اِنَّ اللّٰہَ لایُغَیِّرُ مَا بِقَوْمٍ حَتّٰی یُغَیِّرُوا مَا بِأنفُسِہِمْ الرعد
The thirteenth Annual Status of Education Report (ASER 2018)
Acording to ASER report 2018( released on 15th jan ,2019) Std V: Slightly more than half of all children enrolled in Std V can read at least a Std II level text. This figure has inched up from 47.9% in 2016 to 50.3% in 2018. For government school children enrolled in Std V, states showing an increase of 5 percentage points or more from 2016 to 2018 are Himachal Pradesh, Uttar Pradesh, Odisha, Chhattisgarh, Karnataka, Kerala, Arunachal Pradesh, and Mizoram; with Punjab and Andhra Pradesh close behind.
This is a fact that India has been successful in increasing primary school enrolment to the extent that ■ Overall enrollment (age 6-14): For more than ten years, since 2007, the enrollment of children for the age group 6 to 14 has been above 95%. The proportion of children (age 6-14) who are not enrolled in school has fallen below 3% for the first time and stands at 2.8% in 2018.
Earlier 90% of primary school-age children were enrolled in 2016-17, according to data from the District Information System for Education (DISE). But fewer than half (47.8%) of grade V rural students could read at least a grade II text in 2016, the Annual Survey of Education Report 2016 found. This learning crisis does not bode well for India’s young school population--about 22% of India’s entire population, and its future citizens.
A programme such as Aparajitha, which reaches 4,300 students in 130 villages in Lalitpur, could be one way to help students improve their learning outcomes. Its 3,683 students who enrolled in financial year 2017 display progress on the programme’s reading scale, as per World Vision data, and the programme is widely accepted in the community.
From a zero baseline, within a year 1.55% of enrolled students could read local content (such as newspapers) and understand it; 6.2% (up from 1.8%) could read a story and comprehend it; and 10.4% could read a story (up from 5.1%).
Further, 13.8% of students could read a paragraph (up from 7%); 29.5% could read words (up from 16.9%); and fewer could only read letters (43.9% v. 32.9%) or read nothing at all (5.6% v. 25.1%).
ARM school of Design & Management : In our reporting we found that teachers valued the programme and the improvement in children’s abilities, there was widespread support from the community, and the children clearly enjoyed the classes.
Why remedial education
India has achieved almost universal primary school enrolment, mostly by motivating parents and increasing the number of primary schools even in the remotest of areas. This was aided by the growing perception that education improves the quality of life. But the major challenge in education today--poor learning outcomes--will be more difficult to solve.
The experience with the remedial classes suggests several prerequisites: Pre-education (before a child starts grade I, as for instance in kindergarten), multigrade teaching (for when students of different ages and grade levels study in the same classroom), and support and training for teachers.
APPEAL : Support AFTER SCHOOL ACADEMY named MUTHIA MAKTAB (self help community class room education system which is essential before any school or madarsa)
SUPPORT STEM: Science , Technology,English,Maths
we believe that at the root of this crisis in education lies a crisis of leadership. There is a severe deficit of people at all levels of the education system who are committed to working together to improve the capacity and quality of our nation’s schools. The fact is that teachers alone cannot solve this crisis; we also need excellent school principals to support those teachers, informed parents to stay engaged with the teaching-learning process in schools, visionary bureaucrats and politicians to create an environment that enables for principals and teachers to thrive, active civil society leaders to hold stakeholders accountable, and committed corporate leaders to mobilize the necessary resources to support school systems.
KDO INDIA YLDP