learning for all”. • Less focus on the invisible challenge: (Typical Indian School focuses on completing curriculum and is not structured to provide extra help to children who are not moving ahead at the expected pace or to those who are falling behind.) • Overambitious curricula • “Teaching by grade” and not “Teaching by level”. • No significant change in pedagogy and school governance. • Teaching: Underrated job • Lack of motivation in teachers. • No provision for “conditional incentives”: (e.g. rewards dependent on school attendance both for teachers and students) • Lack of innovations in teaching methods (focus is given on rote learning)
    • • 99 percent aspirants failed to clear TET (Teacher Eligibility Test) in 2012, compared to 90 per cent in 2010. •. Our two primary challenges are to revise our outdated curriculum and sync it with the industry’s needs; to train our faculty, so that they have knowledge to teach skills and are continuously motivated to innovate • The lack of monitoring and the delay in the appointment of staff most of the services are non-functional .The absenteeism in the primary is high
    • Heckman’s Curve- Rate of return to human capital The advantages gained from effective early interventions are best sustained when they are followed by continued high quality learning experiences. The technology of skill formation developed shows that the returns on school investment are higher for persons with higher ability, where ability is formed in the early years. Figure shows the return to a marginal increase in investment at different stages of the life cycle starting from a position of low but equal initial investment at all ages.
    • Towards better quality: a holistic approach
    • LEARNERS AND TEACHERS AS LEARNERS HEALTH AND DEVELOPMENT 1.GOOD HEALTH AND NUTRITUON STATUS 2.LEARNER CONFIDENCE AND SELF ESTEEM 3. REGULAR ATTENDENCE FOR LEARNING 4.EARLY ASSESSMENT OF DISABILITIES HOME A.HOME/SCHOOL/COMMUNITY PARTERNERSHIPS B.FAMILY SUPPORT FOR LEARNING C.POSITIVE EARLY CHILDHOOD EXPERIENCESENVIRONMENTS PHYSICAL ELEMENTS 1.ACCESS TO QUALITY SCHOOL FACILITIES INCLUDING WATER AND SANITATION 2.CLASS SIZE PSYCOLOGICAL ELEMENTS A.PEACEFUL ,SAFE ENVIRONMENTS B.EFFECTIVE SCHOOL DESCIPLINE ,HEALTH AND NUTRITION POLICIES C.INCLUSIVE ENVIRONMENTS SERVICE DELVERY 1.PROVISION OF HEALTH SERVICES CONTENT MATERIALS 1.COMPREHENSIBLE,GENDER SENSITIVE,RELEVENT TO SCHOOLING CURRICULUM A.BASED ON DEFINED LEARNING OUTCOMES B.NON DISCRIMINATORY AND STUDENT CENTERED C.UNIQUE LOCAL AND NATIONAL CONTENT D.INCLUDES LITERACY ,NUMERACY,ETC E.INCLUDES RELEVENT KNOWLEDGE ON HEALTH NUTRITION AND PEACE STANDARDS 1.STANDARDS AND TARGETS FOR STUDENTS LEARNING PROCESSES STUDENTS TEACHERS SUPER VISION AND SUPPORT 1.INTERVENTION AND SPEACIAL 1.COMPETENCE AND SCHOOL EFFICIENCY 1. ADJUSTMENT IN SCHOOL HOURS AND ASSISTANCE WHERE NEEDED 2.ONGOING PROFESSIONAL LEARNING FOR TEACHERS CALENDERS TO SUPPORT STUDENT LEARNING 2.TIME ON TASK 3.POSITIVE TEACHER-STUDENT RELATIONSHIP 2.ADMINISTRATIVE SUPPORT AND LEADERSHIP 3.ACCESS TO LANGUAGE USED 4. BELIEF THAT ALL STUDENTSCAN LAERN AND 3. USING TECHNOLOGY TO DECREASE RATHER THAN AT SCHOOL COMMITMENT TO STUDENT LEARNING INCREASE DISPARITIES 4.RELEVENT STUDENT CENTERED 5.FEEDBACK MEACHANISMS THAT TARGET NEEDS 4.GOVERNAMENTS THAT ARE SUPPORTIVE OF METHODS LEADING TO ACTIVE 6.FREQUENT MONITORING BY TEACHERS EDUCATION SYSTEMS PARTICIPATION 7. POSITIVE LIVING /WORKING CONDITIONS 5.FINANCIAL RESOURCES FOR EDUCATION SYSTEMS QUALITY OUTCOMES 1.LEARNING WHAT THEY NEED TO LEARN 2.HEALTHY AND FREE FROM EXPLOITATION,VOILENCE 3.AWARE OF THEIR RIGHTS AND HAVE OPPURTUNITIES TO REALISE THEM 4.ABLE TO PARTICIPATE IN DECISIONS THAT AFFECT THEIR LIVES 5. ABLE TO REPECT DIVERSITY ,PRACTICE EQUALITY,AND RESOLVE DIFFERENCES WITHOUT VOILENCE System for Quality Education
    • Call to the private and the corporate sectors to be partners of the govt. There is ample growth through private enterprise. There is no need for the govt to invest in these activities. It needs only to invest in the management of the growth and in ensuring that the administration of primary education is free of corruption and of the many other malpractices that exist. Planned use of sophisticated technologies to deliver education. The technologies are available and we have the competence to use them. Place teaching as a social and intellectual practice . It provides direction to teacher educators to prepare teachers to examine knowledge critically and engage in a dialogical relationship with children. It envisions a teacher as a thinking reflective individual, whose primary task is to facilitate children to construct meaning from their experiences. Need for a transformative teacher preparation and continued development of teachers, as an imperative for realizing the goals of education for all by implementing result oriented pre-service teacher education programs and continuing education of teachers for achieving Education for all.
    • Developing critical perspectives about children and their socio-cultural and political contexts, aims of education and schooling ,content and pedagogical knowledge and, about self and society, which are important for a multi-cultural classroom, are highlighted as the pivot of teacher education curriculum and practice. Engaging with such perspectives requires ,dialogue, self awareness , collaboration and critical inquiry. Another important aspect contributing to children’s learning is sustained and substantive continuous professional support to teachers. Rectifying problems such as lack of basic amenities, interior rural and tribal areas,multi- grade classrooms, multi-lingual students, children with special needs, first generation learners and so on. Grouping students according to their ability and not by class or age have experimentally proven that a student’s learning improves impressively. Provision of after –school tutoring/ vacation programmes for at risk students. Schools identified with large number of at risk students should be provided with staff specially trained to meet the needs of those students.
    • Inter-personal Skills Skills For Building Self Awareness Critical And Creative Thinking Skills Decision Making Skills Coping And Stress Management Skills Active Listening Identifying Personal Strength And Weaknesses Creative Thinking Skills Problem Solving Skills Coping With (peer) Pressure Giving And Receiving Feedback Positive thinking Skills Skills For Generating Alternative Skills For Assessing (Personal And Other Risks) Time Management Skills Non-verbal Communication Values Clarification Skills; (social norms, beliefs, ethics, myths) Info Gathering Skills Skills For Assessing Consequences Skills For Dealing With Anxiety Non-verbal Communication Values Clarification Skills; (social norms, beliefs, ethics, myths) Skills For Evaluating Information Including Sources Of Information Such As The Media Goal Setting Skills Dealing With Difficult Situations Assertion And Refusal Skills Negotiation And Conflict Management Cooperation And Teamwork Relationship & Community Building Skills Identifying And Acting On Rights, Responsibilities And Social Justice Help Seeking Skills Life Skills and Peace Education
    • Successful qualitative reforms require: • Prime attention to quality of teaching profession • Strong leading role by government • A societal project for improving education • Policy continuity over time Education quantity and quality are complements, not substitutes A classroom is like a room of mirrors - the student's mindset reflects the teacher's mindset.