Quality of primary education

TEAM DETAILS:

BHANUTEJA.S

MUKESH.K

SRINIVAS.B

NITHESH.G

LEELAGOPI.P

Historical

Overview

“Free and compulsory education for all children

until they complete the age of 14” (Constitution,

article 45)

Education according to

tasks to be performed in

society;

Brahmins: philosophy

and religion

Kshatriya: warfare

Vaishya: trade

Shudras were usually

deprived of educational

advantages

Western education system was introduced:

At independence, fewer than 15% of population was literate

After independence; expansion of provision of

primary education

By 1991, the literacy rate had increased to 52%

Even though enrollment is high, 40% of students drop out before the age

of 14 and learning achievement is considered low.

•sex

•area of residence

•wealth quintile

Data source: India Demographic and Health Survey 2005-06.

Children out of school by:

Data source: India DHS 2005-06

Primary school attendance by

state and territory

Education viewed as an effective tool

for bringing social change

The rural education programs continued throughout the 1950’s with support from private institutions

The Rural Development Foundation

• A non-governmental organization

• Principal goal : promote rural development mainly through education

• Principal philosophy : the emphasis on high-quality affordable education for rural children

The calculation of gross enrollment rates difficult and variable in their interpretation

Principal challenge

Providing rapidly its rural population with opportunities to become literate, and develop basic leadership and problem-solving skills

Rural School

Negative aspects

•Resources minimal or

non-existent

•Lack of adequate

room facilities

•Short-term economic

schools

Positive aspects

•Openness to new ideas,

creativity

•“Hunger” and desire to learn and teach

•Even small injections of

money, volunteers

teachers can produce

major improvements

Urban School

Negative aspects

•Discourage questioning

creativity

•An education system

focused on exams and

marks

•Teacher training and

education institution

standards have declined

Some recommendations

•Teachers would benefit greatly

from training in basic behavioral

skills in order to deal with the

different types of challenges

•Instilling the right type of skills

in teachers and implementing

an efficient process

Successful approaches to educating girls generally involve four

kinds of efforts, often in a package:

•Make education more affordable

•Make education a practical option

•Make schools more girl-friendly

•Improve education quality

What works

Private education can be more efficient and cost-

effective than publicly education without diluting the

quality of education

Social class inequalities in access to private education

are undesirable and can be addressed through

government financing of privately delivered education

Increased public funding of private education will not

have a deleterious effect on public education

The school facilities, teacher

absenteeism, and English medium

results suggest that parents send

their children to private schools for

a good reason

Private school students perform

somewhat better than public

school students

Referencies

•“Women in India. How free? How equal?” by Kalyani Menon-Sen, AK Shiva Kumar

•“Gender Mainstreaming: Does It Happen in Education in South Asia?”

by Chandra Gunawardena and Swarna Jayaweera

•“Educating Girls in South Asia: Promising Approaches” by Barbara Herz

•“The move to programme-based approaches: an effective partnership for girls’ education?” by Ted Freeman and Goss Gilroy

•“Analysis of international education data” by Friedrich Huebler

•“Private schooling in India: A New Educational Landscape”

•“India Human Development Survey 2005”

•http://doc-aea.aide-et-action.org/data/admin/le_contexte_educatif_indien.pdf

•http://www.etab.ac-caen.fr/cdgaulle/vielycee/clubhuma/educat.htm

•http://www.aujourdhuilinde.com/rechercher.asp?MotsClesTheme=Education