Stepping Stones: Enhancing the quality of primary education

Submitted by:

Pankaj Dhasmana

Pranav Kumar

Gauarv Pande

Tushar Goel

There is more than 60% dropout rate during primary education

• About 39% of primary and 54.6% of upper primary

students become dropouts

• Teacher student ratio national average is 34 but in

some states it is as high as 68.

CAUSES OF THE PROBLEM

• Financial condition of family

• Unawareness among adult about education

• Insufficient quality and quantity of

teachers

0

10

20

30

40

50

60

UPPER

PRIMARY

PRIMARY

Dropout rate

Dropout

rate

Students of upper primary classes(vi to viii) will teach the studentof primary classes along with their own education

Students teach students

• Teachers teaching children of upper primary

• Upper primary students teaching primary students

• Students get stipend to teach younger students

Implementation

Merits

• Drop out rates in primary education will decrease significantly

• Number of teachers in education system will increase continuously

• Training of youth for primary teaching with help of NGOs and Private companies

Generation of Human Resource

Unemployed Educated Youth

Women of villages

Already existing Primary

teachers

•Training by professionals and NGOs(working for

village education) to teach

•Support from Private to establish training

•Teaching Science and other core subjects to

children

•Training in villages by NGO workers

•Subjects like moral education, games

•Training by professionals to teach in remote

areas

•Higher pay and incentives for teaching in

remote areas

Teaching Institutions will be centrally governed by the NGOs and

Private companies.

They will be funded by the Government in this direction.

During training :

• Regular assessments of the teacher will be taken.

• Field training to nearest villages and remote areas to know the realm of the situation.

• Teaching preferences and location of teachers to be taken.

• Teachers to be assigned to their home zones based on the needs of skills training in the

district.

Awareness:• Regulating Fun activities and programs . In this context they can take the help of already existing organizations

who are willing to organize it like VCHE(Vivekananda Centre Of Human Excellence).

• Both traditional and social media will be utilized to spread the message.

• Infrastructure management: Overall infrastructure of the school buildings, toilets, salaries, stipend to students

and other important necessities will be look after by the government. So the only workload that the government

in this part will be managing the infrastructure.

2-Tier Approach

Training of teachers:

Place – institutions will be setup either at districts or directly over the villages.

Training period – 6 month.(4 month institutional and 2 month field training)

Medium Of Training – English, Hindi or local language

Technological Intervention– Teachers should be well familiarize with the technology like on-line education, basic

computer knowledge, so that they can implement these at villages.

.

Training Of students :

1 - Students who are at upper primary level will be teaching lower primary students.

2 - Stipend of Rs 200 per month will be provided to those students.

3 . Primary teachers train upper primary students to teach younger students

NGOs

+

Private companies

Unemployed educated Youth

Primary students

Upper Primary students

Primary school teachers Future

Teachers

Training

Training

Teaching

Teaching

Teaching In few years

In few years

Part of them

Challenges faced by our model

Identification of the NGOs willing to participate in

our model.

Development of Teaching Institutes to develop quality

teachers

Training of Higher class Students to teach the students

of lower class.

• There are thousands of NGO’s , so there should be some

criteria in choosing a NGO.

• We can take help from NGO’s which are already working in

educational field.

• Funding for creating institutes infrastructure which will train

teachers.

• Professionals who will teach the teachers in those institutes.

• As the students are required to teach lower class student, so

special attention is needed in training of students.

Impact of our model

Reach of the model

• 50,000 villages will be affected

• 5,000,000 student will get education

• Confidence and learning of the student will be boosted.

Economic Impact

• 2,000,000 students will get monthly stipend

• Educated unemployed village youth will get employment

• Poor families will get extra money as their children will teach in schools, so they will get paid.

Social Impact

• Social barriers and caste system will be demolished as there will be intermixing of different caste of student teaching and being taught

• stop migration because the local youth will get employment.

Impact

Stipend given to children to

teach

• Taking firstly 50,000 villages in India and in each village 40 students to teach.

• Amount given to each children per month= Rs.200. Therefore, total expenditure per year on each village is equal to Rs.96,000.

• Expenditure on 50,000 villages is Rs.450 crores which is nearly 6% of the total tax received by the government in form of the education cess

Expenditure on Infrastructure

to built institutions

• We will teach the teachers in their villages which are unemployed educated youth.

Expenditure for making

professional teachers

• There will requirement of 5000 such teachers

• Teachers who will train youth to teach will get Rs.1,00,000.

Budget

Total amount of money received by the government in the form of tax from

education cess is around 8,334 crores per year.

Appendix

References

• http://Wikipedia.org

• http://timesofindia.com

• http://nct-india.org

• http://indiabudget.nic.in

• http://planningcommision.nic.in

• http://indianexpress.com

• http://schoolreportcards.in

• National Sample survey of India