Monday August 19, 2019
Home India Madhya Prades...

Madhya Pradesh witnesses an alarming drop in Reading skills in Students, ranks among India’s lowest

0
//
Girl child
Girl child studying in an open school in Wikimedia

Delhi, Jan 10, 2017:  Reading and some math skills of Madhya Pradesh students are among India’s lowest, the transition rate to higher classes is lower than the national average. A majority of classrooms are shared by students of different grades, and government elementary schools are 17.6 per cent short of school teachers, according an analysis of various government data.

The literacy rate in Madhya Pradesh at 72.6 million, the fifth-largest state by population — was ninth lowest, at 70.6 per cent, in 2011. This was an increase of 6.86 percentage points from 2001 –the second-lowest increase among BIMARU states.

Learning levels in rural Madhya Pradesh are among India’s worst. Only 34 per cent of all children surveyed in Grade 5 in rural areas could read a Grade 2 level text, the second-lowest across all states — behind only Assam — according to the 2014 Annual Status of Education Report (ASER), and the proportion of Grade 5 children who could at least subtract was 31 per cent, the lowest in India.

The proportion of children in Grade 3 who could read at least words declined from 80 per cent in 2010 to 32 per cent in 2014 in government schools; the corresponding decline in private schools was from 88 per cent in 2010 to 74 per cent in 2014.

The transition rate from primary (Grade 5) to upper primary (Grade 6) in Madhya Pradesh was 88.67 per cent in 2014-15, according to the Unified District Information System (U-DISE) Flash Statistics 2015-16 — below the all-India average of 90 per cent.

At the upper primary level, learning levels are worse. Only 18 per cent of Grade 7 students could read English sentences — the lowest in the country. Of those who could read, only 43 per cent could tell the meaning of the sentence — again the lowest, indicating that even students who transition to upper primary perform poorly in comparison with students in other states.

Of six million teaching positions in government schools nationwide, about 900,000 elementary school teaching positions and 100,000 in secondary school — put together, a million — are vacant, according to an answer given in the Lok Sabha. About 17.6 per cent of all elementary teaching positions — nearly 64,000 — in government schools in Madhya Pradesh are vacant.

As many as 78 per cent schools surveyed had children from Grade 2 sharing a classroom with other grades, an increase from 67 per cent in 2010, according to the ASER 2014 report.

Similarly, the proportion of schools where Grade 4 children shared a classroom with other grades increased from 57 per cent in 2010 to 69 per cent in 2014.

As several grades study in one classroom with the same teacher or teachers, more training, and different kinds of pedagogy, would have to be used to reach every child, according to an ASER 2011 report. The Right to Education (RTE) Act does not specify any regulations for multi-grade classrooms, and it is possible that schools provide few teachers with special training to equip them to teach in multi-grade classrooms.

Overall, few teachers receive in-service training. No more than 7.13 per cent of the state’s teachers (including contractual teachers) got in-service training in 2013-14; the Indian average was 18.34 per cent, according to U-DISE data.

Public expenditure on elementary education (Grade 1 to Grade 8) per student increased by 50 per cent between 2011-12 and 2014-15, but this increase was mainly due to the decline in enrolment than any increase in real expenditure, the Economic and Political Weekly reported in September 2016.

The enrolment at primary level (Grade 1 to 5) declined from 10.7 million in 2010-11 to 8.67 million in 2014-15, a decline of 18.97 per cent, according to U-DISE data, mostly because fewer children enrol in primary school at the wrong age — raising the per student spending in the state.

The primary school Gross Enrolment Ratio (GER) — which is the proportion of students enrolled to the proportion of primary-school age children — was 136.7 in 2010-11, which fell to 101.11 at primary level in 2014-15, according to U-DISE data. The GER can be greater than 100 if children not of primary-school age enrol in primary school.

For upper primary school, gross enrolment has fallen below 100 per cent; that is, not all students of upper-primary school-age enrol in school. The gross upper primary school enrolment dropped from 102.1 in 2010-11 to 96.6 in 2014-2015, according to U-DISE data.

As many as 70 per cent of RTE quota seats were not filled in Madhya Pradesh. The RTE Act (2009) requires that one quarter of all seats be reserved for free schooling to the poorest students in all private, unaided primary schools.

Only 170,000 students were admitted on the RTE quota in 2016, although more than 420,000 seats were reserved. The shortfall is attributed, in part, to an online lottery system that parents found hard to use.

Delhi and Maharashtra also adopted a similar centralised online allotment of seats in private schools, according to one report. The report states that “although going online with the admission process appears to be a good move to improve transparency and efficiency… not all parents would be able to apply online for admissions, especially the ones coming from the lower strata of the society”.

Madhya Pradesh also revoked the “no-detention policy” in October 2016, allowing all government and private schools to hold back students in the same grade after Grade 5, due to the state’s declining quality of education, according to Deepak Joshi, Minister of State for School Education. Earlier, students would not repeat grades until Grade 8, except in schools affiliated to the Central Board of Secondary Education.  (IANS)

Next Story

Economic Outgrowths of Education in India

Education and its economic outgrowths

0
education
The first NEP was formulated in 1968. Pixabay

In his Independence Day speech, Prime Minister Narendra Modi highlighted the issue of population explosion in the country and the need to address it. He added education as a means of both moderating the trend of rising population and making them productive as well. Development trends throughout history have shown that as literacy levels go up, fertility rate falls and economic growth is easier to achieve. The latter is due to the fact that with education, child progress takes place at a faster rate making the future generation of workforce more productive.

Keeping this in view, the National Education Policy (NEP) is updated regularly to ensure equitable access to high quality education to the children of the country. The most recent, NEP 2019, is still in the public domain for wider consultations. Since the country’s independence in 1947, Indian government has always sponsored a variety of programmes to address the problems of low levels of literacy rates in rural and urban India alike.

The first NEP was formulated in 1968. Based on the reports and recommendations of Kothari Commission (1964-1966), the Indira Gandhi government called for radical restructuring and equalizing educational opportunities to achieve national integration along with greater cultural and economic development. This policy laid the groundwork for all the other education policies that followed it.

Focusing on compulsory education for all children till the age of 14 years and introducing the policy which promoted the three-language formula (promoting learning of regional language), it gave way to the next educational policy, National Education Policy 1986. This policy, under the Rajiv Gandhi government focused on the inclusivity of the Scheduled Castes (SC) and Scheduled Tribes (ST) by promoting scholarships, incentives to poor families, and recruiting more teachers from the backward classes.

education
National Education Policy (NEP) is updated regularly to ensure equitable access to high quality education to the children of the country. Pixabay

Due to such initiatives, India has been on track of an improved and inclusive educational condition that our society requires to provide to our next generation. Literacy rate since the time of Independence has increased from 18.33 per cent (Census 1951) to 74.04 per cent (Census 2011). In the decade between the last two Census’ alone, the country’s literacy rate shot up by 14 percentage points.

On the other hand, gender disparity has still been an area that the existing policies have not significantly influenced. As reported by Census 2011, there is a wide gap between the literacy rates of males (80.9 per cent) and females (64.60 per cent). This gap is also a leading cause for the population explosion that the country has experienced through its impact on family planning. Despite the best government efforts through initiatives like ‘Beti Bachao Beti Padhao’, the trend has persisted.

Along with such issues of basic literacy, India’s education system will also need to address the problem of employability. Each year the Annual Status of Education Reports (ASER) reveal the learning deficit of Indian students beginning at the level of elementary schools. The last report found that more than half of Class V students can only read texts meant for Class II. Such deficiencies will impede the country from achieving optimum productivity levels in the long run.

The NEP 2019 emphasises on these as well as many other obstacles in achieving a better education system and looks to achieve a plethora of goals in the next decade. Starting from early childhood care and education, NEP 2019 aims to achieve quality education for children between 3-6 years and ensures that every student in Grade 5 and beyond would achieve literacy and numeracy by 2025. The policy also aligns itself with the Goal 5 of SDGs by aiming to achieve universal Gross Enrolment Ratio in schools as well as universal youth and adult literacy by 2030 after extending the Right to Education Act from pre-school till Grade 12.

education
Development trends throughout history have shown that as literacy levels go up, fertility rate falls and economic growth is easier to achieve. Pixabay

Along with these, NEP 2019 also considers that the government bodies and policy makers do have a huge role to play. First, it emphasizes on increasing school governance by organizing schools into school complexes ensuring availability of infrastructure, resources and people. Second, it plans to establish an apex body, the Rashtriya Shiksha Aayog, which would act as the custodian of the vision of education in India headed by Prime Minister. Third, the higher studies institutions would have autonomy on academic, administrative and financial aspects of their institutes. Finally, the policy would also catalyse research and innovation across the country through the formation of a National Research Foundation.
Also Read:Guest Wi-Fi at Your Home Prone to Hacking: Researchers

The implementation is still key in deriving the desired outcomes through the NEP, but it sets the required agenda on achieving child progress and, through it, a moderation in population growth and robust economic growth in the future. By increasing the importance of co-curriculars as well as vocational training, for instance, it would provide a child with a multi-disciplinary background, which might be the need of the hour in an increasingly mechanised world. The effect of these initiatives will only be realised over the long run but a timely shift in narrative towards better education outcomes was necessary and a commensurate policy shift is welcome at this time. The India of the future demands it. (IANS)