The future of India will be furnished in its classrooms. While India has made great progress in improving its education system over the last couple of decades, still a lot remains to be done. The basic issues which need to be addressed at this stage are helping teachers being effective in what they do, improving the quality and relevance of classroom studies, and making quantifiable and measurable progress towards improving efficiency. This is to be done with an understanding of the special cultural, social, political and economic factors prevalent in the country.
Currently everywhere we hear the word ‘Reservation’, be it at primary class level or at higher education level. But still we are uncertain about the improvement in the social and economic standards for all classes of society. Also this step is raising quite a few eye-brows of the people who think that this is not an appropriate way of raising standards. What we lack is a effective and satisfactory action plan which yields us the desired outcome.
What I feel is that we must primarily focus on ‘School-level’ education, simply because that is where the foundations for learning are laid and it is where the most daunting challenges lie. When we talk about providing equal education opportunities to everyone in the country regardless of religion and caste then providing reservation in higher education is never going to serve the purpose. What is required is to make the base of the system itself strong enough the extent that does not require any reservation / quota system for its support at the top.
These are a few problems we are facing currently and which need to be addressed urgently.
Lack of access to the poorest and the marginalized: While the country has made significant progress in enhancing access, a significant number of children still remain out of school – many of these coming from disadvantaged backgrounds/districts. We account for one fourth of the world’s 104 million out of school children, most of them concentrated in six states. Still a significant portion of it doesn’t have access to elementary education.
Prevailing gender disparities: Though a few states have now reached gender parity at the primary level, others still lag behind. India still has one of the lowest female literacy rates in Asia. Less than 50 percent of the women aged 7 and over are literate.
Weak Outcomes: Poor quality of education is an underlying theme which runs across the system and is reflected in poor outcomes. Owing to high dropout and repetition rates, primary completion rates in the country are among the lowest in the world. Out of every 100 students that enter the primary education cycle, less than 10 graduate out of secondary education. Furthermore, student performance in standardized examinations remains poor. Less than 40% of students pass the grade 10 and grade 12 standardized examinations.
Ineffective Governance: Governance is a key constraint on improving the quality of education and this problem cuts across all levels of education. Accountability and incentive mechanisms and, checks and balances for teachers and administrators are weak.
Information about student and school performance, or how resources are allocated is rarely available to the public – denying stakeholders an important tool with which to monitor schools.
Inadequate Financing: Public education expenditures are currently about 2.3 percent of GDP - these expenditures are the definitely on the lower side compared with rest of the world. Furthermore, a significant share of the expenditures is directed at teachers’ salaries, leaving little resources to be spent on teaching and learning materials. In some of the countries, fiscal constraints may inhibit increased public investment in the sector.
Teacher quality and teaching environment: For most of the student in country the learning environment is pretty abysmal. School consists of a one room building, one teacher covering multiple subjects, and more than 40 students per teacher. With this situation where can we expect the quality? In fact most of the rural schools even don’t have these basic requirements. Many rural schools are seriously understaffed, specially in UP and Bihar. Without efforts to recruit large numbers of new teachers and an investment of resources to upgrade school facilities, we will be hard-pressed to scale up elementary education for young children.
There are quite a few developmental programs are started for the benefit of rural / tribal children. One of them is ‘Janshala’. The Janshala Programme is a collaborative effort of the Government of India (GOI) and five UN Agencies – UNDP, UNICEF, UNESCO, ILO and UNFPA – to provide program support to the ongoing efforts towards achieving Elementary Education. Janshala aims to make primary education more accessible and effective, especially for girls and children in deprived communities, marginalized groups, Scheduled Caste/Scheduled Tribes/minorities, working children and children with specific needs.
A unique feature of Janshala is that it is a block-based program with emphasis on community participation and decentralization. The blocks have been selected on the basis of different indicators such as low female literacy, incidence of child labor, and concentration of Scheduled Tribe (ST) and Scheduled Caste (SC) populations. The goal of this joint education program is to target girls and the marginalized population of children in selected areas and to improve their attendance and performance in primary education.
Before summing up I would again emphasize on the same point. We need a structured action plan very soon to overcome these basic problems occurring at school level. Unless we sort them out other measures are not going to be productive.
Currently everywhere we hear the word ‘Reservation’, be it at primary class level or at higher education level. But still we are uncertain about the improvement in the social and economic standards for all classes of society. Also this step is raising quite a few eye-brows of the people who think that this is not an appropriate way of raising standards. What we lack is a effective and satisfactory action plan which yields us the desired outcome.
What I feel is that we must primarily focus on ‘School-level’ education, simply because that is where the foundations for learning are laid and it is where the most daunting challenges lie. When we talk about providing equal education opportunities to everyone in the country regardless of religion and caste then providing reservation in higher education is never going to serve the purpose. What is required is to make the base of the system itself strong enough the extent that does not require any reservation / quota system for its support at the top.
These are a few problems we are facing currently and which need to be addressed urgently.
Lack of access to the poorest and the marginalized: While the country has made significant progress in enhancing access, a significant number of children still remain out of school – many of these coming from disadvantaged backgrounds/districts. We account for one fourth of the world’s 104 million out of school children, most of them concentrated in six states. Still a significant portion of it doesn’t have access to elementary education.
Prevailing gender disparities: Though a few states have now reached gender parity at the primary level, others still lag behind. India still has one of the lowest female literacy rates in Asia. Less than 50 percent of the women aged 7 and over are literate.
Weak Outcomes: Poor quality of education is an underlying theme which runs across the system and is reflected in poor outcomes. Owing to high dropout and repetition rates, primary completion rates in the country are among the lowest in the world. Out of every 100 students that enter the primary education cycle, less than 10 graduate out of secondary education. Furthermore, student performance in standardized examinations remains poor. Less than 40% of students pass the grade 10 and grade 12 standardized examinations.
Ineffective Governance: Governance is a key constraint on improving the quality of education and this problem cuts across all levels of education. Accountability and incentive mechanisms and, checks and balances for teachers and administrators are weak.
Information about student and school performance, or how resources are allocated is rarely available to the public – denying stakeholders an important tool with which to monitor schools.
Inadequate Financing: Public education expenditures are currently about 2.3 percent of GDP - these expenditures are the definitely on the lower side compared with rest of the world. Furthermore, a significant share of the expenditures is directed at teachers’ salaries, leaving little resources to be spent on teaching and learning materials. In some of the countries, fiscal constraints may inhibit increased public investment in the sector.
Teacher quality and teaching environment: For most of the student in country the learning environment is pretty abysmal. School consists of a one room building, one teacher covering multiple subjects, and more than 40 students per teacher. With this situation where can we expect the quality? In fact most of the rural schools even don’t have these basic requirements. Many rural schools are seriously understaffed, specially in UP and Bihar. Without efforts to recruit large numbers of new teachers and an investment of resources to upgrade school facilities, we will be hard-pressed to scale up elementary education for young children.
There are quite a few developmental programs are started for the benefit of rural / tribal children. One of them is ‘Janshala’. The Janshala Programme is a collaborative effort of the Government of India (GOI) and five UN Agencies – UNDP, UNICEF, UNESCO, ILO and UNFPA – to provide program support to the ongoing efforts towards achieving Elementary Education. Janshala aims to make primary education more accessible and effective, especially for girls and children in deprived communities, marginalized groups, Scheduled Caste/Scheduled Tribes/minorities, working children and children with specific needs.
A unique feature of Janshala is that it is a block-based program with emphasis on community participation and decentralization. The blocks have been selected on the basis of different indicators such as low female literacy, incidence of child labor, and concentration of Scheduled Tribe (ST) and Scheduled Caste (SC) populations. The goal of this joint education program is to target girls and the marginalized population of children in selected areas and to improve their attendance and performance in primary education.
Before summing up I would again emphasize on the same point. We need a structured action plan very soon to overcome these basic problems occurring at school level. Unless we sort them out other measures are not going to be productive.
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