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 .

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 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

Role of Open and Distance Learning in Agriculture Education in India

2018 ◽  
pp. 244-256
Author(s):  
Mohinder Kumar Salooja ◽  
Vijayakumar P.
Keyword(s):  
Distance Learning ◽  
Agricultural Education ◽  
Cost Effective ◽  
Agriculture Education ◽  
Education In India ◽  
Open And Distance Learning ◽  
Building Activities ◽  
The Government ◽  
The Right ◽  
The Masses

The Open and Distance Learning (ODL) can be an effective and cost effective tool to reach the masses in imparting the required skills and technical proficiency. The conventional Agricultural education system has not utilized the potential of ODL in a big way for extending the reach of agriculture education and capacity building activities. Some of the challenges in ODL system include: identifying the right type and level of programme, selecting the appropriate pedagogy model, covering of large and diverse clientele group, popularization and recognition of the programmes and linkages with the industry. For successful implementation of the ODL programmes in agriculture, the interventions proposed are synergy between ODL and conventional system to improve GER and bridge the gap between demand and supply, collaboration with different institutions and industry for development and delivery of the programmes, linkage with the government schemes, popularization and recognition of ODL programmes, utilization of modern technologies, etc.

Neither Civilian nor Combatant: Weaponised Spaces and Spatialised Bodies in Cizre

2019 ◽  
pp. 71-94
Author(s):  
Haydar Darıcı ◽  
Serra Hakyemez
Keyword(s):  
Political Life ◽  
Right To Life ◽  
History Of ◽  
The Dead ◽  
The Government ◽  
Turkish State ◽  
The One ◽  
The Right ◽  
Kurdish Conflict ◽  
Self Defence

What kind of work does the categorical distinction between combatant and civilian do in the interplay of the necropolitics and biopower of the Turkish state? This paper focuses on a time period (2015-2016) in the history of the Kurdish conflict when that distinction was no longer operable as the war tactics of the Kurdish movement shifted from guerrilla attacks of hit and run in the mountains to the self-defence of residents in urban centres. It reveals the limit of inciting compassion through the figure of civilian who is assumed to entertain a pre-political life that is directed towards mere survival. It also shows how the government reconstructs the dead bodies using forensics and technoscience in order to portray what is considered by Kurdish human rights organizations civilians as combatants exercising necroresistance. As long as the civilian-combatant distinction remains and serves as the only episteme of war to defend the right to life, the state is enabled to entertain not only the right to kill, but also to turn the dead into the perpetrators of their own killing. Finally, this paper argues that law and violence, on the one hand, and the right to life and the act of killing on the other, are not two polar opposites but are mutually constitutive of each other in the remaking of state sovereignty put in crisis by the Kurdish movement's self-defence practices.

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’.

Resources for the History of Gabon in French Missionary Archives in Rome

1981 ◽  
Vol 8 ◽  
pp. 323-325 ◽  
Author(s):  
David E. Gardinier
Keyword(s):  
Elementary Education ◽  
Formal Education ◽  
Second World War ◽  
Past Century ◽  
World War ◽  
Holy Ghost ◽  
The Pacific ◽  
History Of ◽  
The Government ◽  
Second World

The archives of two Roman Catholic congregations of French origin which have missionaries in Gabon are located in Rome: the Sisters of Our Lady of the Immaculate Conception of Castres (commonly called the Blue Sisters) and the Brothers of Saint Gabriel of Saint Laurent-sur Sèvres. The Blue Sisters were founded by Emilie de Villeneuve in 1836 to improve the condition of women, in particular by educating poor and orphaned girls. The Brothers of Saint Gabriel were organized by Louis Grignion de Montfort in 1715 to provide a primary education for poor boys and were reorganized in 1821 by Gabriel Deshayes. Initially both congregations worked only in France. They entered Gabon at the request of the Holy Ghost Fathers-the sisters in 1849 and the brothers in 1900. The sisters had communities at most of the mission stations--in the Estuary at first and from the 1880s along the Ogooué river and other points in the interior. The brothers operated schools at Libreville and Lambaréné, and after the Second World War at Port-Gentil and Oyem as well. During the past century both congregations became primarily missionary bodies, with the sisters active in Africa and South America and the brothers in Africa, Asia, and the Pacific. These international activities led to the transfer of their headquarters to Rome in the 1950s.The sisters who worked in Gabon prior to the Second World War included many with intelligence but few with much formal education beyond the primary grades. They spent their time in social service, health care, and elementary education. The latter included French as well as religion and the domestic arts. The sisters had much less contact with the government or the colonial administration than did the Holy Ghost Fathers, who were their ecclesiastical superiors. Though some sisters toured to provide medical aid to persons away from the mission stations, most of their contacts with Africans took place in or near the stations.

scholarly journals «Generation of The 28th» in the History of Venezuela

2021 ◽  
Vol 29 ◽  
pp. 63-78
Author(s):  
Dabagyan Emil ◽  
Keyword(s):  
Historical Development ◽  
Economic Reforms ◽  
Government Agencies ◽  
Democratic Development ◽  
Long Time ◽  
The Face ◽  
History Of ◽  
The Media ◽  
The Government ◽  
The Right

The article analyzes the most important period in the historical development of Venezuela. Under the dictator Juan Vicente Gomez, who reigned uncontrollably for a long time, the “Generation of the 28th” emerged. It contributed notably to the democratic development of the country. The participants of named movement were mainly the representatives of student youth; they were the first to openly oppose the tyranny. "The Generation of the 28th" went through a complex evolutionary path eradicating their own mistakes. A representative democracy functioned in Venezuela for forty years. It modified the face of Venezuelan society: the adopted Constitution guaranteed to all citizens the right to elect and be elected. The regular shifts in all the government agencies, a freedom of assembly and the media were practiced. The democratic institutions worked securily while serious socio-economic reforms were carried out throughout the country.

Truth and Reinvestment: A Call for Reparations

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Zachary Norris
Keyword(s):  
Criminal Justice ◽  
Political Climate ◽  
Community Based ◽  
Criminal Justice Reform ◽  
Communities Of Color ◽  
The People ◽  
Racial Injustice ◽  
History Of ◽  
The Government ◽  
The Right

In a political climate where criminal justice reform has finally begun to gain traction among both the right and the left, the reinvestment of funds away from systems of punishment and toward community-based resources has also become politically possible. “Jobs, not jails” is a common rallying cry within the criminal justice reform movement, including at the Ella Baker Center for Human Rights, where we work to reinvest resources in jobs, education, health care, and housing for communities of color instead of wasting money on police and prisons. However, as long as political discussions about reforms and reinvestment continue to exist in a race-neutral sphere with no acknowledgment of the truth of this country’s long history of racial injustice, we move no closer to meaningful change and radical transformation of how the government cares for and is accountable to the people. 

scholarly journals The Progress of Religious Freedom as shown in the History of Toleration Acts

1889 ◽  
Vol 1 ◽  
pp. 1-126 ◽  
Author(s):  
Philip Schaff
Keyword(s):  
Religious Freedom ◽  
The State ◽  
Religious Liberty ◽  
History Of ◽  
Legal Equality ◽  
The Government ◽  
The Right ◽  
Civil Government ◽  
Public Worship

An Edict or Act of Toleration is a grant of the civil government, which authorizes religious societies dissenting from the State religion to worship according to the dictates of conscience without liability to persecution. Such an Edict always presupposes a religion established by law and supported by the State, and the right of the State to control public worship. Toleration may proceed from necessity, or from prudence, or from indifference, or from liberality and an enlarged view of truth and right. It may be extended or withdrawn by the government; but it is usually the entering wedge for religious liberty and legal equality.

scholarly journals Prestige and Powers of "The World Big Power'', Tanah Papua as Specific Case

2018 ◽  
Vol 9 (1) ◽  
pp. 23-43
Author(s):  
Don Augustinus Lamaech Flassy
Keyword(s):  
Urban Areas ◽  
Descriptive Analysis ◽  
Conflict Theory ◽  
East Indies ◽  
Unilateral Declaration ◽  
The World ◽  
Alternative Measures ◽  
History Of ◽  
The Government ◽  
The Right

The article, Prestige and Powers of "The World of Big Power'', Tanah Papua as Specific Case, the author intends for Subtopic to two and at the same time can also to accommodate the third problem of formulation being raised in dissertation entitled: " Re-Roadmap of the Papuan in State of Papua Courant West : “A Peaceful Solution Recovering of Identity”. That is by treading Returning Roadmap, referring to Unilateral Declaration of Independence/UDI of the Papua Nation and the Federal Republic of West Papua/NRFPB on October 19, 2011. The study describes in five main topics, namely, (1) Defining "Hidden Structure" in Melanesian-Papua Social Cultural highlighting Papuanistiecs and Melanesianology; (2) Prestige and Powers of “The World Big Power'', Tanah Papua as Specific Case, reveals how the influence of ”The Giant Powers” to the problem of Papua; (3) Federalism in Indonesia revealing Melanesian-Papua in Tanah Papua as Special Case versus the Unitary Republic of Indonesia; (4) Constitution vis-à-vis Constitution illustrates the philosophical correlation among Indonesian constitution 1945 versus Papua constitution 1999; (5) Unilateral Declaration/UDI of the Papua Nation and NRFPB on October 19, 2011. The background of the study is based on two keys of Morgenthou thoughts: First, Morgenthou (2012) confirmed that, during the 17 years from 1945 to 1962, the process to Indonesia-nizing the Papuans are generally still in the stage of seeding while growing only in some urban areas and the government center. Awareness to be Indonesian-ness was yet to reach all areas of Papua. Morgenthou (2012) that the presence of all Indonesia's past greatly influenced the policies and the approach taken by both the Dutch and Indonesian government through the nationalist’s initiators role at that time. Second, study of LIPI in 2007 (Soewarsono, ed.) is still questions to the Indonesian-ness of Papuans reinforces the view of Morgenthou (2012), which states that the process to Indonesian-ness among Papuans still weak. Morgenthou concluded that, in fact, to understand the history of Papua will become a basic reference for the government seek and find out the right way and dignified in overcoming the issues of Papua, though on the other hand George Junus Aditjondro, 1999 clamming, the Government and Important People of Indonesia has curled the history of Papua which by the Papuans wanting to be straightened out: "This is the dark history of Papua in Indonesian Historiography". Thoughts of Morgenthou strengthens the authors thought that the various problems occurred in Papua, especially the facts involve "Merdeka Papua". Referring to the failure of Indonesia-nizing of the Papuans, it appears that it is not necessary regrettable because in fact, they are different by nature or in the growth process since in the hands of Dutch colonial control of the Dutch East Indies (for Papua 1826-1949-1962). Precisely when indecision of the President of Indonesia to the case of Papua was safe step into alternative measures of the Melanesian-Papua themselves must be hacked through, UDI of Papuan Nation and NRFPB on October 19, 2011. The research focuses on studies of literature and interviews by the method of Descriptive Analysis and to assemble the Hidden Structure and Correlation Studies to reflect the relationships between aspects on the basis of Motivation Theory, Theory of Conflict, Theory of Social Change and Theory of Balance and Theory of Realist implied through sub-theories positioned as tools to characterize, recognize, and understanding as well as tools to analyze (dissect) the problems issues to be raised in this written work. In connection with this, the author is improving the nature of Hidden Structure as Grand Theory. Formulations of the problems might be: (1). How to understand the present of the Melanesian-Papua in Tanah Papua? (2). May the existence of Papua to be returning to the attention of Prestige and Powers of "The World Big Power" for its political status to be reviewed at the UN? (4). Whether, the Melanesian-Papua and the Indonesian in Tanah Papua can together according to the federalist order of Melanesian-Papua? (4). How is the condition of Indonesian society and customs of Melanesian-Papua can be brought together to create a bilateral solidarity for the multilateralbeneficial and usefulness? 

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