Teaching Aids in Indian Educational Institutions: Significance, Data Scrutiny, and Subsequent Measures (2023)

An Analysis Based on UDISEPLus 2021-22 Data


Introduction

Teaching aids are pivotal in augmenting academic institutions’ pedagogical and learning experiences. They furnish educators with visual and interactive instruments to communicate intricate concepts. This discourse endeavors to dissect the statistics provided in  rgwe attached Table, which offers insights into the development of educational tools in governmental and government-aided institutions throughout India. Additionally, we shall delve into the import of teaching aids in the Indian educational landscape, the resources disbursed under the Samagra Shiksha initiative, regions and states warranting attention, follow-up initiatives, and culminating with pivotal takeaways.

Significance of Educational Facilitators in Indian Academic Settings

 Educational facilitators stimulate active participation, the retention of ideas, and the comprehension of concepts among scholars. In the Indian academic arena, they are invaluable in transcending linguistic barriers, notably for students from diverse linguistic backgrounds. Visual props such as flashcards, charts, and diagrams simplify intricate information and nurture enhanced comprehension. Furthermore, these facilitators kindle creativity, critical reasoning, and problem-solving acumen among students.

A clssroom in an school in India.

A clssroom in an school in India.

According to the data available in the attached Table, let us scrutinize the inception of educational tools for teaching and learning in India’s governmental and government-aided educational institutions. The following are the key findings:

  • Primary Level: A substantial 73.0 percent of primary schools witness the creation of educational tools by instructors.
  • Upper Primary Level: The percentage increases to 77.3 percent for upper primary institutions where educators formulate educational aids.
  • Secondary Level: An impressive 79.2 percent of secondary schools record the active involvement of teachers in crafting educational aids.
  • Higher Secondary Level: At the higher secondary level, 71.0 percent of institutions observe educators engaging in developing educational tools.

The data alludes to the prevalence of educators creating educational tools for teaching and learning in most governmental and government-aided schools in India. However, the extent of this practice exhibits variations across different regions and levels of education.

Data Examination

Perusing the statistics furnished in Table 11.4, one discerns fluctuations in the percentage of educational institutions, both governmental and government-aided, where educators participate in the formulation of teaching aids. Approximately 73 percent of schools at the primary level embrace the concept of teaching aid creation, which escalates to 77.3 percent at the upper primary level, 79.2 percent at the secondary level, and 71 percent at the higher secondary level.

Among the regions and union territories referenced, the Andaman and Nicobar Islands, Punjab, Rajasthan, and Sikkim exhibit relatively robust teaching aid creation within their educational institutions. Conversely, Tamil Nadu’s absence of data (UDSIEPlus 2012-22 did not report data for the state) raises questions regarding how much teaching aids are employed within the state.

Number of Government and Government Aided Schools where teachers created teaching aids/tools  for teaching and learning by education level, 2021-22
Number of Government and Government Aided Schools with level
India/  State/ UT Primary Upper Secondary Higher
Primary

 

 Secondary
India 650146 293590 83537 77593
Andaman and Nicobar Islands 185 57 46 56
Andhra Pradesh 34642 4285 6525 1227
Arunachal Pradesh 1685 1002 232 134
Assam 34948 8585 4250 1548
Bihar 40563 25993 2516 7228
Chandigarh 8 12 54 56
Chhattisgarh 30892 13284 1949 3035
Dadra and Nagar Haveli and 167 163 31 35
Daman and Diu
Delhi 1671 39 122 1177
Goa 795 67 400 109
Gujarat 12545 20680 3031 4033
Haryana 8677 2450 1108 2343
Himachal Pradesh 10563 1952 942 1923
Jammu and Kashmir 12974 7612 1754 834
Jharkhand 21814 12122 1914 1165
Karnataka 21240 24635 8554 2360
Kerala 5967 3486 778 1962
Ladakh 355 382 85 44
Lakshadweep 16 9 0 13
Madhya Pradesh 58826 24917 4921 4771
Maharashtra 46217 24885 12040 6534
Manipur 2309 605 461 97
Meghalaya 7928 3157 699 171
Mizoram 1277 1015 439 62
Nagaland 1032 617 255 56
Odisha 27438 17508 8610 1323
Puducherry 236 48 91 80
Punjab 12880 2541 1800 2488
Rajasthan 33781 19498 3758 11911
Sikkim 481 173 125 104
Tamil Nadu 29274 8526 3692 4467
Telangana 20080 3379 5913 1351
Tripura 2137 1126 609 433
Uttar Pradesh 87964 49339 2065 5769
Uttarakhand 11511 2778 991 1812
West Bengal 67068 6663 2777 6882
Source: UDISE+ 2021-22

Educational Aids Provision through the Samagra Shiksha Initiative

The Samagra Shiksha initiative, a comprehensive endeavor aimed at reforming the educational landscape in India, seeks to elevate the quality of education and enhance learning outcomes. This initiative extends an assortment of educational aids and tools to schools, including smart boards, projectors, educational software, audio-visual resources, laboratory apparatus, and other interactive materials. This provision intends to modernize the educational milieu and render it more engrossing and efficacious.

Number of Government and Government Aided Schools where teachers created

teaching aids/tools  for teaching and learning by education level, 2021-22
Number of Schools where teachers created teaching aids/tools for teaching and learning
India/  State/ UT Primary Upper Secondary Higher
Primary Secondary
India 474486 226834 66154 55058
Andaman and Nicobar Islands 170 54 45 51
Andhra Pradesh 32211 3821 6274 955
Arunachal Pradesh 632 489 169 105
Assam 28157 6280 3465 1169
Bihar 15477 12112 1047 2398
Chandigarh 8 12 54 53
Chhattisgarh 28356 12426 1752 2656
Dadra and Nagar Haveli and 166 161 30 35
Daman and Diu
Delhi 1595 34 114 1112
Goa 780 56 386 103
Gujarat 11389 19278 1953 2445
Haryana 7737 2185 1007 2064
Himachal Pradesh 8663 1684 870 1739
Jammu and Kashmir 7741 5644 1492 748
Jharkhand 13605 8530 1499 806
Karnataka 18493 22124 7867 1605
Kerala 5783 2673 742 1810
Ladakh 192 220 80 41
Lakshadweep 16 9 0 13
Madhya Pradesh 47729 20768 4058 3885
Maharashtra 39825 21677 9637 5081
Manipur 519 165 217 74
Meghalaya 2557 1569 448 122
Mizoram 656 633 277 37
Nagaland 497 377 168 40
Odisha 21272 13869 7506 850
Puducherry 232 48 85 74
Punjab 12437 2495 1615 2234
Rajasthan 28937 17587 3360 10633
Sikkim 346 151 117 97
Tamil Nadu 0 0 0 0
Telangana 13432 2394 4780 778
Tripura 1181 763 552 405
Uttar Pradesh 73501 40291 1255 3204
Uttarakhand 9083 2235 871 1618
West Bengal 41111 4020 2362 6018
Source: UDISE+ 2021-22

Regions & States of Concern

Notwithstanding the generally high percentage of institutions where educators contribute to developing teaching aids, certain regions and states demand focused attention and improvement. Bihar, for instance, presents lower percentages of teaching aid creation, ranging from 33.2 percent to 46.6 percent across various educational levels. The limited utilization of teaching aids in these areas can compromise the caliber of education and hinder students’ learning journeys.

Percentage of Schools where teachers created teaching aids/tools for teaching and learning
India/  State/ UT Primary Upper Secondary Higher
Primary Secondary
India 73 77.3 79.2 71
Andaman and Nicobar Islands 91.9 94.7 97.8 91.1
Andhra Pradesh 93 89.2 96.2 77.8
Arunachal Pradesh 37.5 48.8 72.8 78.4
Assam 80.6 73.2 81.5 75.5
Bihar 38.2 46.6 41.6 33.2
Chandigarh 100 100 100 94.6
Chhattisgarh 91.8 93.5 89.9 87.5
Dadra and Nagar Haveli and 99.4 98.8 96.8 100
Daman and Diu
Delhi 95.5 87.2 93.4 94.5
Goa 98.1 83.6 96.5 94.5
Gujarat 90.8 93.2 64.4 60.6
Haryana 89.2 89.2 90.9 88.1
Himachal Pradesh 82 86.3 92.4 90.4
Jammu and Kashmir 59.7 74.2 85.1 89.7
Jharkhand 62.4 70.4 78.3 69.2
Karnataka 87.1 89.8 92 68
Kerala 96.9 76.7 95.4 92.3
Ladakh 54.1 57.6 94.1 93.2
Lakshadweep 100 100 0 100
Madhya Pradesh 81.1 83.4 82.5 81.4
Maharashtra 86.2 87.1 80 77.8
Manipur 22.5 27.3 47.1 76.3
Meghalaya 32.3 49.7 64.1 71.4
Mizoram 51.4 62.4 63.1 59.7
Nagaland 48.2 61.1 65.9 71.4
Odisha 77.5 79.2 87.2 64.3
Puducherry 98.3 100 93.4 92.5
Punjab 96.6 98.2 89.7 89.8
Rajasthan 85.7 90.2 89.4 89.3
Sikkim 71.9 87.3 93.6 93.3
Tamil Nadu 0 0 0 0
Telangana 66.9 70.9 80.8 57.6
Tripura 55.3 67.8 90.6 93.5
Uttar Pradesh 83.6 81.7 60.8 55.5
Uttarakhand 78.9 80.5 87.9 89.3
West Bengal 61.3 60.3 85.1 87.5
Source: UDISE+ 2021-22

Follow-Up Measures

To address the abobe mentioned concerns and ensure the efficient integration of teaching aids in educational institutions in India, the following actions may be initiated:

  1. Educational Programs: Regular educational programs should be organized for educators to augment their comprehension of teaching aids and encourage innovative classroom utilization.
  2. Resource Allocation: Adequate funding should be earmarked to equip schools, especially those in underprivileged regions, with ample teaching aids encompassing digital resources and hands-on materials.
  3. Monitoring and Assessment: An established system should oversee the utilization of teaching aids in schools, collate feedback from educators and students, and appraise its influence on teaching and learning outcomes.
  4. Collaboration: Nurturing partnerships between educational departments, schools, and technology providers is imperative to ensure the accessibility and upkeep of teaching aids while facilitating their assimilation into the curriculum.

Conclusive Insights

Educational aids catalyze interactive and pragmatic learning experiences within Indian educational institutions. The scrutiny of available data underscores the vitality of fabricating educational tools across all echelons of education. Providing teaching aids through the Samagra Shiksha initiative constitutes a stride toward augmenting the quality of education. Nonetheless, the disparities in utilization necessitate precise efforts and follow-up initiatives to guarantee equitable access and maximal impact. By prioritizing educational programs, resource allocation, supervision, and collaboration, we can facilitate the comprehensive integration of teaching aids in educational institutions, ultimately fostering enhanced learning outcomes and holistic pupil development.

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