India Education For All

Overview of Progress and Challenges

E-9 Ministerial Meeting 8-10, November 2012 New Delhi, India 1

Overview

• • • • Diverse contexts and conditions – consists of 35 States and Union Territories About 1.3 million schools of which 87% are in rural areas Involves around 190 million children and stage of education 6 million teachers at the elementary Demographic – shrinking schools changes increasing youth population cohort – of children entering primary

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Overview of Progress Universal Primary Education and Literacy

Access – Universal access to all within the neihbourhood Primary Enrolment Ratios – Near Universal at 97% Primary Completion rate – around 70% cause for concern Literacy – 81% - on track for achieving 2015 goal

Overview of Progress Towards Gender Equality

• • • Significant reduction in gender disparity but needs improvement Ratio of boys to girls in education – near parity in primary level - but still at around 0.87 overall and Gender parity index in literacy is around 0.84 – youth literacy is near parity One of the major focus areas being pursued – special programmatic thrusts

Overview of Progress Major Programmatic Initiatives

• • • • • Sarva Shiksha Abhiyan – Programme for Universalisation of Elementary Education Universal provision of Mid-Day Meals in schools Integrated Child Development Programme covering all children of 0-6 years Rashtriya Madhyamik Shiksha Abhiyan – Programme for Universalisation of Secondary Education Sakshar Bharat – National Literacy Programme with special focus on Youth and women

Right to Education Education as a Fundamental Right

• • • • Landmark event Amendment to Constitution in 2002 Right To Education Act notified in April 2010 Making Free and Compulsory Education a basic Right - Looking to ensure that all children not only have access to education but access to education of good quality

Right to Education Act Some Key Provisions

• • • • • • Rights and Entitlements of children Ensuring Participation of Children in Schools – Responsibility of the State Specifies Teacher qualifications, Pupil Teacher Ratio Benchmark for Schools - Specification of infrastructure and academic provisions Nature of Curriculum – Teaching Learning Process – Child Centred – National Values Independent Bodies at Central and State levels for Monitoring the Protection of Child Rights – National Commission for Protection of Child Rights

Right to Education Act

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Some Key Provisions Focus on Equity and Social Justice

Special Provisions made for marginalised groups Scheduled Caste children, tribal groups, children with special needs New Framework for Participation of Private providers 25% reservation for children from disadvantaged groups • •

Child friendly classrooms

Ban on corporal punishment and classroom free of fear and anxiety Calls for education through mother tongue (Without making it compulsory)

Continuing Challenges

 Retaining children in Schools to complete elementary with particular focus on girls and the disadvantaged – Around 40% children aged 6-14 years drop out without completing 8 years of schooling  Strategy – (a) Special Training to mainstream out of school children and drop outs – age appropriate classes ; (b) Programmes for girls including residential schools; (c) Mid-day Meals for all; (d) Draw support from NGOs

Continuing Challenges

 Problem of Qualified Teachers - Around one million additional teachers to be recruited and trained to meet RTE norms.  Strategy – (a) Teacher Eligibility Tests to improve quality; (b) Additional Teacher Training Institutions in Educationally Backward Blocks; (c) Use of Modern Technology and open learning systems for professional development of Practicing Teachers

Continuing Challenges

 Enhancing Learning Outcomes – Independent assessments as well as Surveys by NCERT show that majority of children completing 5 yrs of schooling lack basic competencies  Strategy - Special programme of Quality Enhancement – (a) Curriculum and Textbooks Reform (National Curriculum Framework); (b) Reforming classroom teaching – Ability Based Learning; (c) Revamping Learner Evaluation – Continuous and Comprehensive Evaluation

Continuing Challenges

 Out-of-school Adolescents and Young Adults – Large number still fail to complete schooling and enter the world of work  Strategy – (a) Special Programmes of life skills for Adolescents and Youth – through National Literacy Mission; (b) Expansion of open schooling network to reach the unreached; (c) Assessing and certifying skills acquired through non-formal education under the National Vocational Education Qualification Framework (NVEQF)

Towards A brighter future for India’s children

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