Primary Education

Stages of Education in India

Stages of Education in India , and an indication regarding corresponding age group of students for each stage, are shown in the table below:

The National Policy of Education 1986, as revised in 1992, had indicated three thrust areas in
elementary education:
(i)Universal access enrolment;
(ii)Universal retention of children upto 14 years of age; and
(iii)A substantial improvement in the quality of education to enable all children to achieve essential levels of learning.

These objectives were addressed during the Tenth Plan period mainly through the
Sarva Shiksha Abhiyan which is the flagship programme of Government of India being
implemented in partnership with States and UTs. The Mid Day Meal and Teacher
Education Schemes have also contributed towards progress in the above objectives.

The 86th Constitutional Amendment Act 2002 made education a Fundamental Right for children in the age group of 6-14 years by providing that “the State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine”.

Some of the major achievements in the quest for universalisation of elementary education are listed below:

(a) Reduction in the number of out of school children:
From about 320 lakh in 2002-03, the number of out of school children had
reduced to 70.5 lakh based on reports of States and UTs in March 2006.

(b) Decline in gender and social gaps:
–The gender gap at the primary stage reduced from 5.5 percentage points in 2002-03 to 4.2
percentage points in 2005-06. At the upper primary stage this gap reduced from 10.7 percentage points to 8.8 percentage points. The GPI at the primary stage in 2005 was 0.95 and 0.88 for the upper primary stage.
–The share of SC students in total enrolment was 20.72% at the primary stage and 19.42% at the upper primary stage.
–For ST students, share in total enrolment was 11.75% at the primary stage in 2005-06 and
9.28% at the upper primary stage.

c) Reduction in dropout rates:
The gross dropout rate, reflected in the Selected Education Statistics of MHRD declined from
39.03% in 2001-02 to 28.49% in 2004-05. For girls, the decline in dropout rate has been
significant. During this period it decline from 39.88% to 24.82% - a decline of more than 15
percentage points. The dropout rate for the entire elementary stage is however declining less
rapidly.

Progress in Elementary Education since 1999-2000

Growth since 1999:
Efforts towards achieving UEE have resulted in substantial increase in the physical infrastructure, teachers and enrolment. During the last few years (1999-2000 through 2004-05), number of primary schools increased from 6.42 lakh to 7.67 lakh; upper primary schools increased from 1.98 lakh to 2.75 lakh.
There has also been growth in the number of teachers and students enrolled.

Public expenditure on education, however, did not experience any increase over the same period, remaining almost same at about 3.74%. With the introduction of education cess in 2004-05, the public investment in elementary education by the Central Government has increased significantly during the past two years.

Progress in Elementary Education Since 1999

Growth of Educational Institutions since 1999

Growth in enrolment:
During 1999-2000 through 2004-05, enrolment in the elementary education increased substantially, more with respect to the upper primary stage. Whereas annual increase in enrolment in primary was 3.2%, for upper primary it was 3.9%. Both in primary as well as upper primary stages, proportionate increase in girls’ enrolment was higher than boys’. In primary classes, whereas the annual growth rate for boys was 1.7%, the same for girls was 5.2%. Similarly for upper primary, boys’ increase in enrolment was at the rate of 2.2% per year, for girls it was 6.5%.

Sex-wise Enrolment by Stages, 1999-2000 to 2003-04 ( Figures in millions )

DISE data for the last three years viz. 2003-04, 2004-05 and 2005-06 suggest that the annual growth rates for primary and upper primary levels were 4.4% and 12.5%, respectively. These data also suggest that the growth rate in enrolment for girls were higher than that of the boys both at primary as well as at the upper primary levels (For Primary, Boys : 4.1% girls : 4.8%. For upper primary, Boys : 11.7% girls : 13.8%.). Thus there is a significant difference in the enrolment growth rates based on SES and DISE data. Probably the trend indicated using DISE data (higher increases at upper primary level) better reflects the field situation.

Enrolment ratios:
Gross Enrolment Ratio (GER), calculated as a ratio of the gross enrolment of children
as a proportion of the total children in the relevant age group, is an indicator to assess
the extent of access of children. Over the years, it showed an increase. At primary
stage, starting with 94.9 in 1999-2000, it improved to 108.56% in 2004-05. For upper
primary, the same was 58.8% and 70.5%, respectively in the initial and the terminal
years under discussion.

Gender parity in the GER, both at primary as well as upper primary stages, was an issue. The gap in GER between boys and girls in primary level was 19 percent points in 1999-2000. This reduced to 5.8 percent points in 2004-05. With respect to upper primary level, it improved from 17.5 percent points to 9 percent points during the same period.

The Net Enrolment Ratio (NER), calculated as a ratio of the net enrolment of children of the right age group as a proportion of the total children in the relevant age group, is an indicator to assess the extent of access of children of the target age group. Under ideal circumstances, the GER and NER should be the same – a phenomenon that can be achieved only when all children of the right age group take admission in schools in grade I, there are no repeaters and no case of dropouts; thereby, no child enrolled in any grade would be under-aged or over-aged.

A study of the under/over-aged children based on the DISE data of 2003-04 and 2004-05 suggests, in 2003-04, 16% of primary children in the primary classes were in this category; the share of children in the upper primary stage was 23% . This improved in 2004-05 to 14% and 20% respectively in 2004-05.

The Sarva Shiksha Abhiyan articulated the following specific goals for realizing the objectives of NPE and the Fundamental Right for free and compulsory education:

(i)All 6-14 age children in schools/EGS by 2005.
(ii)Bridge all gender & social category gaps at primary stage by 2007 & upper primary by 2010.
(iii)Universal retention by 2010.
(iv)Focus on elementary education of satisfactory quality.

During the first year of the programme viz. 2001-02 in the Ninth Plan period, only some preparatory activities were undertaken. The allocations for SSA during the first 2 years of the Tenth Plan period were quite inadequate. The total grants released by the Centre were Rs. 1558.28 cr. in 2002-03 and Rs. 2698.38 cr. during 2003-04. The releases from Government of India for SSA increased to Rs. 5139.7 cr. in 2004-05 and Rs. 7534.5 cr. in 2005-06. The BE for 2006-07 is Rs. 11000 cr. Against the total financial requirement (Central share) of Rs. 32,000 cr. projected by the Tenth Plan Working Group, the actual expenditure (releases by GoI) would be Rs. 28,000 cr. approximately.

Universal Retention by 2010:
As presented earlier dropout rates are declining, though they are still very high. The dropout rate as per SES is “gross dropout rate”. NUPEA has calculated “average dropout rate” based on average repetition rates and average promotion rates of classes I to V (see NUEPA’s Analytical Report 2005, page 131) based on common schools for two successive years 2003-04 and 2004-05. Based on this methodology the average primary dropout rate was 10.64% in 2003-04. DISE data is not consistent across years and therefore calculation of flow rates is fraught with risk. Several States are also conducting sample or 100% “true cohort” studies following a cohort for 5 years. Thus there are serious methodological and conceptual issues around the calculation of dropout rates. The Department has proposed a national sample study on dropout rates to arrive at better estimates comparable across States. The low completion rate (of which clear estimates are not available) results in a reduced number of children at the upper primary stage.

One of the outcome indicators for reporting of SSA progress in the outcome budget is reduction of dropout rates by 5 percentage points each year. It is expected that the dropout rates of children for the elementary cycle would be reduced from 50.39% in 2004-05 to less than 20% by 2011-12, during the 11th Plan period, even in a conservative scenario.

Elementary Education - Analysis of Need

An in-depth analysis of elementary education in India suggests the following key needs:

Access
Quality of available classrooms, toilets, drinking water, etc.

Quality of Learning
Teaching-learning methods, teacher quality, specialised classroom learning tools, multigrade and multilevel teaching competency among instructors, the relevance of curriculum, and evaluation methods.

Community Participation in the Educational System
Effectiveness and efficiency of school development committees, availability of school development plans, training and education of committee members, and autonomy for the school administration to manage and run its schools.

Academics and Research
Fundamental research on pedagogical changes and trends in education, and the relationship to social change, what causes the Indian child to be attracted to a school and come to enjoy learning, and the utilization of technology in elementary education.

Advocacy and Communication
Dispelling myths and breaking barriers, creating mass awareness about education, and creating a scientific and knowledge-based temperament throughout the nation.

Elementary Education
The number of primary schools decreased from 6.64 lakh in 2001-02 to 6.51 lakh in 2002-03, whereas that of upper primary schools increased from 2.20 lakh to 2.45 lakh over the period, indicating upgradation of a large number of primary schools to upper Primary schools. The total enrolment at the primary and upper primary levels has witnessed a steady increase. During 2001-02 and 2002-03, the growth rate of enrolment for girls at elementary level was higher than that of boys. Participation of girls at all levels of school education has improved appreciably over the years, but vast disparities amongst the States in gross enrolment ratio (GER) at primary/upper primary levels still persist (Table 10.6).

Of the estimated population of 205 million in the age group of 6-14 years on March 1, 2002, nearly 82.5 per cent was enrolled in schools, compared to 82.4 per cent in 2001- 02. The retention rate of students at the primary school stage was about 59 per cent (1992-97). At the primary level, the drop-out rate decreased from 39.0 per cent in 2001-02 to 34.9 per cent in 2002-03, while at the upper primary level, the drop-out rate decreased from 54.6 per cent to 52.8 per cent over the same period. In spite of the decline over the years, drop out rate still remains very high, especially in the case of girl students, for whom the rates in 2002-03 were 33.7 per cent and 53.5 per cent, at the primary and upper primary levels, respectively.

The number of teachers at the elementary level rose from 3.4 million in 2001- 02 to 3.5 million in 2002-03, while the share of female teachers increased from 37.2 per cent to 40 per cent over the same period. Despite the increase in the number of teachers over the decades, the Pupil Teacher Ratio (PTR) at the primary and upper primary levels has remained more or less constant around 42:1 and 34:1 respectively during 2002-03.

Sarva Shiksha Abhiyan (SSA), launched in November 2000 as an umbrella programme, continued to be implemented to support and build upon other primary and elementary education projects. The programme aims to ensure five years of primary education for all children in the age group 6-14 years by 2007 and eight years of schooling by 2010. The programme is implemented in partnership with the States. The programme addresses the needs of 192 million children in 11 lakh habitations. 8.5 lakh existing primary and upper primary schools and 33 lakh existing teachers would be covered under the scheme. As on January 7, 2005, an amount of Rs. 3,031 crore has been released out of Rs. 3,057 crore for 2004-05 (BE).

In July, 2003, Government of India approved a new programme called 'National Programme for Education of Girls at Elementary Level' (NPEGEL) as an amendment to the existing scheme of Sarva Shiksha Abhiyan (SSA) for providing additional support for education of underprivileged/ disadvantaged girls at the elementary level. The scheme is implemented in Educationally Backward Blocks (EBBs) where the level of female literacy is below, and the gender gap is above, the national average, in blocks of districts which are not covered under EBBs but have at least 5 per cent SC/ST population and where SC/ST female literacy is below 10 per cent, and also in select urban slums.

An estimated provision of Rs.1064.80 crore has been kept for the Tenth Plan. Apart from NPEGEL, a new scheme called Kasturba Gandhi Balika Vidyalaya (KGBV) has been approved for launching during 2004-05 for setting up 750 residential schools with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, other backward castes (OBC) and minorities in difficult areas. A provision of Rs. 489 crore has been made for the Tenth Plan; and Annual plan allocation for the year 2004-05 is Rs. 100 crore. 525 KGBVs have been approved by the Department of Elementary Education, involving an amount of Rs. 123.03 crore for 2004-05.

An education cess of 2 per cent on all direct and indirect Central taxes has been imposed through the Finance (No.2) Act, 2004. Soon after the relevant Bill was introduced in Parliament on July 8, 2004, action was initiated for creation of a separate, dedicated, nonlapsable Fund to be named as Prathmik Shiksha Kosh and maintained by the Ministry of HRD, Department of Elementary Education & Literacy. The proceeds would be available on a rollover basis for the schemes of basic Education and the Mid-Day Meal Scheme. Budget provision for the Mid-day Meal Scheme during 2004-05 is Rs.1, 675 crore. In addition, Rs.1, 232 crore has been provided to the States/UTs as Additional Central Assistance (ACA) under State Sector as earmarked outlay for meeting cooking cost.

Primary Education : NGO Interventions

Azim Premji Foundation - Bangalore : Learning Guarantee Programme
Over 70 percent of Government Primary/ Higher Primary schools out of the 9500 schools in the 7 districts of North East Karnataka have applied to participate in this programme. The Learning Guarantee Programme was launched on 23rd November by Mr. Azim Premji, Chairman Wipro Corporation at a public function in Gulbarga The Learning Guarantee Programme is designed to identify schools that demonstrate "Guarantee of Learning", analyze the success factors and communicate these to other schools. The programme recognizes and rewards schools that enable children to acquire expected competencies while ensuring universal enrollment and attendance. The programme aims to motivate and inspire teachers and schools to develop processes in a sustained manner.

".We owe it to our children of the next generation that we provide them an opportunity to compete on the platform of equal knowledge. Only if we ensure all our children are well educated and well informed can we grow into a more prosperous and successful nation. The program has a potential to become one of the pioneering models to deliver guarantee of learning in the school. " - Azim Premji, Chairman, speaking at the launch of Learning Guarantee Programme  

• Concept Note Learning Guarantee Programme
• Prospectus Learning Guarantee Programme

Vanashree Trust
This project provides primary education to tribal children belonging to Lombani, Gonda and Kudumbi tribes in the Bachodi village/forest in Sagar taluka, Karnataka.

The school, run by Vanashree trust, provides education to children from class I to VII. The school is a residential school, wherein the school children reside in the school premises. Education provided is formal, and instruction is provided in Kannada, the local language. There are presently 120 students, some of them orphans, who reside in the school, which also has a few day scholars. After class VII, the children of Bachodi school go to Sagar school, which has classes VIII to X. The school is also run by Vanashree trust. Sagar is connected to Bachodi, which is about 70 km away, by three daily buses.

The chief economic activity of the tribals in Bachodi is basket making.

Rural Organization for Peoples Advancement
ROPA "Rural Organization for Peoples Advancement" was started in 1994 by volunteer effort by concerned denizens of Ranchi (capital of Jharkhand).

Project Description
The organization trains village woman to produce Jute handicrafts and how to cutivate Mushroom. Sale of handicrafts and Mushroom generates some revenue which is helping community and school towards self sustainability. The organization has plans to bring parents together and create Self-Help-Groups to generate revenue and make the projects self sustainable.

Future Plans
Extend instruction up to Class 10
Connect education with self reliance.
Provide special emphasis to education of women and self employment of women.
Getting together all parents school area through the medium of self help groups (SHGs).
Improve the socio-economic condition of families by taking up imlementation of well planned programme.
Spreading the importance of good hygiene, etc.

Purpose / Goals
The goal of this organization is to reach each individual sector/village panchayat within Jharkhand and raise public awareness, promote education, inculcate civic sense and hygiene, improve living conditions, and aid in agriculture development. With this in mind, in 1994, in those villages of Kurkuta panchayat, where schools do not exist, pre-school education for children has been initiated. This carried on for few months, after which public awareness programmes were conducted. The people in the district desired to have a school in their vicinity, which would enable children from the neighboring villages to study. With concent of the district administration and the desire of the people the organization obtained permission to start a school in 1999. At present, about 300 boys and girls attend this school from pre-school to junior high.

Suvidya : Place value kit for math education (design, production and dissemination)
This is a kit designed by Suvidya that is a very effective and low cost way to introduce the basic mathematical concept of Place value to school children (especially in government schools).

The vital role of mathematics in primary education has been adequately recognized by curriculum makers and designers. Maths is needed for abstract thinking, problem solving, logical reasoning and for developing intellectual and psychological ability of the child. In the world of development, it is a critical area of intervention (both in-school and out of-school) as it is also a life skill. Despite this, conceptual understanding is inadequate, motivation and interest are fast declining and achievement levels in maths are low. The many problems that beset teaching in primary mathematics include the uninteresting and dull presentation of material, lack of a problem-solving approach and prevalence of math phobia.

Place value is considered a difficult mathematical concept, which, in a cascading effect, leads to other problems in mathematics learning. Children do not get hands-on experience in learning about place values, resulting in a felt need for such a kit, as ascertained during our interactions with teachers, trainers and children. Suvidya intends to design, produce and test a kit consisting of 10 aids, 20 worksheets/charts and a handbook with additional information

Pothamkandam School
The school was stated in 1955 and upgraded as upper primary school in 1984.

The school is run by the State government and Payyanur Block Panchayath is the authority (Local self government) responsible for running the school. PTA is giving only lunch (porridge and green gram) to the students. PTA funds are collected from its members as well as donations from people within the community in addition to grants from government. Most of the families are coolies depending on daily wages and also small and marginal farmers. Parents are mostly educated up to primary school level only. The present pedagogy followed is known as district primary education program (DPEP) up to 7th standard. There are no examinations, but grading. It can be considered as an improved montesory model.

PTA believes that "If good education is made available to the children , they will have better opportunities in life, better health standards for them and their family and better social awareness".

Bhagavatula Charitable Trust (BCT)
Innovative Experimental Primary Schools (IEP)

The results show that these children not only excel in their academics by scoring 1st class, but also are able to productively engage themselves in small kitchen gardens, manufacture lacquered wooden toys, spin Khadi-yarn on Gandhian charka and attend to minor electrical and mechanical repair works...all skills they learn at the school. Above all this, each of them is trained as a constructive worker, a very good communicator and public speaker through which they are able to spread a rejuvenation movement “Balamandiram” for the benefit of rural areas. They are now the catalysts of change in the villages.

Primary Education : Corporate Interventions

Amara Raja
To ensure our people have a better quality of life we provide primary schooling facilities for the children of our employees. We also provide our employees with facilities in the form of free memberships to education enhancement trusts and organizations like the library for employees on site, the Rajanna Trust for intellectual enhancement, the Krishna Deva Raya Trust and Cultural Association, Vinayashramam, Thapovanam and the Rashtriya Seva Samithi.

BG India, Mumbai - Primary Education
BG India has adopted four underprivileged communities in Mumbai and is supporting literacy initiatives for children in these communities.

The project is in partnership with Pratham, an NGO that has programmes spread across the country with a view to ensuring “every child in school & learning”.

The programmes in the four communities of Anand Nagar, Madh Island, Gorai and Ambuja Wadi are expected to benefit over 10,000 children in the 3 to 12 years age group over a two-year period.

The programmes are implemented through a network of community volunteer teachers drawn from within these communities. The curriculum and teaching aids are designed to bring children who are currently outside the school system into the formal state education system.

In the summer of 2002, the company supported Pratham’s "Bridge Outreach" initiatives in New Delhi and Mumbai. These initiatives were aimed at preparing over 6,000 6-11 year old "out-of-school" children for enrolment into the existing government run formal school system.

Chowgule Group
Chowgules commitment to social responsibility led them to plan, develop and set up, over the years, various educational, social and cultural institutions. In 1962, Chowgules set up Smt. Parvatibai Chowgule Cultural Foundation to provide a strong base to achieve this objective. Over the years, this foundation has given liberal assistance to many social and cultural activities in and outside Goa.

Chowgules played a pioneering role to contribute to the quantum leap in education in Goa.They were the first to start a college in Goa after the Liberation in the name of Smt Parvatibai Chowgule College of Arts and Science.The Chowgule Education Society formed in 1963, manages this college as well as St. Joseph's Institute, one of the oldest high schools in Goa

The Chowgule Group conducts pre nursery ,primary and middle schools at all mining areas.It has promoted an Institute of Shipbuilding Technology at Vasco da Gama which is the only one of its kind in western India.The Chowgule Group was the first to introduce computer education at the university level in Goa

The Chowgule Group has also promoted establishment of educational institutions outside Goa at places such as Delhi and Jafrabad.At all the educational institutions under the Chowgule Group and , under a scheme, education is free for the wards of their employees .In the field of Medicare , they have established dispensaries at all its establishments for the benefit of staff,workmen and families

Forbes Marshall and Akanksha
“Akanksha” (meaning hope in Hindi) is an after school programme where English is taught to young children, along with an emphasis on building confidence and inculcating good values in them.

These programmes are taught in a fun way – and are a change from the dreary routine the children are used to. Attendance is incredibly high for the two Akanksha centres we sponsor – each centre has about 50-60 children coming to us everyday for 2 and a half hours.

GE - Pre-School and Primary School Access

In many sections of India, children do not have access to a formal education. In Pune, the GE Foundation collaborates with the Pratham Pune Education Foundation to spur academic achievement amongst disadvantaged children, and to replicate its programs in other poor communities. Program components include a literacy initiative for children (aged 4-5); a "bridge" course for children who have never been to school or who have dropped out, with a particular aim to build their reading and writing skills; a school-based program for children (aged 6-14) who are lagging behind in their studies; and a development effort that empowers young women (aged 15-18) to teach the programs. The GE Foundation has presented a grant of $ 50,000 towards education efforts at the Pratham Pune Education Foundation.

ICICI Bank : Primary education
The Education Resource Centre is an interactive platform that focuses its attention on the challenges faced by the elementary education system in India. In particular, it seeks to address the following issues:

Ensuring every child attends school (Better completion rates)
Maximising efficiency of education by targeting attendance levels, learning levels and the retention rate, thereby ensuring that everybody completes the elementary cycle and possesses the skills associated with it.

The Elementary Education group has been working with a set of organisations in the areas of pre-school education and teacher performance. Its understanding of specific issues in these two areas is largely mirrored in its choice of partner organisations. These organisations have been addressing either one or several aspects of pre-school education and/ or teacher performance in different parts of the country

Jubilant Organosys
Achieve universal primary education
Illiteracy still remains endemic in our rural communities today. About half of the adolescent girl population is still unable to read and write because of low priority given to girls' education. As a responsible corporate citizen, Jubilant encourages primary education by providing “Jubilant Pratibha Purushkar” to poor and meritorious students. This entails cash scholarships given to recognize the efforts of students during the National Day functions. The Company organises painting competitions on World Environmental Day to raise awareness amongst children. Jubilant also provides material assistance by way of stationery, reading/ writing materials, and furniture to the primary schools situated in villages around its manufacturing sites for healthy learning.