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MEMBERS :1. PANKAJ TYAGI2. VIPUL SRIVASTAVA3. SAURAV SUMAN4. AMIT KUMAR5. M.VIVEKANAND SAGAR

Enhancing the Quality of Primary Education in India

By IMPROVING DESIGN OF MONITORING AND MANAGEMENT

INSTITUTE OF TECHNOLOGY, GURU GHASIDAS CENTRAL UNIVERSITY, BILASPUR (C.G) COLLEGE NAME: 

Challenges in front of us Quality of Education Teacher Recruitment Teacher Training Infrastructure facilities

AVAILABLE DATA ‐ 58% of children do not complete primary

education in India.(i)

According to the Annual Status of EducationReport (ASER) 2012, 10 crore children in Indiaare two or more years below their gradelevel.(ii)

As of 2012, only 30% of standard threestudents could read a standard 1 text a dropfrom 50% in 2009.(iii)

The ASER report also estimates that only50% of rural children enrolled in standardfive can fluently read a standard two textbook.

40% of standard five students in rural Indiacannot solve simple two‐digit subtractions.(iv)

Government policies are very much sufficient tosolve all the challenges. But theimplementation of the policies in a perfectway is the real issue of concern due tofollowing facts‐

Lack of skilled manpower in monitoring andmanagement system at ground level.

Maintenance of Infrastructures are missing inthe schools.

Teacher’s attitude towards their job is not upto the mark.

Drastic changes in Teacher’s and children’smentality due to transformation of theirsociety and surrounding.

Tackling all these issues effectively is the realchallenge and for achieving these objectivemicro planning is very essential. Under thiswe have to create good leadership andmanagement at bottom level.

ESSENTIALS STATUS1. Clear definition of intended outcomes. Missing, especially so after abolition of exams till 

class 8 i.e. Promote every student. No new outcomes in terms of learning goals have been prescribed clearly.

2.    Communication of the above outcomes to various levels of employees in the language they understand.

In the absence of clear outcome expectation, communication is impossible.

3.    Capacity building of the employees to deliver these outcomes.

Some teacher training camps does happen at the district level.

4.    Effective and empowered  leadership at appropriate levels to monitor, supervise and resolve issues.

This is one point sorely missing. Leadership at the school level is not motivated, not trained properly and not empowered.

5.    A well defined reward‐punishment system linked to outcomes.

Punishment system exists but the power to punish is over centralized reducing its effectiveness. Reward system is rather incidental and impression based rather than outcome based.

6.    Monitoring of the entire system with a high level of integrity.

Sorely missing. There is no standardized monitoring which is shared across the board with all stakeholders both within the system and outside the system.

The left column shows the essentials for any system to deliver results andright column shows their existence in the current setup:

PROPOSED SOLUTION Create a separate cadre of Education Managers in sufficient numbers. Improve the design of Teacher’s training camp. The residence of teachers should be fixed at their working location. Open more Regional Institute of Education and make teaching a more attractive job like engineering, medical and

management. Way of calculating PTR(Pupil‐Teacher ratio) must be improved i.e. it must be school wise to get the real scenario. And

with this the non‐uniformity in deployment of teachers Start some schools at upper primary level in English medium for encouraging more students to learn English and this

will attract more people towards government schools. APPOINT at least one PSYCHIATRIST / COUNSELOR at each block to handle the behavior of teachers and students for

improving coordination between teachers and students. There is a need of Reformation of schooling system by improving textbooks content at local level. And it should be

related to the local surroundings, local culture and teachers can be consulted for their opinion in curriculumconstruction. Also, in curriculum,SPORTS education must be made mandatory for the children under strict monitoring.

There should be minimum age for children to be enrolled in government schools so that proper education will begiven because learning is a two way process that if teacher is capable to sharing education then student are alsocapable to grasp at least some new things comfortably.

“Guidelines to eliminate Corporal Punishment” are impractical and there must be some better practical guidelines toimplement POSITIVE DISCIPLINE among students.

For understanding theMANAGEMENTSYSTEMat bottom level, Take anexampleof onedistrict of Rajasthan i.e. PALI. Here for 2303schools, 9042 teachers and 230051 students and an annual expenditure of Rs 96.35 crores (outlay recommended for 2013‐14‐SSA,NPEGL&KGBV),adistrictsetup isaVERYLARGESYSTEMwhich iscurrentlyheadedbyaDistrictEducationOfficer (Elementary)ofwhomispromotedfromthecadreofprincipals.Managing1schoolwith20‐30 teachersand1000students tomanagingthe district education setup with 2500 schools, 9000 teachers and more than 200000 students requires a totallydifferentskill set.

IMPLEMENTATION

FOURTH LEVEL EDUCATION MANAGER

Selected on basis of merit, interest and selection from BEOs. Posted as District Education Officer.

THIRD LEVEL EDUCATION MANAGER

From second level managers and after a training of 3‐6 months by same institute.  Posted as Block Education Officer.

SECOND LEVEL EDUCATION MANAGERSelection from within the first level managers andput through a more advanced training course of 6‐12 months which can be hosted and designed byIIMs

Posted as an Assistant Block Education officer

FIRST LEVEL EDUCATION MANAGER

Minimum of 5 years of experience of teaching andexcellence in performance. POSTED as a Headmaster/Principal of a school

IMPLEMENTATION and COMPARISON

PROPOSED SYSTEM PRESENT SYSTEM Educational managers with

management skills will be appointed. Appointing counselor at block level

for solving issues of teachers andstudents.

Teacher’s training camps should beresidential and exam must beconducted for teachers before andafter the camps to judge theimprovement in them. Provide someincentives to the good performer.

The focus on teacher’s training is todevelop Life skills, Stress managementand working attitude with learning ofnew syllabus and curriculum.

None of the educationalmanagers at district level got theskills of management. No counselor is present forteachers and student in presenteducation system.Mostly camps are of DAYrunning and exams are notconducted in the camps. Nostrict action is being takenagainst the teachers who are notjoining these camps.Only to deal with new syllabusand curriculum.

IMPLEMENTATION and COMPARISON

PROPOSED SYSTEM PRESENT SYSTEM Teacher’s job is just equivalent to an army

job but in army a lot of incentives areprovided but for teachers there is no suchincentives, especially for those teacherswho are working in rural areas. So byproviding better facilities like housingclose to school campus and incentives willmotivate the teachers .

To start English medium schools at upperprimary level along with the syllabus atlocal level i.e. at Block or district level.

In curriculum incorporation the S.U.P.W.or small scale vocational training andsports should be made compulsory. Strictmeasures should be taken during itsimplementation.

Teachers who are working in urbanareas are getting more incentivescompared to rural areas.

Maximum government schools whichare of Hindi or Local language mediumattract less children. In present era,every parent hopes for better andquality education for their children .

In maximum schools S.U.P.W. andsports classes are irregular due to lackof monitoring.

FUNDING FOR PROPOSED SYSTEM

Primary education

Other facilities and  interventions

Teacher’s salary and 

their training

RemainingPrograms 

Management Training

As per IIMs fee, for 100 members 

training of 6 months the expenditure  is about 

Rs.50million

Initially, Government should startthe program of training 100educational managers and then itshould be expanded as per theneed .

In the proposed system,government needs to improve itsdesign on expenditure overprimary education because till nowgovt. has spent a lot of money forinfrastructure development. Butnow its time for the govt. toimprove its focus on qualityeducation and maintenance of thedeveloped infrastructure and alsodeveloping of those areas whereinfrastructure is lacking.

IMPACT AND REACH OF THE SOLUTION

In this Flow system the officers offirst two levels are aware aboutthe management skills but therest officers who are working atground level for the realimplementation of the policiesare working with lessmanagement skills. But with thisproposed solution officer atevery level will be able toacquire proper skills ofmanagement. So all the fruits ofpolicies will reach at the bottomlevel of the system in a bestpossible manner. Its impact willimprove the quality of educationand motivate the people to trustover the improved educationsystem of government.

National level

State level

District level

Block level

Cluster level

• Fig.-Information Flow Systems in the Quality Monitoring Tools

School level

IMPACT AND REACH OF THE SOLUTION

A successful person once said that “The quality of employees will bedirectly proportional to the quality of life you(organisation) maintainfor them". So if government provide better facilities apart from salarythis will definitely create a positive impact over teachers and willmotivate them from giving there best effort towards the nationbuilding.

By developing more (Regional Institute of Education)RIE’s, morestudents will be attracted to build their career in field of teaching.

By the new design of teacher’s training camps the capabilities ofteachers will improve.

Opening of govt. english medium schools with good infrastructure willdefinitely attract more students and also build peoples trust towardsgovernment education system.

Challenges and risks

The design of the training setup forEducational Managers should be based onthe ground reality and for this microanalysis is required.

Possibility of biasing during the selectionof each level managers may be politicallyinfluenced.

Funding to such programs should be ontime.

Improper Development of SchoolInfrastructure for teachers and studentsin Rural areas demotivate the educationmanagers from performing their duties.

Teachers contribution towards curriculumfor providing a learning based schoolsystem is very much needed at each blocklevel.

REFERENCES

i Teach for India. (2012). India’s Education Crisis. Retrieved from http://www.teachforindia.org/about‐us/india‐education‐crisis

ii ASER. (2012). Annual Status of Education Report, 2012. Retrieved from http://www.pratham.org/file/ASER‐2012report.pdf

iii Kumar, Pramod G. (2013, Jan 22). Why the State of India’s Primary Education is Shocking? First Post. Retrieved fromhttp://www.firstpost.com/india/why‐the‐state‐of‐indias‐primary‐education‐is‐shocking‐598011.html

iv ASER. (2012). Annual Status of Education Report, 2012. Retrieved from http://www.pratham.org/file/ASER‐2012report.pdf

v Index Mundi. (2013). India demographics profile. Retrieved fromhttp://www.indexmundi.com/india/demographics_profile.html

vi Financial Express. (2012, May 12). Education’s Primary Problems. Retrieved fromhttp://www.financialexpress.com/news/education‐s‐primary‐problems/948273/2

Vii Balasubramanian, Sriram (2013, May 27). Primary Education in India needs a fix. Forbes India. Retrieved fromhttp://forbesindia.com/article/briefing/primary‐education‐in‐india‐needs‐a‐fix/35287/1

viii Financial Express. (2013, July 23). Education’s primary problems. Retrieved fromhttp://www.financialexpress.com/news/education‐s‐primary‐problems/948273/1

ix Muralidharan, K. (2013, March 18). Using evidence for better policy: The case of primary education in India. Ideasfor India. http://www.ideasforindia.in/article.aspx?article_id=119

x Ojha, Anjali. (2012, July 9). 95% schools don't comply with RTE guidelines: Study. DNA India. Retrieved fromhttp://www.dnaindia.com/india/1712602/report‐95pct‐schools‐don‐t‐comply‐with‐rte‐guidelines‐study