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Remedial Teaching for imp
N.K.Salwan
There is an increasing focus on
learning outcome of education,
particularly at the elementary level,
when RTE is requiring immense
investment in educating masses. PISA
tests literacy in three competence
fields: reading, mathematics, science.
“ Learning Outcomes” tests such
as conducted by PISA differ from
conventional “Exams” in that they
assess the literacy as an applied
knowledge which the child retain and
use in the real world, rather than the
curriculum based formal learning.
These tests show the quality of learning
that matters in real life and underline
the urgent need to shift the focus from
teaching ‘Content’ to teaching ‘Skills’.
Though learning outcomes tests
reflect on the quality of various
aspects of education system, which
would include facilities such as
classrooms, blackboards and the
content- the curriculum etc., the
teaching methodologies stand out
and matter most for their direct
impact on the learning outcomes.
The deficiency in learning basic skills
of reading, writing, and arithmetic
despite adequate intelligence in a child,
expose shortcomings of method of
instruction. A child who cannot even
read / write basic sentences or do
simple calculations, will not be able
to do justice to the next higher level
of learning, is too obvious to state.
Instituting remedial measures acquire
all the more importance and urgency in
view of the provisions made in Right to
Education Act( RTE), whereby students
are entitled to take admission in agespecific
class. Further, as per a ‘no
detention’ provision, these students are
set to be promoted to the next higher
level, even without getting mastery
in the grade specific appropriate skills
or the basic learning skills. There is
a strong possibility of such students
dropping out at a later stage.
These issues and concerns have
been highlighted in a paper on
“Priorities for Primary Education Policy
in India’s 12th Five-year Plan” by Kartik
Muralidharan. While giving reference of
various researches conducted on level
of students’ learning, it is realized that
not only are the levels low, but that
the trends in learning levels are in fact
negative. Further, since basic reading
and arithmetic are fundamental skills,
the low levels of learning suggested
by various reports are alarming since
they suggest that the Indian education
system is doing well at enrolling children
in schools, but failing when it comes to
teaching them even basic skills. The
main finding suggests learning levels
are particularly low on questions
that require application of concepts
than those on questions representing
rote learning. This paper deals with
specifically three issues that are
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