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Elementary Education in India: Its present status and problems:
Annual Status of Education Report (ASER): •Beginning in 1996, the non government organization Pratham has worked with children in thousands of villages and urban slums across India. For much of this period, the focus of this work has been on helping children master basic skills in reading and arithmetic. •Every year, it brings out its Annual Status of Education Report (ASER) since 2005, on the basis of extensive household surveys conducted to assess children’s schooling status and basic learning levels in reading and arithmetic.
Annual Status of Education Report (ASER)
Why in News The Non-governmental organization (NGO) Pratham’s Annual Status of Education Report 2019 has flagged poor learning outcomes in schools.
Early years
Key FIndings
National Achievement Survey: •At the disaggregated level, The National Council of Educational Research and Training (NCERT) has conducted National Achievement Surveys (NAS) periodically since 2001 for Classes 3, 5 and 8. •The NAS is a school-based national survey covering all States and Union Territories and focusing on specific classes in particular years. •It is carried out by NCERT under the mandate of the Sarva Shiksha Abhiyan programme to “monitor improvement in children’s learning levels and to periodically assess the health of the government education system as a whole. •NAS reveals significant differences in the average achievement levels of students between states, suggesting that the quality of educational outcomes is far from equal across the country. •In a number of States, NAS results also show much diversity in achievement between students in the highest and lowest performing categories. • Despite the significant differences in methodology, NAS confirms the findings from a number of other studies such as ASER, Educational Initiatives etc. and identifies poor learning outcomes as the biggest challenge facing Indian education. • Poor quality of learning at the primary school stage naturally spills over to the secondary stage, where the gaps get wider; and continues to the college years, leading to very poor outcomes in the higher education sector. •This inevitably leads to students being rendered incapable of taking full advantage of educational opportunities.
Key features of the NAS-2017 • The present (2017) survey is linked to the learning outcomes. • NAS at the elementary level was based on the Learning Outcomes developed by the NCERT. • Under the NAS the learning gaps will be identified in all the districts of the country. • Findings from the NAS will be used for formulating policies, planning and pedagogical interventions to improve student learning. • It is not designed to assess the individual student performance. • This NAS was conducted for the Classes 3, 5 and 8 in government and government aided schools. • The design and implementation of the survey included in its ambit the school leaders, teachers and the whole network of officials at the Cluster, Block, District Institute of Education and Training (DIET), State Council of Educational Research and Training (SCERT) and the Directorates of Education in the different States/ UTs. • The survey tools used multiple test booklets with 45 questions in Classes III and V related to language, mathematics and 60 questions in Class VIII in Mathematics, Language, Sciences and Social Sciences. • The competency based test questions developed, reflected the Learning Outcomes developed by the NCERT which were recently incorporated in the RTE Act by the Government of India. • There is no much variation in the scores of children belonging to social categories such as SC, ST, OBC and General. • There is no much variation in the scores of children from schools having government and private management.
By: Chetna Yaduvanshi ProfileResourcesReport error
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