Dr. R.

Uma
Associate Professor
Lakshmi College of Education
Gandhigram

Primary Education in India

An Overview
2011 Census
Literacy Rate -- > 74.04 %
Male LR
----> 82.1 %
Female LR
----> 65.5 %
Gap bet. Rural M & F LR Urban M&F
2001 2011
2001
24.6% 19.8%
13.4%
Gender Gap :
21.6%

LR
2011
9.8%
16.7%

Problems at the Primary level

Lack of Infrastructural facilities (only 4.8 % Govt.

schools with stipulated facilities)

Untrained teachers
Lack of teachers in schools
Poor Motivation of Teachers
Teacher Absenteeism .. RESULTING IN
Overcrowded classrooms
Teacher centric classroom process
Low level of Learning Achievement

What do we mean by QUALITY?

List the indicators of Quality Education

according to your perception.

Quality Education
Schools with

High Academic Results?

Modern Facilities?
Well trained Teachers?
Or which develop values?
Adequate TLMs?
Conducive Learning Environment?
Good Curriculum ?
Good syllabus? Pedagogy?
Good Evaluation Procedure?

 Quality -- High degree of Goodness, worth and Excellence in

an object or System (NCERT 2004)

Education is drawing out the best from man and child

Body, Mind and Spirit .Gandhiji (Relevance as an

attribute of Quality)
Quality is a measure of efficiency, has value dimension,
should promote Equality and Social Justice

Education should emphasis on effective Knowledge and

Training of children to help them establish Organic

Connections with their surroundings -Tagore

Quality Education should aim at Perfection of the

Individuals Dr Radhakrishnan

Quality in Education NCF 2005

It includes a concern for quality in all dimensions.

This is why a concern for Peace, Protection of the

environment and a predisposition towards social
change must be viewed as core components of quality
and not merely a value premise..(NCF 2005).
NCF has emphasized promotion of EQUITY and
SOCIAL JUSTICE as preconditions of QUALITY.
DISCUSS.

Quality ACC. To World BanK

Must include
-the students Outcomes/achievements
and Nature of Educational Experiences

OUTCOMES

Quality - A system Approach

INPUT --->

-------> OUTPUT
PROCESS

Continuum of Quality in Education

SYSTEM APPROACH: INPUTS

Educational
- Policies,-Personnel,-Facilities,-Finance
-Curriculum Content &Material
(infrastructure, buildings, administration,
leadership, management, teachers & their
motivation and capacity building, Studentstheir capabilities, their socio-economic
background, psycho-social envt. of school)

SYS.APP: PROCESS
Teacher-Pupil Interactions (child centred, T-centred)
Teaching-Learning &Evaluation Process
Nature and richness of school Experience

T- Motivation

Professional Ethics
Regularity
Punctuality
Non threatening Classroom Environment
Positive Discipline

SYS. APPROACH: OUTPUT

Examination Results
Healthy Habits
Life skills
Emotional Development
Values
Effective Participation in Social

Activities

COMPONENTS OF QUALITY
Core components

Enabling Components
-Aims of Education
ECCE
-Admission age appropriate
Improved Infrastructure
-Age approp. Syllabus
T Recruitment, placement,
-Curriculum(NCF)
&Training(50% women, Trained)
-Textbook reforms
Re-deployment of Ts
-Library
Pre-service training
-Integration of Community KL
CPD
-Child- centred Pedagogy
Capacity devpt. Of School authorities
-Mother Tongue as medium
Decentralized Management
-CCE
Community participation&involvemt.
-Students Progress
-Student support & Guidance
Research and Innovation
-Optimal use of time

Components of Quality II classfcn.

Learners level
Characteristics of Ls
-Learning Readiness
-aptitude
-knowledge
-interest
-achievement

Systems level
Enabling Environment
& inputs to the learner
Educational goals and policies
Curriculum
T-L process, Time, medium

Quality Education
It Includes
Learners
Environment
Content reflected in the curriculum
Teaching Learning Process
Teachers
Evaluation system
Outcomes linked to national goals

DIMENSIONS OF QUALITY
LEARNERS

CONTEXT

ENABLING
INPUTS

Dimension 1: LEARNERS
Diversity of Learners

- socio-economic background
-different experiences

- capacity for learning

- individual differences

-gender, region. Religion, disability

Dimension 2: Context
Demographic
Socio-cultural

Economic
Values enshrined in our Constitution
Public Resources available
Governance and management strategies

Education system needs to respond to the cultural

pluralism inherent in our society NCF 2005

Dimension 3: Enabling inputs

Availability of Resources
Physical Resources --- list them
Educational Personnel ---- list the attributes related
to them for assuring quality
Learning Experiences list them

Quality of the OUTPUT

Teacher Attributes influencing Quality

No. of Teachers in school

Teachers salary
Teacher absenteeism
T-P ratio

Academic Qualification
Pedagogic Training
Content Knowledge
Motivation
Accountability
Aptitude

- Methods of teaching
- Job satisfaction
- Relationship with Pupils,
- Parents, Authorities
- Opportunities for PD

QC & QA
Quality Control maintenance of set targets
Quality Assurance proactive strategy to provide

quality outputs through timely interventions

Identify the mechanisms for Quality Assurance.

Mechanisms of QA

Quality Consciousness at all levels

Clear vision and goals of Edn. Policies
Situational analysis
Strategic development plan for schools,
C-centred, C-friendly T-L process
Availability of all resources
Empowerment of HR
Recruitment and deployment of trained Teachers
Capacity building of teachers
Decentralized structures
Recognition of excellence,
MIS
Grievance Redressal Mechanism
Sharing and Publishing good experiences

THANK YOU