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The Rashtriya Sarvekshan 2024 survey conducted by NCERT PARAKH has revealed that students in Maharashtra are performing above the national average in key academic stages, specifically in classes 3, 6, and 9. This comprehensive survey encompassed a substantial sample size, including 4,314 schools, 13,930 teachers, and 123,659 students across the aforementioned grade levels within the state of Maharashtra. The survey meticulously assessed students' competencies across various subjects pertinent to each grade, providing a granular view of the educational landscape in the region. One of the most striking findings of the survey is the exceptional performance of students in state government schools at the foundational stage, namely Class 3. These students demonstrably outperformed their counterparts in other types of schools, including private institutions, in both language and mathematics. This is a significant achievement, indicating the effectiveness of the teaching methodologies and resources available in state government schools during the crucial early years of education. The robust performance at the foundation stage suggests that the initial educational foundation laid by state government schools is strong, fostering a conducive learning environment for young children. However, the survey also highlighted a shift in performance trends as students progress to higher grades. In the preparatory stage (Class 6) and the middle stage (Class 9), central government schools emerged as the top performers, while state government schools consistently ranked last in almost all competencies surveyed. This reversal in performance raises important questions about the factors contributing to the decline in the relative performance of state government schools as students advance through the educational system. Potential factors could include variations in curriculum, teaching quality, resource allocation, and student-teacher ratios across different types of schools. Further investigation is warranted to identify the root causes of this performance gap and to implement targeted interventions to address the challenges faced by state government schools in the higher grade levels. Focusing on the foundation stage in greater detail, the survey results revealed that Maharashtra students recorded an overall performance of 69 percent in language competencies, surpassing the national average of 64 percent. Similarly, in mathematics, Maharashtra students achieved an overall performance of 66 percent, exceeding the national average of 60 percent. These figures underscore the state's commitment to providing quality education and fostering strong foundational skills in language and mathematics among young learners. Interestingly, the survey also uncovered a notable disparity in performance between rural and urban areas within Maharashtra. Students in rural areas outperformed their urban counterparts in both language (71 percent vs. 68 percent) and mathematics (66 percent vs. 62 percent). This finding challenges the conventional assumption that urban areas typically have better educational outcomes. It suggests that rural schools in Maharashtra may have certain advantages, such as a more supportive learning environment or a stronger focus on foundational skills. In terms of school management, state government schools took the top spot in the foundation stage, followed by government-aided schools, private recognized schools, and central government schools. This reinforces the earlier observation that state government schools are particularly effective in providing quality education during the early years of schooling. The performance of state government schools in the foundation stage is a testament to the dedication and hard work of teachers and administrators, as well as the effectiveness of the state's educational policies and programs.
Moving on to the preparatory stage (Class 6), the survey assessed students' competencies in language, mathematics, and 'The World Around Us,' an interdisciplinary subject encompassing elements of science, social studies, and environmental education. In language competencies, Maharashtra students recorded a performance of 62 percent, exceeding the national average of 57 percent. In mathematics competencies, the state achieved a performance of 51 percent, surpassing the national average of 46 percent. In 'The World Around Us,' Maharashtra students recorded a performance of 55 percent, also above the national average of 49 percent. While Maharashtra students continued to perform above the national average in all three subjects at the preparatory stage, the margin of difference was smaller compared to the foundation stage. This could indicate that the challenges faced by state government schools in the higher grade levels are beginning to manifest at this stage. The survey also revealed a shift in the performance gap between urban and rural areas. In language competencies, urban students outperformed rural students (63 percent vs. 61 percent). However, rural students continued to perform better in mathematics competencies (52 percent vs. 50 percent). In 'The World Around Us,' both urban and rural students recorded the same performance of 55 percent. This suggests that the factors influencing academic performance may vary across different subjects and geographic locations. The most significant shift observed in the preparatory stage was the change in the ranking of schools by management. Central government school students emerged as the top performers in all three subjects, followed by private recognized schools, government-aided schools, and state government schools. However, in mathematics, state government schools ranked third, while government-aided schools ranked last. This confirms the earlier observation that the relative performance of state government schools declines as students progress to higher grades. The superior performance of central government schools at this stage could be attributed to a variety of factors, including better infrastructure, more qualified teachers, and a more rigorous curriculum. Further research is needed to determine the specific elements that contribute to the success of central government schools at the preparatory stage.
Finally, the survey assessed students' competencies in the middle stage (Class 9), focusing on language, mathematics, science, and social science. For language, Maharashtra recorded a performance of 59 percent, surpassing the national average of 54 percent. In mathematics, the state achieved a performance of 38 percent, slightly above the national average of 37 percent. In science, Maharashtra recorded a performance of 42 percent, compared to the country's 40 percent, while in social science, the state's performance stood at 43 percent, exceeding the national average of 40 percent. While Maharashtra students continued to perform above the national average in all four subjects at the middle stage, the margin of difference was the smallest compared to the foundation and preparatory stages. This further reinforces the observation that the challenges faced by state government schools become more pronounced as students progress through the educational system. The survey also revealed a persistent gap in performance between urban and rural areas. Students from urban areas outperformed students in rural areas in language (60 percent vs. 56 percent) and science (42 percent vs. 41 percent). However, students from rural and urban areas had the same score in mathematics (38 percent) and social science (43 percent). This suggests that the disparities in educational opportunities and resources between urban and rural areas continue to impact student performance in certain subjects. The trend observed in the preparatory stage regarding the ranking of schools by management persisted in the middle stage as well. Central government schools had the best performance, followed by private recognized schools, government-aided schools, and state government schools. This further underscores the challenges faced by state government schools in providing quality education at the higher grade levels. The consistency in the ranking of schools by management across the preparatory and middle stages suggests that systemic factors may be contributing to the performance gap. These factors could include differences in teacher training, curriculum design, and resource allocation. To address these challenges, it is essential for state government schools to implement targeted interventions to improve teaching quality, enhance curriculum relevance, and provide adequate resources to students. The findings of the Rashtriya Sarvekshan 2024 survey provide valuable insights into the educational landscape in Maharashtra. By analyzing the performance trends across different grade levels, subjects, and school types, policymakers and educators can develop evidence-based strategies to improve student outcomes and ensure that all students have access to a quality education. Addressing the performance gap between state government schools and other types of schools, particularly in the higher grade levels, should be a top priority.
In conclusion, the Rashtriya Sarvekshan 2024 survey paints a nuanced picture of student performance in Maharashtra. While the state's students generally outperform the national average, significant disparities exist across grade levels, geographic locations, and school types. The exceptional performance of state government schools in the foundation stage is a testament to their effectiveness in providing quality early childhood education. However, the decline in their relative performance in the preparatory and middle stages raises concerns about the challenges they face in providing quality education at the higher grade levels. To address these challenges, it is crucial to identify the root causes of the performance gap and implement targeted interventions to improve teaching quality, enhance curriculum relevance, and provide adequate resources to students. The survey findings also highlight the importance of addressing the disparities in educational opportunities and resources between urban and rural areas. By investing in rural schools and providing targeted support to rural students, it is possible to bridge the performance gap and ensure that all students have access to a quality education, regardless of their geographic location. Furthermore, the survey underscores the importance of continuous monitoring and evaluation of educational programs and policies. By regularly assessing student performance and identifying areas for improvement, policymakers and educators can ensure that the educational system is meeting the needs of all students and preparing them for success in the 21st century. The insights gained from the Rashtriya Sarvekshan 2024 survey can inform the development of evidence-based strategies to improve student outcomes and promote educational equity in Maharashtra. By working collaboratively, policymakers, educators, and communities can create a more equitable and effective educational system that empowers all students to reach their full potential. The future of Maharashtra depends on the quality of its education system. By investing in education and addressing the challenges identified in the Rashtriya Sarvekshan 2024 survey, the state can ensure that its students are well-prepared for the opportunities and challenges of the future.