Elementary Education India

8/10/2019 Elementary Education India

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STORY OF EDUCATION

IN INDIA

2010

[Some points are saidrepetitively_ Intentionally.]


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Learning is the greatest Ornament

xlSUm xzsm Mslm qWkl: |zpi l ol u u xuxu pwhq ||

Though beautiful, of good character, born

wealthy, one does not shine without learning.

Learning is the greatest ornament.


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United Nations World Declaration on

Education for All, (EFA) 1990

India is a signatory to the 1990 United Nations

World Declaration on Education for All, (EFA).

It reaffirmed the rights of all children including

children with disabilities to access educationinregular school settings.

Also, India is signatory to the Biwako Millenium

Framework for Action towards an inclusive ,barrier

free and rights based society for persons withdisability, the Declaration on the Full Participation

and Equality of People with Disabilities in the Asia

Pacific Region.


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Universal Elementary Education (UEE) strengthens

democracy through provision of equal opportunities to all.

From 1950 to the present (2010), India initiated a wide range

of programs hoping to achieve the goal of UEE through

several schemes and intervention programs.

The Sarva Shiksha Abhiyan (Education for all Campaign)

was implemented as India's main program for universalising

elementary education. Its overall goals included universal

access and retention, bridging of gender and social category

gaps in education and enhancement of learning levels of

children.


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Sarva Shiksha Abhiyan [SSA, Education for All

Campaign] provided for a variety of interventions,

including inter alia,

opening and construction of new schools,

additional teachers,

regular teacher in-service training,

academic resource support to ensure free

textbooks, uniforms and

free support for improving learning outcomes.


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The Right to Free & Compulsory Education Act 2009

provided a justiciable legal framework that entitled all children

between the ages of 6-14 years free and compulsory

admission, attendance and completion of elementary

education. Has it been implemented fully?

It is intended to provide for children's right to an

education of equitable quality, based on principles of

equity and non- discrimination. It aims to provide forchildren's right to an education that is free from fear,

stress and anxiety


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Constitutional recognition on RTE The Supreme Court _ case

(1993): right to education is a

fundamental right that flowsfrom the right to life in Article 21.

The 86th ConstitutionAmendment Act, 2002 addedArticle 21A, "The State shall

provide free and compulsoryeducation to all children of theage of six to fourteen years insuch manner as the State may,by law, determine.; Article 45,which now reads "The Stateshall endeavor to provide earlychildhood care and educationfor all children until theycomplete the age of 6 years."

In the year 2009, the stateintroduced the Right to

Education bill, seeking to effectthe 86th Constitutionalamendment


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Elementary education consists of eight

years of education. Free and compulsory

education for all children

until they complete the ageof14 years was one

of the Directive Principlesof State Policy intended

to be implemented within10 years of thecommencement of the

Indian Constitution. Not being justiciable, this

directive failed to prod theIndian state into any kind ofconcrete action.

The 86th constitutional

amendment (2002),hasmade elementary educationa fundamental rightfor thechildren between the agegroup- 6 to 14.

After 60 years, with the

Right of Children to Freeand Compulsory Education

Act (2009), the entitlementto education has becomeenforceable. It offers aframework for ensuringquality education.


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Literacy Rate in India 1951-2001


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The Right of Children to

Free and Compulsory Education Act

(RTE Act) Passed by the Indian parliament on 4 August

2009. It describes the modalities of the

provision of free and compulsory education for

childrenbetween 6 and 14 in India under Article

21A of the Indian Constitution.

India became one of the few countries to make

education a fundamental rightof every child

when the act came into force on April 1, 2010.


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RTE ActWhat does it specify?

The Act makes education a fundamental rightof every child between the ages of 6 to 14and specifies the minimum norms ingovernment schools.

It specifies reservation of 25% seats inprivate schools for children from poorfamilies.

It prohibits the practice of unrecognized

schools, and makes provisions to avoiddonation or capitation fee and an interview ofthe child or parent for the admission.


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RTE ActWhat does it offer?

It offers a framework

for ensuring quality education,

for creating infrastructure,

for making available a sufficient number

of trained teachers, and

for extending government funding to

private schools.


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Universalisation of elementary education

poses a formidable challenge to India:

The numbers of children dropping out, not attending

school regularly and never enrolled are immense.

Quality of education is poor in many schools.

Teachers are inadequately trained and have lack ofmotivation.

The priority concerns for the country remain

particularly with improving the quality of education

and making education effective, enjoyable and

relevant to the children.


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A major concern:

To improve the skills and motivation ofteachers,

promoting the participation of communities in

the running of schools and

Enrolling / retaining girls / working children of

urban poor and children with special needs in schools.


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The Optimists View

Indias elite educational institutions have beenproducing the first-rate scientists, engineers, and

managers who helped Indias information

technology sector take off during the 1990s.

Far less visible is the more recent, quiet revolution inIndias elementary education that, if successful, will

equip an entire younger generation with skills to

improve productivity and reduce the burden of

disease, high birth rates, hunger, and poverty, whilechanging societal attitudes toward gender, caste,

tribe, and disability.


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What India has accomplished in ten years

What India has accomplished is no small feat especially given

that its population grew from about 840 million to nearly onebillion between 1991 and 2001, with the number of children age 6

to 14 rising by 35 million to 205 million.

Over roughly the same period, the gross enrollment ratio (GER)

in primary education (grades 1) rose from 82 percent to 95

percent, and in upper primary education (grades 6) from 54percent to 61 percent (see table).

Available government data suggest that in that age group, the

number of children not in school fell sharply from about 60 million

in the early 1990s to 25 million in 2002, and this decline is

continuing.

While specific numbers in such a large federal system may be

viewed with caution, the rough magnitude of the progress

appears to be in little doubt.


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We are on the move..

Given the momentum built up over the years, Indiawill, in all likelihood, meet the education MillenniumDevelopment Goal (MDG) of universal primaryeducationwhich calls for all children of primaryschool age to participate in the school system andcomplete primary school.

Between 1993 and 2002, total public spending oneducation rose steadily from 3.6 to 4.1 percent ofGDP, higher than the average spending of 3 percentof GDP among low-income countries.

Elementary education expenditure rose from 1.7 to2.1 percent of GDP, accounting for over 60 percentof the growth in public expenditure on education inthis period.


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National Commission for Protection of

Child Rights The act also provides that, no child shall be held

back, expelled, or required to pass a boardexamination until completion of elementaryeducation.

Provision for special training of school drop-outs tobring them at-par with the students of the same age.

Right to Education of Person with Disabilities till 18years of age has been made a Fundamental Right.

The act provides for establishmentof the National

Commission for Protection of Child Rightsand StateCommissionsfor supervising of properimplementation of the act, looking after thecomplaints and protection of Child Rights.


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RTE2009: Data on sanctioned fund

The central and State governments are

to share the financial requirement for

implementing the Act in the ratio of 55:45,and the Finance Commission has given

Rs.25,000 crore to the States.

An outlay of Rs.15,000 crore was approvedfor 2010-11 by the central government,


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Struggle for universalizing

elementary education: Right or Duty?

But it won't be enough to approach free and

compulsory education up to the age of l4 as an

entitlement, especially for the millions of children

who are left out in the cold.

Accessing this right meaningfully and in full measure

will require, aside from the investment of huge

resources, financial and human, a lot of work to be

done on the ground. Key to this is seeing free andcompulsory education for children not just as a right

but as a duty. (Childs Right, Societys Duty.)


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Struggle for universalizing

elementary education

Everybody acknowledges the value of

education in the overall development of the

children.

Administrators

Educationists

Development professionals

Economists

Parents


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Administrators focus on

Enrolment

Availability of schools within walkingdistance

Provisioning for infrastructure

Deployment of teachers.


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Educationists: are concerned about

What is Learnt, how is it presented?

Whether or how children learn, and the

Burden of syllabi, which is passed on to

Tuition centres or Parents


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Development professionals discuss

The impact of years of schooling, for example

on

the age of marriage and

family size.

Free and Compulsory Secondary Education

brings the children to mainstream of the

society for Sustainable EconomicDevelopment of India.


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Economists talk about the economic

returns on Investment ineducation; bankers too.

Our economist PM says

An education that enables

them to acquire the skills,knowledge, values and

attitudes necessary to

become responsible and

active citizens of India isour commitment.


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Parentshave expectations from the education system

that it should equip their children for gainful

employment, and

economic well being.

Industrious work is necessary. Any work will not

get accomplished just merely by desiring for it's

completion. A 'prey' will not by itself come to the

mouth of a sleeping lion.


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Fulfill goals of

universal elementary education

The enforcement of fundamental

right to education provides us a

unique opportunity to mount a

mission encompassing all the

above discourses to fulfill our goal

of universal elementary education.


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Implementation ofRIGHT TO EDUCATION ACT

provides for all children the benefit of

free and compulsory

admission, attendance and

completion

of elementary education.


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In India, since we gained freedom of self

governance,

Undoubtedly, much progress has

occurred since the last sixty years of

our independence and

many more children with a diverse

background are accessing school.

Yet....


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Dropped out, child labourers

There are invisible children_ childrenbonded to work with an employer,

young boys grazing cattle or working in a

dhabha girls working in the fields or as domestic help

or caring for younger siblings, and

children being subjected to early marriage.

Many of these children are formally enrolledin a school but have either dropped out orhave never been there.


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Extremely vulnerable ones

Many others such as migrant and

street children, who live in

extremely vulnerable conditions;

denying them education is against

the universal nature of human

rights.


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Enrol, attend, learn,and

Be empowered by education

Providing universal access itself is no longer

enough; making available school facility is

essential but not sufficient.

A monitoring mechanism is needed to ensure

that allchildren attend school regularly and

participate in the learning process.

h h di


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Why are they not attending,drop-out in a few months?

Focus must be on the factors thatprevent children from regularlyattending & completing elementary

education. Children from weaker sections and

disadvantaged groups, as also

girls.

SOCIAL,CULTURAL,ECONOMIC,LINGUISTIC AND PEDAGOGIC ISSUES


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To check drop-out rate

Creating parental awareness Community mobilization

Economic incentives

Minimum Levels of Learning (MLL) District Primary Education Programme (DPEP)

National Programme of Nutritional Support to

Primary Education (Mid-day Meals Scheme)


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Reservation of 25% seats in privateschools for children from poor families

The school may be

there but students may

not attend, or drop out

after a few months.

Through school &

social mapping, many

issues need to be

addressed that prevent

a weak child from

completing the process

of education.

Social, economic,

cultural, linguistic,

pedagogic issues

Denial or violation ofthe right to elementary

education process

requires to be

overcome with the

encouragement and

enlightenment of the

weak & vulnerable.


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Primary-School & No of Teachers


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Free, compulsory and of high quality

The right to education is free, compulsory

and it includes good quality educationfor all.

A curriculum not only provides good reading

and understanding of text books but also

includes learning through activities,

exploration and discovery.

Comprehension, competence,

competitiveness and creativity should be

developed, not forgetting compassion.


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On the part of the whole Govts:

The factors that contribute to theachievement of the overall goal of

universalizing elementary education as

a fundamental right requires action on

the part of the whole Governments.

A well coordinated mechanism is needed forinter- sectoral collaboration & convergence.


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Provide Social & Location Mapping of schools,

Water & sanitation facilities

The Dept. of Science & Technology toprovide geo-spatial technology toperform at

grass-root survey. Provision of access to sufficient safe

drinking water

Provision and access to adequatesanitation facilities, specially for girlchild.


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ROLE OF CIVIL SOCEITY in RTE

Above all, peoples groups, civil societyorganizations & voluntary agencies will play

an crucial role in the implementation of the

RTE Act.

This will help build a new perspective on

inclusiveness, encompassing gender & social

inclusion, & ensure that these become

integral & crosscutting concerns informingdifferent aspects like training, curriculum and

classroom transaction.


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ROLE OF CIVIL SOCEITY

A VIBRANT CIVIL SOCEITY MOVEMENT

CAN ENSURE THAT THE PARENT / CHILD

FROM WEAKER OR DISADVANTAGED

SECTIONS BECOME AWARE OF THEVALUE OF EXERCISING THE RIGHT TO

ELEMENTARY EDUCATION AND PUT IN

SERIOUS EFFORTS ON THEIR PART.

NGO contribution of knowledge, ideas and

solutions to the challenges are needed.

Th 86th tit ti l d t (2002)


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The 86th constitutional amendment (2002),

And the RTE Act (2009), have given us the

tools to provide quality education to all our

children. It is now imperative that we the

people of India join hands to ensure theimplementation of this law in its true spirit.

The Government is committed to this task

though real change will happen through

collective action.


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Then So few people NOW Too many !


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Then _ So few people, NOW Too many !Panic not, we are the human resource andeducation makes it so.

THEN:

Nalanda University isconsidered "one of the first

great universities in

recorded history." It was the

center of learning and

research in the world from

4501193 CE.

NOW


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A f S h l i hild


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Age structure of School going children


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The National Literacy Mission(NLM)

The Community Education Centre

(CEC)

NLM was based on the 1986 National Policy

on Education; set up with the aim of imparting

functional literacy to adults in the 15-35 agegroup by 1988--1995.


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National Literacy Mission: Literacy


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National Literacy Mission: Literacy

as an active and potent instrument of change

The N L M conceived literacy as an active and potentinstrument of change and for the creation of a

learning society.

Functional literacy was defined as:

Achieving self-reliance in literacy and numeracy; Becoming aware of the causes of their own

deprivation and ways of overcoming their condition

through organization, and participation in the process

of development ; Acquiring skills to improve economic status and

general well-being.

F i l li l i d


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Functional literacy was also aimed at:

adopting the values of

national integration,

environmental conservation,

womens equality and

observance of small-family norms.

The re ised National Polic on Ed cation:


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The revised National Policy on Education:

1992

NLM combined Post- Literacy and Continuing Education(PL & CE) activities in order to consolidate and improvefunctional literacy skills of neo-literates.

The Post-Literacy Campaigns had three broad learning

objectivesremediation, continuation and application. A new scheme of Continuing Education, distinct

from the previous PL & CE, was launched by NLM

in 1997.

The aim was to provide learning opportunities toneo-literates on a continuing basis and to reinforce

and widen the literacy skills for personal, social and

economic improvement.

Ad lt Illit


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Adult Illiteracy

Implementation of this functional and instrumental

concept of literacy varied greatly and often veered

towards a conventional approach that focused more

on the mechanics of recognizing alphabets at a

rudimentary level, rather than self-sufficiency inacquiring the tools for further learning and

developing critical consciousness.

With over 300 million adults in illiteracy, Indiaaccounted for about 40 per cent of the worlds

adult illiteracy.

The Community Education Centre (CEC)


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The Community Education Centre (CEC)

The Community Education Centre (CEC), the

main delivery point of CE programmes,looked after by a Prerak (Animator), is meant

to be a community-based centre with a library

and reading room. It plans and carries out

activities in training, information, culture,

sports, communication and discussion forums

for the communities it serves.

The CEC is seen as a permanent institution,located in a public place, open to all, and run

with close community involvement.

Key stakeholders of


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Key stakeholders of

the Community Education Centre

The participants are neo-literates, mostly women,

and the Panchayats (elected local self-government

bodies) are regarded as key stakeholders of theCEC.

At district level the programme implementing

agency is the Zila Shaksharta Samiti ( ZSS orDistrict Literacy Society).

A registered society with a General Council and an

Executive Committee, under the leadership of the

district head of administration. It receives fundsfrom the government and disburses funds to CECs

on the basis of approved plans.

Vocational And Life Enrichment Education


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Vocational And Life Enrichment Education

A District Resource Unit (DRU), located in the

District Institute of Education and Training(DIET), and the State Resource Centre provide

technical and academic support to the

programme.

The Jan Shikshan Sansthan (Peoples Training

Organisation), a district-level institution, often

managed by an NGO, works with the ZSS to

provide vocational and life enrichmenteducation. It offers courses based on local

market demands.

Districts with low education level


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Districts with low education level

About a quarter of Indias 600 districts which have a

low education level now each have a district literacysociety and a functioning adult education programunder its auspices.

Although the NLM objectives and programs are

conceptually linked to a broader approach to adult

and lifelong learning, the heavy burden of illiteracy

compels India to remain focused on narrow literacy

objectives, especially in seven of the 28 stateswhich account for 65 per cent of the total illiterate

population.

Remedy for low education level


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Remedy for low education level

It is in the same states that the national program for

primary education, Sarva Shisksha Abhiyan (Educationfor all Campaign), is weak and, therefore, continues to

feed the pool of illiteracy.

This is so much so that the primary schools have been

described

as maintaining a system of institutionalised sub-literacy.

(The Statesman, editorial, 22 August, 2006).

Other challenges relate to finding effective pathways to

address the multiple disadvantages of educationally-

deprived populations who are living in extreme poverty,

are largely low-caste or ethnic minorities, often in poor

health, and women.

Expansion of functional literacy in India


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Expansion of functional literacy in India

National Knowledge Commission (2008) stressed a

focus on expanding functional literacy among the

population.

Illiteracy remains a major problem, even among the

age-group 15-35 years. Therefore literacy programmes must be expanded

rather than reduced, and given a different focus that

is directed towards improving life skills and meeting

felt needs, especially (but not only) among the

youth.

Role of Central & State Governments


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Role of Central & State Governments The primary responsibility for school education is

borne by the state governments. Therefore any policy changes must be with the full

participation and involvement of the States.

However, positive changes in systems of schooling

will require the active involvement of the Central

Government as well as State Governments.

This is not only in the matter of providing resources

but also in promoting organizational and otherchanges.

In India, the main types of schools are those


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In India, the main types of schools are those

controlled by:

The state government Boards like SSLC, inwhich the vast majority of Indian schoolchildren are enrolled

The Central Board of Secondary Education

(CBSE) board,

The Council for the Indian School Certificate

Examinations (CISCE) board,

National Open School and "International

schools."

S U P P O R T O R G A N I S A T I O N S


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S U P P O R T O R G A N I S A T I O N S

Of Union Department of Education:

Central Institute of Education TechnologyCentral Tibetan Schools Administration (CTSA)

Navodaya Vidyalaya Samiti (NVS)

Kendriya Vidyalaya Sangathan (KVS)

National Institute of Open Schooling (NIOS)

Central Board of Secondary Education (CBSE)

National Council of Educational Research and

Training

National Council of Educational Research


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N o Cou c o duc o ese c

and Training (NCERT).

The NCERT was established in 1961. It

functions as a resource centre in the field ofschool education and teacher education.

The NCERT undertakes programmes related toresearch, development and training extension

and dissemination of educational innovationsetc., through various constituent Departments atthe headquarters in New Delhi and 11 FieldOfficers all over the country.

Publication of school textbooks and othereducational material like teachersguides/manuals etc. are its major functions.

Central Institute of Education Technology (CIET)


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gy ( )

CIET is an important unit of NCERT which is

engaged in the production of satellite based audio

and video programmes for Elementary and

Secondary levels which are aired on All India Radio,

and Doordarshan.

CIET also coordinates programme production

activities of the six States Institute of Education

Technology at Patna, Lucknow, Ahmedabad,Hyderabad, Pune and Bhubaneshwar



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The National Institute of Open Schooling (NIOS) formerlyknown as National Open School (NOS) was establishedin November,1989 as an autonomous organization inpursuance of National Policy on Education 1986 by theMHRD.

NIOS is providing a number of Vocational, Life

Enrichment and community oriented courses besidesGeneral and Academic Courses at Secondary andSenior Secondary level.

It also offers Elementary level Courses for 14+ agegroup through its Open Basic Education Programmes

(OBE). Government of India through a gazette notification

vested NIOS with the authority to examine and certifylearners registered with it upto pre degree level courses.

Central Board of Secondary Education


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Central Board of Secondary Education

(CBSE)

CBSE was initially called as The Board of

High School and Intermediate Education.

It was established with a view to play a useful

role in the field of Secondary Education, toraise the standard of Secondary Education,

to make the services of the Board available to

various educational institutions in the country

and to meet the educational needs of those

students who have to move from State to State.



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The CBSE, the Headquarter of which is in

Delhi from 1962, subscribes to a diverse,

mass participative education system with a

broader base of access that provides the

benefits of uniformity, flexibility and diversity

as envisaged in the National Policy of

Education; the services of the Board are

available to various educational institutions in

the country and to meet the educationalneeds of those students who have to move

from State to State.



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y ( )

Board today has 8979 schools [on 31-03-

2007] including

141 schools in 21 countries. There are

897 Kendriya Vidyalayas,

1761 Government Schools,

5827 Independent Schools,

480 Jawahar Navodaya Vidyalayas and

14 Central Tibetean Schools.



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y ( )

Major Activities and Objectives: To prescribe

conditions of examinations and conduct publicexamination at the end of Class X and XII.

To grant qualifying certificates to successfulcandidates of the affiliated schools.

To fulfill the educational requirements of thosestudents whose parents were employed intransferable jobs.

To prescribe and update the course of

instructions of examinations

To affiliate institutions for the purpose ofexamination and raise the academic standards

of the country.

The prime focus of the CBSE is on


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The prime focus of the CBSE is on

Innovations in teaching-learning methodologies by

devising students friendly and students centered

paradigms.

Reforms in examinations and evaluation practices.

Skill learning by adding job-oriented and job-linked

inputs.

Regularly updating the pedagogical skills of the

teachers and administrators by conducting in service

training programmes, workshops etc.

Kendriya Vidyalaya Sangathan


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Kendriya Vidyalaya Sangathan The Government approved the scheme of Kendriya

Vidyalaya Sangathan in 1962.

Initially, 20 regimental schools in different States weretaken over as Central Schools.

In 1965, Kendriya Vidyalaya Sangathan was establishedwith the primary objective of setting-up and monitoring

Kendriya Vidyalaya to cater to the educational needs ofthe children of transferable Central GovernmentEmployees including Defense Personnel and Para-Military forces by providing common programme ofeducation.

At present, there are 931 Kendriya Vidyalayas (as on 17June 2005). All Kendriya Vidyalayas follow a uniformsyllabus.

Navodaya Vidyalaya Samiti


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Navodaya Vidyalaya Samiti

Navodaya Vidyalayas are located all over the

country including Lakshadweep and A & N

Islands except the State of Tamilnadu.

To provide good quality modern education to

the talented children predominently from therural areas, without regard to their family's

socio-economic condition. Jawahar

Navodaya Vidyalayas are co-educationalresidential schools.

Central Tibetan Schools Administration


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Central Tibetan Schools Administration Central Tibetan Schools administration is an autonomous

organization under MHRD, established in 1961 with the

objective to establish, manage and assist schools in Indiafor the education of Tibetan Children living in India whilepreserving and promoting their culture and heritage.

The administration is running 71 schools spread all overIndia in the area of concentration of Tibetan population.

About 10,000 students are on roll from pre-primary toclass XII with 554 Teaching and 239 sanctioned NonTeaching Staff. The schools are affiliated to CBSE andfollow NCERT curriculums.

The medium of instruction is Tibetan and English. Theclasses and Labs are well equipped and all efforts aremade for overall development of Children by giving themopportunities of participating in various co-curricularactivities viz. sports/cultural/art and adventure activities.

GE, NLM, What else is there


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about Education?

The Indian Constitution resolves to provide

quality education to all. The educational

needs of the country differs specifically for

the diverse societies and cultures of the

country and hence the government has

chalked out different educational categories:

Elementary education, Secondary education,

Higher education, Adult education, Technicaland Vocational education.


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Data during the period: 1993 - 2002


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Data during the period: 1993 2002

Documents

Elementary Education India