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.

Quality of Elementary Education and Ground Realities in Uttar Dinajpur District

Ensemble ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 212-228
Author(s):  
Subrata Saha ◽  
Keyword(s):  
Elementary Education ◽  
School Teacher ◽  
Elementary Level ◽  
Education Policies ◽  
Government Schools ◽  
Government School ◽  
National Education ◽  
Education Act ◽  
The Government

Education is the most powerful instrument to change the society. The welfare and economic progress of a country depends on the quality of education because education refers to the development of human skill and knowledge of the people or labor force and education is called human capital. Different education policies during the post independent period focused primarily to improve the enrolment in the primary school in India. In order to access all children up to 14 years of age the different National Education Policies gave priority to universialization of elementary education program on different times and many initiatives like Operation Black Board, Mid-day Meal, Sarvashiksha Abhijan (SSA) and Right to Education Act. Uttar Dinajpur district is not an exception. Literacy and education of the district shows dismal picture and according to census report 2011the district has the lowest rank in the state. The district is an economically and educationally back ward district. The present paper is an attempt to study the enrolment trend at the elementary level in the government school and private schools in Uttar Dinajpur during the period 2012-13 to 2016-17 and enquiry into the problems relating to the learning outcomes of the children at the elementary level in government schools of the district. The empirical findings point out many problems such as poor academic performances of the students, wastage of teaching time on mid-day meal related works, irregular attendance of the teachers in the school, teacher-guardian meet, guardians choice regarding admission of their children , lack of parents awareness and use of mobile phone in the class room.

A COMPARATIVE STUDY ON THE PERFORMANCE OF STUDENTS OF PRIVATE SCHOOLS, GOVERNMENT SCHOOLS SITUATED IN URBAN & RURAL AREAS OF HARYANA IN THE SECONDARY EXAMINATIONS CONDUCTED BY THE BOARD OF SCHOOL EDUCATION HARYANA IN 2020.

2020 ◽  
pp. 38-43
Author(s):  
Balkar Singh
Keyword(s):  
Private Schools ◽  
Rural Areas ◽  
School Education ◽  
Government Schools ◽  
Poor Students ◽  
Exam Preparation ◽  
Urban City ◽  
Urban Rural ◽  
The Government ◽  
Exam Result

The capability or calibre cannot be judged based on Results, as it depends on the student to student & also the examination is testing of knowledge of a student, for the whole year in two or three hours. In July 2020 the exam result of the secondary standard was declared by the Board of School Education Haryana, Bhiwani and there is a discussion about topper & the schools in which these toppers were studying & strategy of these toppers regarding exam preparation, their interviews & photos were published in the Newspapers, why not? It must be but in this spark light, there is some darkness behind this. Everyone is congratulating these students, as they are studied from the Private Schools of the Urban City areas of the Haryana, a few are from the most educated families, whose parents their selves are teachers or professors. Through this, we are ignoring a bitter truth of the poor students of the Government Schools, who despite lack of all the big & small facilities, as compare of these Private schools’ performed equal to these toppers. KEYWORDS: Testing of knowledge, Education in Private Schools, Toppers and Calibre.

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’.

Calling the farce on minority schools

2018 ◽  
pp. 57-70
Keyword(s):  
Supreme Court ◽  
Private Schools ◽  
Compulsory Education ◽  
Quality Education ◽  
Minority Status ◽  
The Supreme Court ◽  
Education Act ◽  
Definition Of ◽  
The Right

This chapter looks at the Indian Supreme Court's exemption of minority schools from the requirements of the Right of Children to Free and Compulsory Education Act 2009 (RTE Act). It argues that the consequences of the minority school exemptions from the RTE Act by the Supreme Court have led to the unfortunate result of a large number of private schools falsely appealing for minority status. This is made possible by the ambiguous definition of what constitutes a minority institution and also the lack of clarity as to who is the authority that would declare schools to be minority schools. There is therefore an urgent need to review the definition of what constitutes a minority institution. More importantly, it is crucial to argue that minority schools should not be exempted from the norms and standards prescribed in the RTE Act that are necessary for quality education.

Hierarchies of Access in Schooling: An Exploration of Parental School Choice in Haryana

2019 ◽  
Vol 10 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Kamlesh Narwana
Keyword(s):  
School Choice ◽  
Private Schools ◽  
Field Survey ◽  
Economic Status ◽  
Secondary Data ◽  
Government Schools ◽  
Sharp Difference ◽  
The Government ◽  
Parental Schooling ◽  
The Village

The parental schooling choice in India has tilted in favour of private schools in a big way and preference for English medium has been highlighted as the main driving force behind this trend. This article analyses the school choice where both private as well as government schools offer education in English and Hindi medium. Based on the primary field survey and secondary data analysis, the article argues that the introduction of English medium in government schools has impacted the village school market significantly as it has led to the closure of three out of four private schools. However, we found that the availability of English medium school is not the sole determinant of school choice. A sharp difference in the profile of students enrolled in the government-run Hindi and English medium schools suggest that caste, gender and economic status also play a significant role in school choice.

scholarly journals Right to Education Act: Universalisation or Entrenched Exclusion?

2019 ◽  
Vol 5 (1) ◽  
pp. 89-111 ◽  
Author(s):  
Abhay Kumar ◽  
Sudheer Kumar Shukla ◽  
Mary Panmei ◽  
Vir Narayan
Keyword(s):  
Elementary Education ◽  
Rural Areas ◽  
National Sample ◽  
Sample Survey ◽  
Right To Education ◽  
Capita Expenditure ◽  
Level Data ◽  
Per Capita ◽  
Education Act ◽  
The Government

Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6–14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE)and incentives during pre- and post-RTE period using National Sample Survey Organisation’s 64th (2007–2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting entrenched across gender, sector, and socio-religious and economic groups. Female children, children from deprived socio-religious groups, rural areas and from the bottom MPCE quintile have not only fared lower in most of the studied parameters during the pre-RTE period, but the gap from their counterpart has widened immensely during the post-RTE period. Free education has declined and monthly per capita expenditure on elementary education has increased sharply. Children are moving out of the government to private schools. The findings raise serious questions on the intention of the government to fulfil its mandate under RTE.

Japan’s Education Policies in Korea in the 1910s: “Thankful and Obedient”

2020 ◽  
Vol 25 (1) ◽  
pp. 115-145
Author(s):  
Andrew Hall
Keyword(s):  
Public Schools ◽  
Elementary Education ◽  
Private Schools ◽  
National Language ◽  
Japanese Education ◽  
Education Policies ◽  
Korean Education ◽  
Japanese Colonial ◽  
The Government ◽  
Gradual Approach

Abstract In the 1910s, Japanese colonial officials worked to legitimize their recently acquired rule of Korea by providing public elementary education, gradually expanding from an initially limited offering. Their public schools existed in tension with Korean-run private schools, which the Japanese barely tolerated. There was also a tension within the Japanese camp over the proper curriculum for the public elementary schools. The Korean Education Ordinance of August 1911 was a compromise between Japanese officials in Korea, who generally favored a gradual approach to colonial rule, and Japanese educators and officials in Japan, who generally were optimistic about Japan’s ability to assimilate the Koreans through education. This article expands our understanding of the process of drafting the ordinance. It examines the Japanese “national language” and “Korean and literary Sinitic” textbooks published during the 1910s, and finds that the compromise resulted in messages of thankfulness and obedience, stressing Japanese superiority and Korean backwardness. Finally, it reviews the Japanese attempts to control Korean-run private schools. This article explicates the creation and implementation of colonial education policy by examining internal and external documents published by the Government-General of Korea and its employees, the textbooks the government published, and Japanese education journals.

Educational and Social Inclusion of Children Admitted Under RTE Quota: A Survey of Private Schools of Bhopal

2021 ◽  
pp. 138-154
Author(s):  
Indrajeet Dutta ◽  
Maisara Aziz Khan
Keyword(s):  
Private Schools ◽  
Social Inclusion ◽  
Project Work ◽  
Religious Groups ◽  
Disadvantaged Children ◽  
Playing Field ◽  
Small Project ◽  
Education Act ◽  
The Government ◽  
The Right

Status of growth and development of a society is measured by various social indices which depend on upon the equitable opportunities provided by the government in the form of access, participation, and transformation. Surveys in the last one decade, present to us glaring inequalities in social-economic and educational indicators of different socio-religious groups. Whenever policies and programmes do not benefit citizens, the government makes special provisions so that it would benefit them. The Right to Education Act (RTE) and within it 25% Economically Weaker Sections (EWS) quota was one such major intervention. The provision of 25% quota for EWS and disadvantaged children is mentioned in the RTE act section 12(1) (C). Thus, section 12(1)(C) of the RTE acts as a level-playing field for the children who were not able to afford quality education being offered in private schools. In Madhya Pradesh (MP), the RTE act came into effect from 2011. Bhopal the capital of MP had 2258 recognized schools and merely 223 have been covered under the RTE quota. Around 8162 EWS and disadvantaged students are studying in age appropriate classes. The present study was a small project work carried out in 10 schools of Bhopal (urban) covered under the RTE quota. The results indicated that though there is a social and educational inclusion of children in private schools but as per teachers' the ride is not a smooth one based on the responses of the students. Moreover, teachers still have a biased and unfavourable attitude towards these children. The gravity of the problem is not as big in the elite schools as they are not offering the EWS quota.

scholarly journals Socio-demographic Characteristics of School Dropouts in Mahbubnagar District of Telangana State, India

2016 ◽  
Vol 15 (2) ◽  
pp. 88
Author(s):  
Dey Kumar Deepak
Keyword(s):  
Elementary Education ◽  
Basic Education ◽  
Compulsory Education ◽  
Study Finding ◽  
School Dropout ◽  
Demographic Characteristics ◽  
Age Group ◽  
School Dropouts ◽  
Government Schools ◽  
The Government

Free and compulsory education to all children up to the age of fourteen years is the commitment of the Constitution of India. The governments of India and state governments have initiated a number of programmes to achieve the goal of universalization of elementary education. Among them Sarva Shiksha Abhiyan (SSA) is the recent addition. According to the handbook of education statistics (2013-14), 38.2 per cent of children in the state who had enrolled in Class I did not reach Class X and were thus, deprived of basic education. To improve retention in government schools, understanding the socio-demographic characteristics of the parents of school dropout children would be advantageous. For the purposes of the study, a field survey was conducted in 18 villages of six rural Mandals of Mahbubnagar district with a sample of 401 respondents. Study finding revealed that both boys and girls in the age group of six to 18 years were equally vulnerable to dropouts. About 90 per cent of the school dropout children were from the government schools and three in five children in the age group of 15 to 18 years were dropped out from the school

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.

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