The document discusses a program initiated by students from the College of Engineering, Pune to enhance the quality of primary education. As part of the program, the students visited areas with low education facilities and identified problems like lack of proper infrastructure, dull teaching methods, and economic barriers. Their objectives are to provide quality education, overall student development, and create awareness about education quality. Some of their proposed solutions include improving teacher training, making learning more interactive, focusing on students' health and extracurricular activities, and using community outreach and media to promote awareness.

1. Stepping
Stones
Enhancing
the
quality
of
primary
educa5on
College
Of
Engineering,
Pune
TEAM:
EPOCH
1.
Ashwini
V.
Yeola
2.
Darshika
B.
Bhayani
3.
Prachi
O.
Tipole
4.
Deeksha
R.
WaBamwar
5.
Rohini
V.
Borkar

2. We
have
iniFated
a
program
based
on
social
service
in
college,
with
the
support
of
faculty
and
colleagues.
As
a
part
of
this
program
we
used
to
visit
many
areas
with
low
faciliFes
of
educaFon
where
we
realized
the
problem
exists
in
aBaining
the
educaFon
in
proper
way
and
unfortunately
it
prevails
in
every
part
in
one
way
or
the
other.
Observing
the
difference
in
complicaFons
according
to
the
regions
we
realized
the
essence
of
different
soluFons.
We
appreciate
‘Manthan’
for
giving
a
helping
hand
so
we
got
a
medium
to
present
ourselves
and
our
ideas.

3.
• Give
quality
primary
educaFon
to
the
students
in
schools
• Overall
development
of
student
• CreaFng
awareness
about
quality
educaFon
amongst
people
ObjecFves

4. • Learners
who
are
healthy,
well-­‐nourished
and
ready
to
parFcipate
and
learn,
and
supported
in
learning
by
their
families
and
communiFes
• Environments
that
are
healthy,
safe,
protecFve
and
gender-­‐sensiFve,
and
provide
adequate
resources
and
faciliFes
• Content
that
is
reflected
in
relevant
curricula
and
materials
for
the
acquisiFon
of
basic
skills,
especially
in
the
areas
of
literacy,
numeracy
and
skills
for
life,
and
knowledge
in
such
areas
as
gender,
health,
nutriFon,
HIV/AIDS
prevenFon
and
peace
• Processes
through
which
trained
teachers
use
child-­‐centred
teaching
approaches
in
well-­‐managed
classrooms
and
schools
and
skillful
assessment
to
facilitate
learning
and
reduce
dispariFes
• Outcomes
that
encompass
knowledge,
skills
and
a^tudes,
and
are
linked
to
naFonal
goals
for
educaFon
and
posiFve
parFcipaFon
in
society.
Quality
EducaFon

5. 1. Well
educated
teachers
to
come
up
2. Should
teach
whole
heartedly.
3. Methodology
for
teaching
should
be
made
interesFng
4. 3D
modeling
should
be
introduced
5. Conceptual
teaching
should
be
focused
6. Unbiased
teachers
7. Non-­‐violent
ways
to
be
implemented
for
punishments
Teacher

6. PracFces
1. Moderate
Infrastructure
(Classrooms,
Benches,
Blackboard,
Water,
SanitaFon
facility)
2. Ground
should
be
present
3. Providing
Textbooks,
Notebooks,
StaFonary,
etc.
4. Peaceful
environment
near
schools
5. Strength
of
class(1:30
teacher
student
raFo)
6. Providing
Mid-­‐Day
meals
to
all.
7. Ethical
and
moral
teaching

7. Overall
Development
1. Health
should
be
given
primary
importance
2. Sports
should
be
introduced
3. Various
acFviFes
should
be
introduced
4. Knowledge
applicaFon
skills.
5. Environment
awareness(Eg.
planFng
and
nourishing
trees,
no
liBering)

8. 1. Access:
a.
Poor
Infrastructure
b.
Orthodox
Society
c.
Transport
Facility
2.
ABendance:
a.
Teachers’
View
b.
Irrelevant
Subjects
c.
Economical
CondiFons
3.
ABainment:
a.
Household
Atmosphere
b.
Dull
teaching
c.
EvaluaFon
Problems
Now

9. Awareness
1. Volunteers:
-­‐NGOs
and
other
organizaFons
should
come
up
to
crate
awareness
about
quality
educaFon.
-­‐Should
go
house
to
house
in
villages
and
rural
areas
to
create
awareness
2. Streetplay:
-­‐
Street
plays
showing
importance
of
educaFon.
3. Mass
Media:
-­‐
To
target
the
main
urban
populaFon
for
awareness
in
quality
of
educaFon

10. WHAT
WE
WANT