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Stepping stones:
Enhancing the Quality of primary Education
TEAM DETAILS: Ayushi Shrivastava(Team Co-ordinator) Nitin Tripathi Akshat Dixit Eyshika Agarwal Ayush Verma
ELEMENTARY EDUCATION IN INDIA
• Education is important not only for development of one's personality, but also for the sustained growth of nation.It is the foundation on which the development of every citizen and the nation as a whole hinges.
• The quality of elementary education in India has also been a major cause of worry for government.
• The world is not on track to achieve the six Education For All (EFA) goals.
• Achieving this and the other goals will require both policy change and more resources from the national community.
2
Successful qualitative reforms require:
• Prime attention to quality of teaching profession
• Strong leading role by government
• A societal project for improving education
• Policy continuity over time
Education quantity and quality
are complements, not substitutes
Progress towards EFA
NET ENROLMENT RATIOS IN PRIMARY EDUCATION
81.7% in 1990, 84% in 2001
Pace of change too slow to reach UPE by 2015
Net enrolment ratio:
85% in 2005, 87% in 2015
103.5 million out-of-school children in 2001
0
5
10
15
20
25
30
35
40
45
Central Asia N. America W.Europe
Latin AmericaCaribbean
Centr./ East.Europe
Arab States East AsiaPacific
South/ WestAsia
Sub-SaharanAfrica
Out-of-school children by region (in millions), 2001
Girls’ enrolment lags behind boys’ in 40% of
countries at primary level
Disparities more extreme at secondary
and tertiary levels
57% of out of school children are girls
Gender Parity Index (F/M), 2001
0.00
0.20
0.40
0.60
0.80
1.00
1.20
South/West
Asia
Sub-Saharan
Africa
Arab States Centr/ East.
Europe
Latin
America/
Caribbean
Central Asia East Asia/
Pacif ic
N. America/
West. Europe
GP
I
primary secondary
Gender parity
Progress towards Gender Parity
64% of adult illiterates are women
0.0 0.2 0.4 0.6 0.8 1.0 1.2
World
South/West Asia
Arab States
Sub-Saharan Africa
East Asia/Pacif ic
Centr/East. Europe
Latin America/ Caribbean
N. America/West. Europe
Central Asia
Gender parity
GPI (F/M) in adult literacy, 2000-2004
800 million adults without literacy, 70% live in nine countries
Literacy and adult learning
• 41 countries have achieved or nearly achieved the four goals • 51 countries have EDI values between 0.80 and 0.94. Almost half the countries
in this category, most of them in Latin America, lag on the education quality goal
• 35 countries are very far from achieving the goals, with EDI values below 0.80. 22 are in Sub-Saharan Africa, plus Bangladesh, India and Pakistan
The EFA Development Index measures progress towards UPE, gender parity, literacy and quality
Overall progress
Education Quality
Goal
“Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”
Dakar Framework for Action, 2000
• Cognitive development: reading, writing, numeracy
• Creative and emotional development and the promotion of attitudes and values necessary for effective life in the community
• better health, lower fertility, lower exposure to HIV/AIDS
• higher personal income
• stronger national growth
A good quality education encompasses:
A good quality education carries personal and social benefits:
The Quality Challenge
Learning from the evidence
Studies show that more resources for:
• Low pupil-teacher ratios
• more and better textbooks
• time spent learning in school or at home
• teacher qualifications and experience
matter for quality
A wide range of evidence indicates that additional resources improve education quality, particularly where they are scare
Start with learners and take all actors into account
Towards better quality: a holistic approach
9
• Discovery-based pedagogies pioneered in many programmes are difficult to implement on national scale in resource-constrained contexts
• Structured teaching is a pragmatic option in low-income settings. Teacher presents material in small steps, checks student understanding and encourages interaction
• Regular assessment and feedback improves learning
Rigid chalk and talk pedagogy is widespread
In the classroom:
pedagogical renewal
• Curriculum: relevant, balanced with carefully defined aims
• Instructional time: few countries reach recommended 850-1,000 hours/year • Learning materials: strong impact on learning but small percentage of education spending goes to
textbooks • Language: Successful models start in mother tongue and make gradual transition to second or foreign
language
• School environment: safety, health, sanitation for girls and boys, access for disabled
Other essentials that make the difference
• Governance: school leadership, room for consultation between teachers, governments and
other stakeholders on curriculum, employment and working conditions
• Participatory learning networks and professional advisory bodies to encourage sharing of best
practice
• Combating corrupt practices: fraud in public tendering for school buildings and textbooks,
nepotism and bribes in teacher appointment and examinations
• Equity: reducing regional and social inequalities advances education for all
Beyond the classroom:
policies conducive to better quality