PowerWithin

PowerWithin

• 1.
  GETTING QUALITY BY INCLUSIVEMANAGEMENT A model to train and increase number of teacher through learning center and A model to include local people for implementing existing schemes that will provide quality primary education to rural students. Team - Power Within Nishchay Raj Chaurasia Shyambir Nilay Kant Roopnarayan Pal Rahul Kumar Gautam
• 2.
  Some Evidence : Whatis reality  Nearly 36% of all sanctioned posts of teachers in the country are lying vacant  national average for pupil to teacher ratio is at 1:80  rural populace unemployment is higher at 13.9% and 11.0% with post-graduate and graduate degrees respectively What it should be  vacancy of teachers shall not exceed 10% of the total sanctioned strength.  prescribed ratio of 1:30 for primary and 1:35 for upper primary level
• 3.
  Quality problem  While61.89% of the students in class 3 passed in mathematics, only 42.71% passed the subject in class 8  An NCERT paper says the B.Ed programme is too short and focuses on “rote memorization” rather than “teaching for understanding”.  50% of rural children enrolled in standard five can fluently read a standard two text book. Management problem  School Development Plans are barely functional in the school management committees(SMCs) and that members are unaware of their responsibilities.  95% of schools in the country do not comply with RTE guidelines  While teacher absence rates were over 24% in rural India in 2003  There is large irregularities found in Mid day mill scheme
• 4.
  BASIC IDEA  Withthe available schemes like Sarva Skisha Abhiyan, Mid Day Meal & RTE, we have all the facilities to make a government school in par with the private school, but we have to implement these polices very rigorously.  TRANSFER OF TEACHING SKILLS : All the best colleges in India like IIT’s, IIM’s, DU etc. & all the concerned highly educated people should give time to train the existing teachers & newly recruited graduates & post graduates.  Helping DIOS by framing no. of committees at regional level to inspect the quality of education in the primary school at-least twice a month.  Providing incentive/awareness to parents for the education of their ward.
• 5.
  MANAGEMENT STRUCTURE DIOS + 5member committee (retd. Educated people, members of civil society) DISTRICT LEVEL 1 government appointed person + 5 regional concerned people (professors from colleges, NGO’s/NSS, local people) EDUCATIONAL REGION (ER) VOLUNTEERS (students from school/colleges, parents, school authority)
• 6.
  Management structure:  Eachdistrict consist of a DIOS and another 4-5 people(concerned regional educated people and NGOs participation) to enhance investing process by reducing work load as number of schools increases in previous years .  Each district will divided into 15-20 Education Regions (ER).  Each ER will consist of one government elected member and 4-5 members with local college professors ,NGO people and local concerned people.  Each ER will also have volunteers(students) from colleges and local people in order to implement Government schemes properly like Mid-Day Mill , RTE, Sarva Shiksha Abhiyan.  School Management Committee (SMC) as mentioned in RTE will then be reality and Mid-Day Mill will supervision by local volunteers .
• 7.
  PROFESSORS (IIT’S, IIM’S, DU,etc.) NGO/ NSS RETD. GOVERNMENT OFFICIALS (K.V. school principals, etc.) ENTHUSIASTS TRAINING IN LOCAL SCHOOLS OR COLLEGES WITH INNOVATIVE METHODOLOGY CURRENT TEACHERS IN SCHOOLS NEWLY RECRUITED TEACHERS QUALITY IMPROVEMENT
• 8.
  Quality improvement:  Therewill be a stay of educational routine in best recognized institutions(IIT,IIM,JNU,DU….) of about 3 months.  Most professors from these institutions and civil society will distributed in different district for giving innovative training to recruited graduates and post graduates and current school teachers .  They will stay in district universities and colleges. Training will be held at these institutions.  Such movement will be held at every 4-5 year.  Contents of training will ensure ‘knowledge to be imparted to rural students’ should based on ‘understanding the concepts’ rather than Rote knowledge .  Content and ‘method of teaching’ will more like what is used in private schools .  Also there are very many innovative methods and content like ‘Judo- Maths’,’Gyan lab’,etc. developed by different organizations and NGOs .
• 9.
  SELECTION PROCESS • STEP1:All the interested candidates have to appear for written test (same as the current one). • STEP2: All candidates who have cleared 1st round will have to get a teaching certificate from at-least two NGO’s/NSS (working in the city)who are really concerned about primary education. • NGO’s/NSS will issue certificate on the basis of the ability of candidate to teach children. • Hence, the recruitment process is completed. INCENTIVE FOR PARENTS TO SEND CHILDREN TO SCHOOL. • A student of the “government school” after completing his/her 12th can become a government teacher in the same school if he/she clears a special exam mainly focusing on his/her ability to teach primary children. This will work as an incentive for parents to focus on the education of children. • Prize distribution on the basis of evaluation carried out on a regular basis.
• 10.
  FINANCIAL REQUIREMENTS  Incentivein the form of money will be provided to the faculty going to train teachers.  Money will be required to provide prizes to students on the regular basis.  Above mentioned money will be worth spending if we are providing quality education to the needy.
• 11.
  References: • Unemployment rateis higher amongst highly educated rural Indians-a dnaindia report • 95% schools don't comply with RTE guidelines: Study –dnaindia report • Annual Status of Education Report(ASER) • UK-based Consortium for Research on Educational Access, Transitions and Equity (CREATE) • The Annual Status of Education Report (ASER) • The Programme for International Student Assessment (PISA) • National council for educational research and training(NCERT)