3. Importance of Education..!
A proper primary education teaches
literacy and numeracy; the ability to read
and work with numbers will benefit
children into adulthood.These children
will grow up to be farmers or small
business owners, mothers or fathers; even
basic literacy and numeracy will increase
their efficiency and ability to learn.
4. Reasons for specific cause ??
58% of children do not complete primary
education in India.
According to the Annual Status of Education
Report (ASER) 2012, 10 crore children in India
are two or more years below their grade level.
As of 2012, only 30% of standard three students
could read a standard 1 text a drop from 50% in
2009.
The ASER report also estimates that only 50% of
rural children enrolled in standard five can
fluently read a standard two text book.
40% of standard five students in rural India cannot
solve simple two-digit subtractions.
5. Continue..??
Using ASER figures, we estimate that over
100 million children in India are two or
more years below their grade level.
Under the current circumstances, such
children are very unlikely to reach the
levels of capability expected of children
after eight years of schooling, as mandated
by the Right to Education (RTE) Act.
6. Visible Challenge: Inadequate Inputs
If you ask teachers or officials about the biggest
challenge for improving learning outcomes they will
probably point to the numerous gaps in the system.
Some schools continue to lack adequate
infrastructure; several states still face a severe
shortage of teachers. Many will complain about the
poor quality of institutional support for teachers’
professional development.The usual assumption is
that if these gaps are filled, children will learn and
learn well.This “theory of change” explains the push
from within the government as well as from outside
to ensure the timely provision of adequate inputs, and
to point out the urgent need to build institutions that
support schools and teachers.
7. Invisible Challenge: Children falling behind
But there is another less visible, but dangerously debilitating
and potentially worsening problem that plagues Indian
classrooms.This may be at the root of why children are not
learning.
Sadly, it appears as though educated citizens, education
experts, planners and policymakers, Union, state and local
governments do not see this problem.A typical Indian school
focuses on completing the 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.
Without the learning support that is critical, a large fraction
of Indian children slip through the cracks.The problem is
made worse by textbooks and curriculum whose pace and
content accelerates through the primary school years.
8. Achieving learning for ALL..
To address the challenge of teaching-learning in primary grades we
must make concerted efforts to tackle three issues.To help all
children in standards three four and five reach the level expected of
them at their grade, there is a dual challenge: first, basic skills need
to be built, and built fast and in a durable way.
Second, these children have to be enabled to be able to cope with
what is required of them for the grade in which they are studying.
Finally, to alleviate this dual challenge in future, by the end of
standard two children need to have developed foundational skills of
reading, writing, critical thinking, arithmetic and problem-solving.
Of course, it can be argued that grade level expectations need to
be reviewed so that the “negative consequences of overambitious
curricula” can be minimized, but curriculum reform is a long drawn
out and complicated process. In the meanwhile, we should not
allow children to finish standard five without very basic skills that
will enable them to go forward in the education system and in life.
9. Continue..??
The spirit of the RTE Act also is to
“guarantee” that by the time children
complete eight years of schooling, they are
capable of dealing with whatever lies ahead
for them.The prevailing belief among
decision-makers is that increasing inputs,
improving infrastructure and “tightening
systems” will lead to the desired changes.
“theory of change” may be necessary to
achieve “schooling for all”, it will not enable
India to reach the goals of “learning for all”.
11. List of Strategies
Creating parental awareness.
Community mobilization.
Economic incentives.
Minimum levels of learning.
Sector policies for expanding and
improving primary education.
District primary Education programme.
Mid-day meals Scheme.
Sarva Shiksha Abhiyan.
12. Eleventh Five-Year Plan Goals
Reduce dropout rates of children at the elementary level from 52.2
percent in 2003–04 to 20 percent by 2011–12.
Develop minimum standards of educational attainment in
elementary schools, to ensure quality education.
Increase the literacy rate for persons of age 7 years or more to 85
percent by 2011–12.
Reduce the gender gap in literacy to 10 percentage points by
2011–12.
Increase the percentage of each cohort (i.e. is a group of people
who share a common characteristic or experience within a defined
period) going to higher education from the present 10 percent to
15 percent by 2011–12.
13. Sector policies for expanding and
improving primary education
To provide additional public expenditure, many
governments have diminished or altogether
removed the burden of schooling costs on
households (for example, by abolishing school
fees and providing compensatory grants to
schools) and have introduced more accessible
forms of schooling (such as community schools ,
mobile schools, distance learning), and through
contracting out their responsibilities to various
types of NGOs.
14.
15. District PrimARY EDUCATION
PROGRAMME
District Primary Education Programme
has been launched in this District since
November 1997.The main criteria for
selecting this district is the lower level of
the Female literacy rate than the national
literacy at the time of introduction of
District Primary Education Programme.
16. AIMES AND OBJECTIVES OF
DPEP
Enrolment of all the school age children in the age
group of 6 to 11.
Retention of all the enrolled children in schools
without any dropout.
Completing five year of Primary Education with
quality.
Promoting of Girls Education.
Provision of Integrated Education for the
Disabled Children.
Involving the community for the better
functioning of schools.
69 schools were benefited through this scheme.
17. Mid day meal scheme
The Mid Day Meal Scheme is a multi-faceted
programme of the Government of India that,
among other things, seeks to address issues of
food security, lack of nutrition and access to
education on a pan nation scale.
It involves provision for free lunch on working
days for children in Primary and Upper Primary
Classes in Government, Government Aided, Local
Body, Education Guarantee Scheme (EGS) and
Alternate Innovative Education (AIE)
Centres, Madarsa and Maqtabs supported
under Sarva Shiksha Abhiyanand National Child
Labour Project(NCLP) Schools run by Ministry of
Labour.
19. Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan (Education for All
Movement) is a programme by the Government of
India aimed at the universalization of elementary
education "in a time bound manner", as mandated by
the 86th amendment to the Constitution of
India making free education to children aged 6–14
(estimated to be 205 million in number in 2001)
a fundamental right.
The programme was pioneered by Atal Bihari
Vajpayee.
SSA is being implemented in partnership with State
Governments to cover the entire country and
address the needs of 192 million children in 1.1
million habitations.
20. Goal of SSA..
Open new schools in areas without them
and to expand existing school
infrastructures and maintenance.
Address inadequate teacher numbers and
provide training a development for existing
teachers.
Provide quality elementary education
including life skills with a special focus on the
education of girls and of children with
special needs, as well as computer education.
