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JOINING HANDS
IN THE INTEREST
OF CHILDREN
Elementary education is a fundamental right, and with the RTE Act (2009) which describes the modalities of the provision, let us provide quality education to all our children.
2
Learning is the greatest Ornament
xÉÑlSUÉåÌmÉ xÉÑzÉÏsÉÉãÌmÉ MÑüsÉÏlÉÉãÌmÉ qÉWûÉkÉlÉç: |
zÉÉãpÉiÉå lÉ ÌoÉlÉÉ ÌuɱÉÇ ÌuÉ±É xÉuÉïxuÉ pÉÔwÉhÉqÉç ||
Though beautiful, of good character, born
wealthy, one does not shine without learning.
Learning is the greatest ornament.
3
Constitutional recognition on RTE The Supreme Court _ case
(1993): right to education is a fundamental right that flows from the right to life in Article 21.
The 86th Constitution Amendment Act, 2002 added Article 21A, "The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.“; Article 45, which now reads "The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years."
In the year 2009, the state introduced the Right to Education bill, seeking to effect the 86th Constitutional amendment
4
Elementary education consists of eight
years of education. Free and compulsory
education for all children
until they complete the age of14 years was one
of the Directive Principles of State Policy intended
to be implemented within 10 years of the commencement of the Indian Constitution.
Not being justiciable, this directive failed to prod the Indian state into any kind of concrete action.
The 86th constitutional
amendment (2002), has made elementary education a fundamental right for the children between the age group- 6 to 14.
After 60 years, with the
Right of Children to Free and Compulsory Education
Act (2009), the entitlement to education has become enforceable. It offers a framework for ensuring quality education.
5
Elementary education is a FUNDAMENTAL RIGHT
What does it mean?
Parent / Guardian / Community should be conscious that a child needs to grow in an atmosphere that facilitates its physical, mental and social development and with the help of the government, they should seek to provide this environment by accepting it as an important duty.
Providing good school facility is now recognized as a fundamental duty of our society / Govt.
‘ An education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India is our commitment.’_ Manmohan Singh, PM
6
Free & Compulsory Education:
What does it mean?
Depending on need of the parent / guardian, exemption of fees and provision of books, mid day meal, etc. may be made through grant of funds by Trust / State .
Poverty of a parent should not be an excuse to stop schooling and practice child labour. No person shall prevent a child from participating in elementary education. No person shall employ or engage a child in a manner that renders him / her a working child.
It is the responsibility of every parent/guardian to enroll his child / ward, who has attained the age of 6 years and above in a school and facilitate her completion of elementary education (till Grade VIII).
Compulsion is on the parent / guardian to enroll the child and synergise with the school to ensure its progress. It is a persuasion by civil society; it seeks to make parents aware of the importance of education.
7
Literacy Rate in India 1951-2001
8
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 education in
regular school settings.
Also, India is signatory to to the Biwako Millenium
Framework for Action towards an inclusive ,barrier
free and rights based society for persons with
disability ,the Declaration on the Full Participation
and Equality of People with Disabilities in the Asia
Pacific Region.
9
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
children between 6 and 14 in India under Article
21A of the Indian Constitution.
India became one of the few countries to make
education a fundamental right of every child
when the act came into force on April 1, 2010.
10
The Story of RTE started with: National Policy of Education
(1986) and revised Programme of Action (1992)
Some of the initiatives were
District Primary Education Programme (1994),
the Mid Day Meal Scheme (1995) and
the Sarva Siksha Abhiyan (2001) have led some
positive impact in elementary education,
specifically in rural areas.
The 86th Amendment of the Indian constitution
(2002) makes education a fundamental right for
all children aged 6-14 years.
11
RTE Act –What does it specify?
The Act makes education a fundamental right of every child between the ages of 6 to 14 and specifies the minimum norms in government schools.
It specifies reservation of 25% seats in private schools for children from poor families. It prohibits the practice of unrecognized schools, and makes provisions to avoid donation or capitation fee and an interview of the child or parent for the admission.
12
RTE Act –What 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.
13
Criticism of RTE-Act (2009):
Will it remain on paper or become a reality? It is the
adult society which has to act on behalf of the child.
Will our cultural prejudice against educating the girl
child be overcome?
Pre-school education is not covered and a vision of
systematic reforms leading to a decent common
school system is yet to be offered.
A gap exists between elite private schools and
schools run by State governments. Joke is that you
can bring the former down to the standards of the
latter, in our society of Aam Aadmi (common man)!
14
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 of
motivation.
The priority concerns for the country remain
particularly with improving the quality of education
and making education effective, enjoyable and
relevant to the children.
15
A major concern:
To improve the skills and motivation of
teachers,
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.
16
The Optimist’s View
India´s elite educational institutions have been
producing the first-rate scientists, engineers, and
managers who helped India´s information
technology sector take off during the 1990s.
Far less visible is the more recent, quiet revolution in
India´s 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, while
changing societal attitudes toward gender, caste,
tribe, and disability.
17
What India has accomplished is no small feat
What India has accomplished is no small feat — especially given
that its population grew from about 840 million to nearly one
billion 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 54
percent to 61 percent.
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.
18
We are on the move
Given the momentum built up over the years, India will, in all likelihood, meet the education Millennium Development Goal (MDG) of universal primary education—which calls for all children of primary school age to participate in the school system and complete primary school.
Between 1993 and 2002, total public spending on education rose steadily from 3.6 to 4.1 percent of GDP, higher than the average spending of 3 percent of GDP among low-income countries.
Elementary education expenditure rose from 1.7 to 2.1 percent of GDP, accounting for over 60 percent of the growth in public expenditure on education in this period.
19
National Commission for Protection of
Child Rights The act also provides that, no child shall be held
back, expelled, or required to pass a board examination until completion of elementary education.
Provision for special training of school drop-outs to bring them at-par with the students of the same age.
Right to Education of Person with Disabilities till 18 years of age has been made a Fundamental Right.
The act provides for establishment of the National Commission for Protection of Child Rights and State Commissions for supervising of proper implementation of the act, looking after the complaints and protection of Child Rights.
20
RTE – 2009: fund provision
Other provisions regarding improvement of school
infrastructure, teacher-student ratio and faculty have
also been provided in the act.
A committee set up to study the funds requirement
and funding estimated that Rs 1.71 lakh crore would
be required in the next five years for implementing
the Act.
The government agreed to sharing of funds in the
ratio of 65 to 35 between the Centre and the states
for implementing the law, with a ratio of 90 to 10 for
the north-eastern states.
21
RTE – 2009: fund provision
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 approved
for 2010-11 by the central government,
22
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 and
compulsory education for children not just as a right
but as a duty. (Child’s Right, Society’s Duty.)
23
Struggle for universalizing
elementary education
Everybody acknowledges the value of
education in the overall development of the
children.
Administrators
Educationists
Development professionals
Economists
Parents
24
Administrators focus on
Enrolment
Availability of schools within walking
distance
Provisioning for infrastructure
Deployment of teachers.
25
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
26
• 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 Economic
Development of India.
27
Economists
talk about the economic returns on
Investment in education; 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’ is our commitment.
28
Parents have expectations from the education system
that it should equip their children for gainful
employment, and
economic well being.
उद्यमेन हि हिद्धयन्ति कायााहि न मनोरथ ैः ।
न हि िुप्तस्य हििंिस्य प्रहिशन्ति मुखे मृगाैः
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.
29
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.
30
Implementation of RIGHT TO EDUCATION ACT
provides for all children the benefit of
free and compulsory
admission,
attendance and
completion
of elementary education.
31
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....
32
33
Dropped out, child labourers
There are ‘invisible’ children_ children bonded 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 enrolled in a school but have either dropped out or have never been there.
34
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.
35
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 all children attend school regularly and
participate in the learning process.
36
Why are they not attending, drop-out in a few months?
Focus must be on the factors that prevent children from regularly attending & completing elementary education. Children from
weaker sections and
disadvantaged groups, as also
girls.
SOCIAL,CULTURAL,ECONOMIC, LINGUISTIC AND PEDAGOGIC ISSUES
37
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)
38
Reservation of 25% seats in private schools 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 of
the right to elementary
education process
requires to be
overcome with the
encouragement and
enlightenment of the
weak & vulnerable.
39
Good education is empowering
हिद्याहिहिहििीनेन हकिं कुलीनेन देहिनाम् । अकुलीनोऽहि हिद्याढ्यो द ित रहि िन्द्द्यते ॥
Of what use is nobility of family if a person is illiterate? [Akbar - the Great was an exception]
A learned man is respected by Gods too though he does not belong to a noble family.
40
From labour mode to learning mode
It is the duty of the state, parents and guardians, and the community to ensure that all children of school going age are in school.
A substantial proportion of India's poor children are; engaged in agricultural labour or petty trades, housework, and sibling care.
Ending the morally and socially abhorrent
practice of child labour, not ‘regulating’ it must be taken up as a non-negotiable objective.
41
Primary-School & No of Teachers
42
Free, compulsory and of high quality
The right to education is free, compulsory
and it includes good quality education for 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.
43
Good teacher’s company enables.
यैः िठहत हलखहत िश्यहत िररिृच्छती िन्तितान् उिाश्रयहि । तस्य हदिाकरहकरि ैः नहलनी दलिं इि हिस्ताररता बुन्तद्धैः ॥
One who reads, writes, sees, inquires, lives
in the company of learned men, his intellect
expands like
the lotus leaf does
because of the rays of sun.
44
Education Depts of State & Union Governments
have direct responsibility, trusts have supporting
role.
To provide
schools,
infrastructure,
trained teachers,
curriculum and
teaching-learning material, and
mid-day meal.
A well coordinated mechanism is needed for
inter- sectoral collaboration & convergence.
45
On the part of the whole Govts:
The factors that contribute to the
achievement 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 for
inter- sectoral collaboration & convergence.
46
Timely & appropriate financial allocations,
redesign school spaces
The Finance Department to release
funds at all levels.
The Public Works Dept. to re-conceive
and redesign school spaces from the
pedagogic perspective & Address
issues of including disabled children
through barrier free access.
47
Provide Social & Location Mapping of schools,
Water & sanitation facilities
The Dept. of Science & Technology to provide geo-spatial technology to perform at
grass-root survey.
Provision of access to sufficient safe drinking water
Provision and access to adequate sanitation facilities, specially for girl child.
48
49
ROLE OF CIVIL SOCEITY in RTE
Above all, people’s groups, civil society
organizations & 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 informing
different aspects like training, curriculum and
classroom transaction.
50
ROLE OF CIVIL SOCEITY
A VIBRANT CIVIL SOCEITY MOVEMENT
CAN ENSURE THAT THE PARENT / CHILD
FROM WEAKER OR DISADVANTAGED
SECTIONS BECOME AWARE OF THE
VALUE 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.
51
Message from Prime Minister:
"We are committed to ensuring that all
children, irrespective of gender and social
category, have access to education. An
education that enables them to acquire the
skills, knowledge, values and attitudes
necessary to become responsible and
active citizens of India
52
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 the
implementation of this law in its true spirit.
The Government is committed to this task
though real change will happen through
collective action.
53
India’s Age: YOUNG INDIA
0-14 years: 31.1% (male 190,000,000 /female
172,890,000)
15-64 years: 63.6%
India’s Average:
Total: 25 years
Male: 25 years
Female: 26 years
54
Then _ So few people, NOW Too many ! Panic not, we are the human resource and education makes it so.
THEN:
Nalanda University is
considered "one of the first
great universities in
recorded history." It was the
center of learning and
research in the world from
450–1193 CE.
NOW
55
Education brings out merit
िरुषमहि गुरूिािं बुन्तद्धबोिाथामुक्तिं
िचनमनुिरन्याहत हशष्यो मित्त्वम्।
खहनतलगतरत्निं शे्रष्ठमप्यत्र शािो-
त्कषिमहिगतिं तद्भाहत मौलौ नृिािाम्।
A disciple attains prominence by carrying out educational instructions of his Guru. Even though a gem found in a mine might be precious, it needs to undergo the rigors of a grindstone, before it adorns the crown of monarchs.
57
58
59
Age structure of School going children
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 age
group by 1988--1995.
61
India – Moving towards a lifelong learning
approach
National Literacy Mission was set up with the aim
of imparting functional literacy to 80 million
adults in the 15-35 age group by 1988 --1995.
It started with a mass campaign approach: the
Total Literacy Campaign (TLC), but has evolved
into a programme of adult education.
Literacy for youth and adults still remains its core,
but it is developing elements of lifelong learning
for increasingly large and diverse groups of
participants.
62
National Literacy Mission: Literacy
as an active and potent instrument of change
The N L M conceived literacy as an active and potent
instrument 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.
63
Functional literacy was also aimed at:
adopting the values of
national integration,
environmental conservation,
women’s equality and
observance of small-family norms.
64
The revised National Policy on Education:
1992
NLM combined Post- Literacy and Continuing Education (PL & CE) activities in order to consolidate and improve functional literacy skills of neo-literates.
The Post-Literacy Campaigns had three broad learning
objectives – remediation, 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 to
neo-literates on a continuing basis and to reinforce
and widen the literacy skills for personal, social and
economic improvement.
65
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 in
acquiring the tools for further learning and
developing critical consciousness.
With over 300 million adults in illiteracy, India
accounted for about 40 per cent of the world’s
adult illiteracy.
66
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.
67
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 the CEC.
At district level the programme implementing
agency is the Zila Shaksharta Samiti ( ZSS or
District Literacy Society).
A registered society with a General Council and an
Executive Committee, under the leadership of the
district head of administration. It receives funds
from the government and disburses funds to CECs
on the basis of approved plans.
68
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 (People’s Training
Organisation), a district-level institution, often
managed by an NGO, works with the ZSS to
provide vocational and life enrichment
education. It offers courses based on local
market demands.
69
Districts with low education level
About a quarter of India’s 600 districts which have a low education level now each have a district literacy
society and a functioning adult education programme under its auspices.
Although the NLM objectives and programmes 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 states which account for 65 per cent of the total illiterate
population.
70
Remedy for low education level
It is in the same states that the national programme for
primary education, Sarva Shisksha Abhiyan (Education
for 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.
71
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.
72
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 other
changes.
73
In India, the main types of schools are those
controlled by:
The state government Boards like SSLC, in
which the vast majority of Indian school children 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."
74
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:
•National Council of Educational Research and
Training (NCERT)
•Central Board of Secondary Education (CBSE)
•Kendriya Vidyalaya Sangathan (KVS)
•Central Institute of Education Technology
•Navodaya Vidyalaya Samiti (NVS)
•National Institute of Open Schooling (NIOS)
•Central Tibetan Schools Administration (CTSA)
75
National Council of Educational Research
and Training (NCERT).
The NCERT was established in 1961. It functions as a resource centre in the field of school education and teacher education.
The NCERT undertakes programmes related to research, development and training extension and dissemination of educational innovations etc., through various constituent Departments at the headquarters in New Delhi and 11 Field Officers all over the country.
Publication of school textbooks and other educational material like teachers’ guides/manuals etc. are its major functions.
76
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, to
raise 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.
77
Central Board of Secondary Education (CBSE)
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 educational
needs of those students who have to move
from State to State.
78
Central Board of Secondary Education (CBSE)
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.
79
Central Board of Secondary Education (CBSE)
Major Activities and Objectives: To prescribe conditions of examinations and conduct public examination at the end of Class X and XII.
To grant qualifying certificates to successful candidates of the affiliated schools.
To fulfill the educational requirements of those students whose parents were employed in
transferable jobs.
To prescribe and update the course of
instructions of examinations
To affiliate institutions for the purpose of
examination and raise the academic standards
of the country.
80
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.
81
Central Institute of Education Technology (CIET)
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
82
National Institute of Open Schooling (NIOS)
The National Institute of Open Schooling (NIOS) formerly
known as National Open School (NOS) was established in November,1989 as an autonomous organization in pursuance of National Policy on Education 1986 by the MHRD.
NIOS is providing a number of Vocational, Life Enrichment and community oriented courses besides General and Academic Courses at Secondary and Senior Secondary level.
It also offers Elementary level Courses for 14+ age group through its Open Basic Education Programmes (OBE).
Government of India through a gazette notification vested NIOS with the authority to examine and certify learners registered with it upto pre degree level courses.
83
Kendriya Vidyalaya Sangathan The Government approved the scheme of Kendriya
Vidyalaya Sangathan in 1962.
Initially, 20 regimental schools in different States were taken over as Central Schools.
In 1965, Kendriya Vidyalaya Sangathan was established with the primary objective of setting-up and monitoring Kendriya Vidyalaya to cater to the educational needs of the children of transferable Central Government Employees including Defense Personnel and Para-Military forces by providing common programme of education.
At present, there are 931 Kendriya Vidyalayas (as on 17 June 2005). All Kendriya Vidyalayas follow a uniform syllabus.
84
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 the
rural areas, without regard to their family's
socio-economic condition. Jawahar
Navodaya Vidyalayas are co-educational
residential schools.
85
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 India for the education of Tibetan Children living in India while preserving and promoting their culture and heritage.
The administration is running 71 schools spread all over India in the area of concentration of Tibetan population. About 10,000 students are on roll from pre-primary to class XII with 554 Teaching and 239 sanctioned Non Teaching Staff. The schools are affiliated to CBSE and follow NCERT curriculums.
The medium of instruction is Tibetan and English. The classes and Labs are well equipped and all efforts are made for overall development of Children by giving them opportunities of participating in various co-curricular activities viz. sports/cultural/art and adventure activities.
86
87
Data during the period: 1993 - 2002
88
General-Education, National-Literacy-Mission,
What else is there 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, Technical
and Vocational education.
