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.

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’.

Application of Conceive, Design, Implement and Operate (CDIO) Strategy for the Development of Engineering Education in Indian Perspective

2021 ◽  
pp. 002205742110164
Author(s):  
N. Lenin ◽  
M. Siva Kumar ◽  
G. Selvakumar
Keyword(s):  
Engineering Education ◽  
Education System ◽  
Implementation Strategies ◽  
Indian Education ◽  
Outcome Based Education ◽  
Large Numbers ◽  
Wide Gap ◽  
The Government ◽  
Indian Perspective

Indian education system has faced many reforms and changes right from Gurukula education system in Vedic age to the present outcome-based education system. There lies a wide gap between industries and institutions in India due to the lagging of quality graduates. To bridge the gap, the outcome-based education system has been implemented widely in India. Still, an effective approach that reforms the education system is needed to fulfill the needs of industries. Worldwide, large numbers of universities have adopted Conception, Design, Implementation, and Operation (CDIO) approach in view to produce quality graduates. At this juncture, it is required to analyze and evolve the fruitful strategies in implementation of CDIO approach in Indian engineering education scenario. In the present work, the need of CDIO implementation has been critically analyzed and presented. Furthermore, the present Indian engineering education system has been analyzed on various levels. The implementation strategies have been proposed in two categories as macro and micro levels that are required by the government bodies. The requirements for implementing CDIO are briefed based on institution, faculty and students levels. In addition, the bottlenecks in implementation of CDIO are studied, and the tactics to overcome the same are also discussed elaborately.

scholarly journals THE RISE OF NATIONAL PLUS SCHOOL IN INDONESIA – EDUCATION FOR PARENTS AND GOVERNMENT

2017 ◽  
Vol 10 (2) ◽  
pp. 194
Author(s):  
Indra Rinaldi ◽  
Yam Saroh
Keyword(s):  
Adult Learning ◽  
Education System ◽  
National Curriculum ◽  
Education Quality ◽  
Government Schools ◽  
National Education ◽  
Grass Root ◽  
Grass Root Level ◽  
The Government ◽  
New Education

PENINGKATAN SEKOLAH NASIONAL PLUS DI INDONESIA – PENDIDIKAN UNTUK ORANG TUA DAN PEMERINTAH AbstractThis paper explores a social movement that has happened in Indonesia in the field of education. It also explores its effect to ‘educate’ the government as well as most parents in the country about the education quality in Indonesia. The exploration focuses on how this new concept of education which is referred as National Plus school was introduced to society that has encouraged many people to develop the schools with the same (national plus) concept. It also focuses on the parents who have learnt more about the new education system then participate in it by sending their children to such the schools. Not only in the grass root level, has it also focused onthe factors of the government who was indirectly forced to respond this phenomenon by developing international-leveled school. This movement has happened nationally within the last 10 years and has changed the national curriculum as well as educational system, including the recognition of special needs students among the government schools. This movement has changed the old conventional style of education that was commonly found in Indonesian national schools.Keywords: adult learning, National Plus, national education, movementAbstrakArtikel ini membahas tentang sebuah gerakan sosial yang terjadi di Indonesia di bidang pendidikan. Artikel ini juga menggali pengaruh gerakan social terhadap 'mendidik' pemerintah serta orang tua di negeri ini tentang kualitas pendidikan di Indonesia. Eksplorasi berfokus pada konsep pendidikan baru yang disebut dengan istilah “Sekolah Nasional Plus” yang diperkenalkan kepada masyarakat yang telah mendorong banyak orang untuk mengembangkan sekolah dengan konsep yang sama (nasional plus). Artikel ini juga berfokus pada orang tua yang telah belajar lebih banyak tentang sistem pendidikan baru yang kemudian melibatkan mereka berpartisipasi di dalamnya dengan mengirimkan anak-anak mereka kesekolah-sekolah tersebut. Tidak hanya di tingkat dasar, tetapi juga difokuskan pada faktor-faktor pemerintah yang secara tidak langsung dipaksa untuk menanggapi fenomena ini dengan mengembangkan sekolah berstandar internasional. Gerakan ini terjadi secara nasional dalam jangka waktu 10 tahun dan telah mengubah kurikulum nasional serta sistem pendidikan nasional, termasuk pengakuan dari siswa berkebutuhan khusus di antara sekolah-sekolah pemerintah. Gerakan ini telah mengubah gaya konvensional pendidikan yang umum ditemukan di sekolah-sekolah nasional di Indonesia.Kata kunci: pembelajaran orang dewasa, National Plus, pendidikan nasional, gerakan

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

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.

Indian Education System In Fight Against Covid 19 Pandemic

2020 ◽  
pp. 87-96
Author(s):  
Utsav Raj ◽  
Shivank Khare
Keyword(s):  
Online Education ◽  
Education System ◽  
Education Sector ◽  
Indian Education ◽  
Online Classes ◽  
Web Portal ◽  
Secondary Schooling ◽  
E Learning ◽  
The Government ◽  
The Web

The Coronavirus pandemic and thus the following lockdown has forced schools and colleges across India to temporarily shut and this unprecedented move had created a huge gap within the education bodies despite the central and the government doing their best to support e-learning and online education. Globally, the Indian Education sector is amongst the most important, with an in-depth network of quite 1.4 million schools and 993 Universities, 39931 Colleges, and 10725 Stand-Alone Institutions listed on the AISHE web portal. Because the Indian education system was mostly supported by the offline system and classes. Most of the first, and secondary schooling sectors were all supported offline education system has got to opt the web classes for empowering the education, and for the advantages of the scholars. Many faculties within the country have switched to online classes thanks to the lockdown, but one in four students is unable to connect because they don’t have a laptop, desktop, or tablet, according to a survey by economic times.

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 Universalization of Elementary Education: Challenges, Issues and Efforts

2021 ◽  
Vol 11 (2) ◽  
pp. 18-23
Author(s):  
Parvaiz Ahmad Dar
Keyword(s):  
Elementary Education ◽  
Education System ◽  
Vital Role ◽  
Indian Education ◽  
Girl Child ◽  
Policy Makers ◽  
Economic Background ◽  
Areas Of Concern ◽  
The Right ◽  
To Receive

The Indian education system is perhaps the largest system in the world catering the need of millions of students of different socio-economic background. Education is globally acknowledged as the most powerful means of empowerment. Education is utmost important for every child irrespective of its gender. It is disheartening that, even in current modern scenario, some people are still against the education of the girl children. Every child has the right to receive elementary education however, Due to many factors girls are forced to leave school while others never have been provided an opportunity to enroll in schools. Among children not attending schools there are more girls than boys and among illiterate adults, there are more women than women. Many girls continue to dropout that adversely affects the efficiency of the education system and respective progressive expectations. The unfinished task in terms of un-enrolled and out-of-school girl child is the manor challenge. Rigorous and continuous efforts are required to bring and retain girl children under the purview of education system. The community and government schemes in this direction, can jointly play a vital role in bringing and retaining girl children to schools for primary and secondary education. To understand the problems and challenges faced by girls at elementary education level the author conducted a study in education zone Magam. The zone progressed significantly but still it has many areas of concern that are primarily responsible for un-fulfilment of the goals of universal literacy. There are number of problems which become hindrance in the way of education of girls but whatever the reason is if significant efforts were taken this problem can be then tackled easily. So, the authors hope that this study can help us to illuminate some of the complexities around education of the girls at elementary level and bring new insight to policy makers and educational practitioners.

scholarly journals Status of the Secondary and Senior Secondary Education Sector of Madhya Pradesh in Comparison with BIMARU (Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh) States

2021 ◽  
Vol 9 (VII) ◽  
pp. 2889-2897
Author(s):  
Utkarsha Bansal
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Uttar Pradesh ◽  
Madhya Pradesh ◽  
Education Sector ◽  
Indian Education ◽  
Access To Education ◽  
Equitable Access ◽  
Micro Level ◽  
Senior Secondary

Secondary and Senior Secondary education plays a formidable role in the career development of an individual. Traditionally the Indian education sector has primarily focused on schooling till the elementary education sector. This study attempts to trace the growth of secondary and senior secondary education sector in the state of Madhya Pradesh with a comparative analysis drawn with BIMARU states. This micro-level study provides insights for framing holistic policies to ensure equitable access to education.

scholarly journals Where is Technology in their Education? Impact of Coronavirus Pandemic on the Education System of Children from Indigenous Communities

2020 ◽  
Author(s):  
Pallavi Kanungo
Keyword(s):  
Education System ◽  
Indigenous Communities ◽  
School Closure ◽  
Government Schools ◽  
Computer Laboratory ◽  
Online Newspapers ◽  
Learning Platforms ◽  
The Government ◽  
Tribal Areas ◽  
The Impact

This paper presents the impact of COVID-19 on the education system of children from indigenous communities in the state of Odisha, India. Given the context, children from tribal communities or tribal areas are educationally backward, not necessarily by ability but by lack of resources. Overtime research points out the lack of technological resources and its low usage among the stakeholders (i.e., children, parents, and teachers) in tribal areas, but to what extent it could have been an aid during this pandemic will remain unknown unless we find out the problem areas. This study emphasizes one indicator i.e., the technology, and reflects its existence in the lives of children from indigenous communities. Drawing the base from reputed online newspapers and global reports, the author first collected the headlines on education, school closure and coronavirus pandemic. In the next step, the newspaper information along with the Government datasets and reports on technology usage assisted in charting three problem areas: electricity in schools, computer laboratory in schools, and space for technological resources. This paper links both the data and presents the results in an explanatory process. The paper concludes that when parents from well-off families struggle to control the overuse of technology among their wards, there on the other, how online learning platforms can be expected as a one-stop solution for the poor tribal, who are by force made to fit in the urban-centric education system. Similarly, urban counterparts having the advantage of electricity and computer facilities in schools cannot be equated with the facilities that are not available for the tribal children studying in Government schools without electricity.<br><br>

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