This document discusses the quality of primary education in India. It provides a historical overview of education in India, noting that access to education was traditionally restricted based on caste. After independence in 1947, the government expanded provision of primary education, increasing literacy rates from 15% to 52% by 1991. However, many students still drop out before age 14 and achievement is low. Rural schools face challenges like lack of resources while urban schools emphasize exams over creativity. Successful approaches to educating girls involve making education more affordable, practical, girl-friendly, and improving quality. Private education can be more efficient than public education but also risks social inequalities.

1. Quality of primary education
TEAM DETAILS:
BHANUTEJA.S
MUKESH.K
SRINIVAS.B
NITHESH.G
LEELAGOPI.P

2. Historical
Overview
“Free and compulsory education for all children
until they complete the age of 14” (Constitution,
article 45)

3. Education according to
tasks to be performed in
society;
Brahmins: philosophy
and religion
Kshatriya: warfare
Vaishya: trade
Shudras were usually
deprived of educational
advantages

4. Western education system was introduced:
 At independence, fewer than 15% of population was literate
After independence; expansion of provision of
primary education
 By 1991, the literacy rate had increased to 52%
 Even though enrollment is high, 40% of students drop out before the age
of 14 and learning achievement is considered low.

5. •sex
•area of residence
•wealth quintile
Data source: India Demographic and Health Survey 2005-06.
Children out of school by:

6. Data source: India DHS 2005-06
Primary school attendance by
state and territory

7. Education viewed as an effective tool
for bringing social change
 The rural education programs continued throughout the 1950’s
with support from private institutions
 The Rural Development Foundation
• A non-governmental organization
• Principal goal : promote rural development mainly through education
• Principal philosophy : the emphasis on high-quality affordable
education for rural children
 The calculation of gross enrollment rates difficult and variable
in their interpretation
 Principal challenge
 Providing rapidly its rural population with opportunities to
become literate, and develop basic leadership and problem-
solving skills

8. Rural School
Negative aspects
•Resources minimal or
non-existent
•Lack of adequate
room facilities
•Short-term economic
schools
Positive aspects
•Openness to new ideas,
creativity
•“Hunger” and desire to
learn and teach
•Even small injections of
money, volunteers
teachers can produce
major improvements

9. Urban School
Negative aspects
•Discourage questioning
creativity
•An education system
focused on exams and
marks
•Teacher training and
education institution
standards have declined
Some recommendations
•Teachers would benefit greatly
from training in basic behavioral
skills in order to deal with the
different types of challenges
•Instilling the right type of skills
in teachers and implementing
an efficient process

10. Successful approaches to educating girls generally involve four
kinds of efforts, often in a package:
•Make education more affordable
•Make education a practical option
•Make schools more girl-friendly
•Improve education quality
What works

11. Private education can be more efficient and cost-
effective than publicly education without diluting the
quality of education
Social class inequalities in access to private education
are undesirable and can be addressed through
government financing of privately delivered education
Increased public funding of private education will not
have a deleterious effect on public education

12.  The school facilities, teacher
absenteeism, and English medium
results suggest that parents send
their children to private schools for
a good reason
 Private school students perform
somewhat better than public
school students

13. Referencies
•“Women in India. How free? How equal?” by Kalyani Menon-Sen, AK Shiva Kumar
•“Gender Mainstreaming: Does It Happen in Education in South Asia?”
by Chandra Gunawardena and Swarna Jayaweera
•“Educating Girls in South Asia: Promising Approaches” by Barbara Herz
•“The move to programme-based approaches: an effective partnership for girls’
education?” by Ted Freeman and Goss Gilroy
•“Analysis of international education data” by Friedrich Huebler
•“Private schooling in India: A New Educational Landscape”
•“India Human Development Survey 2005”
•http://doc-aea.aide-et-action.org/data/admin/le_contexte_educatif_indien.pdf
•http://www.etab.ac-caen.fr/cdgaulle/vielycee/clubhuma/educat.htm
•http://www.aujourdhuilinde.com/rechercher.asp?MotsClesTheme=Education