1. Enlightening Young Minds
ENHANCING THE QUALITY OF
PRIMARY EDUCATION
PRESENTED BY:
Team Name- Ignatius
College- Kalinga Institute of Industrial Technology, Bhubaneswar.
“Let us change the world, let us enhance the grass root “

2. WHAT COMPELLED US TO THINK…..
 The present educational system of India is an implantation of British rulers.
Wood's Dispatch of 1854 laid the foundation of present system of education in
India. With the introduction of Wood's Dispatch known as Magna Carta of Indian
education, the whole scenario changed. The main purpose of it was to prepare
Indian Clerks for running local administration.
 Education quality has received a great deal of attention in recent years. The
agreement is that quality needs to be improved, very little consensus on what
improved quality really means in India.
 Yet, the country ranked 63 out of 64 in the latest Program for International Student
Assessment (PISA) study, with some of its best schools ranked about the average
among those surveyed.
“Primary education is the foundation on which the development of every citizen
and the nation as a whole is built on.”

3. PRESENT STATUS AT PRIMARY LEVEL:
Boys Girls
0 50 100 150
2008-09
2009-10
2010-11
Retention Rate
Net Enrolment
Ratio
Source: The National University of Educational Planning and Administration (NUEPA)
Enrolment Ratio vs. Retention Rate: Drop-out Ratio:

4. 25
30
35
40
Student-Teacher Ratio
0
1
2
3
4
Average no. of classrooms
0
1
2
3
4
5
6
7
8
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
Government-
managed
Private-
managed
Source: FLASH-2012, DISE Report

5. BARRIERS TO PRIMARY EDUCATION:
Government concerns:
 Poor Infrastructure
 Inadequate Teacher Qualification
and Support
 Low Teacher Motivation and
High Absenteeism
 Linguistic Diversity
 Unavailability of proper
amenities
 Poor student-teacher ratio
 Inadequate number of classes in
schools
 Absence of quality and
experienced teachers
 Time devoted by teacher on non-
educational activities
 Poor quality of mid-day meals
served
Social concerns:
 Improper facilities in urban and
rural area
 Poverty
 Caste and gender bias
 Lack of awareness among parents
 Poor or lack of quality education
 Hidden cost of schooling
Primary education concern mainly comes under two broad categories:-
{All the above factor leads to the increase in the drop-out ratio in
primary education.}

6. Some facts which need to be looked upon…
 Gap between teacher competence and curricular demand.
 Lack of a proper language strategy.
 Lack of communication between the teacher and the children
due to difference in the home language and the school language of the child is
a major factor in drop out and stagnation.
 Irrelevance of education to the needs of the learner.
 Teachers universally blame the syllabus for denying them the flexibility to be
creative and involve students. This argument can be diluted by the fact that the
system offers teachers sufficient freedom to interpret the syllabus accordingly.
 Parents hesitate to send their daughters to schools far away from home due to
security reasons.
 Increase in dropout ratio.
Goldman Sachs counts
THE LACK OF QUALITY EDUCATION
as one of the 10 factors holding India back
from rapid economic growth that can push
the nearly 300 million poor out of poverty.

7. Solutions to the hindrance:
Build Teacher Collaboration and Professional Communities - strong
professional communities that strive to help students succeed and teachers
collaboration where teachers are constantly collaborating, or working together,
to plan their lessons and discuss student needs.
Increasing appointment and training of teachers
 Reconstructing of teacher training curriculum as well as the training
methodologies.
 It must also need to have a separate body of highly educated persons
which will conduct free test and interview at a national level to appoint
trained and well qualified teachers
 Improvement in elementary education content and techniques.
 Good assessment techniques.
 It will provide accurate estimates of student performance and enables
teachers and decision makers to take appropriate decisions.
Teachers must understand that they are ‘teaching for the cause’ and not
for profit.
 Provision of teaching materials.
 Improvement in infrastructure.
 Awareness campaign by NGOs, NSS, government, panchayats and students
should be organized to teach the value of education to the parents. .
Compulsory internship (to teach the children at primary level) for
meritorious students should be included in the curriculum.
NGOs like (ASHAs) should be indulged to take care of the quality of food
provided as mid-day meals in schools.

8. IMPLEMENTATION OF THE SOLUTIONS:
Government must build a separate Body or council with a few heads and numerous
numbers of employees which will strive hard to implement the laws in the country.
(Example: as HRD Ministry has set up National Advisory Council).
The rural people should be made aware of the several funds offered by the
government, which can be used to educate their children for a better future ahead. Thus
their education-related financial problems can be solved.
All duties and responsibilities should be shared between the central government,
state government and the government established organization.
Both governmental and non-governmental bodies must check that every child between
the age group of 6-14, gets an admission to the neighborhood school according to their
age group class. These bodies:
Must stop any form of child labour which exploits their life.
The bodies also need to maintain pupil-teacher ratio to around 30:1, as per norms.
But we would suggest that pupil-teacher ratio must be varying according to class. For
primary classes it should be near 30:1, for secondary classes 45:1.

9.  It must decide the working hours, no. of working days and duties of teachers
and also provides for prohibition of deployment of teachers for non educational
works, other than decennial census, election and disaster relief.
Must keep their eyes wide open so as to prevent any
kind of physical punishment or harassment in class.
Must ensure that other students of the class, those who are regular to schools,
should treat these children as their friend; there must not be any kind of
untouchability or hatred among them.
Must conduct meetings among themselves every week at constituency level, and
must have a district level meeting with the head authorities per month. So that all
must be informed about the progress.
Scholarships must be awarded to meritorious students of economically weaker
sections to arrest their drop-out rates and encourage them to continue their
secondary education up to class XII.
Apart from these, both state and central government
also need to perform a few duties.
So that this act would acts as a ‘Silver Lining’
in the life of out-of-school children.

10. FUTURE IMPLICATIONS
 Drop-out rate in elementary and higher education decrease will result in an increase
in the productive way for the progress of our country.
 This would also lead to an increase in the literacy rate in our country.
 Enlightening the young minds would bridge the gap between primary and secondary
education.
 Enhancing the quality of primary education will give India, a leader who has the
vision of making country developed from developing.

11. CONCLUSION
 Education in India has improved dramatically over the last
three decades. The RTE Act guarantees a quality education to
a wider range of students than ever before.
 However, challenges in implementing and monitoring high standards in teaching
and learning outcomes across regional, cultural and socioeconomic subsets
prevent India from fully achieving this goal.
 Teacher support and scalability of high-performing teaching professionals in
disparate areas, funding allocation for schools in remote districts and limited use
of technology in the classroom remain barriers to reforming primary education.
 A weak foundation in primary education can derail the lives, careers and
productivity of tens of millions of its citizens. Already, a significant proportion
of the adult workforce in India is severely under-equipped to perform skilled and
semi-skilled jobs.
 Furthermore, in order to develop India as a consumer market of global standards,
it is imperative that all of its children reap the full benefits of a high-quality
education. And thus we have come up with these solutions so that every child of
the nation could make his/her life better. These solutions would improve the
basic of primary level of education in our country and make our nation a well
developed one.

12.  Infrastructure: S&T Education", Science and Technology in India edited by R.K.
Suri and Kalapana Rajaram (2008).
 UNICEF
 Prabhu, Joseph (2006), "Educational Institutions and Philosophies, Traditional
and Modern“
 Primary school. In Encyclopædia Britannica. Retrieved on 12 June 2007, from
Encyclopædia Britannica Online
 DISE primary education report and FLASH 2011- 2012
 India 2013 : A Reference Annual by Ministry of Information & Broadcasting
 India 2009: A Reference Annual (53rd edition)
THANK
YOU!