The policy and practice of public primary curriculum in India: a study of textbooks in public primary schools of District Morigaon (Assam) and District Medak (Andhra Pradesh)

In: CGC SA Working Paper No. 11

Abstract

This paper presents to its readers perceptions of teachers, cluster resource coordinators, resource persons, and staff members from district and state level offices of SSA, DIET, Department of Education and SCERT, on the challenges and opportunities related to the textbooks in public primary schools. The study used a mixed-method design, combining qualitative data from individual interviews (n=16) and focus group discussions (n=20), and observations with a cross-sectional survey of a random sample of primary school teachers (n=789) in the two districts. Primary research in this study attempts to examine: 1. The role of textbooks in the existing curricular approach at schools; 2. The nature of alignment between textbooks, and teacher training and student learning in Assam and AP; 3. Ways in which textbooks can better support teaching learning processes at schools.