SAKSHAR BHARAT The advent of a revolution

PRESENTED BY: ABHIGYA LANGEH DIPIKA JAIN KASMITA BORA MALAVIKA NARAYAN MOOMAL RAJPUROHIT Famous5

IP COLLEGE FOR WOMEN

“Live as if you were to die tomorrow. Learn as if you were to live forever.”

MAHATMA GANDHI

[  Theme-­‐  stepping  stones:  enhancing  the  quality  of  primary  educa9on.]    

Scope of problem: low literacy level Underemployment, unemployment, no employment.

Causes of the problem: no innovation and monotonous syllabus; lack of govt. institutions; prolonged absence of teachers.

Reasons of the problem: corruption and nepotism in teacher allocation; improper utilization of funds and resources.

Problem statement: v Low quality of primary education v Poor accessibility of limited schools and resources

                     CLUSTER  SYSTEM  FEATURES    •  Strict  affilia9on  of  primary  schools  to  high  schools  and  senior  secondary  schools.  •  Decentraliza9on  of  resources  and  infrastructure.  •  Ac9ve  involvement  of  the  local  community  in  teaching  and  surveillance  process.  •  Proposed  student  teacher  ra9o  is  1:30.  •  Per  five  thousand  people  we  establish  one  unit  of  our  cluster  system.    

0 1 2 3 4 5 6 7 8

BOYS GIRLS TOTAL

AVG. ANNUAL GROWTH RATE AT PRIMARY LEVEL

SOURCE GOVINDA AND BISWAL(2006: 14)

SINGLE TEACHER SCHOOLS

Rajasthan

Orissa

Madhya Pradesh Assam

Cluster system: Cluster system:

Senior secondary

school

SECONDARY  SCHOOL  

PRIMARY  SCHOOL    

PRIMARY  SCHOOL  

SECONDARY  SCHOOL  

PRIMARY  SCHOOL  

PRIMARY  SCHOOL  

Ensures  con9nua9on  of  higher  educa9on.  

Merits of the proposed

cluster system

Increased  accessibility  to  primary  educa9on.  

Elimina9ng  transporta9on  cost  and  

ensuring  security.  

High  aUendance  proposed  as  compared  

to  now.  

FEATURES MERITS

1.  Vocational training and provision of practical skills.

•  Preservation of local culture. •  Fund generation by holding product outlet at

secondary school level. •  Promote livelihood opportunities in this field

for the future.

2. Sports facilities and inter-cluster, inter-school competitions.

•  Physical fitness and attendance assurance. •  Incentive for coming to school. •  Inter-cluster competitions will lead to

scholarships.

3. Bridge classes: Multi-grade and multi-level system.

•  In this system, students will learn at their own pace with the assistance of experienced teachers and senior students.

4. Migration friendly. (Can be achieved through AADHAR CARD)

•  Reduce admission hassles for uneducated parents who need not go through long admission formalities.

•  Ensure uniform continuation in academics. •  Enable proper adjustments for new students

HIGHLIGHTS

5. School Management Committee (SMC’s). Constituted at the senior secondary level in the following structure: headmasters the schools in the cluster + level teachers per clusters+ civil society agents( educated and established persons of the locality + representatives of the local body.

•  Ensure transparency in recruitment. •  Proper management of funds and resource

allocation.

6. Faculty recruitment and training plans.

•  Teachers will be recruited strictly on the basis of teacher’s eligibility test.

•  Ensure transparent appointment from the locality.

•  Regular refresher courses. •  Seminars, meetings and workshops at cluster

levels.

7. Recreational activities like excursion, movie screening, educational trips, interaction with eminent personalities, counseling (at secondary and senior secondary level) on the last day of the month.

•  Temporary break from monotonous classroom activities.

•  Increase awareness and knowledge of students.

•  Enable them to modify and enhance their personalities.

KEY ACTORS AND THEIR ROLES

Government

WHY??

HOW??

•  Constitutional responsibility. •  Framers of right to education act. •  Main policy and decision maker.

•  Providing economic support. •  Implementing the plan. •  Allocating resources.

•  Organization of services.

Administrator

WHY??

HOW??

•  Major catalyst of socio-economic change.

•  Key channel between the government, private sectors and

other agents.

•  Create accountability. •  Ensure proper technical

management. •  Implementation of policies.

•  Surveillance over the private sector and SMC’s.

Private sector

•  Greater efficiency •  Provide managerial skills

•  Infrastructural and management funding.

•  Maintenance of infrastructure.

WHY??

HOW??

School management committee.

•  Surprise surveillance. •  Independent monitoring.

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•  Greater involvement of local community.

•  Higher level of transparency. •  Avenues for the articulation

of expert opinions and diverse views.

WHY??

HOW??

CHALLENGES

SOCIAL Gender bias Caste and class inequality

LEGAL Laws unbiased

Improper implementation

POLITICAL Corruption

and nepotism

Avoid nexus of administrators

and private players

ECONOMICAL

Discrepancies in fund allotment

Inadequate use of

resources

ENVIRONMENTAL

Difficulty in implementation in low density areas

Distance might hamper

surveillance

TECHNICAL Geographical and

demographic variations

New surveys and data

collection

MITIGATIONS Close proximity , abundance of schools

and uniform curriculum will ensure gender , class and caste equity.  

Welfare  oriented  laws.  

Introduc9on  of  strict  laws  and  penaliza9on  in  case  of  viola9on  of  those  laws.  

Transparency  in  fund  allotment  and  judicious  use  of  resources.  

Local  par9cipa9on  will  solve  this  problem  and  ensure  efficiency.  

Accurate  sta9s9cs  based  on  certain  iden9ty  index.  

SOURCES  OF  FUNDING  

U9liza9on  of  exis9ng  funds.  

Example:  Funds  to  SARVA  SIKSHA  ABHIYAN  

SOLUTIONS:  Avoiding  leakages  and  elimina9ng  

corrupt  prac9ces.  

Corporate  social  responsibility.  

Role  of  private  players:  

infrastructural  development  

School  management  commiUee  to  hold  private  

players  accountable.  

Na9onal  investment  fund.  

75%  funds:  allocated  for  social  welfare  schemes.  

Teaching  equipment,  quality  educa9on  material  and  infrastructural  

management  

Conclusion In  reference  to  the  present  system  of  primary  educa3on  in  India,  it  is  important  to  note  that  present  policies  are  not  implemented  with  efficiency  ,  the  most  strong  example  rela3ng  to  the  inadequacies  to  the  midday  meal  scheme-­‐the  incen3ve  which  was  introduced  to  drive  students  from  the  lower  sec3on  of  the  society  to  schools  has  had  a  counter  impact.  The  cluster  system  along  with  its  highlights  proposed  by  us  is  a  novel  a?empt  to  overcome  the  problems  faced  by  the  prevailing  model.  However  this  model  will  show  successful  results  only  with  the  full  coopera3on  and  dedica3on  of  all  the  actors  involved.  It  is  expected  that  the  quality  of  educa3on  can  only  be  ensured  with  the  transparent  recruitment  ,  quality  of  educa3on  and  superior  skills  of  impar3ng  educa3on  by  faculty  members.  To  conclude  it  is  impera3ve  that  the  cluster  system  will  yield  its  most  successful  results  only  in  condi3ons  of  absolute  transparency,  accountability  and  poli3cal  creditability.      “Educa3on  is  the  most  powerful  weapon  which  you  can  use  to  change                      the  world.”  –  NELSON  MANDELA  

BIBLIOGRAPHY •  Balagopalan,  Sarada  (2002).  Construc9ng  indigenous  childhoods:  

colonialism  ,  voca9onal  educa9onal  and  the  working  child.                childhood,  9(1),  19-­‐34.  •  Batra,  Poonam  (2005).  Voice  and  Agency  of  teachers:  A  missing              link  in  the  Na9onal  Curriculum  Framework,  Economic  and  Poli9cal              weekly,  october  1  -­‐7,  2005.  •  Coffey,  Amanda  (2001)  Educa9onal  and  Social  Change,                Buckingham:  Open  University  Press.  •  Centre  for  Educa9on,  University  of  Delhi,  Dr.  Rama  Mathew  and                Dr.  Poonam  Batra.  •  NCERT  (Na9onal  Council  for  Educa9onal  Research  and  Training,                2005).  Na9onal  Curriculum  Framework  ,  2005.  New  Delhi:  NCERT.  •   www.indiancag.org/manthan