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NDTV
21 hours ago
- General
- NDTV
PARAKH Survey Reveals Gaps In Students' Core Subject Understanding
PARAKH RS Survey 2025: Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH), an autonomous institution under the National Council of Educational Research and Training (NCERT) conducted a survey named- PARAKH Rashtriya Sarvekshan (RS) to improve the overall quality of education across India through student assessment. PARAKH survey was conducted across 74,299 schools of India and involved 21,15,022 students of Grades 3, 6 and 9. It helps understand how much (in per cent) students are good at core subjects like Mathematics, Social Science and Science. 2,70,424 teachers and faculties also participated in the survey. The number of students who participated in the survey was 5,99,026 for Grade 3, 6,63,195 for Grade 6, 8,52,801 for Grade 9. Punjab, Himachal Pradesh, Kerala are the top performing states for Grade 3, Kerala, Punjab, Dadra Nagar Haveli, Daman and Diu for Grade 6 and Punjab, Kerala, Chandigarh for Grade 9. Major Insights Uncovered In The PARAKH Survey For All Grades Grade 3 Discoveries For Mathematics Through PARAKH Survey Only 50 per cent of the students were able to make simple transactions using 100 rupees. Students who were able to arrange number in ascending and descending orders stood at 55 per cent. Grade 3 Insights For Language Only 60 per cent of the students read short stories and can comprehend their meaning. Students of Grade 3 who know and use enough words to carry out day-to-day interactions was recorded at 67 per cent. Grade 6 Discoveries For Language, Mathematics and The World Around Us Only 58 per cent of the students can understand main idea and draw conclusion from the material they read. Only 38 per cent of the students could carry out simple unit conversions, such as converting centimeters to meters. The percentage of students who knew simple number patterns such as odd numbers, even numbers, square numbers, cubes, powers of 2, powers of 10 and Virahanka-Fibonacci numbers was recorded at 49 per cent. Under the subject, "The World Around Us", only 45 per cent of the students knew how to prepare for emergency situations like fire, burns, small injuries, unseasonal rains and fallen trees, based on the discussion with family and community. Grade 9 Discoveries For Language, Mathematics, Science and Social Science Only 54 per cent of the students could summarize main points from a careful reading of the text such as an article, reports and editorials. For Mathematics, only 28 per cent of the students use the idea of percentages to solve problems. Only 31 per cent of the students understand sets of numbers such as whole number, fractions, integers, rational numbers, real numbers and more. 63 per cent of the students could not develop their own methods to solve puzzles and problems using algebraic thinking. 67 per cent of the Science students did not knew how electricity works through manipulating different elements in simple circuits. Only 41 per cent of the students could describe the properties of a magnet. 50 per cent of the Social Science students could not explain the key elements of Trade and Commerce (commodity, production, consumption and capital) and its impact on individual life and society. 61 per cent of the students could not explain and analyze major changes in the past and their impact on society. The PARAKH RS survey aims to enhance education quality by focusing on core subjects such as Language, Science, Mathematics, and Social Science. It helps teachers and schools gain insights into areas where classroom teaching can be improved.
Time of India
a day ago
- General
- Time of India
UP Board students outperform peers in private schools at foundation level
Noida: Students of UP board schools have outperformed those in private institutions at the foundational level, exceeding the national average by 4% points in both literacy and numeracy, according to the 2024 PARAKH survey by NCERT. However, performance dipped in higher classes, with the state scoring below average in Classes 6 and 9 across core subjects. The Performance, Assessment, Review, and Analysis of Knowledge for Holistic Development or PARAKH survey is conducted annually under the ministry of education to evaluate the effectiveness of the school education system by assessing competencies at various educational stages. It replaced NCERT's National Achievement Survey (NAS) last year and seeks to test students at Classes 3 (foundation stage), 6 (preparatory) and 9 (middle stage) on a new framework aligned with global surveys such as the OECD's Programme for International Student Assessment (PISA). A total of 8,865 schools were surveyed, which included 30,817 teachers and 2.53 lakh students. You Can Also Check: Noida AQI | Weather in Noida | Bank Holidays in Noida | Public Holidays in Noida The latest data show students of state govt-run schools in UP (74%) performed better than the private-run schools (64%) at the foundational stage. The report showed students of state-run schools, particularly in Lucknow, Kanpur, Agra and Varanasi, did better in Class 3 reading and arithmetic skills, mirroring a wider state trend. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Is it legal? How to get Internet without paying a subscription? Techno Mag Learn More Undo In Noida, govt schools remained well behind private ones in early learning. Govt schools in the city were categorised as 'emerging' in both foundational and preparatory stages, while Ghaziabad ranked a tier higher in early grades and excelled at the secondary level. In language, where students are assessed on their ability to read and analyse short stories, UP's overall score was 68% at the foundational stage against the national average of 64%. In mathematics—focusing on counting—UP's score was 64%, while India's average was 60%. At the class 6 level, which included three subjects for assessments, the state scored 55% in language and 53% in mathematics—1% point lower than the country's average in each—and 41% in world around us subject, which was 3% points lower than the India average. In class 9, the performance gap in language was 6% points, in mathematics and social science 3% points each, and the gap was 2% points in science. The report also highlighted that the overall performance of girls in language skills in the state remained higher than that of boys in all three classes. Based on the survey and performance of the state, the report suggested strengthening community engagement for a collaborative school environment, as 55% of teachers reported that they did not get any support from self-help groups, and 67% said they did not get any support under corporate social responsibility (CSR). Across the state, 52% of schools did not offer or organise career guidance for students in higher grades, while 69% of students did not have access to laptops, tablets or computers for learning at home.
Time of India
4 days ago
- General
- Time of India
95% of Karnataka schools adopt new teaching methods, but student learning and inclusion gaps persist
95% of Karnataka schools adopt new teaching methods, PARAKH report reveals. Karnataka is leading the shift toward modern classroom instruction, with a majority of teachers adopting diverse, activity-based teaching methods. According to the latest PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report, 95 percent of schools in the state have embraced experiential learning, while 96 percent are implementing competency-based assessments, marking a significant transition in how students are being taught. The findings, drawn from the PARAKH Rashtriya Samarthan Sarvekshan, show that Karnataka is also advancing in the integration of other pedagogical practices: Arts-integrated learning: 85 percent Toy-based learning: 82 percent Sports-integrated learning: 79 percent These figures reflect the proportion of teachers who reported using these methods either 'regularly' or 'sometimes.' The data signals widespread adoption of NEP-aligned pedagogies that encourage creativity, critical thinking, and learner engagement. However, the report also draws attention to gaps in outcomes and equity, raising questions about how effectively these new strategies are impacting student learning. Learning levels still below expectations Despite the promising uptake of progressive teaching methods, the PARAKH data reveals a sobering reality. In state-wide assessments conducted across Grades 3, 6, and 9, less than 50 percent of students were able to answer questions correctly in several key competency areas. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like An engineer reveals: One simple trick to get internet without a subscription Techno Mag Learn More Undo These performance levels suggest that a large number of students are not meeting grade-level learning expectations. The gap between teaching reform and student outcomes highlights the need for stronger implementation, better monitoring, and targeted academic support. Learning gaps at foundational stages can snowball into long-term academic setbacks if not addressed early and effectively. Inclusion continues to lag in many schools The report also highlights challenges in delivering inclusive education, especially for Children with Special Needs (CWSN). While over half the students reported receiving help from teachers or peers, school-level infrastructure and professional support remain limited. Key findings from the Karnataka data include: Only 36 percent of schools offer special accommodations for CWSN Just 30 percent have trained or certified teachers for special needs support Only 33 percent of schools provide assistive devices 50 percent offer access to special study materials Although peer and teacher support is present in many classrooms, the lack of institutional preparedness continues to limit full inclusion. Students with disabilities are still dependent on individual effort rather than systematic support. Urgent need for deeper reform The PARAKH report makes it clear that Karnataka has made notable progress in updating its pedagogy. Yet, it also underscores that pedagogical innovation alone is not enough. Without improved learning outcomes and stronger inclusion mechanisms, the larger goals of the National Education Policy (NEP) 2020 will remain out of reach. Moving forward, Karnataka will need to: Train teachers to use diverse pedagogies effectively Regularly assess and respond to student learning gaps Expand inclusive education infrastructure and staffing Ensure that pedagogy and assessment are aligned with learning recovery strategies Karnataka's education system is clearly in transition. But for this transformation to be meaningful, it must reflect not just in how teaching happens, but in how deeply students learn — and how equitably schools serve every child. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Time of India
4 days ago
- General
- Time of India
Maharashtra schools embrace experiential learning, record high participation in co-curricular activities
Maharashtra schools embrace experiential learning Schools across Maharashtra are emerging as strong performers in delivering experiential learning opportunities, according to recent data from the national PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) report 2024. The findings reveal widespread adoption of co-curricular and hands-on activities that support all-round development in students. As per the report, 99 percent of schools in the state conduct cultural activities, while 98 percent offer structured sports programs. Literary activities, such as school magazines and reading clubs, are present in 95 percent of schools. Science exhibitions and art activities are offered by 89 percent and 88 percent of schools respectively. Even school fairs, often considered resource-intensive, are being conducted by 82 percent of schools. Diverse opportunities for student growth The PARAKH report data reveals widespread access to multiple experiential learning paths for students: Experiential Learning Activity Percentage of Schools Cultural Activities 99% Sports Activities 98% Literary/Reading Activities 95% Science Exhibitions 89% Art Club/Art Activities 88% School Fair Activities 82% While cultural and sports activities lead the chart, literary initiatives such as school magazines and reading clubs also enjoy high participation. A majority of schools also host science exhibitions and art-based activities. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Here's The Average Price of a 6-Hour Gutter Upgrade in Akron Read More Undo Even school fairs, which require greater planning and resources, are being conducted by more than four in five schools. Holistic education gaining ground The integration of experiential learning signals a growing emphasis on developing critical life skills and competencies among students. Activities such as cultural events, sports, reading initiatives, and science exhibitions help promote creativity, communication, teamwork, and innovation: all essential for success in the 21st-century learning environment. The high participation rates also suggest that schools are aligning with the objectives of the National Education Policy (NEP), which encourages multi-dimensional learning and competency-based education. Gaps and next steps Despite the overall positive performance, there is still scope to improve the depth and consistency of these initiatives. While access is high, ensuring regularity, inclusivity, and measurable learning outcomes remains a key challenge. In particular, schools in remote and under-resourced areas may require targeted support to match the experiential learning standards observed in more developed regions. The absence of a district-wise breakdown in the report limits the ability to track regional disparities. Future rounds of data collection will be critical to identify implementation gaps and ensure equitable access across the state. Laying the foundation for all-round learning Maharashtra's performance places it among the states leading the shift toward all-round education. With over 90 percent of schools providing access to co-curricular and hands-on learning experiences, the state is laying a strong foundation for student development beyond academics. The next step, according to educators and policymakers, is to focus on quality, regularity, and inclusivity to ensure that experiential learning becomes a transformative part of every student's school journey. TOI Education is on WhatsApp now. Follow us here . Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
India Gazette
6 days ago
- General
- India Gazette
PARAKH Rashtriya Sarvekshan 2024 paves way for evidence based educational reform
New Delhi [India], July 9 (ANI): In a landmark move towards competency-based education and data-driven reform, the Rashtriya Sarvekshan 2024, conducted by the NCERT's National Assessment Centre-PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), has delivered valuable insights into student learning outcomes across India, as per a release. Spanning 21.15 lakh students, 74,229 schools, and 781 districts across all 36 States and UTs, the survey marks the largest system-level assessment conducted in India for Grades 3, 6, and 9. The assessment provides a baseline reflection of student competencies at the end of the Foundational, Preparatory, and Middle stages, aligning with the vision of the National Education Policy (NEP) 2020. Key findings reveal encouraging trends, particularly at the foundational level. In language, girls performed slightly better than boys. Girls got an average score of 65 per cent, while boys got a score of 63 per cent. Both girls and boys achieved the same score of 60% in Mathematics. Rural students slightly outperform their peers in both subjects. State Government schools led in Grade 3 outcomes, indicating the early success of the NIPUN Bharat Mission, the survey said. At the Preparatory and Middle levels, Central Government schools emerged as top performers, while urban-rural and gender-based gaps pointed to areas for focused interventions. The study highlights the pressing need to improve competencies in Mathematics and Science, particularly in higher grades and emphasizes the importance of gender-sensitive pedagogies, regional equity, and inclusive education. With over 2.7 lakh teachers and school leaders contributing via questionnaires, the survey also sheds light on school environments, availability of digital tools, and student well-being. Worryingly, emotional stress among adolescents and limited access for Children with Special Needs (CWSN) point to systemic issues that require immediate attention. Notably, due to alignment with the NEP 2020 stages, only Grade 3 scores remain comparable across the three cycles of the National Achievement Survey (now PARAKH Rashtriya Sarvekshan)--2017, 2021, and 2024--as it is the common grade assessed in all three cycles. Comparison of Grade 6 and 9 scores with Grade 5 and 8 scores from previous rounds of NAS is likely to result in spurious conclusions due to change in the structure of the large-scale assessment. Historically, learning outcomes are seen to decline progressively over Grades, hence a direct comparison of Grade 5 scores from NAS 2021/2017 with Grade 6 scores from PRS 2024 has to be treated with caution and could indicate loss in learning levels when there is none, the release said. Coming to Grade 3, as per Item Response Theory (IRT) scores, 57 per cent of the students demonstrated proficiency or above in Language, while an impressive 65 per cent achieved similar levels in Mathematics in PRS 2024. This marks a substantial improvement from NAS 2021, where only 39 per cent were proficient in Language and 42 per cent in Mathematics. Compared to NAS 2017, where proficiency levels were 47 per cent in Language and 53 per cent in Mathematics, the gains observed in PRS 2024 assume greater importance and indicate a complete recoupling of Covid-19-induced learning losses at the foundational stage, as far as proficiency is concerned. While the national average in 2024 lags slightly behind 2017 levels, many States and UTs surpass their own past performances with an all-time high in 2024, demonstrating strong recovery and successful learning interventions. These include Punjab, Himachal Pradesh, Kerala, Uttar Pradesh, Madhya Pradesh etc. Recent studies corroborate such trends and attribute this progress to targeted foundational learning initiatives, enhanced teacher training, and the implementation of NEP 2020 recommendations, especially those related to the NIPUN Bharat Mission. This shift reflects a system-wide focus on building strong learning foundations in the early grades. It is the outcome of sustained reforms, close monitoring, and continued support to schools. As India moves toward achieving the goal of universal foundational literacy and numeracy under Mission NIPUN Bharat, the PARAKH Rashtriya Sarvekshan 2024 findings offer both validation and momentum for ongoing efforts to strengthen early-grade learning systems. Foundational performance constitutes an important component of SDG 4, which is tracked globally. The marked improvement observed at the foundational stage is expected to drive India's performance in SDG 4.1.1, which measures the 'proportion of children and young people in Grade 2 or 3; at the end of primary education; and at the end of lower secondary education achieving at least a minimum proficiency level in reading and mathematics. The PARAKH Rashtriya Sarvekshan 2024 stands as a watershed moment in India's school educational landscape. Its results will not only help in curriculum redesign, resource allocation, and textbook development, but also ensure that every child, regardless of background, is equipped with the skills and support needed to thrive in the 21st century. As the nation moves towards evidence-based educational transformation, the findings of PARAKH Rashtriya Sarvekshan 2024 will serve as a compass for future policies, ensuring no learner is left behind. (ANI)
