How would you describe the quality of elementary/foundational education in India?
Share
Sign Up to our social questions and Answers Engine to ask questions, answer people's questions, and connect with other people.
Lost your password? Please enter your email address. You will receive a link and will create a new password via email.
Please briefly explain why you feel this question should be reported.
Please briefly explain why you feel this answer should be reported.
Please briefly explain why you feel this user should be reported.
How would you describe the quality of elementary/foundational education in India?
The quality of primary education has been compromised for its universality in India. ​Primary education is the first stage of formal education. The main objective of quality primary education is to inculcate basic knowledge about reading, writing and arithmetic among the children. It is expected that after the successful completion of the primary level of education, a pupil should be able to read, write, and solve simple arithmetic problem. It is very disappointing that very disappointing scenario of primary education in India is a mess. Student are not able to recognize anything, few can recognize only letters and can read a word.
The short answer is, very poor. Most of the primary schools are shelterless. The schools with buildings have insufficient accommodation. Textbooks for teachers, which contain the methods for teaching for every unit of the curriculum, are not provided in time. Teaching aids are very old. Information and Communication Technology (ICT) is still not used for teaching in primary education which is recognized as very effective for learning. Most of rural areas of India have their own local dialect. In many states the use of mother tongue as medium of instruction is not followed strictly. This is particularly so in case of the students belonging to linguistic minorities. The students belonging to the linguistic minorities have to study in the language of the linguistic majority of the state.
Political nature of appointment of the primary teachers is largely responsible for poor quality of teaching. Resource materials are never provided in adequate quantity. Community support is at the very low. A high absentee rate of the students in primary school particularly in rural areas. Co-curricular activities have not been given due importance as the teachers of the primary schools particularly of public schools and rural areas consider them as wastage of valuable time.