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  1. 1. Enhancing the quality of primary education in india
  2. 2. Some Facts • 58% of children do not complete primary education in India. • According to the Annual Status of Education Report (ASER) 2012, 10 crores children in India are two or more years below their grade level. • As of 2012, only 30% of standard three students could read a standard 1 text a drop from 50% in 2009 • 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.
  3. 3. Overview 29.3% of India’s population falls in the age group of 0-14 years . Primary education lays the foundation towards building a pool of capable and empowered citizens. Investment in education will enable the citizens to participate in the growth process through improved productivity, employment, and wages. This would drive sustained economic growth for decades. Hence, primary education should be a critical component of the inclusive growth agenda of the Indian Government.
  4. 4. Schemes The past decade has seen substantial increase in education investments under the Sarva Shisha Abhiyan (SSA), the Right to Education Act 2010 as well as the Mid Day Meals Scheme. The Right to Education (RTE) Act makes education a fundamental right. The Mid Day Meals Scheme provides free cooked lunch to children from both primary and upper primary classes studying in government schools to tackle the dual issue of food security as well as give them an incentive to go to school.
  5. 5. Challenges  According to a Parliamentary report, there is a paucity of teachers and trained staff. The report also finds that several states, including Delhi, Haryana, Andhra Pradesh and Maharashtra saw a reduction in number of teachers between 2009-10 and 2010-11  There exists poor governance and oversight to monitor performance of existing teachers.  Teacher absence rates were over 25% across India in 2003, a survey that covered the same areas in 2010 found that teachers’ absence in rural India was still around 24  Socio-cultural factors like discrimination against the girl child, prevalence of child labour and cast differences play a major role in hindering the access to quality primary education.  Government schools have poor infrastructural facilities. A survey suggests that 95.2% of schools do not meet the RTE infrastructure indicators
  6. 6. The way ahead • One needs to critically examine the perspective from all the three sides that is children, parents and teachers • Schools should be equipped with innovative methods of teaching • The curriculum frame work should be restructured. • The teachers should be trained to teach along with practical techniques
  7. 7. Proper Monitoring • There is strong need to develop a mechanism to assess the learning level at school. • Policies should be made keeping in mind the external factors that might be playing a crucial role behind the drop outs. • Leakages should be immediately identified. • Local government body should be given more responsibilities
  8. 8. What needs to be eradicated • The social discrimination • The gender bias • Improper management • Bad infrastructure • Minimum usage of teaching aids • High cost of schooling • High level of increment of private schools