Spandan represents a solution to enhance primary education in India. The document discusses that while India has achieved success in many areas, the quality of elementary education remains poor, especially for rural populations and women. It identifies several problems with the current system such as teachers having non-academic workloads, limited opportunities for teacher growth, and curriculum that is not developmentally appropriate. The proposed solution is to place trained early childhood personnel in primary schools, provide scholarships based on performance and economic need rather than caste, reduce rigid teaching methods, make the environment more interactive, increase public awareness of education policies, and nurture at-risk students.

1. “Spandan” represents solution of ‘Stepping
Stone: Enhancing Primary Education’
 Today India, our country has been achieving success in various
sectors.
 Just few days ago, We celebrated 67th Independence day…
 Just Think….Really? We are Independent???
 Where do we stand, today???
 Yes, that’s right…FLASHCLICK
 The reason for all of these is “EDUCATION”.
 So, According to Every Lock has Key, this problem also has
solution and “Spandan” represents solution here.

2. ELEMENTARY EDUCATION IN INDIA
 Education is important not only for
development of one's personality,
but also for the sustained growth of
Nation. It is the foundation on which
the development of every citizen and
the nation as a whole hinges.
 The quality of elementary education
in India has also been a major cause
of worry for government.

3. EDUCATION IN URBAN AND RURAL AREAS
 Despite all the efforts of the
government, universalization
of education in India remains a
distant dream.
 While the literacy rate is
65.38% according to 2001
census, the female literacy rate
is 54.16%. While 80. 3% urban
people are literate, 59.4% of
the rural population is literate.
84%
76%
74%
61%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
India China
Urban Rural

4. PROBLEM STATEMENT
 Teachers are engaged in Workload of non academic activities & not adequately prepared
to deal with the wide range of student diversity and experiences.
 Limited opportunities for professional growth and development of early years educators
, including those who work in primary school settings.
 Learning environments especially at the primary school level are not appropriate to the
children’s developmental needs.
 Lack of support system and remedial resources that could help children especially those
at risk, reverse the pattern of academic failure.
 Inconsistencies in the quality of services being offered to young children and their families.
 Curriculum Programmes not developmentally appropriate.
 Lack of access , affordability to high-quality early childhood care and education
programmes.
 Superficial and inappropriate adult/child interactions.
 Lack of use of authentic assessment strategies.

5. Early Childhood Care &
Education
Current Status &
Analysis
Strength
Weakness
Opportunity
Threats
Priorities &
Strategies

6. Placing competent trained
early childhood personnel
in infant and lower junior
classes in primary schools.
Give Scholarship
considering Performance &
Economic condition not
according to Caste
Reduce Rigid Chalk & Talk
Method
Make Environment more
Interactive.
Make Public aware about
importance of education &
Government provided
Policies.
Nurturing Risk Students
Provision of after –school
tutoring/ vacation
programmes for at risk
students.
Implementation of Quality
Standard Education Implement Supervisory
Monitoring System
PROPOSED SOLUTION

7. • School leadership, room for consultation between teachers, governments and
other stakeholders on curriculum, employment and working conditionsGovernance
• learning networks and professional advisory bodies to encourage sharing of best
practiceParticipatory learning
networks
• Fraud in public tendering for school buildings and textbooks, nepotism and bribes
in teacher appointment and examinations
Combating corrupt
practices
Equity • reducing regional and social inequalities advances education for all
IMPLEMENTATION

8. Start with learners and take all actors into account
TOWARDS BETTER QUALITY: A HOLISTIC APPROACH

9. Government
has been
receiving
EDUCATION
TAX already
FUND SOURCE