NITI Aayog officials familiar with the matter said the interventions undertaken by these states under the initiative resulted in an average 20% improvement in the school education system in the past few years.
NITI Aayog, the Centre’s public policy think tank, suggested 11 measures to improve the country’s school education system, especially learning outcomes, for effective implementation of the national education policy. , 2020.
NITI Aayog lists
The recommendations, released on Tuesday as part of a report on the systemic transformation of school education, are based on the findings of NITI Aayog’s Sustainable Action for the Transformation of Human Capital (SATH-Education) initiative, launched in 2017 to identify and build three “role models”. states – Jharkhand, Odisha and Madhya Pradesh – for the school education sector.
Officials familiar with the matter said that interventions undertaken by those states under the initiative have resulted in an average 20% improvement in the education system in recent years. The report referred to a case in which the learning level of 15-25% of children in Madhya Pradesh was found to have increased in the two months between baseline and midline (far more than what was observed for the same duration in previous years).
The experiences of these states and lessons NITI Aayog lists learned from actions taken by four other states, namely Rajasthan, Haryana, Andhra Pradesh and Himachal Pradesh, helped NITI Aayog identify 11 applicable actions to address the issues. of their education system, a senior official said on condition of anonymity. .
“It is imperative that we make school education, especially at the preschool level, more inclusive. In our learning process at the school level, no one should be left behind or disadvantaged, ”said Rajiv Kumar, vice president of NITI Aayog, during a webinar on the SATH-E initiative.
The report proposed interventions in five key areas, namely focusing on academic reforms, human capacity building, strengthening administrative systems, accountability and creating a shared vision for change.
While the implementation of the law on the right to education has made it possible to provide “almost universal access to education with over 96% of students enrolled in the 6-10 age group”, the report states that learning outcomes do not reflect improvements in the quality of education.
The report suggested that states prepare a learning outcomes framework (LOF) to address this issue.
For example, Haryana created a unified LOF called Saksham Taalika for grades I through 5 for English, Math, and Hindi. Likewise, in Jharkhand, the learning tracking format was developed to track student learning levels on key skills for grades 1 through 8, according to the report.
He also suggested the need to simplify the assessment process and the need for learning improvement programs.
To close the learning gap, corrective action is essential, but it is not a long-term solution, according to the report. “States must implement corrective measures in campaign mode for 4 to 5 years to get all children to school level,” he added.
“The problems in most states are almost similar. These implementation toolkits can be used by state governments to address specific issues. We have explained in detail how these measures can be implemented. All of the suggested solutions are based on the experience of those seven states (mainly three states that are part of the SATH-E initiative), ”an official said on condition of anonymity.