ascer survey2013 q&a

8/12/2019 Ascer Survey2013 Q&A

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http://www.agastya.org/why/why-rebuild-education-in-india/report-on-primary-education

Primary Education : Issues & Opportunit

Rural Schools

Sl.o Issues Opportunities

! "any rural teachers demonstrate

openness to new ideas and high

innate le#els o$ creati#ity% o$ten o$ a

higher le#el than that $ound amongurban teachers.

here has been little attempt by educators

in the country to impro#e rural education%

where the moti#ation among children to

attend class is low because o$ such$actors as negati#e parental pressure% poor

$acilities and uninspired teaching.

' here is high enthusiasm $or

learning and e(perimenting among

children. Right stimuli can create an

e(plosion in creati#ity andproducti#ity in rural India.

)rban schools with their greater

resources can play a catalytic role in the

growth o$ rural education. )rban schools

there$ore need to adopt a proacti#ecommunity-building role.

* +i#en resource limitations a case

can be made to $ocus on low capital-

intensi#e s,ill-based education.

+i#en the real limitation o$ resources%

e.g. lac, o$ adeuate physical $acilities%

boo,s and materials% a case can be made

to $ocus on s,ill-based education% whichreuires less capital and can be

e$$ecti#ely and widely disseminated.

)rban Schools:

Sl.

o

Issues Opportunities

! Education in most schools is onedimensional% with an obsessi#e

$ocus on mar,s. he products o$

Indian school education tend to benarrow minded and e#en sel$ish in

their aims and approach.

' Intelligence and potential are

generally euated to the mar,s or

grades achie#ed by the child.* here is little $ocus on nurturing:

a eha#ioral s,ills - teamwor,%leadership% community

b 0pplication s,ills

c 1reati#e-thin,ing s,ills

2 eachers generally ha#e limited
http://www.agastya.org/why/why-rebuild-education-in-india/report-on-primary-educationhttp://www.agastya.org/why/why-rebuild-education-in-india/report-on-primary-education


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,nowledge o$ how to spar,

creati#ity in children.

3 he ,nowledge transmitted to

children is there$ore boo,ish. 4ewopportunities e(ist $or children to

apply their ,nowledge to real li$esituations.

5 1hildren are rarely encouraged to

participate in community-basedacti#ities such as wor,ing with

disad#antaged groups or the

en#ironment.

6 7uality teachers are the missing lin,

in Indian education. 0lthough

poc,ets o$ e(cellence e(ist% theuality o$ teaching and the

moti#ation to teach show asigni$icant and potentiallycatastrophic downward trend. his

problem is li,ely to be e(acerbated

i$% as recent press reports suggest%

the )S imports large numbers o$Indian science and math teachers to

meet its own teaching short$all.

8 he short$all o$ teachers is o#er *

million. India needs 6 - 8 million

primary/secondary schoolteachers%

#ersus the * - 2 million a#ailable.9 Instilling the right type o$ s,ills in

teachers and implementing a process

to trans$er such s,ills and

,nowledge e$$ecti#ely through the

system would ha#e a power$ulmultiplier e$$ect on the entire

system o$ learning.

!; op day schools generally produce

the best academic results. oarding

schools pro#ide better


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teachers su$$icient $reedom to

interpret the syllabus.

!' Schools $or the most part narrowly

de$ine their purpose% e.g.% to producethe best e(am results% number o$

students who =oin )S uni#ersitiesetc. "ost o$ them lac, ano#erarching and inspirational #ision.

+i#en the increasing demand $or

uality schools by the growing

Indian middle class and thewillingness o$ parents to in#est

signi$icant money in their childrens

education% many schools arepromoted as commercial #entures%

rather than as centers o$ e(cellence.

!*

Issues in Indian Primary Education ( Rural Schools):

Sl.

o

Issues Opportunities

! Pri#ate resources $or promoting rural

education are minimal to non-

e(istent. 0llocated public resources

are more o$ten than not% note$$ecti#ely utili>ed.

' Single teacher schools% most o$ themwith =ust a single room% are unable to

pro#ide e#en the basic en#ironment

$or learning

* ?ac, o$ adeuate classroom

$acilities means that children $romdi$$erent age groups typically sit in

the same classroom% leading to

boredom and disinterest.

2 @ri#en by pressing short-termeconomic needs% most parents are

reluctant to send their children toschool. hey o$ten pose obstacles to

learning. In some cases% the State

has to o$$er incenti#es% such assubsidi>ed rice through the mid-day

meal scheme to attract children to


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school.

3 E#en a cursory interaction with

naturally bright rural children and

teachers rein$orces the #iew thatthere is indeed a huge amount o$

unutili>ed talent and creati#ity%which i$ gi#en e#en the most basicopportunity will produce ma=or

bene$its $or the community and

country.

5 "any rural teachers ha#e the


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class creators and original thin,ers.

* eachers are the missing lin, in

Indian education. 0lthough demand

$or uality teachers greatly e(ceedssupply% the teaching pro$ession has

become a pro$ession o$ last resortattracting either low caliberindi#iduals or people $or whom

teaching is a hobby or only a

supplementary source o$ $amily

income.

2 eacher training and education

institution standards ha#e declinedo#er the years and little e$$ecti#e

,nowledge and s,ill trans$er ta,es

place. ?i,e much o$ the education

system% teacher education hasbecome pedantic and is di#orced

$rom application. 0 degree in teachereducation is no longer there$ore a

guarantee o$ teaching s,ill.

3 eachers o$ten lay the blame $or lac,o$ creati#ity in teaching on the

syllabus. Bowe#er% the syllabus does

not prescribe a speci$ic teachingmethod and pro#ides enough

$reedom $or interpretation and

$le(ibility.5 esides greater hands-on ,nowledge

o$ speci$ic teaching s,ills andtechniues% teachers would bene$it

greatly $rom training in basic

beha#ioral s,ills in order to deal

e$$ecti#ely with the $ollowing typeso$ challenges:

- "anaging large class si>es- "oti#ating


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world-class schools or teacher

education institutions in the country.y world class we mean institutions%

which can be ran,ed in terms o$

uality among the top twenty in the

world.

http://img.asercentre.org/docs/Publications/0SER

C';Reports/0SERD';!*/0SER';!*DreportC';sections/aser';!*$ullreportenglish.pd$

http://www.asercentre.org/eywords/p/';3.html

http://het#.org/india/n$hs/india!.html

http://perry2law.org/cecsrdi/FpG5!3

http://www.de#in$o.org/indiacensuspopulationtotals';!!/libraries/asp(/data#iew.asp(

http://www.de#in$oli#e.in$o/censusin$odashboard/

http://www.censusindia.go#.in/#italDstatistics/0BSulletins/0BSD4actsheetsD';!!D!'/)

PD4actsheetD';!!-!'.pd$

http://www.ncert.nic.in/programmes/educationDsur#ey/pd$s/SchoolsDPhysicalD0ncillaryD

4acilities.pd$

http://www.epw.in/national-$amily-health-sur#ey-*/third-national-$amily-health-sur#ey-

india-issues-problems-and-prospeF

ipDloginDnoDcacheG8;a23*28b9*'3$'6bb*d*5966593!ccd

http://het#.org/pd$/n$hs/india!/iachap'.pd$

http://het#.org/pd$/n$hs/india!/ia$ctsum.pd$

http://www.asercentre.org/education/data/india/statistics/le#el/p/55.html

http://img.asercentre.org/docs/Publications/0SERC';Reports/0SERD';!*/0SER

C';';!*C';stateC';pagesC';English/allindia.pd$

http://censusindia.go#.in/';!!-Schedule/Shedules/PRC';English.pd$

http://het#.org/india/n$hs/india!.html
http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER2013_report%20sections/aser2013fullreportenglish.pdfhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER2013_report%20sections/aser2013fullreportenglish.pdfhttp://www.asercentre.org/Keywords/p/205.htmlhttp://hetv.org/india/nfhs/india1.htmlhttp://perry4law.org/cecsrdi/?p=615http://www.devinfo.org/indiacensuspopulationtotals2011/libraries/aspx/dataview.aspxhttp://www.devinfolive.info/censusinfodashboard/http://www.censusindia.gov.in/vital_statistics/AHSBulletins/AHS_Factsheets_2011_12/UP_Factsheet_2011-12.pdfhttp://www.censusindia.gov.in/vital_statistics/AHSBulletins/AHS_Factsheets_2011_12/UP_Factsheet_2011-12.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/Schools_Physical_Ancillary_Facilities.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/Schools_Physical_Ancillary_Facilities.pdfhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://hetv.org/pdf/nfhs/india1/iachap2.pdfhttp://hetv.org/pdf/nfhs/india1/iafctsum.pdfhttp://www.asercentre.org/education/data/india/statistics/level/p/66.htmlhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER%202013%20state%20pages%20English/allindia.pdfhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER%202013%20state%20pages%20English/allindia.pdfhttp://censusindia.gov.in/2011-Schedule/Shedules/NPR%20English.pdfhttp://hetv.org/india/nfhs/india1.htmlhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER2013_report%20sections/aser2013fullreportenglish.pdfhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER2013_report%20sections/aser2013fullreportenglish.pdfhttp://www.asercentre.org/Keywords/p/205.htmlhttp://hetv.org/india/nfhs/india1.htmlhttp://perry4law.org/cecsrdi/?p=615http://www.devinfo.org/indiacensuspopulationtotals2011/libraries/aspx/dataview.aspxhttp://www.devinfolive.info/censusinfodashboard/http://www.censusindia.gov.in/vital_statistics/AHSBulletins/AHS_Factsheets_2011_12/UP_Factsheet_2011-12.pdfhttp://www.censusindia.gov.in/vital_statistics/AHSBulletins/AHS_Factsheets_2011_12/UP_Factsheet_2011-12.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/Schools_Physical_Ancillary_Facilities.pdfhttp://www.ncert.nic.in/programmes/education_survey/pdfs/Schools_Physical_Ancillary_Facilities.pdfhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://www.epw.in/national-family-health-survey-3/third-national-family-health-survey-india-issues-problems-and-prospe?ip_login_no_cache=80a45348b9325f27bb3d369776951ccdhttp://hetv.org/pdf/nfhs/india1/iachap2.pdfhttp://hetv.org/pdf/nfhs/india1/iafctsum.pdfhttp://www.asercentre.org/education/data/india/statistics/level/p/66.htmlhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER%202013%20state%20pages%20English/allindia.pdfhttp://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2013/ASER%202013%20state%20pages%20English/allindia.pdfhttp://censusindia.gov.in/2011-Schedule/Shedules/NPR%20English.pdfhttp://hetv.org/india/nfhs/india1.html


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http://het#.org/pd$/n$hs/india!/iahhre.pd$
http://hetv.org/pdf/nfhs/india1/iahhqre.pdfhttp://hetv.org/pdf/nfhs/india1/iahhqre.pdf

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