The document discusses the importance of quality education at the elementary level, emphasizing strategies like constructivist approaches, activity-based learning, and community resource utilization for enhancing learning outcomes. It outlines the need for addressing challenges in teacher preparation, curriculum relevancy, and institutional capacity to foster a supportive environment for holistic child development. Additionally, it highlights the significance of a flexible, integrated, and pluralistic curriculum to ensure equitable access to quality education that prepares students for real-world challenges.

1. By- Biswajit Biswaranjan Mohanta
Roll no- 21BEDMED08
6th semester
Department of Education, Sambalpur university.

2.  Introduction
 What is quality education.
 Need of quality education at elementary stage.
 Different strategies for quality education at elementary level.
a) Adaptation of constructive approach.
b) Activity based classroom transaction.
c) Use of community resources in meaningful learning.
d) Relevance ,integrated, flexible, plural and contextual curriculum.

3.  Education is a critical input in human resource development and is essential for
the Country’s economic growth.
 Education in facilitating social and economic progress . Improvements in the
functional and analytical ability of children and youth through education.
 Different challenge for providing quality education at the elementary level
involves improvements in the preparation, motivation and deployment of
teachers, the quality of textbooks and of infrastructural facilities.
 It also involves making education relevant to society’s needs and strengthening
the management and institutional capacity of educational institutions especially
at the state, district and local levels.

4.  Quality education is defined as one that focuses on the learner to prepare them for life,
not just for assessments.
 It demands a shift in focus from the learner's gender, race, ethnicity, socioeconomic
status and geographical location to their social, emotional, mental, physical and
cognitive development.
 Safe, healthy, and gender-sensitive environment for students.
 Relevant material and curricula for the acquisition of basic skills.
 Well-managed classrooms and teaching approaches led by trained teachers.
 Learning outcomes that encompass national goals, and are linked to one’s positive
participation in society.

6.  For literacy-: The child should learn the first language, the mother-tongue, to a level
where he will be able to communicate his ideas clearly and easily.
 For numeracy -:The child should develop the ability in four of the fundamental
numerical operations and be able to apply these numerical operations to solve
problems in his everyday life.
 For reading and Communication Skills -:A child learns reading for the first time while
pursuing primary education. Reading is one of the most beneficial habits for everyone
including youngsters. It helps students see and imagine what they’re reading, which
increases stimulation and memory. Furthermore, reading improves a child's
conversational and communication skills.
 Becoming Confident-:When a child attends primary school, they are exposed to a
positive and learning environment where the teachers are properly trained to deal
with young students. Children learn and develop in an encouraging and supportive
environment, and primary education helps them in becoming more self-assured.

7.  Promotes Independence -:Education is to promote independence among the children.
Independence being one of the important factors for growth, a child gets to develop his/
her true self when they are away from their mother, They get an opportunity to work
independently and thus use their own .
 Developing Human dignity -: The child should learn to display a healthy attitude
towards dignity and human labour.
 For build Sanitary habits-: The child should learn the importance of cleanliness and
develop cleanliness habits and an understanding of the proper hygiene and sanitation
of the neighbourhood.
 Aesthetic Sense-:The child should acquire a taste for the beautiful and good and
should be willing to take care of its surroundings.
 Cooperative Spirit-:The child should learn to behave appropriately and cooperate with
others. They should appreciate the usefulness of working together for a common goal.
Besides these need of qualiy education at primary stage , other needs are developed
character and personality development, honesty, kindness, leadership.

8. a) Adaptation of constructive approach.
b) Activity based classroom transaction.
c) Use of community resources in meaningful learning.
d) Relevance ,integrated, flexible, plural and contextual
curriculum.

9.  Constructivist classrooms focus on student questions and interests, they build on
what students already know, they focus on interactive learning and are student-
centere, teachers have a dialogue with students to help them construct their own
knowledge, they root in negotiation, and students work primarily in groups.
 Constructivism in education asserts that each student interacts with material –
and knowledge – differently, based on personal experiences and feelings. Each
student may bring a different perspective to the same lesson.
 Constructivist classrooms rely on four key areas to be successful:
 Shared knowledge between teachers and students.
 Shared authority between teachers and students.
 Teachers act as a guide or facilitator.
 Learning groups consist of small numbers of students.

10.  Activity-based transaction is the process of learning by performing tasks or activities.
As opposed to asking kids to simply listen and take notes.
 Activity-based transaction motivates students to participate in their own learning
experience via practical activities such as independent investigation and problem-
solving.
 It encouraging kids to explore, experiment and learn independently through activity-
based techniques, parents and teachers seek to equip children with skills in critical
analysis, problem-solving, and creativity.
 Activity based learning develops creative thinking skills. Using problem-solving games
and activities is a great way to get children thinking outside the box. Building these
creative and reasoning skills is important as children progress through school.
 Activity-based transaction encourages kids to be creative in the way they express their
knowledge and thinking.
 The activity-based transaction method provides students with the opportunity to
express what they have learnt through the act of doing as well as through the act of
presenting verbally.

11.  Community resources refer to common places and experiences that are found
within a community outside the school. Community resources effective teaching
aids that can be used to enable learners get first hand contact with reality of
issues to be learnt.
 Using community resources in teaching can enrich the learning experience for
students. Their knowledge with regard to the community will provide students
with real-life opportunities for learning.
 It expands the spectrum of knowledge of students and helps them understand the
functioning of different institutions in the community.
 It helps them be responsible and take an initiative to bring about positive
changes in the society they live in.
 It also enables them to get exposed to different ideas and facilitates the formation
of an inclusive atmosphere.

12.  Before setting a curriculum, the needs of students and all other feasibilities are
considered. At the primary school level, the curriculum aims at providing every
child an equal opportunity to excel by making them study the same subjects.
 Curriculum can provide consistent coverage of standards that ensures equitable
instruction between classes, schools, districts, and states or provinces. With
horizontal alignment, students get equal access to high-quality instruction
regardless of their assigned class.
 A relevant curriculum is one that is cognitively demanding and challenging to
students as they apply the essential concepts and skills to real world, complex and
open- ended situations. The content is not just interesting to students, but
involves particular intellectual challenges.

13.  An integrated curriculum allows children to pursue learning in a holistic way,
without the restrictions often imposed by subject boundaries.
 Integrated curriculum is described as one that connects different areas of study by
cutting across subject-matter lines and emphasizing unifying concepts.
Integration focuses on making connections for students, allowing them to engage
in relevant, meaningful activities that can be connected to real life.
 In early childhood programs it focuses upon the inter-relatedness of all curricular
areas in helping children acquire basic learning tools.
 By integrating subjects, students can develop a deeper understanding of the
material and retain it for longer periods. They can see the connections between
subjects and how they relate to each other, providing a more comprehensive
understanding.

14.  Curriculum designed to allow you to learn what you want or need for learner
interests and future career.
 The flexible curriculum provides the space for students to bring to light their
curiosity and no question goes unanswered. There is guidance while gathering
knowledge, resources available to research more. Schools have specific sessions
where students can delve into the subjects and discover uncovered topics.
 A flexible curriculum is one that can adapt to the changing needs, interests, and
abilities of the students and the learning environment.

15.  Pluralistic curriculum offers many choices in how to achieve the same skill or
level of knowledge.
 A pluralistic school classroom recognizes that each and every child can serve as a
teacher in vitally important and significant ways at different times.
 A pluralistic society is one in which diverse groups function together effectively
with mutual respect towards one another.
 In a pluralistic curriculum, teachers model collaboration partners working
together. They reveal who they are by being open, adding humour to their work,
and doing whatever it takes to help their students feel comfortable in their
classroom and in their school. They observe and listen, encouraging their students
to hypothesize, to imagine, and to tackle the process of learning. In a pluralistic
curriculum, everyone is always seeking to help someone else.

16.  This contextual curriculum framework highlights the purpose of the program, the
needs it meant to meet, and the objectives or the expected outcome.
 It emphasizes the need to carefully select and organize the contents to allow for
the realization of the learning outcomes.
 Contextual education is a method of teaching and learning, based on a
constructivist theory, where information is presented in a way that students are
able to construct meaning based on their own experiences.
 The principle of “Contextual learning” explores how bringing learning into context
can make the experience more meaningful to students

17.  Improving the quality of education in your school requires a multi-faceted
approach that involves creating an inclusive and supportive environment,
utilizing innovative teaching methods, and fostering strong partnerships with
students, teachers, parents, and the community.
By implementing these ten strategies, we can create a
vibrant educational ecosystem that empowers students, prepares them for future
challenges, and ensures they receive the high-quality education they deserve.
Remember, education is a transformative force, and investing in its improvement is
an investment in a brighter future for all.

18. THANK YOU.