scholarly journals The Right to Elementary Education in India: Connotations and Reflections

2020 ◽  
Vol 8 (9) ◽  
pp. 4173-4178
Author(s):  
Manu Singh ◽  
Shivendra Shivam Singh Rathore
Keyword(s):  
Elementary Education ◽  
Education In India ◽  
The Right

Right to Development

2017 ◽  
Author(s):  
Asha Bajpai
Keyword(s):  
Elementary Education ◽  
Law Reform ◽  
Right To Education ◽  
Legal Provisions ◽  
Right To Development ◽  
Education In India ◽  
Education Act ◽  
Barriers And Challenges ◽  
The Right ◽  
Policy And Planning

This chapter is in two parts. Part I deals with Right to Education and Part II deals with Right to Play and Recreation. educational policy and planning in India, key developments that guided the development of school education and literacy plans and plans and programmes in India, the number of out of school children and laws relating to child education in India are analysed. Barriers and challenges to right to elementary education including corporal punishment, child labour is pointed out along with their legal provisions. The salient features of the Right to Education Act, 2009, its implementation, important judgements both national and international, and law reform required are discussed. Part II discusses the right to play as a fundamental right. Law reform relating to right to play and recreation and role of some NGOS working to promote right to education and right to play have been included

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>

Elementary School Education and the Right to Education Act, 2009

2018 ◽  
Vol 67 (2) ◽  
pp. 220-235
Author(s):  
Alka Malvankar
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Private Schools ◽  
School Education ◽  
Right To Education ◽  
Disadvantaged Children ◽  
Education In India ◽  
Elementary School Education ◽  
Education Act ◽  
The Right

In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.

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 Industry and Inferiority in School Children Enrolled through Quota for Weaker Sections and Disadvantaged Groups: An Eriksonian Perspective

2017 ◽  
Vol 7 (3) ◽  
pp. 279
Author(s):  
Priyanka Padhy
Keyword(s):  
Elementary Education ◽  
Identity Development ◽  
Compulsory Education ◽  
Phenomenological Approach ◽  
Erik Erikson ◽  
Class 1 ◽  
Education In India ◽  
Education Act ◽  
Law And Justice ◽  
The Right

<p>A significant milestone in the landscape of Education in India was arrived at with the coming of The Right of Children to Free and Compulsory Education Act, 2009 (Ministry of Law and Justice, 2009). One of the highly debated provisions of the act has been that unaided private schools shall admit in class 1, to the extent of at least 25% of the strength of that class, children belonging to weaker section and disadvantaged group and provide free and compulsory elementary education.</p><p><br />While it was hoped that the act would lead to radical transformation in the Indian school system and become an effective instrument for any child to demand their basic entitlement, it has been recognised that it is not sufficient to allow access. The implementation of the act will be considered truly successful only if it addresses the issue of making children of marginalised communities „visible‟ within classrooms.</p><p><br />This study is a qualitative exploration of the experiences of 8 children enrolled under the EWS quota in private unaided schools of Delhi NCR. Using a phenomenological approach, the interview data has been thematically analysed in the light of the stage of Industry versus Inferiority as outlined by Erik Erikson‟s psychosocial approach to identity development. The study reveals complex layers of experiences, some facilitative and some detrimental, indicating the need for careful planning and monitoring of implementation, as well as stronger teacher preparation for the creation of truly inclusive climate in schools.</p>

The Right to Education in India

2019 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Private Education ◽  
The State ◽  
Legal Empowerment ◽  
Right To Education ◽  
The Poor ◽  
Potential System ◽  
Education In India ◽  
Alternative Means ◽  
Education Act ◽  
The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

scholarly journals Peace Education in India: Possibilities and Challenges

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 34-36
Author(s):  
Anu Chandran ◽  
P Nagaraj
Keyword(s):  
Peace Education ◽  
Higher Learning ◽  
Field Of Study ◽  
Root Cause ◽  
Post Conflict ◽  
The World ◽  
Education In India ◽  
The Right ◽  
The Mind ◽  
Peace And Reconciliation

Peace education is an emerging field of study that has attained full acceptance in many countries, and is on its way towards development in many other parts of the world. The world is becoming more of an unsafe place to live in. There are threats in many forms against survival. Peace has become devoid in the day to day lives of people in all spheres of society, culture, politics and economics. Therefore it is essential to impart knowledge about peace and reconciliation post conflict, as that would help build a nonviolent approach towards conflict, and encourage to develop skills and values promoting reconciliation, and nonviolence. Once the right knowledge, skills and values are transmitted, transformation begins as people understand the root cause of conflicts and explore ways to address the challenges. Peace education is both educating on the peace content as well as educating for peace. The paper discusses the objectives of peace education and how it can be implemented as an effectualacademic discourse either by integrating it within the curriculum or through extramural activities. It also looks into the challenges and possibilities of a higher learning that shapes the mind and spirit of the learners as much as their intellect.

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