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Nursery Admissions - Primary Education in India Needs a Fix- forbes india article

The Programme for International Student Assessment (PISA) ranks India almost at the bottom of the pack in terms of maths and English literacy

When Devanik Saha started teaching in 2011, Nishika was three years behind her grade level. Despite numerous assignments and standardised tests over two academic years, she made only a tiny progress of 0.7 years (about eight-and-a-half months) in maths and 0.5 years (six months) in English.

“She was never taught properly in school due to lack of invested teachers,” says Saha who teaches maths, English and science at Pratibha Nigam Vidyalaya, a public school in Delhi. “The progress, although tiny, is not a measure of her true abilities and potential, which I believe is in arts.”

There are other students in the school run by the city municipal corporation who made big jumps of 1.6 years (about a year and seven months) or 1.9 years (a year and almost 11 months) but Saha doubts the quality of education they get. He calls it more a training to do well in skewed assessments rather than instilling conceptual understanding. “The focus is on procedural fluency to raise their scores, which leads to curriculum deformation,” says Saha, who describes the school as one of the most “unfortunate” with no infrastructure, not even proper toilets for the 1,500 girls who study there.

The quality of primary education in India has been a cause for concern for quite some time. While the current policy, including a new legislation for universal education, lays out a grand vision of raising children’s education profile, it barely lays emphasis on developing their skills to learn.

The Programme for International Student Assessment (PISA) ranks India almost at the bottom of the pack in terms of maths and English literacy. This, according to its test, is attributed to the “lack of application-oriented maths in schools”.

However, the PISA test was conducted in only two states in India and theoretically cannot be extrapolated to the rest of the country. It could also be that local students find the test patterns difficult to recognise.

Nevertheless, Dana Kelly, US representative on PISA’s governing board, says the test helps identify variation in performance and the resources available. “In developing economies such as India, the lack of investment in facilities and educational resources could be a reason for the low performance,” says Kelly.

Broader studies have also found similar results.

The Annual Status of Education Report (ASER) released earlier this year had some startling observations on reading and maths levels in all Indian states. In 2010, nationally, 46.3 percent of all children in Class V could not read a Class II-level text. This proportion increased to 51.8 percent in 2011 and further to 53.2 percent in 2012. This decline in reading levels is mainly in states such as Haryana, Bihar, Madhya Pradesh, Maharashtra and Kerala, which happens to be the most literate state in the country. In maths, the situation seems as grim, especially in government schools. In 2012, only 11-20 percent of Class V students could do division in states such as Gujarat and Tamil Nadu.

Clearly, the public education sector has failed in building strong institutional mechanisms to promote learning skills. New policy initiatives do not inspire confidence either. The Right to Education Act, for instance, requires school management committees (SMC) to be set up to co-ordinate activities in every government school. The SMC oversees the operations of the schools and receives funding from the state and Central government. Three-fourths of the SMC should consist of parents and the rest local authorities, teachers and educationists. The idea was to have increased community participation in the school’s operation.

A recent news report, however, suggests that it is undermined from the beginning. School principals have the power to choose parent members and the process is perfunctory. They choose parents who are uneducated and are often not aware of the SMC itself.

Other reports corroborate this: The UK-based Consortium for Research on Educational Access, Transitions and Equity (CREATE) says in a recent report that the committees include parent representatives, yet these parents are not aware of such committees and most of them are inefficient. A working paper by the Delhi-based Centre for Civil Society says that School Development Plans are barely functional in the SMCs and that members are unaware of their responsibilities.

Well-chosen SMCs can dictate ways to improve conceptual knowledge and learning skills rather than rote learning. The teaching system needs to cater to students

with unique skill sets and these skills need to be developed at the primary level.

For that to happen, the teaching evaluation system has to be overhauled. Over 99 percent of the 7.95 lakh teachers who appeared for the latest Central Teacher Eligibility Test, a benchmark for teacher eligibility, failed to clear the exam. This is largely due to the outdated B.Ed degree system. An NCERT paper says the B.Ed programme is too short and focuses on “rote memorisation” rather than “teaching for understanding”.

The National Curriculum Framework for Teacher Education of 2009 recommended longer preparation for teachers, but the B.Ed curriculum structure continued to be for a single year. There is also a lack of enough skilled trainers and preparation to develop skills, abilities and attitudes to teach students.

Clearly, the primary education system in the country is broken and attempts to fix it are feeble. Unless the problem is addressed quickly, these young ones would grow to join the swelling ranks of the ‘educated unemployables’ in the country.

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Comment by mahesh jain on May 28, 2014 at 5:27pm: @lathaa maam, thanx for the link.... i opened the link send by you and also read the section 24.

sad... it's only about teacher's duties. where are teacher's rights in this RTE act???

and where are student's responsibilities??? i think no where....

i also read section 27 which says no teacher should be deployed on non-teaching duties like election duties etc.... i want to ask one thing govt is in hurry to implement the RTE act and implementing all those sections of this act which go against teachers and in favor of students. and why don't implement section 27 of this act????

i can challenge any one complete such task of elections and census and other such big tasks without teachers help.

that's why i know they will never implement such sections.

there is a deep conspiracy maam... such laws are made to please the parents, which are hard on teachers and soft on there kids... after all every parent provide two votes.

Comment by mahesh jain on May 28, 2014 at 1:13pm: @lathaa maam... i can't agree with you on the socalled worthfulness of this stupid RTE act. Which is too much child centric... there is no say for teacher at all....shameful....

Comment by mahesh jain on May 28, 2014 at 1:12pm: @lathaa maam sorry to say policy makers first make no detention rule up to 8th standard ... then cry foul for large dropout of students.

This No detention policy crate such kids who can't read and write when they reach 9th standard.... then all blame comw to teachers....

Its an easy target... but no one want to realise that kids are very smart these days ... they know it all that teacher can't fail them.... they study or not.....

Our generations are getting dumber and idiot day by day(maximum kids not few in elite pvt school club)

Comment by mahesh jain on May 28, 2014 at 12:37pm: RTE ACT is totally a waste... it is not prepared by taking consideration of the ground reality of india.

there are many imaginary things in this law which may be good for some pvt schools but its a true nightmare for govt school.

Imagine when kids have in there mind that nobody can fail us upto 8th standard then teaching them become a real problem for teacher

Comment by mahesh jain on May 28, 2014 at 12:23pm: Yes maam.... i want to say the same thing.... this thing is true for pvt schools where there is low pupil-teacher ratio.but what about public(oops govt)schools, where there is 100+ student in one section alone.?????

Comment by mahesh jain on May 28, 2014 at 12:00pm: Lathaa maam... one thing i want to clear that an educational system adopted by a country should be indigenous and not adopted from some other country.

Every nation must make its education policy according to the needs of nation and infrastructure available, caliber of kids, socio-economic and political Environment of a country.

If we adopt it from other country specially from west(which we have a perception that they are the best), then it will be a real disaster. this is actually happening in india.

For instance, we do give projects to kids in various subjects. Its purpose is to curb the rot learning and to make kids familiar with real life situations rather then giving them bookish knowledge only...

But in reality this project based learning is a big problem for parents, all projects are available in shops and they can be cusomised according to needs of kids and at a Big cost. All these projects from middle to higher education are not done by kids rather they are sold by shops.

Even you Must know open secret that how PHD. Thesis are prepared and degrees are awarded.

Google and wikipedia do lots of magic in this the great "project based learning"

I want to give stress on the point that no education system is good or bad... rather every education system is made as per the circumstances of that nation...

Comment by mahesh jain on May 27, 2014 at 5:27pm: @lathaa maam... i agree we had very rich educational system....

But now a days do we hve same "gurus and sishye"... ????

I think no....

What's your take on this.....

We are adopting pure western education policy to spoile our kids thats all....

Its true that there is a need for over all development of kids...but dont you think these type of policy framework is good for pvt schools and same is not helping kids in govt schools ... where kids are not at par with there oyher counterparts ... in terms of social, emotional and educational development

Comment by mahesh jain on May 27, 2014 at 3:11pm: I am reading your article lathaa maam....

It will take then i will respond....

Comment by mahesh jain on May 27, 2014 at 3:05pm: @sakshi maam.....

Thanx a lot

Comment by mahesh jain on May 27, 2014 at 3:05pm: @lathaa maam my point is that we should not follow western style of education as it is... and we should not implement there kind of education in indian context.

Youay call me cynical or traditionalist but our policy makers do not have any idea about ground reality. Students of 6 and 7th standard is not able to do simple mathematics and read from the book...