PUSHKAL

Manthan Topic:

STEPPING STONES:

Enhancing The Quality Of Primary Education

TEAM DETAILS: Sri Harsha Jilludumudi, Surya Teja Maddikonda, Lakshman Tadury,

Tejaswini Vuyyuru, Prathyusha Patta

REFORMED EDUCATION: A WAY TO PRESERVE QUANTITY AND AUGMENT QUALITY

• 42% Students are dropping out even before class V

HIGH DROP OUT RATE

• Quality is generally compromised for quantity

• Low teacher to pupil ratio QUALITY OF

SUCCESSFUL STUDENTS

• 12TH Pass + 2-Yr training(DIET) TEACHER’S ELIGIBILITY

CRITERIA

• 25% absence – only 45% actively engaged in teaching (in some states only 25%)

• poorer states have higher absence rates TEACHER ABSENCE

• Lack of proper instructional rooms , library , materials.

EDUCATIONAL FACILITIES

• Problems related to electricity, covered roof, non-mud floor , Working conditions

INFRASTRUCTURE

• Teachers do not show interest due to the remoteness of the school

REMOTENESS OF SCHOOL

• The current inspection procedure not seemingly fit and needs some reforms.

NEED FOR APPROPRIATE INSPECTION

A Common Curriculum is to be followed in the whole Nation. About 6Hrs of classes- 1Hr each on Language studies, Value Education, Sciences, Mathematics, News and Politics and Recreational Activities.

Teachers, Retired Executives or Officers, Interested Youth ,NGO’s can be recruited by online and offline selection basing on command in their respective subjects and be given their wages according to the Budget constraints.

Students must be provided Quality material and filming of Inspirational movies, Small Scale Fests / Gatherings

Physical / Online Inspection once a week by In charge Officers and Strict fine and charges may be levied if found inculpative.

Schools must be provided with Minimum Infrastructure with basic amenities like toilets, Instructional rooms with fans and lights, Play-Ground and a Computer with Internet facility.

CURRICULUM

ADMINISTRATION

MATERIAL

INSPECTION

INFRASTRUCTURE

Languages

English

Regional language

Sciences

General Science

Mathematics

Social Studies

Others

Moral values

Avocational Course

ENGLISH being an internationally accepted language should be introduced right from the grass –root level. This allows the pupil to be at par the contemporaries on the World Stage and NOT face any linguistic hindrance.

REGIONAL LANGUAGE will root out the communication gap with society and prevent the linguistic difference.

MORAL VALUES imbibe the humanity in a being and moulds one character. The right

ethics drive the students thought process in a righteous direction. Such sensibilities right

from childhood demarcates The Future Citizen’s conscious from any heinous

wrongdoings.

AVOCATIONAL COURSES: Every student should be given a leeway to elect his strengths ranging from art to sport. Such incorporation will fuse

the element of passion and eliminate the prosaic

GENERAL SCIENCE: To fuel the curiosity & kindle the scientific temper to understand its omnipresent laws in our daily life.

MATHEMATICS: To contrive the analytical & logical thereby blending in the reasoning and aptitude to judge the situational crisis.

SOCIAL STUDIES: Facts are absolute but knowledge is relative. Sociology widens the horizons of mind onto a global scenario and gives us the KNOW-HOW of life.

Ministry of Human Resource & Development

Education ministries of states / UT

District Education Boards (District Education Officers,

Inspectors)

Mandal / Tehsil Education Officer

Village Schools (Supervisors, Head Masters)

Teachers (Temporary & Permanent)

District Board Primary schools

Kendriya Vidyalayas

People termed as ‘Supervisors’ shall be selected (voluntary basis) amongst the interested retired State / Central government services employees from the respective regions. They are responsible for the superintendence of the school concerned. They report directly to the Mandal/Tehsil education board and are often inspected by the district education board.

The headmasters are actually involve in the academic proceedings of the school and head the teachers (both permanent and temporary candidates).

Unemployed youth belonging to various regions are given an opportunity to work for the Government as primary school teachers. However, the criteria are that one should be a graduate in the age group 20 – 29, with at least 65% marks from a recognized college.

They have to work in their allotted villages for 2 years on a one sided bond basis. They are then absorbed into their State Board if their performance is satisfactory.

Graduate volunteers from Non-Government Organizations, with 65% marks, passed out from a recognized college are invited to teach in primary schools

A 3 - tier system shall be introduced which forms the administrative and academic framework. This is targeted at increasing the teaching force and the supervision / inspection authorities of the country besides generating vast opportunities for the unemployed youth and enhancing the retirement lives of the educated old.

• Retired central / state government employees belonging to the region, are invited to become Supervisors who would be made the in-charge of a school. They report directly to the Tehsil / Mandal Education Officer who in return reports to the District Education Officer. Besides supervision and accounting the proceedings of the school, they can teach at their dispense.

• These supervisors have to be graduates. They are provided with 15-20% hike in their respective pensions in addition to medical reimbursement facilities (for self and spouse) for the duties they perform.

Tier 1

• The Existing Teachers of the respective State government fall under this category. Their salary is as per the state govt. norms. Transfer and Promotion criteria is as decided by the Education board of the respective State Government.

Tier 2

• Unemployed youth / members of Non - Governmental Organizations willing to teach on a contract basis have to be procured by the Central Government. The selected candidates are trained to work in village schools. Apart from teaching, they perform the duty of campaigning this scheme in their allotted village, and convincing the parents for their child’s primary school enrolment.

• They are recruited for a term of 2 years on a one-sided bond basis. This can be extended if the performance is satisfactory, as certified by the concerned inspector.

• They are awarded a basic pay of Rs. 8000. Housing rental allowance and Travelling Allowance are provided on request. Provident Fund / Gratuity / Pension facilities and other allowances are provided if the post is made permanent.

Tier 3

VADE MECUMS – KNOWLEGDE RESOURCES

Due to lack of inability and

proficiency of teachers, they

tend to instruct as per textbook

in a way promoting rote

learning.

This hurdle can be overcome if the textbooks

and study materials are printed in the

regional language

Certain inspirational

movies, speeches and workshops

have to be conducted in

order to implant moral values in

the hearts of the children.

The knowledge resources can be made interesting by incorporating sensory images,

objects and information to the child in a amusing and interesting

manner which enables intrigues the tender mind and eliminates the practise of memorizing.

The textbooks can include sections like

“DID YOU KNOW”

,“POINTS TO REMEMBER”

which includes information on

people and other living

things, places, history,

geography, and other cultures

are presented to the child in the form of stories.

An effort can be made to print English textbook too into a regional language having the same pronunciation as in English.

Children are euphoric about cartoons. An effort has to be made to incorporated cartoons in the lessons which are opined to be taught

Story telling is used to make

learning fun and to communicate basic values of

goodness, beauty,

harmony, responsibility

and right conduct. ·

Instead of the government directly building the infrastructure, it can privatize the task to firms or suppliers. They are invited to furnish the below mentioned items through sealed tenders, category wise or as a whole. The same firms are directed to the renovation of the already existing district board and Tehsil / Mandal level schools.

• A 2-3 storied RCC framed building, with 3000 – 4000 sq.ft of floor space which can accommodate 200 students has to be constructed.

• The building ought to have a procurement of overhead tank, a kitchen (for mid-day meal beneficiary schools), toilets (separate for boys and girls), and sewage outlets.

RCC Framed Building

• To ensure proper vision and comfort, lights and ceiling / wall-mount fans are to be installed wherever necessary

Electricals (Lights, Fans)

• Every building has to be installed with a drinking water facility either supplied by the local municipality / RO purified overhead tank water / water cans on a rental basis.

Drinking Water

• Every school has to possess a basic computer with a decent internet connectivity to ensure teaching with AV aids.

Computer with Internet facility

• Benches, chairs, tables and blackboards necessary for the entire strength, have to be procured. Hardware

51.26 58.54 61.42

65.86

0

10

20

30

40

50

60

70

2010-11 2011-12 2012-13 2013-14

Central Budget Allocation for MHRD (In thousand crores)

Category of Expenditure Amount (INR )

Electricals 20000

Drinking Water 20000

Computer 30000

Miscellaneous 10000

Building Cost 1000000-1500000

Total 13.3 Lakh

There are about 6,38,000 villages, 5,100 towns and 380 urban agglomerations in India. For the sake of estimation, if we assume we shall construct a new school building with the above mentioned amenities in a mediocre area of about 3000 – 4000 sq.ft of floor area for every 10 villages, locating areas distant enough from the already existing primary schools in villages, Municipal schools for towns and District Board schools for cities, we are in need of only Rs. 8485,40,00,000 which is approximated as Rs. 8,485 crores. This is about 13 % of the portion of the budget that is allocated to the Education sector of the Central Budget 2013-14. This 13% mentioned, addresses all the infrastructural needs of the newly constructed schools.

3% of the current budget is required for renovation of the existing schools all over the country.

The remuneration for the Tier-1 and Tier-3 employees mentioned earlier would account for an amount less than 3% of the budget allocated for Ministry of human Resource % Development (MHRD) given there shall be one tier-1 candidate and 3 tier-3 candidates for every school. The tier-2 candidates are the existing states / central government teachers.

Hence, India would see this reformed and much benevolent system if the centre allocates 19% more than the currently allocated budget to MHRD in the next financial year.

Expenditure for a new school

•Respect parents -> respect elders -> respect women •Promotes feeling of oneness -> promotes national fraternity •appreciate diversity -> promote national integrity •Youth become directional and this helps in reduction of social crimes

OUTLOOK TOWARDS SOCIETY

•Moral values can be learnt. •Develop love, kindness and affection over peers •Various life lessons can be learnt •Good decision making skills and all round personality development •Good human beings

VALUE EDUCATION

•5000 organizing teams of MAKE A DIFFERENCE(MAD),3000 units of BACHPAN BACHAO,1000 units of TEACH A CHILD and many other inspiring volunteering groups which make up 2.5 Mn of youngsters (<25 yrs) •1.2 Mn of corporate associates

VOLUNTEERS

•Confidence to communicate •Can express one’s self without any hesitation •Proficiency in English •Fluency in their regional languages •Ability to solve simple day-to-day calculations •Knowledge about one’s own state and our country •Competent attitude

ACQUIRED SKILL-SET

•Several educated but unemployed youth can be provided employment •Mothers of the students can be appointed to prepare mid-day meals, which increase the household revenue • Retired people can benefit themselves by maintaining the school’s environment

EMPLOYMENT

•Teaching Internships can be granted to the undergraduates with stipend or scholarships. •These scholarships can be claimed as a fee waiver for a particular semester which in turn promotes higher education and the interest among youth to serve

INTERNSHIPS

HIGH TENDER VALUE

TOO MUCH OF HIERARCHY

ALL WORK AND NO PLAY

PARENTS’ CHOICE

PRIVATE ORGANIZATIONS

LACK OF DEDICATED TEACHERS

If the minimum tender bid is beyond the budget, then it would be impractical to establish effective infrastructure. This hurdle can be overcome if the MRO officers are honest enough.

Too much of hierarchy would result in a not so good understanding among the teaching staff. Therefore the recruitment should be based on the experience of the teachers.

Too much of teaching may lead to loss of interest within the student community. Therefore there a need to utilise the budget effectively and construct playgrounds for the all-round development of the student

In most of the rural areas, parents prefer their children to work in the fields inorder to cut the labour cost. They are ignorant that their educated child can bring them great fortune. The parents have to be oriented towards the benefits of education

Most of the private organizations allocate their funds to wards developing the environment but not towards education. These organizations have to motivated that an educated citizen is capable of protecting the environment

Most of the recruited aim about the incentives. No individual would be keen to show up humanity as they have to earn their living. They shouldn’t be hungry for money but about the social well being

HIGH TENDER VALUE

TOO MUCH OF HIERARCHY

ALL WORK AND NO PLAY

PARENTS’ CHOICE

PRIVATE ORGANIZATIONS

LACK OF DEDICATED TEACHERS

If the minimum tender bid is beyond the budget, then it would be impractical to establish effective infrastructure. This hurdle can be overcome if the MRO officers are honest enough.

Too much of hierarchy would result in a not so good understanding among the teaching staff. Therefore the recruitment should be based on the experience of the teachers.

Too much of teaching may lead to loss of interest within the student community. Therefore there a need to utilise the budget effectively and construct playgrounds for the all-round development of the student

In most of the rural areas, parents prefer their children to work in the fields inorder to cut the labour cost. They are ignorant that their educated child can bring them great fortune. The parents have to be oriented towards the benefits of education

Most of the private organizations allocate their funds to wards developing the environment but not towards education. These organizations have to motivated that an educated citizen is capable of protecting the environment

Most of the recruited aim about the incentives. No individual would be keen to show up humanity as they have to earn their living. They shouldn’t be hungry for money but about the social well being

Challenges involved and Mitigations

References

http://en.wikipedia.org/wiki/Indian_education

http://www.ssa.nic.in/

http://en.wikipedia.org/wiki/Sarva_Shiksha_Abhiyan

Education in Emerging Indian Society : The Challenges and Issues GHOSH, SUNANDA

Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America

Elder, Joseph W. (2006), "Caste System", Encyclopedia of India (vol. 1) edited by Stanley Wolpert, 223–229, Thomson

Gale.

India 2009: A Reference Annual (53rd edition), New Delhi: Additional Director General (ADG), Publications Division,

Ministry of Information and Broadcasting, Government of India

Raman, S.A. (2006). "Women's Education", Encyclopedia of India (vol. 4), edited by Stanley Wolpert, 235–239, Thomson

Gale

Setty, E.D. and Ross, E.L. (1987), "A Case Study in Applied Education in Rural India", Community Development Journal

Sripati, V. and Thiruvengadam, A.K. (2004), "India: Constitutional Amendment Making The Right to Education a

Fundamental Right", International Journal of Constitutional Law, 2 (1): 148–158, Oxford University Press.

Vrat, Prem (2006), "Indian Institutes of Technology", Encyclopedia of India (vol. 2) edited by Stanley Wolpert, 229–231,

Thomson Gale

Prabhu, Joseph (2006), "Educational Institutions and Philosophies, Traditional and Modern", Encyclopedia of India (vol.

2) edited by Stanley Wolpert, 23–28,