History and the Current State of Elementary Education in India

2019 ◽  
pp. 1-65 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Elementary Education ◽  
Education System ◽  
Quality Education ◽  
Current Status ◽  
State Action ◽  
Government Education ◽  
Education In India ◽  
The Government ◽  
Poor Children

Chapter 1 gives an overview of the history and current status of the education system in India. It identifies parts of the society whom Article 21A is primarily aimed at, and what the most pressing issues to be addressed in the field of primary and lower secondary education are. It is quite clear that those who might profit from having a right to education are those who do not have the means to already afford quality education for themselves by obtaining it from the private market and who are, therefore, dependent on some form of state action. Strangely, it will be shown, even after years of education being a fundamental right, decent-quality education is still not seen as a ‘public good’ that the state ought to provide for free but something that is supposed to be obtained from the market, with the government education system being considered as something ‘meant for (very) poor children’.

scholarly journals Role of Teachers’ towards Primary School Children with Exceptional Orientation towards Quality Education based on Statistical Measures using ANOVA Tool

2019 ◽  
Vol 8 (12) ◽  
pp. 824-831
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Quality Education ◽  
Primary School Children ◽  
Quality Teachers ◽  
Statistical Measures ◽  
The Status ◽  
Education In India ◽  
The Government ◽  
The Right

The paper presents the current scenario of education in India and as examined the rural areas of Patna district area becoming nastiest in spite of initiatives taken and expenses made by the government in this regard. This paper used some statistical measures to evaluate the purpose of the right to education, which is not mere providing education but to provide the right to receive an education of good quality to every child. A quality education is maintained by three key columns viz. providing quality teachers, providing quality resources and by providing secure and compassionate atmosphere. Some suggestive measures have been given through this paper which will help in improving the status of education especially in primary schools in our country

scholarly journals MOST VULNERABLE CHILDREN: A CASE STUDY OF THE GOVERNMENT SCHOOLS IN MADHYA PRADESH AND CHHATTISGARH

2020 ◽  
pp. 298-310
Author(s):  
Pankaj Das
Keyword(s):  
Elementary Education ◽  
Education System ◽  
Madhya Pradesh ◽  
Indian Education ◽  
Dropping Out ◽  
Government Schools ◽  
Vulnerable Children ◽  
Individual Level ◽  
Schooling Behaviour ◽  
The Government

It still found that dropping out is a serious problem in the government schools of poor states in India. The causes may be categorized into two broad categories individual level and institutional level. Along with a host of causative factors of dropping out from the school, there are a passive segment ofchildren who suffers a lot both emotionally and cognitively in compare to other risk children owes to their inappropriate schooling behaviour. Such types of children were found to a great extent in the government schools of Madhya Pradesh and Chhattisgarh States of India. These children were categorised as ‘most vulnerable children’ who are although exist in our education system but they were omitted silently without much attention to address their problem. In such context, this paper aims to explore the nature and extent of conditions of most vulnerable children in elementary education in Indian education system.

Universal Elementary Education in India: Barriers and Persistent Challenges

Social Change ◽  
2019 ◽  
Vol 49 (2) ◽  
pp. 257-275
Author(s):  
Rukmini Thapa ◽  
Kaustav Kanti Sarkar
Keyword(s):  
Elementary Education ◽  
Low Income ◽  
Secondary Data ◽  
Dropout Rate ◽  
Dropping Out ◽  
Government Schools ◽  
Double Burden ◽  
Education In India ◽  
Poor Children ◽  
Physical Access

Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.

scholarly journals TEKNIK PENDUKUNG KEPUTUSAN DALAM MENENTUKAN PENERIMA KARTU INDONESIA PINTAR KULIAH (KIP-KULIAH) DENGAN METODE ANALYTICAL HIERARCHY PROCESS (AHP)

2021 ◽  
Vol 12 (2) ◽  
pp. 84-93
Author(s):  
Sumaryanto Yanto
Keyword(s):  
Higher Education ◽  
Analytical Hierarchy Process ◽  
Learning Opportunities ◽  
Quality Education ◽  
Ahp Method ◽  
High Quality ◽  
High Quality Education ◽  
The Government ◽  
Poor Children ◽  
Hierarchy Process

In realizing accessibility and equalizing of high-quality education and relevant to community interests for progress, independence, and prosperity. The government is obliged to increase access and learning opportunities at universities and to prepare intelligent and competitive Indonesian people. There is no term “poor children are being banned fromschool or college” in this country. Those who are less able and have achievements, must continue to advance to higher education through the Indonesian Smart College Card or KIP- College from the Government. This research is to create a decision support technique in determining KIP-College recipients using the Analytical Hierarchy Process (AHP) method so that it is right on target. Besides that, it is also to assist operators in determining KIP-College recipients, especially in processing and selecting data for parents who are truly from underprivileged economic classes.  

Universal Education in India: Opportunities, Policies and Challenges

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sanaa Riaz
Keyword(s):  
Elementary Education ◽  
Primary Schools ◽  
Global Market ◽  
Drop Out ◽  
Universal Education ◽  
Literacy Rate ◽  
Education In India ◽  
The Government ◽  
Employment Needs ◽  
The Right

<p>In 2009, the Government of India enacted the Right to Education (RTE) Act under which all children between ages 6-14 must receive free education, regardless of social biases along religious, caste, and class lines. Based on the 2011 census, the country stands at a 74.04 percent literacy rate, close to 10 percent less of the world’s average literacy rate. However, according to the UNICEF, 80 million children in India drop out of schools before completing elementary education. In this paper, I will highlight the challenges to implementing universal education in India. I will begin with an historical overview of India’s educational system under British colonial rule and the structure of primary, secondary, vocational and higher education in the country since independence in 1947. I will next highlight the challenges that the public education sector faces to meet employment needs of a global market. Finally, I will highlight the challenges in implementing RTE in the country in the face of meager budget allocation for primary schools and the absence of a rigorous system of checks and balances to address the socioeconomic struggles of students in impoverished communities.</p><p><strong><em>Keywords: </em></strong>India, education, RTE Act, educational reform</p>

scholarly journals The Recent Trends of Public Expenditure on Education in Karnataka

2020 ◽  
Vol 8 (3) ◽  
pp. 75-82
Author(s):  
Deepmala Yadav ◽  
Suma Singh
Keyword(s):  
Elementary Education ◽  
Private Schools ◽  
Retention Rate ◽  
Financial Burden ◽  
Government Expenditure ◽  
Quality Education ◽  
Government Schools ◽  
Financial Responsibility ◽  
Education Act ◽  
The Government

The very recent and emerging trends of the primary education system in Karnataka show that the enrollments of government schools have come down, Even though the Government expenditure on various schemes to promote Universalisation of Elementary Education (UEE), has been increasing in every consecutive year, these schemes are not fulfilling the Government’s aim to improve enrollment and retention rate. On the other hand, private schools have become synonymous with a quality education that is leading to an increase in the number and the enrollments of private schools and is causing the shutdown of government schools. To deal with the problems of providing quality education and keeping the increasing number of private schools in view, the government has involved private sector by passing the bill of Right to Education Act (2009), which in turn has added one more financial responsibility to shoulder for the government in the form of reimbursement to private schools. Reimbursement is a financial burden on government and, at the same time, is not enough to meet the per-child expenditure of (some) private schools. In this changing scenario, the government pattern of spending on elementary education has also changed. Thus, analyzing the pattern and composition of expenditure is crucial to make any government policy feasible, needbased, and result-oriented.

scholarly journals TRIBAL EDUCATION IN INDIA: GOVERNMENT INITIATIVE

2021 ◽  
Vol 9 (46) ◽  
pp. 11427-11436
Author(s):  
Bhadab Hembram
Keyword(s):  
Elementary Education ◽  
Racial Groups ◽  
Tribal Community ◽  
Close Relationship ◽  
Education In India ◽  
History Of ◽  
The Government ◽  
The Right ◽  
Educated Person ◽  
Government Initiative

India is a country of multi-racial groups which is reflected by different cultures, religions, languages and racial groups. These social groups are at different levels of development. The Scheduled Tribe is one of the principle groups which have a history of discrimination. They are economically, politically and educationally backward. Right from independence Government of India has taken many progressive initiatives for the holistic developmental of the tribal. In this endeavour, the Right to Education bill 2009 was a landmark step in realizing the cherished goal of universal elementary education which will also certainly help tribal community. It is a well established fact that there is a close relationship between level of education and economic prosperity. An educated person is given more respect and than an uneducated. So receiving education is essential for every individual. Education is considered as one of the important tool for the socio-economic development of tribal. This paper attempts to highlight different constitutional safeguards and promotive schemes undertaken by the Government India for empowerment of education among tribal .

scholarly journals Pendampingan Publikasi Karya Ilmiah Bagi Guru SDN 5 Karangbener Kecamatan Bae, Kudus

2018 ◽  
Vol 3 (1) ◽  
pp. 93-98
Author(s):  
Fina Fakhriyah ◽  
Savitri Wanabuliandari ◽  
Sekar Dwi Ardianti
Keyword(s):  
Elementary School ◽  
Education System ◽  
Scientific Work ◽  
Scientific Writing ◽  
Lack Of Information ◽  
Government Education ◽  
Scientific Papers ◽  
The Government

ASSISTANCE OF SCIENTIFIC WRITING PUBLICATION FOR TEACHERS IN SDN 5 KARANGBENER OF BAE SUBDISTRICT, KUDUS. Based on observations in one elementary school in SDN 5 Karangbener, Bae subdistric, Kudus found that for the last 5 years teachers in elementary school have not done publication of scientific papers. Teacher assumes that in compiling scientific papers and publishing them is difficult. In addition, the lack of creative ideas and innovation of teachers in preparing scientific work is also one of the things complained by some teachers in SDN 5 Karangbener. This is because the lack of information for teachers in the preparation of scientific papers and publications of scientific papers. With the accompaniment of the publication of this scientific work will help teachers develop their ability in preparing scientific work and to publish the findings of teachers as implementers of the government education system widely. This mentoring activity is expected to create scientific tradition and culture for teachers through the preparation of scientific works and publications of teachers' scientific works.

Reforms and Initiatives in Higher Education System

2021 ◽  
pp. 102-112
Author(s):  
Pooja Walia ◽  
Manju
Keyword(s):  
Higher Education ◽  
Education System ◽  
Quality Of Education ◽  
Higher Education System ◽  
Knowledge Based ◽  
Quality Of Higher Education ◽  
Education In India ◽  
The Government ◽  
Political Economic

Higher education is the most powerful tool to build a knowledge-based society. National Knowledge Commission (2006) recommended that there is a need to focus on quantity and quality of higher education. New reforms in the education system help to maintain creativity, adaptability and quality of education. There is a felt need for reforms in education due to sociological, political, economic and technological changes. In this context higher education in India is undergoing a big transformation in terms of structural, institutional, transactional and evaluation reforms. The digitalisation of higher education has also been initiated by the government of India in a big way. For the last two decades, the higher education system has positively leapt in various directions to meet the global challenges and ever-increasing demands of the society. This paper highlights reforms and new initiatives taken by the Ministry of Human Resource and Development (MHRD) for the higher education system of India.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

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