Issues in Quality of Primary Education in Backward Areas of Jhargram Sub-Division: An Exploration of Policy Options for Adjustment, Revitalization and Expansion

Abstract

Since the Universal Declaration of Human Rights was adopted in 1948, efforts have been made by countries (both developed and developing) to universalize primary education. This movement was renewed by the recent Jomtien and Dakar Framework for Actionthe Education for All (EFA) conferences and declarations. In this regard study further found that the quality of schooling was declining due to the factor issues in quality of primary education in backward areas of Jhargram sub-division: ineffective leadership, poor training of teachers, low salary of teachers, limited and often ineffective and problematic professional development opportunities for teachers, a focus on quantity rather than quality, a weak economic environment, low participation of parents and commercialization of teacher training colleges. The study showed that the effort to provide quality education for all citizens remains a challenge for the government. On the basis of these findings, it can be stated that the Indian government has a long way to go to achieve the Education for All (EFA) goals within the customary stated timeframe. Poor quality schools compromise the entire system of human capital development as these results in students who are unprepared for secondary and tertiary education, and ill-equipped for lifelong learning. Hence, improving the quality of education for students in primary schools is a prerequisite for developing the human resource base required to meet the changing demands of the twenty-first century. It is also crucial to achieve the EFA goals that stress the delivery of quality primary education for every citizen before 2015.The findings of this study are whispered to have some practical implication, which might highlight areas of intervention to improve the quality of primary education.