quality education is leading to poor learning outcomes in India, ultimately pushing children out of the education system and leaving them vulnerable.
abuse and violence. Many classrooms continue to be characterized by teacher-centred rote learning, corporal punishment and discrimination.
Learning assessment show that many of those children who are in school not learning the basics of literacy and numeracy or.
the additional knowledge and skills necessary for their all-round development as specif under the Right to Education Act.
Much remain to be done to ensure a child-friendly learning environment where all children benefit from gender-sensitive and inclusive classroom,.
as well as the availability of improve water, sanitation and hygiene, and mid-day meal practice.
Every girl and boy in India has the fundamental right to quality education, an education one that help them to acquire basic literacy and numeracy.
enjoy learning without fear and feel valued and included irrespective of where they come from.
For the first time in 10 years, reading and arithmetic score have improved in public fund school at early grades (ASER 2016).
In seven state (Chhattisgarh, Gujarat, Maharashtra, Punjab, Haryana, Telangana and Uttarakhand) reading level increas by 7 per cent at grade 3 level since 2014.
This indicate that increase in learning is possible but take time.
Nevertheless, ASER 2018 show that in grade 5 after more than four year of schooling, only half of all children could read a grade 2 level text fluently.
The National Achievement Survey 2017 which was conducted for grade 3, 5 and 8 gave a similar picture with only 45.2 per cent of student achieving.
the targeted performance level across all subjects and class at the national level.
States such as Rajasthan, Madhya Pradesh, Uttar Pradesh, Chhattisgarh, Jharkhand, Bihar, Odisha and Andhra Pradesh with large populations of children from scheduled castes (SC).
scheduled tribe (ST) and minority communities have the lowest scores. In the NAS 2017 girls score slightly higher or as the same level as boy.
While government both national and state have invest in large scale learning assessment.
the challenge is in the use of assessment data for improving the delivery of education rather than letting it remain a simple data collection exercise.
Successful performance in school is support by a wide range of abilities, attitude and socio-emotional competence, beyond traditional literacy and numeracy skills .
life skill significantly contribute to learning and are an aspect of quality education.
While there is an understanding around the importance of life skill .
there is a possible lack of alignment between traditional curricula and a life-skills learning agenda and a lack.
of understanding of how these can be develop across the education continuum.
The NEP brings this focu stressing the importance of leaning by doing.
Since March 2020, school in India have clews and learning has shift to remote home-beys learning for those who can access it.
School closure impact learning across the education system. Gains in enrolment, school completion.
and learning must not get redo due to the combination of school being clews and socio-economic hardships related to Covid-19.
During this period of school closure, effort have been made by governments to ensure continuity of learning for children while they have been home.
Digital tools including internet based high tech tools like apps and online learning classes, social media platforms, television and radio were used extensively.
India is now looking at delivering education programmes differently and speedily to employ solutions.
that accelerate impact and achieve scale across interventions targeted at children and adolescents.
COVID-19 presents urgency as well as an incredible opportunity to act and transform the education system through technology using it as an important tool of capacity building.
inclusiveness and quality learning, without replacing the essential role of teachers/facilitators.
While technology is not a silver bullet to solve the problem of inequities in access and learning.
it has huge potential for changing how teaching and learning is delivered in India, if employed in a systemic and inclusive way, empowering teachers, frontline workers.
children and adolescents and increasing access to and quality of learning.