Improving Primary

Education

-Shikha kothiyal,Prerna,Poonam,Shivani,Smita

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AIM

• Improvements in primary education (4 years of a basic education,

between the ages of 6 and 10) address poverty and food

insecurity in the long term by targeting the root problems of a

lack of literacy and numeracy in communities. Improved literacy

and numeracy will allow impoverished individuals to:

• Become informed about nutrition and health, so they will be

better able to care for themselves and dependents

• Become capable of understanding and using new technologies

that improve agricultural yields

• Obtain higher-paying jobs, so they have an increased ability to

buy food.

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New changes

• We suggest subject like “ASTRONOMY”should include in curriculum.

• “NO PRIVATE SCHOOLS”, hence the government school should under

take then and teachers for such schools should be appointed by

government examination so that quality of education improved.

• Class 10th boards should not be removed but criteria of marks should be

improved.

• Very less fees for such school.

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Quality Improvement in Primary

Education

• Quality assurance is a mechanism used to

• evaluate the efficiency and appropriateness of

• teaching and learning in primary schools so as to

• ensure the delivery of high quality education. It is

• also a holistic method of identifying and resolving

• problem within the educational system in order to

• ensure continuous quality improvement. It can also

• be described as means of disseminating

• information regarding the quality of primary

• education.

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• According to Birdsall, Levine and Ibrahim [2],

• enrolment of children in school, the challenges of

• access/quality and quality of teaching and facilities

• must be resolved if schools are to offer quality

• education.{2} According to Bateman, quality

• assurance includes defined standards of

• achievement, documented procedures for all

• identified processes, established ways of

• responding to issues and clear accountability for

• outcomes.{1} The importance of consistence and

• continuous quality assurance in primary education

• are many.

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Bank Strategy and Support

• IDA Lending: 0%, 35 years to repay with first 10 years “grace” (no repayment)

• Since FY00: over US$ 1 Billion (Rupees 40 billion) committed to sector.

• Over last 10 years: eight State-level District Primary Education Projects

• US$ 500 M for SSA I; Additional US$500 M in November 2007 for SSA II

– Increased focus on quality in SSA II

– Partner with European Commission and UK DFID

– Still a small player: Bank $ is less than 10% of GOI $

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Bank Strategy and Support (continued)

• US$ 280 M for VET: support 400 Industrial Training Institutes, for improved quality and relevance (June 2007)

• US$ 250 M for Technical Education and Engineering: reforms in 128 competitively selected engineering institutions in 13 states to address skills shortages

• US$ 70 M for polytechnics in six remote states (possible $300 M additional)

• State education reforms in Orissa and AP

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Collaboration with Civil Society

• Over 7,000 NGOs participating as partners in SSA

– Alternative education programs: “bridge courses”

– Monitoring of quality

– Capacity-building of VECs

– Reference Groups advising States, Districts and Blocs

– Contracting (e.g. MP with Pratham)

• Not surprisingly, varies greatly by State

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Bank Research

• Elementary Education

– Impact evaluation regarding:

• Incentive payments and schooling inputs on student

learning

• Dissemination of education information on school

governance and student outcomes

• School characteristics and student outcomes

• Instructional time on task survey

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Bank Research

• Early Childhood Development – focus on integrated (health/nutrition/education) approaches

– Will feed into US$ 450 M Integrated Child Development Services Project

• Secondary Education – major analytical study related to expanding access, particularly for girls and marginalized groups, and to role of private sector

• Higher Education – contribute to debate regarding how India can address skills shortages among HE graduates, linked to economic growth opportunities.

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Bank’s Limitations

• Engagement in Indian education is largely

through centrally-sponsored schemes, while most

implementation happens at the State level. Need

to find ways to foster dialogue and technical

assistance with States, and increase exchanges

with civil society on substantive policy issues.

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Additional Issues for Discussion

• Access versus quality tradeoffs

• Role of public and private sectors in education

financing and provision

• Prioritization of education levels (basic, secondary,

VET, higher)

• Role of civil society in policy debates and project

implementation

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PROGRAMMING FOR

PRIMARY EDUCATION. • Establishing a process where learning outcomes is compared with actual learning outcomes is

essential to determine if children are genuinely learning.using pracuical assessment tools within the classrooms and developing system of education to address area of weakness is the most efficient way of promoting primary education.

• Teachers are perhaps the most influential variable to develop learning environment in the classroom.

• Good teachers often overcome the deficiencies of in other part of educational system like poor infrastucture,lack of books,bad curriculum..

• improving the planning and management of primary education. The objective of both sub-components of teacher development (pre-service and in-service trainings) is to improve the retention and learning achievements of pupils through fundamental changes in the teaching-learning processes. The emphasis will be on using active-learning and child-centered teaching/learning methodologies and other innovations to increase pupils? engagement and development of critical thinking skills, thereby enhance their learning.

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Thank You