Status of Primary Education: A Case Study of The Dangs District in Gujarat

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Gaurang Rami
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Socioeconomic Development ◽  
Compulsory Education ◽  
Constitutional Amendment ◽  
Education For All ◽  
Gujarat State ◽  
The Status ◽  
The Government ◽  
Education And Development

Universal primary education is a constitutional directive. Article 45 of the Directive Principles of the constitution urges all state to provide ‘free and compulsory education for all children until they complete the age of fourteen years’ within a period of ten years from the commencement of the constitution. Right to education has been recognized as fundamental right in 83rd constitutional amendment, even then the goal of universal education for all has remained distant dream. The status of education is one of the key indicators of socioeconomic development and employment opportunities largely depend on the level of education. In this paper we have examined the status of primary education in the Dings district of Gujarat state. The availability of basic necessary infrastructural facilities in the primary schools of the Dangs districts is not satisfactory. The process of education and development does not seem to have benefited the disadvantaged tribal groups in the Dangs district as much. Attempts have been made by the government and different voluntary agencies to promote education among tribal groups. The efforts to enhance the tribal education did not achieve its objectives because in many of the cases the educational needs and problems of the tribal communities are not properly identified. Keywords - Literary, Enrollment, Dropout, The Dangs, Gujarat, India

scholarly journals The Role of NGOs in Financing Public Primary Education in Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 350-384
Author(s):  
Paul Muga Obonyo ◽  
Samuel N Waweru ◽  
Onyango G Adino
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Target Population ◽  
Education For All ◽  
School Enrolment ◽  
Head Teachers ◽  
Direct Support ◽  
The Government ◽  
Descriptive Survey

The World Conference on Education for All, held in Jomtiem, Thailand 1990 stated that education is so diverse, complex and demanding to expect governments alone to meet the vast arrays of learner needs. The call for a multi-sectoral approach and building new alliances between governments, private, and NGOs forces was central to the thematic round tables on "NGOs and Literacy" and Mobilizing for "Education for All" (Hadaad 1990). This study examined the role of NGOs in financing public primary education in Budalangi, Kenya. The specific objectives of the study were: to determine NGOs participation areas in public primary education provision focusing on disbursement procedures and equity considerations for different socio-economic groups; to find out the various sources of NGOs‘ funds; to reveal the challenges facing NGOs in their effort to support public primary education and finally, to find out the adequacy and relevance of NGOs support as perceived byschool heads, parents and pupils in the region. The study adopted a descriptive survey paradigm. The target population comprised of 16 NGOs supporting publicprimary education, 33 primary schools and 16518 pupils and their parents benefiting from NGOs support. The sample included nine NGOs, seven public primary schools and 111 pupils and their parents. This gave a total of 238 respondents. The data was collected using questionnaires for NGO administrators and head teachers and interview schedules for parents and pupils. The study found out that NGOs play a central role in promoting quality, access, equity and relevance of primary education by providing physical facilities, direct support to pupils and parents. It was noted that the number of supported pupils was significant (31%) in relation to the total school enrolment. However, NGOs faced the challenge of insufficient funds, lack of exit strategy and mistrust by the government. The study recommends that the NGOs should use capacity building for sustained support and to work hand in hand with the government and all other stakeholders in education to help Kenya meet her international commitment in achieving the MDG goal in Education and EFA goals adopted in Dakar in 2000.

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

Women’s Participation in Panchayati Raj– An Analysis

LAW REVIEW ◽  
2018 ◽  
Vol 37 (01) ◽  
Author(s):  
Sangita Laha
Keyword(s):  
Political Participation ◽  
Rural Women ◽  
Rural Areas ◽  
Local Governance ◽  
Theoretical Perspective ◽  
Secondary Data ◽  
Constitutional Amendment ◽  
The Status ◽  
The Government ◽  
Panchayati Raj

Women have been struggling for self-respect and autonomy. Although women constitute one half of the population, they continue to be subjugated, unequal in socioeconomic and political status.There have been several attempts to improve the position of women since India got independence in 1947. Since mid-1980 owing to questioning by women themselves about their oppressed status and plight through varied women’s movements, the issue of ‘women empowerment’ came into focus. The Government of India declared the year 2001 as year for the ‘Empowerment of Women’, but the struggle to reach this stage has been long and arduous. . It has also resulted in the entry of a large number of women in decision-making bodies in rural areas, who were otherwise homemakers. Political participation and grassroots democracy have been strengthened considerably by the 73rd Constitutional Amendment that has created new democratic institutions for local governance yet t women are facing the various problem in the functioning of panchayats. After getting the reservation in the panchayats, they are still depending on their husband or other male members of their family. So for knowing the status of women in the all level of panchayats in India, this paper is based on the secondary data and deals with the political participation and representation of the rural women in the panchayats in India. The theoretical perspective of the evolution of the panchayati raj system in India and the journey of the women in the local governance has also been explained in the study.Several factors which responsible for women’s low participation have been dealt with.In this context, the paper tries to analyse the government initiative for women’s empowerment in the Panchyats, an opportunity to come forward through reservation and highlighting the factors which overtly or covertly tend to prevent women members from performing their roles. Some necessary steps for empowering the women have been suggested.

Socioeconomic Development in Balochistan

2020 ◽  
pp. 26-43
Author(s):  
Naveeda Erum ◽  
Naima Saeed ◽  
Tansif Ur Rehman
Keyword(s):  
Socioeconomic Development ◽  
Work Force ◽  
Factors Affecting ◽  
Agrarian Society ◽  
The World ◽  
Copper Gold ◽  
The Status ◽  
Lead Zinc ◽  
The Government ◽  
Juniper Forests

Balochistan has witnessed rapid social change since the 1970s. These changes were augmented by the national and international political situation. The traditional, tribal, and largely pastoral nomadic society of Balochistan gradually transformed into a modernizing agrarian society. On 1st July 1970, when ‘One Unit' was dissolved, Balochistan gained the status of a province and the bureaucratic expansion required educated work force. Thus, the Government of Pakistan expanded educational facilities in Balochistan, but this expansion continued at a very slow pace. Unfortunately, Balochistan is still the most backward province in terms of socioeconomic development in Pakistan. Though, it is the largest province in Pakistan, almost 44% of Pakistan's total area. It also possesses one of the largest blocks of juniper forests in the world. Along with it, Balochistan is rich in biodiversity and possess natural resources in abundance, like copper, gold, lead, zinc, iron, coal, and marble. This article focuses on the various factors affecting the socioeconomic development in Balochistan.

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

Pendampingan Kesetaraan Paket-C Mata Pelajaran Matematika Semasa Pandemi Covid-19 di LPKA Batam

2021 ◽  
Vol 2 (2) ◽  
pp. 57-62
Author(s):  
Nailul Himmi ◽  
Nina Agustyaningrum ◽  
Asmaul Husna
Keyword(s):  
Learning Process ◽  
Compulsory Education ◽  
Active Role ◽  
Learning Program ◽  
Mathematical Concepts ◽  
Assistance Program ◽  
The Status ◽  
The Republic ◽  
The Government ◽  
The Right

Education is the right of all Indonesian citizens guaranteed in Constitution of the Republic Indonesia, including children who are in criminal status. Criminal children are placed in LPKA with a maximum age of 18 years with compulsory education for 9 years. LPKA Batam provides assistance to the package C equivalence program aimed at fulfilling the learning program from the government even though it is in the status of a criminal child. LPKA is conducting moderation in the field of education, namely by online learning related to outbreak of COVID-19 since early 2020 when government implementing the PSBB policy. One of the education programs at LPKA Batam is the package C equivalency learning assistance program wich one subjects is mathematics. The problems in the learning process are the different initial abilities of students and limitations in terms of convenience and flexibility of learning while online. Thus, tutors use Google Meet for virtual meeting learning by providing material in the form of PPT or LKS. The tutor teaches understanding of mathematical concepts according to the curriculum and fosters learning motivation for the target children who take part in the package C equivalence program. At the end of the lesson, the tutor provides an evaluation of the material given as much as one question and is completed directly at the meeting. During the learning process students are very enthusiastic about receiving the material, students can solve r outine questions well, but need more assistance in solving non-routine questions. The implementation of the package C equivalence program mentoring activities in mathematics at LPKA Batam went well as seen from the responses of students who played an active role from the beginning to the end of the activity

scholarly journals EDUCATIONAL EXPENDITURE IN INDIA: AN ANALYSIS OF GOVERNMENT SCHEMES AND PROGRAMMES

2021 ◽  
pp. 487-493
Author(s):  
Irfana PP
Keyword(s):  
Central Government ◽  
Compulsory Education ◽  
Education For All ◽  
Social Sector ◽  
Education Expenditure ◽  
Educational Expenditure ◽  
Central Schemes ◽  
The People ◽  
The Government ◽  
The Impact

The study concentrates on the educational expenditure in India with a prior attention to the schemes and programmes introduced by the central government. Free and compulsory education for children between 6 to 14 years is a mile stone in the education sector. The government has introduced several programmes for the inclusiveness of all sections in to the mainstream. The enrolment of marginalised section was mainly by the impact of the step taken by the central government. The study tried to give an analytical view of the extensiveness with respect to the money spent by the government to create a successive story in the field of education. Various programmes were introduced by the central government to ensure education for all. Different schemes are implemented with a unique objective to give a perfect platform for educating the people; especially it is shown in the field of higher education. Many of the students are a part of the central schemes to fulfil their dream career through scholarships and education loans provided by the government. A large number of marginalised community were attracted by the Scholarships and educational loans provided by the government. As an impact of this, a drastic change was happened in the field of education. KEY WORDS: Education, Expenditure, Central Government, Social Sector Development.

scholarly journals A critical realist approach to literacy acquisition and development, with specific application to teacher traning and support in primary education in KwaZulu-Natal

2012 ◽  
Author(s):  
◽  
Rookumani Govender
Keyword(s):  
South Africa ◽  
Teacher Training ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Formal Education ◽  
Literacy Acquisition ◽  
The Government ◽  
Training And Support

In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas.

scholarly journals BODY OF KNOWLEDGE PENDIDIKAN DASAR

2016 ◽  
Vol 12 (2) ◽  
pp. 85
Author(s):  
Oong Komar
Keyword(s):  
Elementary School ◽  
General Education ◽  
Primary Education ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Language Education ◽  
Education For All ◽  
Or Education ◽  
Study Program

Animo three-UPI SPs Studies Program in the last two years tops the list, which amounts to 210 to 230 applicants for a course of English language education, physical education and basic education. The number of open interest pendas, whether perceptions about pendas value-oriented labor market scientifics and practical benefits? Does science have the formula pendas slices (formal object) by itself and does not duplicate the study program in the same direction? Is basic education is still conceived within the paradigm of primary education/elementary school, compulsory education, general education, and education for all? To answer these questions, the data collected with the Delphi technique of respondent students, alumni, users, structural and experts. If not, then there will be a basic education in the surface. Implications on the basic education curriculum prepared based on principles and human needs Indonesia. Such as: to understand him well; Another man with good understanding; understand the relationship with the creator; and understand nature well. Basic education or education for all or compulsory education, thesame meaning is to be good a citizenship, becoming good citizens.Keywords: basic education, primary education/elementary school, compulsory education, generaleducation, education for all.

scholarly journals Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 32-47
Author(s):  
Eliada Werungu Bina Tieng’o
Keyword(s):  
Community Participation ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Management ◽  
Ministry Of Education ◽  
Community Perception ◽  
Management Committee ◽  
Economic Productivity ◽  
The Government

Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.

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