BCS Final

1. PRIMARY EDUCATION SYSTEM IN INDIA
INTRODUCTION:
“By Education I mean an all-round drawing out of the best in child and man—body, mind, and
spirit.” - Mahatma Gandhi
Education has become increasingly important in providing competitive edge for
individuals, regions, society and the nation as a whole in global market. India's constitution stipulates
the Universalization of Elementary Education. The government is promising that all children between
the ages of 6 and 14 will be fully educated. However, according to the World Bank, while 95% of Indian
children attend primary school, only 40% go on to secondary school. This the problem of research why
it happening many organizations offer solutions to improving primary education in India.
According to the 2009 Right to Education Act, schooling is free and compulsory for all children from
the ages of 6 to 14. Elementary education consists of primary (for 6-10 year olds) and the overview of
the K—12 sector upper primary levels (for 11-14 year olds) while secondary education consists of
secondary (for 14-16 year olds) and higher/senior secondary levels (for 16-18 year olds).The Eighth All
India School Education Survey13 (AISES) with reference date 30 September 2009 corroborates the
increased spending and expansion of the school education system in India. According to the provisional
statistics of the survey, there are a total of 1,306,992 schools in India as compared to 1,030,996 as per
the Seventh All India School Education Survey14 (AISES) with reference date 30 September 2017; an
increase of 26.77 percent. Enrolment of students has also seen a gradual increase over the years. While
the Seventh All India School Education Survey put the enrolment figures as 201,457,062; the
provisional statistics of the Eighth survey has the enrolment figures as 226,719,283; an increase of 12.53
percent.
Primary school, most commonly known as elementary school, is where students between the first
and sixth standard receive a general education in the basic academic essentials, such as reading, writing,
math, moral science and social studies. Primary education prepares young learners for middle and high
school through educational curriculum that intensifies as the grade levels. Primary education starts at
approximately 5–6 years of the child and lasts for around 4–5 years. Primary school education gives
students a sound basic education in reading, writing and mathematics along with an elementary
understanding of social sciences. Upper primary schooling system in India. Upper primary education is
of three years duration and starts for students aged between 10-11 years. It usually continues up to 13-14

2. years. At this stage, education consists of the basic programs of primary school level, though teaching is
more subject-focused.
SEGMENTATION OF INDIAN SCHOOLS BY MEANS OF LEVEL OF EDUCATION:
REASON FOR THE POOR EDUCATION:
Rural Area:
 Inadequate Teacher Qualification and support.
 Low Teacher Motivation and High Absenteeism.
 Low Renumeration.
 Multiple Job Responsibilities.
 Less Family Support.
 Child Marriage.
 Child Labour.
Urban Area:
 Flawed Teaching methodology.
 Low remuneration to teachers.
 Highly bureaucratic administrative system.
 Child Labour.
 Less Motivation.
 Home Conditions.
 Lack of student motivation (no failing).

3. The World Economic Forum lists the 7 must-have skills children should be learning in school to keep up
and help build the future:
1. Critical thinking and problem-solving
"Schools need to teach children to ask questions and think for themselves." Not only do they have to ask
questions, they have to learn to ask the right questions, to interrogate data and get to the bottom of
things.
Imagine computers doing most of the programming: we'll still need to tell the computer what problem to
solve, what questions we need answered. As in any generation, there will be new problems we can't
foresee now. Help your child to think of solutions to their own problems instead of being blinded by
them.
2. Collaboration and leading by influence
"Teach children to cooperate rather than use top-down authority." Multidisciplinary, multiskilled teams
are already more common. Teach your child to be a good team player, to know their own strengths and
to see how they can apply those skills and talents to compliment others' strengths.
3. Agility and adaptability
"Children need to be constantly re-learning to keep up with a fast-moving environment." Technology
births new programmes and gadgets every day, and in their work life, our kids would need to be able to
jump on it, try it out, and even improve on it quickly. There will be new industries and new
opportunities, and the better our kids can adapt, the more ahead of the game they'll be.
4. Initiative and entrepreneurialism
"Children have to be inspired to become ‘doers’ and innovators." Gone are the days where we sit back
and wait for a big company to give us jobs. And for the kids, things will be even less linear. We'll have
to teach them how to think business, even (especially) if they're an artist.
5. Good oral and written communication
"Communicating clearly is key in the knowledge economy." In an environment where more people may
be working remotely and only connect via devices, old-fashioned skills like reading body language may
be of less relevance. Teach your kids to convey their ideas and emotions clearly and concisely – at least
for formal business situations. And while mother tongue education will remain crucial, it's vital that our
kids will be able to speak and write English correctly and fluently.

4. 6. Accessing and analysing information
"Children need to distinguish between the fake and the factual." Fake news is not news any more, it's
become part of the fibre of media consumption. Whether it's malicious disinformation, fake information
for the sake of raking in advertising revenue, or rumours that go viral: teach your child to discern
between what's real and what's not.
7. Curiosity and imagination
"Children should be inquisitive and creativity should be encouraged." Let them play! Give them space,
let them be bored. Pique their interest with fun Do-it-yourself projects and experiments, and let them
read, read, read.
(Source: World Economic Forum and the Centre for Global Education, Asia Society)
NATIONAL AND INTERNATIONAL COMPETITIONS FOR PRIMARY SCHOOL
STUDENTS:
Competitions and exams provide kids with an opportunity to earn scholarships and rewards.
Participating in scholarship exams during the school days would provide a student with outstanding
monetary supports. This can also boost the confidence of kids and could help in improving their CV
when they try to apply for established colleges and universities and even for their first jobs. Most of the
scholarships tests are conducted to test basic skills and aptitude of children. Primary school students
taking part in these scholarship exams are expected to have good application-level knowledge of basic
arithmetic functions like addition and multiplication and basic sciences.
Given below are the details of National and International competition for primary school students:
1. BrainX National Maths Contest
This competition is famous as it is designed for creative testing and specialised ground in mathematics.
This is conducted to encourage maths among students.
Eligibility: This exam is open to all school students from class 1 to class 5.
Subjects Included: Mathematics.
2. MaRRS International Spelling Bee Contest
This spelling bee competition is one of the largest scholarship programs for students in Asia. This
program is very reputed among schools all across Asia. This contest starts with a preliminary round at

5. the inter-school level. Students move to the next round after qualifying each round and finally compete
at an international level held every year.
Eligibility: This competition is open to school students from class 1 to 12.
Subjects Included: English language.
3. National Science Olympiad
This is an annual Olympiad that gives a huge platform to encourage young geniuses and give them an
opportunity to win prestigious scholarships and awards.
Eligibility: For its math scholarship, students from grade 1 can apply.
Subjects Included: Logical reasoning and science.
4. International Math Olympiad
This competition is to encourage mathematical ability in children. This will help young mathematicians
develop their interest in the subject.
Eligibility: Students from grade 1 to 12 are allowed to participate.
Subjects Included: Logical reasoning, Mathematical reasoning, and everyday mathematics.
5. Maths Talent Search Examination (MTSE)
This competition checks a child’s mathematical skill and mental ability. This scholarship exam is for
students from class 3 to 11. It helps the students to understand and have an experience of national and
international exams they will face further in life.
Eligibility: Students from grade 3 to 11 can take part in this competition.
Subjects Included: Mathematics
6. Geogenius
This scholarship exam is for students from class 2 to 10 and tests the geographical knowledge of the
students. This is an Indian Geography Olympiad. This test helps cultivate reasoning ability in students
and develops their problem-solving skills.
Eligibility: Any student from class 2 to class 10 can apply.
Subjects Included: Geography
7. International General Knowledge Olympiad
This exam will help promote general awareness in children. This also helps students to stay updated
about current affairs of India and other countries and major parts of the world.

6. Eligibility: This contest is open to all students from class 1 to class 10.
Subjects Included: Basic general knowledge
8. Toyota Dream Car Art Contest
Time to design a dream car! Toyota wants to get junior artists thinking about what the future of
transportation might look like. Prizes at stake include cash and a chance to tour one of the Toyota
manufacturing plants.
Ages: Four to 15
Mediums: Drawing, painting
9. Kids 4 Human Rights
Kids 4 Human Rights has a great cause and wants to recruit some talented young artists to join. For this
art contest, your creative kids can either draw or paint a picture showing what we can do to defend or
promote human rights, a picture of a human rights defender who they admire, or a picture depicting a
human right which they feel strongly about.
Ages: 10 to 14
Mediums: Drawing, painting
10. Advena World 2018 International Children’s Art Competition
Advena World’s art competition aims to promote creativity and self-expression. Instead of a theme, they
ask the participating artists to simply express their feelings—anything from sadness or joy to anger or
excitement—through their chosen medium.
Ages: 15 and under
Mediums: Drawing, painting
11. CSIR Innovation Award for School Children
Conducted by the Council of Scientific & Industrial Research (CSIR), this Math Scholarship in India
aims to create awareness, interest and motivation for Intellectual Property among children.
Eligibility: Any Indian student enrolled in an Indian school below the age of 18 years can apply.

7. 12. Dr A P J Abdul Kalam IGNITE Awards
In order to promote creativity and originality in children, National Innovation Foundation – India (NIF),
an autonomous body of the Department of Science and Technology, Govt. of India, has been organizing
IGNITE– a national competition of original technological ideas and innovations of children. It is one of
the best Math Scholarship in India.
Eligibility: Students of Grade 1 to 12 can apply for this competition.
13. The Pre-matric Scholarship in India
The Pre-Matric Scholarship Scheme is carried out under Ministry of Minority Affairs (MOMA) and one
of the best Math Scholarship in India to provide equal opportunity to the minority groups in the country.
Under this Pre Matric Scholarship scheme, the Ministry provides financial aid to children from class 1
to 10 studying in government or recognized private schools/institutes in India.
Eligibility: Students from class 1 to 10th can apply.
SOLUTION FOR IMPROVING PRIMARY EDUCATION SYSTEM IN INDIA:
The solution to this problem is the improvement in the following factors:
Better
Education
Teaching
Training
Improved
Teaching
methods
Increasing
Student
Motivation
Infrastructure

8. STANDARDIZED MODEL FOR SCHOOLS:
We can’t have one Standardized models for all Government schools, so we need to divide the Schools in
three categories
RELATIVE PERCENTAGE OF IMPROVEMENT NEEDED FOR FACTORS IN A
PARTICULAR TIER:
Tier 1(%) Tier 2(%) Tier 3(%)
Infrastructure 10 20 20
Teacher training 20 30 30
Improved teaching
Methods
50 40 10
Increasing student
Motivation
10 10 40
• Government schools in Metropolitan
cities(Mumbai,Chennai,Delhi,Banglore)Tier 1
• Government schools in of rest of the citiesTier 2
• Government schools in rural India (Village Schools)Tier 3

9. Actions to be taken for all these categories:
 Developing Baal Vikas School replacing the existing Anganwadi system (3-5 years):
 Transforming the Anganwadi system with better Infrastructure and new teaching styles.
 Teaching kids through plays, developing child interest towards learning in the early age.
 Improved teaching methods by collaborating with private schools to give training to government
school teachers. Giving incentives to private school teachers to guide teachers in rural areas in terms
of better teaching methods.
 Giving incentives to teachers on the combined score of group and individual performance in
teaching.
 Government should promote group teaching incentive schemes in addition to the individual
incentives, so that teachers will focus on combined improvement in the student learning as well.
 Creating innovation centre at national level to develop new curricular which is more interactive and
application oriented then implementing it in all schools through video conferencing or pool teacher
training.
 Motivating corporates to spend some percentage of CSR fund in developing the school infrastructure.
 Government should try to Develop all Primary school up to the same level of Standard and has to
develop Competition between these schools. Example: Centrally sponsored Kendriya Vidyalaya’s
are known for their competitiveness and Quality education.
 Government schools should also be made Accountable to the Parents as happens in private schools.
Solution for Tier 1 Category:
 Government Intervention:
 Better salary structure.
 Incentive based pay structure.
 More autonomy should be given to the school administration to implement improved teaching
methods.
 Provide Facilities and support to special educators and NGOs in primary education.
 Government Partnership:
 Improved teaching methods by collaborating with private schools to train government school
teachers.
 Leadership lectures by achievers and motivators to increase enthusiasm.
 Special need children must be given special attention for Inclusive education.

10.  Private Organizations:
 Involving private players like coaching institutes in developing analytical skills in the students by
providing teaching material and video lectures.
 Direct recruitment of female candidates for some posts so that parents are motivated to let their
children attend schools.
Features of these categories:
 This category includes Metropolitan cities (Mumbai, Chennai, Delhi, Bangalore)
 Infrastructure facilities are sufficient in these schools like drinking water, Toilets etc.
 Teacher issues like absentees, less number of teachers is also not there.
 Better teaching methods and more student motivation can bring better results.
Solution for Tier 2 Category:
 Government Intervention:
 Improvement in Infrastructure facilities.
 Routine inspection to check if the school administration is adhering to the rules or not.
 Teachers should be motivated to give more emphasis on application oriented learning rather than
marks oriented learning.
 Government Partnership:
 Guide children towards the development of social and interactive skills by collaborating with
private schools to give these students opportunity to interact with private school students and learn
from them.
 Government should open leadership programs to develop leaders who can take sole responsibility
of these government schools and can deliver the desired results.
 Private Organizations:
 Private companies should organize events such as sports days, celebration of national days,
drawing competitions and crafts sessions to enhance motivation in government school children.
 Build partnership to deliver quality health and physical education for overall development.
 Motivate higher secondary students of private schools to teach students of primary government
school.

11. Features of these categories:
 All cities in India are included in this category except from the Tier 1 cities.
 Basic infrastructure facilities are available here but the rules and regulations are not followed
properly.
 Better administration is required to implement the rules and regulation.
Solution for Tier 3 Category:
 Government Intervention:
 Improvements in school governance.
 System of continuous and comprehensive evaluation.
 Involving Childs in creative works and then paying them for the work they do like painting etc.
 Using better teaching methods like games to make school a
fun place to motivate children.
 Government Partnership:
 Leadership development of head of the primary schools through leadership programs.
 Better Infrastructure.
 Cash prizes based on attendance.
 Providing financial assistance to entrepreneurs to come up with new start up in education sector
especially in rural area.
 Private Organizations:
 Student rotation program: merit base student transfer to the private schools.
 Compulsory Guest Lectures by private school teachers.
 Rebates to Private players to open schools in rural areas.
 Build partnership to deliver quality health and physical education for overall development.
Features of this category:
 All the rural areas of India are included in this category.
 There are many issues with this category like less interest among teachers to teach, poor
Infrastructure, low pay scale, child labour, livelihood issue.
 The main issue is of livelihood.
 Parents don’t send their children to school for the sake of earnings from them.
 Need to develop programs that capture their creativity and pay them accordingly. So that they
don't become forced child labour.

12. Implementing Emerging Trends in Education sector:
Change is the only constant -even in Education. Education is benefitting from trends across sectors from
the integration of technology to making hard sciences a more creative process to encourage innovation.
1. Personalised learning:
Each child is unique and they have different interests and learning styles and focusing on them will
help hone their talent and make them strong individuals. Hence schools should start shifting their focus
towards personalising education for each child. For example, if a child is a visual learner – show him
visuals to teach him concepts, if a child is an auditory learner – make him hear the concepts.
2. Integrated Learning:
Subjects cannot be taught in isolation any more, Also now subjects need to be taught with a global view.
Schools need to move the focus to integrate subjects, combining English literature with maths,
economics, geography etc. For E.g. While teaching Charlie and the Chocolate Factory in English
language children can be taught maths, business, geography etc or while teaching them how to read a
watch you can involve math concepts too. Teachers need to get innovative with their teaching methods.
3. Making Education Interactive:
Teaching young brains is an art, children retain more when learning is fun and stress-free. A crucial
element in learning is that children should not be told that their way of thinking is wrong; instead,
encourage them to build on insights in a positive way. Encourage them, show them the path and then let
them explore the concepts and bring them on the right track if you see the student deviating, Basically, a
teacher and the school environment today is more like a facilitator.
4. Virtual Reality:
Virtual Reality immerses the user in a virtual or imaginary environment. Immersive educational
environments are already being used to provide learners with a life-like experience in subjects as diverse
as history and chemistry. Thus enhancing the virtual learning experience, right from learning
Shakespeare or the French revolution in what our classrooms need.
5. Gamification:
Gamification in Learning is another technological advancement to look out for. Children learn various
concepts with the help of games. Instead of traditional rote learning, using video games and
incorporating other game elements in education can motivate students to understand better and do well
in their exams. As opposed to the traditional classroom learning set up, gamification cuts down boredom
and increases their attention span.
6. Artificial Intelligence:
The integration of Artificial Intelligence (AI) technologies in education shows no signs of slowing
down. While the recent years we have seen AI being used for developing virtual teaching assistants and
personalizing learning for a student, as the technology evolves and becomes more commercially viable.
Artificial intelligence-based assessment provides constant feedback to teachers, students and parents
about how the student learns, the support they need and the progress they are making towards their
learning goals.
7. Online Education
According to KPMG and Google study, it is predicted that online education in India is likely to be 2
Billion USD industry by 2021. With MOOCs and e-learning platforms offering reasonably priced

13. certified courses developing in profusion, governments getting involved in recognizing e-learning
programs and the rise in validity of digital certificates offered by these organizations, online learning
will continue to see an increased adoption in 2019. There will be more focus on developing micro
learning, blitz testing, social media mentoring and content curation.
8. Wellness programs
Schools will invest more in developing and evolving wellness programs within premises to tackle issues
like absenteeism, stress and anxiety related disorders and learning disabilities. There is more awareness
of physical, emotional and spiritual health impacting learning outcomes and this had led to increased
focus on conducting mindfulness and meditation programs for students and educators. There will be
increased collaboration between schools and wellness experts to conduct life skills training and keeping
the children calm and focused.
Continuous learning programs for teachers
In India, schools are investing up to 20% of their budget on teacher and administrator training. Proving
continuing education is a great strategy for Teacher retention and career advancement. The infusion of
AI and technology will require the teachers to be equipped with latest knowledge, tools and guidelines
on ‘how to deal with the changes’ and educate effectively.
Parents - Teacher Interaction Model:
The interaction/relationship between all agents should be focused on both cognitive, social and
emotional dimensions of students. This means that teachers, parents, and community should be work
together to develop children’s/students’ cognition and behaviour. They should facilitate
children/students to perform cognitive and affective learning. As mentioned by Krathwohl (1964),
“affective learning is demonstrated by behaviours indicating attitudes of awareness, interest, attention,
concern, and responsibility, ability to listen and respond in interactions with others, and ability to
demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the
field of study.” Thus, it is significant to remodel what parents, teachers, and community should
communicate and educate, and what learning should be facilitated.
This wider chance of social learning is frequently facilitated by collaborative learning in classroom. As
mentioned by Johnson, Johnson and Stanne (2000), cooperative learning requires students to work
together. Cooperative learning in school can facilitate students to have social care, sensitivity, prosocial
behaviour, and egocentrism reduction. During this cooperative learning in school, children can broaden
their social experience. Moreover, social learning through direct experience can increase academic
performance (Bandura, 1971). This also implies that for children, school is a learning place for
becoming adult learners. Adult learners are characterized by performing active learning through doing
and applying, performing primary and recency studying by learning best from first and final
experiences, engaging in multisense learning, and practicing and repeating (Australian Government,
Department of Health and Ageing, 2009). Thus, the transformation of students from children to adult
learner is determined by their learning process. School facilitate students to be adult learners through
participatory learning process. This process includes reflecting, summarizing, sharing knowledge,
teaching, and receiving feedback.

14. Fig: Conceptual Framework

15. Methods for Monitoring Quality of Primary Education System:
Central Government has developed the following mechanism for the monitoring of quality of education
in primary schools:
(1) A web portal called ShaGun(from the words Shaala and Gunvatta) which has two parts i.e., one
is a Repository of good practices, photographs, videos, studies, newspaper articles etc on elementary
education, State /UT wise has been developed. Its purpose is to showcase success stories and also to
provide a platform for all stakeholders to learn from each other, and in still a positive competitive spirit
among all the States and UTs.
The second part is the online monitoring module of Shagun which measures state-level performance and
progress against key educational indicators which enables the Government of India and the State and
UT Departments of education to conduct real-time assessments which normal paper-based monitoring
mechanisms did not allow. Through Shagun, the data collection and reporting processes have been
simplified; resulting in a totally transparent and efficient system.
In addition, an online Project Monitoring System (PMS) has been developed to monitor physical and
financial progress of implementation of various components under Samagra Shiksha including appraisal
of Annual Plans and issuing of sanctions.
(2) In order to increase focus on quality of elementary education, the Central rules to the RTE Act,
2009 have been amended on 20th February, 2017 to include reference on class-wise, subject-wise
Learning Outcomes. The Learning Outcomes for each class in Languages (Hindi, English and Urdu),
Mathematics, Environmental Studies, Science and Social Science up to the elementary stage have,
accordingly, been finalized and shared with all States and Union Territories.
Outcomes have been translated in different languages and serve as a benchmark for student’s
capabilities to be achieved in each subject & class.
(3) National Achievement Surveys are carried out by National Council for Educational Research
and Training (NCERT) to assess learning achievement of children in Classes – III, V, VIII, and X. The
National Achievement Survey (NAS) 2017 was held on 13th November for assessing the competencies
of children at the grade levels III, V and VIII covering 22 lakh students from 1.10 lakh schools in all 36
states and UTs. NAS (2017) was administered with districts as the unit of reporting in different subject
areas such as languages, mathematics, EVS/Science and Social Sciences in the Government and

16. Government aided schools. The competency based test was based on the Learning Outcomes which
were recently incorporated in the Central Rules for RTE Act by the Government of India.
The National Achievement Survey for students of Class X was similarly, held on 5th February 2018,
with a district level sampling framework covering nearly 15.5 lakh students using multiple test booklets
in Mathematics, Modern Indian Languages, English, Sciences and Social Sciences. NAS district report
cards have been shared with the States and UTs to help in identifying gaps at the district level.
Subsequently, a framework of intervention has been developed and shared with States to improve the
quality of learning in the schools.
(4) Government of India has decided to participate in the Programme for International Students
Assessment (PISA) to be conducted by the Organization for Economic Cooperation and Development
(OECD) in 2021. PISA is a competency based assessment which unlike content-based assessment,
measures the extent to which students have acquired key competencies that are essential for full
participation in modern societies. Learnings from participation in PISA help to introduce competency
based examination reforms in the school system and help move away from rote learning. The CBSE and
NCERT are part of the process and activities leading to the actual test.
(5) Shaala Siddhi is a School Standards and Evaluation Framework, developed by the National
Institute of Educational Planning and Administration (NIEPA), which enables the schools to self-
evaluate based on seven key domains.
(6) The NCERT has developed a framework for Performance Indicators for Elementary School
Teachers (PINDICS) and shared with the states. PINDICS is a framework for assessing teacher
performance and providing constructive feedback for further improvement.
(Source: This information was given by the Minister of State (HRD), Dr. Satya Pal Singh to a Rajya
Sabha question on February 07, 2019).

17. Table 1: The State Implementing and Monitoring Structures
Implementing Structure Monitoring Structure
Department
Sarva Shiksha
Abhiyan (SSA)
Department
Sarva Shiksha
Abhiyan (SSA)
National
Ministry of
Human
Resource
Development
(MHRD)
MHRD
State Education
Secretaries(SPD)
Joint Review
Mission (JRM)
Regional
State
Coordinators
State
Principal
Secretary
State Project
Director
(SPD)
Monitoring
Institutions (MI)
District
District Education
Officer (DEO)
District Institute
of Education and
Training (DIET)
District
Project
Coordinator
(DPC)
District Level
Committee
Block
Block Education
Officer (BEO)
Block
Resource
Coordinator
(BRC)
BRC
Cluster
Cluster
Resource
Coordinator
(CRC)
CRC
Community
Village
Education
Committee
(VEC)

18. Conclusion:
This evaluation identifies the need for schools to be more innovative to meet the needs of
all their students. It signals that the future success for primary school students is dependent on schools
identifying and responding to the aspirations, strengths, culture and needs of their students. The most
responsive schools put considerable effort into ensuring teachers understood the goals for each student
and designed programmes that encouraged students to increase their own self-awareness and self-
management to monitor progress towards achieving their goals.
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