‘Learning outcomes’ has been the latest buzzword in academic circles. Raising effectiveness of in-class teaching is one of the most critical factors contributing to improvement in learning outcome levels. This report seeks to provide solutions to improve in-class teacher effectiveness in public schools in India, by addressing the key areas of teacher professional development opportunities, technology alignment in classrooms, and monitoring and feedback mechanisms.
While enrolment numbers at the primary education level have seen a rising trajectory in India, the situation for learning outcomes is contradictory. One of the principal factors impacting learning outcomes is in-class teacher effectiveness, which is presently hindered by a combination of factors including diversion of time for non-academic activities, limited availability and adoption of appropriate teaching resources, fragmented training of teachers and lack of scientific monitoring and incentive structures.
KPMG’s recommendation is built on an analysis of the underlying origins of these challenges, and aims to enhance a teacher’s motivation and efficiency in the classroom. Positive reinforcement of non-monetary incentives and integration of professional development within the performance management structure has been recognised as the need of the hour. A well designed incentive structure integrating the same, will lubricate peer collaboration and the realisation for self-efficacy by teachers, with spill over effects in the classroom. The potential to aid classroom instruction with technology in order to enhance the quality and access in the Indian setting is immense. Along with enhancing affordability of appropriate tools, it is imperative to dedicate resources to augment a teacher’s capacity for the adoption and application of technology, in the form of training and handholding. Finally, the only way to identify specific challenges and address the same is through a robust monitoring mechanism which is free from stakeholder bias. Hence, clear definitions of competency benchmarks and measurable parameters, monitored periodically through school management committees or external instructors could prove to be instrumental. Continuous communication and periodic feedback between teachers and other stakeholders, is a simple yet effective tool for a positive impact in the classroom.
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