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Sunday, 29 March 2020


Pratham Education Foundation, a survey organization on the status of education, has recently released its 14th Annual Status of Education Report (ASAR) 2019. This report focuses on pre-primary and primary level (elementary education) young children. The report covers 36930 children from 1514 villages located in 26 districts in 24 states of India. This 'Asr' report has shown that 69 percent of 4-year-old children in government pre-primary classes and 55 percent of 5-year-olds are unable to solve the puzzle of 4 pieces. Most children in both government and private schools up to class three are 7 or 8 years old, but 46.6 percent of the 8-year-olds of class 3 cannot even read the class 1 level. The percentage of such children of 7 years of this class is 53.9. In class 1, only 41.1 percent of children can recognize a two-digit number. Even in class 3, there are 27.7 percent children who cannot recognize double digit numbers. Keep in mind, according to NCERT's Learning Outcome, children should be able to recognize numbers up to 99 in Class I itself. One of the reasons for the weak class level in the report is that the prescribed age group is not being taken care of in enrolling children.

91.3 percent children aged 4 and 99.5 percent children aged 8 are enrolled in the 26 districts covered in the survey. But children of the same age are enrolled in different types of educational institutions, such as schools, pre-primary or Anganwadi centers etc. For example, a student of 5 years of age is taking pre-primary education in Anganwadi while another student of the same age is studying in primary education in a private or government school. Admission pattern differs even among these young children. While the number of boys is more in private educational institutions, the number of girls in government educational institutions is more.

According to the image result for school student indiatimes report, about 50 percent of 4-year-old children and more than 25 percent of 5-year-old children are enrolled in Anganwadi. But these children have less developed skills and basic abilities to understand things than children studying in private school LKG and UKG classrooms. There is a clear indication towards the declining educational level of Anganwadi centers. But the reason given for this is that they are young children, who spend most of their time at home. Therefore differences in their development may be due to some domestic characteristics.

It is clear from the report that the development of the ability to understand directly from experiences also has an effect on children's ability to solve elementary language and mathematics questions. Therefore, by focusing on sports based activities while teaching or teaching children, they develop good memory, rationality, creative thinking which is more beneficial than book knowledge at this age.

This report is very important in view of the declining level of education in the country. In view of the need to be strict in terms of age, this arrangement can be made stricter that children should be sent to Anganwadi instead of being included in primary classes before completing the prescribed age. Arrangement should be made to include all children in Anganwadis and a suitable school preparation program for three and four year olds. It is also necessary to ensure that in the early years, attention is paid to learning from life experiences in children or in sports and not subject-based book knowledge. Overall, the benefit of this study report is only when the mechanisms involved in bringing education to the ground are molded accordingly and the work of personality development of children should proceed properly.