1. For education to be truly inclusive and equitable, a
strong political will and greater efforts are required
on part of the government to ensure that all children are
not just in school but receiving an education which they
can relate to, which represents their experiences and
enables them to make sense of their lives and things
around them.
2. Problems Associated with Quality of Primary Education in
India
• Performance of all enrolled kids is far below the expected level (60% of those
enrolled , b/w 6 to 14 yrs, are unable to read at a II grade level)
• Government strategy: “Schooling for all” and not “learning for all”.
• Less focus on the invisible challenge: (Typical Indian School focuses on completing
curriculum and is not structured to provide extra help to children who are not moving
ahead at the expected pace or to those who are falling behind.)
• Overambitious curricula
• “Teaching by grade” and not “Teaching by level”.
• No significant change in pedagogy and school governance.
• Teaching: Underrated job
• Lack of motivation in teachers.
• No provision for “conditional incentives”: (e.g. rewards dependent on school
attendance both for teachers and students)
• Lack of innovations in teaching methods (focus is given on rote learning)
3. • 99 percent aspirants failed to clear TET (Teacher Eligibility Test) in 2012, compared to
90 per cent in 2010.
•. Our two primary challenges are to revise our outdated curriculum and sync it with the
industry’s needs; to train our faculty, so that they have knowledge to teach skills and
are continuously motivated to innovate
• The lack of monitoring and the delay in the appointment of staff most of the services are
non-functional .The absenteeism in the primary is high
4. Heckman’s Curve- Rate of return to human
capital
The advantages gained from effective early
interventions are best sustained when they are
followed by continued high quality learning
experiences. The technology of skill formation
developed shows that the returns on school
investment are higher for persons with higher ability,
where ability is formed in the early years. Figure
shows the return to a marginal increase in investment
at different stages of the life cycle starting from a
position of low but equal initial investment at all
ages.
6. LEARNERS AND TEACHERS AS LEARNERS
HEALTH AND DEVELOPMENT
1.GOOD HEALTH AND NUTRITUON STATUS
2.LEARNER CONFIDENCE AND SELF ESTEEM
3. REGULAR ATTENDENCE FOR LEARNING
4.EARLY ASSESSMENT OF DISABILITIES
HOME
A.HOME/SCHOOL/COMMUNITY PARTERNERSHIPS
B.FAMILY SUPPORT FOR LEARNING
C.POSITIVE EARLY CHILDHOOD EXPERIENCESENVIRONMENTS
PHYSICAL ELEMENTS
1.ACCESS TO QUALITY SCHOOL
FACILITIES INCLUDING WATER AND
SANITATION
2.CLASS SIZE
PSYCOLOGICAL ELEMENTS
A.PEACEFUL ,SAFE ENVIRONMENTS
B.EFFECTIVE SCHOOL DESCIPLINE
,HEALTH AND NUTRITION POLICIES
C.INCLUSIVE ENVIRONMENTS
SERVICE DELVERY
1.PROVISION OF HEALTH SERVICES
CONTENT
MATERIALS
1.COMPREHENSIBLE,GENDER SENSITIVE,RELEVENT
TO SCHOOLING
CURRICULUM
A.BASED ON DEFINED LEARNING OUTCOMES
B.NON DISCRIMINATORY AND STUDENT CENTERED
C.UNIQUE LOCAL AND NATIONAL CONTENT
D.INCLUDES LITERACY ,NUMERACY,ETC
E.INCLUDES RELEVENT KNOWLEDGE ON HEALTH
NUTRITION AND PEACE
STANDARDS
1.STANDARDS AND TARGETS FOR STUDENTS
LEARNING
PROCESSES
STUDENTS TEACHERS SUPER VISION AND SUPPORT
1.INTERVENTION AND SPEACIAL 1.COMPETENCE AND SCHOOL EFFICIENCY 1. ADJUSTMENT IN SCHOOL HOURS AND
ASSISTANCE WHERE NEEDED 2.ONGOING PROFESSIONAL LEARNING FOR TEACHERS CALENDERS TO SUPPORT STUDENT LEARNING
2.TIME ON TASK 3.POSITIVE TEACHER-STUDENT RELATIONSHIP 2.ADMINISTRATIVE SUPPORT AND LEADERSHIP
3.ACCESS TO LANGUAGE USED 4. BELIEF THAT ALL STUDENTSCAN LAERN AND 3. USING TECHNOLOGY TO DECREASE RATHER THAN
AT SCHOOL COMMITMENT TO STUDENT LEARNING INCREASE DISPARITIES
4.RELEVENT STUDENT CENTERED 5.FEEDBACK MEACHANISMS THAT TARGET NEEDS 4.GOVERNAMENTS THAT ARE SUPPORTIVE OF
METHODS LEADING TO ACTIVE 6.FREQUENT MONITORING BY TEACHERS EDUCATION SYSTEMS
PARTICIPATION 7. POSITIVE LIVING /WORKING CONDITIONS 5.FINANCIAL RESOURCES FOR EDUCATION SYSTEMS
QUALITY OUTCOMES
1.LEARNING WHAT THEY NEED TO
LEARN
2.HEALTHY AND FREE FROM
EXPLOITATION,VOILENCE
3.AWARE OF THEIR RIGHTS AND
HAVE OPPURTUNITIES TO REALISE
THEM
4.ABLE TO PARTICIPATE IN DECISIONS
THAT AFFECT THEIR LIVES
5. ABLE TO REPECT DIVERSITY
,PRACTICE EQUALITY,AND RESOLVE
DIFFERENCES WITHOUT VOILENCE
System for Quality Education
7. Call to the private and the corporate sectors to be partners of the govt. There is ample growth
through private enterprise. There is no need for the govt to invest in these activities. It needs
only to invest in the management of the growth and in ensuring that the administration of
primary education is free of corruption and of the many other malpractices that exist.
Planned use of sophisticated technologies to deliver education. The technologies are available
and we have the competence to use them.
Place teaching as a social and intellectual practice . It provides direction to teacher educators
to prepare teachers to examine knowledge critically and engage in a dialogical relationship
with children. It envisions a teacher as a thinking reflective individual, whose primary task is
to facilitate children to construct meaning from their experiences.
Need for a transformative teacher preparation and continued development of teachers, as
an imperative for realizing the goals of education for all by implementing result oriented
pre-service teacher education programs and continuing education of teachers for achieving
Education for all.
8. Developing critical perspectives about children and their socio-cultural and political
contexts, aims of education and schooling ,content and pedagogical knowledge and, about
self and society, which are important for a multi-cultural classroom, are highlighted as
the pivot of teacher education curriculum and practice. Engaging with such perspectives
requires ,dialogue, self awareness , collaboration and critical inquiry.
Another important aspect contributing to children’s learning is sustained and substantive
continuous professional support to teachers.
Rectifying problems such as lack of basic amenities, interior rural and tribal areas,multi-
grade classrooms, multi-lingual students, children with special needs, first generation
learners and so on.
Grouping students according to their ability and not by class or age have experimentally
proven that a student’s learning improves impressively.
Provision of after –school tutoring/ vacation programmes for at risk students.
Schools identified with large number of at risk students should be provided with staff
specially trained to meet the needs of those students.
9. Inter-personal Skills Skills For Building
Self Awareness
Critical And Creative
Thinking Skills
Decision Making Skills Coping And Stress Management
Skills
Active Listening Identifying Personal
Strength And
Weaknesses
Creative Thinking
Skills
Problem Solving Skills Coping With (peer) Pressure
Giving And Receiving
Feedback
Positive thinking Skills Skills For Generating
Alternative
Skills For Assessing
(Personal And Other
Risks)
Time Management Skills
Non-verbal
Communication
Values Clarification
Skills;
(social norms, beliefs,
ethics, myths)
Info Gathering Skills Skills For Assessing
Consequences
Skills For Dealing With Anxiety
Non-verbal
Communication
Values Clarification
Skills;
(social norms, beliefs,
ethics, myths)
Skills For Evaluating
Information Including
Sources Of Information
Such As The Media
Goal Setting Skills Dealing With Difficult Situations
Assertion And Refusal
Skills
Negotiation And Conflict
Management
Cooperation And
Teamwork
Relationship & Community
Building Skills
Identifying And Acting
On Rights,
Responsibilities And
Social Justice
Help Seeking Skills
Life Skills and Peace Education
10. Successful qualitative reforms require:
• Prime attention to quality of teaching profession
• Strong leading role by government
• A societal project for improving education
• Policy continuity over time
Education quantity and quality
are complements, not substitutes
A classroom is like a room of mirrors - the student's
mindset reflects the teacher's mindset.
