“We give them roots, we give them

wings

And great joys from, little things,

A hope that they will soar ,

A hope that they will try,

We are sure that one day ,

Our children will learn to fly”

NEED AND IMPORTANCE OF EDUCATION

GENERAL ISSUES

ABSENTEES OF TEACHERS

BRS-BIOLOGICAL RECOGNITION SYSTEM

QUALITY OF TEACHERS

ACTIVITY BASED LEARNING

CLUSTER OF SCHOOLS

WE CAN

Education play a vital role in shaping the future of any country. This document makes an attempt to fill

the inevitable gap of providing the information(knowledge) as well as techniques to be adopted

(facilitation tools) to transform

knowledge into practice.

We would also like to thanks our friend circle, family members for the support during making of this

slide.

CHANGING FACE OF EDUCATION

GAURAV KUMAR

DIVYANG PANDEY

RAVI YADAV

SARGAM MODAK

PRATEEK P NAIR

Education, as you are aware, is vital to the human resources

development and empowerment in the stages of growth of a nation. In

any education system, higher education encompassing Management,

Engineering, Medicines etc., plays a major role in imparting knowledge,

values, and developing skills and, in the process, increase the growth

and

productivity of the nation and the Government is committed to

providing primary education.

On the need for education, we wish to quote our Father of the Nation,

Mahatma Gandhi, who

once said that education not only moulds the new generation, but

reflects a society’s fundamental assumptions about itself and the

individuals which compose it.

The Indian government lays great emphasis to primary education up to the age of fourteen

years (referred to as Elementary Education in India.) The Indian government has also banned child

labor in order to ensure that the children do not enter unsafe working conditions.

Education has also been made free for children for six to 14 years of age. The District Primary

Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education

in India by reforming and vitalizing the existing primary education system.

Significant efforts have been made in the last fifty years to universalize elementary education.

Since 1950, impressive progress has been made in every sphere of elementary education .Although

government has done many things to improve the primary educations in India, somehow have been

successful but has not yet achieved the significant results. India initiated a wide range of

programs for achieving the goal of UEE through several schematic and

programme interventions, such as Operation Black Board,Shiksha Karmi Project,Lok

Jumbish Programme, Mahila Samakhya, District Primary Education Programme and mid

day meal.

Plants are shaped by cultivation and humans by

education

Ninety-five per cent of the rural population

have a primary school or alternative school

facility within one kilometer, 95% of the

children population go to primary schools, the

ratio of teacher student is 1:38, teachers are

paid well, free education, free textbooks,

uniform are provided, girls stipend for

promoting girls education, exceptional

schemes like right to education, mid day meal,

aanganwadi, sarva shiksha abhiyan and many

more are there. but the question is even after

having such extra ordinary facilities where do

we stand. The stark truth is country's literacy

rate is 74.04%, mammoth proportion of 60%

primary school student drop out after primary

education, India is ranked 63 out of 64 in

latest PROGRAM FOR INTERNATIONAL

STUDENT ASSESSMENT study and most of

the best schools ranked average at global

level, only 48.2% student in the fifth grade can

read at the second grade level, only 52% of

primary schools have girls toilets. These facts

are nothing but practical reality of India's

current status in education field.

First of all we would like to bring

in light some of the most familiar

problems.-

LACK OF AWARENESS

GENDER AND CASTE DISPARITY

CHILDREN BELONGING TO

WEAKER SECTION

OVERCROWDED CLASSROOMS

HIGH RATE OF DROPOUTS

LACK OF QUALITY CONTROL

These problems are not something very new to us but we have faced

these problems from very beginning. Government has already taken

several wise steps to eradicate these.

The need of hour is to sensitize parents and society the importance

of education. Ensuring that all children receive the education they

deserve will require a coordinated global efforts by individuals,

communities, businesses and government.

Through social media, street plays and little help of village

education committee awareness can be spread about the benefits

provided to them by government like free education, girls stipend

etc. Moreover no one can deny the fact that disparity on basis of caste

and gender is still prevailing in our country. there is no way other then

education which can help to eradicate all these social issues and for

these it is most required that strong steps should be taken.

Participation of women in literacy campaigns has opened several

opportunities for neo-literate women to step out of the households and

involve themselves in some enterprise or a new vocation. The active

participation of women will not only empowers the condition of women

in India but also will encourage literacy level of girl child.

Also education campaigning can also be improved by running

educational mobile vans just like health care mobile vans to

spread awareness among general people.

According to the report "Teacher Absence in India: A Snapshot", produced by Harvard University and The World Bank, the

average Indian school is missing 25% of its teachers on any given day. The report asserts: "Only 45 percent of teachers were

actively engaged in teaching at the time of the visit." This means that, on a daily basis, 37.5% of the teachers in India are

teaching, and fewer in poor areas, where teacher absence was as high as 42%.

GENERAL ISSUES SOLUTION

The caliber of a school is decided by their teachers and if the

teachers are themselves not coming then how one can expect the

boon of education.

Their is a very innovative way to solve the problem of poor

attendance of teachers in schools.

AND THAT IS BRSBRS - Biological recognized system-a good initiative to increase

the attendance of teachers in school., although it is one time

investment but can pave a way in increasing the attendance of

teachers in primary school, which have been a major headache

in primary education system for the government and in another

way increasing role of teacher in school.

Through BRS system government will be able to keep eyes on all the

records of teachers attending the school or not. A senior authority at

district level will be appointed where all the tracks of teacher

attendance will be recorded AND THIS WILL BE ACCESSIBLE

TO THAT AUTHORITY ONLY. and moreover a regular system will

be applied for the payment of salary to the teachers .as for example-

the teachers will be liable for the payment for only those days , they

have come and attended the class, if they are absent they will not be

payed.

a simple theory –

THE MORE YOU COME THE MORE YOU WILL GAIN. NOW

THE QUESTION ARISES WHAT IF THE TEACHERS ASK FOR

THE HOLIDAYS, SO FOR THIS THEY WILL BE PROVIDED 3

LEAVES IN TWO MONTH WHICH THEY CAN USE AS

REQUIRED.

THUS AN APPROACH THAT WILL PLAY A VITAL ROLE IN

IMPROVING PRIMARY EDUCATION.

SOLUTION

The same is applicable in the real world. This fact is very well aware with that still a very large section of elder

people is uneducated, and they do not realize the importance of education further, which ablated their own

children from the proper education and in some cases no education at all. Although, the scenario is changing

gradually but still lots of things need to be done. There are some open schools running in some areas. It was

established by the Ministry of Human Resource Development of the Government of India to provide education

inexpensively to remote areas. What if elderly people who remained deprived of education are motivated through

these schools to learn while their work not getting disturbed, will not it be a very revolutionary step. In India

education at older age is still a taboo but consistent steps will diminish these old ruptured thoughts and if once

it gets boost up will decrease the hesitation among people.

'Value has its Value until you Value it'.

In 2008-2009 on average 45% of the primary school teachers

have not studied beyond 12th grade. This shows that teachers are

not adequately prepared to deal with the wide range of student

diversity and experiences. The underqualified teachers are hired

who are not having teaching skills, proper methodologies for

educating children and appropriate training which directly affects

our education system. Some astonishing facts are that 47% of

children in the second through fifth grades cannot read simple

paragraphs with short sentences and approximately 54% of

children in the same grades cannot solve basic subtraction or

division problems. 95% of Indian children attend primary

school, only 40% go on to secondary school.

THIS CAN BE IMPROVED BY:

It is not only

quantity but the

quality which also

matters..

Upgrade curriculum periodically, integrate technology and high quality instructional

materials and to help students in learning the applications of mathematics in real life.

Teachers should be encouraged to develop and use locally relevant instructional

materials.

In India, rote learning has been institutionalized as a teaching methodology. "Primary school

teachers in rural India often try to educate students by making them repeat sections of text

over and over again". Often they do not explain the meaning of the text, which results in

stunted reading comprehension skills over the course of the children's education. Many

students in grades two and three struggle to read individual words, but can neatly copy entire

paragraphs from their textbooks into their notebooks as though they were drawing pictures.

Training to teachers on regular basis should be provided, if not regular than at least once

annually. The focus of the training should be on outcome oriented teacher training , to enable

teachers to attain pre identified performance standards.

Similarly some tests should be taken on regular basis

to analyze whether teachers recruited are up to proper

standards or not.

Teachers should not be allowed to teach same grade

level students, i.e. every year they should be given

different level of students for teaching.

Some of teachers should also be trained for remedial

teachings so that they should be able to teach

differently abled students.

CLUSTER OF SCHOOLS

If in a specific area suppose there are two

schools, school A and school B. Suppose

school A shows positive results in overall

development of students but school B is much

lagging behind. That clearly shows that school A

has better teaching staff, teaching aids and

teaching methodologies. But in our country

rich gets richer and poor gets poorer. The same

applies here too. But what if two gets connected.

Then the same facilities and methodologies

would also get introduced in school B.

This example is on small scale but it can be

extended on large scale too.

Grouping schools into clusters is an effective

way to improve primary education quality in

rural areas while remaining cost-effective. 6

to 11 schools are associated with a central

school in a single cluster.

The access between each school to the central

school must be good, and if adequate

transportation methods do not exist, improving

them must be a priority. Adequacy of

transportation is judged on the basis of transit

time, cost, and safety.

Cluster school systems have been implemented with great success in

some Southeast Asian and Latin American countries. Thailand turned

to a cluster system for rural schools in the 1960s with extraordinary

results. In 1960, only 33.5% of those 25 or older had completed 4

years of primary school; by 1980 69% had. This occurred while

Thailand's population was nearly doubling (26 to 44 million). By the

early 1980s, 96% of primary school-age children were attending

primary school.

As the cluster system develops, it will naturally adapt to the

circumstances in the region. If a particular school is successful and

attracts students, straining the capacities of the cluster, the cluster should

expand to meet the demand. If these clusters are indeed performing

well and needs more support for the increased demand, government

funding should support the cluster accordingly.

On the other hand, if a particular school or cluster is doing poorly, the reasons for

its poor performance need to be examined and addressed. Is it an issue of

administration, lack of adequate resource/funding allocation, or a lack of student

attendance? These problems will all require different approaches. If the main

administrator is incapable or corrupt, immediate action must be taken to

replace him. However, during planning phases of cluster school implementation,

current leadership of schools should play a role in deciding which will become the

central school and thus who is the principal administrator. Thus, the issue of

corrupt or incapable leadership can be avoided.

CLUSTER OF SCHOOL

As we have already discussed India has flawed teaching methodology.

Students are taught in same monotonous environment throughout

the whole session. Moreover learn by rot system has done the

remaining damage in declining interest among students. Therefore

some steps in teaching field should also be taken like:

Interactive sessions- A Regular interactive session should be

introduced in class , that can bring an interest among students so that

they will study in a much easier way ,that can be done in organizing

various competition in class like singing ,dancing , painting, etc..

Computer learning program-according to the statistics it has been

found that ,children take lots of interest in computer learning and

shows quite interest in studying. So from the very root level,

government should take an initiative such that a computer learning

course may be introduced as early as possible.

Activity Based Learning had been introduced in Tamil Nadu for a short term which had very positive

results.

Average achievement of children increased significantly in all subjects: The study revealed that as

compared to the baseline study there was an increase of nearly 25% to 29% in all subjects.

Gaps in achievement within gender, location and social groups was narrowed down: During

baseline study, there was significant difference in achievement between boys and girls, urban and

rural children, and children from different social communities. However, during the end-of-the-year

study, it was found that no significant difference was found.

More children shifted from low achievement range to very high and excellent achievement

range: Number of low achievers

reduced by 30% to 40% in all subjects and number of excellent achievers increased by 20% to 40% in

all subjects.

ACTIVITY BASED LEARNING

A famous proverb says 'action speak larger than

word'. Our team took an initiative ,through our

organization ‘ we can where we use to visit nearby village and teach small

children from class 1-10..for the last 2 month. What

we found was very surprising results ,the data shows

that Tripura lies on 3rd number with the literacy

rate of 87.8%(according to data 2011-2012).

but our experience was shocking-'the level of class 8

student was similar to that of class 6 and many

more. Thus what we need is awareness among

students and their parents ,so that they realize the

important of quality education, we are still trying.

FOR FURTHER INFO VISIT :-

http://www.facebook.com/wecannita

Initiative taken by our team of

NIT AGARTALA

wikipedia.org

www.nlm.nic.in

www.indiabudget.nic.in

http://knowledge.wharton.upenn.edu

www.ideasforindia.in

www.indiatoday.intoday.in

www.motherservice.org

NEWSPAPERS AND MAGZINES

India Today

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