IMPROVEMENT in quality of education is difficult to measure, especially in a country like India where there are multiple linguistic groups and varied curricula. The challenge of providing quality education raises the critical issue of delineating parameters that determine the realisation of inclusive quality education in schools.
The overarching aim of the Ministry of Education’s Integrated Education initiative (Samagra Shiksha) is to make quality education available to all children from pre-primary to higher secondary by providing technical and financial support to states/ UTs for implementing interventions under Quality & Innovation Unit.
Major quality interventions for strengthening learning outcomes include provisions for free textbooks under the Right to Education Act to all children in Govt/Govt-aided/local body schools at primary and upper primary level and primers/textbooks for tribal languages with bridging material to facilitate transition to state language of instruction and English.
The Ministry of Education provided Rs 2m861 crore (Annual Report 2021-22) for free textbooks and workbooks for 9.71 crore children to facilitate activity-based classroom processes and Rs 4,920 crore for two sets of uniforms for all girls and SC/ST/BPL children (8.35 crore) in Govt elementary schools.
Suitable guidance
Annual grants for libraries and books (Rs.717 crore) are provided for strengthening reading habits and deepening of knowledge. Samagra Shiksha also apportions recurring school composite grants for replacement of non-functional equipment, maintenance and repair of existing school buildings, toilets and other facilities and for recurring costs on consumables, sports equipment, labs, electricity, internet, water, teaching aids, Students are provided suitable guidance in accordance with their abilities and learning needs for developing their full potential. Approaches like remedial teaching and condensed or bridge courses are used at elementary level and reactive methods at secondary level.
State-specific innovations are also supported to improve quality in early-grade learning, teaching-learning processes, development of teaching-learning materials, learning enhancement, digital initiatives, student assessment and joyful pedagogy.
Home learning guidelines have been developed highlighting the role of parents/caregivers and community in supporting home-based learning. Guidelines for parent participation during school closure have been developed and shared with states/UTs.
Diagnostic information
Structured Assessment for Analysing Learning levels developed by Central Board of Secondary Education has been introduced in CBSE schools for grades III, V and VIII with focus on testing for core concepts, application-based questions and higher-order thinking skills. This will ensure students’ progress by providing diagnostic information about their learning to schools for moving to competency-based education.
The National Council of Educational Research & Training has developed and disseminated Learning Outcomes for elementary, secondary and higher secondary stages in the curricular areas of languages, mathematics, science, human ecology & family science, social sciences, psychology & sociology, commerce, fine arts, health & physical education.
There is a continuing programme of sample based National Achievement Survey (NAS) for classes III, V, VIII and X, each covering a three year cycle in different subject areas for assessing student competencies at respective grade levels.
The last NAS was administered in November 2021 with districts as the unit of reporting. Learning gaps identified are used to provide feedback to the districts in states/UTs. About 33 lakh students, including 22 lakh from rural areas and 11 lakh from urban areas, have appeared in NAS 2021. There are 22 mediums of instruction.
