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Transcript of Education in Bharath
THINK IN THE INTEREST
OF CHILDREN
Elementary education is a fundamental right, and
with the RTE Act (2009) having described the
modalities of the provision, now it is a civic duty to provide quality education to all our children being aware of the child’s fundamental right.
Kapil Sibal was the Union Minister of Human Resource
Development in the Government of India.
He also held the two ministries Ministry of Science and
Technology and Ministry of Earth Sciences in the First
Manmohan Singh Cabinet.
He led the first Indian expedition to the Arctic
and was responsible for setting up an Indian Research
Station ‗Himadri‘ there in July, 2008.
3
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Though beautiful, of good character, born
wealthy, one does not shine without
Learning is the greatest ornament.
learning.
4
Learning is the greatest Ornament
The Supreme Court _ case (1993): right to education is fundamental right that flows
In the year 2009, the state introduced the Right to
a Education bill, seeking the 86th Constitutional amendment
to effect
from the right to life in Article 21.
The 86th Constitution Amendment Act, 2002 added Article 21A, "The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may,
by law, determine.―; Article 45,
"The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years."
5
Constitutional recognition on RTE
years Free and compulsory
of education. The 86th constitutional
amendment (2002), has
made elementary education a fundamental right for the children between the age group- 6 to 14.
After 60 years, with the
Right of Children to Free and Compulsory Education
education for all children
until they complete the age of14 years was one
of the Directive Principles of State Policy intended
to be implemented within 10 years of the commencement of the Indian Constitution.
Not being justiciable, this directive failed to prod the Indian state into any kind of concrete action.
Act (2009), the entitlement to education has become enforceable. It offers a framework for ensuring quality education.
6
Elementary education consists of eight
What does it mean? Parent / Guardian / Community should be conscious that a child needs to grow in an atmosphere that facilitates its physical, mental and social development and with the help of the government, they should seek to provide this environment by accepting it as an important duty.
Providing good school facility is now recognized as
a fundamental duty of our society / Govt.
‗ An education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India is our commitment.‘_ Manmohan Singh, former PM
7
Elementary education is a FUNDAMENTAL RIGHT
Free means, depending on need of the parent / guardian, exemption of
fees and provision of books, mid day meal, etc. This may be made
through grant of funds by Trust / State .
Poverty of a parent should not stop schooling and lead to practice child labour.
No person shall prevent a child from participating in elementary education. No
person shall employ or engage a child in a manner that renders him / her a
working child. It is the responsibility of every parent/guardian to enroll his child /
ward, who has attained the age of 6 years and above in a school and facilitate
her completion of elementary education (till Grade VIII). Compulsion is on the
parent / guardian to enroll the child and synergise with the school to ensure its
progress. It is a persuasion by civil society; it seeks to make parents aware of
the importance of education.
8
Free & Compulsory Education, Explain it:
Education for All, (EFA) 1990 India is a signatory to the 1990 United Nations World Declaration on Education for All, (EFA).
It reaffirmed the rights of all children including children
with disabilities to access education in regular school
settings.
Also, India is signatory to the Biwako Millenium
Framework for Action towards an inclusive ,barrier
free and rights based society for persons with
disability ,the Declaration on the Full Participation
and Equality of People with Disabilities in the Asia
Pacific Region.
10
United Nations World Declaration on
Free and Compulsory Education Act (RTE Act)
Passed by the Indian parliament on 4 August 2009. It describes the modalities of the provision
of free and compulsory education for children
between 6 and 14 in India under Article
21A of the Indian Constitution.
India became one of the few countries to make
education a fundamental right of every child
when the act came into force on April 1, 2010.
11
The Right of Children to
Education (1986) and revised Programme of (1992)
Some of the initiatives were
Action
District Primary Education Programme
the Mid Day Meal Scheme (1995) and
the Sarva Siksha Abhiyan (2001) have
(1994),
led some positive
impact in elementary education, specifically in rural
areas.
The 86th Amendment of the Indian constitution (2002)
makes education a fundamental right for all children
aged 6-14 years.
12
The Story of RTE started with: National Policy of
The Act makes education a fundamental right
of every child between the ages of 6 to and specifies the minimum norms in government schools.
It specifies reservation of 25% seats in private schools for children from poor families. It prohibits the practice of
14
unrecognized schools, and makes provisions to avoid donation or capitation fee and an interview of the child or parent for the admission.
13
RTE Act –What does it specify?
It
offers a framework
for
for
for
ensuring quality education,
creating infrastructure,
making available a sufficient
number
of trained teachers, and
for extending government
private schools.
funding to
14
RTE Act –What does it offer?
Will it remain on paper or become a reality? It is the
adult society which has to act on behalf of the child.
Will our cultural prejudice against educating the girl
child be overcome? YES.
Pre-school education is not covered and a vision of
systematic reforms leading to a decent common
school system is yet to be offered.
A gap exists between elite private schools and
schools run by State governments.
15
Criticism of RTE-Act (2009):
poses a formidable challenge to India:
The numbers of children dropping out, not attending
school regularly and never enrolled are immense.
Quality of education is poor in many schools.
Teachers are inadequately trained and have lack of
motivation.
The priority concerns for the country remain
particularly with improving the quality of education
and making education effective, enjoyable and
relevant to the children.
16
Universalisation of elementary education
To improve the skills and motivation of
teachers,
promoting the participation of communities
the running of schools and
Enrolling / retaining girls / working children
urban poor and
children with special needs in schools.
in
of
17
A major concern:
India´s elite educational institutions have been
producing the first-rate scientists, engineers, and
managers who helped India´s information
technology sector take off during the 1990s.
Far less visible is the more recent, quiet revolution in
India´s elementary education that, if successful, will
equip an entire younger generation with skills to
improve productivity and reduce the burden of
disease, high birth rates, hunger, and poverty, while
changing societal attitudes toward gender, caste,
tribe, and disability.
18
The Optimist’s View
What India has accomplished is no small feat — especially given that its population grew from about 840 million to nearly one
billion between 1991 and 2001, with the number of children age 6
to 14 rising by 35 million to 205 million.
Over roughly the same period, the gross enrollment ratio (GER)
in primary education (grades 1) rose from 82 percent to 95
percent, and in upper primary education (grades 6) from 54
percent to 61 percent (see table).
Available government data suggest that in that age group, the
number of children not in school fell sharply from about 60 million
in the early 1990s to 25 million in 2002, and this decline is
continuing.
While specific numbers in such a large federal system may be
viewed with caution, the rough magnitude of the progress
appears to be in little doubt.
19
What India has accomplished is no small feat
Given the momentum built up over the years, India
will, in all likelihood, meet the education Millennium
Development Goal (MDG) of universal primary
education—which calls for all children of primary
school age to participate in the school system and
complete primary school.
Between 1993 and 2002, total public spending on
education rose steadily from 3.6 to 4.1 percent of
GDP, higher than the average spending of 3 percent
of GDP among low-income countries.
Elementary education expenditure rose from 1.7 to 2.1 % of GDP, accounting for over 60 % of the growth in public expenditure on education in this period.
20
We are on the move…
The act also provides that, no child shall be held back,
expelled, or required to pass a board examination until
completion of elementary education.
Provision for special training of school drop-outs to bring them at-par with the students of the same age.
Right to Education of Person with Disabilities till 18 years of age
has been made a Fundamental Right.
The act provided for establishment of the National
Commission for Protection of Child Rights and State
Commissions for supervising of proper implementation
of the act, looking after the complaints and protection of
Child Rights.
21
National Commission for Protection of Child Rights
Other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty have
also been provided in the act.
A committee set up to study the funds requirement
and funding estimated that be required in the next five
the Act.
The government agreed to
Rs 1.71 lakh crore would years for implementing
sharing of funds in the
ratio of 65 to 35 between the Centre and the states for implementing the law, with a ratio of 90 to 10 for
the north-eastern states.
22
RTE – 2009: fund provision
The central and State governments are
to share the financial requirement for
implementing the Act in the ratio of 55:45,
and the Finance Commission has given
Rs.25,000 crore to the States.
An outlay of Rs.15,000 crore was approved
for 2010-11 by the central government.
23
RTE – 2009: fund provision
crores for 2012-13, that fell short of the recommended financial requirement of Rs 1.82 lakh crores. OMG!
From where will the rest of amount come?
More than 90 percent of households will have to enroll their
wards in government schools. Thus 90 percent of
households‗ wards will have poor access to education; if at
all they are enrolled in schools, as the quality of education in
government schools is a matter of serious concern.
With progress in increasing enrollment the national average
now was at 98.3 percent (2009-2010) according to official
statistics. However, the attendance of pupils in class rooms
had declined. In 2007, 73.4 percent students enrolled for
Standards I-IV/V were present in class, which has fallen to 70.9 percent by 2011 (EPW, 2012).
24
The amount for the Sarva Shiksha Abhiyan was Rs. 25,555
Right or Duty? Possible?
But it won't be enough to approach free and
compulsory
entitlement,
who are left
education up to the age of l4 as an
especially for the millions of children
out in the cold.
Accessing this right meaningfully and in full measure will require, aside from the investment of huge
resources, financial and human, a lot of work to be
done on the ground. Key to this is seeing free and compulsory duty for children not just as a right
but as a duty. (Child‘s Right, Society‘s Duty.)
25
Struggle for universalizing Elementary Education:
elementary education
Everybody acknowledges the value of
education in the overall development children.
Administrators
Educationists
of the
Development
Economists
Parents
professionals
26
Struggle for universalizing
Enrolment
Availability
distance
of schools within walking
Provisioning for infrastructure
Deployment of teachers.
27
Administrators focus on
What is Learnt, how is it presented?
Whether or how children learn, and the
Burden of syllabi, which is passed on to
Tuition centres or Parents
28
Educationists: are concerned about
The impact of years of schooling, on
the age of marriage and
family size.
Free and Compulsory Secondary
for example
Education
brings the children to mainstream society for Sustainable Economic
Development of India.
of the
29
• Development professionals discuss
talk about the economic
returns on Investment in
education; bankers too.
Our economist former PM said ‗
An education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India is our commitment.
30
Economists
Have expectations from the education system:
It should equip their children for gainful
employment, and
Economic well being.
Industrious work is necessary. Any work will
get accomplished just merely by desiring for
completion. A 'prey' will not by itself come to
mouth of a sleeping lion.
not
it's
the
31
Parents
universal elementary education
The enforcement of fundamental
right to education provides us a
unique opportunity to mount a
mission encompassing all the
above discourses to fulfill our goal
of universal elementary education.
32
Fulfill goals of
RIGHT TO EDUCATION ACT
provides for all children
free and compulsory
admission,
attendance and
completion
the benefit of
of elementary education.
33
Implementation of
governance, Undoubtedly, much progress has
occurred since the last sixty years
our independence and
of
many more children with a
background are accessing
Yet....
diverse
school.
34
In India, since we gained freedom of self
There are ‗invisible‘ children_ children bonded to work with an employer,
young boys grazing cattle or working in a dhabha
girls working in the fields or as domestic help or caring for younger siblings, and
children being subjected to early marriage. Many of these children are formally enrolled in a school but have either dropped out or have never been there.
36
Dropped out, child labourers
Many others such as migrant and
street children, who live in
extremely vulnerable conditions;
denying them education is against
the universal nature of human
rights
37
Extremely vulnerable ones
and Be empowered by education
Providing universal access itself is no longer
enough; making available school facility is
essential but not sufficient.
A monitoring mechanism is needed to ensure
that all children attend school regularly and
participate in the learning process.
38
Enrol, attend, learn,
drop-out in a few months? Focus must be on the factors that
prevent children from regularly attending & completing elementary education. Children from
weaker sections and
disadvantaged groups, as also
girls.
SOCIAL,CULTURAL,ECONOMIC, LINGUISTIC AND PEDAGOGIC ISSUES
39
Why are they not attending,
Creating parental awareness
Community mobilization
Economic incentives
Minimum Levels of Learning (MLL)
District Primary Education Programme (DPEP)
National Programme of Nutritional Support to
Primary Education (Mid-day Meals Scheme)
40
To check drop-out rate
schools for children The school may be
there but students may
not attend, or drop out
after a few months.
from poor families Social, economic,
cultural, linguistic,
pedagogic issues
Denial or violation of
the right to elementary
education process
requires to be
overcome with the
encouragement and
enlightenment of the
weak & vulnerable.
Through school &
social mapping, many
issues need to be
addressed that prevent
a weak child from
completing the process
of education.
41
Reservation of 25% seats in private
The RTE, Act, 2009 clause, 12 (1) (c) mandates for private schools to admit quarter of their class
strength from weaker section and disadvantaged
groups . The constitutional validity of this clause was
challenged in the apex court of country; on 12, April
2012, a bench of Chief Justice S .H. Kapadia, Justice
K. S Radhakrishnan and Swatanter Kumar upheld
constitutional validity of the Act.
In response to the Supreme Court order, HRD
minister Kapil Sibal said, ―I am very happy that the
court has set all controversies at rest. One of the
biggest controversies was on whether the 25 percent
reservation applies to private schools or not… that
controversy has been set to rest. 42
Of what use is nobility of family if a
person is illiterate? [Akbar – the Great
was an exception]
A learned man is respected by Gods
too though he does not belong to a
noble family.
43
Good education is empowering
It is the duty of the state, parents and guardians, and the community to ensure that all children of school going age are in school.
A substantial proportion of India's poor
children are; engaged in agricultural labour or petty trades, housework, and sibling care.
Ending the morally and socially abhorrent
practice of child labour, not ‗regulating‘ it must be taken up as a non-negotiable objective.
44
From labour mode to learning mode
The right to education is free, compulsory
and it includes good quality education for all.
A curriculum not only provides good
and understanding of text books but
includes learning through activities,
exploration and discovery.
Comprehension, competence,
reading
also
competitiveness and creativity should be
developed, not forgetting compassion.
46
Free, compulsory and of high quality
One who reads, writes, sees, inquires, lives
in the company of learned men, his intellect
expands
the lotus
because
like
leaf does
of the rays of sun.
47
Good teacher’s company enables.
have direct responsibility, trusts role.
To provide
have supporting
schools,
infrastructure,
trained teachers,
curriculum and
teaching-learning
mid-day meal.
material, and
A well coordinated mechanism is needed for
inter- sectoral collaboration & convergence.
48
Education Depts of State & Union Governments
The factors that contribute to the
achievement of the overall goal of
universalizing elementary education as
a fundamental right requires action on
the part of the whole Governments.
well coordinated mechanism is needed for
A
inter- sectoral collaboration & convergence.
49
On the part of the whole Govts:
redesign school spaces The Finance Department to release
funds at all levels.
The Public Works Dept. to re-conceive
and redesign school spaces from the
pedagogic perspective & Address
issues of including disabled children
through barrier free access.
50
Timely & appropriate financial allocations,
Water & sanitation facilities
The Dept. of Science & Technology provide geo-spatial technology to perform at
grass-root survey.
to
Provision of access to sufficient safe drinking water
Provision and access to adequate sanitation facilities, specially for girl child.
51
Provide Social & Location Mapping of schools,
Above all, people‘s groups, civil society
organizations & voluntary agencies will play
an crucial role in the implementation of the
RTE Act.
This will help build a new perspective on
inclusiveness, encompassing gender & social
inclusion, & ensure that these become
integral & crosscutting concerns informing
different aspects like training, curriculum and
classroom transaction.
53
ROLE OF CIVIL SOCEITY in RTE
A VIBRANT CIVIL SOCEITY MOVEMENT
CAN ENSURE THAT THE PARENT / CHILD
FROM WEAKER OR DISADVANTAGED
SECTIONS BECOME AWARE OF THE
VALUE OF EXERCISING THE RIGHT TO
ELEMENTARY EDUCATION AND PUT IN
SERIOUS EFFORTS ON THEIR PART.
NGO contribution of knowledge, ideas and
solutions to the challenges are needed.
54
ROLE OF CIVIL SOCEITY
"We are committed to ensuring that
children, irrespective of gender or all
social category, have access to education. An education that enables
them to acquire the skills, knowledge,
values and attitudes necessary to
become responsible and active citizens
of India – Former P M Manmohan Singh
55
And the RTE Act (2009), have given us the
tools to provide quality education to all our
children. It is now imperative
people of India join hands to
implementation of this law in
that we the
ensure the
its true spirit.
The Government is
though real change
collective action.
committed to this task
will happen through
56
The 86th constitutional amendment (2002),
On 12 April 2012, in its historical decision the Supreme Court (SC) of India threw its weight behind the Right of
Children to Free and Compulsory Education Act, 2009.
The court upheld the constitutional validity of RTE Act
that from
The
guarantees children free and compulsory education the age of 6 to 14 years of age.
judgment makes it mandatory for the government,
local authorities and private schools to reserve 25
percent of their seats for ‗weaker and disadvantaged
sections‗ of society.
The decision has wiped away many apprehensions
regarding the future of the Act.
57
RTE, Act 2009 upheld by SC
India’s Age: YOUNG INDIA
0-14 years: 31.1% (male 190,000,000 /female
172,890,000)
15-64 years: 63.6%
India‘s Average:
Total: 25 years
Male: 25 years
Female: 26 years
58
Panic not, education
we are makes
the human it so.
resource and
NOW
THEN: Nalanda University is
considered "one of the great universities in
first
recorded
center of
research
history." It was the learning and
in the world from
450–1193 CE.
60
Then _ So few people, NOW Too many !
A disciple attains prominence educational instructions of his gem found in a mine might be
by carrying out Guru. Even though a precious, it needs to
undergo the rigors of a grindstone, before it adorns the crown of monarchs.
61
Education brings out merit
(NLM) The Community Education Centre
(CEC)
NLM was based on the 1986 National Policy
on Education; set up with the aim of imparting
functional literacy to adults in the 15-35 age
group by 1988--1995.
The National Literacy Mission
approach
National Literacy Mission was set up with the aim
of imparting functional literacy to 80 million
adults in the 15-35 age group by 1988 --1995.
It started with a mass campaign approach: the
Total Literacy Campaign (TLC), but has evolved
into a programme of adult education.
Literacy for youth and adults still remains its core,
but it is developing elements of lifelong learning
for increasingly large and diverse groups of
participants.
67
India – Moving towards a lifelong learning
as an active and potent instrument of change
The N L M conceived literacy as an active and potent
instrument of change and for the creation of a
learning society.
Functional literacy was defined as:
• Achieving self-reliance in literacy and numeracy;
• Becoming aware of the causes of their own
deprivation and ways of overcoming their condition
through organization, and participation in the process
of development ;
Acquiring skills to improve economic status and
general well-being.
68
National Literacy Mission: Literacy
adopting the values of
national integration,
environmental conservation,
women‘s equality and
observance of small-family norms.
69
Functional literacy was also aimed at:
1992 NLM combined Post- Literacy and Continuing Education
(PL & CE) activities in order to consolidate and improve functional literacy skills of neo-literates.
The Post-Literacy Campaigns had three broad learning
objectives – remediation, continuation and application.
A new scheme of Continuing Education, distinct
from the previous PL & CE, was launched by NLM
in 1997.
The aim was to provide learning opportunities to
neo-literates on a continuing basis and to reinforce
and widen the literacy skills for personal, social and
economic improvement.
70
The revised National Policy on Education:
Implementation of this functional and instrumental
concept of literacy varied greatly and often veered
towards a conventional approach that focused more
on the mechanics of recognizing alphabets at a
rudimentary level, rather than self-sufficiency in
acquiring the tools for further learning and
developing critical consciousness.
With over 300 million adults in illiteracy, India
accounted for about 40 per cent of the world’s
adult illiteracy.
71
Adult Illiteracy
The Community Education Centre (CEC), the
main delivery point of CE programmes,
looked after by a Prerak (Animator), is meant
to be a community-based centre with a library
and reading room. It plans and carries out
activities in training, information, culture,
sports, communication and discussion forums
for the communities it serves.
The CEC is seen as a permanent institution,
located in a public place, open to all, and run
with close community involvement.
72
The Community Education Centre (CEC)
the Community Education Centre The participants are neo-literates, mostly women,
and the Panchayats (elected local self-government
bodies) are regarded as key stakeholders of the CEC.
At district level the programme implementing
agency is the Zila Shaksharta Samiti ( ZSS or
District Literacy Society).
A registered society with a General Council and an
Executive Committee, under the leadership of the
district head of administration. It receives funds
from the government and disburses funds to CECs
on the basis of approved plans.
73
Key stakeholders of
A District Resource Unit (DRU), located in the
District Institute of Education and Training
(DIET), and the State Resource Centre provide
technical and academic support to the
programme.
The Jan Shikshan Sansthan (People‘s Training
Organisation), a district-level institution, often
managed by an NGO, works with the ZSS to
provide vocational and life enrichment
education. It offers courses based on local
market demands.
74
Vocational And Life Enrichment Education
About a quarter of India‘s 600 districts which have a low education level now each have a district literacy
society and a functioning adult education programme under its auspices.
Although the NLM objectives and programmes are
conceptually linked to a broader approach to adult
and lifelong learning, the heavy burden of illiteracy
compels India to remain focused on narrow literacy
objectives, especially in seven of the 28 states which account for 65 per cent of the total illiterate population.
75
Districts with low education level
It is in the same states that the national programme for primary education, Sarva Shisksha Abhiyan (Education
for all Campaign), is weak and, therefore, continues to
feed the pool of illiteracy.
This is so much so that the primary schools have been
described
as maintaining a system of ‗institutionalised sub-literacy.‘
(The Statesman, editorial, 22 August, 2006).
Other challenges relate to finding effective pathways to
address the multiple disadvantages of educationally-
deprived populations who are living in extreme poverty,
are largely low-caste or ethnic minorities, often in poor
health, and women.
76
Remedy for low education level
National Knowledge Commission (2008) stressed a
focus on expanding functional literacy among the
population.
Illiteracy remains a major problem, even among the
age-group 15-35 years.
Therefore literacy programmes must be expanded
rather than reduced, and given a different focus that
is directed towards improving life skills and meeting
felt needs, especially (but not only) among the
youth.
77
Expansion of functional literacy in India
The primary responsibility for school education is
borne by the state governments.
Therefore any policy changes must be with the full
participation and involvement of the States.
However, positive changes in systems of schooling
will require the active involvement of the Central
Government as well as State Governments.
This is not
but also in
changes.
only in the
promoting
matter of providing resources
organizational and other
78
Role of Central & State Governments
controlled by:
The state government Boards like SSLC, in
which the vast majority of Indian school children are enrolled
The Central Board of Secondary Education
(CBSE) board,
The Council for the Indian School Certificate
Examinations (CISCE) board,
National Open School and "International
schools."
79
In India, the main types of schools are those
Of Union Department of Education:
•Central Institute of Education Technology
•Central Tibetan Schools Administration (CTSA)
•Navodaya Vidyalaya Samiti (NVS)
•Kendriya Vidyalaya Sangathan (KVS)
•National Institute of Open Schooling (NIOS)
•Central Board of Secondary Education (CBSE)
•National Council of Educational Research and
Training
80
S U P P O R T O R G A N I S A T I O N S
and Training (NCERT). The NCERT was established in 1961. It functions as a resource centre in the field of
school education and teacher education.
The NCERT undertakes programmes related to
research, development and training extension and dissemination of educational innovations etc., through various constituent Departments the headquarters in New Delhi and 11 Field Officers all over the country.
Publication of school textbooks and other
at
educational material like teachers‘ guides/manuals etc. are its major functions.
81
National Council of Educational Research
CIET is an important unit of NCERT which is
engaged in the production of satellite based audio
and video programmes for Elementary and
Secondary levels which are aired on All India Radio,
and Doordarshan.
CIET also coordinates programme production
activities of
Technology
Hyderabad,
the six States Institute of Education
at Patna, Lucknow, Ahmedabad,
Pune and Bhubaneshwar
82
Central Institute of Education Technology (CIET)
The National Institute of Open Schooling (NIOS) formerly known as National Open School (NOS) was established in November,1989 as an autonomous organization in pursuance of National Policy on Education 1986 by the MHRD.
NIOS is providing a number of Vocational, Life Enrichment and community oriented courses besides General and Academic Courses at Secondary and Senior Secondary level.
It also offers Elementary level Courses for 14+ age group through its Open Basic Education Programmes (OBE).
Government of India through a gazette notification vested NIOS with the authority to examine and certify
learners registered with it upto pre degree level courses.
83
National Institute of Open Schooling (NIOS)
(CBSE) CBSE was initially called as ‗The Board of
High School and Intermediate Education‘.
It was established with a view to play a useful
role in the field of Secondary Education, to
raise the standard of Secondary Education,
to make the services of the Board available to
various educational institutions in the country
and to meet the educational needs of those
students who have to move from State to State.
84
Central Board of Secondary Education
The CBSE, the Headquarter of which is in
Delhi from 1962, subscribes to a diverse,
mass participative education system with a
broader base of access that provides the
benefits of uniformity, flexibility and diversity
as envisaged in the National Policy of
Education; the services of the Board are
available to various educational institutions
the country and to meet the educational
needs of those students who have to move
from State to State.
in
85
Central Board of Secondary Education (CBSE)
Board today has 8979 schools [on 31-03-
2007] including
141 schools in 21 countries. There are
897 Kendriya Vidyalayas,
1761 Government Schools,
5827 Independent Schools,
480 Jawahar Navodaya Vidyalayas
14 Central Tibetean Schools.
and
86
Central Board of Secondary Education (CBSE)
Major Activities and Objectives: To prescribe conditions of examinations and conduct public examination at the end of Class X and XII.
To grant qualifying certificates to successful candidates of the affiliated schools.
To fulfill the educational requirements of those students whose parents were employed in
transferable jobs.
To prescribe and update the course of
instructions of examinations
To affiliate institutions for the purpose of
examination and raise the academic standards
of the country.
87
Central Board of Secondary Education (CBSE)
Innovations in teaching-learning methodologies by
devising students friendly and students centered
paradigms.
Reforms in examinations and evaluation practices.
Skill learning by adding job-oriented and job-linked
inputs.
Regularly updating the pedagogical skills of the
teachers and administrators by conducting in service
training programmes, workshops etc.
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The prime focus of the CBSE is on
The Government approved the scheme of Kendriya Vidyalaya Sangathan in 1962.
Initially, 20 regimental schools in different States were taken over as Central Schools.
In 1965, Kendriya Vidyalaya Sangathan was established with the primary objective of setting-up and monitoring Kendriya Vidyalaya to cater to the educational needs of the children of transferable Central Government Employees including Defense Personnel and Para- Military forces by providing common programme of education.
At present, there are 931 Kendriya Vidyalayas (as on June 2005). All Kendriya Vidyalayas follow a uniform syllabus.
17
89
Kendriya Vidyalaya Sangathan
Navodaya Vidyalayas are located all over the country including Lakshadweep and A & N
Islands except the State of Tamilnadu.
To provide good quality modern education to
the talented children predominently from the
rural areas, without regard to their family's
socio-economic condition. Jawahar
Navodaya Vidyalayas are co-educational
residential schools.
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Navodaya Vidyalaya Samiti
Central Tibetan Schools: an autonomous organization under MHRD, established in 1961 with the objective to establish, manage and assist schools in India for the education of Tibetan Children living in India while preserving and promoting their culture and heritage.
71 schools spread all over India in the area of concentration of Tibetan population. About 10,000 students are on roll from pre-primary to class XII with 554 Teaching and 239 sanctioned Non Teaching Staff. The schools are affiliated to CBSE and follow NCERT curriculums. The medium of instruction is Tibetan and English. The classes and Labs are well equipped, efforts are made for development of Children by giving them opportunities of participating in various co-curricular activities.
91
Central Tibetan Schools Administration
The Indian Constitution resolves to provide
quality education to all. The educational
needs of the country differs specifically for
the diverse societies and cultures of the
country and hence the government has
chalked out different educational categories:
Elementary education, Secondary
Higher education, Adult education,
and Vocational education and finally,
‘University of Hard Knocks’!
education,
Technical
92
CATEGORIES OF EDUCATION
Quantitative should accompany Qualitative Edu: There has been a
decline in the education standards across the country. The
Annual Status of Education Report (Rural) 2012, prepared by
NGO Pratham and released by Union HRD Minister MM
Pallam Raju also raises questions about whether the Right to
Education Act has actually led to any improvement in India's
literacy. Ability to speak, write, read, count and calculate.
According to the report, the basic learning levels of children
in rural India have fallen. In 2012, just five out of 10 students
in Class V across rural India, could solve a simple arithmetic
problem, it says.
The report also says that there is a sharp decline
in the reading ability of children, especially in
government schools and that more and more
parents seem to be depending on private schools
in rural India. Criticising the Right to Education Act
(RTE), the report said it may have led to relaxation
of classroom teachings since examinations and
assessments are scrapped till a few classes…