2. “Let
us
pick
up
our
books
and
our
pens.
They
are
our
most
powerful
weapons.
One
teacher,
one
book,
one
pen,
can
change
the
world,”
these
were
the
words
of
Malala
Yousafzai
as
she
addressed
the
UN
general
assembly.
Her
statement
clearly
resonates
the
efforts
of
the
United
Nations
and
the
global
community
in
achieving
the
Millennium
Development
Goal
of
Universal
Primary
Education.
India
left
no
stone
unturned
in
its
attempt
to
achieve
this
particular
goal.
However
it
seems
that
once
again
our
socio-‐cultural
and
economic
practices
are
leading
our
efforts
astray.
We
have
gone
wrong
somewhere.
For
inspite
of
the
86th
Amendment
to
the
Constitution
of
India,
making
the
Right
To
Education
a
fundamental
right
statistics
paint
a
different
picture.
Approximately
20
per
cent
of
children
aged
6
to14
are
still
not
in
school,
80
million
women
in
India
are
illiterate.
Of
India’s
700,000
rural
schools,
only
one
in
six
have
toilets
deterring
children
especially
girls
from
going
to
school.
What
is
most
alarming
is
the
fact
that
over
99%
aspirants
failed
to
clear
the
Central
Teacher
Eligibility
Test
(CTET)
2012.
Human
resource
and
development
minister
Kapil
Sibal
says
there
is
a
shortage
of
12
lakh
government
school
teachers.
The
UNESCO
Institute
of
Statistics
goes
one
step
further
In
a
2010
report,
it
says
India
will
need
20
lakh
new
teachers
by
2015.
In
a
situation
like
this
the
future
of
primary
education
in
India
doesn’t
seem
very
bright.
This
paper
focuses
on
some
of
the
major
problems
plaguing
the
primary
education
system
in
India
-‐ lack
of
qualified
teachers
-‐ inclusion
of
less
privileged
students
into
the
mainstream.
PROPOSED
INNOVATIVE
SOLUTION
CONCEPT
Solutions
to
address
the
deficit
of
the
teachers
v Training
should
focus
more
on
creating
a
skill
based
curriculums
with
more
precise
evaluation.
v The
provision
of
practical
evaluation
for
those
in
the
Teacher
Training
Courses
(TTC).
3. v Before
attaining
a
degree,
a
one
year
voluntary
program
should
be
introduced
by
the
Ministry
of
Human
Resource
Development.
v Encourage
fellowship
for
graduate
and
post
graduate
students
in
the
field
of
education.
v Students
should
be
provided
extra
help
for
attaining
admission
to
age
appropriate
class.
v Introduction
of
the
concept
of
Remedial
Classes.
v Instill
the
spirit
of
community
services
especially
in
government
aided
private
schools.
Ø
Merits
of
the
solutions
v The
existing
programs
that
try
to
bring
individuals
together
for
various
teaching
purposes,
does
not
really
bring
together
people
who
are
efficiently
trained
to
teach.
Hence
focus
should
be
maintained
on
creating
skill
based
curriculum.
v By
providing
practical
evaluations
on
the
basis
of
teaching
in
a
municipal
school,
the
standards
of
such
schools
shall
be
maintained.
v The
less
privileged
students
shall
be
able
to
the
cope
up
well
with
their
syllabus
after
attaining
extra
help
for
their
admission
in
the
age
appropriate
class.
Thus
a
six
month
course
before
admission
will
help
them
meet
the
necessary
requirement
for
the
new
class.
v The
provision
of
Remedial
Classes
shall
enable
the
weak
children
to
grasp
their
subjects
well
and
also
curb
the
need
for
expensive
private
tuitions.
v By
instilling
the
spirit
of
community
service
among
the
government
aided
private
schools
the
entire
program
of
enhancing
primary
4. education
will
become
more
extensive
and
this
would
also
curtail
the
dependence
upon
private
tuitions.
v By
encouraging
fellowship
for
the
graduate
and
the
postgraduate
students
in
the
field
of
education
the
progress
of
the
municipal
schools
shall
be
assessed
on
a
regular
basis
and
the
Municipal
Corporation
shall
be
made
aware
of
such
progress.
IMPLEMENTATION
OF
THE
PROPOSED
SOLUTION
v Solution
1:
•
The
existing
B.ED
courses
is
of
two
years
therefore
to
generate
trained
teachers
the
B.ED
course
should
be
divided
into
16
months
of
theoretical
training
along
with
an
additional
3
months(1
term)
of
practical
demo
classes
at
a
local
municipal
school.
•
Evaluation
of
trainee
teachers
should
include
the
results
of
a
terminal
examination
held
at
such
municipal
schools.
v Solution
2:
•
For
those
teachers
applying
to
TTC
programme,
their
practical
evaluation
should
be
based
on
their
teaching
in
a
municipal
school,
in
the
primary
classes.
v Solution
3:
•
By
introducing
a
one
year
voluntary
programme
a
qualified
teacher
could
provide
necessary
assistance
in
a
municipal
school
to
help
enhance
their
existing
academic
facilities.
5. v Solution
4:
•
By
encouraging
fellowship
for
graduate
and
the
postgraduate
student,
the
evaluation
of
the
progress
achieved
in
these
municipal
schools
shall
be
assessed
by
the
National
bodies
and
submit
reports
to
the
respective
Municipal
Corporations
with
suggestion
for
improvement.
v Solution
5:
•
For
the
less
privileged
children
seeking
admission
into
age
appropriate
class
additional
help
should
be
provide
to
them
through
a
six
month
course,
by
the
school
itself,
to
assist
them
meet
their
standard
of
class
before
the
admission
process
begins.
v Solution
6:
•
Introduction
of
remedial
classes
after
the
schools
hours
to
help
those
who
need
extra
attention
with
regard
to
academics.
v Solution
7
•
Compulsory
social
service
programme
for
students
of
class
X,
XI,
XII,
of
a
government
aided
private
school,
to
assist
students
of
municipal
schools
with
their
academics.
STAKEHOLDERS
-‐
Head
masters
of
municipal
schools
-‐
Teachers
of
municipal
schools
-‐
Government
aided
private
schools
-‐
Nationally
and
internationally
recognized
NGO’s
6. FINANCIAL
AND
HUMAN
RESOURCES
REQUIRED
AT
EACH
STEP
The
solutions
mentioned
in
this
presentation,
do
not
require
additional
funding.
Funds
can
be
provided
by
re-‐adjusting
the
total
amount
prescribed
for
Education
in
the
Union
Budget.
For
example
in
the
Union
budget
for
2012-‐2013
the
prescribed
amount
for
elementary
school
education
was
Rs
382981
million.
Some
of
the
expenditures
for
the
proposed
plan
come
under
the
existing
heads
of
expenditure
of
the
government.
For
example
funds
are
allocated
for
Quality
enhancement
and
equity.
With
regard
to
human
resources,
the
implementation
of
this
scheme
will
require
trained
teachers,
who
have
qualified
the
required
examination.
Secondly
there
will
be
need
of
an
autonomous
body
under
the
Ministry
of
Education
that
will
monitor
the
progress
made
by
the
proposed
scheme
and
assess
the
municipal
schools
on
their
performance.
CRITERIA
TO
MEASURE
IMPACT
The
impact
of
the
proposed
solution
can
be
analysed
by
the
following
indicators
-‐ Student
teacher
ratio
-‐ Increase
in
number
of
students
enrolled
in
schools
-‐ Participation
of
private
government
aided
schools
MONITORING
MECHANISM
-‐ Since
the
Right
To
Education
is
a
fundamental
Right
the
implementation
of
these
proposed
solutions
can
be
inquired
into
by
the
NHRC,
SHRC
and
their
affiliated
bodies
-‐ Registered
National
and
international
NGOs
should
be
allowed
to
carry
out
independent
surveys
of
the
working
and
administration
of
the
municipal
schools
and
reports
should
be
submitted
to
the
Ministry
of
Human
Resource
Development
and
Education
ministry.
CHALLENGES
7.
Possible
challenges
to
the
implementation
of
the
proposed
solution
maybe
-‐ Traditional
mindset
of
society
that
prevents
families
from
sending
their
children
to
school
-‐ Poor
infrastructure
of
existing
municipal
schools
-‐ Protests
from
aspiring
teachers
on
the
compulsion
of
teaching
in
municipal
schools
during
their
training.
REFERENCES
UNICEF
document
UNICEF
document
UNICEF
DOCUMENT
http://articles.timesofindia.indiatimes.com/2013-‐01-‐
02/news/36110606_1_ctet-‐central-‐teacher-‐eligibility-‐test-‐results-‐institution
http://www.telegraphindia.com/1120429/jsp/7days/story_15431872.jsp#.UiN
cTGT0-‐Fc
