13-Primary Education - Planning Department , Uttar Pradesh
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13-Primary Education
-Vijay Kiran Anand, DG-School Education
Globally, some 387 million primary school age children and 230 million lower secondary
school age adolescents are not achieving minimum proficiency levels in reading and mathematics. At
the current rate, by 2030, of the 1.4 billion school age children in low- and middle-income countries,
420 million children will not be on track to learn the most basic skills in childhood, and 825 million
children will not be on track to acquire the basic secondary level skills they need to succeed in life,
school and work.
Over the last two decades, India has made great strides in improving access to quality
education which has increased elementary school enrolment and reduced the number of out-of-
school children. These achievements have been bolstered by key laws, policies and programmes such
as the Right of Children to Free and Compulsory Education (RTE) Act (2009) and its subsequent
amendments in 2017 and the integrated school education scheme-Samagra Shiksha (2018). However,
every second primary school going child is not achieving basic proficiency in reading and
mathematics1 – which constitutes nearly 50 million children; every third class five child in rural
India is not able to read Class II level text2 . Every second child in India is not learning as per the
expected learning outcomes defined by NCERT. Estimated 120 million3 children have not acquired
the basic foundational learning competencies and skills. Furthermore, children’s school readiness at
age 5 is far below expected levels.4 Children who start out behind tend to stay behind throughout
their school years. The draft New Education Policy (2019) also acknowledges children in primary
schools are failing to attain even basic skills such as foundational literacy and numeracy- which
indicates severe learning crisis in India. The considerable number of children with severe deficits in
foundational learning and skills acquisition in early years of schooling coupled with large regional
and inter district variations, steady social and gender gaps are potentially impacting India’s
development and global competitiveness.
Uttar Pradesh performed below the national average scores in the National Achievement
Survey (NAS) 2017. In grade III, the average scores of the state was 58 against the national average
of 65, 51 in grade V against the national average of 56 and 44 in grade VIII against the national
average of 46. NAS also highlighted that only 3% of the teachers in the state fully understand the
curricular goals and only 5% of them are highly satisfied with their jobs.
Status
The ability to read, write and comprehend, to have access to knowledge and information
makes people empowered and independent in society. Education gives people the ability to negotiate
their environment and to attain skills and knowledge that enables them to become productive.
Literacy Rate
As per Census 2011, the overall literacy rate of Bundelkhand is 69.3 percent and the literacy
rate for women in the region is 57.1 percent, although this marginally better than the state literacy
rate at 67.7 percentage but lower than the national rate of 74 percentages. Only two (Jhansi and
1
Cannot express themselves using simple language and can’t use simple logic to solve problem
2
ASER 2018
3
NAS 2017
4
IECE impact Study, 2017, UNICEF meaningful to others. It enables them to demand their rights and make informed choices about their lives
-416-Jalaun) of the seven districts have a literacy rate of more than 70 percent. Female literacy rate did not
reach the 70 percent mark in any district, and only in the same two districts did the female literacy
rate reach over 60 percent.
Enrolment
Net enrolment refers to students of official primary school age, Net Enrolment Rates (NER)
below 100 percent provide a measure of the proportion of primary school age children who are not
enrolled in primary schools. Although all the districts in Bundelkhand region except Jalaun has a
NER above 90 percent at the primary level, regular attendance, transition and retention pose major
concerns. The NER at the Upper Primary level is below 80 percent in all the seven districts of the
region.5
Dropout
Drop-out rates after grade V range between 5 to 15 percent in Bundelkhand, with the lowest
drop-out rate in Mahoba at 5.2 percent and the highest in Chitrakoot at 15.4 percent which is higher
than the state average of 11 percent and national average of 6.3 percent.6
Transition
Transition rates from primary to upper primary ranges from 71.5 percent in Banda to 83
percent in Jhansi. The transition rates from Upper Primary to Secondary is poor and varies from 57.5
percent (Chitrakoot) to 84 percent in Jalaun.7
Out of school children
17070 children were identified as Out of school in 20198 in the age group of 6-14 years, this
included 228 children with special needs (CWSN). 16374 of the identified children were enrolled
which included 205 CWSN.
Pupil Teacher Ratio
As per the UDISE data 2016-17, the PTR in the region ranges from 22 in Hamirpur to 35 in
Banda, the state average stands at 31.
Teachers
Chitrakoot has the least number of single teacher schools at 1.3 percent and Jalaun has the
highest number with 8.1 percent.9 Various national and international studies suggest that the
presence of female teachers in schools helps in improving the attendance, retention and transition of
students, especially girl students. Data shows that many of the schools in this region do not have
even a single female teacher, with Jalaun being the worst performing with 40 percent schools without
a single female teacher, the other districts in the region also perform poorly on this indicator.10
School infrastructure
Under SSA and RTE Act provisioning, considerable investments have taken place in
infrastructure for schools. As per U-DISE 2016-17, around 98 percent schools in Bundelkhand have
schools with toilet for girls which is more than the national average of 94 percent, although
functionality and usage of the toilets may be an issue. The percentage of schools with three WASH
facilities (toilet, drinking water and handwashing facilities) ranges from 24 percent in Chitrakoot to
92 percent in Lalitpur.
5
U-DISE 2016-17,
6
Ibid
7
Ibid
8
SHARDA Dashboard
9
U-DISE 2016-17
10
Ibid
-417-Learning Levels
Districts in Bundelkhand region showed lowest variation in the average scores
(Most districts from Bundelkhand had scores close to each other) in the National Achievement
District with Lower scores than for class III and V. District with Higher scores than
state average: Class III Bundelkhand has state average: Class III
9% of all districts
62 60 65 64 64 64
60 in UP (7 out of 75) 64 63
58
58 and its share in 63
62 61
56 54 districts below 61 60
54 state average 60
52 51
(class 8 scores) is 59 58
50 58
48
also 9% (3 out of 57
46 33). The scores of 56
Mahoba in all the 55
three classes is
below the state
average. Jalaun is
the only district in
District with Lower scores than the region to have District with Higher scores than
state average: Class V performed above state average: Class V
60 51 51 50 51 51
48 the state average 60 59
50 41
in all the three 58 56
40 56
classes. The
30 54
average of the 51 51
20 52
region is more 50
10
than the state 48
0 average in grades 46
III and V.
District with Lower scores than District with Higher scores than state
state average: Class VIII average: Class VIII
50 44 43 60 55
45 39 39 50
40 50 44 43 45 45
35
30 26 40
25 30
20
15 20
10
5 10
0
0
The Education Department conducted a Students Assessment Test in November 2019 for all
children studying in classes V-VIII. The students were graded into various categories from A+ to E,
A+ being the best performing and E being the worst. The data shows that Lalitpur and Jalaun have
the least number of students in Grade A+ and A and the majority of the children falling in Grades D
and E. Chitrakoot and Mahoba have the largest number of students in Grades A+ and A.
-418-A+ A
23.63
23.40 22.98 22.30 25.00 21.71
25.00 20.71 19.11 18.80 20.56 17.87 18.31 18.76
18.85 18.40 20.00
20.00 16.28
14.41 15.00 13.01
15.00 11.90
10.00 10.00
5.00 5.00
0.00 0.00
B C
22.00 21.41 21.51 20.00 17.62
21.50 18.00 15.16 15.5914.90
20.86 16.00 14.36 14.89 14.50
21.00 20.46 20.33 20.57 13.80
14.00 12.48
20.50 20.04 12.00
20.00 19.36 10.00
19.31
19.50 8.00
19.00 6.00
18.50 4.00
18.00 2.00
0.00
D
E
18.00 15.08 16.00 16.74
16.00 14.92 14.02 13.79 25.00 23.00
14.00 12.39 13.03
12.00 10.00 20.00 15.31
10.00 15.00 12.67 13.33 12.9013.25
8.00 8.84 9.94
6.00 10.00 7.20
4.00 5.00
2.00
0.00 0.00
Critical Issues
Various reports including The Human Development Report, Bundelkhand-201211 highlights the following
critical issues in Education in Bundelkhand Region.
11
Niti Aayog (2015) Human Development Report, Bundelkhand- 2012.
-419- Culturally, education does not get a high priority in households, primarily because there is a
feeling that education does not impact livelihoods and people seem to prefer skill-based
education rather than just basic education.
Educationally, Bundelkhand is a backward region. Institutionally, while facilities have come
up, basic literacy and achievement is low.
There is a large gender gap in literacy levels and in access to school for school-going
children. Girls do enrol but miss out on regular school attendance and participation.
More female teachers are required, especially to encourage girl students to attend school.
While primary and upper primary schools are adequate in number, secondary schools are few
and not available in or near every habitation, and girls find it difficult to continue secondary
education in Bundelkhand. Very few parents like to send their girls to schools that are far
away.
Strategic Options
Strengthen the foundational learning program to ensure that children are equipped with basic
literacy and numeracy skills.
• Remedial teaching for children so that they do not fall behind in class and acquire age and
grade appropriate competencies.
• Deployment of teachers to achieve appropriate Pupil Teacher Ratio (PTR) as per R.T.E.
norms.
• Deployment of at least one female teacher in schools, especially upper primary schools.
• Use of assessment data to develop child wise and school wise plans to improve learning.
• Undertake intensive community awareness programmes/activities highlighting the
importance of schooling as well as importance of parental involvement to ensure learning of
children. Use of local language, stories etc to promote linkages with schools easier.
• Strengthen the supervisory cadre to enable them to provide inputs to the teachers to improve
classroom practices.
• Mobilize and strengthen adolescent groups such as Meena Manches etc to act as change
agents to reach and support families and children with messaging around regular attendance,
enrolment, girls’ education etc.
Way Forward
• Develop a convergent package of services for Bundelkhand region as stated under strategic
options.
• Invest in Bundelkhand districts using innovation resources under SSA.
• Quality of learning can be improved with a host of measures including proper availability of
staff, teacher training and motivation, community involvement in school management.
Greater school level supportive supervision, a sustained campaign for regularity in the
attendance of teachers and students.
-420-Action Plan
• Quality framework to bring about an improvement in the quality of education and learning.
This includes baseline & regular assessments, special focus on remedial teaching (Grades I-
VIII), Special focus for grades 1- 3 on foundational learning, capacity building of teachers
through Nishtha (teachers training) & Diksha (online content). (Initiated)
• Merit based selection of State Resource Group (SRG), Academic Resource Persons (ARPs)
for each development block and one DIET Mentor to provide supportive supervision and
onsite support to teachers and schools to improve classroom and pedagogical practices.
(Ongoing)
• Capacity building of the supervisory cadre to provide quality inputs and onsite support to
schools. (Initiated)
• Dissemination of assessment findings to all duty bearers and stakeholders, development of
capacity building programs for teachers based on the assessment results. This will help in
providing need-based training instead of generic trainings. (Proposed)
• Transfer and deployment of teachers to achieve appropriate Pupil Teacher Ratio (PTR) and to
schools without teachers. (Proposed)
• All transfers, postings, etc to be online and transparent. (Initiated through Manav Sampada
Portal)
• Development of materials in local languages such as Bundeli to support home to school
transition. (Ongoing)
• Community engagement through SMCs, PTMs, annual functions etc. (Ongoing and
Proposed)
• Operation Kayakalp strengthened to Improve infrastructural facilities in schools. The target is
to saturate schools on seven parameters of basic facilities (hand wash, drinking water, toilets,
boundary walls, electrification, ramps, school buildings etc.) by March 2020 and two
parameters- furniture and boundary walls by March 2021) (Ongoing)
• To improve regular attendance and retention of children in urban areas, skill development
program to be introduced in Jhansi district of Bundelkhand region. (Proposed)
• Third party evaluation of the Education program to help identify gaps, bottlenecks as well as
good practices and successes which will help in the better planned implementation of the
program. (Proposed)
• Tracking, identification and mainstreaming of differently able children through ‘Samart’ app.
(Proposed)
-421-Annexure-1
Table 1: Literacy Rates: Bundelkhand Districts, 2011 (Figures are in percent)
Districts Literacy Rate Female Literacy Rate Male Literacy Rate
Jhansi 75.1 63.5 85.4
Jalaun 73.7 62.5 83.5
Hamirpur 68.8 55.9 79.8
Banda 66.7 53.7 77.8
Mahoba 65.3 53.2 75.8
Chitrakoot 65.0 52.7 75.8
Lalitpur 63.5 50.8 75.0
Bundelkhand 69.3 57.1 79.3
Uttar Pradesh 67.7 57.2 77.3
India 74.0 65.5 82.1
Source: Census, 2011
Table 2: Net Enrolment Rate (NER), 2016-17 (Figures are in percent)
Districts Primary Upper Primary
Banda 95.6 59.3
Chitrakoot 91.3 65.3
Hamirpur 96.4 66.8
Jalaun 78.3 61.2
Jhansi 97.6 74.4
Lalitpur 94.1 75.6
Mahoba 99.8 69.5
Uttar Pradesh 75.6 53.3
India 83.6 72.6
Source: U-DISE 2016-17
Table 3: Drop-out rates, 2016-17 (Figures are in percent)
Districts Drop- out rates after Class V Drop- out rates after Class VIII
Banda 10.4 14.1
Chitrakoot 15.4 22.1
Hamirpur 7.1 8
Jalaun 14.9 10.6
Jhansi 9.1 11.5
Lalitpur 6.1 11.2
Mahoba 5.2 12.3
Uttar Pradesh 11.1 3.8
India 6.3 5.6
Source: U-DISE 2016-17
Table 4: Transition Rates, 2016-17 (Figures are in percent)
Districts Transition Rates from Primary to Transition Rates from Upper Primary to
Upper Primary Secondary
Banda 71.5 68.3
Chitrakoot 72.3 57.5
Hamirpur 78.4 76.9
Jalaun 73.9 84
Jhansi 83.2 77.6
Lalitpur 81 71.1
Mahoba 80.9 72.3
Uttar Pradesh 77.8 94.1
-422-India 88.5 90.3
Source: U-DISE 2016-17
Table 5: Pupil Teacher Ratio, 2016-17
Districts PTR
Banda 35
Chitrakoot 29
Hamirpur 22
Jalaun 24
Jhansi 22
Lalitpur 28
Mahoba 30
Uttar Pradesh 31
India 23
Source: U-DISE 2016-17
Table 6: Teachers (Figures are in percent)
Districts Single Teacher Schools Schools without female
teachers
Banda 5 34
Chitrakoot 1.3 39.3
Hamirpur 3 32.7
Jalaun 8.1 40.7
Jhansi 1.4 19
Lalitpur 4.2 27.8
Mahoba 5.1 32.6
Uttar Pradesh 5.5 27.5
India 7.1 28.8
Source: U-DISE 2016-17
Table 7: Infrastructure in Schools, 2016-17 (Figures are in percent)
Districts Schools with toilet Functional Drinking Schools with 3 WASH facilities
for girls water (toilet, water and handwashing
facilities)
Banda 100 87.9 24.6
Chitrakoot 100 88.9 24.1
Hamirpur 98.1 90.9 55.8
Jalaun 100 92.8 71
Jhansi 95.4 93 82.6
Lalitpur 100 92.8 91.9
Mahoba 95.8 93.3 74.2
Uttar Pradesh 97.8 88.3 46.9
India 94.4 86.9 53.8
Source: U-DISE 2016-17
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