indian elementary education
TRANSCRIPT
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'An Educated India is A Progressing India' Education for All
INDIAN
ELEMENTARY
EDUCATION
FREE &COMPUSORY
6 to 14 year CHILDREN
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Universal Elementary Education The role of Universal Elementary Education (UEE) for
strengthening the social fabric of democracy through
provision of equal opportunities to all has been
accepted since the inception of our Republic.
The original Article 45 in the Directive Principles of
State Policy in the Constitution mandated the State to
endeavour to provide free and compulsory education
to all children up to age fourteen in a period of ten
years.3
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In 2002, the 86 th constitutional amendment was
followed by rounds of discussions(tabling of right for
free and compulsory education bills by the NDA andthe UPA governments), which made education a
fundamental right for children in the age group of 6
14 tears.
The Act was introduced in Rajya Sabha in December
2008. It was passed in the Lok Sabha on 4 th August
2009 and the president gave his assent to it on 26
August 2009.The Act came into force on 1 April 2010
as a fundamental right.4
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The Sarva Shiksha Abhiyan had beenset with specific targets. These are:
All children in school, EducationGuarantee Centre, Alternate School or 'Back-to-School' camp by 200 5.
All children complete five years ofprimary schooling by 200 9 .
Children complete eight years ofelementary schooling by 201 2 .
Focus on elementary education ofsatisfactory quality with emphasis on
education for life. Bridge all gender and social categorygaps at the primary stage by 200 9 andat the elementary education level by201 2.
Universal retention by 201 2 .
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Though the Sarva Shiksha Abhiyan [SSA]
is being administered through government
and govt. aided schools,
some private unaided schools are also
actively involved in contributing towardsuniversal elementary education .
The govt. entered into an agreement with
the World Bank for assistance to the tune of
US $ 600 million to fund the second phase
of the S S A.
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To promote literacy among its citizens, the
Government of India has launched severalschemes such as
the Kasturba Gandhi Balika Vidyalaya
Scheme,
Mid-day Meal Scheme and
the National Program for Education of Girlsat Elementary Level (NPEGEL).
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Role of Private Sector in SSA
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National Commission for Protection of Child Rights
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 provides for establishment of the National Commission forProtection of Child Rights and State Commissions for supervising
of proper implementation of the act , looking after the complaints
and protection of Child Rights.
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IMPLEMENTATION OF RTE EEGULATIONS
Successful implementation of the RTE act
passed by the central government requires key
steps to be undertaken by state governments.
States are required to notify specific rules forcarrying out the provisions of the Act. They are
also required to constitute a State Commission
for the Protection of Child Rights and notify a
state academic authority to frame and monitor
the curriculum.
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The Constitution (Eighty-sixth Amendment) Act, 2002,
inserted Article 21-A in the Constitution of India to provide
free and compulsory education of all children in the agegroup of six to fourteen years as a Fundamental Right in
such a manner as the State may, by law, determine. The
Right of Children to Free and Compulsory Education(RCFCE) Act, 2009, which represents the consequential
legislation envisaged under Article 21-A, means that every
child has a right to full time elementary education of
satisfactory and equitable quality in a formal school
which satisfies certain essential norms and standards.12
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Major Highlights of the Act
The Act makes education a fundamental right of
every child between the ages of 6 and 14. It requires all private schools to reserve 25% of
seats to children from poor families (to be
reimbursed by the state as part of the public-
private partnership plan).
It also prohibits all unrecognized schools frompractice, and makes provisions for no donation
or capitation fees and no interview of the child
or parent for admission.
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The Act also provides that no child shall beheld back, expelled, or required to pass a
board examination until the completion ofelementary education. There is also a provision for special training of
school drop-outs to bring them up to par with
students of the same age. The Right toEducation of persons with disabilities until 18years of age has also been made afundamental right.
A number of other provisions regardingimprovement of school infrastructure, teacher-student ratio and faculty are made in the Act. 14
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Monitoring and Implementation of the act
should be done by the National Commission
for the Protection of Child Rights, an
autonomous body together with Commissions
to be set up by the states. Schools excluded from RTE under special
category : Kendriya Vidyalaya, Navodaya
Vidyalaya, Sainik School and Madrasas
(protected under Article 29 and 30 of the
Constitution)
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The 86th constitutional amendment (2002), And the RTE Act (2009), have given us thetools to provide quality education to all ourchildren. It is now imperative that we the
people of India join hands to ensure theimplementation of this law in its true
spirit. The Government is committed to
this task though real change will happenthrough collective action . 17
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Both the Central and state governments are responsible
for ensuring effective implementation of the Act. There has
been significant improvement in terms of the number ofprimary schools, largely due to additional resources made
available through the Sarv Shiksha Abhiyaan to bridge
existing gaps. The scheme is now being extended to thesecondary school level as well.
In addition to the Government s initiative, the private
sector has also played a role in improving the state ofeducation in the country and continues to do so.
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Reservation of 25% seats in privateschools for children from poor
families The school may be therebut students may notattend, or drop out after
a few months. Through school & social
mapping, many issuesneed to be addressedthat prevent a weak childfrom completing theprocess of education.
The principle behind 25%reservation is to promotesocial integration.
A school is a perfect setting
where existing inequalities
in society can be bridged
if the school encourages
students to integratepsychologically,
emotionally and academically. 19
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The Right of Children to Free and Compulsory Education
(RTE) Act, 2009 has come into force with effect from April
1, 2010. The Sarva Shiksha Abhiyan (SSA) Framework of
Implementation and norms for interventions have been
revised to correspond with the provisions of the RTE Act.
This includes
interventions, inter alia for opening new primary and
upper primary schools as per the neighbourhood
norms notified by State Governments in the RTE
Rules, 20
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support for residential schools for children in areas
which are sparsely populated, or hilly or densely
forested with difficult terrain, and for urban deprivedhomeless and street children in difficult circumstances,
special training for admission of out-of-school children
in age appropriate classes, additional teachers as pernorms specified in the RTE Act,
two sets of uniforms for all girls, and children belonging
to SC/ST/BPL families, strengthening of academic support through block and
cluster resource centres, schools, etc. 21
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Implementation ofRIGHT TO EDUCATION ACT
provides for all children the benefit of freeand compulsory
admission, attendance and
completion
of elementary education.
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Enrol, attend, learn,and
Be empowered by education
Providing universal access itself is no longerenough; making available school facility isessential but not sufficient.
A monitoring mechanism is needed to ensurethat all children attend school regularly andparticipate in the learning process.
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Not attending,drop-out in a few months?
Focus must be on the factors that preventchildren from regularly attending &completing elementary education. Childrenfrom
weaker sections and disadvantaged groups, as also girls.
SOCIAL,CULTURAL,ECONOMIC, LINGUISTIC AND PEDAGOGICISSUES
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Free, compulsory and of high quality
The right to education is free, compulsory andit includes good quality education for all.
A curriculum not only provides good reading
and understanding of text books but alsoincludes learning through activities,exploration and discovery.
Comprehension, competence,competitiveness and creativity should bedeveloped, not forgetting compassion. 25
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Education Depts of State & UnionGovernments have direct responsibility
To provide schools, infrastructure,
trained teachers, curriculum and teaching-learning material, and mid-day meal.
A well coordinated mechanism is needed forinter- sectoral collaboration & convergence.
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On the part of the whole Govts:
The factors that contribute to theachievement of the overall goal of
universalizing elementary education as afundamental right requires action on the
part of the whole Governments.
A well coordinated mechanism is needed forinter- sectoral collaboration & convergence.
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Timely & appropriate financialallocations, redesign school spaces
The Finance Department to release fundsat all levels.
The Public Works Dept. to re-conceive andredesign school spaces from the pedagogic
perspective & Address issues of including
disabled children through barrier freeaccess. 28
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Provide Social & Location Mapping ofschools, Water & sanitation facilities The Dept. of Science & Technology to
provide geo-spatial technology to performat
grass-root survey.
Provision of access to sufficient safedrinking water
Provision and access to adequatesanitation facilities, specially for girl child. 29
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ROLE OF CIVIL SOCEITY in RTE
Above all, people s groups, civil societyorganizations & voluntary agencies will playan 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 becomeintegral & crosscutting concerns informingdifferent aspects like training, curriculum andclassroom transaction. 30
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ROLE OF CIVIL SOCEITY
A VIBRANT CIVIL SOCEITY MOVEMENTCAN 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 THEIRPART. NGO contribution of knowledge, ideas and
solutions to the challenges are needed.31
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A key issue being raised against theprovisions of the RTE Act is the absenceof provisions for improving the job conditions ofteachers. This leads to limited availability ofquality teachers in rural or inaccessible areas. According to analysts, teacher training is one
of the biggest requirements of thecurrent system and has been neglected by the Act.
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The National Council for Teacher Education has laid
down the minimum qualifications for teachers in schools
in 2001 on the basis of the National Council for Teacher
Education Act and the RTE Act, according to which
teachers appointed by the government or employing
authority should be trained and have minimum
qualifications for different levels of school education.
Within the five year period, all teachers need to acquire
the academic and professional qualifications prescribed
by the academic authority under the RTE Act. This is a
difficult task.44
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Free education means that no child, other
than a child who has been admitted by his
or her parents to a school which is not
supported by the appropriate Government,
shall be liable to pay any kind of fee or
charges or expenses which may prevent
him or her from pursuing and completing
elementary education. 46
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.Compulsory education casts an obligation on
the appropriate Government and local
authorities to provide and ensure admission,
attendance and completion of elementary
education by all children in the 6-14 agegroup.
With this, India has moved forward to a rights
based framework that casts a legal obligation
on the Governments to implement this right. 47
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The new law provides a justiciable legal
framework that entitles all children between the
ages of 6-14 years free and compulsory
admission, attendance and completion of
elementary education. It provides for children sright to an education of equitable quality, based
on principles of equity and non-discrimination.
Most importantly, it provides for children s right to
an education that is free from fear, stress and
anxiety.
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The Rights perspective under the RTE Act has also
brought in new monitoring mechanisms to ensure that
child rights under the Act are protected. The RTE Act
provides for constitutionally created independent bodies
like the National and State Commissions for Protection
of Child Rights to perform this role. These bodies, with
quasi-judicial powers bring in an element of monitoring
new to the implementation of SSA, requiring that
internal monitoring mechanisms under the SSA engage
purposefully with these independent bodies. 49
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The RTE provides a legally enforceable rights
framework with certain unambiguous time targets that
Governments must adhere to. For example, the Act
mandates that every child in the six to fourteen age
group shall have a right to free and compulsoryeducation in a neighbourhood school. The Act also
provides that if a school does not exist in an area or
limit prescribed as the neighbourhood, the appropriateGovernment and the local authority shall establish a
school in this area within a period of three years. 51
Th i d S S A F k f I l t ti i
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The revised S S A Framework for Implementation is
derived from the recommendations of the Committee on
Implementation of RTE Act and the Resultant Revamp ofS S A , and is intended to demonstrate the harmonization
of S S A with the RTE Act. It is also based on child centric
assumptions emerging from the National Policy onEducation, 1986/92 and the National Curriculum
Framework (NCF), 2005. The revised S S A Framework
of Implementation provides a broad outline of approachesand implementation strategies, within which States can
frame more detailed guidelines keeping in view their 52