ECON 4411 - Government Education System in Bangalore, India

7/29/2019 ECON 4411 - Government Education System in Bangalore, India

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Audience Participation question


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- Children get free education- The girl child and backward classes (Scheduled Casts and Scheduled

Tribes) get free notebooks as well- Every child is given a uniform, textbooks and a mid day meal- These mid day meals are the biggest incentive to ensure parents send

their children to school


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LITERACY INCREASE

- Todays children are first generation modern learners- The graph shows an exponential increase in overall education for the past

two decades


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LANGUAGE BARRIERS- Education is in the medium of local languages up to Grade 7- English becomes the medium of education only in Grade 8 (by then, it is

too late for children to grasp the language easily)- Children of migrant workers are not able to keep up with the local

languages

DYSLEXIA- Schools have no way of identifying dyslexia that is prominent in 20% of theschool going children


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- Even after considering all the previous problems, the structured educationsystem is itself broken.

- The current system lacks practicality meaning. There needs to besome type of connection between the classroom and the real

world.- The present education system unfortunately leaves behind themillions of average children with an incredible potential, but whoare paralyzed by the fear of failure.


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- Educational Infrastructure- Safe and reliable class room spaces- Investment in technology- Environments that foster learning

- Teacher Incentives- Currently there is low commitment and availability of teachers- Possible salary cuts and raises- Appreciation programs

- Mind, Body and Soul- Not just teaching math and science in classes, but also

encouraging creativity, physical activity and spirituality

- Health Improvements

- Contact local dentists, hospitals and doctors to provide freeconsultation to children in government schools

- Accountability- There is an immediate need to reduce corruption at all levels within

India- Making sure that teachers are imparting the correct knowledge in

an equal manner


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- Ensuring that Government funds are not squandered into middlemens pockets

- Following the Midday Meal Scheme truly and thoroughly at ALLGovernment shcools.


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Reference: Mallett, Christopher A. The School Success Program:Improving Maltreated Children's Academic and School-related

Outcomes. Children & Schools. Jan2012, Vol. 34 Issue 1, p13-26. 14p.

18 Public Schools in Lorain County (Ohio, USA) were analyzed

This evaluation of the program included the following studentmeasures: Woodcock Johnson III Assessment scores (2006 through2009), grade point averages (2001 through 2007), and specialeducation disability identification and services. The standardizedWoodcock Johnson Assessment measures general intellectual ability,specific cognitive abilities, scholastic aptitude, oral language, andoverall academic achievement and reports these results as basicreading, reading comprehension, math calculations, math reasoning,basic writing, and overall academic skills scores.


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Mentors worked in the child's home and were available as needed toimprove academic habits, focus, and outcomes.

School Success Program, in collaboration with 18 Ohio public school

districts, has provided individual tutoring and mentoring by certifiedteachers to 615 maltreated children and youths, working closely withthe whole family in an in-home setting. Most children and youths in theprogram have progressed to their appropriate grade level whileimproving overall grade point averages from 1.74 to 2.56 in coreacademic subjects.


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Basic reading and comprehension skills improved 58 percent; mathreasoning and comprehension skills improved 50 percent; basic writingskills improved 48 percent; and overall academic skills improved 51percent.


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- Private School Students as Mentors- Positive, supportive living environment- Cooperation between mentors, teachers, program representative

(someone with authority representing the program). This will not only

allow the program to become a team-effort but it will also allow foraccountability to be kept through quarterly evaluations conductedby the mentors and program rep. regarding the teachers.

- Standardized tests and graduation statistics will serve as measures ofimprovement.


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Reference: Tintocalis, Ana. Will Corporate Sponsors Help SaveEducation?. KPBS Public Broadcasting. 24 Nov 2009.


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In this article, Ana Tintocalis details corporate sponsors working with anoutdoor school. Camp Cuyamaca, running since 1946, is one of theextracurricular programs that the San Diego County Office ofEducation is looking to keep alive through corporate sponsorship. At

the time the article was written, it was the first time the county workedwith corporate sponsors. Target donated $50,000 to be used asscholarships for kids unable to afford Camp Cuyamaca. REI andAdventure 16, 2 recreation stores, donated $10,000 for equipment aswell as other services. They are also seeking $3 million for whichevercompany wants to buy the naming rights of the camp.


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Corporate sponsorships are useful because schools need the moneyto survive. Also, businesses need marketing strategies that build publictrust: consumers want to support companies that are giving back tothe community.


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Using this same principality, corporate sponsorship can be used inBangalore to improve problems with education. Corporations donatemoney to the public schools to help fund the education of thechildren as well as provide resources they need. Participation is fully

voluntary, but incentives include improving the companies' marketingstrategies by building public trust, offering larger incentives forconsistent commitment to donating, and providing the opportunity fortheir branding to be expanded to the schools via potential namingrights.

The effect of corporate sponsorship is improvement of schoolresources, which is a major problem concerning public education inBangalore. Resources range from food to teachers to textbooks toprofessionals who can identify learning problems in children. Toobserve signs of improvement, we would measure graduation rates,attendance rates, and availability of resources.


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- The current system lacks practicality meaning. There needs to besome type of connection between the classroom and the realworld:

- We could implement this into the corporate and mentorship

programs: have executives come and speak about what theydo, their road to success, etc. and have mentors helping thestudents get more involved in the community and make themmore career-ready.

- The number of Indians joining the workforce is growingrapidly. However, many of them lack fundamental skills and themindset for productive employment.

- Its especially important that we try to support students in poor/ruralareas of India to reduce income inequality; so the rich dont getricher and poor dont get poorer.


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First 3 are the scholarly articles that we usedLast reference is the interview we conducted with one of the founders ofthe organization

ECON 4411 - Government Education System in Bangalore, India

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