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  1. 1. Team Details : G.Mythreyee Rachita Sinha Prerna Arora Prabha Shriwas P.Divya GITAM University, Visakhapatnam A S K Always Seek Knowledge Manthan : Stepping Stones
  2. 2. • The education system in India is overly governed and under regulated. • Primary education in India suffers not only from inadequate allocation of resources, but often enough also from terrible management and organization. • The essence of quality education was never established in India. • We can only succeed if we recognize that education is a dynamic human system and not a mechanical one. • Educationalists perceive education as a mere business. • School dropouts due to deficiency of required finance. • Creativity is becoming an extinct feature in adolescents due to a characteristic spoon feeding method of teaching. Scope of the problem “If we are to have a revolution in education, it probably won’t come from the top down but from the bottom up.”
  3. 3. Causes of this deep rooted problem Study Environment • Teaching to memorize and learn • Lack of encouragement for students who are excellent in other fields • Poor design of curriculum Victimization • Comparison kills the spirit of learning • Severe punishments creates differences and stress Lack of Dedication • Quality compromised for quantity • Very high pupil is to teachers ratio • Teachers prefer less remote schools to work “The object of education is to prepare the children to educate themselves throughout their lives.”  Lack of awareness in prior generation  Inadequate funds and socio economic scenario of the family  No freedom to choose what one wants to study  Lack of Vocational training  Monotonous teaching methods leads to loss of interest in subjects  Absence of basic infrastructure in schools
  4. 4. “It is often said that education and training are the keys to the future. They are, but a key can be turned in two directions. Turn it one way and you can lock resources away, even from those they belong to. Turn it the other way and you release resources and give people back to themselves.” Enrollment • Even though the student enrollment in rural India had seen a raise(96.7%) in the year 2011 but sadly there has been a decline in students basic reading, arithmetic and academic levels. • Apart from this, enrollment of students in private schools had seen a sharp increase form 18.7% of children between the age group of 6-14 years getting enrolled in private schools in 2006, to 25.6% in 2011. Quality • Basic arithmetic levels has also shown a decline. The proportion of class 3 children able to solve a two digit subtraction problem with borrowing has dropped from 36.3% in 2010 to 29.9% in 2011. Among children of class 5 the ability to do a similar subtraction has dropped from 70.9% in 2010 to 61% in 2011. This decline is visible in almost every state. • Nationally, reading levels are estimated to have declined in many states across North India. The all India figure for the proportion of Children in class 5 able to read a class 2 level text has dropped from 53.7% in 2010 to 48.2% in 2011. Attendance • At the all India level, children attendance shows a decline from 73.4% in 2007 to 70.9% in 2011 in rural primary schools. In some states children’s attendance shows a sharp decline over time.
  5. 5.  Four A’s  Availability and Accessibility of resources, Adaptability of creative methods, Acceptability of new innovative ideas of teaching and learning.  Emotional connect required more than anything else. We are humans after all.  Teaching should be accomplished using all sense organs ,i.e., by showing audios, videos, making children to play games and teach them team spirit through it.  Teachers should be trained in such a way so that they are able to trigger children’s thought process all the way through their basic primary education.  Strict laws and preventive measures on teacher truancies.  Privatization may help in upgrading(rural must also be helped) the quality of education in all aspects.  Abolishing gender gap.  Proper and honest utilization of funds. Proposed Solution “Don’t think and teach but teach them how to think.”
  6. 6. Implementation Of Solution A Core School B C D F E B Implement clustered schooling system Supervisory/Controlling linkage Coordinating linkage “The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”  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. We recommend a maximum of 7 schools per cluster, however, based on indications that a greater number of schools per cluster decreased the effectiveness of the system .  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. In practicality, what matters is the teachers’ willingness to travel these routes; expectations of adequate transportation will vary based on what is considered the norm in the region. Thus, adequacy of transportation should be evaluated through teacher survey data by region.
  7. 7. “There are those who say that we can’t afford to personalize education to every student. The fact is that we can’t afford not to.”  Cluster schools also allow for regular teacher meetings/trainings at the central school location.  Since teacher quality and teacher attendance are two of the most important factors in school quality, regular meetings and trainings would hold teachers more accountable, increase teacher quality and provide support for teachers.  Teaching in an impoverished rural area is a significant challenge, and teachers lacking in training will not be able to face it. Teacher attendance is such a problem in some areas that teachers are required to take a time-stamped photo of themselves with their students each day in the school year, and the amount of pay they receive depends on the number of valid photos recorded.  Equal importance should be given to co-curricular activities and it is going to be the responsibility of the teacher to explore their hidden talents and also inspire their parents to support them further.
  8. 8. Impact Of Solution  The proposed solution was implemented practically in Thailand and got great results as mentioned.  The solution should be first implemented as a Pilot program in few selected regions to note its pros and cons and later government can invest on it at a large scale.  This may bring growth in rate of employment of the youth in the long run, because they will have the capability of learning more and bringing out innovations.  Enhancement of skill set of average population of India and our country will be able to face challenges for tomorrow. “Education is not preparation for life, education is life itself.”
  9. 9. Challenges and Mitigation Factors  Proper knowledge of implementation of this concept.  Good coordination between cluster schools’ managements.  Perfect supervision of finance allocated to each cluster.  Wide open acceptance of this new trend of cluster schools.  Skilled teachers will always remain as the biggest challenge of any educational venture.  Deep striking approach to children, that can actually leave an impact on them for an effective change, after all they are the budding talents. “To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators : they are mentors, coaches, motivators, and lifelong sources of inspiration to their students .“
  10. 10. References: • Primary Education in India: Key Problems by Ajay Deshpande and Sayan Mitra • http://sirkenrobinson.com/ • Report of times of India : Education column • Project Zero – Harvard University • Wikipedia – Education in India • District Information System for Education(DISE) • Annual status of Education report Appendix