Incoming and Outgoing Shipments in 1 STEP Using Odoo 17
punahnirmaan2020
1.
2. Vipul Jain Mohsin ShaikhDeep Gala
Rishabh Soni Ganesh Gite
Team Name:
3. • Financial Problem
• Infrastructural Constraints
• Quantity & Quality of Teachers
• Lack of Motivation
• Lack of accountability
• Out of school Children
• Sanitation
• Social Issues
• Political Issues
Problems faced by Primary Education sector in India
The national average is about 1
teacher to every 34 students,
but in states such as
Jharkhand, Madhya Pradesh
and West Bengal 1 teacher
works with more than 60
students.
Sixty-five out of 100 schools
have common toilets in India;
however only one out of four
schools in Arunachal Pradesh,
Assam, Chandigarh, Delhi,
Jammu & Kashmir,
Jharkhand, Orissa and
Rajasthan have this facility.
4. Solution-1 (Financial Problem)
“India has made the largest progress in
absolute terms of any country in the world
reducing out-of-school (children) numbers
from 20 million in 2000 to 2.3 million in 2006,
and (around) 1.7 million by latest data (2011),”
Unesco‟s latest Education For All Global
Monitoring Report.
1. Financial aid to parents of poor &
below poverty line background students
2. Scholarships, Freeships schemes to
be run at primary school level
3. Timely transfer of funds to needy
from government, corporates, NGO‟s
4. Automation solutions for donation and
charity programmes
5. Solution-2 (Administrative System)
The Central Board of
Secondary Education
The State Government
Boards
The National Open
School
The International
School
District Primary Education
Program
Education Governing Bodies
6. • Promotion of equality: It could be achieved by providing equal access and
equal opportunities to children
• A common educational structure (10+2+3) for the whole of India
• Opening of primary schools in remotest tribal area for promotion of
education in tribal people
• Development of curriculum and study material in the language of remote
tribal people
• Constant Review and Evaluation: Review of the implementation of the
parameters of the policy every two years
• Involvement of voluntary groups and communities (students, professionals,
retired) for school improvement programmes
• Easy and Mandatory accessibility of books and e-books at minimum costs
to all sections of students (at libraries as well)
Solution-3 (Educational Policy)
7. Solution-4 (Provision of Teachers)
Management
Approach
Origin of Public
Management Problem
Remedy Strategies to Deal with
Teacher absenteeism
Hierarchist Poor compliance with
rules and procedures;
Weak system of authority
to elicit accountability
Tighter procedures; greater
„managerial‟ grip
Regular monitoring by
designated supervisory staff;
using cameras to monitor
teachers; laying down code of
ethics for teachers
Egalitarian Abuse of power by higher
level officials
Empowerment and
participation of people at
the bottom
Granting of powers to village-
level decentralized bodies for
monitoring and supervision
Individualist Faulty incentive
structures; monopoly
provision
Introduction of better
incentives and
disincentives to service
providers; Introduction of
competition
Performance based pay for
teachers; Vouchers in
educational Provisioning
Fatalist Inherently unpredictable
and chaotic nature of
social organisation and
public policy processes
Ad hoc solutions; Putting
parallel structures/devising
other mechanisms that
circumvent the core
problem
Creation of a separate para-
teacher cadre
Teachers’ absenteeism is mainly because of lack of interest and insufficient remuneration policies of
the government. To combat this, we would suggest recruitment of only voluntary groups and
enthusiasts who would want to get into these schemes to contribute to the primary education
improvement and development process of the country.
8. Solution-5 (Shift System)
In view of the shortage of teachers and school buildings, it is desirable that the
Shift system be adopted in India as is done in some other countries like
Germany, United States, Japan, China, Denmark, Australia, etc. and classes be
held for some children from 7.30 a.m. to 11.30 a.m. and for others from 1.00 p.m.
to 5.00 p.m.
Shift system will prove extremely helpful to farmers and labourers also. Their
children will get time both for education and for helping their parents in
supplementing their incomes. No doubt the work to teachers will increase but
they can be satisfied by providing extra pay. Moreover the teachers for these
schools will be volunteers who love to do their parts in contributing towards a
better aindia.
9. Solution-6 (Special Type of Schools)
In India there are nearly 12 crore people of scheduled castes and nearly 5
crore tribal people. These people have remained cut-off from education
since long. Now some emphasis is being given on their education by the
Government. Provision has been made to give them some grants for
purchasing books, besides stipends and scholarships.
These special schools will cater to the needs of these remotely located
children and enhance the quality and reach of education to every bits and
corners in the country.
The volunteers who opt for moving into these remote special schools to be
incentivized by the govt.. Public cooperation for the education of these
people is very necessary.
10. Solution-7 (Reforms in Curriculum)
PRIMARY SCHOOL
CURRICULUM
Subjects
English
Mathematics
History
Geography
Science
Visual Arts
Music
Drama
Physical Education
Social, Personal and
Health Education
It is essential to introduce reforms in the curriculum
of primary education along with the efforts to develop
and make it compulsory. The traditional and
unilateral course should be changed and a local craft
should be included in it so that it may become more
interesting and helpful to children.
It should not be put up on them as a burden. They
should be given a chance to take these subjects up or
not on their own. It should not be a binding factor on
them to qualify in every subject. The idea is to
inculcate and develop what they are naturally good
at.
The National Curriculum Framework for Teacher
Education of 2009 recommended longer preparation
for teachers, but the B.Ed. curriculum structure
continued to be for a single year. There is also a lack
of enough skilled trainers and preparation to develop
skills, abilities and attitudes to teach students.
11. Solution-8 (Increase in the Number of Schools)
There were 228,994,454 students enrolled in different recognized schools of the
country with a 13.67% growth in student's enrolment from Class I to XII.
This is an increase from 20.30 crore students enrolled in 2002. Encouragingly,
there is a 19.12 % increase in girl's enrolment.
There was 26.77% increase in total number of schools in the country during
2002-09. Maximum growth rate was seen in upper primary schools (49.15%),
followed by higher secondary schools (46.80%), secondary (28.95%) and
primary (16.68%). The survey captures more than 13 lakh (13,06,992)
recognized schools across the country in each habitation, village and urban
areas, out of which more than 84.14% are in rural areas.
12. Solution-9 (Sanitation)
The lack of toilets affects girls‟
school attendance. Of India‟s
700,000 rural primary and upper
primary schools, only one in six
have toilets, deterring children
especially girls from going to
school.
Despite the Government and UNICEF‟s best
efforts, diarrhoea remains the major cause of
death amongst children, after respiratory-
tract infections. Unhygienic practices and
unsafe drinking water are some of its main
causes. More than 122 million households in
the country are without toilets.
We propose two solutions:
1. A mandatory routine for sanitation education in primary schools everyday
2. Mobile toilets at every local school based on shift timings
13. Solution-10 (Increase in Teaching Load)
In response to the demand from the teaching
fraternity and students' parents, the state education
department has changed the training schedule of
primary school teachers. The training of more
than two lakh primary teachers across 34,000
government schools in the state will no longer be
scheduled during school hours, but only during
vacations.
The practice of providing six-
hour training to primary
school teachers was followed
on first Saturday of every
month during school hours
(from 7 am to 1 pm) at every
cluster resource centre in each
block.
