Primary education aims to teach basic literacy and numeracy skills. However, India faces several challenges in primary education including insufficient teachers, lack of infrastructure, and uninterested parents. This is particularly a problem in rural areas. Proposed solutions include increasing the number of schools, reforming curriculum, providing more training to teachers, and optimizing the pupil-teacher ratio to enhance the quality of primary education in India. Implementing these changes could improve learning outcomes but would also face challenges like training many teachers in a short time and changing the existing system.

1. Stepping Stones:Stepping Stones:Stepping Stones:Stepping Stones:
Enhancing the quality of primary education

2. Primary education is the first stage of formal education. The
main objective of quality primary education is to inculcate basic
knowledge about reading, writing and arithmetic among the
children. It is expected that after the successful completion of the
primary level of education, a pupil should be able to read, write, and
solve simple arithmetic problem.
In the year 1950, when the Constitution of India was adopted,
education was recognized as a basic individual right. Directive
Principles of State Policy, Article 45, states that “the state shall
endeavor to provide within a period of ten years from the
commencement of this Constitution, for free and compulsory
education for all children until they complete the age of fourteen
years” (The Constitution of India).
Primary education is the first stage of compulsory education. It
is preceded by pre-school or nursery education and is followed
by secondary education. In this stage of education is usually known
as elementary education and is generally followed by middle school.
What is primary education?

3. PROBLEM
Sufficient school but Insufficient teachers.Sufficient school but Insufficient teachers.
Uneducated parent are not interested for theirs children's
education.
Unawareness for future.
Poor infrastructure - few schools especially in rural and
remote tribal areas.Those that are there have poor
classrooms, no compounds, no latrines and no drinking
water facilities.
In many states across India, children have just moved into a
new class.The excitement of a new school year is still in the
air. New textbooks are being distributed; notebooks and
stationery are being bought. Summer vacations have begun.
On the eve of these new beginnings, hopes run high for all
that children will learn in another year of school. But how
much can we expect that they’ll actually learn?

4. Cause of Problem
• Most of the primary schools are shelterless.
• The schools with buildings have insufficient accommodation.
• Students mostly sit on mats/tats.
• Low pupil-teacher ratio.
• Textbooks for teachers, which contain the methods for teaching
for every unit of the curriculum, are not provided in time.
• Teaching aids are very old. Information and Communication
Technology (ICT) is still not used for teaching in primary education
which is recognized as very effective for learning.
• The teachers of public schools often participate in political
activity or other profitable activity rather than concentrating in
teaching the pupils.
• Resource materials are never provided in adequate quantity.

5. Cont…
• Most of rural areas of India have their own local dialect. In many states
the use of mother tongue as medium of instruction is not followed
strictly.This is particularly so in case of the students belonging to
linguistic minorities.The students belonging to the linguistic minorities
have to study in the language of the linguistic majority of the state.
• Political nature of appointment of the primary teachers is largely
responsible for poor quality of teaching.
• Community support is at the very low.
• A high absentee rate of the students in primary school particularly in
rural areas.
• Co-curricular activities have not been given due importance as the
teachers of the primary schools particularly of public schools and rural
areas consider them as wastage of valuable time.As a result, making
learning a fun for the students is not done.
• Inspection system for primary education has become only a ritual.
•Curriculum of primary education is hardly matches the surroundings of
the students in which they live.As a result, students often suffer from
fish-out-of-water syndrome leading to a high drop-out rate.

6. SECRET BEHIND THE PROBLEM

7. Government Response
1st Officer : I am listening such type of case for a first time?
2nd Officer : Don’t worry it is a small problem .
Teacher : Officers are doing
(after some day)
1st Officer : Don’t worry it is a small problem.Actually I
forget to take a action. This time definitely I will
2nd Officer: 1st officer is doing
Teacher : No official order
(such type of procedure is a common continuing
procedure and student are suffering a lot)

8. Proposed Solution
Counselling with parents
INCREASE IN SCHOOLS FOR SPECIAL CHILDREN AND ALSO IN TEACHERS FOR
SPECIAL KIDS
Bring school close to children
INCREASE IN THE NUMBER OF SCHOOLS:
Most of the Indian population lives in villages which are small and
situated at great distances from one another. It is not possible to open
schools in every village due to lack of funds, therefore the compulsory
education is receiving a great set-back
Reforms in Curriculum:
It is also necessary 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.
Provision ofTeachers:
It cannot be considered a wise step to postpone or slow down the
program of compulsory education till enough trained teachers were
available. To meet this difficulty giving training to untrained teachers
possessing average efficiency should be employed to start the work.

9. Cont…Cont…
•Training of teachers and administrators of ICT.
•District Institute of Education andTraining (DIETs) and State Council of Educational
Research andTraining (SCERT) need to be more strengthened and undergo structural
changes.
•Establishment of a National Primary Education Assessment system like National
Assessment and Accreditation Council (NAAC) for Higher education.
•Strengthening the teacher training institution.
• Reform in examination system.
•Proficiency in English is widely perceived as an important avenue for employment and
upward knowledge, which also greatly facilitates the pursuit of higher education. English
should be incorporated into the curriculum of primary schools as a language subject.
•Optimizing the pupil teacher ratio.
•Developing new teaching learning strategies.
•Developing the infrastructure of primary education.
•Appointment of duly qualified teachers in primary level.
• Appointment of female teachers and teachers in disadvantaged and rural areas.
Local qualified applicants need to be preferred.
•District based educational planning and implementation body needs to be formed.
•Also decrease the extra workload of teachers(building, mdm, cashbook etc)

10. Implementation, Impact and Merit
of the solution
1.Student can get a better education
2.It will create a good relationship between
the parents and teachers
3.Create a good impact on non educated
people
4.Teacher can also teach in a better way
5.System will work positively in a goodway
6.Finally all will be benefitted.

11. Challenges and Mitigation
Factors
A vast mass of teachers may have to change,
transfer and disqualified through new rules and
agenda which make a proper impact on the system.
Untrained teacher possessing average efficiency
have to give training.
To make aware of all rules and regulation,
curriculum the parents, teachers and student .
To council the parents .
Making new rules and a vast academic change in
less time.
Making a good ratio of primary and upper
primary school.
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12. APPENDIX
1.Constitution of India
2.The Times of India Newspaper Article
3.Fun2video.com(picture)
4.Quality Issues in Elementary Education(SSA)
5.wikipedia