Bridging the education gaps
Recent data on rural education in India reveals that an impressive 96% of children are currently enrolled in schools. However, the critical issue at hand is whether these children are actually learning. To investigate this matter, household surveys have been conducted, reaching over 600,000 children from more than 300,000 households each year. As part of these surveys, basic reading and arithmetic tasks are administered individually to sampled children.
Analyzing over a decade of research and studies three crucial facts emerge:
First, across all grade levels, the levels of basic learning are alarmingly low. Various research studies indicate that only around half of the students enrolled in grade five possess reading skills equivalent to those expected at grade two. Similarly, approximately half of these students are capable of correctly solving two-digit subtraction problems that involve borrowing. These findings highlight an urgent need for immediate support for at least half of all grade five students in India.
Second, recent data suggests marginal improvements, especially at lower grade levels. However, significantly greater progress is necessary to bring students up to the expected grade-level standards.
Third, the learning trajectories over time remain stagnant. This implies that if students fail to acquire foundational skills during their primary school years, it becomes increasingly unlikely that they will develop them later.
Not only do a substantial number of children display low reading levels, but there is also significant variation within each grade. For instance, in grade five, while 50% of children can read at the grade two level or higher, the remaining students have not yet reached that level. Approximately 18% of children can only recognize letters or are yet to acquire this skill, while 13% can read simple words but struggle with sentences. Additionally, 19% are only able to read at the grade one level. This situation poses a significant challenge for teachers: what should be taught and to whom? In a typical Indian classroom, the grade five teacher instructs from the grade five textbook, primarily benefiting the academically advanced students.
The nationwide data indicates that roughly 21% of grade three children enrolled in government schools can solve a numerical two-digit subtraction problem with borrowing, a skill usually expected at the grade two level. However, there is considerable variation across different states. States such as Kerala, Himachal Pradesh, and Punjab exhibit success rates above 40%, while states like Rajasthan, Madhya Pradesh, and Uttar Pradesh report rates lower than 15%. If we consider these levels as an indicator of the proportion of children performing at grade level in grade three, it becomes clear that a significant leap is required to bring children closer to grade-level expectations.
Over the past five years, our educational initiatives have focused on enabling children to rapidly acquire foundational skills in reading and arithmetic. Regardless of age or grade, our teaching approach starts at the child’s level of proficiency. The emphasis lies on assisting children in developing basic reading comprehension, expression, and arithmetic abilities. These foundational building blocks are crucial for their overall progress. Studies have demonstrated that once acquired, these capabilities persist over time. Even children aged 7 or 8, who have already spent a few years in school, can quickly grasp these skills and continue to advance.
