Famous5
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Transcript of Famous5
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.
x
• 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