The document discusses the poor state of primary education in India. It notes that 58% do not complete primary education and over 75% drop out by class 5. Reading and math skills are very low, with over 50% unable to read at a class 2 level and over 75% unable to do division problems. Two proposed solutions are discussed: 1) Teaching by level instead of grade to better meet students' abilities and 2) Using online tutorials to provide education in remote areas lacking teachers. Both approaches have been tested successfully but implementing them at a national scale faces challenges.

1. Submitted by:
Priyanka Manchanda
Divya Raisinghani
Deepinder Singh
Jaiveer Duggal
Prabhjit Singh Pahwa
(Symbiosis Institute of Business Management ,
Bengaluru)

2.  58% of children do not complete primary education in India.
 Reading levels continue to be a cause for serious concern. 53.2% of class V
children cannot read Standard II level text (as per ASER report 2012).
 Over 99% of 7.95 lac teachers who appeared for the latest Central Teacher
Eligibility test, failed to clear the exam ( Forbes India).
 75 to 85 out of every 100, drop out by the end of class V as per enrollment
figures.
 The proportion of all children enrolled in class V who could not do division
problems has increased from 72.4% in 2011 to 75.2% in 2012. (ASER report
2012)

3.  SARVA SHIKSHA ABHIYAN
 Launched in 2001
 Universalisation of Elementary Education
 Targeted 192 Million children
 RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT
 Makes education a fundamental right ( Age 6-14)
 25% reservation of seats in private schools
 District Education Revitalization Programme
 Launched in 1994
 Universalisation of primary education
 Funded by central government and supported by UNICEF
 Mid day meal scheme
 Provididng hot cooked meal to primary and upper class children
 Improving nutrition status
 Motivating factor for poor children to attend school
 Increasing enrollmentand retention rate

4. 1. Teaching by level
• Schools all over the world have always been organized by age and grade.
• According to their progression in age, children move from one grade to the
next, regardless of the underlying learning composition of students.
• Group children by level of learning rather than by grades.
• In June 2008, the Bihar government conducted month long “summer camps”.
Children enrolled in standards three, four and five who were not yet at
standard two levels were targeted for the camps. At the camps, children sat in
groups with other children of the same ability level, regardless of their age or
grade.
2. Imparting primary education with assistance of qualified
professionals abroad
• Remote areas can be provided with assistance from teachers in abroad with
the use of Internet and ever evolving technology.

5. Teaching by level
• Skills will be developed fast
and in a durable way as
compared to existing grade
system.
• By the end of standard two
children will be able to
develop foundational skills
of reading, writing, critical
thinking, arithmetic and
problem-solving which is
lacking currently.
Imparting primary education
with assistance of qualified
professionals abroad
• The education imparted
abroad is much more
application oriented.
• The methods used are way
more advanced, making use
of new technologies.

6. • In June 2008, the Bihar government conducted month long “summer
camps”.
• Children enrolled in standards three, four and five who were not yet at
standard two levels were targeted for the camps.
• At the camps, children sat in groups with other children of the same
ability level, regardless of their age or grade.
• Each instructor had children who were at the same learning level and
used appropriate materials and methods for that level.
Experiment
1
• Between 2009 and 2011, Punjab government implemented a state-wide
programme to improve basic learning outcomes.
• Two hours during the school day were set aside for this purpose. During this
time, children from standard one to five were grouped by their learning level
and existing teachers were assigned to the groups.
• Teachers were trained to use appropriate methods and materials with each
group. As each child progressed, she or he could move into the next group.
• Clear goals, strong training, mentoring and monitoring for teachers,
systematic assessment and periodic review helped to ensure the programme
delivered results.
Experiment
2
Teaching by Level

7.  Using the examples of such experiments conducted in the past, the
“Teaching by Level” method can be implemented at larger level.
 It should be executed in the following manner:
District
level
State
level
National
level

8.  Introducing low cost internet in remote areas.
 Such ideas have been introduced by certain organisations.
 These companies can be approached by National Council of
Education to provide technical support.
VINNY LOHAN

9. 1. A specialized team of professionals should be formed at central level
to generate a detailed database of companies with such initiatives,
prevalent throughout the globe.
2. Once collaborated, the primary school children can be taught via the
means of video conferencing ( like Skype, Facetime ).
3. Online tutorials can be provided by qualified teachers and
maintained by a regulatory body .
4. This particular solution would be immensely beneficial to the remote
or rural areas where availability of trained teachers is scarce.
 The type of staff that can be hired for this process can include
 Retired professors
 Graduate/ Post-graduate students working part time

10. Teaching by
level
• Criteria of selection is complex.
• Implementation at a large scale is not viable.
• It may lead to a batch containing students of different
age groups which may cause clash of opinions.
Online
tutorials
• Real time interaction is not possible between
students and teachers.
• It is a costly means of education.
• Technical knowhow is must for implementation.

11.  ASER Report 2012
 Forbes India magazine