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EDUSEARCH(Bi-annual & Bi-lingual)

JOURNAL OF EDUCATIONAL RESEARCH

Volume 2 Number 2 October 2011

ISSN : 0976 - 1160

RESEARCHERS ORGANIZATIONBILASPUR (C.G.)

Flat - H/2, Vaishali Nagar, Ward-13, Bilaspur. (C.G.) Pin 495001

(Regd. No. 13554/11)

EDUSEARCHREGIONAL EDUCATIONAL EXPERTS/COORDINATORS

ANDHRA PRADESHDr. Avvaru RamakrishnaProfessor, IASE, Osmania UniversityHyderabad. A.P. Mob. 9849036025e-mail : [email protected]

DELHIDr. B. K. PandaAssociate Prof, NUEPA, NCERT Campus,New Delhi. Mob. 9810698297e-mail : [email protected]

GUJARATDr. Satish P. PathakReader, CASE, M.S. University, Baroda.Vadodara. Mob. 9925270529e-mail : [email protected]

JAMMU-KASHMIRDr. Surinder Kumar SharmaResearch Officer, State Institute ofEducation, Jammu. Mob. 9419655969e-mail : [email protected]

JHARKHANDMrs. Vjiay SharmaReader, Loyola College of Education.TELCO, Jamshedpur. Mob. 9430381718e-mail : [email protected]

KERALADr. M.S. GeethaPrincipal, Govt. College of EducationThalassery, Distt. Kunnur.KeralaMob. 9496257892e-mail : [email protected]

MADHYA PRADESHDr. Arun Prakash Pandey, ProfessorGovt. College of EducationUjjain. M.P. Mob. 9425380540e-mail : [email protected]

MAHARASHTRADr. Suhas R. Patil, PrincipalGovt. Secondary Training College, 3Mahapalika Marg, Dhobi Talao, Mumbai-1Mob. 982222857/ [email protected]

ORISSADr. Subhash Chandra Panda, Dean &HOD, Regional Institute of Education,Bhubaneswar. Mob. 9437630666e-mail : [email protected]

RAJASTHANDr. Vikas Modi. Asstt. Prof.Shah G. L Kabra Teachers’ College, NearGeeta Bhawan, Jodhpur.Mob.9413742106e-mail : [email protected]

UTTAR PRADESHDr. Alok Gadia,Asstt. Prof. Faculty of Education BHUKamachha, Varanasi.Mob. 9415992434e-mail : [email protected]

WEST BENGALDr. Shyam Sunder BairagyaReader in EducationUniversity of Gour BangaDistt. Malda. W.B. Mob. 9433256325e-mail : [email protected]

EDITORIAL BOARD

AdvisorDr. Y.V. SrivastavaHOD, Dept. of Edu., St. Thomas,CollegeBhilai. Durg. (C.G.) Mob: 9584506675

Chief EditorDr. B.V.Ramana RaoAsstt. Professor, Govt. College ofEducation (IASE), Bilaspur. (C.G.)Mob: 9425548135e-mail : [email protected]

Editors of this IssueDr. Siddhartha JainPrincipal, D.P.Vipra College of EducationBilaspur. (C.G.) Mob: 9300291564e-mail : [email protected]

Dr. Kshama TripathiAsstt. Prof., Govt. College of Education(IASE) Bilaspur.(C.G.) Mob : 9424165555

Cover Page DesignMiss. Boney Sharma

EXECUTIVE MEMBERS OF R.O.B.Dr. Kshama Tripathi. (mob.9424165555)Dr. Siddhartha Jain (mob.9300291564)Dr. B. V. Ramana Rao (mob.9425548135)Dr. A. K. Poddar (mob.9425536474)Dr. Anita Singh (mob.9827118808)Dr. P.L.Chandrakar (mob.9977048840)Mr. Shivaji Kushwaha (mob.9406033097)Mr. Sanjay M. Ayade (mob.9425546803)Ms. Payal Sharma (mob.9993250772)Ms.Akanksha Gupta (mob.8109258257)

Dr. Eshmat Jahan (mob.9893143557)


ISSN : 0976 - 1160

(Bi-annual & Bi-lingual)EDUSEARCH


B.V.Ramana Rao

Dear Friend,

Very glad to bring out an issue on the theme; “Right toEducation and Common School System.” In this wholeexercise, following observations have been made andwhich need to be addressed; a)Research Values b)Research Direction.Research Values : Research in Education is madecompulsory at M.Ed. level since 1936, when BombayUniversity awarded its first degree. Though, theduration of M.Ed. regular programme is one year, butin practice, students are getting less than six months todeal with theory and research work. This shortage oftime sows the seeds of plagiarism within students at thevery initial stage of research and has reached up tosuch a level, that they do not hesitate to use cut-copy-paste technique and get it published. As such Specialfocus on research values has become necessary atM.Ed. Level.b) Research Direction : The subject of RTE and CSS isnot a new subject in the field of education, as it was apolicy initiative made by Prof. D.S. Kothari, 45 yearsback. Experts in education haven’t paid much attentionin this direction. Even after one and half years of itsenforcement, we do not have proper tools andprocedure to handle with the Act. The poor responseregarding the theme and its standard is quite obvious.Expecting a bright future in due course of time….With best wishes for Diwali and forth coming NewYear….

thanks

AboutRESEARCHERS ORGANIZATION, BILASPUR (C.G.)

(Regd. 13554/11)

It is an association of like minded people consisiting of research

scholars, teachers, teacher educators and professors. It was formed

with an aim to transform research into reality and mass

applicability.

The prime objectives of this organization are -

� To promote research in the area of school and higher education

and to extend academic and technical support to the young

researchers.

� To extend support in the implementation of the government

policies in the area of education, social-welfare and environment.

� To provide a platform to the young writers for publication of their

books.

� To publish research journals in various subjects.

� To develop and publish various research tools, scales of

measurement in various subjects.

� To conduct research experiments in education and other subjects.

� To provide consultancy services to young researchers.

� To organize national and state level seminars, conferences,

workshops etc.

� To conduct various projects in school and higher education fields

in consultation with the apex bodies of the country.

Secretary

Researchers Organization, Bilaspur (C.G.)

The Right to Education-2009 : A Mission toEmpower Children.Lifelong Learning – the Japanese Experience:Implications for India and the Medium andLowly Developed Countries.An Investigative Overview and Functions ofThe Right to Education Act – 2009Common School System in India : In Retrospectand Ongoing Policy DebatesIndia’s Journey towards Bright Future.

Teachers’ Perception on Developing Social-Skills of Mentally Challenged Children.

Common School System in the Light of Rightto Education Act, 2009

Right to Education Act (2009) - A CriticalAnalysis.

Right to Education Act and its FinancialConcerns.School Empowerment through Common SchoolSystem.Right to Education - A study on the Awarenessof M.Ed.TraineesInfluence of Some School Climate Factors onQuality Education.Right to Education in India : Opportunities andChallenges Ahead.Status of Right to Education of the MarginalizedClasses in the Third World Countries.

Dr. Savita Sharma 1Dharamshala (H.P.)Dr. B. K. Panda 7New Delhi

Dr. Satish P. Pathak 16Vadodara (Guj.)Rakshinder Kaur 22Bathinda (Pun.)Dr. Akhtar Parveen 27Karnool (A.P.)Dr. Adam Paul & 33Dr. Vanaja, M.Guntur (A.P.)Ajit Mondal & 40Dr. Jayant NeteKalyani (W.B.)Dr. J. D. Singh & 46SurinderSangariya (Raj.)Dr. Kartar Singh 54New DelhiDr. Happy P.V. 58Thrissur (Ker.)Fathima Jaseena M.P.M 63Kozhikode (Ker.)Aruna Chouhan 67Patiala (Pun.)Dr.Satvinderpal Kaur 72Lopon (Pun.)Dr. Uttam B. Sonkamble 77Nasik (Mah.)

CONTENTS


ISSN : 0976 - 1160

(Bi-annual & Bi-lingual)

EDUSEARCH


The Right of Children to Free and CompulsoryEducation Act 2009 : Teachers Perception.

A Study of Knowledge Inculcate with specialreference to Hinduism, Christianity &Muslimism.A Study of Self-esteem and Teaching Compe-tence of Pupil Teachers.

Right to Education and Common School System.

Right to Education and Common School System-Perception among Teachers.Right to Education Bill : Historical Review, Factsand Criticism.A Critical Study of Learning Disabled Students.

Right to Education Act : A Critical Analysis.

A Study of Parents and Teachers Awarenesstowards Right to Education Act 2009.

Right to Education and Common School System:A Review.

Right to Education Act : Formalising the Demiseof the Ideal of Common School System.Right to Education and Common School System.

Sarva Shiksha Abhiyan in Sangrur District ofPunjab : A Case Study.f”k{kk dk vf/kdkj vkSj f”k{kd izf”k{k.kA

f”k{kk dk vf/kdkj vkSj vf/kfu;eAf”k{kk ds vf/kdkj ds rgr “kkykvksa esa izosf”kr d{kk igyh ,oe~NBoha ds fo|kfFkZ;ksa ds lek;kstu dk ,d v/;;uAf”k{kk ds ekSfyd vf/kdkj ds izfr “kkldh; ,oa v”kkldh;fo|ky; ds f”k{kd&f”kf{kdkvksa dh tkx:drk dk v/;;uA

Dr. Niradhar Dey & 83Binod BeckBilsapur (C.G.)Dr. Manoj C. Shastry 91Ahmedabad (Guj.)

Dr. Zeenat Muzaffar & 97Dr. Talat NaseerAurangabad (Mah.)Dr. Sumandeep Kaur 101Kurukshetra (Har.)Dr. K. Premlakshmi 106Salem (T.N.)Dr. Pratibha Patankar 112Kolhapur (Mah.)Sujatha R. Mudgundi & 118Dr. Srikant G. AndhareSolapur (Mah.)Dr. R. S. Bairagya & 125Dr. S. S. BairagyaMalda (W.B.)Dr. Dinesh Kumar & 129Dr. Sarita SharmaSardarshahar (Raj.)Dr. Kavita Verma & 133Dr. K. NagmaniBhilai (C.G.)Dr. Kamaljeet Singh 138Bathinda (Pun.)Dr. Noorjehan Ganihar 144Dharwad (Kar.)Kamalpreet Kaur & 149Ravinder Patiala (Pun.)MkW- ,- ih- ik.Ms; 157mTtSu ¼e-iz-½MkW- ekyrh lkgw fHkykbZ ¼N-x-½ 162vrqy dqekj JhokLro 166fHkykbZ ¼N-x-½MkW- Hkkouk “kekZ 170MkW- laxhrk egk”kCnsHkksiky ¼e-iz-½

The Right to Education-2009 : A Mission........................... 1

The Right to Education-2009 : A Mission toEmpower Children

Dr. Savita Sharma *

* Associate Professor, Govt. College of Teacher Education, Dharamshala. (H.P.)

Abstract

EDUSEARCHISSN : 0976 - 1160

Vol 2. No. 2. October 2011

The RTE Act–2009 provides the right to free and compulsory education to every child in theage of 6 to 14 years in India. The act clearly defines the obligations of the Centre, State, LocalGovernment schools, officials and parents about their duties. Still, there are certain keyquestions remain unanswered in the act. To make the Act a great success, collective effortsare to be made by all–parents, teachers, school, society, local and state govt. for correlatingobjectives with practice. Learning is to be made a joyful experience in the class room.

Introduction“Our progress as a nation can be noswifter than our progress in education.The human mind is our fundamentalresource.”This axiomatic impression of JohnF.Kennedy advocates that educationcan enrich human life more thananything else can do and once acquired,education remains as a permanentasset. Every child comes to this worldfully equipped not only to take care ofhim self but also to contributeconstructively to the development of theworld. Some are blessed to get chanceto explore their potential but manyothers never get opportunity to unfold

their latent wonderful gifts. Children arethe human resources and assets of acountry. A nation’s health is assessedthrough the health of its children. It istherefore essential that children getsuch an environment which is suitableto meet their social, emotional andeducational needs.Besides protecting human rights, theUniversal Declaration of Human Rights(1948) also comprises rights of children.Article 26 of the Declaration concernedto children’s education specifically:• Everyone has the right to education.

Education shall be free; at least inthe elementary and fundamentalstages and shall be compulsory.

2 EDUSEARCH - ISSN : 0976 - 1160 Vol. 2 No. 2 Oct. 2011

• Education shall be directed to the fulldevelopment of human personalityand to the strengthening of humanrights and fundamentals freedoms.

Since independence, India has beenattending to the well being anddevelopment schemes of the children.The constitution of India itselfrecognizes the rights of the children andsafeguards their right to survival,protection and development. Article 14of the Constitution bestows right toequality, Article 15(3) empowers stateto make special provisions in favour ofchildren, Article 23 prohibits traffic inhuman beings, Article 24 prohibitsemployment of children below 14 yearsin any factory or mine or hazardousoccupations, Article 39 prohibits abuseand exploitation, Article 45 providescompulsory education up to 14 yearsand Article 47 stipulates that state shallendeavour to raise the level of nutritionand standard of living and improvementin public health. While the WorldCommunity recognises education for allas an important MillenniumDevelopment Goal and the G-8 nationssay that investment in education iscrucial for sustainable growth, Indialays emphasis on education in theEleventh Plan. Human ResourceDevelopment Ministry has decided toopen millions more schools, at least 700more universities and 35000 morecolleges. The landmark legislation- RightTo Education, The Right of Children toFree and Compulsory Education Act,2009, provides every child in the agegroup of 6 to14 years the right to :� Admission, Participation and

Completion of Elementary Education

� A stress-free school experience- Nocorporal punishment. No mentalharassment. No detention and Noexpulsion

� A child-friendly curriculum inconformity with the values enshrinedin the Constitution of India.

Basic Provisions of the Right ToEducation ActProvision for free and compulsoryeducationThe Act provides that every childbetween the age of 6 and 14 shall havea right to free and compulsory educationin a neighbourhood school till thecompletion of elementary education,that is, up to class eight. No child canbe denied admission, expelled or heldback before completing elementaryeducation, and will continue to get freeeducation even beyond the age offourteen if he does not completeelementary education within that age.In case of transfer from one school toother, either within a state or outsidesuch child shall have a right to seektransfer to any other school (asspecified) and delay in producingcertificate shall not be a ground foreither delaying or denying admission inschool. The Act also provides that nochild shall be denied admission in aschool for lack of age proof.Respective Obligations of the Centre,States, Local governments, Schoolsand Parents under the ActThe Central Government shall developa framework of national curriculum,enforce standards for training ofteachers and provide necessarytechnical support and resources to theState Government for promoting


innovations, researches, planning andcapacity building.The State and local governments shallensure compulsory admission,attendance and completion ofelementary education by every child ofthe age of 6 to 14 years; ensureavailability of a neighbourhood school,ensure that the children belonging toweaker section and disadvantagedgroups are not discriminated against,provide infrastructure including schoolbuilding, teaching staff and learningequipment; ensure good qualityelementary education, provide trainingfor teachers, and monitor the workingof schools.While free education would be providedby government schools, even privateschools and special category schoolshave to provide 25% reservation foreconomicallydisadvantaged commun-ities in admission to class one. Noschool can charge any capitation fee oradopt any screening procedure forparents/ child. The former can attracta fine of up to ten times the capitationfee, and the later Rs 25,000/- for firstcontravention and Rs 50,000 forsubsequent contraventions. No schoolis to be established without obtainingcertificate of recognition from anauthority as prescribed. Schools willhave to satisfy norms and standardsspecified under the Act.The Act also provides that with a viewto prepare children above the age ofthree years for elementary educationand to provide early childhood care andeducation for all children until theycomplete the age of 6 years, theappropriate government may make

necessary arrangements for providingfree school education for such children.It would be the primary duty of everyparent to admit their children within 6-14 years of age to school.Improving the Quality of Teaching inSchoolsThe Act makes a determined effort todiscourage rote learning/cramming.The curriculum will also ensure thatlearning is more through action,discussion and exploration thanthrough textbooks. Minimumqualifications are to be decided forteachers by an academic authority,teachers presently in service will berequired to acquire this minimumqualification within five years. A teachershall maintain regularity in attendingschool, conduct and complete thecurriculum within the specified time,access the learning ability of each childand supplement additional instructionsas required and keep parents apprisedof the progress made by the child. TheAct calls for a fixed teacher: studentratio in schools. Vacancies of teachersin a school shall not exceed 10% ofsanctioned strength. Further, teachersare not to be deployed for any non –educational work except census,disaster relief or election. No teacherwill be allowed to engage in privatetuition. The Act also stipulates a timeframe of three years for improvement ofschool infrastructure from thecommencement of the Act.The Act makes provision for all-weatherbuilding consisting of at least one class-room for every teacher and office-cum-store-cum-head teacher’s room, barrier-free access, separate toilets for boys and


girls, safe and adequate drinking waterfacility to all children, a kitchen wheremid-day meal is cooked in the school,playground and arrangements forsecuring the school building byboundary wall or fencing.Monitoring the Functioning of SchoolMonitoring will be done through Schoolmanagement Committees consisting ofthe elected representatives of the localauthority, teachers and parents orguardians of children (at least threefourth, with proportionaterepresentation to parents of childrenfrom weak and disadvantaged groups).The School Management committeeshall monitor the working of the school,prepare and recommend schooldevelopment plan, monitor theutilisation of the grants received andperform such other functions as maybe prescribed.Determining Curriculum andEvaluation ProcedureIt will be laid down by an academicauthority in conformity with the valuesenshrined in the Constitution and willfocus on all round development of thechild, building up his knowledge,potential and talent, full physical andmental development and making himfree of fear, trauma and anxiety. Nochild shall be required to pass anyBoard examination till completion ofelementary education and every childcompleting his elementary educationshall be awarded a certificate.Redressal of the Grievances underthe ActThe National/State Commission forProtection of Child Rights constitutedunder provisions of the Commissions

for Protection of Child Rights Act, 2005shall examine and review thesafeguards for rights provided underthis Act and also inquire intocomplaints relating to child’s right tofree and compulsory education. Anyperson having any grievance relating tothe right of a child under this Act maymake a written complaint to the localauthority having jurisdiction. Anyperson aggrieved by the decision of thelocal authority may make an appeal tothe State Commission for Protection ofChild Rights.Function of the Proposed NationalAdvisory CouncilThe proposed National Advisory Councilwill be constituted by the CentralGovernment from amongst personshaving knowledge and practicalexperience in the field of elementaryeducation and child development. Thefunctions of the National AdvisoryCouncil shall be to advise the CentralGovernment on implementation of theprovisions of the Act in an effectivemanner.Key Questions still remainUnanswered under ActIn spite of the eminently praiseworthyclauses in the Act, some questioned stillremained unanswered.Regarding the Academic Authoritywhich will frame CurriculumPersons (teachers, parents, members ofsociety) at grassroots level are to beinvolved in the process of framing thecurriculum. Pedagogical experts andeducational consultants with littleschool experience- its problems as wellas needs will not be able to do justiceto framing of the curriculum.


Imparting Quality Teacher TrainingThis matter is also a matter of greatconcern. Of all inputs in education,,teacher is the most important input. Itis he who can give shape to all policiesmade and schemes launched. Thus,conducting capacity buildingprogrammes to upgrade professionalskills of teachers along with providingmotivational and leadership training toteachers, principals and other officialsis of paramount importance. Teachertraining must fulfil the needs of theteachers as well as of the society. Butthe question remains unanswered asto who will evolve this quality teachertraining programmes and how these willbe implemented.School Management CommitteesThe Act seeks to set up managingcommittees for all schools other thanunaided schools. Representatives oflocal authorities may interfere in theprocess of school admissions andappointment of the teachers. At thesame time, there are apprehensions thatwith a threefourth majority of parentsin the management committees, theymay dominate the school decisions andit may turn into parents organisations.Steps yet to be Taken to make the Acta Great SuccessThe Economic Survey for 2010-11,states that the Indian economy will growby 9 percent and next level of growthwill come from skill development andhuman capital. At the same time, theworld has become a global village.Manpower is a global resource. “ Indiahas the largest pool of youth availableto the aging western world. With 75percent of our population poised to be

under 25 years of age, India can be theyoungest nation and be at the prime ofperformance”- Gunbir Singh. In theRight to Education Act, a bold andvisionary step has been taken. A fewsteps to be taken in the right directionare:• The education departments at all

levels must accept the backlog ofchildren with open arms in full formalschools with their different-complexbackground. The student is the mostimportant clog in the wheel oflearning process. At the same time,schools are the only institutionswhich can keep children out ofunwanted work and thus byabolishing child labour can becomethe protector of child’s rights. Alongwith infrastructural support, positivepsychological social-climate mustprevail in the schools. The teachersmust adopt motivational and humaneapproach in dealing with children.

• Sincere efforts are to be made formaking learning joyful in theclassroom through initiatives likesongs, music, dance, debate, skits,puzzles and simulations. Teachinglearning needs to be activity-orientedand child-centred.

• Extending Right To Education to class10 will make a perfect sense,otherwise, there is no point inensuring free and compulsoryelementary education, if many ofthem still finish schooling withoutgetting basic minimum qualification.Nations like the U.S., Russia andPalestinian territories have extendedthe years of compulsory education.(Russia has made 11 years of


REFERENCESExpress News Service (2011): ‘Don’t Use RTE to attack Schools, HC tells Parents’

The Indian Express, Chandigarh Edition, May 30, 2011.Singh Gunbir (2010): ‘Empowering Children’ published in The Tribune, Jalandhar

Edition, April 13,2010.Sinha Shanta (2006): ‘Battle for Schools’Child Development, Challenges, Yojanja,The Economic Survey for 2010-11 : The Tribune, Jalandhar Edition, Feb.26, 2011.The Gazette of India (2009) : The Right To Education Act - 2009, New Delhi.Universal Declaration of Human Rights (1948) : as in Rights of the Child :

Implications for Schools and Teachers by G.L.Arora in ‘ Teachers Support’,June, 2009 published on behalf of NCTE, New Delhi.

schooling compulsory). In a move thatwill ensure 10 years of compulsoryschooling, the Central Advisory Boardof Education (CABE) has agreed toextent the Right To Education Act upto secondary level. The coverage ofthe RTE Act to secondary level willensure that after completingElementary stage students have somegoal to look forward and thus do notget lost in the wilderness.

• On top of all, wise and judicious useof RTE by parents will enable it toaccomplish its objectives. Recentlythe Delhi High Court has to issue aword of caution (as reported in theIndian Express) to all parents againstusing the Right To Education Act asa tool to attack Delhi schools, allegingdiscrimination, if they could notprovide admission to their children.

While dismissing a petition filed by aman, seeking admission for his child ina school where he had studied, thecourt has emphatically pointed out thatthough RTE Act is a fundamental rightof every citizen and people have anemotional attachment with their almamater but at the same time, it was not

a legitimate expectation to hope that aschool could accommodate all suchstudents.In such a situation, one need not beswayed by emotions but must bereasonable in approach and sensible inthinking so that RTE Act does notdegenerate into a mere weapon to attackschools.ConclusionThere is still a long way to go. In theform of Right to Education Act, a pathhas been laid which will positivelytransform the lives of millions ofchildren. The dire need is of collectiveefforts to be made by all- parents,teachers, schools and society, local andstate governments for correlatingobjectives with practice. If the benefitsof RTE Act are to be percolated to thelowest level of population, teachers haveto play a key role. A revolutionarybeginning has been made. Each andevery citizen of India must take it as amission to make it a grand success sothat the prophetic words of NelsonMandela can see the light of the day,’’Education is the most powerful weaponwhich you can use to change the world.’’

Lifelong Learning - the Japanese ............................. 7

Lifelong Learning – the Japanese

Experience: Implications for India and the

Medium and Lowly Developed Countries

Dr. B. K. Panda *

* Associate Professor, NUEPA, New Delhi

Life long learning programmes particularly in the Organization for Economic Cooperationand Development (OECD) countries have remained successful due to the effectiveness aswell as generous spending on the programmes they organize on such activities. While theadult education programmes organized in the developing world is resource constrainedresulting in creating any impact on the society. In this article an attempt has been made tounderstand the life long learning programmes in Japan which is one of the OECD countriesso that the success stories can be incorporated into the adult education programmes of the

developing countries as well as India.

Abstract



IntroductionLooking at the pace of development aswell as changes taking place in theworld and impact of globalisationthereof, there is a great need for a modelof learning to be provided to the societyin order to make it a knowledgeablesociety where learning takes place on acontinuous basis. This provision ofknowledge will help to bring aboutchange in attitude as well as involve thecitizens in productive learning

activities. The existing institutions ofeducation have to change according tothe changes taking place in the world,the changes are so fast, vast anddifferent that it needs educators withoutlook of a futurologist who can beable to predict the future of the worldand prepare the citizens to such kindof changes. There is in fact a need fornew paradigms of learning societieswhich can become part of the advancedsociety. These new paradigms should


be in a position to address manifoldsocietal needs such as learning to livetogether, appreciate culture of eachother (multiculturalism) sharingknowledge together, developingtechnologies and transferring it for thebenefit of the human kind, nurturingemotional creativity and resolve existingman-made conflicts and make the livingharmonious and an enrichingexperience.The planers and policy makers shouldunderstand that learning will be a keyfactor in promoting social justice anddevelopment in this continent and theworld. This indents for applied andlearner-oriented learning and placingthe responsibility in the hands of thepeople who will actually utilise it. Thelife long learning process providespeople with ample opportunity to catchup with the pace of development, taskof relearning, new discoveries to beintegrated into existing knowledge. Aslife long learning process is differentfrom the traditional ways of impartingdefined knowledge and more aboutshaping a kind of person open tochanges, diversity and new ways ofproblem-solving. It requires adoption ofimparting multi-literacy skills in thepeople. This process is free from therigidities of hierarchical ways ofimparting education so on and so forthand enables people to learn and activelyparticipate. In the context of the newwork order which the societies arewitnessing the method of life longlearning/adult education can be morepeople-centric and appropriate for thedevelopment of human beings as valuedmembers of the society.

The coverage of life long learningprogrammes is vast and is not restrictedto a particular group (the older agegroups) and covers a variety of otherage-groups this gives advantage to lifelong learning/adult education as it canhelp in providing interesting learningopportunities to all the age groups ofthe society with a wide coverage ofinterest among the people, and it ispeople-centric. As in case of advancedcountries, which have been practicinglife-long learning programmes haveaddressed to the needs of youth and theaged with the provision of new learningskills, technological skills to the youthwho are serving in lower capacities /skills and are enthusiastic to improvetheir knowledge or to add new skills inorder to improve their socio-economicstatus and would like to benefit fromthese life-long learning programmes. Itis not only learning that will take placein the life-long learning process but hasan element of providing a forum to cometogether and learn from each otherwhile making themselves engaged in avariety of learning activities taking placein the life learning centres.For instance a look at the HumanDevelopment Indices of some of thecountries (Table No.1), which alsoindicates the position of the country inaccordance to its development in aholistic perspective, US has highesthuman development index of 0.902,Japan , China (0.663), India (0.513),Pakistan (0.490) and Bangladesh(0.469). The achievement in terms ofschooling is also considerably low in theMedium Human Developmentcountries like India, Pakistan and


Bangladesh, US, Japan and China allfare very well in providing schooling totheir citizens with mean years ofschooling at 12.4 out of the expected15.7 years of schooling (US), India is notin a position to reach the mean years ofschooling which US has reached andstruggling at 4.4 although the years ofschooling to be provided is high at 10.3even the neighbouring countries likePakistan and Bangladesh have highermean years of schooling compared tothat of India.

Table No.1:

Human Development Index and Schooling

Country Rank Country HDI Mean years Expected years Type of Schooling of Schooling

VHHD 4 US 0.902 12.4 15.7

VHHD 11 JAPAN 0.884 11.5 15.1

HHD 89 CHINA 0.663 7.5 11.4

MHD 119 INDIA 0.513 4.4 10.3

MHD 125 PAKISTAN 0.490 4.9 6.8

MHD 129 BANGLADESH 0.469 4.8 8.1

Source: UNDP, 2010

Existence of Severe Deprivations inthe countriesSevere deprivations are existing in thecountries on account of health,nutrition and education affectsdevelopment, people suffering fromvarious deprivations in their respectivecountries acts as an eye opener for thepolicy makers and planners of thecountry to make their plans morepractical and oriented towardsdevelopment in all aspects a human lifein its real sense. A deeper look into thethree severe deprivations (Table No.2)

the people are suffering in the countriesin terms of education, health and livingconditions clearly indicates that Chinais faring with high ranking compared tothe (MDH) countries with only 10.9 %population not having education whileIndia has 37.5% of people without anyeducation followed by Bangladesh with31.4% which is lower than India, andPakistan is having 51.2% populationwithout education. Severe deprivationdue to health conditions is prevalent inIndia with 56.5% population having

health related problems followed byBangladesh with 53.1% and Pakistanwith only 29.2% population with lowerpercentage having severe health relatedproblems compared to that of India andBangladesh. When education andhealth problems become acute this alsoaffects the employability and earningsand all such factors cumulatively affectthe living standards of the people. Thedeprivations leading to poor livingstandards of the people in Bangladeshare very high with 76.3% of thepopulation falling into this category

1 0 EDUSEARCH - ISSN : 0976 - 1160 Vol. 2 No. 2 Oct. 2011

followed by India with 58.5% with verylow living standards. ContrastinglyChina has emerged with good standardsof living for majority of its populationwith only 12.4% of the populationsuffering with low living standards,10.9% of the population withouteducation and 11.3% of the populationwith health problems despite its hugepopulation.

Table No.2:Countries facing severe deprivation in the areas of

Education, Health and Living Standards

Country Population with at least one severe deprivation (%)

Education Health Living Standards

US —— —— ——

CHINA 10.9 11.3 12.4

JAPAN —— —— ——

INDIA 37.5 56.5 58.5

PAKISTAN 51.2 29.2 42.9

BANGLADESH 31.4 53.1 76.3

Source: UNDP, 2010The adult literacy rates are also very lowin these countries and the programmesof adult education could not respondto the demands of the adults and it willbe observed that the adult literacy ratesas reported in the GMR-2010 indicateslow performance of these countries inthis area with the result that there are759 million adults lacking literacy skillsout of which two-thirds are women.These figures are alarming as most ofthe countries could not developprogrammes to contain adult literacy intheir countries.Life Long Learning Programme inJapanThe lifelong learning movement in Japan

is very unique with wide opportunitiesand only learning is not consideredimportant but multifarious activities arecarried out. This covers a wide range ofactivities in one’s life. Although ‘fun andpleasure of learning’ have beenemphasised greatly in the lifelonglearning activities of Japan with anumpteen number of culture/sportoriented and leisure-oriented activities

but these are considered to be of utmostimportance and considered highlyvaluable practices for characterbuilding, the quality of life and selffulfillment.It was projected that the totalpopulation of Japan to fall from 2005onwards while the proportion of thetotal population over 65 age group isexpected to increase. In order to takecare of the needs of growing seniorcitizens as well as unemployed, thelifelong learning centers have beenreceiving greater attention both fromthe government as well as the policymakers in Japan. A visit to SumidaLifelong Learning Centre – a working


class district in Tokyo with a budget ofUS $4 million was very impressive notonly with regard to the establishmentbut due to the way it has been takingcare the needs of senior citizens andyouth of the Prefect. There wereclassrooms, and facilities devoted to theteaching of flamenco, astronomy, artand craft, music recording, theatre anddancing etc. The center had very goodauditoriums, gymnastic equipment,computers and a library. These kind oflifelong centers in Japan, presentlybelieved to focus on producing more“free thinkers” in Japan, to face thechallenges of Globalisation. The “freethinkers” what the academics of Japantoday feel would produce more creativeideas and feelings.The centers function for the entire day,and there is a continuous inflow of theyouth, old and women. The youth enjoythe gym, sports and music facilitieswhile the old come for leisure activitiesand have a group of free thinkers whocome together and discuss a wide rangeof themes. While the women gather tolearn some new skills etc. The mostinteresting aspect which was witnessedcovered a month-wise systematicallyplanned activities for the citizens of thePrefecture, this is notified in advanceand the people interested joinedtogether and worked together inlearning and participating in theactivities. The experts from variousfields were invited to provide the inputsrequired for the programme. Inaddition, the life learning centers areequipped with best kind of equipmentand infrastructure required fororganizing a variety of activities for the

citizens of the Prefecture. It is a placefor not only learning but alsoentertainment at times. The auditoriumcum indoor hall provides scope toorganize not only entertainment butalso discourses and indoor competitivesports activities. The centers have verygood library facilities and computers.These facilities add to the knowledge ofthe people and develop creativity amongthe people. The most importantcharacteristic features of these centersare to work in collaboration, teams andgroups. The citizens of the entirePrefecture feel the responsibility ofcoming and working together. Thisownership among the people and thestaff of the centre as a whole makes thelife learning programmes a successfulactivity.The group and working discipline of thepeople in the country can be attributedto the fact that at the school level avariety of activities are carried out whichenable the children to imbibe thesevalues of working together and caringor each other in group activities. Theschools also facilitate such activities ingroup promoting a spirit of groupfunctioning. For instance, theclassroom activities were organised ingroups of children. Each group ofchildren, known as “HAN” wereresponsible for the learning activity ofthe entire group. The school cleaningwhich was infact a part of the time tablewas considered to generate team spirit,a sense of responsibility, the feeling ofequality, and was also covering the partof the physical exercise. Even theclassroom food during the lunch houris also served by such groups (Han). The


group (Han) would perform such dutiesin rotation.Efforts are underway within theEducation Ministry (Monbusho) toreduce the content of the curriculum,in order to give schools more freedomand choice, and to encourage the“Kokoro” education (with more focus onthe development of the human spirit).All these positive values in theeducational system has contributed inmaking the lifelong learning processmore meaningful and useful, the peopleenjoyed utilizing their leisure hours inthe lifelong learning centers.In fact, the popularisitic demand by thecitizens of the country has made thelifelong learning programmes in theOECD (Organization for EconomicCooperation and Development)countries and more particularly inJapan more successful and thegovernments has been providingadequate support in terms of variouskinds of resources necessary for theeffective functioning of these centers.It will be observed that the creation oflifelong learning society in which peoplecan learn at any stage of life, can freelyselect and participate in opportunitiesfor study and are willing to have theirresults of learning appropriatelyevaluated. The faith of the people in thelife long system is considerably high. Asurvey conducted by the office ofJapanese Prime Ministers concerninglifelong learning found 66% of Japaneseadult population wanted to try learningactivities on a continuous basis. TheLifelong Learning Council establishedthrough the Law of Promotion of LifelongLearning has been provided with a

considerable high amount of grants insubsidies for local lifelong learningpromotion (Sawano, 1997). As a resultmore than 47 Prefectures hadestablished lifelong learning councilsand another 42 Prefectures had formalplans for the promotion of lifelonglearning. Local government and boardsof education sponsor adult educationcourses and classes. Localgovernments establish and manage thecitizens’ public halls and communitycenters.Majority of the adult learning processescovers sports and personal health(24%); hobbies and personal interestssuch as music, calligraphy, and flowerarranging (23%); on skills useful forfamily life (9%); classes to gainknowledge and skills required for workmake up only (10%) of the total learningactivities. In addition, professionalprogrammes, such as accounting andnursing and newer professions such asenergy management, outdooradvertising and health and exerciseconsulting are covered, generalprogrammes like providing skills tolearn foreign languages are undertakenand self-defense and social focusedprogrammes are also organized.During 1990s Japan enacted a law forthe promotion of lifelong learningcouncils at National and Prefecturelevels, these learning councils supportfor local promotion of lifelong learning,provisions for development of lifelonglearning in designated communitiesand conduct surveys for assessing thelearning demands and needs ofPrefecture residents (Makine, 97). Infiscal year 1995, the national


government provided over US $ 4 billionin subsidies for local life long promotion(Sawano, 97).The life-long learning responsibilities atthe Prefecture level include collectingand providing information aboutlearning opportunities, training of localsupervisors and instructors, developingprograms appropriate to the needs ofresidents, investigating the demand forlearning, evaluating the results oflearning and administering socialeducation classes (Makino 77).However, the framework for lifelonglearning at the local level, in contrastto the Prefecture Level, depends moreon each municipality’s particularenvironment (Kawanbe 94). It isnormally the local governments andboards of education sponsor adulteducation courses and classes. The“Kominkan” or the (citizen public hallsor community centre) serve to carryoutsocial and educational activities.Whereas, adult education in contrast tothe lifelong learning has been treatedas marginal area (Machira 1994), and itis clearly a low priority and low statusin most of the developing world. Theprogrammes are very dry and do nottake into the needs of the youth andadults and it is acts only as a generalkind literacy awareness programme andthe resources spent on adult educationactivities have proved unsatisfactory(Smith 1995). Lifelong learningprogrammes in contrast to the adulteducation programmes are quitesuccessful and demand driven. Thephilosophy of life long learning was thatof providing not only education butcreation of a complete human being –

in terms of their health, participationin economy, society and democracy.Evangelos (2003) emphasized the shiftfrom education to learning, i.e.,“learning how to learn” which canpromote personal characteristics of thecitizen and enables them to getoccupied in learning activities.Discussion and ConclusionThe lessons from the lifelong learningprogrammes to the non OECD countriesare very clear. In the absence ofattractive as well as creativeprogrammes which is societal and needbased the adult programmes will remaina dream to achieve. The mythshaunting the minds of the policy makersand planners of making a literatesociety can’t be sufficed without ropingin the local government interventionand care for the people of the respectiveareas by local bodies with a coordinatedeffort of the social and educationsectors. Japan for instance or may bemany European countries which arepracticing life long programmes foundto have to a great extent fulfilled theaspirations of the local youth andcitizens making these programmes verysuccessful. They also had campaignsfor improving lifelong learningprogrammes but with a difference andthese efforts have remained acontinuous process only till theobjectives and goals are achieved andonce new programmes are designed theold programmes vanish into oblivion,thus the question of sustaining longterm effects of such progrmmes andtheir achievements made in term ofliteracy also gets diluted. This leads tofailure of other such adult education


related programmes in most of thedeveloping countries leading to aperception that these progrmmes haveno impact on the literacy programmesand thereby looses priority in terms ofnational/international funding.The rich experiences and the successstories of the life long programmes ofthe OECD countries can be followed inorder to make a mixed model of adultand life-long learning and continuingeducation programmes moremeaningful. The faith as well as theparticipation of the citizens in thelifelong learning programmes in theOECD countries is the result of theeffectiveness and utility of theprogrammes for the people.In this context, whether it is whetherlife-long learning or adult education ofany forum for continuous learning foradults and youths is the best option fora country for its development. Theprocess of life long learning in thesociety should have a need specificcommunity based approach. But if thescope remains that of mere providingcertificates in the educational systemsperhaps it will not suffice the life longdesires; it is an endless struggle forwealth and power which puts theknowledge in the back seat. Theprovision of learning opportunitiesirrespective of any kind of inequalitiesto all the human beings in thecommunity can bring about harmonyand peace and enable the citizens toutilize their time in valuable pursuitsof the society as a whole.To begin with, this model programmeof life-long learning/adult educationcan be implemented at the district level

with active community members,politicians, the district leveladministrators, voluntary organisationsand academic organizations (later thiscan be initiated at the block levels also).With a conscience from all the stakeholders (Politician- Administrators-Community) an earnest beginning canbe made. A structure or a centre foradult education/life learning activitieswith district-based skills, educative andrecreational facilities with trainedinstructors can be created for thepurpose.The success of such programmes inEurope and many other advancedcountries can be utilised as an eyeopener and take ideas from the successmodels which are very effective in theirfunctioning and catering to the needsof the people, the success stories canbe replicated in other countries as well.Although, the resources forimplementing such a programme can bea problem, for e.g., a district having richsources of industries and betterinfrastructure and communityawareness can be considered formaking a humble beginning. For this,a resource group has to be identifiedand a team of like minded, dedicatedworkers be created. Dialogues with likeminded stake holders can be motivatedin order to create such a system for thebenefit of the community and itsadvancement can be initiated.However, it all depends on thepersuasion power of the leaders ofchange in bringing all the stake holderstogether and initiating as well ascreating such a structure andsustaining it. These adult education/


life long learning centres will addressto the needs of the citizens as well takecare of a sustained educationalprogramme and cater to the needs ofboth old and young, rich and poor, maleand female advantaged anddisadvantaged all from the district willbe in a position to utilize the adulteducation/life long learning facilities.These centres will focus on multi-literacies required in terms of literacy,numeracy, digital literacy, scienceliteracy, media literacy, historic literacy,environmental literacy, literacy for thework place and cultural literacy whichwill enable in improving knowledge,skills, reading habits, group activities,

city development, entertainment,recreation and cultural events. This willact as catalyst in improving educationin the society and make themknowledgeable and enthusiastic, theconflicts (if at all any) in the communityand youth unrest problems can bereduced and a progressive developmentcan be achieved. A humble beginningof adult education/life long educationprogrammes in the developing world willenable reduce the gap between theadvanced countries by creating aliterate community in the world oflearning who can nurture the nuancesof living together.

REFERENCES

Bill Gordon (1998) : ‘Life Long Learning in Japan’, Mimeographed.Carolyn Medel, A., (ed.) (2003) : Lifelong Learning Discourses in Europe, Hamburg:

UNESCO Institute for Education.EFA Global Monitoring Report (2010) : Reaching the Marginalized, UNESCO.Evangelos Intzidis in Carolyn Medel, A., (ed.) (2003) : Lifelong Learning Discourses

in Europe, Hamburg: UNESCO Institute for Education.Kawanobe, Satoshi (1994) : ‘Lifelong Learning in Japan’, International Review of

Education, 40 (6), 485-493.Machira, Yasushi (1994) : ‘Patterns of Lifelong Education in Japan’, International

Review of Education, 40 (3-5), 333-338.Makino, Atsushi (1997) : ‘Recent Developments in Japan’s Lifelong Learning

Society’,http://www.apec-hurdit.org/lifelong-learning-book/makino.html(24 January 1998).

Sawano, Yukiko (1997) : ‘Lifelong Learning: An Instrument for Improving SchoolEducation in Japan?’ in the Book entitled Lifelong Learning, N.Y.

Smith, Herman. W (1995) : The Myth of Japanese Homogeneity: Social-EcologicalDiversity in Education and Socialisation, Commack, N. Y., Nova SciencePublishers.


An Investigative Overview and Functions ofThe Right to Education Act – 2009

Dr. Satish P. Pathak*

* Associate Prof. CASE, Faculty of Education, M.S. University of Baroda. Vadodara (Guj)

The passing of the Right to Free and Compulsory Education (RTE) Act – 2009 marks ahistoric moment for the children of India. This Act serves as a building block to ensure thatevery child has his/her right to get a quality elementary education honored. The Act is alegal document that is not easy to read or understand. Thus, implementation of RTE Actposes the biggest ever challenge for the education system of our country. The first step toensure that is to create an informed public and informed implementing agencies.The present paper focuses on the investigative exercise carried out by a group of teachereducators gathered at National University of Educational Planning and Administration(NUEPA), New Delhi in a national level workshop, with a view to identify various clauses

having relevance with the functions of RTE Act.

Abstract



Introduction :The role of Universal ElementaryEducation (UEE) for strengthening thesocial fabric of democracy has beenaccepted since the inception of ourrepublic. The framers of theConstitution chose to include educationin the Directive Principles of State Policyand not in the section on fundamentalrights and correspondingly Article 45stated that: “The state shall endeavourto provide, within a period of ten yearsfrom the commencement of theconstitution, for free and compulsory

education for all children until theycomplete the age of fourteen years”.However education remained aneglected area of state policy with UEEcontinuing to be a long term goal.Efforts from academicians,educationists and society groups thatfocused on right based approach finallycreated results in 2002, when the 86th

Constitutional Amendment was passedby the parliament and Article 21A,which makes right to education afundamental right, was included in theconstitution. Article 21 states: “The

An Investigative Overview and Functions............................ 17

state shall provide free and compulsoryeducation to all children of the age ofsix to fourteen years in such manneras the state may, by law, determine”.Following from this a Right to Free andCompulsory Education Act (RTE) wasdrafted and passed in parliament onAugust 27, 2009, and after receivingPresidential assent immediatelythereafter, it was notified on February16, 2010 to come into effect from April1, 2010.The passing of the Right to Free andCompulsory Education (RTE) Act – 2009marks a historic moment for thechildren of India. This Act serves as abuilding block to ensure that every childhas his/her right to get a qualityelementary education honored. The Actis a legal document that is not easy toread or understand. Thus,implementation of RTE Act poses thebiggest ever challenge for the educationsystem of our country. The state,teachers, parents and communitieshave to fulfill this entitlement together.The first step to ensure that is to createan informed public and informedimplementing agencies. Various effortslike a series of government and non-government workshops throughout thecountry, advocacy campaign for the RTEAct and emerged answers of most of thequestions from the systematizedinteractions and debates withprofessionals in the field of educationhave clarified the Act.Ten Functions of the Right toEducation Act – 2009:1. It makes education Free.2. It makes education compulsory for

the state to provide.

3. It provides for curriculum to be inconsonance with Constitutionalvalues.

4. It addresses Quality of Teachers.5. It sets norms for Quality of schools.6. It has a Social Reform function. (25%

seats for disadvantaged and weakersections in private schools)

7. It protects the child and removeschild labour.

8. It simplifies procedures for parents.9. It provides for local participation in

Education (School ManagementCommittee (SMC)).

10. It Removes oppression ofExaminations.

The present paper focuses on thisinvestigative exercise in terms oflogically identified clauses under theChapters 1 to 7 and the Schedule(Norms and Standards for a school) inthe RTE Act-2009, having relevancewith the above functions.Investigative Exercise:The investigative exercise was done bythe participants in the following way,as per the instructions given by theprogramme coordinator:i. Firstly, ten different groups were

formed of the participants.ii. Each group was allotted one function

of the Act, to work out.iii. All the groups have identified the

clauses relevant to the given function.(Time duration: 30 minutes)

iv. Group work presentation was doneby a group representative.

The detail of the group work based oninvestigative overview of the Act withreference to its functions, is given asunder:


Investigative Over View of Right to Education

Functions of Clauses relevant to the functions in RTE Act – 2009the RTE Act

1. It makes Education Free.

2(b) : No capitation fee3(1) : Right of child to free and compulsory education3(2) : Child not to pay any kind of fees or expanses8(a) : Govt. not liable for free education when parents admit

child to private school9(a) : Every local authority shall provide free and compulsory

education to every child12(1)(a),(b),(c) : Extent of school’s responsibility for free and

compulsory education

2. It makes education compulsory for the state to provide.

2(a), (h) : Define authorities(Appropriate Govt. and localauthority) in relation to schools to provide free andcompulsory education

3(1) : Right of child to free and compulsory education4 : Special provisions for children not admitted to or who

have not completed education (for older children)5(1),(2),(3) : Right of child to transfer to other school (for

transition, for migration)6 : State to provide neighborhood schools within 3 years

from the commencement of the Act7(1),(3) : Concurrent responsibility of central and state Govt.

to share financial and other responsibilities8(a) : The appropriate Govt. shall provide free and compulsory

education to every child.9(a) : Every local authority shall provide free and compulsory

education to every child.12(1)(a),(b),(c) : E

3. It providesfor curriculumto be inconsonance

with Constitutional values.

7(6) : Role of Central Govt.(a) : To prepare National Curriculum Framework(b): To develop and enforce standards for training of teachers(c) : To provide technical support and resources to the state

govt.29(1) : Curriculum and education procedure to be laid down

academic authority specified by appropriate govt.29(2) (a) : Conformity with the values enshrined in the

constitution29(2) (b) to (h) : Specifies process of education


4. It addresses Quality of Teachers.

23(1) : Minimum qualification to be laid down at centrallevel

23(2) : All teachers to acquire minimum qualification within5 years

23(3) : Salary and allowances, terms and conditions ofservice to be specified by appropriate govt.

24(1) : Duties of teachers specified24(2) : Disciplinary action against teachers’ committing

default in performance of duties24(3) : Teacher grievance mechanism to be prescribed25(1) : Maintaining Pupil – Teacher Ratio (PTR) at school

level25(2) : Teacher posted to school can not be deployed for

office/other purpose26 : Vacancy in a school can not exceed ten per cent27 : Non educational duties of a teacher restricted to

elections, decennial census and disaster relatedtask

28 : Private tuition banned

5. It sets norms for Quality of schools.

9(m) : Every local authority shall decide the academiccalendar.

18 : Unrecognized schools not to be allowed to function19: All schools to fulfill at least the norms andstandards specified in the schedule

Schedule: PTR for primary not to exceed 1:40 One teacherper class for class 6-8 PTR for class 6-8 should be1:35 Teaching Learning Material (TLM) as necessaryMinimum working days and hours specifiedPlay materials, Games and sports equipmentSeparate toilets for boys and girls, safe drinking

water facility Play ground, a kitchen for mid-day meal21(2)(a) : The School Management Committee(SMC) shall

monitor working of the school.21(2)(b) : The SMC shall prepare and recommend School

Development Plan(SDP).21(2)(C) : The SMC shall monitor the utilization of grant by

the school.23(1) : Minimum qualifications for appointment of teachers

as laid down by the authority.28 : No teacher shall engage in private tuition or private

teaching activity.


7. It protectsthe child andremoves childlabour.

8(a)(2) : Duty of every government to ensure that every childis in a school, attends it and complete ElementaryEducation(EE).

9(c) : Ensure admission of children of migrant families.10 : Make it duty of every parent to admit child in a school

or cause to be admitted.14(2) : No child shall be denied admission in a school for

lack of age proof.15 ; No denial of admission16 : No failure, No expulsion17(1) : No physical punishment, no mental harassment29(2)(g) : Child to be free of fear, trauma, anxiety

6. It has a Social reform

function.

8(a) : The appropriate Govt. shall provide free andcompulsory education to every child.

8(c) : Ensure pursuing and completing education of thechildren belonging to weaker section

and disadvantaged group.9(a) : Every local authority shall provide free and compulsory

education to every child.9(c) : Ensure admission of children of migrant families.10 : Duty of parents or guardians to admit child in the

neighborhood school.12(1) : 25 % of strength of class to be from weaker sections12(3) : All schools to furnish any information as required13 : No capitation fees, No screening (Only random

selection)

8. It simplifies procedures for parents.

5(1) : A child shall have right to seek transfer to any otherschool.

5(3) : Head Master(HM) or in-charge of the school to issuethe transfer certificate(TC)

immediately. TC not to hamper the admission.9(b) : Every local authority shall ensure availability of a

neighborhood school.14(2) : Child to be admitted first, age proof later. No need of

age proof for admission.15 : Child shall be admitted in the school during the year(all

year round admission).29(f) : Medium of instruction shall, as far as possible, be in

child’s mother tongue.30(1) : No Board exam. till completion of EE.


REFERENCESMHRD (2011) : “The Right of Children to Free and Compulsory Education Act,

2009”, Department of School Education and Literacy, Govt. of India, Delhi.NCPCR (2010) : “Main Features of the Right of Children to Free and Compulsory

Education Act, 2009”, New Delhi.NUEPA(2011) : A Report of the workshop on: ‘Management of Rights of Children

to and in Education’, Department of School and Non-formal Education,New Delhi.

Conclusion :The group work done based oninvestigative overview of the Act withreference to its functions has providedenough scope for discussion, brainstorming and careful analysis of thedifferent clauses and schedule underthe Act. All the participants have beenconceptualized the functions of RTE Actwith respect to different provisions andterms used under the Act, duties ofappropriate government, localauthorities, parents; responsibilities ofthe schools, teachers and grievanceredressal mechanism. Each one

realized that the Act confers onchildren’s right to EE on the basis ofequality of opportunity and withoutdiscrimination on any grounds. Itprovides every child the right to qualityeducation that enables one to fulfill hisor her potential, realize opportunitiesfor employment and develop life skills,as also the right to respect for his orher dignity. In fact, with this effort thepurpose of creating an informed groupfor further creating informed public andinformed implementing agencies wouldhave been achieved.

10. It removesoppression ofExaminations.

16 : No admitted child shall be held back in any class orexpelled from school till the completion of EE.

29(2)(h) : Comprehensive and Continuous Evaluation ofchild’s knowledge and ability to apply the same.

30(1) : No Board exam. till completion of EE.30(2) : Certificate for completion of EE.

9. It provides forlocal participation in Education (SMC).

9 : Local authority (Panchayat/Municipal Corporation) tobe responsible for EE.

21 : SMC to be formed consisting of 75 % parents, 50 %members shall be women and elected members ofthe local authority.

32(1) : Any person having any grievance relating to the rightof child under the Act may make a written complaintto the local authority.

32(2) : The local authority shall hear to the partiesconcerned and matter of the complaint.


Common School System in India :In Retrospect and Ongoing Policy Debates

Rakshinder Kaur *

* Asstt. Prof., Dept. of Education, Punjabi University Regional Centre, Bathinda. (Pun.)

Abstract



Debates on educational inequality have long occupied a pivotal place in educationaldiscourses in pre and post independent India. To rectify the situation several commissionsand committees were appointed from time to time and they put forward theirrecommendations to realize the goal of equality in education through common school system.Education Commission (1964-66) initiated the concept and subsequently by othercommissions, but due to lack of political interest and advocacies it remained a distant dreamtill date. Even the Right to Education Act (2009) also failed to guarantee neighbourhoodschools of equitable quality. Instead it also legitimized both multi-layered school systemand privatization-cum-commercialization of education. The present paper is an attempt tohighlight the evolution and need of Common School System in India with focus on thehurdles in the way of implementing a common school system.

IntroductionThroughout the world considerableefforts have been made to achieve thegoal of education for all and removal ofdisparities on various fronts. Yetanalysis of Indian society shows it tobe one of the most iniquitous societiesin the world. Various types of inequitiesprevalent in Indian society are: inequitybetween males and females; inequitybetween rural and urban segments ofpopulation; inequity betweenscheduled castes and the general

population; inequity betweenscheduled tribes and generalpopulation and so on. Of all theinequalities, educational inequality isfar more serious problem. Debates oneducational inequality have longoccupied a pivotal place in educationaldiscourses in pre and post independentIndia. The University EducationCommission (1948) emphasized,“Education is a universal right, not aclass privilege.”

Common School System in India : In Retrospect............................ 23

The United Nations in its UniversalDeclaration of Human Rights 1948 wellrecognized right to education as basichuman right. Article 26 of thisdeclaration states: (i) everyone has theright to education. Education shall bemade generally available and highereducation shall be equally accessible toall on the basis of merits. (ii) Educationshall be directed to the full developmentof the human personality. The non-discriminatory and equality ofopportunity characteristic of the rightto education are reflected in Article 2 ofUniversal Declaration, which states:‘Everyone is entitled to all therights……..without distinction of anykind, such as race, colour, sex,language, religion, political or otheropinion, national or social origin,property, birth or other status.’Efforts towards Equality ofEducational Opportunity in India(a) The Constitutional ProvisionsThe Indian constitution ensuresequality of all citizens before lawirrespective of caste, creed, religion, sexor pla````````Þ@^ú````icle 14, 15 and 16)and protects them from any kind ofdiscrimination on that ground. It alsoguarantees equality of educationalopportunity to all citizens including theschedule caste (SC), schedule tribe(ST),women, physically and mentallyhandicapped, minority groups andother socio-economically marginalizedsections of the community (article 46).For that purpose special provisionshave been made not only to provide easyaccess to education but also to lessenthe incidence of financial burden onthese marginalized groups through

scholarships, stipends and other kindof assistance like free text books andfree uniforms etc. (Pathy,2003).The Directive Principles of state policyalso provided that “The state shallwithin the limits of its economiccapacity and development makeeffective provision for securing the rightof education” (Article 41) and “The stateshall endeavor to provide free andcompulsory education to children up tothe age of fourteen years within a periodof ten years from the commencementof the constitution.” (Article 45). In spiteof these concessions and constitutionalprecautions, educational inequalitypersists between different geographicalregions, social sectors, sections ofcommunity.(b) Recommendations of VariousCommissions, Committees and PolicyInitiativesFor translating Constitutionalcommitments into practice severalCommissions and Committees andpolicy initiatives were formulated fromtime to time and gave theirrecommendations to realize the goal ofequality in education. EducationCommission (1964-66) regardedequality as one objective of educationand recommended that, it is theresponsibility of the educational systemto bring the different social classes andgroups together and thus promote theemergence of an egalitarian andintegrated society. Following theEducation Commission’s recommen-dations, National Policy on Education,NPE (1986) devoted Section (4) on‘Equalisation of EducationalOpportunity’.


The National policy on Education (1986)while recognizing the impediments tothe realization of the goal of educationfor all, states that “The new policy willlay special emphasis on the removal ofdisparities and to equalize educationalopportunity by attending to the specificneeds of those who have been deniedequality so far.” The policy furtherresolves that “effective measures will betaken is the direction of the commonschool system recommended in the1968 policy”. However, the NPE 1986also provided for non-formal stream forschool dropouts, for working childrenand girls who cannot attend whole dayschools, especially in educationallybackward states. Even in recent years,the discourse on education at schoollevel has remained confined to rights,and equal opportunity and social justiceas applied to education are yet to receiveattention.It is a huge question mark before theeducationists and the policy makersthat whether it is possible to achievethe objective of equality of opportunityin education in this era of neo liberalismwhere parallel streams of schooling hasemerged. But still debates on commonsystem are going on throughout thecountry and its implementation is beingseen as the solution of all the evilsprevailing in today’s commodifiedschool system. So, amidst all this let’shave a look at the various aspects ofCommon School System so as to findout how the common school system willprovide a way out of this impasse.C S S : A RetrospectTo achieve the objective of equality ofopportunity in education various

Commissions and Committees oneducation set up in India afterindependence have made strongrecommendations for Common SchoolSystem in India. Education Commission(1964-66) very well recognized the roleof education in the social and nationalintegration and opined that it is theresponsibility of the educational systemto bring the different social classes andgroups together and thus promote theemergence of an egalitarian andintegrated society. They furtherapprehended that instead of doing so,education itself is tending to increasesocial segregation and to perpetuateand widen class distinctions as theminority of private, fee charging, betterschools meeting the needs of the upperclasses and the vast bulk of free,publicly maintained, but poor schoolsbeing utilized by the rest. It furthernoted that “this is bad not only for thechildren of the poor but also for thechildren of the rich and the privilegedgroups” since “by segregating theirchildren, such privileged parentsprevent them from sharing the life andexperiences of the children of the poorand coming into contact with therealities of life……also render theeducation of their own children anemicand incomplete”. Seeing this increasingsegregation and widening of the gulfbetween the classes and the massesdue to the segregated schooling systemthey recommended a Common systemof Public education (CSS) as the basisof building up the national System ofEducation.The Indian Parliament expressed itscommitment to Common School System

Common School System in India : In Retrospect............................ 25

through various policies. The NPE 1968viewed that to promote social cohesionand national integration the Commonschool System as recommended byEducation Commission should beadopted. To achieve this, thegovernment will initiate appropriatelyfunded programmes. Effective measureswill be taken to move in the direction ofthe Common school System recomm-ended in the 1968 policy.”The commit-ment to Common School System in1986 policy and its modified version of1992 was unanimously approved by theparliament of India, thereby committingall political parties across the spectrumto this goal (CSSC, 2007: 34).The CABE Committee proposed a tenyear phase-wise programme forreconstruction of the present schoolsystem into Common School system. In1990, the Acharya RamamurtiCommittee, constituted to review the1986 policy, extended the CABECommittee proposals further. It stated:A very vital component of overallstrategy for securing equity and socialjustice in education is the developmentof the common School System. TheCommittee than went on to explains theconsequences of non-implementation ofthis concept. The CABE Committee onpolicy (1992) while examining Rama-murti Commission report asked“privileged schools” to accept “socialresponsibility by sharing their facilitiesand resources with other institutionsand facilitating access to children ofdisadvantaged groups”( Jha, 2004).Yetthe concept could not be translated intopractice because the political leadershipand bureaucracy at all levels along with

intelligentsia found an escape route fortheir own children viz. private schoolsystem and this lead to loss of political,bureaucratic and social will to improvethe Government schools(Sadgopal,2008).Hurdles in the way of C S SThe Education Commission’srecommendation of a common schoolsystem (CSS) across the country wasendorsed by the National EducationPolicy of 1986 and 1992. However therecommendation has never beentranslated into action. In 1990, CABEconstituted the Acharya RamamurtiCommittee to review the NPE 1986. Itoutlined the following reasons for thecommon school system not havingmade headway:• Economic and social disparities; the

well-to-do communities send theirchildren to schools with betterinfrastructure, teachers and teachingstandards; ordinary schools are notsought after and in turn this resultsin low investment in them.

• The constitutional protection given tominorities to establish andadminister their own educationalinstitutions is incompatible with acommon school system.

• In government schools, the quality ofeducation dispensed has remainedpoor

• Public schools, privately managedEnglish medium schools, schoolscharging capitation fees and thoseoffering expensive coaching haveproliferated

• Proliferation of exclusive Sainik schoolsand Kendriya/ Navodaya Vidyalayasin the government schools sector.


In India a whole hierarchy of schooleducation catering to the differentgroups of children has emerged posinga formidable obstacle to theestablishment of a common schoolsystem. The lack of faith in the publicschool system also tends to compoundthe situation in the Indian context. Insocieties where a common schoolsystem has worked to a considerabledegree, such as North America orWestern Europe, most people go toGovernment schools even todayirrespective of their class background.But due to caste and class ridden societyin India, parents are voicing theirconcerns about their children “mixing”with “other children”, saying that theydo not want “any bad influence on theirchildren.” (Srinivasan, 2011).ConclusionEducation of equitable quality is aconstitutional imperative. Schoolsystem founded on inequality and

discrimination will increase disparity inthe quality of education. Theeducational vision reflected in theCommon school System has becomecritical for the survival of India as asovereign state and a civilized society.Since the global market forces arerapidly encroaching upon governmentschool campuses and also impacting onthe nature of knowledge inherent in thecurriculum with little concern for thedemocratic principles or the welfare ofthe large majority of the people.(Sadgopal, 2008). Transformation of thepresent multi-layered school systeminto a common school system requiressincere efforts from Government as wellas the social organizations .The mindset of the parents has to be changedregarding common school systemthrough nation wide campaigns by theteacher organizations, trade unions andthe student bodies.

REFERENCESDubey, Muchkund (2007, July): Road Map of a Common School System in Bihar,

Economic and Political Weekly, 2999-3005.Education Commission (1966): Education and National Development, New Delhi:

Ministry of Education.Government of Bihar (2007): Report of the Common School System Commission,

Patna: Government of Bihar, 20-29.Jha, Praveen and Pooja Parvati (2008): India’s Tryst with Elementary Education in

the Time of Reforms: Policy Constraints and Institutional Gaps, New Delhi:Books for Change.

MHRD (2005, June): Report of the CABE Committee on Girls’ Education and theCommon School System, New Delhi: Ministry of Human ResourceDevelopment.

PROBE (1999): Public Report on Basic Education in India, New Delhi: OxfordUniversity Press.

Sadgopal, Anil (2008): Common School System and the Future of India: Right toEducation, State and the Neo-Liberal Assault. http:// parisar.wordpress.com/2008/03/24/common-school-system-and-the-future-of-india.

India’s Journey towards Bright............................ 27

India’s Journey towards Bright FutureDr. Akhtar Parveen *

* Teaching Associate, Dept. of Education, Rayalaseema University, Karnool. (A.P.)

Abstract



Present system of Education fails to provide Education based on Equality and social justice,this inequality leads to increase in class distinction and widens the gap between classesand masses which increase the danger of national fragmentation. Present article providesan insight into the concept of Common School System and Right to Education which is thefinal solution left over for India to implement.

IntroductionUntil mid 1970’s a sort of commonschool system existed in India. Most ofour distinguished academicians, civilservants and professionals whodominated the Indian Intellectuals andsocial scene, during the last quarter ofthe 20th century received their schooleducation in government or governm-ent-aided Private schools whichmaintained more or less comparablequality and standards.Subsequently the state did not investin the school system the magnitude ofthe resources recommended by theKothari Commission for buildingCommon School System. This resultedin cumulative neglect of Publiceducation system and hence a decline

in its quality, withdrawal of children byits relatively well to do parents fromgovernment schools and turning toprivate schools. This lead to enormousmushrooming of private schools at afast pace. Today in government andgovernment aided schools only thechildren of the minority groups whocannot afford the fee changed by theprivate schools are pursuing theireducation.Origin of common school systemThe Education Commission (1964-66)has recommended a common schoolsystem of public education as the basisfor building up national system ofeducation, with a view to bring thedifferent social class and groupstogether and thus promote the


emergence of an egalitarian andintegrated society. The commissionwarned that if common school systemis not followed it leads to increase insocial segregation and wide classdistinction, it further stated that thisdistinction is bad not only for the poorchildren but also for the children of therich and privileged group as it preventssharing of the life and experiences ofthe children, learning experiences of thechildren and learning realities of lifewhich makes education “anemic andincomplete. To eliminate the evil and tomake educational system a powerfulinstrument of national development,and promote social and nationalintegration, our education should, movetoward the goals of a common systemof public education.CSS exists in different forms in Nationslike USA. France, Scandinaviancountries .Recently British system ofeducation also moved towardscomprehensive school system which isakin to CSS. Even Canada & Japan alsofollows CSS. Based on policy imperativeand the emphasis on decentralizationalong with the necessary flexibility inthe school system to be able to respondto the contextual curricular demands,the concept of CSS evolved. But thereare wide spread misconceptions aboutCSS. They are• CSS is misperceived as a uniform

school system, but on the contrarythe Education Commission itselfadvocated that each institutionshould be “intimately involved withthe local community be regarded asan individual and given academicfreedom.”

• It is wrongly claimed that CSS will notpermit a privately managed schoolsto retain its non-government andunaided or aided character. Again onthe contrary CSS implies that allschools-irrespective of the type of themanagement, sources of income oraffiliating Boards of examinations-willparticipate and fulfill theirresponsibility as part of NationalSystem of Education..

Definition of Common SchoolSystem:“Common school system means theNational system of Education that isfounded on the principles of equalityand social justice as enshrined in theconstitution and provides education ofa comparable quality to all children inan equitable e manner irrespective oftheir caste, creed, language, gender,economic or ethnic background,location or disability(physical ormental), and where in all categories ofschools- i.e. government, local body orprivate, both aided and unaided, orotherwise-will be obliged to fulfillcertain minimum infrastructural(including those relating to teachersand other staff), financial, curricular,pedagogic, linguistic and socio-culturalnorms and ensure free education to thechildren in a specified neighborhoodfrom an age group and up to a stage, asmay be prescribed, while havingadequate flexibility and academicfreedom to explore, innovate and becreative and appropriately reflecting thegeo-cultural and linguistic diversity ofthe country, within the broad policyguidelines and the National CurriculumFramework for school education as


approved by the Central Advisory Boardof Education.”Important features of CSS;1. Equitable quality of education for all

types of schools, be they government,government –aided, local body orprivate schools.

2. Minimum physical infrastructureincluding classrooms, libraries,laboratories, and other facilities.

3. Professional quality of teachers.4. Optimal teacher and pupil ratio.5. Provision for performing fine arts and

teaching aids,6. Easy access and other facilities for

students suffering from disability.7. Early childhood care centers and pre-

primary schools attached to primary/elementary schools.

8. Diversified and flexible curriculumto reflect the geo-cultural pluralityof the country while emphasizingcertain core curricular features ofNation–wide significance.

9. A pedagogy which is holistic and childfriendly and which has liberatinginfluence on the syllabi

10. Pedagogy should be designed toderive maximum educationaladvantage and provide the fullestopportunity for socialization of thechildren coming from a variety ofsocio-economic, cultural and otherbackgrounds, including dalits, tribal,religious and linguistic minoritiesand physical and mentally challengedchildren.

11. A decentralized, communitycontrolled school system withadequate autonomy andrepresentation of parents.

12. Apart from gender sensitivity,pedagogic and social empathy for thedalits, tribal, cultural and ethnicminorities and the physicallychallenged and mental challengedchildren.

13. A common language policy byadopting Indian languages as mediaof education at all stages.

14. The concept of neighborhood is thecentral of common school system.

Ramamurthy Committee (1990)recommends ensuring instructions inthe medium of mother tongue at theprimary level, particularly for linguistminorities and active encouragement ofteaching in the regional languages atthe secondary level. The IndianParliament has expressed itscommitment to the common schoolsystem twice in its resolutions on theNational Policy on Educationrespectively in 1986 and 1992, issuedas a Cabinet Resolution, yet the conceptcould not be translated into practicebecause of the following reasons.• No commitment among the policy

makers and political leaders toimplement CSS

• High corruption at all levels from topto bottom.

• Lack of social will to improve thegovernment schools

• Privatization and commercialization ofeducation

• Selfish people found escape route tosafe guard private schools.

In the year 1988 CABE appointed acommittee on common system whichproposed a ten-year phase-wiseprogramme for reconstruction of the


present school system into a commonsystem.The chief features of phase-wisereconstruction programme of CSS:a) Highest political priority for the

improvement of both the access andthe quality of the Government, localbody and the government –aidedschools.

b) Decentralization of decision-makingand management of schools throughthe panchayati Raj frame work andmaking the school entirelyaccountable to the community itserves.

c) Fulfilling the Constitutionalobligation of a minimum of eight yearsof elementary education instead if fiveyears of primary education underArticle 45 to all children up to 14 yearsof age including the early childhoodcare and pre-primary educationgroups.

d) Allocation of adequate financialresources.

e) A pedagogically and socially rationalelanguage policy for the medium ofeducation not instruction common toall schools, so that language becomesa means of articulation, rather thanimposition.

f) A carefully constructed programme ofincentives, disincentives, persuasionand eventually legislation to graduallybring the privet schools into the foldof the Common Schools System.

g) Incentives to private schools myinclude grants for children from low-income groups, such that all childrenin the neighborhood have access,disincentives includes gradualwithdrawal of all hidden subsidies to

private schools like the cheap land,tax-free income and exemption fromincome tax on donations, teacherstrained at public cost etc.

Need of the HourThe elite in India have always beendismissive of the concept of commonschool system by mocking at it as beingpolitically too radical and thereforeinfeasible. In contrast the poor and thelower middle class have for longinternalized the concept as the onlymeans for their empowerment andsocial justice. It is an irony that such apublic system of schooling is followedin some form or the other in Europeancountries, USA, Canada. India’sinability to implement CSS is mis-governence and corruption. The seedsof superiority, hierarchy andinsensitivity against the people,particularly the poor among them aresown at an early age in the existingschool system, gets reflected stronglyin governance at each level. The presentschool system encourages cut-throatcompetition, privileges and pursuit ofself-interest at the cost of the interestof others and is antithetical to fosteringspirit of sacrifices, fellow feeling,solidarity and cooperation.Only the historical option left for Indiafor building a cohesive, secular and justsociety is by implementing commonschool system and making educationcompulsory to all, by implementingRight to Education act.Right to Education is recognized as ahuman Right and is understood toestablish an entitlement to education.It includes the right to free, compulsory,primary education for all. This act has


come into force from April 1, 2010. Itincludes a responsibility to provide basiceducation to individuals who have notcompleted primary education byeliminating discrimination at all levelsof the educational system, to setminimum standards and to improvequality.The Right to Education is enshrined inArticle 26 of the Universal Declarationof Human rights and Article 13 and 14of the International Covenant onEconomics, social and cultural rights.It asserts that for education to be ameaningful right it must be available,accessible, acceptable and adaptablewhich is the prime duty of thegovernment. The four “A’s” frame workplaces duties on there stakeholders ineducational process, such as the childas the privileged subject has the dutyto comply with compulsory educationalrequirements, the parents as the firsteducators and professional educatorsare the teachers.Levels of Right to Education:There are three levels in rights toeducation1.Primary /elementary/fundamental

level of education which shall becompulsory, free regardless f theirnationality, gender, place of birth orany other discrimination.

2. Secondary/elementary/technical andprofessional education must begenerally available and accessible.

3. Higher or University level educationshould be provided according to thecapacity.

It is the chief responsibility of the stateto provide education by allocatingsubstantial budgetary resources andregulating the provision of education.

Important features of Right toEducation1. Cost that prevents a child from

accessing school will be borne by thestate.

2. It is states responsibility to enroll thechild and ensure attendance andcompletion of Eight years of schooling.

3. No child should be denied admissionfor want of documents.

4. Admissions must be made thoughtout year.

5. There should not be any admissiontest.

6. Disabled children will also beeducated I the main stream schools.

7. All private schools must enrollchildren from weaker anddisadvantaged communities up to25% f their enrolment.

8. No such seats must be vacant.9. These children are subsidized by the

state at the rate of average perlearning costs in government schools.

10. All schools must prescribe normsand standards laid out in the Act.

11.All private schools apply forrecognition and fulfill standards within three years if not the schools willbe penalized rupees one lacks to tenthousands.

12.Norms and standards of teacherqualifications laid down which mustbe followed within five years.

It is the responsibility of the civilsociety, students and teachers,administrators, writers, artists,government legislatures and membersof judiciary and all others stake holdersto join hand to work together to build amovement to ensure that every child ofthis country is in school and enable toget at least eight years of quality of


education, through CSS as it. Promotesequality and social justice. It helps innation building and the creation ofsocial capital which is essential forsustaining democracy and ensuringeconomic progress and prosperity.Among all school system CSS is mostconducive to provide good education.

ConclusionIt is the need of the hour for politicalleaders, policy framers, educationists,philosophers to introspect and peepinto the problems of education, becausethe present system of education isdeveloping cut through competitionwhich is unhealthy, stress prone,dumping the information into the mindsof the tiny tots with out any human

REFERENCES

Ayodhya.P & Dash.B.N.(2010): Foundations of Educations-New Delhi.

Dash. B.N. (2007): Education in the Emerging Indian society -New Delhi

Educational encyclopedia-2009-New Delhi.

Government of India, MHRD -National policy n Education-New Delhi.

Naseema. C. (2007): Human Rights –Education-New Delhi

values. Instead of bringing the differentclasses and groups together, it istending to increase social segregationand increasing the class distinctions bywidening the gap between classes andmasses which increases the danger ofnational fragmentation.Let us hope that the implementation ofCommon School System along withcompulsory Education in our countrygenerates youth with appropriateeducational skills, broader mentalhorizon, and positive attitude,optimistic outlook in life with universeas one family where human values areeternal without any bias, superstitionsand psychological restrictions in thename of caste creed, region, andreligion.

Teachers’ Perception on Developing ............................. 33

Teachers’ Perception on Developing Social-Skills of Mentally Challenged Children

Dr. Adam Paul * & Dr. Vanaja, M. **

* Asstt. Professor, Dept. of Education, Acharya Nagarjuna University, Guntur. (A.P.)** Asstt. Professor, Dept. of Education, Acharya Nagarjuna University, Guntur. (A.P.)

Every human being is expected to follow certain standards of social behaviours set by thesociety according to the cultural norms and age level of the individual. Today time is beingdevoted for the analysis and observation of mentally challenged and important aspectslike deciphering the social skills, their interactions, their practical behaviours, theircommunication and understanding of their actions. The study deals with the teachersperceptions on developing social skills, 50 special education teachers working in the specialeducation schools located in Guntur District of Andhrapradesh. They were ask to fill anobservation schedule, the results reveal that teachers are giving importance to developmentof social skills and consider cueing as an important reinforcement.

Abstract



IntroductionMental retardation is a condition andnot a disease. Persons with thiscondition will have less mental abilityor intelligence than others of their age.Such persons have difficulty in learningunderstanding and communicating tothem and in adjusting their behavior tothe various situations in everyday life.Mental retardation can result fromdamage to the brain or from incompletedevelopment of the brain during thedevelopmental period (0-18years).

Today time is being devoted for theanalysis and observation of mentallychallenged and important aspects likedeciphering the social skills, theirinteractions, their practical behaviours,their communication and under-standing of their objects, events,relations and actions of mentallychallenged children are the challengingaspects that demand serious scholarlyprobe. The very comprehension ofexternal reality by the mentallychallenged children and their response


is a study that is drawing the attentionof educationists today.A person with mental retardation hasto learn social skills systematically andthrough different teaching methods andstrategies to deal with the situations.Social skill areas are the most importantareas where a person with mentalretardation needs to be trained to getthe social acceptance in the community.It can be taught by creating a stimulatedsituation or domestic activities, etc.Though the skills appear very simple,it is very difficult to the teachers andparents to develop them in theirstudents. It is possible that the level ofretardation in a child may be influencedin development of social skills.Mentally Challenged children and theirsocial skills need to be developed fortheir personality development.The social skills are smiles in response,response to own name, social interactionwith parents, social interaction withother children, self presentation, sayingthank you, saying please, socialinteraction with other institutions,verbal and non verbal responses,noticing and attending the people, socialinteraction of the individual with hisenvironment, both social and personalskills to be developed for the positive andstrengthen their inter personalrelationship and facilitate success intheir lives.Objectives of the Study:The objectives of the present study are:1. To focus the opinions of the teachers

on the categorization of the skills ofmentally challenged children.

2. To investigate the opinions of theteachers on social skills of mentally

challenged children on the aspectssuch as: categorization of skills, socialskills to be developed and activitiesto be developed.

3. To investigate the observations ofteachers on categorization of skills,social skills to be developed andactivities to be developed.

4. To categorise and observe the socialskills of mentally challenged childrenby the teachers with respect to socialinteractions with other children,parents, teachers, elderly persons,social institutions, classroom, inpublic places, self introduction andeveryday etiquette.

5.To analysis the area-wiseobservations of teachers on the socialskills of mentally challenged children.

Methodology AdoptedAfter the selection of the problem andthe review of related literature, theresearcher has chosen the surveymethod and case study method to carryout the research work for collecting thedata and to arrive at conclusions. Forthe selection of sample the researcheradopted stratified random samplingmethod.To collect the relevant data needed forthe study, the researcher consideredmild & modern mentally challengedchildren in special schools situated inGuntur district.SampleThe sample consisted 50 specialteachers working in special educationschools (mentally challenged) of Gunturdistrict and 50, mild and moderatementally challenged students of agegroup12-18 years were selectedpurposively.


Tools of ResearchThe researcher obtained informationabout the special schools by issuing theobservation schedule and throughinterview method.Observation ScheduleThe observation schedule was preparedcovering the social activities to bedeveloped and related to the social. Theobservation schedule contained threeparts.Part-A consists of types of skills,Part-B consists of important social skillsPart-C consists of social skill activitiescheck list.The teachers were asked to fill up theobservation schedule with necessarydetails by putting a tick (√) mark on theresponse which was applicable to thementally challenged children.Each teacher was given a schedule andimportance of the study was explained.Collection of Data & AnalysisThe duly filled in observation scheduleswere collected from the teachers’observations were noted and presentedas case-wise.The Table 1. shows the importance ofcategories of social skills as per theopinions of teachers. From the data itcan be inferred that teachers have agood understanding of the abilities andcapabilities of the mentally challengedchildren under their care. They havemade a realistic assessment of the typeof skills that are absolutely essentialpersona and social skills and haveplaced academic skills as the leastpreferred.The table 2 shows teachersobservations of social skills and theirimportance. 80% of the parents have

Table 1Order of Preference of Skills by

Teachers’ Observations Sr. Category of % of Teachers’

Skill Observations 1. Personal skills 64

2. Social skills 84

3. Academic skills 28

4. Occupational skills 35

Table 2Importance of Categories of Social

Skills – Opinion of Teachers

Sr. Social Skill Teachers Rank %1. Meaningful interaction with others 81 I2. Behaving in a socially acceptable manner 73 V3. Improving vocabulary of the child 58 VII4. Speaking courteously 75 III5. Understanding and following instructions 42 IX6. Narrating incidents 48 VIII7. Using public places appropriately 76 II8. Seeking permission 74 IV9. Participation in social functions independently 66 VI


accorded more importance on the socialskill, ‘speaking courteously’, whereasthe teachers (81%) have accorded moreimportance to social skill ‘meaningfulinteraction with others’. Subsequently,both the parents and teachersexpressed their least importance on‘understanding and followinginstructions’ with 41% and 42%,respectively. Teachers want children tobe trained to be members of society.Development of Social SkillsTwenty five social skills that couldpossibly be developed in mentallychallenged children were identified.Teachers expressed high level ofimportance on the category of socialskills please, thank you, and sorryappropriately (40%) greeting others(39%) and 35 % accorded of importanceto responding to own name.From the data in table 3 it can be seenthat teachers in their opinion withregard to the development of socialskills. Parents have opined that all theskills identified can be developed or maybe need to be developed with the

Sr. Category of Social Skill Teach- ers %

5. Waiting for needs to be fulfilled 306. Playing with peers/ sharing objects 207. Greeting others 398. Obeying commands 349. Saying please, thank- you, sorry appropriately 4010. Asking permission 2811. Taking their turn 2812. Participating appropriately at meal time 2513. Dressing and grooming appropriate to the situation 2714. Participating in social functions 3315. Behaving appropriately with the opposite sex 3716. Respecting the privacy and property of others 2617. Returning borrowed materials 3118. Identifying human servicepersons and community helpers 27

19. Engaging useful activities during free time 24 20. Being friendly with newcomers 15 21. Cooperating in the group activities 32 22. Following instructions 18 23. Expressing happiness/ anger / sadness 23 24. Sharing things with friends 17 25. Helping others 34

Table 3Level of Importance of Teachers

in Development of Social Skills inMentally Challenged Children

Sr. Category of Social Skill Teach- ers %

1. Smiling in response 282. Reaching/goes to the familiar persons 263. Waving goodbye 324. Responding to own name 35


percentage ranging between 40 – 59%.Many teachers are more aware of thepsychological development and growthpatterns achievable hence theirpercentages are relatively much lowerranging between 15 – 40% only. Butoverall it appears that teachersenthusiastically want to see overallsocial skills development in the mentallychallenged children under their care.Social Interaction with ChildrenIt appears from the data that mentallychallenged children have a betterchance of interacting socially with otherchildren as a result of group interactionin the school.Social Interaction with ParentsIt appears that cueing occupies mainrole in the development of socialinteraction with parents. Parents giveindividual attention and hence childrenget habituated to their prompts andcues.

Table 4Level of Importance for Development of Social Skills

Observations of Teachers on Social Skills of Mentally Challenged Children Skill Indepe- Cueing Verbal Physical Totally ndent Prompt Prompt DependSocial Interaction with Children 9 18 14 6 3Social Interaction with Parents 13 15 13 6 3Social Interaction with Teachers 14 11 14 8 3Social Interaction with Elders 6 21 15 6 2Social Interaction with Othersocial institutions 10 14 11 8 7Social Interaction in theclassroom/school premises 10 12 14 8 6Social Interaction in Public 11 13 15 7 4placesSelf-Presentation 10 17 12 7 4Every day etiquette 10 14 12 6 8

Social Interaction with TeachersIt can be inferred the mentallychallenged children need verbal promptand cueing for the development of socialinteraction with teachers.Overall the purpose of special schoolsappear to be bringing about thedesirable changes. It is an indication ofthe dedication and commitment shownby teachers to those that are generallynot given their due by other membersof the society.Social Interaction with Other EldersThe data indicates that children are ableto respond appropriately with elders.Thus the mentally challenged childrenrequire more cueing and verbal promptin the area of social interaction withother elders.Social Interaction at Other SocialInstitutionsThus it appears that the mentallychallenged needs more training and


interacts with other social institutions.Probably this skill comes much laterwhen they have learnt to first interactwith parents and teachers.Social Interaction in the Classroom/School PremisesThe mentally challenged requires verbalprompt and cueing to interact with inthe school premises.Social Interaction in Public PlacesIn the area of social interaction in publicplaces, the mentally challengedchildren requires more verbal prompt.Self Introduction / Self PresentationThe mentally challenged child needsmore cueing and training for selfpresentation.Every Day EtiquetteMentally challenged children need morehelp in portraying etiquette.From table5, it is seen that the teachers haveobserved and rated that the mentallychallenged children have developed

good interaction with their peer groupand parents and teachers. Incomparison they have lesser socialskills in dealing with outsiders at othersocial institutions and elders. Also theinteraction in school is the best inrelation to other public placeinteractions. The teachers feel thatthere is more to be done in developingeveryday etiquette. The maximummean value is 62.8 the area that comesin maximum value is area I which is“social interaction with children”.Findings of the StudyObservations of Teachers (Order of

Preference)1. The teachers have shown more

preference for social skills i.e. 84%.2. The teachers (81%) have accorded

importance on soc ial skill i.e.‘meaningful interaction with others’.

3. 40% of teachers have given higherlevel of importance for saying please.

Table 5Observation of Teachers on Social Skills of Mentally Challenged Children

Area Total Mean % Mean S.D.

Social interaction with the children 628 12.56 62.8 3.06

Social interaction with parents 627 12.54 62.7 3.29

Social interaction with teachers 621 12.42 62.1 3.29

Social interaction with other elders 603 12.06 53.3 3.54

Social interaction at other social

institutions 594 11.88 59.4 3.92

Social interaction in the class room/

school premises 607 12.14 60.7 3.34

Social interaction in public places 588 11.76 58.8 3.52

Self presentation/self introducing

skills 623 12.46 52.3 3.32

Every day etiquette 578 11.30 57.8 3.57


4. Thanking level of importance for‘saying pleasing thanking sorryappropriately’.

• Observations of Teachers onDevelopment of Social skills

1. Teachers have observed that out of50 children 18 of them interactedsocially with other children on cueing.

2. Teachers observations has shownthat out of 50 children selected 15needed cueing for social interactionwith their parents.

3. From teachers observations it isfound that out of 50 children selected,14 mentally challenged children wereable to interact with others teachersindependently and at times andneeded verbal prompting.

4. Teachers observed that when cueingis provided a maximum of 21 subjectssocially interacted with elders likeneighbours and relatives.

5. From teachers observations it is seenthat when cueing is provided in socialinstitutions like restaurant, supermarket, bank and cinema halls amaximum number (14) of subjectshave interacted well.

6. Teachers observations shows that thementally challenged responds whenverbal prompt is given a maximum 14subjects have socially interacted atclassroom with learning objects likeplay materials, different shapes andcolours.

7. Teachers observed that when verbalprompt is given a maximum 15subjects have exhibited the socialskill of interaction at public places likerailway stations, bus stations andparks to find a toilet for use of them.

8. Teachers observed that when cueingis given a maximum 14 subjects areable to portray the required etiquette.

REFERENCESAAMR (2002): Mental Retardation : Definition, Classification and System of Support

(10th Ed.) Washington. DC, AAMR.Abate, L.L & Milan, A.M. (1985): Hand Book of Social Skills Training and Research.

Wiley Series, New York.Argyle & Maxwell Et.al. (1976): Social skills Training. Geoff In Shephered (Eds.),

Development in Social Skill Training. London, Academic Press INC, P:6-7Blodgett, H E. (1971) Mentally Retarded Children: What Parents and Others Should

Know. University of Minnesota Press. p. 8-15Cartledge, G. & Milbure, J.F. (1986): Teaching Social Skills to Children: Innovative

Approaches (2nd Ed.) New York: pergamon press.Davies, R., &Rogers, E. (1985): Social Skills Training with Persons who are Retarded.

Mental Retardation, Vol.23, pP. 186-196.Mannix, Darlene (1993): Social Skills Activities for Special Children. The Center

for Applied Research in Education. New York.Matson, Johnny L and Cynthia L. Frame (1986): Psychopathology among Mentally

Retarded Children and Adolescents. Sage Publications.Pader, Olga F. (1981): A Guide and Handbook for Parents of Mentally Retarded

Children. Thomas. p. 37, 42, 205Richard L. Lufting (1949): Teaching the Mentally Retarded Student, Curriculum,

Methods and Strategies. 45-71


Common School System in the Light ofRight to Education Act, 2009

Ajit Mondal * & Dr. Jayant Nete**

* Research Scholar, Dept. of Education, University of Kalyani, Kalyani. (W.B.)** Associate Prof., Dept. of Education, University of Kalyani, Kalyani. (W.B.)

Abstract



It is well known fact that knowledge is power and the gateway to knowledge is education.India has the second largest education system in the world after china. Since independenceIndia has viewed education as the best way of bringing social change. The EducationCommission (1964-66) had recommended a Common School System (CSS) of publiceducation as the basis of building up the National System of Education with a view to bringthe different social classes and groups together and thus promote the emergence of anegalitarian and integrated society. Now education is fundamental Right of every Indian.Under Right to Education Act (2009) it is mandatory to all children who reside in Indianterritory. The present is an attempt to discuss about the various aspects of common schoolsystem in the context of RTE Act (2009).

IntroductionThe Common School System (CCS) is amuch talked system as one of the mostpossible solution to the social evils ofIndian society. The EducationCommission (1964-66) aimed atproviding quality education to allchildren irrespective of caste, creed, sexor class. Under the ambit of theCommon School System all schools actas common government funded schoolswhere all children will have the right to

good quality education. Somecomponents of the CSS have beenincorporated in other forms and contextto some extent in the Right ToEducation Act, 2009. Now let us have aclear idea about Common SchoolSystem in this regard.Common School SystemThe concept of Common School System(CSS), also called a neighbourhoodschool, was advocated in post civil waras a ‘right’ and institionalized in the

Common School System in the Light of............................ 41

early 1900s. CSS may be a new conceptfor India, but it is not a new over theworld. It has been successfullyoperating in Cuba, USA, UK, China andRussia. The CSS was introduced inIndia by the Kothari Commissionconstituted in 1964. The KothariCommission dreamed of a society whichwill be free of all discriminations andeducation having the role of bringingthe social change which creates asocially just and equal society for all.The Commission also mentioned theCSS is a tool for social transformation.It will weaken the disparity andinequality in Education as well asdestroy all the discriminatory wallscreated by caste, class and social –economic status or gender biasprevalent in our educational system.For fulfillment of this dream, thecommission recommended a schoolsystem commonly known as CSS whichwill provide equal opportunities to allto gain quality education and equalschooling opportunities. The systemrecommended by the commission is notsupposed to be uniform but of equitablequality such that it serves the localneeds, however there will be certainuniform norms and standards of qualitywhich needs to be fulfilled by all theschools.The commission stated that if theseevils are to be eliminated and theeducational system is to become apowerful instrument of traditionaldevelopment in general and social andnational integration in particular, wemust move towards the goal of acommon school system of publiceducation.

Characteristics of the CommonSchool SystemSome of the salient features of theCommon School System recommendedby the Kothari Commission are (Chand,2007):1. It will be opened to all the children

irrespective of caste, creed,community, religion, economicsanctions or social status.

2. In this system access to goodeducation will depend, not on wealthpr class, but on talent.

3. It will maintain adequate standardsin all schools and provide at least areasonable proportion of qualityinstitutions.

4. In this system no tuition fee will becharged;

5. It would meet the needs of theaverage parent so that he would notordinary feel the need to send hischildren to expensive school outsidethe system.

6. Minimum level of infrastructurefacilities like building, drinking water,toilet facilities, libraries etc.

7. Well trained teachers, optimumstudent-teacher ratio, decentralizationat the level of school management etc.

8. Mother tongue as the medium ofinstruction at primary level.

9. Each community will have aneighbourhood school which can beattended by all the children in theneighbourhood.

Kothari Commission Formulationsabout CSSThe concept of Common Schools can befound at a number of places in theReport of the Kothari Commission(KCR). The vision of the national system


of education that incorporates CommonSchools is eloquently elaborated in thewell-known section 1.36 of the report,too long to produce here is in full. Asummary can however be found atsection 1.38:If ……..the educational system is tobecome a powerful instrument of nationaldevelopment in general, and social andnational integration in particular, we mustmove towards the goal of a commonschool system of public education.- Which will be open to all children,

irrespective of caste, community,religion, economic conditions or socialstatus ;

- Where access to good education willdepend not on wealth or class but ontalent ;

- Which will maintain adequate standardsin all schools and provide at least areasonable proportion of qualityinstitutions ;

- In which no tuition fees will be charged;- Which would meet the needs of the

average parents so that he would notordinarily feel the need to send hischildren to expensive schools outsidethe system.

The invocation of the term ‘talent’instead of ‘right’, and the uninhibitedreference to the provision of a‘reasonable proportion of qualityinstitutions’ demand particularattention. Such a provision of qualityinstitutions in quantified further insection 10.02A nation-wide programme of schoolimprovement should be organized withthree objectives:(a) to raise all schools to at least to a

minimum prescribed level ;

(b) to assist every school to rise to thehighest level of which it is capable ; and

(c) during the next ten years, to raise atleast ten percent of the institutions toan optimum standard.

Clearly, the KCR foresees that only asmall proportion of schools ten per cent,could be raised to ‘optimum standards’,implying that there would exist adifference in the quality of the bulk ofthe schools (to be raised to a minimumprescribed level and a small proportionof quality schools, at least for a decadeor more. In section 10.31, the Reportclearly suggests a classification ofschools into three categories, A, B andC based on their quality; something thatwould seem to dilute, or even negate,the concept of a common school. Thedifferentiation of schools is howevermade unambiguously explicit in section10.31 thus:It will not be possible for lack ofresources to raise all schools to a highlevel within a short period. The strategyto be adopted for development shouldtherefore be on the following lines:Highest priority in the programme shouldbe given to the minimum proportion of‘quality’ schools at every stage whichwould serve as pace setting institutions……. It is necessary to concentrateavailable resources in a few centers forprimary schools 10% quality schools forsecondary – one in each block.The lack of urgency in implementing thecommon school system andtentativeness in the proposal asking fora pilot phase contingent on the approvalof the concerned people can be foundat section 10.19


We are of the view that the neighborhoodschool concept should be adopted as along – term goal, to be reached in a wellplanned programme spread over 2 years.The strategy for its adoption should beas follows:- During the next ten years, two

programmes should be pursued sideby side. The first is to improve allprimary schools to a minimum levelprescribed and to raise about ten percent of them to a higher standard ofquality.

- Simultaneously, the neighborhoodschool system should be introduced atthe lower primary stage, as a pilotproject, in a few areas where publicopinion is favourable to the acceptanceof the proposal.

The exclusion private schools fromcommon schooling and the nationalsystem of public education in furtherreiterated in the following explicitinsertion in the Summary of Chapter 10of the Report:The Common School System of PublicEducation would include all governmentschools, all local authority schools andall aided private schools. Only two typesof schools will remain outside it -independent (private) schools andunrecognized schools.No wonder that the Government of Indiaaccepted the recommendations with thefollowing summary of this portion of theReport:To promote social cohesion and nationalintegration the Common School systemas recommended by the EducationCommission should be adopted. Effortsshould be made to improve the standardof education in general schools. All

special schools like Public Schools shouldbe required to admit students on thebasis of merit and also to provide aprescribed proportion of free-studentships to prevent segregation ofsocial classes. This will not howeveraffect the rights of minorities under Article30 of the Constitution.(4b, ‘‘The Resolution issued by theGovernment of India on the Report ofthe Education Commission’’)Right To Education Act, 2009Right to Education Act (2009) is alandmark initiative of the governmentto strengthen the education system inIndia. The RTE Act (2009) came intoforce in the entire country from April 1,2010. It is now legally enforceable forevery child between the age of six andfourteen years to demand free andcompulsory elementary education. TheRTE Act is the first legislation in theworld that puts the responsibility ofensuring enrollment, attendance andcompletion on the government. The Actmakes education a fundamental rightof every child between the ages of 6 and14 and specifies minimum norms inelementary schools. The existing normsof Sarva Shiksha Abhiyan (SSA) havealso been revised to implement the rightchildren to free and compulsoryeducation. Briefly speaking, SSA is thevehicle for implementation of RTE Act(2009).Salient Features of RTE Act, 2009Some of the salient features of the actare:• Free and compulsory education in a

neighbourhood school till elementaryeducation to all children of India in6-14 age group.


• No child shall be held back, expelledor required to pass board examinationtill completion of elementaryeducation.

• A child who completes elementaryeducation shall be awarded acertificate.

• Calls for a fixed student-teacher ratio.• RTE Act will apply to the whole of India

except Jammu and Kashmir.• Provides for 25% reservation for

weaker section and disadvantagedsection in admission to class 1 to inall private schools.

• Ensures good quality of elementaryeducation.

• School teachers will need adequateprofessional degree within five years.

• No child shall be subjected to physicalpunishment or mental harassment.

• Screening Procedure shall bepunishable with fine. No donation and/ or capitation fee.

• No teacher shall be deployed for anynon-educational purposes other thanCensus, disaster relief duties andelection duties.

• To constitute a School ManagementCommittee consisting of the electedrepresentatives of the local authority,parents or guardians of the children.

• No teacher shall engage himself orherself in private tuition.

• School infrastructure to be improvedin the three years, else recognitioncancelled.

• Financial burden will be sharedbetween stated cultural governments.

• Child’s mother tongue as medium ofinstruction and, Comprehensive andcontinuous evaluation system ofchild’s performance will be used.

CSS & RTE Act, 2009: A ComparativeStudyRight to Education is considered asmajor step towards the implementationof a common school system firstproposed by Kothari Commission(1966), where every child gets an equalright to equitable education and qualityschooling. We may now compare someof the key provisions of the Right toEducation Act with therecommendations of the KothariCommission Report regarding commonschool system to arrive at somewhatnational conclusions regarding thesupposed derivations of the Act fromthe Report.As recommended by the KothariCommission, the RTE Act also statesthat it will ensure that good qualityelementary education is available to allthe children in their respectiveneighbourhood schools. Like theKothari Commission Report , the RTEAct recognizes four categories of schools– governmental (either underdepartments of education or localauthorities, private but aided by thegovernment, private unaided, andspecial category schools of thegovernment – the Kendriya, Navodayaetc (called ‘quality’ schools in the KCR).

The Act asks for the establishment of aneighbourhood government schoolwithin three years from the time ofenactment of the Act; for free educationto every 6 to 14 year old in the entirecountry. The Kothari CommissionReport recommended experimentingwith it in a few places, with the consentof the local people.


REFERENCES

Chand, Jagadish (2007): Education In India After Independence, AnshahPublication House, Delhi.

Education Commission (1964-66): Education and National Development: Reportof the Education Commission 1964-66, Ministry Of Education, Govt. ofIndia, New Delhi.

Right To Education Act, 2009: Department of Elementary Education and Literacy,MHRD, Government of India, New Delhi.

The RTE Act obliges aided-privateschools to admit children for freeadmission proportional to the aid theyreceive, the minimum being 25%. Thismeans if a school receives 70% of itsfunds from the Government, it will haveto admit 70% children from itsneighbourhood for free education, andwill receive no further grants for thesechildren from the state. As for privateschools, minority schools and specialcategory schools, instead ofscholarships and freeships fromgovernment funds to meritoriousstudents, the Bill obliges the schoolsto admit 25% children from theneighbourhood from disadvantagedsections, without assessing their meritor submitting them to admission tests;with the provision that the school shallbe reimbursed for this proportion ofchildren by the state at the states perchild cost, or the school cost, whicheveris less.

ConclusionLooking at some of the salient featuresof the RTE Act, One feels that commonschool system has been rather delayedthan focused in the Act. It is nowimperative to overcome the feasiblehurdles in the implementation of theRTE. Though the CSS has been wellrecognized decades ago that CSS is anessential step for attaining equality,social justice and social change but noconcrete and effective steps have beentaken for its implementation. Even itsinclusion in policies has been morename sake kind than for real purposeof implementation. The CSS hasremained only a recommendation andhas never turned into reality. Like theCSS, the RTE Act may meet the samefate if concurrent responsibilities of thecentral and the state governments arenot in full swing for implementation. Itis very necessary to involve ThePanchayati Raj Institution in rural areafor implementing RTE Act, 2009.


Right to Education Act (2009) -A Critical AnalysisDr. J. D. Singh * & Surinder **

* Sr. Lecturer, G.V. (PG) College of Education (CTE), Sangaria (Raj.)** Research Scholar, NIMS University, Jaipur. (Raj.)

Abstract



The landmark passing of the Right of Children to Free and Compulsory Education (RTE)Act 2009 marks a historic moment for the children of India. For the first time in India’shistory, children will be guaranteed their right to quality elementary education by the statewith the help of families and communities. This act provides Free and Compulsory Educationto children within the age limit of 6 to 14 years to guarantee their primary education so asthey can improvise their career to their own directions. RTE provides a ripe platform toreach the unreached, with specific provisions for disadvantaged groups, such as childlabourers, migrant children, children with special needs, or those who have a “disadvantageowing to social, cultural, economical, geographical, linguistic, gender or such other factor.”RTE focuses on the quality of teaching and learning, which requires accelerated effortsand substantial reforms. The practitioners of education appreciate the intent of the Act andsee it as a significant step towards universalisation of elementary education across thespectrum. There are several concerns regarding its details and implementation plan andthis is to be needed a public debate.

IntroductionThe framers of the Constitution in theirwisdom chose to include Education inthe Directive Principles of State Policyand not in the section on fundamentalrights. On 26th January 1950, when theconstitution of India was born, it wasstated in Article 45 that: “The State shallendeavour to provide, within a periodof ten years from the commencement

of the Constitution, for free andcompulsory education for all childrenuntil they complete the age of fourteenyears.” However education remained aneglected area of state policy withuniversalisation of elementaryeducation continuing to be a distantgoal. Efforts from educationists,academics and civil society groups thatfocused on a rights based approach

Right to Education Act (2009) - ............................. 47

finally yielded results in 2002, when the86th Constitutional Amendment waspassed by Parliament and Article 21A,which makes right to education afundamental right, was included in theConstitution. It put the Right toEducation on par with the Right to Lifestated in Article 21. Article 21A states:“the state shall provide free andcompulsory education to all children ofthe age of 6 to 14 years as the state may,by law determine”.The Right of Children to Free andCompulsory Education Act, which waspassed by the Indian parliament on 4th

August 2009, describes the modalitiesof the provision of free and compulsoryeducation for children between 6 and14 in India under Article 21A of theIndian Constitution. The “Right toCompulsory and Free Education Act”was approved by the President on 26th

Aug 2009 and got officially publishedin the gazette of India on 27th Aug 2009.India became one of 135 countries tomake education a fundamental right ofits citizens when the Act came into forceon 1st April 2010. The RTE provides aripe platform to reach the unreached,with specific provisions fordisadvantaged groups, such as childlabourers, migrant children, childrenwith special needs, or those who havea “disadvantage owing to social,cultural, economical, geographical,linguistic, gender or such other factor.”RTE also focuses on the quality ofteaching and learning, which requiresaccelerated efforts and substantialreforms.Few countries in the world have such anational provision to ensure child-

centered, child-friendly education tohelp all children develop to their fullestpotential. This is really a great stepIndian government taken to educatechildren as a compulsion for the basiceducation. The practitioners ofeducation appreciate the intent of theAct and see it as a significant steptowards universalisation of elementaryeducation across the spectrum. It hasbeen felt that the enactment of the Actwas rushed and there was not enoughpublic debate for an issue of suchsignificance.Right to Education ActThe Right to Education Act enforces the86th Constitutional Amendment addedArticle 21A, which gives every childbetween the age of 6 and 14 years theright to free and compulsory education.In its barest outline, the RTE Act hasthree goals: 1. bringing children ofmarginalized sections of our society intothe ambit of school education,2. ensuring that all schools and theirteachers meet certain specified norms,and 3. ensuring that all children receiveschooling of reasonable quality, freefrom any form of discrimination.Main Features of the RTE ActThe Act is important because it was thefirst step in the direction of thegovernment’s active role in ensuringimplementation of the ConstitutionalAmendment. The RTE Act is a detailedand comprehensive piece of legislationwhich includes provisions related toschools, teachers, curriculum, evalua-tion, access and specific division ofduties and responsibilities of differentstakeholders. The salient key featuresof the Right of Children for Free and


Compulsory Education Act are -� Every child of India in the 6 to 14 age

group; has a right to free andcompulsory education in aneighborhood school till completionof elementary education.

� It protects children from labour,marriage,exploitation, discrimination,abuse, violence and neglect.

� The Act also provides that no childshall be held back, expelled, orrequired to pass a board examinationuntil the completion of elementaryeducation. There is also a provisionfor special training of school drop-outsto bring them up to par with studentsof the same age.

�The Act provides for the establishmentof the National Commission forProtection of Child Rights (NCPCR), anautonomous body set up in 2007, andState Commissions for supervisingproper implementation of the Act,looking after complaints andprotection of child rights.

� It sets qualification and workingnorms for teachers in all schools.

� It mandates curriculum in all schoolsto be in consonance withconstitutional values and alsomandates improvement in quality ofeducation.

� For the purposes of admission toelementary education, the age of achild shall be determined on the basisof the birth certificate issued inaccordance with the provisions of theBirths.Deaths and MarriagesRegistration Act, 1856 or on the basisof such other document, as may beprescribed.

� It provides 25 percent reservation for

economically disadvantaged commu-nities in admission to class one in allprivate schools (to be reimbursed bythe state as part of the public-privatepartnership plan).

� It also prohibits all unrecognizedschools from practice, and makesprovisions for no donation orcapitation fees and no interview of thechild or parent for admission.

� It mandates participation of civilsociety in the management of schoolsand makes teachers accountable toparents and the community. Allschools except private unaidedschools are to be managed by schoolmanagement committees with 75 percent parents and guardians asmembers.

� All schools except governmentschools are required to be recognizedby meeting specified norms andstandards within 3 years to avoidclosure. Financial burden will beshared between state and centralgovernment.

� A child who completes elementaryeducation (upto class 8th) shall beawarded a certificate.

The Right to Education of persons withdisabilities until 18 years of age has alsobeen made a fundamental right. Otherprovisions regarding improvement ofschool infrastructure, teacher-studentratio and faculty are made in the Act.School infrastructure to be improved inthree years, else recognition will becancelled.Critical Analysis of the RTEThe Act wants every child to be inschool. The government’s half-heartedattempts and consequent failures


necessitated the Supreme Court’sintervention which in a 1992 judgementdeclared that “the citizens of thiscountry have a fundamental right tofree education until he completes theage of 14 years”. This judgement obligedthe then government to make theConstitutional Amendment which hasbeen followed by the RTE Act. Realisingthe importance of education in overalldevelopment of the Nation, Govt. ofIndia has made right to free andcompulsory education for childrenwithin 6-14 years of age (RTE Act), afundamental right. The Act attempts toaddress the historical problem ofcontinuing illiteracy as well as the lackof educational opportunities. The socio-psychological, legal and financialaspects of the Act have been muchdebated and its final form muchcritiqued.1. Free and Compulsory Education-

While coming to Act, RTE states allchildren between ages of 6 and 14 willhave the right to free and compulsoryelementary education. There will beno cost on uniforms, textbooks, mid-day meals, transportation, or schoolfees. But Schools, both public andprivate, were allowed to get leviedcharges under other heads such asadmission, development, laboratoryand library fees. Now the RTE Actprohibits all types of fees, includingcapitation fees and other charges“which may prevent him or her frompursuing and completing theelementary education,” leaving theauthorities to decide whether aparticular fee/charge prevents a childfrom going to school or not. This needs

research to develop appropriate andeffective strategies.

2. Private Tuitions- The Act mentions that “no teacher

shall engage himself or herself inprivate tuition or private teachingactivity” (RTE Act 2009).

Major challange is how to restrict theprivate tuitions.

3. Quality Aspect- The Act is excessively input-focused

rather than outcomes-oriented. Thequality of education is defined interms of ‘norms’ given in the scheduleof the RTE Act. While the normsreferring to teachers, number ofworking days/hours of schools, etc.,are clearly defined in the schedule,most other norms such as teaching-learning equipment, library, playmaterial, playgrounds, size ofclassrooms etc are not defined; theyshall be provided as required. Butthere is no mention of any ‘scale’ forquality of education. Should the Actnot spell out basic duties andresponsibilities of educationalauthorities and institutions, specificto this Act..?

4. Minimum Learning Level- Research has found that about 50 %

ability to learn develops in the firstfour years of life. Another 30% ofability develops before s/he turnseight; and the final 20 % between theages of 8 & 17. So, it is imperative thatthe early years of childhood are welltaken care of and an ambience iscreated for learning. Learningassessments show the children whodo remain in school are not learningthe basics of literacy and numeracy


or the additional skills necessary fortheir overall development. It wasestimated that about eight millionchildren in between 6 to 14 year agein India out of school in 2009. Despitehigh enrolment rates of approximately95% as per the Annual Status ofEducation Report (ASER 2009), 52.8%of children studying in 5th grade lackthe reading skills expected at 2nd

standard. Admission of older childreninto school is good but their entry intoage appropriate class is not.

5) Role of private schools- The RTI Act provides for 25 percent

reservation for economically disadva-ntaged communities in admission toclass one in all private schools andtheir tuition fees will be reimbursedby the state to the schools on thebasis of its per capita expenditure perstudent. In my view, it is a very goodmeasure. But it should not stop withproviding fees and books. Of courseit is a difficult thing to work out. Thelaw, in theory, covers all government,government-aided and privateschools. But in practice, it isapplicable only to municipal, stateand central government schools asthe private schools have been left outof the obligation to provide “free andcompulsory” education for the timebeing. It may happen later, but theywill obviously fight it tooth and nail.However, experts doubt whetherprivate schools would ever come onboard. Many minority-run schoolswhich are also state aided may be keptout of the ambit of the RTE Act.

6. Concept of Neighbourhood School-The concept of neighbourhood school,

promised by the Act, is not the sameas the one that is understood byeducationists and argued by theKothari Commission. Indeed the Actreally misleads people on this issue.The RTE Act envisages making allkinds of private schools share theresponsibility of educating poorchildren from the neighbouringcommunity. There are still variousportions in the country where we lackaccess of school to children and theyremain without education due to non-availability of nearby schools. Thegeographical limits of the neighbour-hood are also left to be decided later.

7.Relaxation in Qualification ofTeachers-

After a year of the RTE Act coming toeffect, four states (Assam, Manipur,MP and Chhattisgarh) have asked forrelaxation of teacher qualificationnorms. Bihar, Orissa and west Bengalhave already got relaxation undersection 23 (a) of RTE Act. Concessionin qualification of teachers willundermine the quality andcommitment of teachers. If teachersare assigned for calamity relief work,census and elections, quality ofeducation will suffer.

8. Monitoring Issue-Though Supreme Court and National

Commission on Protection of ChildRights (NCPCR) have issued orders oncorporal punishment, they have notbeen mentioned in the Act.Monitoring of education to ChildRights is in doubtful situation. Atpresent, there is no Commissionconstituted in many states. Theexisting Commissions in remaining


states have not sufficient staff andsupport. So how will it work?

9. Financial Aspect - India’s education system over the past

few decades has not made ameasurable progress. The percentageof out-of-school children in highlypopulated states like Uttar Pradesh,West Bengal, Orissa and Biharremains a cause of concern. But, acritical analysis of various clausesmentioned under the RTE Act of 2009,would reveal the inherent difficultiesin achieving those clauses. As isevident, even after 60 years, universalelementary education remains adistant dream. According toprovisional census 2011, 74.04%population of India is literate. Itmeans about 26% population isilliterate. Despite that only 3-4% ofGDP is expending on education. Thefinance commission has provided Rs.25,000 crore to states for theimplementation of the Act but it maynot be adequate. In the first year ofimplementation, the funds shortfall islikely to be close to Rs. 7,000 crore,according to experts. While the primeminister pronounced that financialconstraints do not blight theimplementation of the RTE Act, it isclearly easier said than done.

10. Teacher-Pupil Ratio- Children have the right to have at

least 1 qualified and trained teacherfor every 30 pupils. Will thegovernment be able to accommodatethe children who are out of school nowwith a teacher-pupil ratio 1:30? Wethink that it is a big claim. Currently,the national average is about 1

teacher to every 34 students, but instates such as Jharkhand, MadhyaPradesh and West Bengal 1 teacherworks with more than 60 students.Currently, about 1 in 5 primary schoolteachers do not have the requisiteminimum academic qualification toensure children’s right to qualitylearning. Again will a mere student-teacher ratio ensure quality ofeducation to students..? Is that ratioachievable, given the constraints ofquality of teaching and population..?To get the Act going in full swing, Indianeeds at least five lakh more teachersand the government seems to have noclear roadmap here. The question ofuntrained teachers, who accountanywhere between 10-40% of thetotal strength, too needs to be tackled.According to HRD Ministry, thenumber of untrained teachers in thecountry stands at 7.72 lakhs, whichis 5.48 lakhs at the primary and 2.25lakhs at upper primary level (IndianExpress). How should this lacuna befilled? Whereas the RTE Actemphasizes the need for child-friendlyapproaches, very little mention hasbeen made of the need for havingteacher-friendly and teacher-initiatedprocesses in the school system.

Our current system of academicadministration remains heavily topdown and vertically organized, with verylittle scope for teacher participation orinitiative. Keeping in view the abovementioned points, a critical analysis ofthe RTE Act is very much needed.Measures to make the RTE Act evenmore Effective


As is well known, no Act can beimplemented without being followed bythe necessary rules made by theappropriate Government to give effectto the provisions of the Act. There arevarious challenges while implementingthis Act in the country. When we lookat the RTE Act 2009, we definitely finda lot of lacunae that need to be filledbefore it can be implemented. If, we waitfor the time to get every lacuna to befilled in, then probably, this Act willnever take off the ground. We need tolook for ways and means to put this intooperation. In accordance with theproblems discussed above, the followingmeasures may help to make the Rightof Children to Free and CompulsoryEducation Act even more effective.� An active and honest participation of

all the parties concerned is must tomake the Act a success. Forminglegislation is always easier than itsimplementation in true sense.Government might be primarilyresponsible for the implementation ofthe Act but we as citizens have also arole to play by taking interest,motivating the persons near us andeven raising questions wherevernecessary.

� Teachers Training will be the mostvital challenge for Indian governmentto make RTE a major success. Wehave to train teachers in with a childfriendly way to educate them andaware them to take admission inschools for their right for free andcompulsory education. We need aforce of teachers who can stimulatethis Act to general public and createenough enthusiasm in the public soas they agree to educate their child.

� Families and communities needs toplay a vital role to make RTE a majorsuccess in India to every child. If wehave enough awareness of RTE Act inIndia then we can assure a betterfuture generation.

�Research needed to developmethodologies/technologies foreffective implementation of the Act.Experimental and alternate schoolsshould be permitted and evenencouraged to function.

� One of the important ways to trackthe progress of the implementation ofRight to Education is to have a closelook on the information systemdeveloped by District InformationSystem for Education (DISE).

� Even world organisation UNICEF isplaying a vital role with thegovernment to provide basiceducation to Indian children and hastaken great steps in this concern.Technical support on educationquality, school retention andachievement rates should also beprovided by the UNICEF to make thisAct a success.

� All schools must be mandated toensure that their students aresufficiently qualified to pass thisexamination. If there arefailures, Schools will continue tosupport the students to pass thisexamination till the time they pass.This need to be supported byGovernment.

� To do this financial outlay foreducation must be increased to atleast 8-10% of GDP for our country,from the current 3-4%.

� Most important GOI should view thisAct as an opportunity to provide high


quality basic minimal schoolingeducation to all Indian Kids,irrespective of their social andeconomic status. The Governmentshould not see this Act as an enableto provide some education to poorIndian kids.

� Educationists, NGOs, govt. officials,activists and others should involve inframing rules and devising thestrategies. Other related governmentdepartments like Women and ChildDevelopment, Social Welfare andBackward Classes and Minoritiesshould also join hands inimplementing the Act.

In our view, these measures would atbest succeed in strengthening the Actthat is more of the same kind.ConclusionEducation is the basic right which mustbe granted to all for the properdevelopment of the nation because itincreases the productivity of the citizensof that country and thus is directlyproportional to the welfare of the people.

There is a global concern on ‘Educationfor All’ without compromising thequality. The RTE Act gives us anopportunity to think, innovate andcreate new ways of educating the youngin our institutions. The Act lays downthe norms and standards relating topupil teacher ratios, buildings andinfrastructure, school working days andteacher working hours. The SarvaShiksha Abhiyan (SSA) is the mainvehicle in the country forimplementation of RTE Act, 2009. Theprocess of aligning the SSA strategiesand norms with the RTE mandate isinitiated. Creative and sustainedinitiatives are crucial to train more thanone million new and untrained teacherswithin the next five years and toreinforce the skills of existing teachersto ensure child-friendly education. Wehope, the RTE Act will be a milestonefor the long term vision required fordevelopment of education and this willfurnish our new generation to its best.

REFERENCESAPF, (2009): http://www.azimpremjifoundation.org/html/EducationReading-

reports.htm. [Accessed on 3August, 2011].http://www.rteindia.com/http://www.educationforallinindia.comhttp://www.indg.in/primary-education/policiesandschemes/right-to-educationGoI, (2010): Joint Review Mission of the Sarva Shiksha Abhiyan-2009, New Delhi,

Department of Higher Education, MHRD.Mukul, Akshaya, (2010) : “Why states don’t want to pick up tab for RTE rollout”,

The Times of India, Apr 7, 2010.Pravin Jha and Pooja Parvati, Right to Education Act 2009 (2010): Critical Gaps

and Challenges. Economic & Political Weekly, March 27, 2010.PROBE, 1999. Public Report on Basic Education in India, New Delhi, Oxford

University Press.United Nations (UN), 1945. United Nations Charter. Available from http://

www.un.org/aboutun/charter/ [accessed on 29 July 2011].


Right to Education and its Financial Concerns

Dr. Kartar Singh *

* Asstt. Professor, Faculty of Education (IASE), Jamia Millia Islamia, New Delhi.

There was a 86th amendment (2002) made in the Constitution to make free and compulsoryelementary education a fundamental right by inserting it into article-21 A for children of 6to 14 years. As a consequent of the efforts with modifications made in this regard in overthe years it became an Act in 2009 and finally implemented on April 1, 2010. The CentralGovernment has approved an outlay of Rs. 2, 31, 233 crore as combined SSA-RTE for nextfive years, from 2010-11 to 2014-15. Now, the dream of achieving objective ofuniversalisation of elementary education seems to be achieved.

Abstract



Historical Background of the RTE ActAfter independence, Article 45 underthe newly framed Constitution statedthat the state shall endeavour toprovide free and compulsory educationto all children until they complete theage of fourteen years within a period often years from the commencement ofthis Constitution. 86th Amendment Act(2002) via Article 21A (Part III) seeks tomake free and compulsory education aFundamental Right for all children inthe age group 6-14 years. Theamendment also introduced a newarticle 21 A, which imposes a duty onparents and guardians to provide theirchildren with educational

opportunities. In October, 2003 a firstdraft of the legislation envisaged in theabove Article, viz., Free and CompulsoryEducation for Children Bill, 2003, wasprepared and posted on this website inOctober, 2003, inviting comments andsuggestions from the public at large. In2004, subsequently, taking intoaccount the suggestions received onthis draft, a revised draft of the Billentitled Free and CompulsoryEducation Bill, 2004, was prepared. InJune, 2005, the CABE (Central AdvisoryBoard of Education) committee draftedthe ‘Right to Education’ Bill andsubmitted to the Ministry of HRD.MHRD sent it to NAC where Mrs. Sonia

Right to Education and its Financial ............................. 55

Gandhi is the Chairperson. NAC sentthe Bill to PM for his observation. Thefinance committee and planningcommission rejected the Bill citing thelack of funds and a model bill was sentto states for the making necessaryarrangements (Post-86th amendment,States had already cited lack of fundsat State level). This was revised andbecame an Act in August 2009, but wasnot notified for roughly 7 months.The Right of children to Free andCompulsory Education Act came intoforce from April 1, 2010. This was ahistoric day for the people of India asfrom that day the right to education willbe accorded the same legal status asthe right to life as provided by Article21A of the Indian Constitution. Everychild in the age group of 6-14 years willbe provided 8 years of elementaryeducation in an age appropriateclassroom in the vicinity of his/herneighbourhood. For the first time in thehistory of India it is made a rightenforceable by putting in Chapter 3 ofthe Constitution as Article 21. Thisentitles children to have the right toeducation enforced as a fundamentalright. Now every child between the agesof 6 to 14 years has the right to freeand compulsory education. This isstated as per the 86th ConstitutionAmendment Act added Article 21A. Thegovernment schools shall provide freeeducation to all the children and theschools will be managed by schoolmanagement committees (SMC). Privateschools shall admit at least 25% of thechildren in their schools without anyfee. ‘Free’ means as removal of anyfinancial barrier by the state that

prevents a child from completing eightyears of schooling. ‘Compulsory’ meanscompulsory admission, attendance andcompletion of elementary education.‘compulsion’ means as compulsion onthe state/ local bodies, rather thantargeting parents, fundamental duty ofparents to send children to schools.Salient Features of the Right toEducation Act (2009)� The right of children to free and

compulsory education till completionof elementary education in aneighbourhood school.� It makes provision for a non-admitted

child to be admitted to an ageappropriate class.�It specifies the duties and respons-

ibilities of appropriate Governments,local authority and parents inproviding free and compulsoryeducation, and sharing of financialand other responsibilities between theCentral and State Governments.� It lays down the norms and standards

relating inter alia to Pupil TeacherRatios (PTRs), buildings andinfrastructure, school working days,teacher working hours.�It provides for rational development of

teachers by ensuring that thespecified pupil teacher ratio ismaintained for each school, ratherthan just as an average for the Stateor District or Block, thus ensuringthat there is no urban-ruralimbalance in teacher postings. It alsoprovides prohibition of deployment ofteachers for non-educational work,other than decennial census, electionto local authority, state legislatureand parliament, and disaster relief.


� It provides for appointment ofappropriately trained teachers, i.e.teachers with a requisite entry andacademic qualifications.� It prohibits (i) physical punishment

and mental harassment, ( i i )screening procedures for admissionof children, (iii) capitation fees, (iv)private tuition by teachers, (v)running of schools withoutrecognition.� It provides for development of

curriculum in consonance with thevalue enshrined in the Constitution,and which would ensure the all rounddevelopment of the child, building onthe child’s knowledge, potentialityand talent and making the child freeof fear, trauma and anxiety through asystem of child friendly and childcentred learning.

Right to Education (RTE) versus SarvaShiksha Abhiyan (SSA)In September, 2009, the Governmentset up a committee under thechairmanship of Shri Anil Bordia,former Union Education Secretary, tosuggest follow up action on SSA vis-à-vis the RTE Act. The Committee’s report,entitled “Implementation of RTE Act andResultant Revamp of SSA”. On the basisof the recommendation of thecommittee, SSA’s Framework ofImplementation revised and thefollowing norms have been modified asper the requirement of RTE Act.�SSA would support opening of new

primary and upper primary schools asper neighbourhood norms prescribedby the State Governments in their RTErules.

� Issues of teacher availability andteacher training need to be addressed.Sanction of teachers and part-timeinstructors for Art Education, Healthand Physical Education and WorkEducation as per norms prescribed inthe scheduled in the RTE Act.�There is a provision of additional

classrooms so that every teacher hasa classroom and also provision of aroom for head teacher-cum-office.�There is a provision of Special Training

for out-of-school and drop outchildren to facilitate age appropriateadmission mandated under sectionfor of the RTE Act.� Uniforms. SSA will provide two sets

of uniform to all girls, SC, ST, childrenand BPL children.�Residential facilities. SSA may provide

residential facilities to urban deprivedchildren, street children with difficultcircumst- ances, homeless children.

Financial Outlays for Implementingthe Combined RTE-SSA ProgrammeCentral Government has approved anoutlay of Rs.2, 31,233 crore forimplementation of the combined RTE-SSA programme for the five year periodof 2010-11 to 2014-15. The annualrequirement of funds for the combinedSSA-RTE programme will beapproximately in the range of Rs.40, 000to Rs.49, 000 crore both for the Centraland State Goverments.Of this Rs. 1, 83,641 crore (79%) isrecurring and Rs.47, 592 crore is non-recurring (21%). Following table-1presents details of it:The fund sharing pattern approved forthe 11th plan between the Centre and

Right to Education and its Financial ............................. 57

States was on a sliding scale viz. 65:35during the first two years of 11th FiveYear Plan, 60:40 in third year, 55:45 inthe fourth year and 50;50 thereafter(90:10 for NE States). This fund sharingpattern has been replaced with a newfunding pattern of 65:35 (90:10 for NEStates) applicable from 2010-11 for aperiod of 5 years.

Table: 1

Total Requirement Approved under Right To Education

Year Total Recurring Non- % % Non-

Recurring Recurring Recurring

2010-11 40503 29247 11256 72% 28%

2011-12 43904 33303 10601 76% 24%

2012-13 48151 37948 10203 79% 21%

2013-14 48743 40798 7945 84% 16%

2014-15 49931 42345 7586 85% 15%

Total 231233 183641 47592 79% 21%

REFERENCESAnnual Report (2010-11) : Ministry of HRD, Government of India, New Delhi.Report to the people on education (2009-10): Ministry of HRD, Government of

India, New Delhi.

ConclusionElementary education is recognised asthe foundation of the development ofevery citizen as also of the nation as awhole. As is evident, even after 60 years,universal elementary educationremains a distant dream.

Free and compulsory elementaryeducation was made a fundamentalright under Article 21 of theConstitution in December 2002, by the86th Amendment. In translating thisinto action, the ‘Right of Children toFree and Compulsory Education Bill’was drafted in 2005. After modificationsit became an act in 2009 and came into

force on April 1, 2010. SSA norms havebeen revised to support the RTE.The State Governments have shownpositive improvements in respect of Act.The Government of India has approvedRs.2,31,233 crore for the combinedimplementation of SSA-RTE for a periodof 2010-11 to 2014-15


School Empowerment through CommonSchool System

Dr. Happy P. V. *

* Asstt. Prof, Government Institute of Advanced Study in Education, Thrissur. (Kerala)

Some sort of Common School System existed in India until the mid-1970s. Most of thedistinguished academics, civil servants and professionals who dominated the Indian intel-lectual and social scene during the last quarter of the 20th century received their schooleducation in government or government-aided private schools which maintained more orless comparable quality and standards. The really critical aspect of Indian Public educa-tion system today is its low equality. A common feature in all government schools is thepoor quality of education, with weak infrastructure and inadequate pedagogic attention.One of the ways in which the problem of poor quality of education can be tackled is throughcommon schooling.

Abstract



IntroductionIndia is still a developing country. Itseducation system is one of the obstaclesof achieving inclusive growth.The critical aspect of Indian Publiceducation system today is its lowequality. The actual quantity ofschooling that children experience andthe quality of teaching they receive areextremely insufficient in governmentschools. A common feature in allgovernment schools is the poor qualityof education, with weak infrastructureand inadequate pedagogic attention.One of the ways in which the problem

of poor quality of education can betackled is through common schooling.Common School SystemThe Education Commission (1964-66)had recommended a Common SchoolSystem of Public Education (CSS) as thebasis of building up the NationalSystem of Education with a view to“bring the different social classes andgroups together and thus promote theemergence of an egalitarian andintegrated society.” The Commissionwarned that “instead of doing so,education itself is tending to increasesocial segregation and to perpetuate

School Empowerment through............................. 59

and widen class distinctions.” It furthernoted that “this is bad not only for thechildren of the poor but also for thechildren of the rich and the privilegedgroups” since “by segregating theirchildren, such privileged parentsprevent them from sharing the life andexperiences of the children of the poorand coming into contact with therealities of life. . . . . . also render theeducation of their own children anaemicand incomplete. (emphasis added)” TheCommission contended that “if theseevils are to be eliminated and theeducation system is to become apowerful instrument of nationaldevelopment in general, and social andnational integration in particular, wemust move towards the goal of acommon school system of publiceducation.”Common School System (CSS) may bea new concept for India, but it’s not anew over the world. It has beenoperating successfully in Cuba, USA,UK, China and Russia. The CSS wasintroduced by the Kothari EducationCommission constituted in 1964. TheCommission said CSS is a tool for socialtransformation. It will weaken thedisparity and inequality in education aswell as destroys all the discriminatorywalls created by caste, creed, class andsocio economic status or gender biasprevalent in our education system.“Common School System means theNational System of Education that isfounded on the principles of equalityand social justice as enshrined in theConstitution and provides education ofa comparable quality to all children inan equitable manner irrespective of

their caste, creed, language, gender,economic or ethnic background,location or disability (physical ormental), and wherein all categories ofschools – i.e. government, local body orprivate, both aided and unaided, orotherwise – will be obliged to (a) fulfillcertain minimum infrastructural(including those relating to teachersand other staff), financial, curricular,pedagogic, linguistic and socio-culturalnorms and (b) ensure free education tothe children in a specifiedneighbourhood from an age group and/or up to a stage, as may be prescribed,while having adequate flexibility andacademic freedom to explore, innovateand be creative and appropriatelyreflecting the geo-cultural and linguisticdiversity of the country, within thebroad policy guidelines and the NationalCurriculum Framework for SchoolEducation as approved by the CentralAdvisory Board of Education.”The Indian Parliament has expressedits commitment to the CommonSchool System twice in itsresolutions on the National Policy onEducation respectively in 1986 and1992. Yet, the concept could not betranslated into practice because thepolitical leadership and bureaucracy atall levels along with the intelligentsiafound an escape route for their ownchildren viz. the private school system.This shift in commitment from thegovernment school system to theprivate school system implied anincreasing loss of political, bureaucraticand social will.Some sort of Common School Systemexisted in India until the mid-1970s.


Most of the distinguished academics,civil servants and professionals whodominated the Indian intellectual andsocial scene during the last quarter ofthe 20th century received their schooleducation in government orgovernment-aided private schoolswhich maintained more or lesscomparable quality and standards. Subsequently, the State did not investin the school system the magnitude ofthe resources recommended by theKothari Commission for building aCommon School System. The KothariCommission recommends the CSS toutilize 6 % expenditure of GDP oneducation. Unfortunately nogovernment spent more than 3% of GDPon education. This resulted in acumulative neglect of the publiceducation system and hence a declinein its quality. This became one of thefactors responsible for the withdrawalby the relatively well-to-do parents oftheir children from government schoolsand their turning increasingly to privateschools which started mushrooming ata fast pace. Today the nation hasreached a pass where the governmentand government-aided schools areenrolling mainly the children of theunderprivileged classes –SCs, STs andminority groups who cannot afford thefee charged by the private schools.In India, there has been a fundamentaldifference between poor and medium-elite student’s education .Elite-mediumclass send their children to conventschools, while poor are unable to payhigh fees demanded by elite schools.The present disparity prevalent ineducation system widens the social

segregation instead of bridging it.Democracy requires a common schoolsystem. The CSS not only democratizesthe education system but is also asignificant tool to social transformation.The CSS will provide an opportunity tosuch students who are unable to payhigh fees and send their children toschools.The Ramamurti Committee (1992) liststhe reasons why the Common SchoolSystem could not gain ground. Theseinclude:a) Economic and social disparities;b) Well-to-do communities sending their

children to schools with betterinfrastructure, teachers and teachingstandards;

c) The quality of education in thegovernment schools havingconstantly remained poor;

d) Ordinary schools not being soughtafter and, therefore there being noinvestment in them;

e) The Constitutional protection givento the minorities to establish andadminister their owneducational institutions does not gowith the concept of the CommonSchool System;

f) Lack of political will;g) The proliferation of privately managed

English medium schools chargingcapitation fees and having expensivecoaching classes; and

h) Growth of institutions in thegovernment sector like the SainikSchools and the Kendriya Vidayalayasmeant for separate categories ofstudents.

In any scheme for establishing aCommon School System in India or in

School Empowerment through............................. 61

any State of the Indian Union, theproblems and constraints highlighted inthe Ramamurti Commitee Report wouldhave to be taken into accounts.

The following have been listedas essential features of a CSS that is tobe developed as the National System ofEducation pertaining to schooleducation:• coverage from pre-elementary to Plus

Two stage;• all schools, including private unaided

schools, to provide absolutely freeeducation from pre-primary to classVIII as per Article 21A and theamended Article 45 (read with Article21) of the Constitution; for secondaryand senior education, a rational feestructure to be ensured by the state/UT governments and/or local bodiesin all category of schools;

• all schools, including private unaidedschools, to become neighbourhoodschools; neighbourhood to bespecified for each school with a viewto optimize socio-cultural diversityamong children in each school;necessary legislation to cover allgovernment, local body and privateschools to be enacted;

• screening, interviews or parentalinteraction not allowed as a validbasis for admissions;

• common minimum norms andstandards for infrastructure, equip-ment and teacher-related aspects forboth state-funded and privateunaided schools (recognized andunrecognized); these may relate toschool land and buildings, number,size and design of classrooms,

drinking water and toilets, mid-daymeals, safety measures, barrier-freeaccess and other requirements ofvarious categories of disabilities,facilities for girls at the age of puberty,playground and sports, performingand fine arts facilities, teaching aids,library, laboratory, informationtechnology, number of teachers andtheir qualifications/specializationsalong with pre-service and in-servicetraining, pupil: teacher ratio andothers such requirements;

• common curriculum framework,shared features of curriculum andcomparable syllabi with flexibilityrelating to texts, teaching aids,teaching-learning process, evaluationparameters, assessment proceduresand school calendar;

• common language policy that takesinto account the multi-lingual contextof the majority of Indian children,pedagogic role of the mother tongueand its relationship with the statelanguage, minority languages (Article350A) and the increasing significanceof English in providing equitableaccess to knowledge, careers andeconomic opportunities;

• decentralized school-based manage-ment that ensures the necessarydegree of institutional autonomywhile locating it within the broadframework of the 73rd and 74thConstitutional Amendments relatingto rural and urban areas respectively;this requires the formation of schoolmanagement committees, with themajority of members being parents ofstudents and appropriate linkageswith local bodies; and


• affiliation to a common Board ofExaminations for all schools within astate/UT.

Conclusion If CSS had been implemented, it couldhave changed the very face of the schooleducation in rural areas and urbanslums. Fifty percent of school childrendrop out of schools before completingeight years in school. Most of thesestudents belong to dalit or adivasiscommunities. The CSS guarantiesequity in education as well as jobopportunities. The notion CSS refers toa state-financed common qualityeducation. The CSS will open thewindow to access to quality educationdepending on talent rather than wealthor class. Education will be free for everystudent, no tuition fee is charged.Unless and until government takescertain appropriate policy measures toimprove the education system otherwise

inequalities are going to be widespreadand India’s basic capabilities willremain stunted.

The elite in India have always beendismissive of the concept of CommonSchool System by mocking at it as beingpolitically too radical and, therefore,infeasible. In contrast, the poor and thelower middle class have for longinternalized the concept as the onlymeans for their empowerment andsocial justice. It is an irony that suchan equitable public school system hasbeen prevalent in some form or theother in several European countries,USA and Canada. Indeed, this is theonly historical option left for India forbuilding a cohesive, secular and justsociety .The agenda of ‘Empowermentof Schools’ for creation of a CommonSchool System must receive topmostpriority in national political agenda.

REFERENCES

Anil Sadgopal, Madan Mohan Jha, Muchkund Dubey(2007) : Report of theCommon School System Commission, Patna, Govt. of Bihar.

Education Commission. (1966) : Education and National Development: Reportof the Education Commission 1964-66, Ministry of Education, Governmentof India.

Ministry of Human Resource Development (MHRD) (1990) : Toward anEnlightened and Humane Society: NPE, 1986 A Review New Delhi: MHRD

PROBE (1999) : Public Report on Basic Education in India. New Delhi: OxfordUniversity Press

Right to Education - A study............................. 63

Right to Education - A study on the Awarenessof M.Ed.Trainees

Fathima Jaseena M.P.M *

* Lecturer, Dept. of Education, Farook Training College, Kozhikode (Kerala)

Human rights are those rights inherent to all human beings to whom everyone is entitledwithout discrimination. Like wise education is a fundamental right to all. But violation ofthese rights are reported from every corner of world. Now a days teachers are consideredas national building engineers. They have to fulfill their duty according to norms of thesociety. So a teacher educator must be equipped with current knowledge in the educationalsector. This study make an attempt to analyse the general the general awareness of teachereducators regarding some important facts about ‘Right to Education’.

Abstract



IntroductionHuman Rights are the rights madeavailable to all human beingsirrespective of any discrimination of ournationality, place of residence, sex orany other status by UN. The right toeducation is aimed to secure for allindividuals the necessary conditions tolead a minimally good life. So when wediscuss about right to education, wehave to think about how we caninculcate proper awareness and valueson different aspects of educational lawsand rules, among future citizensthrough education. The right ofchildren to free and compulsoryeducation act 2009 (RTE Act) came

into effect today, with much fanfareand an address by the Prime MinisterManmohan Singh. The Right toEducation Act is a detailed andcomprehensive piece of legislationwhich includes provisions related toschools, teachers, curriculum,evaluation, access and specification,division of duties and responsibilitiesof different stake holders.

Key Features of the Act in India• Every child from 6 to 14 years of age

has a right to free and compulsoryeducation in a neighborhood schooltill completion of elementaryeducation.


• Private school must take in a quarterof their class strength from weakersections and disadvantaged groups,sponsored by the government.

• All schools except private unaidedschools are to be managed by schoolmanagement committees with 75percent parents and guardians asmembers.

• All schools except government schoolsare required to be recognized bymeeting specified norms andstandards within three years to avoidclosure.

MHRD was perhaps keen to achieve thislegislation but there are manyimportant difficulties as follows:• Input and Outcomes• School Recognition• Availability of Teachers• 25 percentage reservation in private

schools.• How will weaker and disadvantaged

section be defined and verified?• How will the government select these

students for entry level class?• What will be the mechanism for

reimbursement to private schools.• What would happen if some of these

students need to change school inhigher class.

The Right To Education Act has beenpassed, the Model Rules have beenreleased, much can be achievedthrough a analytical study.• Drafting of State Rules• Assisting private unrecognized schools• Ensure proper implementation• AwarenessFinally along with ensuringimplementation of the Right toEducation Act which stipulates focused

reforms in government schools andregulations for private schools, we needto broaden our vision so as to create anecosystem conducive to spontaneousinvolvement.The successful teachers have the abilityfor a higher level of integration of theircognitive and perceptual functioning.They had a superior capacity for co-ordination and original thinking. A goodteacher had a well developed valuesystem and ego control capability. Asgood teachers always accountable totheir students, management, andsociety. So teachers are always wellacquainted with all relevant newchanges happening in our educationscenario. It must help them to survivein the competitive world, and guide theirpupils in a good oriented creativefuture. So our teacher-educators alsohave to be prepare and ready to feedthe knowledge enquires of their field.The Right to Education is a newrecommendation in the educationalsector. So that the educator must equipwith the minimum information aboutthe new act. This study help to revealthe amount of knowledge, related toright to education for M.Ed. students.Objectives1To study awareness of M.Ed. students

on right to education.2 To study the effect of gender and type

of management of the institution onthe awareness of RTE.

HypothesisThere will be significant difference in themean scores of awareness about rightto education among M.Ed. studentsbased on gender and type ofmanagement.

Right to Education - A study............................. 65

MethodologyA survey technique is employed tocollect data.SampleThe present study was conducted on asample of 60 M.Ed. students from aidedand unaided training colleges of Calicutdistrict. The investigator adoptedstratified random sampling technique.Out of 60 students 15 male studentsand 45 female students are identified.Tool usedThe researcher used oppinionnare toassess the awareness of students. Thetool consists of 30 items belonging todifferent aspects of right to education.Data AnalysisData was analysed through preliminaryanalysis and classificatory analysis. Inorder to find out the level of awarenessamong different categories,classificatory technique was employedby taking mean and standard deviationas the determinants. By doing thisstudents of different categories can begrouped into high, moderate, and lowgroups. The mean and standarddeviation of the awareness of studentspresented in table1.

Table 1Mean and Standard Deviation of

Awareness Scores of M.Ed. students

Sample N M S.D.

M.Ed. Students 60 18.4 3.59

based on, gender, type of managementare presented in the following table 2.

Table 2:% of Awareness of M.Ed. students

Category Type Score %

Aided High 6 17.14

Management Moderate 22 62.86

Low 7 20.00

Total 35

Un Aided High 5 20.00

Management Moderate 20 80.00

Low 0 0.00

Total 25

Female High 6 13.00

Moderate 32 71.00

Low 7 16.00

Total 45

Male High 5 33.00

Moderate 10 67.00

Low 0 0.00

Total 15

Table reveals that out of 35 AidedManagement M.Ed. students there are6 (17.14%) students of having high inthe awareness of right to education, and7 (20%) students in low group and 22(62.86%) students included inmoderate group of having averageknowledge about right to education.Out of 25 self financing M.Ed. studentsonly 5 (20%) students having moreinformation about right to education,there is no student belonging to lowgroup, and 20 (80%) students included

From the table the Mean and S.D. ofM.Ed. students are found to be 18.4 and3.59 respectively.To find out the level of difference inawareness among the M.Ed. students


REFERENCESGeeta Gandhi Kingdon. (2007). ‘The progress of school education in India.’ In

Oxford Review of Economic Policy. 23(2).168-95.Human Rights Watch. (2005). Failing our Children : Barriers to Education. New

York : HRW.NCERT. (2005). National Curriculum Framework. New Delhi: NCERT.NCHR. (2007). Module on Human Rights Education for Teaching Professionals in

Primary, Secondary, Higher Secondary Levels. New Delhi : NCHR.Vijayashri Sripati and Arun K. Thiruvengadam. (2004). ‘India: Constitutional

amendment making the right to education a Fundamental Right.’ InInternational Journal of Constitutional Law. 2(1). 148-58

in moderate group of having averageknowledge about right to education.Out of 45 female M.Ed. students only 6(13%) students having moreinformation about right to education,there is 7 (16%) students belonging tolow group, and majority of 32 (71%)students included in moderate group ofhaving average knowledge about rightto education. out of 45 female M.Ed.students only 6 (13%) students havingmore information about right toeducation, there is 7 (16%) studentsbelonging to low group, and majority of32 (71%) students included in moderategroup of having average knowledgeabout right to education.t-test was conducted to study thesignificance of the difference in means.

Table 3: t value of M.Ed. students based on Gender & management Type

Type N M SD df t S/NS

Male 15 20.8 3.69 3.002 S

Female 45 17.6 3.22 59

Aided 35 18.08 4.12 0.86 NS

Unaided 25 18.84 2.70 59

Table 3 reveals that there is a significantdifference (t value = 3.002) among maleand female M.Ed. students in theirknowledge of right to education. So themale students are higher awarenessthan female students in right toeducation and there is no significantdifference (t value = 0.856) among typeof management in their knowledgeabout right to education.

Findings

1. Male M.Ed. Students possesssignificantly higher awareness RTEthan their counter parts.

2. Management of the M.Ed. Collegedoes not effect on the awareness ofRTE.

Influence of Some School Climate Factors............................ 67

Influence Of Some School Climate Factors onQuality Education

Aruna Chouhan *

* Research Scholar, Dept. of Education, Punjabi University, Patiala. Punjab

Abstract



The study identified eight school environment factors and investigated their relationship aswell their influence on universal quality education in the form of students’ academicperformance. The study is based on questionnaire responses from 611 Punjab studentsand their performance in Punjab School Education Board Examination of standard X . Positiveand significant interrelationships among these factors were found and each of them wasfound to influence in varying but significant degree.

IntroductionEvery educational institute has a‘personality’ of its own, and as humanpersonality, it is a mixture of visible,invisible and perceptual attributes thatdistinguish one educational institutefrom others. Personality is to anindividual what climate is to anorganization (Halpin and Croft, 1963).The aura that surrounds a school is thevisible and perceptual atmospherearising from, and surrounding theschool, is a component of schoolclimate. School climate is a concept thatis much in use, but a very little isunderstood.Das (1974) and Dressel (1976) defineand use school climate interchangeable

with all the physical, social, andpsychological factors, conditions,circumstances and influences whichinteract to give a school a unique andpeculiar visual and perceived imagewith universal quality education. Suchfactors include facilities, grounds andarchitectural; type of school traditions,previous achievement, value-orientation, level of discipline, standardof performance and sense of duty ofmembers of school community. Othersincludes organizational structure,characteristics of the principal, staff andstudents; quality of interaction betweenand within groups and individualstudents perception of the social andacademic environment of the school etc.


A school with “open” climate (Hoy andMisket, 1978) is said to have humanisticorientation that is based on humanisticprinciples with an open channel for two-way communication. Whereas one witha “close” climate is characterized byconcealing, confining and restrictingatmosphere which is always identifiedwith autocratic principles. While the“open” climate encourages healthystudent-student and student –staffinteraction. the “close” climate inhibitsstudents’ perception both at the classroom and the school levels.All boys’ schools has different ‘aura’from all girls’ or co-educational schools.Much more interest is on how schoolclimate influences students perform-ance and quality education. Sinceschool climate is a global or complexconstruct, it involves the study ofinterrelationship among these factorsand how each of that type school climateinfluences on quality education. Theeight school factors are : Students’Academic Performance(SAP),Principal’sLeadership Style (PLS), Teachers’Attitude Towards work (TATW),Students’ Academics’ Self Concepts(SASC), Interrelationships AmongStudents (IRAS), Students’ Attitude toLearning(SATL), Students’ Perception ofSchool Environment (PSSE), Students’Perception of School AcademicEnvironment (PSAE), Students’ Perce-ption of Level of Discipline (PSLD).Review of LiteratureSeveral studies have shown each ofthese factors constitutes a significantdeterminant of school climate and sorelate significantly to quality educationin the form of students academic

achievement. Self concept is relevant toschool climate since perceptions aboutoneself are formed through one’sexperience with an interpretations ofone’s environment (Shavelson, Hubnerand Stanton,2009).Objectives of the StudyThe study was conducted with thefollowing objectives:1.To analyse the influence of eight

school climate factors on academicachievement of students.

2.To find out the interrelationshipamong these school climatic factors.

3.To investigate the relationshipbetween school climate factor andquality education.

Hypotheses1. All eight school factors significantly

influences students’ academicachievement.

2. The eight school climate factors aresignificantly related to each other.

3. There is a positive relationshipbetween school climate factor anduniversal quality education.

Sample, Design and MethodologyOut of a total 130 schools in Fatehgarhdistrict which had both Private andGovernment Secondary and SeniorSecondary schools and for which theprincipal had served for at least threeyears, 33% were sampled throughrandom sampling process. It wasnecessary to delimit the populationbecause the study required studentsthat have studied in the same school,under the same principal, for at leastthree years. Thus total of 611 students(330 male and 281 female) subjects forthe survey inferential study. A 65-itemquestionnaire was developed and pilot


–tested on the study. A test –retestreliability is 0.89 which is very high. Totest the hypotheses of significantinfluences of type of school, andleadership style on the qualityeducation in the form of academicachievement of students, two and oneway analysis of (ANOVA) were done. Forall other hypotheses the PearsonProduct Moment Correlation analysiswas done.Data Analysis and ResultA one –way analysis of the variables inthe students’ academic performancethat is the quality of education was dueto differences in type (set) of schools (seeTable 1) gave a very high F- value of22.46 See Table-1&2)

Sources SS df MS F ofvariationBetween 4137.1 2 2068.6 22.46*

Groups

Within 55985.0 608 92.1

Groups

Total 60122.1 610

Table -2One-Way Anova of scores of Quality

Education by Type of School

* P< .01, Significant at df = 610

The critical value of F= 22.46 (df =610;P<.01) indicated a highly significantinfluence of type school on students’academic performance in boardexamination.Given the significant overall F-value afurther analysis with Fisher’s leastsquare difference (LSD) multiplecomparison method showed that thestudents in all boys’ schools performedsignificantly better than those in all

Types of N Mean S.D.

school

All- boys’ 94 49.02 9.04

All girls’ 118 42.72 8.73

Co-Edu 399 45.04 9.96

cation

Total 611 45.02 9.93

Table -1N, Mean & S.D. of Scores of Quality

Education by Type of School

girls’ (t= 4.75, df= 210, p < .01), and thanthose in co-educational (t=3.62, df=491,p< .01) schools.The later group, in turn, performedsignificantly better (t = 2.30, df= 515,p<.05) than students in all girls’schools.A similar analysis of the influence ofprincipal leadership style on qualityeducation that is students’ academicperformance resulted in a F- value of6.24(See Table- 3 & 4)

Types of N Mean S.D.

school

Autocratic 130 43.74 8.83Liassez- faire 296 44.53 8.95Democratic 185 47.31 9.81

Total 611 45.02 9.93

Table -3N, Mean & S.D. of Scores of Quality

Education by PrincipalLeadership Style


Since this is larger than the critical Fvalue of 6.24 (df = 610, p < .01), itindicated a significant influence ofprincipal’s leadership style on students’performance. A detailed analyses usingFisher’s (LSD) method, showed that thestudents who perceived their principalas exhibiting democratic style of

leadership performed significantlybetter than those who perceived theirsprincipals as exhibiting the laissez- faire(t=3.0,df=479 p< .01), and the autocratic(t=3.17, df=313 p<.01)styles ofadministration. There was no significantdifference (t=0.76, df=479, p<.05) inperformance between students whoperceived their principal as exhibitinglaissez-faire leadership behaviour andthose who perceived their as showingautocratic leadership style.The Table -5 shows the result of PearsonProduct Moment correlation analyses ofthe interrelationship among theremaining seven school-climate factorsand their individual relationship withquality education is shown in Table3.An outstanding characteristic of of thematrix is the complete absence of anynegative coefficient, except only one,indicated significant relationship at, atleast at 0.01 alpha level, (r=.1046 for

TABLE- 5Inter-Correlation Coefficient among School Climate Factors and Quality

Education (N- 611)

Variables SAP PLS TATW SASE SATL IRBS PSSE PSAE PSLD

SAP 1.0 .14 .39 .29 .21 .17 .18 .51 .18

PLS .14 1.0 .35 .45 .08 .29 .27 .26 .41

TATW .39 .35 1.0 .50 .47 .63 .62 .63 .48

SASC 29 .45 .50 1.0 .59 .37 .27 .35 .15

SATL .21 .08 .47 .59 1.0 .31 .35 .24 .36

IRBS .17 .29 .63 .37 .31 1.0 .71 .51 .22

PSSE .18 .27 .62 .27 .35 .71 1.0 .54 .42

PSAE .51 .26 .63 .35 .24 .51 .54 1.0 .34

PSLD .81 .41 .48 .15 .36 .22 .42 .34 1.0

Sources SS df MS F ofvariationBetween 1208.3 2 2068.6 6.24*

Groups

Within 58913.8 608 96.9

Groups

Total 60122.1 610

Table -4One-Way Anova of scores of Quality

Education by PrincipalLeadership Style

* P< .01, Significant at df = 610


p<.01, df = 610), while remaining oneindex indicated significant relationshipat the .05 significance level (r = .0795for p< .05).Very highly significant and positiverelationship was observed betweenquality education and teachers’ attitudeto work (r=.39, t=10.45 p<.01); students’academic self concept ( r = .29, t = 7.48,p < .001); students attitude to learning(r= .21, t=5.30, p < .01); inter-relationship among students(r=0.27,t=0.27,t=6.92, p<.01); students’perception of school social environment(r=0.18,t= 5.51, p<.01); students’perception of school academicenvironment (r = 0.51, t= 17.86, p < .01);students’ perception of the disciplinelevel of the school (r=0.18,t=5.51,p< 0.01)All correlation coefficients greater than.0795 are significant at 0.05 alpha level.All correlation coefficients greater than.1046 are significant at 0.01 beta level,df = 609.Major Findings of the study1. There is a significant influence of all

the eight school climate factors onstudents’ academic achievement.

2. All the eight school climate factorsare related to each other in a verysignificant manner.

3.There is significant positiverelationship between school climatefactors and quality of education.

ConclusionSocial climate is a complex construct.Though it lacks precise definition , itprovides an anchor for thinking aboutand investigation into. The ‘personality’of the school and its influence onstudents performance need qualityeducation. In an attempt to do just this,given the population under study, itwas found that there is a significantinter-relationship among the variablesunder study. This chain of 28 highlysignificant and consistently positiveinter-relationship among the factorsthat were suggested as underlyingschool climate argues strongly for theexistence of such a complex construct.Each of these factors was found to havesignificant influence on qualityeducation. Teacher factor is anotherimportant factor in it. This suggest thata lot more should be done to ensureteachers’ commitment to their work.

REFERENCESDas, R.C (1974): Impact of School Conditions on Primary Education , SIE, Assam.Dressel, P.I (1976). Handbook of Academic Evaluation .San Francisco : Jossey –

Bass Inc. Publishers.Halpin, A.W. and Croft, D. B (1963) : “The Organizational Climate.” Administrators

Notebook, 2 (7), 53-58.Hoy, W.K & Misket, C.G. ( 1978) : Educational Administration: Theory, and Research

Practice. New York: Random House.Prittchett, W.& Willower, D.J.(1975) : “ Students perception of teacher-pupil

control behaviour and students’ attitude higher schools” Review of AlbertaJournal of Education Research,21, 110-441.

Shavelson, R.J. Hubner, J.J.& Stanton,G.C (2009) “ Self –Concept : Validation ofconstruct interpretation’.Review of Educational Research.46 (3), 407-441


Right to Education in India: Opportunitiesand Challenges Ahead

Dr. Satvinderpal Kaur *

* Asstt. Professor (Sr.), SDS College of Education, Lopon. Distt. Moga. (Pun.)

Abstract



The Right of children to free and compulsory education (RTE) came into effect from April 1st

2010 in India. By this act, every child in the age group of 6-14 years can claim for his rightof free education in the country. It also mandates the private run schools to set apart seatsfor children from the deprived sections of the society. The Act envisaged quality,accountability and accessibility of education for each and every child of the nation. But thetransformation of the dream of universalization of education depends upon the successfulachievement of the goals advocated by RTE Act. There are many fundamental issues andchallenges standing before the successful implementation and progress of the right toeducation act. The present paper is focused upon the discussions on opportunities andchallenges before the nation for the success of this act.

IntroductionEducation is the investment in humancapital. The development of the countrycan never be possible without ensuringthe spread of education among themasses. This is the reason why variouscountries have incorporated theprovision of compulsory education to beimparted to all the citizens. Educationis considered as the basic human rightby a number of treaties and identifiedthat right to education as afundamental aspect for developmentand social transformation. In the year

2009, a law to facilitate the realizationof the fundamental right to educationwas passed by the Parliament by wayof the right to free and compulsoryeducation act (RTE).The Right toEducation (RTE) act was ultimatelybecame a fundamental right by givingeffect to the act from April 1st 2010.TheAct views the education as fundamentalright and mandates the government toprovide free and compulsory educationto every child up to eighth standard.Hence it is now legally enforceable forevery child to demand free and

The Right to Education in India : Opportunities ............................ 73

compulsory education in the age groupof 6-14 years. Spot Lights of Right to Education Act-Every child in the age group of 6-14

years will have a right to free andcompulsory education in the nearbyschool.

-Children who have either dropped outfrom the school or have not attendedany school will be enrolled in theschools and no school can refusethem for admission.

-Private and unaided educationalinstitutes will have to keep 25 percentof the seats for the students belongingto weaker sections of the society. Ofan estimated out of 22 crores of thechildren of this age group, nearly 92lakh are out of school.

-Neighbourhood schools will beidentified by a system of schoolmapping, and children of six andabove who are not tin schools will beidentified by local authorities orschool management committees.

-For all the schools, it is required to berecognized, failing of which they willbe penalized for up to Rs. one lakh.

-No school can get any donation orcapitation fee and any admission testor interview of the child or parentduring the time of admission.

-No child will be failed or expelled andwill not be required to pass any boardexamination till the age of 14.

-The RTE Act also demands foradequate number of qualified teachersto maintain a ratio of one teacher forevery 30 students.

-Schools have to ensure properinfrastructure, which includes a play

ground, adequate no. of classrooms,library, toilet facilities, barrier freeaccess for physically challengedstudents and drinking water facilitieswithin three years.

-The school management committeeswill comprise 75 percent of themembers from the parents of thestudents, who will monitor thefunctioning of the schools andutilization of the grants.

-The National Council of the Protectionof human rights shall monitor theimplementation of the act, togetherwith commissions to be set up by thestates.

-Financial burdens will be shared by thecentre and states in the ratio of 55:45and this ratio is 90:10 for the north-eastern states.

- It encourages privatization ofeducational institutions by theprovision of public-private partners-hip. It would lead to privatization andcommercialization of education whichby itself has long impending effectson the socio- cultural scenario of thecountry.

- Certain schools have alreadychallenged the law in the SupremeCourt as being unconstitutional andviolating fundamental rights ofunaided private educationalinstitutions.

Undoubtedly Indian government hastaken various initiatives before the RTEAct to promote universalisation ofelementary education. Every five yearsplans, Sarva Shiksha Abhyan started in2001, Mid Day Meal Scheme, EducationProgrammes (DPEP) launched in 1995,National Policy of Education/, District


Primary initiatives etc. But despite allthese efforts, the dream ofuniversalisation of education has beenremained distant for the country.Now RTE Act presented an opportunityto reach the education on equitablebasis among unreached, particularly tothe children of disadvantaged groups.It is an essential step towards improvingeach child’s accessibility to secondaryand higher education, bringing Indiacloser to achieve national educationaldevelopment goals, as well as theMillennium development goal (MDG)and Education for All (EFA). However,there are many fundamental issues andchallenges which stand ahead in theway of progress for the accomplishmentof this act. Financial ChallengesThe foremost challenge is concernedwith the financial issues. As per the RTEAct, the financial burden is to be sharedby the centre and the states in the ratioof 55:45 and 90:10 for the north easternstates. This project involved funds to thetune of Rs 15,000 crores. Many stateslike U.P., Bihar and Punjab etc.haveexpressed their inability to implementthe act and claimed the shortage offunds.Orrissa seeks the same status aslike the north eastern states. Since theact advocates to improve theinfrastructure, training of teachers,creating more facilities and healthyenvironment of schools etc. and it is achallenge now to tackle with financialissues . Even with the law coming intoforce a one and half years ago, most ofthe states are yet to notify their StateRules under the RTE Act. There areseveral provisions within the Act that

had to be fulfilled within the first year.In the past one year, only five states –Andhra Pradesh, Arunachal Pradesh,Orissa, Sikkim and Manipur – havenotified their State Rules. Sinceeducation is a state subject, the RTEAct provides down model rules and it isthe state governments who provide thespecifics. State Rules are thereforecrucial for ensuring the actualization ofthe RTE Act as they outline themodalities of the implementation ofsome provisions under the Act.Challenges due to shortage ofteaching faculty :As per the Right to Education Act 2009,there should be one teacher for every30 students. But the flash statisticsreleased by NUEPA shows that the totalno. of teachers in the year 2008-09 areon an average 4.5 teachers perelementary school and 3.0 teachers perprimary school within India. Theteacher absence rate ranges from 15percent in Maharashtra to 71 percentin Bihar. Hence the dearth of good andqualified teachers is going to be one ofthe most crucial challenges. At presentthere are about lakh teachers in all for1.29 million recognized elementaryschools in the country, out of which,nearly 3 lakh teachers are eitheruntrained or under trained. The trendof appointing contractual teachers onmeager salaries is another issue whichnegatively affects the quality teaching.The model rules of the act advocate inestablishing school within walkingdistance of one Km of the neighborhood,and in case of children for class VI toVIII within a distance of 3 km of theneighborhood. Evidently the shortage of

The Right to Education in India : Opportunities ............................ 75

teachers and neighborhood schools arethe challenges for the successfulimplementation of the act.Challenges regarding infrastructuralfacilities The RTE act envisages that the schoolsmust maintain quality in terms ofinfrastructure facilities like adequateteachers, play grounds andaccommodation. In a survey conductedby NUEPA, it has been found thatalmost half of the elementary schoolsin the country do not have separatetoilets for the girls. This goes up todepict the sorry state in which ourschools are.Challenges regarding drop outs andretentionThere are more than 12 million childrenin India who are engaged in child labor.Providing education to such children isa huge challenge and issue of concern.At present, 81.5 Lakh children haveeither dropped out from the schools orhave never been a part of anyeducational institution. It is a challengebefore state and centre governments toensure that all these children arebrought back to schools.Challenges due to Socio-EconomicDisparitiesMany of the research studies conductedin this field showed poverty as a majorcause of dropping out of the school. Thevicious cycles of the poverty, illiteracy,and unemployment are the barriersstanding against accessibility ofeducation by all. In India, where 37percent of the people are living belowthe poverty line, it is a challenge toeducate the children of such segmentof the population. Poor people give first

preference to their survival than toeducate their children. They prefer toengage their children in labor work,which provides immediate economicbenefits instead of education, whichdoes not provide gains in terms ofmoney due to high rate of employment.Challenges due to gender disparitiesin Education The right to education is to be achievedon the basis of equality of opportunities.The high dropout rate among the girlchild and the low literacy rate amongthe women especially the rural areas isagain an issue needs serious concerns.Gender disparities clearly reflect thegender discrimination which is moreimpending in the rural India. Amongrural women the literacy rate is still58.75 which is much below in the stateslike Rajasthan where rural femaleliteracy rate is merely 46.25 percent(Census 2011) It is clear illiteratewomen put little efforts to encourageher children especially the girls to beeducated due to lack of awareness anddue to certain socio cultural barriers.Hence the challenge is to motivate thatsection of the society to avail theopportunities of Right to Education Act.ConclusionEvery generation looks up to the nextgeneration with the hope that they shallbuild up a nation better than the past.The accessibility of every child to qualityeducation enables to explore his/herpotential, prepares them to develop lifeskills and therefore making themempowered to take the opportunities ofemployment. It is undisputed fact, thatgovernment has initiated manyprogrammes for the universalization of


education before RTE Act, but the dreamremained distant for the nation so far.However, widespread poverty socio-economic disparities, various prejudicesin the socio-political setup of thecountry, the goals to develop an effectiveeducational system with access,equality and quality has not beenachieved. The failure to check thedropout rate among the marginalizesections and rural people of the societyhas been remained as issue of concern.The failure and success of the RTE Actwould largely depend upon theconsistent political will in the form ofimplementations of policies, budgetaryallocations of funds and their properutilizations. Substantial efforts arerequired to eradicate social disparitiesand guarantee quality education onequal basis. The concept of pre-school(2-6 years) should be generalizedbecause if all the children avail samekind of early childhood education, thechances will be high that they will goon to regular school. Teacher is a king pin of any educationalsystem, the quality of the teachertraining programmes is required to beimproved. In order to motivate theteachers to work hard and to realize the

successful educational system, theyshould be appointed on good salarypackages and on regular basis. Jobsatisfaction on the part of teacher ispertinent for any educational system.The Act says that no student would bedropped from school or not failed till theage of 14, with this, the students willdefinitely dropped out after the age of14.Substantial efforts must be requiredto retain and maintain children afterthis age .The private –publicpartnership encourage thecommercialization of education andneeds to be restrained by introducinga legal framework to control andregulate the private institutions inmatters of admission policies, fee,charges, salaries to their employees etc.The infrastructure, basic facilities,working conditions of the governmentrun schools should be augmented. Loadof school bags for the children needs tobe reduced at least at the primary level.The future prospect of every nation liesin the hands of the children andilliteracy is the major hurdle beforethem. The right to education is afundamental right and UNESCO aimsat education for all by 2015. Indiashould make sincere efforts to achievethe goal.

REFERENCES

Census of India Report (2011): Registrar General Census Commission of India.Elementary Education in India (2009): Where Do We Stand, State Report Cards

NUEPA, New Delhi.UNESCO and UNICEF Report (2007): Human rights Based Education for All.Selected Educational statistics (2007-08): Ministry of Human Resource

Development India.

Status of Right to Education of the Marginalized........................... 77

Status of Right to Education of the MarginalizedClasses in the Third World Countries

Dr. Uttam Baliram Sonkamble*

* Asstt. Professor, SMRK BK AK Mahila Mahavidyalaya, Nasik (M.S.)

Abstract



People are showered with all the human rights including the right to education as thefundamental rights and the right to education is one of the vital rights; it has been dulyhonoured by the sensible states in the world. It is witnessed that the citizens in the developedstates are more at advantage with these rights endowed upon them by their constitutions. Itis only the Third World that is lagging behind not only in catering the human rights but alsothe right to education. There are various reasons for their failure depend on their nativeconstraints seen in terms of; socio-cultural conditions in spite of the upliftment programmeslike sarva shiksha abhiyan in India and the Millennium Development Goals in 2015 acrossthe globe. Substantial growth can be evidenced only in the urban and specific social classesbut as of the marginalized classes like backward castes, smaller ethnic tribal groups andwomen are concerned, it is significantly slow. To accelerate their involvement in theeducational programmes, fair and proper execution of programmes is a must and the non-responsive units be encouraged.

Introduction:When an issue of education flashesthrough mind, what rebukes therational people is the huge socialimbalance in the world particularly inthe Third World (TW) where India standsat the top of the array. Human rightswhich are enshrined by the UnitedNations owing to its UniversalDeclaration of Human Rights in 1948,still number of countries remain utterly

far flung from endowing the absoluteright to education upon all classes inthe countries. With the UniversalDeclaration of Human Rights the rightto education was included in theconstitution of each of the independentstate. Many downtrodden societies atlarge are observed as dually sandwichednot only by the social discrepancies butthe educational discrepancy as well.Education is observed to be the major


constituent in the development of anysociety. There shall scarcely be thisquestion of education before the Firstand Second World which are developedwhile the rest of the societies across theworld mostly; African and Asian sufferdue to number of social, economic,agricultural and even culturalproblems. India is one of the societiesin the world that suffers due to most ofthese problems, African societies andsome of the Muslim societies aresandwiched due to the culturalbindings as against their immenselearning potential. Challenge remainsposed before the premier institutionslike the United Nations (UN), the WorldBank (WB) and the International LabourOrganisation (ILO) etc. which proffer forthe cause of social upliftment aboutwhat measures to be initiated so as toaddress these issues and bring forth thesocieties in the global developing flowin respect of poverty, unemployment,education, health etc. The UnitedNations’ laws are obligatory to allsocieties for their participation inexecuting the right to education as theWorld Bank pouring in billions of dollarsfor the cause. Some states have begunduly responding to their initiations andpositively gaining results but largenumber of states are still lagging behindfrom the progression so undevelopedwhich is due to mainly illiteracy. Thispaper studies this issue in respect ofthe Third World and their measures toaddress it.Objectives: i. To study the right to education at par

the parity.

ii. To study the social and culturalconditions of the marginalizedclasses.

iii. To review the measures taken toaddress the illiteracy issue.

iv. To cater remedies to overcome thehurdles amongst the classes.

Parity intended in the UN Declarationof right to education:It has been expressly articulated theinability to define human rights andright to education due to the diversesocial scenarios across the globe stillits substance is relatively well definedas, “Universal access to free andcompulsory primary education,universal availability/accessibility ofsecondary education, in particular bythe progressive introduction of freeeducation; equal access to highereducation on the basis of capacity, inparticular by the progressiveintroduction of free education.” (DavidSan Milan & Action Aid) The right toeducation is purported to render thehuman beings an opportunity to gain‘voice’ what can assure claim otherrights and to empower with skills,capacity and confidence to live and leaddecent life. This right is endowed uponall citizens without any discriminationof state, religion, gender or social class;poor or rich. But when it comes to thefair execution of this right amongst thedifferent states, religions, gender orsocial classes, it seems to falter fromits objectives. Keeping in view the socialstratification of society, most developedand developing nations address thesocial issues including education intheir states applicable to them what


enshrines their people to enjoy allhuman rights at large.Cultural and Social Constrains:The marginalized classes suffer ofcultural problems usurpingtremendous energy of states in theThird World; the African nations sufferof severe racism and the Asian inparticular India suffers ofunprecedented caste riddle. Social classhas been one of the issues in theundeveloped Third World butincomparable against the struggle forhuman rights amongst themselves asthe internal factors and against theexternal forces working against them.Growth or backwardness of the ThirdWorld is concerned; the British Ruleand the Christian missionaries reservetheir patented place in any study. Theformer is observed as the most sadisticperiod of the enslaved nations, sodeserved they. The day of theirindependence is celebrated with greatpride. But as per as the marginalizedclasses in both India and sub-SaharanAfrica (SSA) are concerned, they usurpthe de-facto beneficiaries during theirrule. The missionaries helped in bothmaintaining human lives in respect ofeducation and health and the Britishgovernment actually implementing theschooling for these classes, which wasrestricted only to the upper classes inIndia and the dominating tribes in thesub-Saharan African (SSA) for infinitecenturies. The social hierarchy in theThird World though differ in many waysexists ever since. Due to this hierarchy,all the fundamental rights remaininaccessible to the low castes. In thatsystem, education was never on their

agenda. They strived only for theirexistence. It is the British Governmentbeing demanded and pressed by thehumanitarians like Mahatma Phule andDr. Bhimrao Ambedkar the low andpersecuted castes entered thethresholds of the inimitable life doorsof schools. That was the first joyousmoment in their lives. So were the somepoor servile ethnic groups in the sub-Saharan Africa (SSA) deprived ofeducation that was initiated by thecolonisers.The Third World countries became freeduring 1940s to 1970s which ismeasurably a long period over a halfcentury for the Asian and the SSAcountries since their independence. Theeducational status can be palpable butnot surely measurable as expected bythe nationals who dreamt of gaining themarginalized classes in the right flowof society. Prabhakar Vani laments onthe section in India as, “Today, 44 yearsafter Independence, 5 out of 10 Indians,three out of five women, and eight outten tribals (ST) and the scheduled caste(SC) people still cannot read or write.”This is de facto the mirror of the Indiansocial background where tribals andscheduled castes and women areclubbed with regard to their progressand social and conventional approachirrespective of any caste, religion andclass. In spite of all the governmentmeasures to ensure education, thereare five out of ten people illiterates andthey are either women or tribals andscheduled castes. In the SSA, one inthree children who are enrolled inschool drop out of primary educationwhile four out of five children who do


not go to school live in rural regions.Apart from this social disparity, thereare strong ethnic barriers in some of theMuslim countries which suffer of theeducation problem causing somesections like women of their societybarring education, leading to an awfulnational disability. This is where the UNDirectives both basic and highereducation are rebuffed at the face. Thatis why the UNESCO grieves overAfghanistan’s illiteracy as it being oneof the world’s highest illiteracy rates(UNESCO). In this incidence the non-supportive national policy and socialand ethnic tensions make Afghanistansuffer as the world’s highest illiteracy.The ethnic tensions are the majorproblems in some of the Muslimcountries and the main cause ofdegrading their educational status atthe global forum.The global efforts of non governmentorganisations (NGO) plus the UnitedNations (UN), the World Bank (WB) andthe International Labour Organisation(ILO) are falling short to address theissue which is directly challenging theeducation policies. Yojana Sharmacomments citing the World Bank,“…countries such as Rwanda, Malawiand Zambia incremental costs due toHIV/AIDS will increase recurrentbudgets by 45 percent. These figureshave been issued at a time when bothbilateral and multilateral aid toeducation has been declining.” TheWorld Bank pinpoints this bitter truthof the SSA that the educational budgetdecline is asking increased budgetallocation to tackle the AIDS. Furtherit visibly notes that illiteracy costs them

high. This is where many states fail andthe measures are initiated for curing thedisease than checking the virus at itsinitial stage. On one hand thedeveloping countries spend an averageof 4.4 per cent of their national incomeon education and the United States andother countries in Western Europespend 5.5 per cent on average and somecountries even invest more than 8 percent on education and on the otherhand some Third World countries haveshamefully declined to supply thestatistics of their expenditure oneducation. Apart from these issues,education is being hampered due tochildren contribution to their familiesby working in stead of attending school.According to estimates of the ILO,“There are some 166 million childrenbetween the ages of 5 and 14 years haveto work - often up to 16 hours a day.One in four children in the SSA and onein five children in Asia have to work”.(Education in Developing Countries).The following statistics on education ofdiverse countries representing First andThird Worlds is an eye opener and needsno explanation.

Measures taken to address theilliteracy issue:The states have with intent beendesigning and executing educationalprogrammes tending to cater freeschooling that is primary to secondaryup to the children between the age 6 to14 years. In India, free schooling knownas Sarva Shiksha Abhiyan is coupledwith mid day meal scheme in schoolkeeping in view the poor classes whichcannot afford to send their children forlack of food for members of the family in


Factors US UK India Afgha Pakistan Zimba Kenya Zambia nistan bweEducation 5.7% 5.3% 4.1% 1.8% 4.7% 7% 2%spending(% of GDP)Pupil- 14.21 18.02 40.2 65.17 39.54 39.42 38.34 42.77teacherratioprimary

Tertiary 13.71 1.26 11.3 0.024 0.21 0.048 0.035 0.024enrollment

in millions

Female 49% 52.7% 39.6% 25.4% 39.5% 46.8% 47.6% 44.4%enrolmentshare Sec.levelPrimary 0% 4% 39% 86% 55% 10% 17% 23%

school girlsout ofschoolSource : NationMaster

Table No. 1Developed and Developing Countries’ Concern towards Education and

Relevent Statistical Data

the face of severe poverty andunemployment. To achieve, theMillennium Goal, one of the SSAcountries, Botswana is executing theBotswana Vision 2016. An idealinstance of effective execution of rightto education with due consciousnessof both political will and commitmentwith which a tiny country like Cubablowing the world with its illiteracyabridged statistics from 23 to 3 per centwithin an incredible period of time.Cuba like any other poor country hassuccessful mobilised 270,000 adults inthe illiteracy reduction campaigns apart

from the government machineries andthe result before the world isspectacular. In fact, one daresay theyhave revolutionised the campaigns inbringing down illiteracy in theircountry.Remedies:With the Universal Declaration ofHuman Rights coming into force, theworld is obviously witnessed beingfocussed on the restoring the humanrights. Needless to say, the first twoworlds have enormously gained bythemselves being aware of the right toeducation but it is only the Third World


REFERENCESClass Structure. Wikipedia, the Free Encyclopedia. (2010): The Wikimedia

Foundation, Inc. April, 20 2010 <http://en.wikipedia.org/wiki/class_structure/>

Education stats. NationaMaster.com. 2003-2011. NationaMaster.com. Sept. 17,2011 <http://www.nationmaster.com/compare/Education/>

International law and the right to education. Right to education Project. Right toeducation Project promoting mobilization and legal accountability. 2008.Right to education Project. Sept. 03, 2011 http://www.right-to-education.org/node/234/>

Millan, David San & ActionAid. Defining the right to education. Right to educationProject. Right to education Project promoting mobilization and legalaccountability. 2008. Right to education Project. Sept. 03, 2011 http://www.right-to-education.org/node/233/>

National Constitutional provisions – India. Right to education Project. Right toeducation Project promoting mobilization and legal accountability. 2008.Right to education Project. 03 Sept. 2011 http://www.right-to-education.org/country-node/353/country-constitutional/>

Prabhakar, Vani. Third World Sociology. (Dominant Publishers: Delhi, 2001. 118).

that has suffered tremendously makingthe human rights suffer at the cost ofwicked attitudes of the societies. TheThird World remains a dauntingchallenge before the UN, the ILO andthe World Bank in actually bringing itin normal process of life anddevelopment. In such scenario, themarginalised classes consisting of poorlower castes in India, poor ethnic tribesin the SSA and women at large acrossthe world are mainly the victims. Togenuinely bring these classes in tomainstream, sincere politicaldetermination with the strongsupportive policy of non governmentorganisations (NGOs) is a must that willsurely change the scenario and thedebasing statistics can astonish theworld with the incredible statistics.

Conclusion: Being empowered with thenatural law, the human rights to everycitizen of the world without anyprejudice and owing to the UnitedNations Declaration that actually

observes the rights being implementedthrough its allied nations still there isa large section of humanity in the ThirdWorld being deprived of the natural andhuman rights of which right toeducation is a breath or the conditionsare created per se that they remainmarginalised about which the sectionis unaware what obviously affects theirstatus: personal, social and economic,a tremendous national loss and inlonger term the global loss at the costof right to education. In course of time,the section obsesses a relentless globalchallenge before the world. Propermeasures need to be initiated to avoidany inclement and disastrousconsequences or the MillenniumDevelopment Goals nearing in 2015might not see the light of the humanrights including the right to educationbeing enjoyed by the marginalisedclasses and then new millenniumdevelopment goals shall be required tobe set to stabilize the human rights.

The Right of Children to Free and Compulsory............................ 83

The Right of Children to Free and CompulsoryEducation Act, 2009: Teachers Perception

Dr. Niradhar Dey * & Binod Beck **

* Asstt. Professor, Dept. of Education, Guru Ghasidas University, Bilaspur. (C.G.)** T.G.T. Science, Govt. Middle School, Gondaiya, Bilaspur. (C.G.)

Abstract



In the present study, The Right of Children to Free and Compulsory Education Act 2009has been discussed with a field study of teachers working different govt. schools of Bilaspurregion in the state of Chhattisgarh. A sample of 60 teachers has been taken purposively forthe study. Objectives are framed to study the provisions of the RTE Act 2009 and to comparethe awareness and opinions of teachers. A selfmade questionnaire for intending somequantitative and qualitative information was carefully prepared and used in the study forcollecting data. Descriptive survey method has been employed for the work. In the findings,in few points teachers were found aware about RTE Act 2009 where as in other points itwas observed that they were so passive and had kept a little knowledge about the RTE Act2009. It was observed that the young teachers were more aware about the RTE Act 2009with comparing the senior teachers.

Introduction“The Right of Children to Free andCompulsory Education Act, 2009” whichis popularly known as Right toEducation (RTE), Act, 2009 has beeninserted by 86th Amendment inDecember, 2002 and passed by theParliament in July, 2009 and theprovisions of the Act came into forcefrom Ist. April, 2010.

Provisions in this ActBefore discussing the study conducted,some major provisions retrieved fromRTE Act, 2009 have been highlightedin some points noted below:1. It is included in the fundamental

rights of Indian constitution in Article21A inserted by the 86th Amendmentin December, 2002. The provisions ofthe Act came into force from 1st April,2010.


2. The name of the Act is “The Right ofChildren to Free and CompulsoryEducation Act, 2009.”

3. It shall extend to the whole of Indiaexcept the State of Jammu & Kashmir.

4. It is an Act to provide for free andcompulsory education to all childrenof the age of six to fourteen years i.e.from class I to VIII.

5. In this Act; Central Government,State Government & Union TerritoriesGovern by Central Governmenthaving Legislature/without Legisla-ture have been included for enforce.

6. All types of elementary schoolsrunning the classes from I to VII havebeen included in this Act like;Government Schools run by Centraland State Government, Aided Schoolsand Private Schools those are notgetting any financial aid fromGovernment.

7. The appropriate government and thelocal authority will establishelementary school within theprescribed area of neighbourhoodwhere there is no school.

8. Both the Central and StateGovernment will share the financialand other responsibilities.

9. The Central Government shalldevelop a framework of NationalCurriculum with the help of academicauthority.

10. The Central Government shallprovide technical support andresources to the state government forpromoting innovations, researches,planning and capacity building.

11. The local authority like; MunicipalCorporation, Municipal Council, ZillaParishad or Nagar Panchayat or

Panchayat maintain records ofchildren up-to the age of fourteenyears residing within its jurisdictionand ensure admission, attendanceand completion of elementaryeducation by every child.

12. The local authority shall ensureadmission of children of migrantfamilies.

13. It shall be the duty of every parentor guardian to admit or cause to beadmitted his or her child or ward toan elementary education in theneighbourhood school.

14. The private school managementshave to take at least 25 percent of theclass strength should belong to theeconomically weaker sections (EWS)in the neighbourhood at the time ofadmission in Class-I and provide freeand compulsory elementaryeducation till its completion.

15. No capitation fee and screeningprocedure for admission inelementary classes and no child shallbe denied admission if he or she isentitled to take admission accordingthe provision of the Act.

16. No child admitted in a school shallbe held back in any class or expelledfrom school till the completion ofelementary education.

17. No child shall be subjected tophysical punishment or mentalharassment.

18. A teacher shall maintain regularityand punctuality in attending theschool and complete curriculumwithin the specified time.

19. The pupil teacher ratio from class Ito V shall be 1:30 and from class VI toVIII shall be 1:35.


20. Teacher vacancy in a school shallnot exceed 10 percent.

21. No teacher shall be deployed for anynon-educational purpose either thanthe decennial population censusduties relating to disaster relief andgeneral election in different purpose.

22. No teacher shall engage himself orherself in private tuition or privateteaching activity.

23. The curriculum and evaluationprocedure for elementary educationshall be laid down by an academicauthority to be specified by theappropriate government.

24. No child shall be required to passany Board examination till completionof elementary education.

25. All weather building shall beconstructed in which at least oneclassroom for every teacher, an office-cum- store-Head teacher’s room,separate toilets for boys and girls, safeand adequate drinking water facilityto all children, a kitchen where mid-day meal is cooked, playground andarrangements for securing the schoolbuilding by boundary wall or fencing.

26. Minimum numbers of workingdays/instructional hours in anacademic year shall be: 200 workingdays for Class I to V / 800instructional hours and for Class VIto VIII, 220 working days / 1000instructional hours.

27. Minimum number of working hoursper week for the teachers shall be fortyfive including preparation hours.

28. There shall be a library in eachschool providing newspapers,magazines and books on all subjectsincluding story books.

29. Play material, games and sportsequipment shall be provided to eachclass as required.

30. National level test shall beconducted like Teacher Eligibility Test(TET) for making eligible the teacherto teach in elementary classes andmaintaining quality in elementaryeducation.

Realizing the gravity of the matter in thisstudy an attempt has been made toknow the teachers perception about theAct and its implementation in theschool.Objectives of the StudyThe objectives of the study were asfollows:1. To analyse the provisions made in

“The Right of Children to Free andCompulsory Education Act, 2009.”

2. To study the awareness and opinionof teachers towards “The Right ofChildren to Free and CompulsoryEducation Act, 2009.”

3. To compare awareness and opinionof teachers (below and above 40 years)towards “The Right of Children to Freeand Compulsory Education Act,2009.”

4. To discuss the measures needed forbetter implementation of “The Rightof Children to Free and CompulsoryEducation Act, 2009.”

Methodology UsedDescriptive survey method has beenemployed to conduct the study.Population and SampleAll the teachers teaching in theelementary classes (I to VIII) of the Govt.Schools of Chhattisgarh in the BilaspurEducational Circle constitute thepopulation of the study. A group of 60


teachers taken purposively in which 30teachers are below or the age of fortyand another 30 teachers are above theage of forty constitute the sample of thestudy.Tools and Techniques Used for DataCollectionA self-made questionnaire named “Rightto Education (RTE) Act, 2009Questionnaire for the Teachers” has beenused in this study. The saidquestionnaire has been carefullyprepared and tried out to know teachersawareness and opinions towards “TheRight of Children to Free andCompulsory Education Act, 2009.” Itconsists 20 awareness types ofquestions and five opinion soughtquestions in different major issues ofthe RTE Act, 2009. The investigator metthe teacher personally in the school,cleared his purpose and made thequestionnaire filled by the subject.Statistical Techniques UsedKeeping in mind the objectives andresearch methodology used in thisstudy, for better analysis, simpledescriptive statistics like; percentageand Measures of Central Tendency havebeen used.Analysis, Interpretation and ResultThe data has been analyseddescriptively. First the information hasbeen placed in suitable tables then itwas discussed with comparing thecharacteristics thematically.Frequencies and percentages have beenused to comparing the opinions of theteachers.Table. 1 shows out the awareness ofteachers about RTE-2009. Datarevealed that 73 percent teachers were

aware about the RTE Act. 2009, inwhich 80 percent teachers were belowthe age 40 whereas 67 percent wereabove 40. Around 50 percent of teacherswere aware about the age group of thestudents upon which the Act has beenimplemented. In this point, below 40age group teachers were comparativelymore aware than above 40 age groupteachers. The third question was askedabout the class in which RTE 2009 hasbeen implemented, it was found thatmore than 53 percent teachers hadbeen known it. Item 04 was asked aboutthe type of school, in which dataobserved that only 43 percent teacherswere answered it correctly. In thiscontext 50 percent of below 40 ageteachers were aware about it whereasonly 37 percent above 40 age teacherswere aware about it. Item 05 was aboutthe provision of opening of new school.Data revealed that only 38 percentteachers were aware about it. Majorfindings of the table may be highlightedin this way that, though majority ofteachers were aware about RTE Act.2009, they had not gone through thedetail provisions of the Act.In item no. 6 & 7 was concerned withteachers and students in class I-V andclass VI-VIII. In both the items it wasfound that only 26-30 percent ofteachers had known about the said ratiorecommended by the Act, otherteachers were ignore about it. In thenext item, teachers were asked aboutnumber of working hours per week, thefact was so revealing that only 18percent teachers had an idea about it,whereas more than 80 percent reportedignore about the provision. Item no. 09


Table – 1Teachers’ Awareness about RTE Act. 2009

Sr. Items Age % Age % Total % <40 Y >40 Y

01 Knowledge about RTE-2009 24 80.00 20 66.67 44 73.33

02 RTE is for which age group students 17 56.67 13 43.33 30 50.00

03 RTE is for which class 18 60.00 14 46.67 32 53.33

04 RTE is for which type of school 15 50.00 11 36.67 26 43.33

05 Where, new school will be 13 43.33 10 33.33 23 38.33

established

06 Ratio of Teacher-Student in 10 33.33 8 26.67 18 30 Class I-V07 Ratio of Teacher-Student in Class 9 30 7 23.33 16 26.67 VI-VIII08 Working hours per week for 6 20 5 16.67 11 18.33 teachers09 Working days in an academic 7 23.33 6 20 13 21.67 session Class I-V10 Beneficiary of the Act 10 33.33 10 33.33 20 33.3311 Provision of fee structure in the Act 22 73.33 25 83.33 47 78.3312 Which test is conducted to maintain 8 26.67 5 16.67 13 21.67 quality in elementary education?13 Admission provision in the Act 20 66.67 22 73.33 42 7014 Provision of class promotion 21 70 15 50 36 6015 Provision of curriculum construction 5 16.67 6 20 11 18.33 in the Act16 Medium of instruction 25 83.33 22 73.33 47 78.3317 About school building 2 6.67 1 3.33 3 518 About financial sharing of the Act 15 50 8 26.67 23 38.3319 Is it a fundamental Right? 21 70 18 60 39 6520 RTE Act. 2009 is placed in which 1 3.33 2 6.67 3 5

article

was about the working days peracademic session from class I-V. Theobserved fact was worthwhile to notethat only 20 percent teachers wereaware about it. Item no. 10 was framedto know the beneficiaries of theimplemented Act. Here also only 33

percent teachers had known theprovision, the rest teachers reportedignore about it.More than 78 percent teachers reportedthat they know the provision made inRTE Act. 2009 about fee structure oftaking admission of the children in el-


ementary schools. Only 20 percentteachers were aware about the test con-ducted by CBSE for maintain quality inelementary education. Around 70 per-cent teachers were aware about the pro-cedure of admission of students in theelementary schools. 60 percent teach-ers had the idea of class promotion ofthe students, which has included in theRTE Act-2009. Only 18 percent teach-ers reported that, they know who andhow the curriculum will be constructed.In item no 16, around 80 percent ofteachers reported correctly about theprovision of medium of instruction inRTE Act. 2009. Item 17 was asked aboutthe school building and its provision inRTE Act 2009, it was found that only 5percent teachers were aware about thefacilities of school building. Item 18 wasasked about the financial sharing of theAct, data revealed that 38 percentteachers were reported it correctly, inwhich young teachers portion werecomparatively more than the seniorteachers. Item 19 was asked aboutinclusion of RTE Act. 2009 infundamental rights in our constitution,in this context 65 percent teachersreported it correctly. Item 20 was askedabout the name of the Article in whichRTE Act. 2009 was placed, here alsoonly 5 percent teachers were reportedcorrectly.Besides awareness related items, somequestions were also asked to theteachers to know their opinion aboutthe Act. In this context, the first itemwas asked, about their satisfaction itthe provision of this Act. Most of theteachers opined that, though it is a rightattempt of the Central Govt. but lot of

confusion was marked in this Act. Theyraised the questions like; How it will beeffectively used in the private and profitmaking schools? How teachers will beempowered to understand and get thefacilities to work over the Act? Will theState Govt. co-operate the Centre andimplement the Act with same will powerand spirit. Some teachers were alsoraised the financial issue like; what isthe source of huge financialarrangement of the Act, as it is notdefined properly?In this section, second question wasasked about giving admission to 25percent poor neighbourhood children inthe private un-aided schools. It wasreported by the teachers that it is a goodinitiative to combat socio-economicinequality. However admitting childrenfrom poor families in class I is fine, butthey questioned, what will happen whenthey finish elementary school? Will theybe able to afford the secondaryeducation provided in the same school?Academic standards and benchmarksin private schools are set higher. Whathappens when a child cannot cope withthe curriculum? Secondly, Englishbeing the medium of instruction in mostprivate schools could be a barrier tochildren from vernacular schools andhomes. The third question was askedabout prohibition of failed or expelledto any student until class VIII. A mixedresult was found in which 50 percentteachers were in favour and another 50percent teachers were against it. In thispoint most of the teachers opined thatup-to Class V there should not be pass-failed system but after that it may bepracticed.


Question 04 was asked about ban onlump sum admission fees and screeningprocedures. Most of the teachersreported that ban on capitation fee isindeed a good step, but minimum feesmay be collected from the admitted 25percent students in private un-aidedschools as the school management havethe soul responsibility to administer theschool. Regarding screening test,majority of teachers admitted that itmay be practiced but transparencyshould be maintained. The last questionwas asked about willingness of teachersto implement the Act in the currentacademic session. Most of the teachersreported very positively and they werewilling to practice it in the currentacademic session.Main Findings and DiscussionBy analysing the two sections of datathe main findings have been discussedbelow:•Most of the teachers were aware about

the RTE Act – 2009.•Only 50 percent teachers had known

about the age group upon whom theRTE Act 2009 will be effective.

• More than 50 percent teachers wereidea about class in which the RTE Act– 2009 will be effective.

• More than 40 percent teachers hadthe idea about the type of schools inwhich RTE Act – 2009 will beimplemented.

• Only 38 percent teachers had knownthe provisions and conditions ofopening new schools.

• 25-30 percent teachers were havingthe knowledge about teacher andstudent ratio in Class I-V and VI-VIII.

•Only 18-20 percent teachers wereaware about the hours of working perweek and working days in anacademic session.

•33 percent teachers had the idea aboutthe beneficiary of the said Act.

•More than 70 percent teachers wereaware about the admission procedureand fee structure of the RTE Act 2009.

•Only 18-20 percent teachers had ideaabout Teachers Eligibility Test (TET)and provision of constructingcurriculum in the Act.

•60 percent teachers were aware aboutthe provision of class promotion in theAct.

•78 percent teachers were aware aboutmedium of instruction in theelementary education which isincluded in the Act.

•Only 5 percent teachers were awareabout the provision of school buildingin the Act and the name of the articlein which the Act is included.

•38 percent teachers had the idea aboutfinancial sharing of included in theAct.

•65 percent teachers were well awareabout the inclusion of RTE Act 2009in the fundamental right of ourconstitution.

•Most of the teachers were not in favourof prohibition of admission test andfail system in elementary education.

In all the points’ young and seniorteacher’s awareness and opinions havebeen compared. In most of the cases itwas observed that the senior teacherswere less aware about the RTE Act


2009. Senior teachers were notinterested to materialize the Act byheart and hand. Though junior teachers

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Aarti Dhar (1 April 2010). Education is a fundamental Right now. The Hindu.Akshaya Mukul, TNN, Jun 26, 2010, 04.08 am IST (2010-06-26). HRD panel to

oversee RTE rollout – India. Times of India.indiatimes.com. Retrieved 2010-09-01.

George, Sony (November 2001). Common Dreams of Education. India Together.Retrieved 2010-04-01.

Seethalakshmi, S. (July 14, 2006). Centre buries Right to Education Bill – India– The Times of India. Retrieved 2010-04-01.

Selva, G. (2009-03-22). Universal Education in India: A Century of UnfulfilledDreams. PRAGOTI. Retrieved 2010-04-01.

Sripati, V.; Thiruvengadam, A. K. (2004). “India: Constitutional amendmentmaking the right to education a Fundamental Right”. International Journalof Constitutional Right .

Surbhi Bhatia, Jul 26, 2010, 05.54 am IST (2010-07-26). Quality in Education:Its my legal right – Education – Home – The Times of India.Timesofindia.indiatimes.com. Retrieved 2010-09-01.

The Right of Children to free and Compulsory Education Act, 2009. Ministry ofLaw and Justice, Govt. of India.

were little bit more ahead than seniorsstill then it was not impressive andsatisfactory.

A Study of the Knowledge Inculcate with special ......................... 91

A Study of Knowledge Inculcate with specialreference to Hinduism, Christianity &

MuslimismDr. Manoj Kumar C. Shastry *

* Associate. Prof, Uni. School of Psy., Edu.. & Philo., Gujarat University, Ahmedabad (Guj.)

Abstract



The present study was conducted with the objective of studying & investigating the values,beliefs, faith and aim of human life of B.Ed Trainees’. Who have the highest responsibilityof the development of National Development lies on the schools. At all stages of primary,secondary and higher secondary Education. A self made questionnaire was employed to100 students studying in B.Ed class of Ahmedabad city of Gujarat State. The researcher ofhas studied Different Shruty, Story and Ayate. Chi-square statistical technique was usedto study the caste and genger impact on the knowledge inculcate.

Introduction :The Vedas are the ancient scripturesor revelation (Shruti) of the Hinduteachings. They manifest the DivineWord in human speech. They reflectinto human language the language ofthe Gods, the Divine powers that havecreated us and which rule over us.There are four Vedas, each consistingof four parts. The primary portion is themantra or hymn section (samhita). Tothis are appended ritualistic teachings(brahmana) and theological sections(aranyaka). Finally philosophical

sections (upanishads) are included. Thehymn sections are the oldest. Theothers were added at a later date andeach explains some aspect of the hymnsor follows one line of interpreting them.The Vedas were compiled around thetime of Krishna (c. 3500 B.C.), and evenat that time were hardly understood.Hence they are very ancient and onlyin recent times has their spiritualimport, like that of the other mysteryteachings of the ancient world, begunto be rediscovered or appreciated evenin India.


Bhagavad GeetaNow for the first time Vedic verificationof the Supreme Lord Krishna divineincarnations are revealed all togetheraccording to Vedic scriptures.Manifesting Himself in the forms of Hisvarieagated incarnations, the SupremeLord appears in the material worldsmillenium after millenium to reestablishthe principles of righteousness asconfirmed in Bhagavad-Gita, chapterfour, verse eight. The question may arisefrom those followers of the worldsreligions of Buddhism, Christianity,Hebrewism, Hinduism and Islam as wellas those who have studied Lemurian,Atlantean, Sumerian, Mayan andEgyptian schools of thought; why is itthat Krishna is positively the Supreme.Lord of all? This illustrated compilationof the Supreme Lord Krishna’s divineincarnations combined with sincere,diligent study of the Bhagavad- Gita willperfectly answer all spiritual questionsas well as illuminate all spiritualdirections. (O’m ajnana-timirandasyajnananjnana salakaya caksur unmilitamyena tasmai sri gurave namah.) I offermy most humble obeisances to myspiritual master who has opened myeyes which were blinded by ignorancewith the light of knowledge.Bible:Basic Christian BeliefsWhat do Christians believe? Answeringthat question is no simple matter.Christianity as a religion encompassesa wide range of denominations and faithgroups, and each subscribes to its ownset of doctrinal positions. The followingare the basic Christian beliefs centralto almost all Christian faiths..

• Jesus is the only way to God the Manwas created by God in the image ofGod.

• All people have sinned.• Death came into the world through

Adam’s sin.• Sin separates us from God.• Jesus died for the sins of each and

every person in the world• Jesus’ death was a substitutionary

sacrifice. He died and paid the pricefor our sins, so that we might live.

• Jesus resurrected from the dead inphysical form Salvation is a free giftof God.

• The Bible is the “inspired” or “God-breathed,” Word of God.

• Those who reject Jesus Christ, afterthey die, will go to hell forever.

• Those who accept Jesus Christ, afterthey die, will live for eternity with Him.

Quran: Four Basic Terms:Ilah, Rabb, Deen and ‘Ibadah, are fourterms basic to the whole teaching of theQur’an.There are three degrees oftransgression or rebellion of a humanbeing vis-a-vis God. The first is that, sofar as the principle of the thing isconcerned, a person believes inobedience to God to be the right course,but when it comes to deeds, hedisobeys. This is known as fisq ... Thesecond is that he should give upobedience to God as a matter ofprinciple and either do as he pleases orobey someone else (in the sense inwhich one owes obedience to God). Thisis Kufr. The third is that not only doeshe rebel against God, denying Him andHis right to lay down the law for manbut also begins to make his own lawprevail in the land. It is the person who


reaches this third stage who is aTaghoot and no person can be a Mu’minof Allah in the real sense unless herepudiates Taghoot.Objectives of the study:1. To study the knowledge inculcation

of B.Ed. Trainees of Ahmedabad city.2. To study the knowledge inculcation

of B.Ed. Trainees regarding Hinduism,Muslimism and Christianity thoughtof Ahmedabad city.

3. To investigating the values, beliefs,Faith and Aim of human life of B.EdTrainees’. Refrences to different isms.

4.To study the knowledge basedspiritual thoughts.

SampleThe researcher has selected 100students from B.Ed. Trainees ofAhmedabad as the sample of the study.ToolsSelf made questionnaire has been usedas a tool to know the knowledge basedspiritual thoughts.MethodSurvey method has been used in thisstudy.Data AnalysisIn this study, the researcher has givenmental attitude scale to the studentsof B.Ed. Trainees of Ahmedabad city andhas found out chi-square of thestatements and interpreted the data.The statement-3 is positive. ‘I do notbelieve in the work without knowledge.’The number of students who TotallyAgree with the statement is 30, thosewho are Agree towards the statementis 17,those who are natural with thestatement is 18,those who are disagreewith the statement is 22 and those whototally disagree with the statement is

13.. Its Chi-square value is 8.03 and isnot significant at 0.05 level. In terms ofthis statement it can be said that thestudents certainly believe that they didnot believe in doing work withoutknowledge.-The statement-5 is positive. ‘Accordingto the knowledge of the Bible, the judgeshad magic power.’ The number ofstudents who Totally Agree with thestatement is 22, those who are Agreetowards the statement is 22,those whoare natural with the statement is31,those who are disagree with thestatement is 15 and those who totallydisagree with the statement is 10. Itschi-square is 12.7 and is not significantat 0.01 level. In terms of this statementit can be said that the students certainlybelieve that According to the knowledgeof the Bible, the judges had magicpower.The statement-10 is positive. ‘If you areGod’s children, you will have to bedisciplined.’ The number of studentswho Totally Agree with the statementis 29, those who are Agree towards thestatement is 28,those who are naturalwith the statement is 20,those who aredisagree with the statement is 13 andthose who totally disagree with thestatement is 10. Its chi-square is 14.7and is not significant at 0.01 level. Interms of this statement it can be saidthat the students certainly believe thatIf you are God’s children, you will haveto be disciplined.-The statement-12 is positive. ‘I haveborn to pray the God.’ The number ofstudents who Totally Agree with thestatement is 21, those who are Agreetowards the statement is 26,those who


Sr.

1

2

3

4

5

6

7

8

9

10

1112

13

14

15

16

17

18

19

Statement

I do not accept the knowledgewhich can be felt.I accept the knowledge which ispractical knowledge.I do not believe in the workwithout knowledge.I find unknowledge people as thedevils.According to the knowledge of theBible, the judges had magicpower.I feel that evil deeds came on theearth due to evil deeds of Adam.I feel that evil deeds takes us awayfrom the God.If you have done evil deed and yourepeat for that God forgives you.I know that God sends to hell forpunishment of our evil deeds.If you are God’s children, you willhave to be disciplined.Prayer to God is the best thing.I have born to pray the God.

Every work should be started withthe name of God.If we pray to God before our allworks, we can be successful.The God Does not accept prayerwhich has not been performed inthe right way.God becomes happy when prayedwith flattery.God is a helper, assistant andguide.I pray to God because I havefeelings towards him.My internal beauty, superiorityand appropriateness is not due tothe God, but due to myknowledge.

T.A A. U.D. D.A. T.D.A.Total χ2 Sig.

19 28 21 28 4 100 19.3 S

27 28 28 15 2 100 26.3 S

30 17 18 22 13 100 8.03 NS

25 20 35 15 5 100 25 S

22 22 31 15 10 100 12.7 NS

20 34 33 7 6 100 36.5 S

32 27 25 12 4 100 26.9 S

50 25 20 3 2 100 76.9 S

41 40 13 3 3 100 73.4 S

29 28 20 13 10 100 14.7 NS-

27 30 19 19 5 100 18.8 S21 26 28 13 12 100 10.7 NS-

33 27 20 11 9 100 21 S

28 24 26 12 10 100 14 NS-

25 29 22 17 7 100 14.4 NS-

17 29 23 19 12 100 8.2 NS

32 24 22 13 9 100 16.7 S

30 34 19 10 7 100 28.3 S

17 20 13 26 24 100 5.5 NS


are natural with the statement is28,those who are disagree with thestatement is 13 and those who totallydisagree with the statement is 12. Itschi-square is 10.7 and is not significantat 0.01 level. In terms of this statementit can be said that the students certainlybelieve that I have born to pray the God.-The statement-14 is positive. ‘If we prayto God before our all works, we can besuccessful.’ The number of studentswho Totally Agree with the statement is28, those who are Agree towards thestatement is 24,those who are naturalwith the statement is 26,those who aredisagree with the statement is 12 andthose who totally disagree with thestatement is 10. Its chi-square is 14 andis not significant at 0.01 level. In termsof this statement it can be said that thestudents certainly believe that If we prayto God before our all works, we can besuccessful.The statement-15 is positive. ‘The GodDoes not accept prayer which has notbeen performed in the right way.’ Thenumber of students who Totally Agreewith the statement is 25, those who areAgree towards the statement is 29,thosewho are natural with the statement is22,those who are disagree with thestatement is 17 and those who totallydisagree with the statement is 7. Its chi-square is 14.4 and is not significant at0.01 level. In terms of this statement itcan be said that the students certainlybelieve that The God Does not acceptprayer which has not been performedin the right way.-The statement-16 is positive. ‘Godbecomes happy when prayed withflattery.’ The number of students who

Totally Agree with the statement is 17,those who are Agree towards thestatement is 29,those who are naturalwith the statement is 23,those who aredisagree with the statement is 19 andthose who totally disagree with thestatement is 12. Its chi-square is 8.2and is not significant at 0.01 and 0.05levels. In terms of this statement it canbe said that the students certainlybelieve that God becomes happy whenprayed with flattery. The statement-19is positive. ‘My internal beauty,superiority and appropriateness is notdue to the God, but due to myknowledge.’ The number of studentswho Totally Agree with the statementis 17, those who are Agree towards thestatement is 20,those who are naturalwith the statement is 13,those who aredisagree with the statement is 26 andthose who totally disagree with thestatement is 24. Its chi-square is 8.2and is not significant at 0.01 and 0.05levels. In terms of this statement it canbe said that the students certainlybelieve that My internal beauty,superiority and appropriateness is notdue to the God, but due to myknowledge.Major Findings:Major findings of the study are-1.Students certainly believe that they

did not believe in doing work withoutknowledge.

2. The students certainly believe thataccording to the knowledge of theBible, the judges had magic power.

3.The students certainly believe that Ifyou are God’s children, you will haveto be disciplined.

4. The students certainly believe that Ihave born to pray the God.


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The Bhaktivedanta Institute, Kolkata.Swami Sravanananda, Taittiriyopanishad, Sri Rama Krishna Math, Chennai.The Constitution of India, 3rd Edition, (1995), Govt. of India, Govt. Printing,Vyasa, Mahabharatha, Govind Bhavan Karyalaya Gita Press, Gorakhpur.Wilson M H and Singh, Vishnu Purana, Vol. I & II, Nag Publicashers, New Delhi.

5. The students certainly believe that Ifwe pray to God before our all works,we can be successful.

6. The students certainly believe thatThe God Does not accept prayerwhich has not been performed in theright way.

7. The students certainly believe thatGod becomes happy when prayedwith flattery.

8.The students certainly believe that Myinternal beauty, superiority andappropriateness is not due to theGod, but due to my knowledge.

A Study of Self-Esteem and Teaching Competence............................ 97

A Study of Self-esteem and TeachingCompetence of Pupil Teachers

Dr. Zeenat Muzaffar * & Dr. Talat Naseer **

* Asstt. Prof., Marathwada College of Education, Aurangabad. (Maharashtra)** Asstt. Prof., Marathwada College of Education, Aurangabad. (Maharashtra)

Abstract



Self-esteem plays a pivotal role in enhancing the quality of life of an individual. Pupilteachers’ self-esteem play a very significant role in boosting the quality of teaching toshape the destiny of nation. A teacher with positive self-esteem would lead to competencein teaching which is an essential part. For the present study 100 pupil teachers were selectedthrough random sampling. The results have shown that the pupil teachers with high self-esteem were more competent in their teaching while the pupil teachers with low self-esteemwere less competent in teaching.

IntroductionGood self-esteem is important becauseit helps to hold one’s head high and feelproud of oneself. It gives the courage totry new things and the power to believein oneself.Having good self-esteem is also theticket for making good choices aboutyour mind and body. If you possessgood level of self-esteem, you are smartenough to make your own decisions,you value your safety, your ownfeelings, your health, your whole selfgood. Self-esteem means value or worthof oneself. It is how much one valueoneself and how important one think

oneself. It is how one see oneself andhow one feel about one’s ownachievement.Self-esteem is a collection of beliefs orfeeling we have about our self. Self-esteem is ‘Self perception’ how wedefine ourselves, it influences ourmotivations, attitudes and behaviourand effects our emotional adjustment.Self-esteem is one’s self perception ofhis or her competence concerning aparticular task or job.In the field of education as the teacher’srole is most crucial one, it is highlydesirable that teacher’s self esteemshould be high enough to transmit all


the required positive traits to theirstudents. Above all a teacher with highself-esteem would lead to competencein teaching, which in turn enhances theconfidence and helps him to performacademically well in the class and gaincompetence in teaching. If the teacheris competent she will be able to producegood product in the form of goodstudents. Being a teacher educator itwas felt to study the correlation betweenself-esteem and teaching competence ofpupil teachers.ObjectivesFollowing objectives have been drawnfor the study;1.To study self esteem of pupil teacher’s.2. To study the correlation between self

esteem and teaching competency.HypothesisHypothesis for the study is;1.There will be no significant correlation

between self-esteem and teachingcompetency of pupil teachers.

MethodologyThe survey method was used to collectdata. Survey method is a design to studythe phenomenon under investigation.Sampling sizeData for this research is drawn from 100pupil teachers of Marathwada Collegeof Education, Aurangabad, who wereenrolled in the B.Ed. course during theacademic year 2008-2009.Tools1. The researcher used Karl self-steem

test which was prepared by KarlParera downloaded from the websitewww.informaworld.com

2) Baroda general teaching competenceObservation schedule forobserving the competency level

prepared by CASE (Centre forAdvanced studies in Education -Baroda).

ProcedureThe subjects were selected randomlyand Karl Parera test which contains16 items was administered on the pupilteachers to get the scores of their self-esteem. To assess the competency level,a Baroda General teaching competencelevel (BGTC) observation schedule cumrating scale was used. The competencylevel was adjudged on the basis of theresult obtained.The self esteem test was administeredthe result was quick and simple .The16 questions were asked and therespondent has to answer in TRUE ORFALSE in each question. Total numberof TRUE answer you gave, EACH ONEPOINT.This esteem test scores were comparedwith their competence. The competencelevel was measured with the help ofBaroda general teaching competence(BGTC) observation schedule cumrating scale.Statistical technique usedPearson product moment correlation isused.Data AnalysisFrom table No.1 and 2, we can have that8-10 % of pupil teachers have shownhigh self esteem with their GTC (generalteaching competence) score being veryhigh i.e 150-200. Whereas 12-15 % ofthe pupil teachers fall in the categoryof average self esteem with the GTCscore ranging between 100-150, 50-60% of pupil teachers have shown lowself esteem and low GTC score rangingbetween 51-100 and 20-25 % pupil

A Study of Self-Esteem and Teaching Competence............................ 99

Table-1No. of Pupil Teachers showing Self-esteem Scores

Scores of No. of pupil % of pupil teachers Interpre ta t ionesteem scale teachers as per scale15-16 08 8% High esteem

12-14 12 12% Average esteem

8-11 60 60% Low esteem

Below 8 20 20% V. low esteem

Table-2No. of Pupil Teachers’ Teaching Competence Scores

Scores of Teaching No. of pupil % of pupil teachers InterpretationComp. Scores teachers as per scale151- 200 10 10% High Competence

101-150 15 15% Ave. Competence

51-100 50 50% Low Competence

Below 50 25 25% V. low Competence

Table - 3Table showing the correlation between Self-esteem and Teaching

Competence Scores of Pupil Teachers.

Variables No. of pupil Correlation Interpretation

teachers (pearson product

moment )

Self Esteem 100 0.79 high positiveCompetence scores correlation

teachers have shown very low selfesteem, very low GTC lying below 50.From the table No.3, it is evident thatthere is a positive correlation betweenself esteem and teaching competenceof pupil teachers. Self esteem andteaching competence correlation valueis (r=0.79). It can thus be inferred thattraining to build up strong self esteem

will definitely contribute towardsbuilding high teaching competenceamong pupil teachers.Findings1. 20 percent of the Pupil Teachers

possess self-esteem more thanaverage level.

2. 25 percent of Pupil Teachers’Teaching Competence is more thanaverage.


REFERENCES

Agarwal L. P.(2005) : Modern Educational research –Dominant publisher,NewDelhi-I edition

Ahuja Ram (2001) : Research method –Rawat Publications –Jaipur New Delhi-454pp

Best John, W. James V. Kahn (2004): Research in Education –Printice HallofIndia Pvt ltd.New Delhi-435pp

V.C. Pandey (2005) : Intelligence and motivation.Isha Publications New Delhi301pp.

www.calstatela.edu/facultyhttp://eprints.hec.gov.pk/http://wilderdom.com/self/www.informaworld.com

3. There is a high positive correlationbetween Pupil Teacher’s Self-esteemand their Teaching Competence.

ConclusionThere is a highly positive correlationbetween self esteem and teaching

competence of pupil teacher’s .Thepupil teacher’s who shows high selfesteem were more competent inteaching and the pupil teacher’s whoshows low self esteem were lesscompetent in teaching.

Right to Education and Common School................... 101

Right to Education and Common School SystemDr. Suman Deep Kaur *

* Asstt. Professor, Dr. B. R. Ambedkar College of Education, Kurukshetra. (Haryana)

Abstract



More than 50 per cent of Indian children drop out of school before completing eightyears. Most of them are from depressed rural areas and urban slums, a disproportionatenumber are girls. This group deserves special attention, not only in policy and planning butat implementation stage. Alternative strategies like open schooling and non-formaleducation are being tried and tested. Common School System is a new ‘breakthroughsystem’ will extend the reach of elementary education to all children, irrespective ofeconomic status or social background. The present paper highlights the pros and cons ofimplementing a common school system stressing upon different dimensions.

IntroductionThe “Common school system (CSS)” inschool education in India is beingdiscussed every where at present isabsolutely not at all a new concept. 40years ago the Kothari Commission onEducation (1964-66) first recommendedand subsequently in the NationalEducation Policies of 1986 and 1992,the proposed CSS has been stressedupon, but due to lack of politicalinterest and advocacies it remained adistance dream till date. The goodreason for CSS is to provide educationof equitable quality to all children andend the shifting of children into private,government aided and government

schools on the basis of parental incometo pay and the social hierarchy.Economically and socially soundparents send their children to schoolswith better infrastructure, teachers andteaching standards. Only ordinary(common) schools are preferred by thelower strata of the society which violateschild’s right to education of equally goodquality. -motivate the govt. toRight to Education as Envisioned inthe ConstitutionThe majority comprising the upperclasses and upper castes in theConstituent Assembly ignoredDr. Ambedkar’s plea to place Article 45


in Part III of the Constitution, therebydenying education the status of aFundamental Right in modern India.Instead, this Article was placed in PartIV of the Constitution making it aDirective Principle of the State Policy.In spite of this denial, there are fivecritical dimensions of the vision ofeducation that emerges from theConstitution which must guide socialmovements in their struggle to gainRight to Education. Critical Dimensions1. It was the only Article amongDirective Principles (Part IV) that hadspelt out a time frame for its fulfillmentviz. within ten years of thecommencement of the Constitution. Thepolitical leadership, irrespective of itsideological orientation, has so far failedto meet this obligation.2. The children below six years ofage were included in the reference tothe children up to 14 years of age inArticle 45. This made the provision ofEarly Childhood Care (includingnutrition, health care and balanceddevelopment) along with pre-primaryeducation of the children from birth tosix years of age a Constitutionalobligation of the State. 3. The Constitution placed the agendaof eight years of elementary educationbefore the State, rather than merely fiveyears of primary education. In this light,the attempt by the policy makers sincethe 1990s, as reflected in World Bank-sponsored DPEP, to reduce this agendato primary education must be viewedas being violative of the Constitution’svision

4. Elementary education must beprovided in such manner as not toviolate other provisions of theConstitution, especially FundamentalRights. For instance, educationalplanning must be consonant with theprinciples of equality and social justiceenshrined as Fundamental Rights. Thishas major implications that we will takeup when we discuss the agenda ofCommon School System. It wouldsuffice to state here that any programmethat provides education of varyingquality to different sections of societyand denies education of equitablequality is not allowed by theConstitution. 5. The Article 45 should have beeninvariably read in conjunction with Article46 which directs the State to givespecial attention to the education of theSCs and STs.The discourse on Right toEducation got a new turn with SupremeCourt’s Unnikrishnan’s Judgement(1993). In this almost revolutionaryinterpretation of the Constitution, theSupreme Court stated that Article 45in Part IV of the Constitution must beread in ”harmonious construction” withArticle 21 (Right to Life) in Part III sinceRight to Life is meaningless if it iswithout access to knowledge. Thus theSupreme Court in 1993 accorded thestatus of Fundamental Right to “freeand compulsory education” of allchildren up to 14 years of age (includingchildren below six years of age).Testimonies from children, parents andteachers illustrated the educationproblems and shared local successstories from around the countryincluding ‘bridge schools’, which have


enabled children from diversebackgrounds to enter or remain inmainstream school, including childrenof migratory brick kiln workers whomiss months of formal school each year.

Common School SystemThe Education Commission (1964-66)had recommended a Common SchoolSystem of Public Education (CSS) as thebasis of building up the National Systemof Education with a view to “bring thedifferent social classes and groupstogether and thus promote theemergence of an egalitarian andintegrated society.” The Commissionwarned that “instead of doing so,education itself is tending to increasesocial segregation and to perpetuateand widen class distinctions.” It furthernoted that “this is bad not only for thechildren of the poor but also for thechildren of the rich and the privilegedgroups” since “by segregating theirchildren, such privileged parentsprevent them from sharing the life andexperiences of the children of the poorand coming into contact with therealities of life also render the educationof their own children anaemic andincomplete. (emphasis added)” TheCommission contended that “if theseevils are to be eliminated and theeducation system is to become apowerful instrument of nationaldevelopment in general, and social andnational integration in particular, wemust move towards the goal of acommon school system of publiceducation.”At the preliminary discussions of theCABE Committee on Girls’ Education

and the Common School System ,itcame out clearly that the three themesassigned to it for deliberation under theterms of reference viz.,(a) “Girls’ Education”, (b) “CommonSchool System”, and (c) “InclusiveEducation including Education forchildren with disabilities/specialneeds” though different in scope, arein certain ways interrelated, because allthe three themes are to be viewed bythe Committee in the context of theparameters of the modern Indian state.

These parameters are given by thesecular, democratic and federalstructure of the Indian polity as setdown by the Constitution of India.The Commission also pointed out thatsuch a system exists “in different formsand to varying degrees” in other nationslike the USA, France and theScandinavian countries. The Britishsystem, however, was based uponprivileges and discrimination but, inrecent decades, under rising democraticpressure, it has steadily moved towardsa comprehensive school system whichis akin to the Common School Systemas recommended by the Commission.There are other developed countries aswell like Canada and Japan thatpractice similar systems. It may not bean exaggeration to assert that none ofthe wealthy G-8 countries have reachedwhere they are without practicing theessential attributes of a public-fundedCommon School System functioningthrough Neighbourhood Schools. CanIndia hope to be an exception to thishistorical experience if it wishes to jointhe comity of developed nations?


Education of handicappedNPE(1986) states- the objective shouldbe to integrate the physically andmentally handicapped in the generalcommunity as equals, to prepare themfor normal growth and to enable themto face life with courage andconfidence.Wherever it is feasible, theeducation of children with motorhandicaps and other.We may add thatthe principles underlying the conceptof Inclusive Education are integral tothe vision of Common School System.In the Indian context, InclusiveEducation has to go beyond theSalamanca Declaration (UNESCO,1994) and transcend the issue ofdisability. It must concern itself with allmarginalized sections of society viz.dalits, tribals, religious and linguisticminorities, child labour and of course,the physically and mentally disabledand particularly the girls in each ofthese categories, whom the schoolsystem tends to exclude in substantialproportions. Unless this exclusionarycharacter of Indian education ischallenged, both theoretically and inpractice, by application of the principlesof Inclusive Education, neither theCommon School System norUniversalisation of ElementaryEducation (UEE) can become a reality.Further, the kind of paradigm shiftNational Curricular Framework–2005(NCF–2005) is apparently advocatingcan become sustainable only when it isimplemented in all categories ofschools, including the private unaidedschools, in the whole of the countrywithin a declared timeframe through aproperly phased programme. The

essential linkage between curricularreforms and systemic reforms must beappreciated, before it is too late. Fewrealize that curricular reforms in aschool system founded on inequalityand discrimination will increasedisparity in the quality of education.Such reforms, therefore, would bemeaningful as well as feasible onlywithin the framework of a CommonSchool System.The educational visionreflected in Common School System hasbecome critical for the survival of Indiaas a sovereign State and a civilizedsociety since the global market forcesare rapidly encroaching upongovernment school campuses and alsoimpacting on the nature of knowledgeinherent in the curriculum, with littleconcern for the Constitutionalprinciples or the welfare of the largemajority of the people.

ConclusionIt can be said that transformation of thepresent multi-layered school systeminto a Common School System calls fora major dialogue-building nation-widepolitical exercise, keeping the federalstructure of the country andconcurrency of education in mind. Therole of Common School System inforging a sense of common citizenshipand nationhood is yet to be appreciated.This becomes a critical nation-buildingfunction in a geo-culturally diversecountry like India. How can the presentmulti-layered school system fulfill thisrequirement? Today, the school systemis like a nation within nations and thisis a recipe for fragmentation, ratherthan solidarity. There is no alternative


to the common and democratic spacethat is offered for socialization by theCommon School System based onNeighbourhood Schools. This isbecoming difficult in Indian context atpresent to adopt a common schoolstrategy in considering bothorganizational set up and financial

outlays. Lack of political will de-motivate the govt. to adopt the same.To be sure, student bodies, teachers’organizations, trade unions andpeople’s movements must lead thiscampaign and engage political partiesto build up public pressure on theState.

REFERENCES

Basu, Durga Das (1996): Introduction to the Constitution of India, EighteenthEdition. New Delhi: Prentice-Hall.

Clabaugh Gary K.,(2009): Schooling as a Fundamental Right: Should an EqualEducation Amendment be Enacted? Ed. D. Education Funding & Quality,The Public Interest Law Center of Philadelphia, 2007, http://www.pilcop.org/efq.mpl

Government of India (1966): Education and National Development : Report ofthe Education Commission (1964 -66) New Delhi: Ministry of Educationand Culture.

Government of India (1986): National Policy on Education 1986. New Delhi:Ministry of Human Resource Development.

Government of India (1986): Programme of Action. New Delhi: Ministry of HumanResource Development.

Government of India (1990): Towards an Enlightened and Humane Society: AReview,Report of the Ramamurti Committee for the Review of the NationalPolicy onEducation 1986. New Delhi: Ministry of Human ResourceDevelopment

Government of India (1993): National Policy on Education 1986 (with modification```````Þ@^ú•$``1992). New Delhi: Ministry of Human ResourceDevelopment.


Right to Education and Common SchoolSystem - Perception among Teachers

Dr. K. Premlakshmi *

* Guest Lecturer, Dept. of Education, Periyar University, Salem-11. (T.N.)

Abstract



The purpose of the study is to establish the Right to Education to all and to study theperception of the Common School System among Teachers. The Sample of 160 teacherswas selected by stratified random sampling method. To measure the perception of teachersvalidated tool was used. To interpret the scores of the perception of teachers, descriptiveand differential statistics has been used. It was concluded that majority of the teachershave same perceptions among common school system.

IntroductionThe right to education includes the rightto free, compulsory primary educationfor all, an obligation to developsecondary education accessible to allin particular by the progressiveintroduction of free secondaryeducation as well as an obligation todevelop equitable access to highereducation in particular by theprogressive introduction of free highereducation. It also includes aresponsibility to provide basiceducation for individuals who have notcompleted primary education. Inaddition to this access to educationprovisions the right to educationencompasses also the obligation to

eliminate discrimination at all levels ofthe educational system, to set minimumstandards and to improve quality.The right is recognized in severalnational constitutions, (former article17, now article 24 Indian constitution(Under the article 21 a). Educationnarrowly refers to formal institutionalinstructions. Generally, internationalinstruments use the term in this senseand the right to education, as protectedby international human rights, refersprimarily to education in a narrowsense. The 1960 UNESCO Conventionagainst Discrimination in Educationdefines education in Article 1(2) as: “alltypes and levels of education,(including) access to education, the

Right to Education and Common School ............................ 107

standard and quality of education, andthe conditions under which it is given.The article states that educationimplies: “the entire process of sociallife by means of which individuals andsocial groups learn to developconsciously within, and for the benefitof, the national and internationalcommunities, the whole of theirpersonal capabilities, attitudes,aptitudes and knowledge. The 4- ‘A’sframework – “Available, Accessible,Acceptable and Adaptable” proposes thegovernment to fulfill the right toeducation by making all the 4-‘A’savailable to everyone. The frameworkalso places duties on other stakeholdersin the education process: the child,which as the privileged subject of theright to education has the duty tocomply with compulsory educationrequirements, the parents as the ‘firsteducators’, and ‘professional educators’,namely teachers. Three levels of Right to Education:• Primary (Elemental or Fundamental)

Education. This shall be compulsoryand free for any child regardless oftheir nationality, gender, place ofbirth, or any other discrimination.Upon ratifying the InternationalCovenant on Economic, Social andCultural Rights States must providefree primary education within twoyears.

• Secondary (or Elementary, Technicaland Professional in the UDHR)Education must be generally availableand accessible.

• Higher Education (at the UniversityLevel) should be provided accordingto capacity. That is, anyone who meets

the necessary education standardsshould be able to go to university.

Both secondary and higher educationshall be made accessible “by everyappropriate means, and in particular bythe progressive introduction of freeeducation”. The only country that hasdeclared reservations about introducingfree secondary or higher education isJapan.Role of the StateToday education is considered animportant public function and the stateis seen as the chief provider ofeducation through the allocation ofsubstantial budgetary resources andregulating the provision of education.The pre-eminent role of the state infulfilling the right to education isenshrined in the 1966 InternationalCovenant on Economic, Social andCultural Rights. Traditionally,education has been the duty of a child’sparents; however with the rise ofsystems of education, the role of parentshas diminished. With regards torealising the right to education theWorld Declaration on Education for All,adopted at the 1990 World Conferenceon Education for All states that“partnerships between government andnon-governmental organisations, theprivate sector, local communities,religious groups, and families” arenecessary.Compulsory EducationThe realisation of the right to educationon a national level may be achievedthrough compulsory education, or morespecifically free compulsory primaryeducation, as stated in both theUniversal Declaration of Human Rights


and the International Covenant onEconomic, Social and Cultural Rights.Common School SystemEducation plays an important role inbuilding an enlightened, strong andprosperous nation. It is the educationwhich determines the level ofprosperity, welfare and security of thepeople. Hence education needs to beintimately linked with the different life-skills, the abilities for adaptive andpositive behavior that enableindividuals to deal effectively with thedemands and challenges of everydaylife, by developing in them generic skillsrelated to a wide variety of areas suchas health and social needs. Educationshould impart knowledge and wisdomand bring in the latent skills and talentof the students.The Government of Tamilnaduconstituted a Nine Member Committeeon uniform system of school Education,headed by S.Muthukumaran, inSeptember 2006 to examine thepossibility of bringing in uniform schoolcurriculum among different streams inthe State – State Board, Matriculationand Anglo Indian and also to look intovarious aspects of education includingimproving infrastructure facilities,qualification of teachers and evaluationmethods for examinations for achievingequitable standards in all schools.The Committee submitted its report tothe State Government in July 2007 andoutlined steps for total restructuring ofschool education in the state bysuggesting an integrated model ofschool education. Among the keyrecommendations are the formation ofan integrated Tamilnadu School

Education Board, dividing the state intosix zones for effective schooladministration, imparting schooleducation in Tamil, Government takingup Primary responsibility, for Kindergarden/Nursery education, grantingfunctional autonomy to schools inprescribing Text-books and optionalsubjects, strengthening the SarvaSiksha Abhiyan movement and providemandatory training for all teachers.The Government is examining themodalities of implementing thecommittee’s recommendations so thata feasible uniform school system iscreated, which will enable qualityeducation for all. At present, there arefour streams of school education in theState under the control of the StateGovernment, namely, State BoardSchools, Matriculation schools, OrientalSchools and Anglo-Indian schools andthese schools have separate syllabus,textbooks and scheme of Examinationand are under the control of differentboards. As a result, the standards ofeducation in these schools are notuniform. Hence, the Government is ofthe view that it is indispensable toevolve a uniform system of schooleducation in the state to ensure socialjustice and provide quality education inthe schools of the state.Objectives of the studyThe main objective is:• To study the opinion about Common

school system from School teachersof Government and Matriculationschools.

Population and SampleTeachers of Government and PrivateSchools, situated in both rural and


urban areas of Dharmapuri Districtwere taken as population of the presentstudy. To draw the sample at first atotal of 16 secondary schools, in which8 Government and 8 matriculationschools were selected randomly. UsingStratified Random Sampling technique,89 Government teachers and 71 privateteachers were selected as sample.Construction of the research toolThe device employed in the collectionof Data is called as Tool. The result ofany scientific investigation dependsupon the tools used in the study. Thetool is used by the research to assessthe perception of the School teachers.The primary objective of the presentresearch study is to study theperceptions of school teachers towardsCommon School System.Pilot StudyA Pilot study is a small scale replica ofthe main study. It covers the entireprocess of research such as preparationof a broad plan of the study,construction of tools, collection of data,processing and analysis of the data and

report writing. The pilot study has beenconducted to find out the suitability ofthe test items for the investigation.Validity and ReliabilityFace Validity of the tool used in thestudy was established with the help ofexperts in the field. The reliability wasmeasured by using Spearman-Brownformula. The reliability value of the toolis 0.56.HypothesesThe hypotheses of the present study areformulated as follows:� The opinion about Common School

System does not differ among schoolteachers of both Matriculation andGovernment Schools in DharmapuriDistrict.

� There is no significant mean differencein the perception about CommonSchool System between Governmentand Matriculation school teachers inDharmapuri District.

� There is no significant mean differencein the perceptions about CommonSchool System among rural andurban school teachers of Government

Table 1.Design of the study

Method variable Population Sample Data Statistical for the analysis techniques

study used

Survey Perception of Teachers of 160 Descriptive Mean, S.D.

method school teachers Government Method on andCommon School Matriculation Differential t-testSystem Schools in Method

Dharampuri Distt. (T. N.)


and Matriculation school teachers inDharmapuri District.

� There is no significant mean differencein the perception of Common SchoolSystem between Male and Femaleschool teachers Government andMatriculation school teachers inDharmapuri District.

� There is no significant mean differencein the perception about CommonSchool System between Governmentand Matriculation school teachers inDharmapuri District.

Method Selected for the Study –Survey Method

Normative Survey method is employed.This method may be concerned withcause and effect relationship and canbe useful for making predictions. Thepurpose of Survey research is simple toprovide information to Government andit is used to make comparisons ofdemographic groups.Sample DesignFor the present study samples havebeen collected using Stratified RandomSampling. Comparison of mean scoresof Perception of Government andMatriculation school teachers amongCommon School System.Data AnalysisFrom the above table 3, it is noted thatthere is no significant differences in theperception between Urban and Ruralteachers and Government andMatriculation Schools towards CommonSchool System. Therefore urban andrural, and Government and Matricul-ation school teachers are having thesame opinion about Common schoolsystem.It is also noted that there existssignificant difference in the perception

Table 2.Study of samples

Sr. Variables No. Sch. % Teachers 1. Gender Male 59 36.8 Female 101 63.1 Total 160 2. Locality Urban 75 46.9 Rural 85 53.1 Total 160 3. Type of Sch. Government 89 55.6 Matriculation 71 44.4 Total 160 4. Experience Below 30 years 99 61.8 Above 30 years 61 38.2 Total 160

of male and female school teachers, andabove 30 years of experienced teachersand below 30 years of experiencedteachers. This infers that they differ intheir opinion about Common schoolsystem.Findings of the StudyFindings are the statements of factualinformation based upon the dataanalysis. The following are finding ofthe research study are:• There is a significant difference in

perceptions between male and femaleteachers towards Common SchoolSystem.

• There is no significant difference inperception between Urban and Ruralschool teachers towards CommonSchool System.


Table 3.Comparison of Mean Scores of the Samples

Sr. Variables No. Sch. Mean S.D. df t- Lelel of Teachers value Signi. 1. Gender Male 59 21.65 4.22 Female 101 23.17 4.41 159 2.17 S, p<.05 Total 160 2. Locality Urban 75 22.4 7.4 Rural 85 23.0 3.9 159 0.66 NS Total 160 3. Type of Sch. Government 89 22.6 3.5 Matriculation 71 22.8 4.7 159 0.36 NS Total 160 4. Experience Below 30 years 99 21.8 4.9 Above 30 years 61 23.2 4.7 159 2.01 S, p<.05 Total 160

REFERENCESChandra P. (2005) : International Encylopedia of Education. Anmol Publications

Pvt. Ltd. New Delhi.Chandrasekar K. (2001) : Primary School Teacher Education Programme — A

Evaluative Study of DIET’s Discovery Publishing House, New Delhi.Daniel Muij (2004) : Doing Qualitative Research in Education with SPSS. Sage

Publication. Agra.Kochhar S.K. (2006) : Methods and Techniques of Teaching, Sterling Publishers

Ltd. New Delhi.Prof. RaamSharan Srivastava et.al. (2006) : Teachers in Emerging Indian Society,

A.P.H. Publishing Corporation, New Delhi.Yadav, Rama Sankar et.al. (2007) : Global Encyclopedia of Education. Global

vision Publishing House. New Delhi.

• In general, the opinion of both theMatriculation and Government schoolteachers differs among CommonSchool System.

• There exists a significant difference inperceptions about Common SchoolSystem between teachers of above 30years and below 30 years of workingexperience.


Right to Education Bill: Historical Review,Facts and Criticism

Dr. Pratibha S. Patankar *

* Asstt. Professor, Dept. of Education, Shivaji University, Kolhapur. (M.S.)

Abstract



Children are the boon of any Nation. They have paramount place in the society The Right toEducation is recognized as one of the Human Rights by United Nations and is understoodto establish an entitlement to free, compulsory Primary Education for all children. The UNOproposes that Governments as the prime duty bearer, has to respect, protect and fulfill theRight to Education by making Education Available, Accessible, Acceptable and Adaptable.RTE is significant because the passing of the Right of Children to Free and CompulsoryEducation (RTE) Act 2009 marks a historic moment for the children of India and ensuresthat every child has his or her right to get quality elementary education. Few countries inthe world have such a national provision to ensure both free and child-centered, Free andCompulsory Elementary Education. The present article discusses the silent features historicalreview, facts related to RTE with criticism.

IntroductionChildren are the boon of any Nation.They are the valuable human resources.Hence, they have paramount place inthe society. They have many Rightssuch as:• Right to Information• Right to Participation in various cultural and social activities• Right to Play• Right to Choice of decision making• Right to Expression• Right to Nutrition, Health care

• Right to Protection from Abuse• Right to Education• Right to Protection from Neglect

The Right to Education is recognized asone of the Human Rights by UnitedNations and is understood to establishan entitlement to free, compulsoryPrimary Education for all children. It is:- An obligation to develop Primary

Education accessible to all children.- An obligation to develop-secondary

Education accessible to all children.

The Right to Education Bill : Historical Review, Facts................... 113

- An obligation to equitable access tohigher Education

- An obligation to eliminatediscrimination at all levels of theeducational system.

The UNO proposes that Governmentsas the prime duty bearer, has to respect,protect and fulfill the Right to Educationby making Education Available,Accessible, Acceptable and Adaptable.Traditionally, Education has been theduty of a child’s parents; however, withthe rise of education system, role ofparents has diminished. The WorldDeclaration of Education for All finalizedin the 1990 ‘World Conference onEducation for all’, states that thepartnerships between governmentorganizations, the private sectors, localcommunities, religious groups andfamilies are necessary. Hence,Education should be included in theconstitution of every nation.History of Right to Education Act inIndiaMany Educationists, Socialist, andFreedom fighters etc. had stressed onfree and compulsory primary Education.Mahatma Phule one of the socialreformer was the strongly promoter offree and compulsory Primary Education,then Mahatma Gandhi voiced the needof universal Education. IndianConstitution left it as a vague plea tothe States to endeavor to provide Freeand Compulsory Education to allchildren up to age of 14 but the accessto Primary Education is a questiontoday. It was only in December, 2002that the Education was made afundamental right in the 86th

amendment to the constitution.

A first Draft of the legislation of theabove Article ‘Free and CompulsoryEducation for children Bill, 2003 wasprepared and posted on website inOctober 2003, inviting comments andsuggestions from the public at large. Arevised Draft of the Bill entitled Free andCompulsory Education Bill, 2004 aftertaking into account suggestionsreceived on this Draft was prepared andposted on website in 2004. The CABEcommittee drafted the Right toEducation Bill and submitted to theMinistry of HRD. Ministry of HRD sentthis to NAC (National Advisorycommittee). NAC sent the Bill to PMfor his observation in June 2005.The finance committee and planningcommission rejected the Bill citing thelack of funds and a Model bill was sentto states for making necessaryarrangement. CALC, SAFE, NAFRE,CABE invited ILP and otherorganizations for planning a meeting todiscuss the impact of the parliamentaction and needs to be done at thedistrict and village levels. Six years afteran amendment was made in the Indianconstitution, the union cabinet clearedthe Right to Education Bill. The Bill wastabled in Rajya Sabha on December 15and it was passed by Loksabha on 4th

August 2009 and officially included inthe Gazette of India on10th April of 2010.Since, then the Act of Right toEducation is implemented.The salient features of RTE Bill are• Children between 6 and 14 yeas are

to be provide Free and CompulsoryEducation

• Schools must not fail kids up to ClassVIII


• Schools must admit children withoutschool leaving certificates

• Penalties for taking fees• penalties for subjecting children or

parents to screening procedures• Penalties for curriculum not being

consistent with the Constitution ofIndia

• Penalties for ignoring socialresponsibility

• Private schools must provide 25percent seats to weaker sections

• Teachers who are not adequatelyqualified have 5 years to acquirenecessary qualifications

• Inclusion of children who aredisadvantaged because of disability

• The upper age limit for differentlyabled children would be 18 years

• Plans are in the pipeline to buildspecial schools for differently abled.

Significance of RTEThis Act serves as a building block toensure that every child has his or herright (as an entitlement) to get a qualityelementary education and that the Statewith the help of families andcommunities, fulfils this obligation.Few countries in the world have such anational provision to ensure both freeand child-centered, Free andCompulsory Elementary Education.All children between the ages of 6 and14 shall have the right to free andcompulsory elementary education at aneighborhood school.There is no direct (school fees) orindirect cost (uniforms, textbooks, mid-day meals, transportation) to be borneby the child or the parents to obtainelementary education. The governmentwill provide schooling free-of-cost until

a child’s elementary education iscompleted.Role of community and parents toensure RTEFew countries in the world have such anational provision to ensure child-centered, child-friendly education tohelp all children develop to their fullestpotential. There were an estimated eightmillion six to fourteen year-olds in Indiaout-of-school in 2009. The world cannotreach its goal to have every childcomplete primary school by 2015without India’s participation.Schools shall constitute SchoolManagement Committees (SMCs)comprising local authority officials,parents, guardians and teachers. TheSMCs shall form School DevelopmentPlans and monitor the utilization ofgovernment grants and the wholeschool environment.RTE also mandates the inclusion of 50per cent women and parents of childrenfrom disadvantaged groups in SMCs.Such community participation will becrucial to ensuring a child friendly“whole school” environment throughseparate toilet facilities for girls andboys and adequate attention to health,water, sanitation and hygiene issues.RTE promotes Child-Friendly SchoolsAll schools must comply withinfrastructure and teacher norms for aneffective learning environment. Twotrained teachers will be provided forevery 60 students at the primary level.Teachers are required to attend schoolregularly and punctually, completecurriculum instruction, assess learningabilities and hold regular parent-teacher meetings. The number of


teachers shall be based on the numberof students rather than by grade.The state shall ensure adequate supportto teachers leading to improved learningoutcomes of children. The communityand civil society will have an importantrole to play in collaboration with theSMCs to ensure school quality withequity. The state will provide the policyframework and create an enablingenvironment to ensure RTE becomes areality for every child.Finance to RTECentral and State governments shallshare financial responsibility for RTE.The central government shall prepareestimates of expenditures. Stategovernments will be provided apercentage of these costs. The Centralgovernment may request the FinanceCommission to consider providingadditional resources to a State in orderto carry out the provisions of RTE.The state government shall beresponsible for providing the remainingfunds needed to implement. There willbe a funding gap which needs to besupported by partners from civil society,development agencies, corporateorganizations and citizens of thecountry.The Key issuesThe RTE Act has been enforced from 1April 2010. Draft Model Rules have beenshared with States, which are requiredto formulate their State rules and havethem notified as early as possible.RTE provides a substantial to reach theunreached, with specific provisions fordisadvantaged groups, such as childlaborers, migrant children, childrenwith special needs or those who have a

“disadvantage related to social, culturaleconomical, geographical, linguistic,gender or such other factor.” RTEfocuses on the quality of teaching andlearning, which requires acceleratedefforts and substantial reforms:• Creative and sustained initiatives are

crucial to train more than one millionnew and untrained teachers withinthe next five years and to reinforce theskills of in-service teachers to ensurechild-friendly education.

• Families and communities also havea large role to play to ensure child-friendly education for each and everyone of the estimated 190 million girlsand boys in India who should be inelementary school today.

• Disparities must be eliminated toassure quality with equity. Investingin preschool is a key strategy inmeeting goals.

• Bringing eight million out-of-schoolchildren into classes at the ageappropriate level with the support tostay in school and succeed poses amajor challenge necessitating flexible,innovative approaches.

Mechanism, if RTE is violatedThe National Commission for theProtection of Child Rights shall reviewthe safeguards for rights provided underthis Act, investigate complaints andhave the powers of a civil court in tryingcases.States should constitute a StateCommission for the Protection of ChildRights (SCPCR) or the Right toEducation Protection Authority (REPA)within six months of 1 April. Any personwishing to file a grievance must submita written complaint to the local


authority. Appeals will be decided bythe SCPCR/REPA. Prosecution ofoffences requires the sanction of anofficer authorized by the appropriategovernment.Enforcement and reality of the RTESubstantial efforts are essential toeliminate disparities and ensurequality with equity. UNICEF will playan instrumental role in bringingtogether relevant stakeholders fromgovernment, civil society, teachers’organizations, media and the celebrityworld.UNICEF will mobilize partners to raisepublic awareness and provide a call toaction. Policy and programme design/implementation will focus onimproving the access and qualityeducation based on what works toimprove results for children. UNICEFwill also work with partners tostrengthen National and State levelmonitoring bodies on RTE.The Right to Education Bill has givenemphasis to those sections of thecommunity which are mostunderprivileged and disadvantagedlike Girls, Scheduled Castes,Scheduled Tribes, Minorities, andchildren with disabilities for theirmainstreaming. This is nothing but‘Inclusion’ which is to day Agendaagainst exclusionary practices whoare forgotten and invisible populationof children. This also means thatchildren with special Needs also getcovered in this Bill. If inclusion isscene as a time targeted mission.CriticismMore than six decades afterindependence, the Indian Government

has cleared the Right to Education Billthat makes Free and compulsoryEducation of Fundamental Right for allchildren between the ages at 6 and 14.Few countries have such provision of freeand compulsory education at primarylevel.The bill includes 25% reservation inprivate schools for disadvantagedchildren from the neighborhood at theentry level. The government willreimburse expenditure incurred byschools, no donations or capitation feeon admission and no interviewing thechild or parents as part of the screeningprocess. Though the intention is wellthere is possibility there may becorruptions which defeat the originalpurpose of the RTE. The bill says that all schools should berecognized. The unrecognized schoolshave given 3 to 5 years to comply withunrecognized schools, had certaininfrastructure and teachers with certainqualifications. The ratio betweenteachers and students is 1:30 if accordingto RTE this ratio is maintained there willbe shortage of primary teachers, sovigorous programme should beconducted to train the primary teachers.The problem of dropout is not adequatelyaddressed. The problem should berethinked due to irrelevant curriculumaccording to children’s need andexperiences.The guidance support and nurturing ofteachers to check the dropout rate andensure the successful implementation ofRTE may be stressed.RTE emphasized mainstreaming ofdisadvantaged children in commonschool system hence, there should


rethinking of pre and in-service teachereducation programmes by givingemphasis on special education. The RTEhas not thought about theinfrastructure available in primaryschools at present to access all childrenand give them quality education.

Though RTE states the mainstreamingof disabled children in common schools,but there is no provision of training of

REFERENCES

Reddy, G.S.(January 2010) : Editor, EDUTRACKS, NeelKamal Publication Pvt.Ltd, Hyderabad

Reddy, G.S.(April 2010): Editor, EDUTRACKS, NeelKamal Publication Pvt. Ltd,Hyderabad

Right To Education The Bill.. Facts.. And FAQs. http://mindomain.wordpress.com/2011/03/19/right-to-education-the-bill-facts-and-faqs/ .

regular teachers according to it inpresent teacher education programmes.ConclusionThough RTE Act has number ofchallenges, it presents the country witha great opportunity. If it is implementedsuccessfully, India can emerge as aglobal leader in achieving a millenniumDevelopment Goal of ensuring that allchildren complete their primaryeducation by 2015. Hence, all of usshould take this as social responsibility.


A Critical Study of Learning Disabled Students

Sujatha R. Mudgundi * & Dr. Shrikant G. Andhare**

* Asstt. Prof., Dept. of Education, Solapur University, Solapur (Maharashtra)** Head of Department, Dept. of Education, Solapur University, Solapur (Maharashtra)

Abstract



The present study has attempted to search out the information about the Learning Disabilitiesof the students by Survey Method through the concerned authorities and through the studentsperformance by administering the achievement test. A sample of 173 students from Std. Vof English Medium Convent School of Solapur City were taken for the collection of data.difficulties in learning the language. It has been observed nearly 7% of students from acommon classroom suffer from Learning Difficulties.

A Critical Study of Learning DisabledStudents of Std V

Introduction :The term ‘Special Education’ includesaspects of education which are appliedto exceptional children physical,mental, disadvantaged gifted children.It is a profession, a service with toolsand techniques to meet the specialneeds of the exceptional children. Asystematically planned, implemented,carefully evaluated instructionsprovided to help them achieve learningfor growth, personal self-sufficiency andsuccess in present and futureenvironment.Special Education is considereddifferent from regular education bymethods, approaches, training, practiceprovided while teaching the disabled

children and maintaining with extraopportunities.Under Special Education the followingchildren are provided educationdepending upon these characteristics.a. Gifted Childrenb. Physically Challengedc. Socially Handicappedd. Slow learners and Backward childrene. Learning Disabled ChildrenFrom the above Researcher had triedto focus on Learning Disabled Children.Significance of the Research :The concept of Learning Disability hasa brief and turbulent history. Somechildren are quite normal and yet at alltimes display learning problem. Theywrite ‘deb’ for ‘bed’ and ‘was’ for ‘saw’

A Critical Study of Learning Disabled ............................ 119

and cannot concentrate if there is abackground noise.Meaning of the Learning Disability :The National Joint Committee of LearningDisabilities (USA–1980 gave the followingdefinition of Learning Disabilities whichis unanimously accepted at InternationalLevel.Learning Disability refers to learningproblems which manifest in animperfect ability to listen, speak, read,write or do mathematical calculation,which are not primarily due to visual,hearing impairment, motor handicap,mental retardation environmental oreconomic disadvantages but due todisorder in the psychological processinvolved in understanding or in usinglanguage.It was for first time that, ‘Kirk (1963)suggested the word Learning Disabi-lities to describe all children behavioralsymptoms that arise from disfunctionof the central processing mechanisms.Importance of Learning Disability inIndia :Learning Disability in India is real anda stumbling block for a nation’sdevelopment process.About 13% to 14% of all school childrensuffer from Learning Disorders.Unfortunately most schools fail to lenda sympathetic ear to their problems. Asa result children are branded asfailures.In the last two decades there has beenan increasing awareness and identifi-cation of children with LearningDisabilities.In the present study Researcher hadtried to focus on the various aspects ofthe Learning Disabled.

3 Types of Learning impairment :a. Dyslexia: A type of learning disabilityin reading, processing number or words,recognize phonemes, sequence.b. Dysgraphia: A difficulty in writing,spelling, organizing ideas.c. Dyscalculia: A difficulty withmathematical calculations.Objectives :1.To get the information about various

learning disabilities.2.To administer the Standardized Test.3.To identify the learning disabilities of

the students.4.To suggest the remedies for

overcoming the learning disabilities.Research Methodology :For the present study Researcher hasselected descriptive survey method thatprovides all essential information aboutthe learning disabilities of the pupil inthe schools from the teachers and aschool authorities.The main objectives of present researchwas to find out learning disabled amonghigh primary level Std. V.Research Tool and Techniques :To carry out the research investigationdata is to be gathered and tested theresults. Many tools and procedures aredeveloped to aid in the acquisition ofdata.Questionnaire for the Teachers :The Researcher has well designed theQuestionnaire for the Teachers keepingforward the essentiality of underst-anding the Learning Disabled, allaspects i.e. nature of the problem.The Questionnaire has given for HigherPrimary School Teachers Teaching forStd.V of English Medium Schools inSolapur City.


Interview for the Principal :The researcher has used the interviewfor the Principal to collect the relevantinformation related to the problem theirviews and opinions, measures usedwhich proves to be useful for theresearch problem.Checklist :The Researcher has used the check listtools to collect the facts, items,instruments useful things to find outtheir educational importance related tothe present study of the problem.Achievement Test :The achievement test is designedkeeping in view the purpose of theresearch. The related items based onthe problem, its difficulties and facts areconsidered. An Achievement Testmeasures developed abilities skills.Through this achievement we can findout learning difficulties in EnglishLanguage. For that purpose researcherhas used standardized test as the toolfor his research.Standardized Achievement Test isdesigned by the researcher keeping inview of the areas of difficulties ofLearning Disabled and including theitems relating to the areas, is utilizedas tools of the Research work forgathering information related toLearning Disabled.Research Sample :• The sample of 173 students of Std. V.

(A, B, C) of Little Flower Convent HighSchool, Solapur is taken foradministering the Achievement test tofind out the learning disabilities of thestudents.

• The school has provided favourableresponse towards the Research work.

• Moreover other schools have only 2division, but in this school 3 divisionof Std. V, which proved useful toconduct the Achievement Test.

Procedure of Research :Fig. 1

Researcher has selected all theEnglish Medium School of Solapur

City as total population

Researcher has selected EnglishLanguage as a medium for testing

Achievement of the Children tofind out learning Disabilities

The Achievement Test has beenadministered on Std. V of Little

Flower Convent High School, SolapurCity

__>__>

Analysis and Interpretation ofAchievement Test :The Achievement Test has beenadministered to identify the LearningDisabled from the common classroomof Std. V in Little Flower Convent HighSchool, Solapur.The items included in the text compriseof :Test Items :1. Visual perception2. Sequence / Decoding3. Vocabulary Skill4. Numerical Ability5. Graphical Skill6. Recall and RecognitionThe Achievement Test is administeredand obtained the following results :6.35% of Students found to be belowthe average marks.


Interpretation :• Among 173 students attended

Achievement Test, 11 students haveobtained below 13 marks.

• Most of the pupil have done mistakesin all the items included inAchievement Test.

A. Vocabulary :10 students have mistakes in question

such as : - Using appropriate letter - Pick out smaller words

B. Mathematical Ability :11 students have done mistakes in fill

in the box with correct numbercomplete the series.

C. Visual Perception :6 students have done mistakes in

choosing correct letter of same sound.D. Sequencing / Decoding : Almost all the 11 students have wrong

in decoding the Alphabets with of onenumbers.

E. Graphical Skill :9 students have done wrong in joining

the given dots to make a picture. Mostof them were not able to draw face ofman.

F. Recall and Recognition :2 students did not recall the correct

word and select it.

Graph 1

Conclusion :• From the above performance of pupil :• Pupil suffer from the basis skills of

learning.• Areas of Achievement comprising of

abilities proves that pupil lack in thatarea.

• These areas of Test need to beimproved through various provision,practices, guidance to pupil.

• The lack of achievement in these areasaffect the pupils learning.

Interpretation :Among 173 students attended the

Achievement Test. 11 Students haveobtained below 13 marks. Most of thepupil have done mistakes in all theitems included in the Achievementtest. There is a need for the correctionand improvement of pupil in theseareas. It shows that learningdisabilities occur among the commonclassroom pupil with normalintelligence.

Interpretation of Achievement TestThe Achievement Test has been

administered to identify the LearningDisabled from the common classroom.

The items included in the text compriseof :

A.Visual Perceptual Disabilities :30% of the students had done the same

mistakes in 2 examples were given.The comprehend the exact form ofanything e.g. letter ‘b’ and ‘p’, ‘b’ and‘d’, ball and block are often mistakenby the learning disabled children.

B.Sequencing / Decoding :Sequencing / Arranging the given words

in a serial order or alphabetical orderis a common error done usually by thestudents.


Here at a high 76% of the attendedstudents have done mistakes inarranging the given names inalphabetical order.

C. Vocabulary Disorders :Difficulty of such children suffer from

the disorder of the addition,arranging, omitting, substituting andbreaking down the given words in tosmaller words, 2 examples are given.

Here 42% of students have done wrong.D. Numerical Ability :The performance in mathematical

ability of Learning Disabled is oftenlower than the communication skill.Lack behind in sequencing, counting,arrange numbers, understand andapply signs etc. Nearly 34% studentshave done mistakes.

E. Graphical Skill : Students face non-verbal disorders,

graphical skills like hand eye co-ordination, making sketches,drawing, give shapes to picture,painting etc. 60% visual closure –students face difficulties in joining thenumbers and form a picture.

F. Recall and Recognition : Comprehension deficiency occur

rapidly due to short term memorydeficiency can read but reading withunderstanding is rather difficult forthem. Here 33% students have donemistakes in select the proper wordsgiven in bracket and fill up the gapes.

Overall Interpretation : The Achievement Test administered

for Std. V Class comprise all the areas,items basically need to check the levelof achievement.

The Researcher find that among thenormal student, almost.

(a) Maximum students have donemistakes in sequencing the letter,words and arrange in alphabetical.

(b) More than fifty percent pupil donemistakes the graphical areas which isa sign of the learning disabled it isessential to be corrected / guided.Visual perception, Numerical ability,Recall and Recognition all the area inneed to be improved.

On the performance of the givenstudents in Achievement Test, it canbe appropriate to say that there occurlearning disability among the normalstudents, they can also affect on thisperformance of the study.

It need to be diagnosed and provideremedial to overcome it.

Conclusion :• From the above performance of the

pupil it reveals that :• Pupil suffer from one of the learning

difficulty or the other.• Normal classroom also consist of pupil

with Learning disabilities.• Graphical skill and decoding areas are

high preference for improving the eye-hand co-ordination and skill ofsequencing and logical thinking.

Interpretation :The students of Learning disabled show

the negligence towards the studies atfirst.

The given task is not completed in timeThey show least consideration,

sometimes not because they don’tknow, but many a time due todisinterestedness.

They are sometime regular, many timestroublesome, and indiscipline shownand cumbersome.


Major Observations of Questionnaire1. Phonetic guidance by experts, model

reading pattern are not used.2. Improvement in comprehension can

be done by adopting multi-mediatechnique, apart from oral discussion,story telling.

3. Teachers rarely use the referencebooks, magazine cuttings, articles,G.K. books as teaching materials.

TableNo. 1Performance of the Students of Std. V

attained below 13 marks inAchievement Test

Are Activity Opinion of as Teachers 1 Class Room Naughty, Very

Behaviours mischievous, Very

talkative, Irregular

in Home Work

2 Reading Very slow in reading

3 Attention Not very attentive

4 Study Below Average,

Habits Irregular in

attempting

questions,

Incomplete books,

work, Require

pushing

5 Hand Require

writing improvement

6 Performance Unit test/Semester

is not upto

expectation

Hard work is

necessary

4. Teachers do not rely on heredityfactors, environmental factors to knowabout learning disabled.

5. Teachers are to be prepared todiagnose and provide remedialteaching for solving problem of failure.

6. Teachers need to treat with sympathyand compassion towards learningdisabled.

7. Remedial teaching for LearningDisabled is to be providedcompulsorily by the teachers.

8. Creative activity need to beintroduced specially to learningdisabled.

9. Developing self-confidence is need tobe done among the learning disabled.

Major Observations of Interview :1. Assessment of pupil before admitting

in Std. V is very essential.2. Difficulty in LSRW is to be checked

& improved.3. Learning disabilities need to be

diagnosed before provision ofRemediation.

4. Remedial teaching is need to beprovided to Learning Disabled in allschools by adopting propertechniques and measures.

5. Parents co-operation and interest insolving problems and LearningDisabled in very essential.

6. Cumulative Record provide guidelineto study learning disabled.

7. Regular medical checkup of LearningDisabled reveal the complexity of thephysical related problem.

8. Observation techniques comprisedrating scale, socio-metric device, CAT,Word Association, complete thestatement, news of checklist of value


education and moral sciencequestionnaire.

9. Meeting with psychiatric reveals thehidden instincts and desires of thepupils.

10. Proper pronunciation can help thepupil to use the language with ease.

Findings :1. Learning difficulties need to be

identified at Std. IV & V byadministering Achievement Test.

2.Comprehension, grammar,mathematical problem, vocabulary,non-verbal disorder i.e. graphical skillare disorders among pupil.

3. Provision of guidelines to overcomethe disabilities of reasoning, logicalthinking, interest in music, creativity,physical health and reading isessential.

REFERENCESBest, John. W. & Khan, James V., (2003) :Research in Education; New Delhi;

Prentice Hall of India Pvt. Ltd; Ch. 1 to 14Biswas Anju, (1989); Ph.D; Edu. University of Kalyani, Learning Disabilities In

Critical Thinking In Some Areas Of Physical Science – Diagnosis andPrevention, Pg.No. 1547.

Chengappa Shyamala, (1989): Ph.D., Lang. University of Mysore; Speech andLanguage behaviour of the Cerebral paired.

Dakshinamurty, R., (July 2009) : Edutracks; Developmental Beheviour andLearning Challenges; (Vol. 8, No. 11, Pg. 11-13).

Dr. Sharma, R. A. (2006): Fundamentals of Special Education, Meerut (U.P.) R. LalBook Depot, Ch. 12

Dr. Sharma, Anil, Dr. Deepesh Chandra Prasad; Dr. Gupta, Manju & Vishnoi,Unnati, (2007): Encyclopedia of Education (6 Vol. Part III); New Delhi,Special Education, K.S.K. Publication and Distribution, New Delhi, Pg. 8.

Kaul, Lokesh, (2006) Methodology Educational Research, s;dlk sdfKothari, C. V. (1985) : Research Methodology, New Delhi, New Agra International;

Ch. 4.Mangal, S. K., (2006): Advanced Educational Psychology, (2nd Edn.), New Delhi,

Prentice Hall of India Pvt. Ltd., Ch.23.Skinner, Charles E., (2006) : Educational Psychology (4th Edn.), New Delhi, Prentice

Hall of India Pvt. Ltd., Ch. 21

4.Techniques of diagnosing andremediation had to be undertaken forimprovement of Learning Disables.

5.Creation of atmosphere and sense ofinclusiveness of Learning Disable inextracurricular, individual events,creative work lead to improvement.

6. Administering various measures todetect the learning disorders fromtime to time can overcome theconsequences of LearningDisabilities.

7. Personal interest, sympathetichandling with proper guidance andmoral support initiated by Teachersand by School reduce problem oflearning disabilities.

Right to Education Act: A Critical................... 125

Right to Education Act: A Critical Analysis

Dr. Ramsundar Bairagya * & Dr. Shyamsundar Bairagya **

* Asstt. Professor, Economics, Shambhu Nath College, Labpur, Birbhum (W.B.)** Reader, Dept. of Education, University of Gour Banga, Malda, (W.B.)

Abstract



One of the most important problems faced by the Indian Planners is the elementary educationto all children below the age14 which is interrelated with all other problems of the country.We know that labour is an essential input for production. Education raises level of knowledgeand skill to operate modern techniques of production which in turn labour productivityraises and accelerate economic growth, social change and sustainable development.

General Features in IndiaAbout 17% of world population live inIndia which covers only 2.4% of totalgeographical land area of the world. Inboth quality and quantity in Accordingto 2001 Census India is the secondlargest populous country in the world(next to China). About 17% of totalworld education India is far laggingbehind in compared to the developednations. Overall literacy rate in India is65% which is far below the level ofliteracy achieved in Australia, Canada,United Kingdom and United States. Itis interesting that though the countryhas reached a gross enrolment 93.4%in primary education the rate of literacyachieved only 65%. In case of female

literacy rate in rural areas it is below50% and in some states like Rajasthan(44.3%), Uttar Pradesh (43%) and Bihar(33.6%) are very low. In first half thepaper I have briefly analysed the Actand then critically evaluate it.Historical Background of RTEThe RTE Bill was approved by theCabinet on 2nd July 2009. Rajya Sabhapassed the Bill on 20th July 2009 andthe Lok Sabha on 4th August 2009. Itreceived Presidential assent and wasnotified as law on 3rd September 2009as the Children’s Right to Free andCompulsory Education Act. The Rightof children to Free and CompulsoryEducation Act has come into effect fromfirst April 2010 in the whole of India


except Jammu and Kashmir. India nowbecomes the 135th country in the worldto make education as a fundamentalright. This is a historic day for allcitizens of India as from this day theright to education would be accordedthe legal status as the right to life asprovided by Article 21A of the IndianConstitution. Every child in the agegroup of 6-14 years would be provided8 years of elementary education in anage appropriate to classroom of his/herneighbourhood school. The PrimeMinister Dr. Manmohan Singh hasemphasized that it is important for thecountry that if we nurture our childrenand young people with the righteducation, India’s future as a strong andprosperous country is secure. Everystate has the responsibility to enrolevery child as well as ensuringattendance and completion of 8 yearsof schooling without any admission test.FinanceAs most of the revenues collected by theCentral Government the states have theresidual amount which is not enoughto cover all the schools needed foruniversal education. A committee set upto study the funds requirement andfunding initially estimated thatRs. 171, 000 Crorés would be requiredin the next five years to implement theAct and in April 2010 the centralgovernment agreed to sharing thefunding for implementing the law in theratio of 65 to 35 between the centre andthe states and a ratio of 90 to 10 forthe north-eastern states. However inthe middle of 2010 the fund raised toRs. 231,000 crores and the centreagreed to raise its share to 68% and

latter 70% for the implementation of theProgramme successfully.Features of the RTE ActSixty-three years after independence,India on Thursday, the 1st April 2010enforced a historic Right to Education(RTE) Act that promises freedom fromilliteracy for this vast and diversecountry. Followings are the key pointsto be highlighted of the legislation thatexpects to empower the nation througheducation:1.RTE Act provides free and compulsory

education to all children of India inthe 6 to 14 age groups.

2.A child who completes elementaryeducation up to Class 8 must beawarded a certificate.

3.The Act provides for 25% reservationfor economically weaker section in allprivate and minority schools.

4.There must be a sufficient number ofteachers and the teacher-studentsratio at least 1 to 30.

5.No child shall be held back, expelledor required to pass a boardexamination until completion ofelementary education (up to classeight) i.e. there is no pass- fail system.

6.Financial burden will be sharedbetween state and central governmenton the basis of Sarva Shiksha Abhiyan(Education for All).

7.School infrastructure i.e. playground,pacca building, basic needs ofeducation, improved mid-day mealmust be improved within 3 yearsotherwise its recognition cancelled.

8. School teachers will need adequateprofessional degrees or training withinfive years of his/her joining otherwisewill lose job. Teachers are prohibited

Right to Education Act: A Critical................... 127

from undertaking private tuition orcan their services can be used for non-educational tasks.

9.Quality of education must beincreased.

10.For the violation of RTE Act PrivateSchools would be penalised. RTE actwill apply to all states of India exceptJammu and Kashmir.

11.The parents have the mainresponsibility to enrol their children.

West Bengal ScenarioThe West Bengal Chief Ministerannounced on (26th June, 2011) thatthe state will now have; Urdu,Gurumukhi, Ol-Chiki, Oriya and Hindi6 “Second Official languages.” Bengaliand English are the first two officiallanguages of the state. The number ofpeople talk with these languages in thevarious regions of Bengal are very lowi.e. out of the 9 crore state population,Santhals (Ol-chiki) accounted for 22.8lakh, Nepali for 8 lakh, Punjabi for 4lakh and Oriya just around 1 lakh(though the state has 2.3 croreMuslims). But in actual field it is verydifficult to introduce all these languagesinto the school curriculum. It has animportant implication in not only insocial but also in economics. In everyschool to impose all these subjects inthe school syllabus various languageteachers are required. So there will bea great chance of employmentopportunities. Hence to reduceunemployment the implementation ofthe Act must be welcome.Critical Evaluation of the ActAfter the completion of one year of theimplementation of the act has beencriticised in many grounds.

1.By the implementation of the Act thetotal number of enrolled children inthe school increased definitely but thequality of education must bedeterioted. The lack of basicinfrastructural facilities like paccabuilding, playground, bad test books,blackboards, drinking facilities etc.are the main causes of low gradedquality education.

2.In most of the cases the teachers areappointed on political basis not ineducational quality. Not only that theaverage salary of a private schoolteacher is around Rs.4000 per monthwhich is far below the Government-aided school. As a result most of theteachers are negligence about theirduties.

3.Theprivate schools run autonom-ously and their main motto is how toearn more money not to raise thestandard of education. It gives neitherfree nor compulsory education it onlylegitimises the present multi-layeredinferior quality school education.

4.Shortage of high quality teachers isalso responsible for low gradededucation. In most of the schools donot maintain the teacher studentsratio 1to 30. Thirty five percent ofprimary schools have a single teacherto teach 3 to 4 different classes.

5.Practically most of the funds arespend for teacher’s salaries and theresidual is very low to maintain thebasic needs of the student’samenities.

6.Though there is a rapid growth ofenrolment of students at the sametime the drop-out is very high. This


paradoxical result highlights that theRTE Act is not so futile in reality.

7.There is hardly any effort on the partof the parents or communityleadership or at the block level ordistrict level to improve schoolenvironment.

Suggestions and Remedial Measures1. The syllabus must be skill and job

oriented which provide the hungryunemployed Indians convert to askilled labour-force.

2.The School Management System mustbe decentralised such that qualityeducation must be enhanced.

3.The RTE Act Bill must raise morefunds allocate to different schoolssuch that they would be self sufficientin this respect.

4.The Act also has provisions for privateschools via schemes such as PublicPrivate Partnership (PPP) or by someorganizations such as All-India Forumfor Right to Education (AIF-RTE).

5.The RTE Act raised a question how toenrol all children? To solve this crisisof education the sufficient number ofinstitutions must be increased.

6.The Act states that education as afundamental right parents, teachersand Government are bound to teachall children.

7.The parents, teachers, students,members of the MC and the Govt.would have direct participation.

8.To build up the basic needs likebuilding, playground, drinking waterfacility, blackboard, books, qualitativetrained teachers etc. a huge amountof money is required.

ConclusionThe RTE Act Bill amendment day is ahistoric event since after independence.The Act is welcome in all respect in spiteof all those criticism. It would be afundament mental right to every citizenof India. So the act must stress animportance to the country undoubtedly.The nation faces so many problems likeilliteracy, massive unemployment, andextreme poverty, in-equality in incomedistribution, polluted environment andterrorism and so on. All these problemsare curse for the society today and areobstacles for the implementation of theProgramme. Both the central and stateGovernment have to paln properly andallocate funds. More than 5 lakhs oftrained teachers are required to ensurethe Act. Without India, the world cannotreach the Millennium DevelopmentGoals (MDG) of having every childcomplete primary education by 2015.Thus we have to go many miles to reachour ultimate goal.

REFERENCESDatt. R. And Sundharam K.P.M. (2009), “Indian Economy”, S.Chand & Company.

New Delhi,India, pp. 55-56R.Khera, N. Nayak, October (24-30), E PW VOLXLIV NO-43, “Women workers and

Participation of NREGA”.Special Issue, Budget 2009-2010, Yojana August (2009),Yojana Bhavana, Samsad

Marg, New Delhi, India.“The Gazette of India”, Part -II No. 39, New Delhi, 27th August, 2009.“The Telegraph”, 12th February 2011, Calcutta, India.

A Study of Parents and Teachers Awareness towards ................... 129

A Study of Parents and Teachers’ Awarenesstowards Right to Education Act 2009

Dr. Dinesh Kumar * & Dr. Sarita Sharma **

* Principal, B.T.T. College, Gandhi Vidya Mandir, SardarShahar, Churu. (Raj.)** HOD, Dept. of Biology, B.T.T. College, Gandhi Vidya Mandir, SardarShahar, Churu. (Raj.)

Abstract



The RTE received considerable impetus during the last in India. The act is the foundationfor the development of a common public school system that can provide quality educationto all the children thus preventing of exclusion socially and economically weaker sectionsof population. This research is directed to study of Parents and Teachers Awareness towardsRTE 2009. The study was conducted on 320 parents and teachers of primary to upperprimary level. Self made tool “Awareness scale for teachers and parents towards RTE-2009” was used as a tool for collection of data.

IntrodutionA Landmark law which makeseducation a fundamental right forchildren has come into effect in India,“The RTE Act 2009” has been notifiedafter receiving the assent of president.Article 21-A, as inserted by constitution(86th Amendment) Act, 2002, providesfor free and compulsory education of allchildren in age group of 6 - 14 years asa fundamental right in such manner asthe state may by law, determine.Consequently, the right of children tofree and compulsory education Act,2009, has been enacted by theparliament. The act received the assent

of the president on 26th August 2009.It is now legally enforceable for everychild to demand free of elementaryeducation between the age of 6 to 14years.Prime Minister, Hon’ble Dr. ManmohanSingh said enough funds would madeavailable to ensure that child hasaccess to education. Dr. Singh said thatthe government was committed toensuring that all children irrespectiveof gender and social category haveaccess to education.Analysts say the law marks a historicmoment for India’s children right to


guaranteed quality elementaryeducation. According to Karin Hulshof,Indian representative of UN children’sfund UNICEF “The state with the helpof families and communities, has a legalobligation to fulfill this duty.”It is estimated that 6% of GNP foreducation would be necessary to attainthat goal. (Neither that budgetaryallocations to education nor itsuniversalization have been attained butare seen finally to be within reach.)So, it is important to know about theawareness of teachers and parentsabout the RTE 2009. Because they arethe imperators of the act we know thatotherwise it the act will distant dreamlike universal elementary education.

According to Asar 2009; a report onschool education that fifty percent ofthe total student reading in 5th standardhaving reading skill less than 2nd

standard receiving the right educationis the key to unlocking a child’senjoyment of many other rights, andhelping and participate actively insociety. It also decreases poverty,inequality and social exclusion.RTE 2009 introduced at 27 August so,it is completely new field of research andresearcher wants to know howeffectively it could implement? It is aneffective tool to provide right to child inIndia where population is over 200million

Objectives Of Study:-1.To assess the level of awareness of

teachers and parents of primary toupper primary level students towardsthe RTE Act.

2.To assess awareness level of primaryto upper primary level teacherstowards the RTE Act.

3.To assess awareness level of primaryto upper primary level students’parents towards the RTE Act.

Hypothesis:-1.There is no significant difference

between awareness of Teachers andParents of primary to upper primarylevel students towards the RTE Act.

Method And Procedure Of The StudyIn the present study the nature of theproblem is descriptive. Therefore, thesurvey method has been used in thestudy.The method of sampling in the presentstudy has been used randomly selectionfrom all the primary to upper primarylevel of sardar shahar teachers andparents has been constitute thepopulation for the study. The study wascover male and female teachers andparents of students situated in urbanand rural areas.The tool used in the present study forthe purpose of data collection is asfollow:-Awareness scale for teachersand parents towards RTE-2009.The relevant data were collected on selfmade questionnaire and has beenpresented in the tabulation form for theanalysis and interpretation. Statisticalcalculations were made for analyzingand interpretation.The mean, S.D. were calculated and CR-Value has been used to test thesignificant, difference between meansof two group and to examine the overallawareness level of Teachers and Parentsand Further classified them percentageof obtained score is calculated.

A Study of Parents and Teachers Awareness towards ................... 131

Group N M S.D. df. ‘t’ Sig

Teachers 160 19.3 5.7 319 4.7 S

Parents 160 14.1 5.6 p<.01

Table No. 1Mean, SD and t-value of Awarenessof RTE among Teachers & Parents.

The above table no. 1 reveals that themean value of awareness level of teach-ers and parents were found 19.3 and14.1 and S.D. of both the groups werefound 5.7 and 5.6 respectively. The CR-Value was found 4.7, which is signifi-cant. (t= 4.7, df.=319, p<.01). The cal-culated CR Values is higher than thesignificant CR values of 2.58. It is con-duced that the the teachers awarenesstowards RTE is significantly more thanthat of parents.

Graph. 1Mean, SD and t-value of Awarenessof RTE among Teachers & Parents.

In order to study the level of awarenessof RTE, teachers were classified high,moderate and low groups. Table – 2shows that out of the total 160, 11%teachers were highly aware, 73% weremoderately aware and 16% were lessaware of provisions of RTE.

Table. 2Number and % Primary/Upper Primary

Teachers with RTE Awareness Level

Obtained Total No. % Classifi

Scored Teach. cation

Above 160 18 11.3 H.A.

25

14-25 117 70.1 A

below

14 25 15.6 L.A.

Table. 3Number and % parents of stundets with

RTE Awareness Level

Obtained Total No. % Classifi

Scored parents cation

Above 160 22 13.8 H.A.

20

09-20 112 70.0 A

below

09 26 16.2 L.A.

In order to study the level of awarenessof RTE, parents were classified high,moderate and low groups. Table – 3shows that out of the total 160, 13.8%parents were highly aware, 70% weremoderately aware and 16.2% were lessaware of provisions of RTE.

Graph. 2% Primary/Upper Primary Teachers

with RTE Awareness Level

HighlyAware

Moderately Aware

Low Aware


REFERENCES

Annual Status of Education Report (Rural). (2009). Pratham Resource Centre.Mumbai.

Constitution of India (2010) : (prior to the 86th Amendment Act), Article 45, PartIV Daily Pioneer.

National Institute of Public Finance and Policy (2010) : Education: An Assessmentof the Role of the Sarva Shiksha Abhiyan. Accessed on July 2 atInternational Review of Education 56:127–147 DOI 10.1007/s11159-010-9152-1

Government of India. (2006) : Performance Audit Report on Sarva Shiksha AbhiyanMukherjee, Anit N. and Tapas K. Sen. (2007) : “Finance upsets RTE applecart”.

12 April.www.dailypioneer.com/248609/Finance-upsets-RTE-applecart.html Accessed on

11 June 2010 at. Universalizing Elementary

HighlyAware

Moderately Aware

Low Aware

Graph. 3% Parents of Primary/Upper Primarystudents with RTE Awareness Level

Findings.Following are the findings of present-1.It is concluded that there is a

significant difference between the

means of awareness levels of RTE ofteachers and parents. Teachers aresignificantly more aware than that ofparents.

2. It may be inferred that most ofteachers were found at moderatelyaware of RTE (73.12%). The high andlow groups represent 11% and 13%respectively.

3. It may be inferred that most ofparents were found at moderatelyaware of RTE (70%). The high and lowgroups represent 14% and 16%respectively.


Right to Education and CommonSchool System : A ReviewDr. Kavita Verma * & Dr. K. Nagmani **

* Asstt. Professor, P.G. Dept. of Education, Kalyan Mahavidyalaya, Bhilai, Durg (C.G.)** Asstt. Professor, P.G. Dept. of Education, Kalyan Mahavidyalaya, Bhilai, Durg (C.G.)

Abstract



The Education Commission (1964-66) had recommended a Common School System of PublicEducation (CSS) as the basis of building up the National System of Education with a viewto “bring the different social classes and groups together and thus promote the emergenceof an egalitarian and integrated society.” The Commission contended that “If these evilsare to be eliminated and the education system is to become a powerful instrument of nationaldevelopment in general, and social and national integration in particular, we must movetowards the goal of a common school system of public education.”

Right to EducationThe Saikia Committee Report (1997)and the 83rd Constitutional AmendmentBill (August 1997) along with the reportof the HRD Ministry-relatedParliamentary Committee (November1997) provide evidence of the cleverways being conceived in order to diluteand distort the concept of theFundamental Right to education. In November 2001, the 86th Constitu-tional Amendment Bill was presentedto the Lok Sabha (the Lower House ofParliament). This Bill, like its prede-cessor 83rd Amendment Bill, too, wasflawed. It was misconceived insofar it(a) excluded almost 17 crore children

up to six years of age from the provisionof Fundamental Right to free earlychildhood care and pre-primaryeducation; (b) restricted theFundamental Right of even the 6-14year age group by placing aconditionality in the form of the phrase“as the State may, by law, determine” inArticle 21A; this gave the State theinstrumentality to restrict, dilute anddistort the Fundamental Right giventhrough Article 21A; (c) shifted theConstitutional obligation towards freeand compulsory education from theState to the guardians by making it theirFundamental Duty under Article 21A(k) to “provide opportunities for


education” to their children in the 6-14age group; and (d) reduced, as per theFinancial Memorandum attached to theamendment Bill, the State’s financialcommitment by almost 30% of what wasestimated by the Tapas MajumdarCommittee in 1999. There waswidespread public criticism of the anti-people character of the above Bill.Ignoring the public outcry, however, aconsensus was arrived at among all thepolitical parties of varying ideologicalbackgrounds and the Bill was passedin both Houses of the Parliamentwithout even a single dissenting vote. The aforesaid four flaws in the Bill, nowlegitimized through the 86th

Amendment in December 2002, havesince provided the basis formisconceiving the Sarva ShikshaAbhiyan and, more recently, the so-called Model Bill viz. Draft Right toEducation Bill (2006) sent to the state/UT government.It is noteworthy that the new Article 21Aintroduced through the 86th

Amendment is the only FundamentalRight that has been given conditionally. As pointed out above, this Right will begiven to the children “as the State may,by law, determine.” None of the otherFundamental Rights is tied to such apre-condition. It is precisely thislegislation that both the NDA and UPAgovernments failed to finalise andpresent in the Parliament. The latestmove of the centre in June 2006 toshelve the Bill altogether by sending aflawed draft to the states/UTs, amountsto abdication by the Indian State of itsConstitutional obligations. The rulingelite imagines that, as a result of the

86th Amendment and introduction ofArticle 21A, it has succeeded indivesting the children below six yearsof age of their Right to Education,including right to Early Childhood careand pre-primary education. However,the fact is that this amendment doesnot negate Supreme Court’sUnnikrishnan Judgement (1993) whichdirected that the original Article 45 ofPart IV may be read in harmoniousconstruction with Article 21 (Right toLife) of Part III. This raised the originalArticle 45 to the status of aFundamental Right. In view of this, theamended Article 45, providing for earlychildhood care and education can stillbe legitimately read in conjunction withArticle 21, thereby giving the childrenbelow six years of age a FundamentalRight that was snatched away by the86th Amendment.In spite of the significant flaws of the86th Constitutional Amendment aspointed out above, it has taken thecountry more than five decades toaccord education the status ofFundamental Righgt. In this sense, theamendment has indeed given the socialmovements a fairly powerful weapon tocontinue and broaden their struggle foreducation with equality, social justiceand dignity. From this perceptionemerges a three-fold agenda viz. (a)struggle for realizing the full entitlementmade available from this otherwiselimited 86th Amendment; (b) usingpolicy analysis as a people’s tool ofstruggle, expose the political economyof the amendment with a view to revealthe class character of the Indian Stateas well as the neo-liberal agenda before


the masses; and (c) extend the struggleto seek pro-people amendment of the86th Amendment itself.Common School SystemThe Education Commission (1964-66)had recommended a Common SchoolSystem of Public Education (CSS) as thebasis of building up the National Systemof Education with a view to “bring thedifferent social classes and groupstogether and thus promote theemergence of an egalitarian andintegrated society.” The Commissionwarned that “instead of doing so,education itself is tending to increasesocial segregation and to perpetuateand widen class distinctions.” It furthernoted that “this is bad not only for thechildren of the poor but also for thechildren of the rich and the privilegedgroups” since “by segregating theirchildren, such privileged parentsprevent them from sharing the life andexperiences of the children of the poorand coming into contact with therealities of life…..also render theeducation of their own children anaemicand incomplete. (emphasis added)” :The Commission contended that “Ifthese evils are to be eliminated and theeducation system is to become apowerful instrument of nationaldevelopment in general, and social andnational integration in particular, wemust move towards the goal of acommon school system of publiceducation.”The 1986 policy, while advocating aNational System of Education, resolvedthat “effective measures will be takenin the direction of the Common SchoolSystem recommended in the 1968

policy.” Since then, the concept ofCommon School System (CSS) has itselfbeen evolving. There are threewidespread misconceptions about CSS,often promoted by its detractors, whichwe must deal with before going ahead.First, CSS is misperceived as a uniformschool system. This guiding principlehas assumed even greater significancein recent times in view of theexpectation from each school or acluster of schools to be able to respondto the local contexts and reflect the richmulti-religious, multi-lingual andmulti-ethnic diversity across thecountry. Second, it is wrongly claimed that CSSwill not permit a privately managedschool to retain its non-government andunaided (or aided) character. Again, onthe countrary, CSS implies that allschools – irrespective of the type of theirmanagement, sources of income oraffiliating Boards of examinations – willparticipate and fulfill theirresponsibility as part of the NationalSystem of Education. The onlyexpectation from the private schoolsshall be to function in consonance withthe Constitutional, in general, andprovide free elementary education ofequitable quality to the 6-14 year agegroup, as required under Article 21A.Third, the private school lobby hasworked overtime claiming that CSSwould mean complete governmentcontrol over schools. There is no reasonwhatsoever to assume that governmentgrants necessarily lead to governmentcontrol – the two need to be viewedindependently of each other. Based upon the evolving publicdiscourse since the Education


Commission’s recommendation in1966, the following principles havecome to define the framework withinwhich CSS is to be conceived :· The system of school education is to

be rooted in the vision of theConstitution. This implies that, whilebeing consonant with the Preamble,it must also ensure that (a) theFundamental Rights, especially thoserelating to equality and social justice,as enshrined in Part III are not violatedand (b) the Directive Principles asordained in Part IV are promoted.

· Education of equitable quality is aConstitutional imperative.

· Education is not used for profiteering,spreading disharmony or practicingsubjugation.

· Schools that promote inequality,discrimination and injustice in societyare not to be allowed to function.

The following may, therefore, be listedas essential features of a CSS that isto be developed as the National Systemof Education pertaining to schooleducation :

· Coverage from pre-elementary to PlusTwo stage;

· All schools, including private unaidedschools, to provide absolutely freeeducation from pre-primary to classVIII as per Article 21A and theamended Article 45 (read with Article21) of the Constitution; for secondaryand senior education, a rational feestructure to be ensured by the state/UT governments and/or local bodiesin all category of schools;

· All schools, including private unaidedschools, to become neighbourhoodschools; neighbourhood to be specified

for each school with a view to optimizesocio-cultural diversity among childrenin each school; necessary legislation tocover all government, local body andprivate schools to be enacted;

· Screening, interviews or parentalinteraction not allowed as a valid basisfor admissions;

· Common minimum norms andstandards for infrastructure,equipment and teacher-relatedaspects for both state-funded andprivate unaided schools(recognizedand unrecognized); these may relateto school land and buildings, number,size and design of classrooms,drinking water and toilets, mid-daymeals, safety measures, barrier-freeaccess and other requirements ofvarious categories of disabilities,facilities for girls at the age of puberty,playground and sports, performingand fine arts facilities, teaching aids,library, laboratory, informationtechnology, number of teachers andtheir qualifications/specializationsalong with pre-service and in-servicetraining, pupil:teacher ratio andothers such requirements;

· Common curriculum framework,shared features of curriculum andcomparable syllabi with flexibilityrelating to texts, teaching aids,teaching-learning process, evaluationparameters, assessment proceduresand school calendar;

· Common language policy that takesinto account the multi-lingual contextof the majority of Indian children,pedagogic role of the mother tongueand its relationship with the statelanguage, minority languages (Article


350A) and the increasing significanceof English in providing equitableaccess to knowledge, careers andeconomic opportunities;

· Decentralized school-basedmanagement that ensures thenecessary degree of institutionalautonomy while locating it within thebroad framework of the 73rd and 74th

Constitutional Amendments relatingto rural and urban areas respectively;this requires the formation of schoolmanagement committees, with themajority of members being parents ofstudents and appropriate linkageswith local bodies; and

· Affiliation to a common Board ofExaminations for all schools within astate/UT.

ConclusionWe may say that the principlesunderlying the concept of InclusiveEducation are integral to the vision ofCommon School System. In the Indiancontext, Inclusive Education has to gobeyond the Salamanca Declaration(UNESCO, 1994) and transcend theissue of disability. It must concernitself with all marginalized sections of

society viz. dalits, tribals, religious andlinguistic minorities, child labour andof course, the physically and mentallydisabled and particularly the girls ineach of these categories, whom theschool system tends to exclude insubstantial proportions. Unless thisexclusionary character of Indianeducation is challenged, boththeoretically and in practice, byapplication of the principles of InclusiveEducation, neither the Common SchoolSystem nor Universalisation ofElementary Education (UEE) canbecome a reality.Let us acknowledge that no developedor developing country has ever achievedUEE or, for that matter, UniversalSecondary Education, without apowerful state-funded and state-regulated well-functioning CommonSchool System, founded on theprinciple of Neighbourhood Schools, inone form or another. India is unlikelyto be an exception to this historical andglobal experience, notwithstanding themisconceived ambition of the IndianState to become a ‘superpower’ by2020!.

REFERENCESAggarwal, J.C., (1966) : Major Recommendations of the Education Commission,

1964-66 Bhatnagar S. (1983) Indian Education Today and Tomorrow, LoyalBook Depo., Meerut , First Edition, 1983, page 556.

Govt. of India (1993) : Education for All : The Indian Science Deptt. Of EducationMinistry of Human Resource Development. GOI, Dec. 93

Ministry of Education. Report of the Indian Education Commisiion “Educationand National Development, 1964-66, New Delhi,

Ministry of Human Resources Development. (1986) : The National Policy ofEducation “Challenges in Education”

www. Radicalnotes.com


Right to Education Act: Formalising theDemise of the Ideal of Common School System

Dr. Kamaljeet Singh *

* Asstt. Professor, Dept. of Education, Punjabi University Regional Centre, Bathinda. (Pun.)

Abstract



Common School System based on the democratic ideals of equality and social justice hasbeen a cherished goal of Indian State. Until NPE-1986, the goal of universalising educationin India was envisaged in conjunction with the goal of moving towards education of equitablequality. The adoption of neoliberal economic reforms by the Indian State has resulted in thedilution of the democratic ideals and the predominance of market principles. In this context,the Right to Education Act 2009 by depriving the 0-6 age group of right to early childhoodcare and education and by legitimising the multi-layered school system has formalised thedemise of common school system in India.

IntroductionAfter the attainment of independence,India adopted the model of a welfarestate with democracy and socialism asits cherished goals. The policy plannerswell recognised the role of education inthe process of socio-economicdevelopment of the country. TheDirective Principles of state policyclearly reflect this commitment byproviding that “The state shall withinthe limits of its economic capacity anddevelopment make effective provisionfor securing the right of education”(Article 41) and “The State shall

endeavor to provide free andcompulsory education to children up tothe age of fourteen years within a periodof ten years from the commencementof the constitution.”(Article 45)The government of India took initiativeand provided leadership in the field ofeducation. In different five year plansconsiderable weightage was given toeducation both in qualitative andquantitative terms. Financialallocations for different sectors ofeducation were made in union and statebudgets. But the target of universalising

Right to Educatio Act : Formalising the Demice of.......................... 139

education could not be achieved withinthe stipulated period of ten years.Time to time different educationcommissions and committees wereappointed to make recommendations torealise the goal of universalising theeducation. Education Commissionappointed in 1964 recognised the roleof education in socio-economicdevelopment and made significantrecommendations for equalisation ofeducation opportunity. TheCommission while discussing thevarious impediments in the way touniversal education such as lack ofadequate resources, tremendousincrease in population, poverty of themasses, resistance to education of girlsetc. set the deadline to fulfill theconstitutional directive by 1985-86.The National Policy on Education (1986)by recognising education as a uniqueinvestment in present and the futurereiterated national commitment foruniversalising education.Acharya Ram Murti Committeeappointed in 1990 to review Nationalpolicy on Education, 1986 addedanother dimension to policy discourseon universalising education by statingthat the constitutional directive ofproviding free and compulsoryeducation for all children until theycomplete the age of 14 years includeswithin its scope early childhood careand education as well. According to thecommittee the early childhood care andeducation for all is of immensesignificance for universalisation ofeducation on two counts, firstly it helpsto prepare the young child for schooland secondly, it can enable girls

engaged in taking care of youngersiblings to attend school.Common School System asEnvisioned in IndiaThe ideal of common school systemcame to occupy a place of significancein the educational policy discourse inour country with the recommendationsof Education Commission (1964-66)headed by Prof. D.S. Kothari. In itsreport, while providing a critique ofexisting education system, theCommission highlighted that instead oftrying to provide good education to allchildren, or at least to all the ablechildren from every stratum of society,it is available to a small minority whichis usually selected not on the basis oftalent, but on the basis of its capacityto pay fees (GOI, 1966: 10). In such aschool system the children of massesare unable to find access to good qualityschools and are compelled to receivesub-standard education, whereas, theeconomically privileged people are ableto avail good education for their wards.The Commission viewed such asituation as undemocratic andinconsistent with the ideal of anegalitarian society, and recommendedthat if these evils are to be eliminatedand the educational system is tobecome a powerful instrument ofnational development in general, andsocial and national development inparticular, we must move towards thegoal of a common school system ofpublic education:• Which will be open to all children

irrespective of caste, creed,community, religion, economicconditions or social status;


children and girls who cannot attendwhole day schools, especially ineducationally backward states. The NPEalso made a recommendation toestablish another layer of schools in theform of Navodaya Vidyalayas fortalented children. Such schools wereenvisaged as pace-setter schools havingquality of education far above that ofthen existing government schools.Such policy recommendations of NPE1986 for establishing different schoolsof varied quality for children withdifferent socio-economic andintellectual dispositions have been cleardepiction of retreat of the state from thecommitment to the goal of commonschool system and also from that ofachieving universal education byensuring “equal opportunity to all notonly is access, but also in the conditionsfor success.”Supreme Court Judgments and Rightto EducationIn the early nineties the Supreme Courtof India interpreted the constitutionaldirectives regarding education in a newlight. In its judgments in cases MohiniJain versus the state of Karnataka andJ.P. Unni Krishnan & other versus stateof Andhra Pradesh, deliveredrespectively on September, 30, 1992and February 4, 1993, the court madethought provoking statements aboutthe fundamental right character ofeducation in India. The court opined“Though the right to education is notstated expressly as a fundamental right,it is implicit and flows from the right tolife guaranteed under Article 21”.The Right to education has fundamentalsignificance to the life of an individual


and the nation. Without educationbeing provided to the citizens of thiscountry, the objectives of social-economic and political justice set forthin the preamble to the constitutionwould fail. The court further observedthat, “The fundamental rightguaranteed under part III of theconstitution of India, including the rightto speech and expression and otherrights under article 19 cannot beappreciated and fully enjoyed unless acitizen is educated and is conscious ofhis individualistic dignity”.While interpreting the constitutionalprovisions regarding education thecourt stated that, “Right to Education,understood in the context of Articles 45and 41 means (a) every child/citizen ofthis country has a right to freeeducation until he completes the ageof fourteen years and (b) after a child/citizen completers 14 years, his right toeducation is circumscribed by the limitsof the economic capacity of the state andits development”.These judgments of the apex court thusprovided the citizens of India afundamental right to education. Thisright to free education is available tochildren until they complete the age of14 years. Thereafter a citizen has a rightto call upon the state to provideeducational facilities to him within thelimits of its economic capacity anddevelopment.Right to Education Act and Demiseof the Ideal of Common SchoolSystemIn 2002, provision for making right toeducation a Fundamental Right wasmade through the 86th amendment in

the Indian Constitution. But, the Indianstate took a very long time to put inplace the required legal framework forimplementing the right to education.Right to Education (RTE) Act passed bythe Indian parliament in 2009 came intoforce from April 1, 2010. The RTE Actprovides: “Every child of the age of sixto fourteen years shall have a right tofree and compulsory education in aneighbourhood school till completion ofelementary education” (GOI, 2009: 3).The provision of right to education is asignificant development in the directionof realization of the long-cherished goalof universal elementary education.The provision of right to education bythe Act presents a major paradigm shiftfrom the already existing constitutionalprovisions regarding education asinterpreted by the Supreme Court ashaving fundamental right character.Firstly, this act restricts thefundamentals right to the children inthe 6-14 age group only, thus deprivingthe children in the 0-6 age group of theright to early childhood care andeducation given by the Supreme Court.By withdrawing this right thegovernment is essentiallydiscriminating between the rich and thepoor since the former will sufferthroughout their education due to thishandicap in early childhood (Sadgopal,2001:44)Secondly, the act confines the rightmerely to elementary education,whereas according to the SupremeCourt’s interpretation the scope of theright may be widened with economicdevelopment and prosperity.


Thirdly, the Act recognises four differentcategories of schools viz. (i) schoolsestablished and managed bygovernment or local authority; (ii)privately managed but government-aided schools; (iii) government schoolsbelonging to specific categories such asCentral Schools, Navodaya Vidyalayas,Sainik Schools etc. and (iv) privateunaided schools. Within each of thesefour categories, there is going to be awhole range of schools – from (a) thosegovernment and private schools thatbarely fulfill the infrastructural normsas required by the Schedule in the Actto (b) those schools, again bothgovernment and private, which will bereasonably well-endowed (e.g. withPupil-Teacher Ratios of 1:20 to 1:25 andteachers for fine arts, physical educationand computers) and, finally, to (c) thosewhich will arrogantly claim to be ‘over-endowed’ with air-conditioned classrooms, swimming pools, round the clockinternet-coverage and InternationalBaccalaureate affiliation! The Act willnot only co-exist with this disparity-based multilayered school system butwould also legitimize it in various ways(Sadgopal, 2010, 22-23).Therefore, the RTE Act while legitimisingdifferent types of schools having variedinfrastructural and academic facilitiesand imparting education of variedquality has totally disregarded theframework of common school system.Equality has been at the very basis ofthe common school system expressingitself as equality of opportunity andequality in availing quality education.The RTE Act is lacking in commitmentfor equality and removal of disparities

on the one hand and provision ofcomparable quality of education for allon the other. It has rather provided aframework for discriminatory provisionof education by providing right toeducation only to those children whoget admission in governmental orgovernmental-aided school. In thisregard, the Act states: “The appropriategovernment shall provide free andcompulsory elementary education toevery child provided that where a childis admitted by his or her parents orguardian, as the case may be, in aschool other than a school established,owned, controlled or substantiallyfinanced by funds provided directly orindirectly by the appropriateGovernment or local authority, suchchild or his or her parents or guardian,as the case may be, shall not be entitledto make a claim for reimbursement ofexpenditure incurred on elementaryeducation of the child in such otherschool”(GOI,2009)This right to education is thus notavailable to children studying in theprivate schools. Such delimitation,while challenging the status of this rightas a fundamental right of the allcitizens, would lead to furthersegregation of school population withever expanding fee-charging privateschools and the government andgovernment-aided schools generallyfinding their clientele from the lowersocial economic strata. Thus, the Acthas reflected a U-turn in the educationpolicy making in our country. Although,a provision has been made in the Actto reserve 25% seats for childrenbelonging to weaker sections and


disadvantaged groups from theneighbourhood even in the unaidedprivate schools and reimbursement ofthe expenditure incurred on them bythe government, but such a provisionis also totally against the spirit ofcommon school system.ConclusionAfter independence, the Indian state asa welfare state set universalisation ofeducation as its cherished goal.Further, in consonance with thedemocratic essence of our constitution,the establishment of common schoolsystem was envisioned. Subsequently,concerted efforts have been made for therealisation of these goals, but, boththese goals remain elusive. Theadoption of neoliberal economic reformsby the Indian state since nineties hasresulted in its transmogrification froma welfare state to a neoliberal state. Thishas resulted in the predominance of

market logic in different domains of oursociety. Education being a sub-systemof society cannot remain aloof of thesechanges. Various developments in thefield of education in the past twodecades have been organically linked tothe neoliberal reforms. The Right toEducation Act passed in 2009, has beena significant step in the direction ofuniversalisation of education in ourcountry. But the various provisions ofthe Right to Education Act 2009 aremore in consonance with the neoliberalframework rather than that ofdemocratic framework of ourConstitution. The Act legitimizes theexistence of different types of schoolsbeing accessible to different socio-economic strata. As a result, the Actinstead of fostering the establishmentof an equality-based school system forall has rather become a testimony offormalizing the demise of the ideal ofcommon school system in our country.

REFERENCESDe, Anuradha, Khera, Reetika, Samson, Meera & Shiva Kumar, A.K. (2011): PROBE

Revisited: A Report on Elementary Education in India, New Delhi: OxfordUniversity Press.

Government of India (1966): Education and National Development, Report of theEducation Commission (1964-66), New Delhi: Ministry of Education.

Government of India (1998): National Policy on Education 1986, New Delhi:Ministry of Human Resource Development.

Government of India (2009): The Right of Children to Free and CompulsoryEducation Act, 2009, New Delhi: Ministry of Law and Justice.

Government of India (2011): Faster, Sustainable and More Inclusive Growth:Draft of Approach Paper to Twelfth Five Year Plan, New Delhi: PlanningCommission.

NUEPA (2011): Elementary Education in India: Progress towards UEE, New Delhi:National University of Educational planning and Administration.

Sadgopal, Anil (2001): Political Economy of the Ninetythird Amendment Bill,Mainstream, December 22, pp. 43-50.

Sadgopal, Anil (2010): Right to Education vs. Right to Education Act, SocialScientist, Volume 38(9-12), pp.17-50.


Right to Education and Common School System

Dr. Noorjehan N. Ganihar *

* Professor, Faculty of Education, Karnatak University, Dharwad. (Karnataka)

Abstract



India has provided highly stratified private schools in order to cater to different classes ofpeople. The right to education has supporting people to develop the communication skills todemand these rights., the confidence to speak in a variety of forums and ability to negotiatewith a wide range of government officials and power holders. The role of Common SchoolSystem functioning through neighborhood schools, one would only postpone giving everychild an equal opportunity to fully develop her potential for knowledge acquisition,internationalization of human and democratic values and, above all, articulation of herown vision of India.

IntroductionThe Right to Education has receivedconsiderable impetus during the lastdecade as a result of the concerted effortof many groups and agencies that madedetermined efforts to ensure that allchildren in India receive at leastminimum education irrespective oftheir socioeconomic status and theirability to pay for education in a situationof continuous impoverishment anderosion of basic needs. The desire tohave a Common School System in Indiais as old as the Kothari Commission.No one who is concerned with equity ineducation and the creation of a new

citizenry can disagree with this goal.Unfortunately we are discussing aboutthis goal at a point of time when privateschools have mushroomed and becomethe institution of first choice for thechildren of the elite and even of themiddle classes. India has providedhighly stratified private schools in orderto cater to different classes of people.These institutions are delivering ‘good’results for their respective clients, whilethe huge bulk of the less fortunate areconsigned to Government schools.Given the size of our population and themagnitude of illiteracy, notransformation is possible through the

Right to Education and Common ............................ 145

model of privatization. There is no shortcut except to make the Governmentschools function. India is signatory tothree key international instrumentsthat guarantee the Right to Education– Universal Declaration of HumanRights, 1948, the InternationalCovenant on Economic, Social andCultural Rights (Covenant), 1966 andthe (UDHR) Convention on the Rightsof the Child (CRC), 1989.In 2002, India joined, albeit after fifty-two years of Independence, the host ofcountries that provide a constitutionalguarantee for Free and CompulsoryEducation (FCE). Article 21–A of theIndian Constitution casts a duty uponthe State to provide FCE to children inthe age group of six to fourteen years,‘as the State may, by law, determine’.Defining the Right to EducationThe right to education has beenuniversally recognised since theUniversal Declaration of Human Rightsin 1948 and has since been enshrinedin various international conventions,national constitutions and developmentplans. However, while the vast majorityof countries have signed up to, andratified, international conventions (suchas the UN Convention on the Rights ofthe Child) far fewer have integratedthese rights into their nationalconstitutions or provided the legislativeand administrative frameworks toensure that these rights are realised inpractice. In some cases the right existsalong with the assumption that the usershould pay for this right, underminingthe very concept of a right. In others,the right exists in theory but there isno capacity to implement this right in

practice. Inevitably, a lack ofgovernment support for the right toeducation hits the poorest and thehardest. Today, the right to educationis still denied to millions around theworld.As well as being a right in itself, the rightto education is also an enabling right.Education ‘creates the “voice” throughwhich rights can be claimed andprotected’, and without educationpeople lack the capacity to ‘achievevaluable functioning as part of theliving’.If people have access to education theycan develop the skills, capacity andconfidence to secure other rights.Education gives people the ability toaccess information detailing the rangeof rights that they hold, andgovernment’s obligations, Mukherjee(1944).It supports people to develop thecommunication skills to demand theserights, the confidence to speak in avariety of forums, and the ability tonegotiate with a wide range ofgovernment officials and power holders.75 million children do not have accessto basic education. 150 million childrencurrently enrolled drop out beforecompleting primary education - at leasttwo-thirds are girls. 776 million adultsin the world are illiterate and never gotan education.1. The right to education means that all

these people have been discriminatedagainst and their rights have beenviolated.

2. The right to education means thatthese rights-holders can stand upand that something can be done.


3. The right to education means thatgovernments and the internationalcommunity can be held accountable.

Common School SystemCommon School System means theNational System of Education that isfounded on the principles of equalityand social justice as enshrined in theConstitution and provides education ofa comparable quality to all children inan equitable manner irrespective oftheir caste, creed, language, gender,economic or ethnic background,location or disability (physical ormental), and wherein all categories ofschools – i.e. government, local body orprivate, both aided and unaided, orotherwise – will be obliged to (a) fulfillcertain minimum infrastructural(including those relating to teachersand other staff), financial, curricular,pedagogic, linguistic and socio-culturalnorms and (b) ensure free education tothe children in a specifiedneighbourhood from an age group and/or up to a stage, as may be prescribed,while having adequate flexibility andacademic freedom to explore, innovateand be creative and appropriatelyreflecting the geo-cultural and linguisticdiversity of the country, within thebroad policy guidelines and the NationalCurriculum Framework for SchoolEducation as approved by the CentralAdvisory Board ofEssential Features of Common SchoolSystemEssential features of a Common SchoolSystem that is to be developed as theNational System of Educationpertaining to school education:

• coverage from pre-elementary to PlusTwo stage;

• all schools, including private unaidedschools, to provide absolutely freeeducation from pre-primary to classVIII as per Article 21A and theamended Article 45 (read with Article21) of the Constitution; for secondaryand senior education, a rational feestructure to be ensured by the state/UT governments and/or local bodiesin all category of schools;

• all schools, including private unaidedschools, to become neighbourhoodschools; neighbourhood to bespecified for each school with a viewto optimize socio-cultural diversityamong children in each school;necessary legislation to cover allgovernment, local body and privateschools to be enacted;

• screening, interviews or parentalinteraction not allowed as a valid basisfor admissions;

• common minimum norms andstandards for infrastructure,equipment and teacher-relatedaspects for both state-funded andprivate unaided schools (recognizedand unrecognized); these may relateto school land and buildings, number,size and design of classrooms,drinking water and toilets, mid-daymeals, safety measures, barrier-freeaccess and other requirements ofvarious categories of disabilities,facilities for girls at the age of puberty,playground and sports, performingand fine arts facilities, teaching aids,library, laboratory, informationtechnology, number of teachers andtheir qualifications/specializations

Right to Education and Common ............................ 147

along with pre-service and in-servicetraining, pupil-teacher ratio andothers such requirements;

• common curriculum framework,shared features of curriculum andcomparable syllabi with flexibilityrelating to texts, teaching aids,teaching-learning process, evaluationparameters, assessment proceduresand school calendar;

• common language policy that takesinto account the multi-lingual contextof the majority of Indian children,pedagogic role of the mother tongueand its relationship with the statelanguage, minority languages (Article350A) and the increasing significanceof English in providing equitableaccess to knowledge, careers andeconomic opportunities;

• decentralized school-basedmanagement that ensures thenecessary degree of institutionalautonomy while locating it within thebroad framework of the 73rd and 74thConstitutional Amendments relatingto rural and urban areas respectively;this requires the formation of schoolmanagement committees, with themajority of members being parents ofstudents and appropriate linkageswith local bodies; and

• affiliation to a common Board ofExaminations for all schools within astate/UT.

ConclusionClearly, the market assault is notmerely in terms of denying educationof equitable quality to the masses butalso in terms of the social andpedagogical character of knowledge

itself. This is to be viewed as anepistemological assault on thegeneration, distribution and transactionof knowledge. The question of politicaleconomy of knowledge cannot beignored much longer. One needs torecreate new Takshilas and Nalandaswhere the vision of 21st century Indiawill have to be debated afresh andreconstructed in the image of our 150-year long freedom struggle againstinequality, injustice and imperialism.The challenge is now being increasinglydeciphered by the people’s movements.Education is certain to be accepted asthe fourth critical resource, apart fromjal-jangal-jameen (water-forest-land), forthe survival of the struggling masses[9].Herein lies the emerging agenda for thepeople’s movements to recover andredefine India’s democracy andsovereignty.

The following aspects provide someguidelines in defining the non-negotiable minimum matrix of rights,which is useful not only for policyanalysis but also for developing aninstitutional framework forimplementation:• Identifying minimum entitlements

related to availability andaccessibility.

• Identifying minimum entitlementsrelated to acceptability andadaptability.

•Respecting and implementing non-negotiable principles such as equality,non-discrimination, survival anddevelopment of the child, childparticipation and best interests of thechild.


•Creating an enabling framework wheresolutions to barriers against FCE areprovided.

•Ensuring that barriers against FCE arenot punished.

•Ensuring that relationships betweenchild–State, parent–child, parent–State and community–child/parent–State are clearly defined.

• Locating social accountability ofdifferent actors and creating agrievance redressal mechanism. Thiswould entail clear identification ofduty-bearers at different levels –

Centre, State, District, Local levelbodies and school.

•Capacity building of the right–holdersas well as the duty–bearers.

A clear rights-based policy should betranslated into skeletal Centrallegislation. Such skeletal legislationshould be supplemented by ModelStatutory Rules that will operate in theabsence of State Rules. Such a modelof legislation will allow for State-levelflexibility without compromising onnon-negotiable minimum standards.

REFERENCES

Mookerjee, S. P. (1944), “Education in British India”, Annals of the American

Academy of Political and Social Science. 56(8), pp. 265-269

Dieter, B.K. (2005). The Protection of the Right to Education by International Law.

The Hague: Martinus Nijhoff. p. 19. ISBN 90-04-14704-7.

Sarva Shiksha Abhiyan in Sangrur District............................ 149

Sarva Shiksha Abhiyan in Sangrur District ofPunjab : A Case StudyKamalpreet Kaur * & Ravinder **

* SRF, Dept. of Education and Community Service, Punjabi University, Patiala. (Pun.)** Lecturer, Shukdeva Krishna College of Education for Girls, Moga. (Pun.)

Abstract



Sarva Shiksha Abhiyan in Sangrur district of Punjab was studied in terms of educationalprovisions at elementary stage: number of elementary schools and teachers, comparisonprovision of infrastructure and schooling facilities including teachers and student enrolmenttrends before and during Sarva Shiksha Abhiyan Programme. The study is based onsecondary sources of data. From the findings it was found that the number of schools inSangrur district increased but in 2007-08 this number decreased. Almost all the schoolsare provided with basic facilities like playground, common toilets, drinking, water, ramp,electricity and fire safety. The total enrolment figures over the period 2003-04 to 2006-07show an increasing trend and then decline. It may be observed from enrolment figure forthe years 2003-04 to 2008-09 that boys share is always more than girls’ share. Caste wisecomparison of enrolment shows that Percentage of general category students to totalenrolment shows a declining trend of (9-10%) from 2003-04 to 2008-09 than other categorystudents.

IntroductionPrimary education is the firstfoundation of all further education. Itis the basis on which the future of thechild as well as the nation depends.Imparting primary education is aconstitutional obligation of the Indiangovernment. Article 45 of the DirectivePrinciples of the Indian Constitutionand the 86 the ConstitutionalAmendment Act, 2002 states that it is

the duty of the government to providefree and compulsory education to everychild until he or she attains the age of14. The National Policy of Education(1986) and Programme of Action (POA)have emphasized the importance ofUEE. The Right to Education Bill hasbeen passed by Rajya Sabha on 21 July2009 and now it is to be passed by LokSabha. The right to education alsoempowers the individual to exercise


other civil, political, economic, socialand cultural rights. The Sarva ShikshaAbhiyan is one such step undertakenby the government for universalizationof education. The scheme of SarvaShiksha Abhiyan was launched by theGovernment of India in 2001. Theassistance under the programme ofShiksha Abhiyan was on 85:15 sharingarrangement between the CentralGovernment and the state governmentsduring the ninth Plan, a 75:25 duringthe tenth Plan, and at 50:50 thereafter.The programme covers the entire,except the state of Goa. During 2004-05, Annual Works Plans of 598 districtswere approved under SSA. Theprogramme seeks to open new schoolsinhabitations which do not haveschooling facilities and strengthenexisting school infrastructure throughprovision of additional classrooms,toilets, drinking water maintenancegrant and school with inadequateteacher strength are provided additionalteachers under the programme. Thecapacity of existing teachers is built byextensive training, provision of grantfor developing teaching-learningmaterial and development of academicsupport structure. SSA has a specialfocus on girls’ and children of weakersections. A number of initiatives,including free textbooks, target thesechildren under the programme. SSAalso seeks to provide computer-aidededucation even in rural area. The SSAis a major intervention towardsachieving the long cherished goal ofuniversalization of elementaryeducation (UEE) through a time boundintegrated approach, in partnership

with states. The SSA aims to provideuseful and quality elementaryeducation to all children of the 6-14 agegroups, by 2010. SSA is helpful inimproving and providing qualityeducation, community participation,and enrolment of students, PTR,attendance and accountability ofteachers (Prabhakar 2006).There are some research evidencewhich explored that for universalisationof primary education focus must be onlocal conditions affecting schoolingsuch as allocation use of resources inteaching learning in the classroom(Banerjee 1997).ObjectivesFollowing qare the objectives of thestudy1.To study infrastructure, schooling

facilities and teacher strength duringSarva Shiksha Abhiyan Programme.

2.To study and compare enrolmenttrends of boys and girls as well as, SC,and general population groups atelementary stage.

Approach to the StudyTo achieve these objectives, descriptivemethod of research taking into accountboth qualitative and quantitativeapproaches have been followed.Profile of Study AreaSangrur District falls in the Southernpart of the Punjab State and is boundedby latitudes 290 44' 45" (N) andlongitude 750 14' 45" (E). The districthas 12 community development blocksSangrur, Mehalkalan, Sunam Leha-rgage Andona and 4 Subdivision namelyMalerkotla, Barnala, Sunam, Dhuri andMoonak. The district is constituted of17 towns and 701 villages.


Sources of DataThe study is based on secondarysources of data such as Census data ofPunjab, Ministry of MHRD documents,SSA Authority of Punjab, D.E.O.(Elementary Education) Sangrur, DIET(Sangrur).Progress in Elementary Education inSangrur under SSAThe implementation of SSA in Sangrurdistrict of Punjab as in all other districtsand also different states in rest ofcountry has yielded some significantresults in terms of school inputs andenrolment and retention. A few glimpsesof progress in elementary educationmade under SSA in Sangrur district aregiven hereunder.

1. Infrastructure, Schooling Facilitiesand Teacher Strengtha) School Strength:It may be observed form table that therewere 1267 schools (2005-06) and in2006-07 there were 1326 Schools. Thenumber increased by 59 but in 2007-08 this number decreased by 306schools to 1020.

Table 1

School Strength

Number of Schools by Category

Year Pri. Pri. with Pri. with Uppr. Pri. Upr. Pri. Total Uppr. Pri. Upr. Pri and Only with Sec. Govt. Sec./Sr Sec. Schools

2005-06 831 12 8 165 251 1267

2006-07 863 0 1 189 273 1326

2007-08 672 0 0 160 188 1020Source: Elementary Education in Government School in Punjab (DISE-2007-08).

b) Schooling Facilities:The number of schools having differentfacilities, number of classrooms, SCR inSangrur district is provided in (Table 2).It may be noted that playground facilityprovided in 828 (65.35%) schools,common toilet is provided 946 (74.66%)schools. Electricity which was basicnecessity was 1060 (83.66%) schools,while fire safety was only in 21.67%schools during 2005-06. Drinking waterwas provided in 89.39% schools. In2006-07, the number of schools havingplayground facilities is 430 (32.42%)schools, Electricity is available in 1025(77.30%) schools. In 2007-08 Girlstoilets were available in 893 (87.54%)schools, drinking water in 987 (96.76%)schools and electricity is available in92.05%. It may be noted that theinformation with regard to schoolingfacilities is scanty over the years 2005-06 to 2007-08. However, it is the matterof satisfaction that basic facilities areavailable in most of elementary schools.The number of classrooms has alsoincreased is from 2004-05 (5463), 2005-06 (5552) in 2006-07 (5929). Though


there is decline in number ofclassrooms in 2007-08, the reasons forsame need to identified.

Student Classroom Ratio (SCR):The SCR of government primaryschools, lies between 27% to 30%.Student Classroom Ratio was 27.49%in 2004-05 and it increases by 3.45%in 2006-07 by 30.94%. Decreasingtrend of student classroom ratio showspositive trend that more classroomfacilities are available for student. It ispositive sign for improvement in schoolinputs. From data analysis it was clearthat from 2005-06 to 2007-08, 90.95%schools are locates in governmentbuildings. In 2005-06 only 4 schoolshad no building, but in 2007-08 only 2schools have no building. It meansschool buildings are being constructedunder SSA time to time for providingbasic facilities. It may be observed thatthe large number of schools have three

or more than three classroom. This isagain a good sign in school inputs.c) Teacher StrengthThe number of government primaryschools and the number of teachersper school and are number of teachersare provided for the time period from2004-05 to 2008-09 in (table 2).The table 2 shows the number ofprimary schools 1359 and teachersstrength 6310 for the year (2002-03).The teacher per school ratio was 4.64.The number of schools and teachersstrength decreased, so number ofteachers per school also decreased. Itwas 4.76 in 2003-04. The number ofschools decreased (1185) in the year(2004-05) and number of teachers alsodecreased to 4848. In 2005-06 numberof schools increased by 1267 butnumber of teacher decreased 4243 andnumber of teachers per school camedown to 3488. Then in 2006 number ofschools and teachers increased to

Table 2Teacher Strength

Number of Teachers and Government Primary Schools

Year No. of STR Teachers No. of Teacher/

Schools Male Female Total Schools

2002-03 1359 0 - - 6310 4.643

2003-04 1324 21.49 - - 6310 4.765

2004-05 1185 30.98 2115 2229 4848 4.091

2005-06 1267 39.19 2029 2127 4243 3.488

2006-07 1326 35.98 2433 2665 5098 3.844

2007-08 1020 29.28 2099 2253 4352 4.266

2008-09 1008 29.95 1929 2197 4126 4.093Source : Management Department of Education, PRI, Tribal Social Welfare Dept.

Local Body 2008-09. Elementary Education in Government School in Punjab (DISE-2007-08)


1326, 5098 respectively and number ofteachers per school also increased by3.844. In 2007-08 and 2008-09 numberof teachers per school was 4.276 and4.09 respectively. The number ofteachers shows a disturbing trend from2005-06 to 2008-09 and number ofteachers per school also shows adisturbing trend during this period. Thetable also shows that in governmentschools number of female teachers ismore than male teacher .The districtauthorities were unable to explain thedisturbing trend of continuous declinein number of schools and teachers. Thesplit of district may have an adverseeffect, but it is not specified in theavailable data set.2 Student Teacher Ratio:The data pertaining to student teacherratio in elementary school of Sangrurover the period 2004-05 to 2008-09 isalso given in table 3.It is clear from tablethat student teacher ratio was 21.49 in(2003-04). It increased to 30.98 in(2004-05), 39.19 (2005-06) and afterwards shows a continuous decline to35.98 in (2006-07), 29.28 in (2007-08)and 29.95 in (2008-09). The increase instudent teachers ratio in (2005-06) tothe turns of 17.7% (approximately) maydue to decrease in number of teachersfrom the previous year that is (2004-05).This may be due to promotion ofteachers and hence their shifting tosecondary schools. Inspite of inputsprovided under SSA, the studentteacher ratio has shown an increase isa concern for educational authorities tolook into ‘rational bases transfer andrecruitment policy’ to provide as properand appropriate student teacher ratio.

Further it was clear from data that 128schools in (2005-06) had no teachers.It was only 38 schools (3.73%) in (2007-08) which have no teacher. On the otherhand percentage of schools having 2 or3 or more than 3 teachers is onincreases. The reason may be thatgovernment is recruiting new teachersin schools, especially in remote andborder areas. It is clear from data thatnumber of teachers by academicqualifications. This shows that teachers’academic qualification has beenincreasing over the period, under study.The number of teacher with belowsecondary’ and ‘secondary’ qualificationhas declined. There are 30% to 40%teachers who are postgraduate andgraduate in session (2006-07 and 2007-08). This may be due to the fact thatteachers with below secondary aregoing to retire with passage of time, Newrecruitment of teachers is with high i.e.post graduate and graduatequalifications. It is expected that newgeneration of highly qualified teacherswill have a positive effect on quality ofprimary education.3. Student Enrolment at ElementaryStageStudent enrolment in governmentschools in Sangrur district in terms oftotal enrolment, boys’ enrolment, girls’enrolment along caste with thepercentage for the year 2003-04 to2008-09 is provided in (table 4).Thetotal enrolment figures over the period2003-04 to 2006-07 show an increaseand then decline.The enrolment of years 2006-07 ishigher than that of 2007-08 and 2008-09.It may be observed that the increase


Table 3 A

Student Enrolment

Student Enrolment (in Different Categories)Total

Years Total Boys % Girls % Disabled Children2003-04 135638 70482 51.94 65176 48.05 -

2004-05 150184 79681 53.05 70503 46.94 -

2005-06 166189 87416 52.60 78773 47.39 1214

2006-07 183417 96530 52.62 86887 47.37 929

2007-08 127557 67161 52.65 60390 47.34 950

2008-09 123576 65139 52.71 58437 47.28 -

Years General % SC % ST % OBC % Total

2003-04 45456 33.5 67718 49.9 1 0.0 22463 16.6 135638

2004-05 47613 31.7 78838 52.5 532 0.4 23201 15.4 150184

2005-06 48813 29.4 89098 53.6 327 0.2 27951 16.8 166189

2006-07 54034 29.5 99212 54.1 71 0.04 30100 16.4 183417

2007-08 33051 25.9 70624 55.4 90 0.07 23786 18.6 127557

2008-09 27921 22.6 72193 58.4 0 0 23462 18.9 123576

Table 3 B

Student Enrolment

Student Enrolment (in Different Categories)Total

Source: Management Department of Education, PRI, Tribal Social Welfare Dept. LocalBody 2008-09.

in enrolment may be due to SarvaShiksha Abhiyan drive for enrolment.The decline in the last two sessions maybe due the reason that : (i) either thereis stability in population growth in theage group 0-6 or (ii) shifting of studentsin the age group of 6-14 to privateschools. This needs to be probed.4. Gender Wise Distribution:The gender wise distribution inenrolment of students elementary stageshows that out of the total enrolmentof 1,50,184 the number of boys are

79,681 (53.05%) girls’ are being 70,503(46.94%) for the year 2004-05. It was1,66,189 in 2005-06. In which boys’share was 87,416 (52.60%) and girl’sshare was 78,773 (47.39%). It was1,83,417 in 2006-07 somewhat morethan previous year in which boys’ sharewas 96,530 (52.62%) and girls’ sharewas 86,887 (47.37%).A smallfluctuation is noted in the enrolmentfor the year 2004-05, 2005-06 and2006-07 being 1,50,184, 1,66,189,1,83,417 and 1,27,557 respectively.


However, there in substantial declineduring session 2007-08 i.e. 1,27,557 ascomparer to 1,83,417 in the previoussession.It may be observed fromenrolment figure for the years 2003-04to 2008-09, boys’ share is always morethan girl’s share. Boys’ share is alwaysmore than 50% and girls’ share is alwaysless than 50%.Though the percentageshare of boys in total enrolment hascontinuously decreased over the years2006-07, 2007-08, 2008-09 was 96530,67161, and 65139. (Highest in 2006-07 with 52.62%), still it is higher thanthat of girls.It may be seen that therewas reporting of disabled children whoare 1214 in 2005-06, 929 in 2006-07,950 in 2007-08. Enrolment of childrenwith disability showed that boys were0.97% and girls were at 0.58 %Thus itmay be concluded that boys’ enrolmentpercentage lies between (50%) to (53%).But percentage share of girls in totalenrolment has remained between46.94% to 48.05% over the years 2003-04 to 2008-09. It has been less than50% which may be due to biased sexratio in the population.5. Caste wise Distribution:Students’ enrolment by caste in termsof percentage to total enrolment showsan increase of (9-10%) from 2003-04 to2008-09 as given in Table (4).Butpercentage of general category studentsto total enrolment shows a decliningtrend of (9-10%) from 2003-04 to 2008-09.The percentage of general categorystudents’ enrolment goes on decreasingover the years . The reason of this trendis that parents of general categorystudents opt private or aided schoolsfor better learning.The percentage of SC

enrolment has always above 50% fromthe years 2004-05 to 2008-09. Similarlyenrolment of ST, OBC also showsincreasing trend. The percentage ofOBC goes on increasing over the year2003-04 (16.56%) to 2008-09 (18.98%).It showed an improvement status of SC,ST and OBC castes in society. The largeshare of SC, ST, OBC population in thegovernment elementary schools may bebecause of decreasing strength ofgeneral population who trend to sendtheir children in private schools.Conclusion1.School Strength:The number ofschools in Sangrur district increased by59 but in 2007-08 schools numberdecreased by 306 schools to 1020. Butthe number of schools has decreasedin the district. The decline in numberof schools is due to emerging to Barnalaas district from Sangrur.2.Schooling Facilities :Almost all theschools are provided with basic facilitieslike playground, common toilets,drinking, water, ramp, electricity andfire safety. However, it is matter ofsatisfaction that basic facilities areavailable in most elementary schools.The number of class rooms has beenincreased till 2006-07 but there isdecline in number of classrooms in2007-08.Student classroom ratio ofgovernment schools lies between 27%to 30%.Decreasing trend of studentclassroom ratio shows positive trendthat more classroom facilities areavailable for students.3.Teacher Strength: The number ofteachers shows a distributing trendfrom 2005-06 to 2008-09 and numberof teachers per schools also, shows a


disturbing trend during this period. Thetrend of teachers shows that numberof ratio teacher and single teacherschools is decreasing on the other handpercentage of schools having 2 or 3 ormore than 3 teachers is on increasing.4.Student Enrolment: The totalenrolment figures over the period 2003-04 to 2006-07 show an increase andthen decline. The enrolment of the years2006-07 is higher than that of 2007-08and 2008-09.It may be observed from

REFERENCESAhuja, M (2008) : Report on Monitoring of Sarv Shiksha Abhiyan implementation in

Punjab. October 2007 to March 2008, Department of Education PunjabUniversity, Chandigarh.

Balkrishan, D.R G., Narta S.S. and Verma O.P. (2007) : Drop-Out Children inHimachal Pradesh. www.himachal. govt. in/SSA Research accessed on 5-8-2009.

Banerjee, R.(1997) : Why Don’t Children Complete Primary School? A case Studyof a Low Income Neighborhood in Delhi, Economic& Political Weekly, August1997.

Dhar.T.N., (2004) : Modules on Quality Dimensions of Elementary Educationunder SSA.New Delhi : NCERT.

District Education Office, (2007-08) : Sarva Shiksha Abhiyan Authority annualPlan, Sangrur(Punjab), Sangrur, DEO Office.

Mehta, A.C. (2006) : Elementary education in India progress towards UEE AnalyticalReport 2003-05, NI9EPA, New Delhi.

Ministry of Human Resource Development, Department of Elementary Educationand Literacy. Sarva Shiksha Abhiyan – A Programme for UniversalElementary Education.

NCERT (1982) : Impact of Mid-Day-Meal Programme, 1981-82. A National levelStudy by NCERT.

NUPEA (2009) : Flash Statistics; Elementary Education in India; Progress towardsUEE. NUEPA and department of School Education and Literacy. MHRD,GOI.

Prabhakar (2006) : India Begins to Learn: SSA Succeeds. The Tribune, Oct., 10.Ramchandran, V. (2003) I “Backward and forward linkage that strengthen Primary

Education: Economic and Political Weekly. 38, (10).Sarav Shiksha Abhiyan Authority (2003) : Sara Shiksha Abhiyan Punjab; Annual

Report 2002-03, to 2008-09; Chandigarh: SSA.Satvir (2006): Sarva Shiksha Abhiyan: Question of Relevance (in Punjabi). Punjabi

Tribune, August, 28.

enrolment figure for the years 2003-04to 2008-09, boys share is always morethan girls’ share. Boys share is alwaysmore than 50% and girls’ share isalways less than 50% which may be dueto based sex ratio in the population.Percentage of general category studentsto total enrolment shows a decliningtrend. The percentage of SC enrolmenthas always above 50% from the years2004-05 to 2008-09. Similarlyenrolment of ST, OBC, also showsincreasing trend.

f”k{kk dk vf/kdkj vkSj f”k{kd izf”k{k.k -------------------------- 157

* izk/;kid] “kkldh; LukrdksRrj f”k{kk egkfo|ky;] mTtSu ¼e/;izns”k½

f”k{kk dk vf/kdkj vkSj f”k{kd izf”k{k.k

MkW- ,- ih- ik.Ms; *

f”k{kk dk egRo fufoZokn gSA izkphu le; ls ysdj vkt rd f”k{kk esa yxkrkj ifjorZu] ifjo/kZu] vuqla/kku ,oala”kks/ku gksrs jgs gSaA f”k{kk izR;sd n`f’Vdks.k ls viuk egRo vkSj viuh mi;ksfxrk dks fl) djrh jgh gSA orZekuesa ykxw fu%”kqYd ,oa vfuok;Z f”k{kk dk vf/kfu;e ds vuqØe esa fd;s tk jgs reke dk;ksZa ds lkFk&lkFk gesa blvf/kfu;e ds vuqlkj f”k{kdksa dks rS;kj djus ds fy;s f”k{kd izf”k{k.k dh n”kk vkSj fn”kk esa Hkh vko”;d la”kks/kudjuk gksaxsA bl gsrq gesa f”k{kd izf”k{k.k ds u;s vk;ke ryk”kus gksaxs dgha lqfo/kk,a¡ nsuh gksaxh] dgha vko”;drkuqlkjn<+rk dk Hkh iz;ksx djuk gekjs fy;s vko”;d gSA izLrqr vkys[k bUgha lc fcUnqvksa dks n`f’Vxr djus gsrq iz;klfd;k x;k gSA

lkjka”k



Hkwfedkf”k{kk jk’Vª dh izxfr dk ewy vk/kkj gSA ge ;g Hkhekurs gSa fd ;fn gesa fodflr jk’Vªksa dh Js.kh esaviuk uke fy[kkuk gS rks ns”k esa fy[kus i<+us dhizfØ;k esa vuko”;d fy[kk&i<+h ¼foYkEc½ dks jksdukgksxkA gesa f”k{kk ds {ks= esa fo|kfFkZ;ksa ds ckjs esafopkj djus ds lkFk&lkFk mudh csgrjh ds ckjs esalkspuk gksxkA f”k{kkfFkZ;ksa dh csgrjh dk jkLrkLokHkkfod :i ls f”k{kd ls gks dj tkrk gSA gebl ij lqfu;ksftr j.kuhfr cuk;s cxSj csgrj ifj.kkeugha izkIr dj ldsaxsA geus ,ulhVhbZ dh flQkfj”kksaij Hkh de gh /;ku fn;k gS] tcfd v/;kid f”k{kkds jk’VªLrjh; laLFkk dh ckr gesa rRdky vey esaykuk FkhA

f”k{kk dh izxfr ds fy;s tgk¡ geus dbZ vk;ksxxfBr fd;s] mudh flQkfj”kksa ij vey fd;k fdUrqv/;kid f”k{kk ds {ks= esa visf{kr dk;Z ge ugha djik;sA orZeku~ dh vis{kkvksa (Right to Child to

Free and Compulsory Education Act 2009)

ds vuqØe esa gesa vc v/;kid f”k{kk ds fy;sle;c)] lqfu;ksftr j.kuhfr cukdj ifj.kkeksUeq[khdk;Z djuk gksxkA blls ge vius fo|kfFkZ;ksa dslkFk&lkFk jk’Vª ds dY;k.k dk Hkh dk;Z dj ik;saxsAf”k{k.k izf”k{k.k ds mís”; esa Li’V fd;k x;k gS fdTeacher Education should strive to..

1- f”k{kdksa dks bl ;ksX; cukuk fd og vk/kqfudhdj.k,oa lkekftd ifjorZu ds okgd ds :i esa dk;Zdj ldsaA


2- jk’Vªh; ewY;ksa ,oa laoS/kkfud y{;ksa dks le>us dh{kerk mRiUu djukA

3- f”k{kdksa esa lafo/kku esa mfYyf[kr jk’Vªh; ewY;ksa,oa y{;ksa ls tqM+h ckrksa dks le>us dh {kerkvUrfoZ’V djukA

4- f”k{kd fo|kFkhZ dks {kerkoku ,oa n<+fu”p;his”ksoj ds :i esa ifjofrZr djuk rkfd og fpfUgry{;ksa dh izkfIr ds fy;s lnSo rS;kj jgsA

5- izHkkoh f”k{kd cuus gsrq vko”;d ;ksX;rkvksa ,oadkS”kyksa dk fodkl djukA

6- f”k{kd dk izf”k{k.k ,oa f”k{kd dks mHkjrs gq,dkjdksa ;Fkk] i;kZoj.k] ikfjfLFkrdh] tula[;k]ySafxd lekurk] fof/kd lk{kjrk bR;kfn ds fo’k;esa tkx:d djukA

7- f”k{kd fo|kFkhZ esa ldkjkRed ,oa oSKkfud lkspdks mRiUu dj ldsaA

8- f”k{kd esa izcU/kdh; ,oa laxBukRed dkS”kyksa dkfodkl djukA

blh rkjrE; esa ,ulhVhbZ }kjk Early Childhood

Stage ds fy;s tks fof”k’V mís”; crk;s gSa osfuEukuqlkj gSa&1- f”k{kd dks fo|kFkhZ ds ”kkjhfjd] ekufld] uSfrd]lkeftd] vk/;kfRed ,oa Hkk’kk ds fodkl gsrqrS;kj djukA

2- f”k{kd esa lkekftd laosnuk] fo|kFkhZ ds izfrLusg mRiUu djuk vkSj mldh ekSfydrk dklEeku djukA

3- fo|kfFkZ;ksa dks fofHkUu lk/ku lkexzh dk p;udjuk] rS;kj djuk vkSj iz;ksx djus esa l{kecukukA

4- xfrfof/k;ksa dks bl rjg vk;ksftr djuk fdf”k{kkFkhZ esa ltukRedrk ,oa vkfo’dkj dh izofRrizksUur gks ldsA

5- f”k{kkFkhZ dks bl izdkj le) djuk fd og fo|kFkhZesa lh[kus dh rRijrk dk fodkl dj ldsA

bu mís”;ksa ij nf’Vikr djus ij ge ;g ikrs gSa fd**f”k{kk dk vf/kdkj** ds vuq:i f”k{kd rS;kj djusdh i’BHkwfe jk’Vªh; v/;kid f”k{kk ifj’kn }kjk iwoZesa gh lftr dh tk pqdh FkhAyxHkx rsjg o’kZ iwoZ rS;kj fd;k x;k ;g nLrkostf”k{kd&f”k{kk ds {ks= esa ifj’kn dh ltxrk ,oadk;Zfu’Bk dk ifjpk;d gSA ;fn geus bl ij /;kufn;k gksrk rks ”kk;n vkt fLFkfr;k¡ fHkUu gksrhARight to child to free and compulsory

Education Act, 2009, esa Li’V mYys[k fd;kx;k gS &Article 24-

• fo|ky; esa mifLFkr gksus esa fu;ferrk vkSj le;ikyuA

• fo|kFkhZ dh lkeF;Z dk fu/kkZj.k djuk vkSj rn~uqlkjvisf{kr vfrfjDr f”k{k.kA

Article 29-• lafo/kku esa izfrLFkkfir ewY;ksa ls vuq#irk• ckyd dk lokZaxh.k fodklA• ckyd ds Kku] var%”kfDr] ;ksX;rk dk fuekZ.kdjukA

• ckyd dh iw.kZre ek=k rd “kkjhfjd ,oa ekufld;ksX;rkvksa dk fodklA

• cky vuqdwy vkSj cky dsafnzr jhfr esa fØ;kdykiksa]izdVhdj.k vkSj [kkst ds }kjk f”k{k.kA High

Order Learning should be essential.

• f”k{kk dk ek/;e] tgk¡ rd lk/; gks ckyd dhekr&Hkk’kk esa gksxkA

• ckyd dks Hk;] ekufld vfHk?kkr vkSj fpUrkeqDrcukuk vkSj ckyd dks LorU= :i ls er O;Drdjus esa lgk;rk djukA

• ckyd dks le>us dh “kfDr vkSj mls mi;ksxdjus dh mldh ;ksX;rk dk O;kid vkSj lrr~ewY;kaduA

blh izdkj National Curriculum Framework


2005 esa ekxZ funsZ”kd fl)kar gSa &1- Kku dks fo|ky; ds ckgjh thou ls tksM+ukA2- i<+kbZ jVUr iz.kkyh ls eqDr gks ;g lqfuf”prdjukA

3- ikB~;p;kZ ,slh gks tks cgqeq[kh fodkl ds voljeqgS;k djk;s u fd ikB~;iqLrd dsfUnzr gksA

4- ijh{kk dks vis{kkdr vf/kd yphyk cukuk vkSjd{kk dh xfrfof/k;ksa ls tksM+ukA

5- ,d ,slh igpku dk fodkl] ftl esa iztkrkaf=djktO;oLFkk ds varxZr jk’Vªh; fpUrk;sa lekfgrgksaA

mi;qZDr vuq”kalkvksa ds ifjizs{; esa gesa viuh izf”k{k.kes vko”;d ifjorZu djuk gksaxsA ;g le; dh ekaxgS vkSj gekjh t:jr HkhA izf”k{k.k dk lh/kk lEcU/ktgk¡ f”k{kd ls gS] ogha nwljh vksj ;g Hkkoh ukxfjdds fuekZ.k ls Hkh tqM+k gqvk gSA,ulhVhbZ }kjk tkjh f”k{kk ds mís”; ;|fi Lo;a esai;kZIr gS fdUrq gesa orZeku~ ifjizs{; esa **f”k{kk dkvf/kdkj** ds lUnHkZ esa mi;qZDrkuqlkj of.kZr rF;ksadks /;ku esa j[krs gq;s izf”k{k.k ds lS)kfUrd ,oaO;kogkfjd i{k esa ifjorZu djus gksaxsA ;g ifjorZugesa vius y{;ksa dks izkIr djus dh fn”kk esa dkjxjfl) gksaxsA gesa bu oSpkfjd ckrksa dks vius izf”k{k.kdk vax cukuk gksxk vkSj izf”k{kdksa dks Hkh bl izdkjekufld ,oa vdknfed nf’V ls rS;kj djuk gksxkfd og gekjs y{;ksa dks izkIr djus esa gekjs fy;slgk;d fl) gks ldsA gesa bu ifjorZuksa dk iz;ksxvius y{; izkfIr vFkkZr~ xq.koÙkk ;qDr f”k{kk dslkFk&lkFk Hkkoh izKkoku ukxfjdksa ds fuekZ.k esadjuk gksxkA blls ge vius f”k{kdksa dks Hkh l{kecuk dj mu ls Hkkoh ih<+h ds ltu dk ekxZ iz”kLrdj ldsaxsA f”k{kd HkkoukRed :i ls f”k{kkFkhZ lstqM+ lds rHkh og ml ds fgr esa dk;Z dj ldsxkvkSj blds fodkl dks x<+ ldsxkA**ifjorZu izdfr dk fu;e gS** bl dFku ds izdk”k

esa ns[kas rks f”k{kk ,oa bldh izo`fÙk esa vusdksa ifjorZu,oa mrkj&p<+ko vk;s fdUrq f”k{kd&f”k{k.k dh izdfresa ”kk;n gh dqN ifjorZu gqvk gksA yxHkx rhun”kd ls f”k{kd izf”k{k.k dk Lo:i oSlk gh gSA dbZifjokjksa dh nwljh ih<+h izf”k{k.k izkIr dj jgh gS]fdUrq izf”k{k.k dk Lo:i ogh gSA;g ,d dBksj lR; gS fd ge ifjorZu dh bPNk Hkhugha j[krs gSaA cgqr ls f”k{kd&izf”k{k.k egkfo|ky;ksads vdknfed lnL;ksa dk osru ogh gS] tks fo|ky;esa dk;Z djus okys mu ds led{kksa dk gSA ;g rF;Hkh ifjorZu dh jkg esa jksM+k gSAf”k{kd&izf”k{kdksa dh :fp Hkh ifjorZu esa ugha gSAifjorZu gksus ij mUgs Lo;a dks uohu Kku ds fy;siFkd ls rS;kjh djuk gksxh] tks og ugha pkgrs gSaAokafNr ”kSf{kd ifj.kke izkIr djus gsrq gesa izf”k{k.kdk ikB~;Øe **f”k{kk dk vf/kdkj** ds lUnHkZ esarS;kj dj] ”kh?kz ykxw djuk gksxkA;|fi jkT; vkSj f”k{kk laLFkku **f”k{kk dk vf/kdkj**ykxw djus gsrq vius Lrj ij O;kid dk;Z dj jgsgSa fdUrq **f”k{kk dk vf/kdkj** viuh lkjh fo”ks’krkvksalfgr rHkh ykxw gks ldsxk tc ge blls tqMs+ lHkhyksxksa esa bldh ewy Hkkoukvksa dh le> tkxr djldsaA bl ds fy;s gesa fuEukafdr dk;Z djuk gksaxs%&• **f’k{kk dk vf/kdkj** dh vuq”kalk ds vuqlkj f”k{kdfo|kFkhZ vuqikr Bhd djus gsrq vko”;d la[;kesa f”k{kdksa dh fu;qfDr dk dk;Z iw.kZ djukA

• tu lkekU; dks **f”k{kk dk vf/kdkj** dh vuq”kalkvksals voxr djkus gsrq tupsruk dk fodkl djukA

• f”k{kd izf”k{k.k laLFkkvksa esa f”k{kk dk vf/kdkjizdks’B dh lqfu;ksftr :i ls LFkkiuk dh tk;svkSj mls vf/kdkj lEiUu cuk;k tk;A

• lHkh uofu;qDr f”k{kdksa dk ,d mUeq[khdj.kdk;ZØe ¼de ls de 07 fnol dk½ vo”; j[kktk;A bl esa mudh fo’k; ,oa **f”k{kk dkvf/kdkj** dh Hkkoukvksa ds vuq:i dk;Z djus esa


vk jgh dfBukbZ;ksa dk ”keu fd;k tk;A• fo|ky; vk/kkfjr f”k{kd lgk;rk ds fy;s gesa,d ,slk latky (Net work) rS;kj djuk pkfg,tks gekjs f”k{kdksa dks ”kSf{kd lg;ksx iznku djldsA

• gesa f”k{kd dks bl izdkj ;ksX; ,oa n{k cukukgksxk] rkfd og lwpuk dk dsUnz u cudj Kku dsizdk”k LrEHk ds #i esa LFkkfir gks ldsA

• fo|kFkhZ ds fodkl ds fy;s gesa f”k{kd dks HkhKku] dkS”ky ,oa vkRefo”okl ls ifjiw.kZ djukgksxk rHkh og fo|kFkhZ ls Hkhrj ls tqM+dj mldhvUr%”kfä;ksa dk fodkl dj ;ksX; fo|kFkhZ dkfuekZ.k dj ldsxkA

• f”k{kd&izf”k{k.k laLFkkvksa esa lapkfyr izf”k{k.kksa esaHkh **f”k{kk ds vf/kdkj** ds lEcU/k esa tkudkfj;k¡izf”k{k.kkfFkZ;ksa dks blh l= esa nh tk ldrh gSAblls **f”k{kk dk vf/kdkj** dh le> fodflrgksxh vkSj og ekufld :i ls lfØ; gksaxsA

• gesa f”k{kd dh Hkkouk;as Hkh tkxr ,oa ifjofrZrdjuh gksaxhA ;g dk;Z izf”k{k.k ds lkFk gh fd;ktkuk pkfg;sA

• f”k{kd&izf”k{k.k laLFkkvksa dk ikB~;Øe v|ru¼viMsV½ fd;k tk; vkSj blesa lHkh uohuvo/kkj.kkvksa dks flQZ ”kkfey gh u fd;k tk;oju~ mu ij izf”k{k.kkfFkZ;ksa ls [kqyh ppkZ dh tk;rkfd og mls le>dj rn~uq:i vkpj.k Hkh djldsaA

• f”k{kd izf”k{k.k laLFkkvksa esa ”kks/k ,oa uokpkj lstqM+h xfrfof/k;ksa dks lqn<+ cuk;k tk;A

• izf”k{k.k laLFkkvksa ds ikB~;Øe esa ifjorZu flQZifjorZu ds fy;s ugha fd;k tk;A ;g ifjorZu,slk gks tks lPps vFkksZa esa izf”k{k.kkFkhZ ds fo|ky;,oa fo|kfFkZ;ksa ds ;ksX; f”k{kd dk fuekZ.k djldsA

• ikB~;Øe dk fuekZ.k djrs le; bl esa mu lHkh

dk lg;ksx fy;k tk; tks bldh le> j[krsgksaA flQZ ;g u gks fd pUn pqfuUnk tkudkjO;fDr;ksa ds lkFk dk;Z dj dÙkZO; dh bfr Jheku yh tk;A f”k{kdksa dk lg;ksx de gksus lsvkSj tkudkjksa dh la[;k T;knk gksus ls ikB~;Øetkudkjh;qDr gks dj jg tkrk gSA ;g jk’Vªh;Kku vk;ksx ds dFku ‘Knowledge should not

given’ ds foijhr gSA• gesa ikB~;Øe esa ifjorZu vFkok mldh iqu%lajpukds iwoZ ,d cM+h ppkZ mu lHkh yksxksa ds lkFkdjuk pkfg;s tks bl fo’k; ls tqMs+ gksa vFkokblesa :fp j[krs gksaA ikB~;Øe vko”;drk ijvk/kkfjr gksuk pkfg;sA

• orZeku~ le; esa vH;kl f”k{k.k ds tks ikBfo|kFkhZ@izf”k{k.kkFkhZ ls i<+ok;s tk jgs gSa muesaHkh ifjorZu vko”;d gS&

vH;kl f”k{k.k ds ikBksa dh la[;k c<+kbZ tk;AikB&;kstuk ds fuekZ.k esa rduhdh dk iz;ksx fd;ktk;A

v/;kiu ds nkSjku fy[kh tkus okyh fVIif.k;k¡ lVhd]lq/kkj djus okyh gksaA muesa lrgh fVIi.kh ughagksA

i<+ok;s tkus okys ikB uohu vo/kkj.kkvksa ;FkkALM(Active Learning Method), ABL

(Activity Based Learning) ij vk/kkfjr gksaAizf”k{k.kkfFkZ;ksa ls TLM (Teaching Learning

Material) cuok;k tk; vkSj ml dk iz;ksxf”k{k.k esa fd;k tk;A

fo’k; dh dfBu vo/kkj.kkvksa dks Li’V djuk fl[kk;ktk;A bl gsrq rduhdh] n”;&JO; lkexzh dkiz;ksx Hkh fl[kk;k tk;A

•orZeku esa dk;kZuqHko esa tks fo’k; izf”k{k.kkfFkZ;ksa dksfl[kk;s tk jgs gSa og f”k{kd ds dk;Z fu’iknu esalgk;rk ugha djrs gSaA tc le; vk x;k gS tcgesa izf”k{k.kkFkhZ dks ml ds fy, vko”;d dk;kZuqHko


esa n{k djsaA lgh vFkksZa esa ;gh Need base HkhgksxkA dqN izLrkfor dk;kZuqHko gS %&

dEI;wVj esa n{k cukukAfoHkkxh; fu;eksa] v)Z”kkldh; ,oa ”kkldh; i=ys[ku ”kSyh dk fodkl djukA

ys[kk ,oa ds”kcqd lEcU/kh n{krk dk fodkl djukAiz”kkldh; ,oa dk;kZy;hu dk;ksZa esa dk;Z{ke cukukA• Nk=k/;kidksa dh leL;kvksa ¼”kS{kf.kd ,oa vU;½ dsizfr laosnu”khyrk ds lkFk O;ogkj djukA

• f”k{kd izf”k{kdksa dks dke djus dh vuqdwyifjfLFkfr;k¡ ns”k Hkj esa iznku djukA

• izf”k{k.k laLFkkuksa dh vdknfed ekWfuVfjax dkfu/kkZj.k Hkh izf”k{k.k dh xq.koÙkk esa of) ds fy,vko”;d gSA

• ”kks/k ,oa izkstsDV dh vfoyEc Lohdfr;k¡ izf”k{k.klaLFkkvuksa dks bl fn”kk es vkxs c<+us gsrq izsfjrdjsaxh vkSj fofHkUu lsehukj] lHkk rFkk odZ”kkWi dstfj;s gekjs f”k{kd&izf”k{kdksa dh xq.koÙkk esa of)dk okgd cu ldsaxsA

• izf”k{k.k laLFkkuksa dks Hkh odZ”kkWi ,oa lsfeukj dsvk;kstu ds fy;s u flQZ izsfjr fd;k tk; oju~mUgsa bl gsrq vko”;d jkf”k Hkh ;Fkk le;miyC/k djkbZ tk;A

• ,sls f”k{kd izf”k{kd tks ”kks/k vFkok izkstsDV rS;kjdjrs gSa mUgsa dk;Z gsrq /kukHkko u gksus fn;ktk;A bl ls ”kks/k dk;ksZa dks c<+kok feysxk vkSj”kks/k rFkk f”k{kk dh xq.koRrk esa of) gksxhA

• f”k{kd izf”k{kdksa ds fy;s odZ”kkWi@lHkkvksa esatkus ds fy, vko”;d jkf”k laLFkk }kjkmiyC/k djkbZ tkuk pkfg,A bl gsrq mUgsa vko”;d

vuqefr ;k vU; vkSipkfjdrkvksa ds dkj.k jksdkugha tkuk pkfg;sA

• ,ulh,QVhbZ 2010 us f”k{kk laLFkkvksa esa xzaFkky;lEcU/kh dfe;ksa dks bafxr fd;k gSA

• bl ds izdk”k esa xzaFkky;ksa esa ”kks/k lEcU/kh iqLrdksa]”kks/k tjuYl lfgr ‘kks/k lEcU/kh vkys[kksa ,oauohu iqLrdksa dh O;oLFkk vR;Ur vko”;d gSA

• xzUFkky; esa ,d dEI;wVj baVjusV lqfo/kk lfgrgksuk pkfg;s rkfd ”kks/kkFkhZ vFkok fo|kFkhZ uohutkudkfj;ksa ls Lo;a dks ykHkkfUor dj ldsaA

• izf”k{k.k laLFkkvksa ds f”k{kd&izf”k{kdksa dks vU;laLFkkvksa ds fØ;kdykiksa ls lh[kus gsrq ,DlikstjfoftV~l dk vk;kstu Hkh mudh xq.koÙkk esa of)djsxkA

,slk f”k{kd rS;kj djuk gekjh izkFkfedrk gks tkslekt ds lkFk&lkFk f”k{kk ,oa f”k{kkFkhZ ds izfrlaosnu”khy gks] tkx:d gks] deZB ,oa dRrZO;fu’BgksaA f”k{kd dk O;ogkj fo|kFkhZ ds izfr lgt] ljy,oa eerkiw.kZ gksA fo|kFkhZ mlls viuh ckr dglds vkSj og f”k{kd dh ckr lqu ldsA f”k{kd dktqM+ko fo|kFkhZ ls RkHkh gksxk] tc og mldks viukekudj mldh csgrjh ds fy;s iz;kl djsxkA fo|kFkhZds csgrjh dh fn”kk esa izxfr gekjh izxfr dkslqfuf”pr djsxhAbu lc ckrksa ds vfrfjDr gesa vius f”k{kd izf”k{kdksa,oa f”k{kdksa dks Hkkjrh; xq#&f”k’; ijEijk ds vuq:imUgsa f”kf{kr ,oa nhf{kr djuk gksxk rkfd og gekjhijEijkvksa ,oa Hkkoukvksa ds vuq:i f”k{kd ,oa fo|kFkhZrS;kj dj ldsA ,slk djuk jk’Vª dh oSpkfjd mUufresa lgk;rk iznku djsxkA

lanHkZ xzaFk lwph

NCTE (1998) : Curriculum Framework for Quality Teacher Education, NCTE Publications,New Delhi, pp. 27-52


* lgk- izk/;kid] f”k{kk fudk;] Jh “kadkjkpk;Z egkfo|ky;] fHkykbZ] nqxZ ¼NRrhlx<½

f”k{kk dk vf/kdkj vkSj vf/kfu;e

MkW- ekyrh lkgw *

Lora=rk izkfIr ds ckn Hkkjr esa yksdra= dh LFkkiuk gqbZA yksdra= dh fLFkjrk ds fy, turk dk lk{kj ,oa f”kf{krgksuk ije vko”;d gSA Hkkjr ljdkj us vfuok;Z ,oa fu%”kqYd rFkk lkoZHkkSe f”k{kk ds y{; dks izkIr djus gsrq 6ls 14 o’kZ rd dh vk;q ds cPPkksa ds fy, f”k{kk dks ekSfyd vf/kdkj cukus dk fu.kZ; ysdj ,d lkFkZd igy dhgSA fnlEcj] 2008 esa fu%”kqYd vkSj vfuok;Z f”k{kk ds vf/kdkj ds fo/ks;d dks jkT; lHkk esa izLrqr fd;k x;k vkSjdkQh cgl ds ckn 15 fnlEcj] 2008 dks bls eatwjh fey xbZA 4 vxLr] 2009 dks laln us bl ,sfrgkfldfo/ks;d dks eatwjh nsdj dkuwu dk djkj ns fn;k vkSj cPpksa dh fu%”kqYd vkSj vfuok;Z f”k{kk ds vf/kdkj dkvf/kfu;e 1 vizSy] 2010 ls izHkko esa vk x;kA ;g ,d cgqr&gh egRoiw.kZ vf/kdkj gSA bldk fØ;kUo;u lgh <axls gks] blds fy, vko”;d gS fd ge lc] f”k{kkfon~] f”k{kd] uhfr&funs”kd] vfHkHkkod] fo’k;&fo”ks’kK rFkk fo|kFkhZvkxs vk,a¡] blesa vkus okyh pqukSfr;ksa dks Lohdkjsa vkSj viuh ftEesnkjh dks Hkyh&Hkkafr fuHkk,a¡A

lkjka”k



izLrkouk

tc ge fdlh O;fDr ds vf/kdkjksa dh ckr djrs gSarks bldk lnSo ;g vFkZ gksrk gS fd og muvf/kdkjksa dks] tc Hkh vko”;d gks tk,] U;k;ky;ksa]vf/kdj.kksa vFkok fdlh vU; mi;qDr eap ds ek/;els izkIr dj ldrk gSA vf/kdkjksa dks lkekftdthou dk vk/kkj cukus vkSj vf/kdkj&vk/kkfjrlekt dh LFkkiuk gekjs lkekftd vkSj jk’Vªh;thou dh fo”ks’krk gSA ge ppkZ dj jgs gSa f”k{kk dsvf/kdkj* fo’k; ijA izR;sd cPps dks f”k{kk dkvf/kdkj gSA cPps ds bl vf/kdkj dks ekrk&firk]v/;kid] lekt vkSj ljdkj ds iq.; nkf;Ro dksiwjk djds gh dk;kZfUor fd;k tk ldrk gSA

loZK ukjk;.k us fgrksins”k* ¼izLrkfodk& 37½ ukedviuh fo[;kr Ñfr esa bl izdkj dgk gS& ekrkfir‘ÑrkH;klks xqf.krkesfr ckyd%A u HkZP;qfrek=s.k iq=ks Hkofr if.MrAA 37 ekrk “k=q% firk cSjh ;su ckyks u ikfBr%AvFkkZr~] ßekrk&firk }kjk f”kf{kr cPpk iw.kZ xq.koku~gks tkrk gSA dksbZ cPpk ekrk ds xHkZ ls fo}kucudj ugha fudyrkA os ekrk vkSj firk vius cPpsds nq”eu gSa tks cPps dks f”kf{kr ugha djrsAÞ gjekrk&firk dk ;g nkf;Ro gS fd ckyd dh vPNhijofj”k ds lkFk&gh mudh fa”k{kk izkfIr ds vf/kdkjdh iwfrZ gksA ckyd dks vPNk ukxfjd cukus dsfy, loZizFke ifjokj vkSj mlds ckn f”k{kk laLFkk,¡

f”k{kk dk vf/kdkj vkSj vf/kfu;e -------------------------- 167

gSaA ;fn ;s laLFkk,¡ vius nkf;Roksa ds fuokZg esafoQy jgrs gSa rks cPps jk’Vª@ekuork ds fy, cks>cu tk,axsAHkkjrh; laLÑfr esa ifjokj vkSj xq#tuksa dks cgqregRo fn;k x;k gSA bls lekt ds ewyHkwr bdkbZ ds:i esa le>k x;k gS vkSj ifjokj ds izR;sd lnL;}kjk fir&_.k dks pqdkuk mldk drZO; Fkk tksvius ekrk&firk ds izfr ifo= nkf;Ro gSA bldkvFkZ ;g gS fd ftl izdkj mls mlds ekrk&firk}kjk f”k{kk vkSj laj{k.k iznku fd;k x;k mlh rjgls iq= vFkok iq=h dk ;g nkf;Ro gS fd os ,slh ghf”k{kk vkSj laj{k.k vius cPpksa dks iznku djsa vkSjbl izdkj mUgsa vPNs ukxfjd cukdj vius ifo=nkf;Ro dk fuoZgu djsaA Hkkjrh; ijEijk ds vuqlkjckyd ds izFke xq#] ekrk&firk dk ;gh drZO; gSA

nwljs] ckyd ds O;fDrRo dk fuekZ.k ,oa fodkl xq#ds laj{k.k esa gksrk gSA xq# ;kuh v/;kid gh cPpksadks vPNh f”k{kk iznku djus ds fy, ftEesnkj gSAxq# gh gS] tks vius Nk=ksa esa vPNs xq.kksa dk ltuvFkok fuekZ.k djrk gS rFkk lHkh rjg ls laj{k.kiznku djrk gS vkSj cqjh vknrksa dk fouk”k djrkgSArhljs] ;g lekt vkSj jkT; dk nkf;Ro gS fd og“kSf{kd laLFkkvksa dh LFkkiuk djs] mUgsa lgk;rkiznku djs vkSj ;g lqfuf”pr djs fd f”k{kk izkIrdjus dk volj lekt ds lHkh oxksZa dks] fo”ks’k :ils cPpksa dks miyC/k gks D;ksafd] ;s cPps ns”k dhloksZPp laifRr gSa] os laaHkkfor ekuo&lalk/ku gSaAbuls gh ns”k dh izxfr vkSj mUufr fuHkZj gSA vktf”k{kk dk vf/kdkj gj ukxfjd dk vf/kdkj gSALora=rk laxzke usrkvksa us ns”k dh vktknh ls dkQhigys jk’Vªh; fodkl ds ek/;e ds :i esa f”k{kk dsegRo dks igpku fy;k FkkA os ;g tku pqds Fks fdvkfFkZd vkSj lkekftd mRFkku ds fy, f”k{kk cgqr

t#jh gSA egkRek xk¡/kh Hkh f”k{kk dks ßpsruk dsfodkl vkSj lekt ds iqufuZekZ.k dk cqfu;knh gfFk;kjÞekurs FksA lu~ 1937 esa mUgksaus cqfu;knh rkyhe dktks dk;ZØe izLrqr fd;k mlesa lHkh cPpksa ds fy,fu%”kqYd vkSj vfuok;Z f”k{kk dh O;oLFkk djus dhckr dgh xbZ FkhA bl dk;ZØe esa cPpksa ds pg¡qeq[khfodkl ij fo”ks’k tksj fn;k x;k FkkAvktknh ds ckn lu~ 1950 esa gesa vius Lora=lafo/kku fuekZ.k djus dk volj izkIr gqvkA fo”kkyHkkjrh; lafo/kku esa f”k{kk dks egRoiw.kZ LFkku feykvkSj jkT; ljdkjksa dks f”k{kk dk nkf;Ro lkSaik x;kAf”k{kk] tks laoS/kkfud vf/kdkj Fkk og ukxfjd dslkr ewy vf/kdkjksa dh QsgfjLr esa “kkfey gks x;kAf”k{kk dk vf/kdkj dks vuqPNsn 41 ds rgr jkT; dsuhfr funsZ”kd fl)kUrksa ds rgr ekU;rk nh xbZAgekjs lafo/kku ds vkfn fuekZrkvksa us lafo/kku dsHkkx IV esa vuqPNsn 45 “kkfey fd;k ftlds varxZr;g O;oLFkk gS fd 14 o’kZ dh vk;q iwjk djus rdlHkh cPpksa dks fu%”kqYd vkSj vfuok;Z f”k{kk iznkudjuk jkT; dk ewyHkwr drZO; gSAf”k{kk ds vf/kdkj dks ewy vf/kdkj izkIr gksus ij,u-lh-bZ-vkj-Vh- ds funs”kd Ñ’.k dqekj dgrs gSa&ßgeus okdbZ cgqr cM+h miyfC/k gkfly dj yh gSvkSj vc gesa ;g n”kkZuk gS fd bls dSls ykxw fd;ktk, vkSj O;oLFkk esa lq/kkj yk;k tk,AÞ f”k{kk”kkL=h]fouksn jSuk dgrs gSa& ß;g ,sfrgkfld fo/ks;d gSAjktuhfrd lgefr ls gkfly dh xbZ laHkor% vcrd ds bfrgkl dh lcls cM+h lQyrk gSAÞf”k{kk dk vf/kdkj ds bl ,sfrgkfld dkuwu esafuEufyf[kr izko/kku fd;s x, gSa&1- ns”k ds gj 6 ls 14 lky ds mez ds cPps dksfu%”kqYd f”k{kk gkfly gksxh] ;kuh gj cPpk igyhls vkBoha rd fu%”kqYd vkSj vfuok;Z :i lsi<+sxkA

2- lHkh cPPkksa dks ?kj ds vkl&ikl ds Ldwy esa


nkf[kyk gkfly djus dk gd gksxkA3- lHkh rjg ds Ldwy] pkgs os ljdkjh] v/kZljdkjh]ljdkjh lgk;rk izkIr] xSjljdkjh] dsUnzh;fo|ky;] uoksn; fo|ky;] lSfud Ldwy gksa] lHkhrjg ds Ldwy bl dkuwu ds nk;js esa vk,axsA

4- xSjljdkjh Ldwyksa dks Hkh 25 izfr”kr lhVsa xjhcoxZ ds cPpksa dks eq¶r eqgS;k djkuh gksxhA tks,slk ugha djsxk mldh ekU;rk jn~n dj nhtk,xhA

5- lHkh Ldwy f”kf{kr&izf”kf{kr v/;kidksa dks gh HkrhZdjsaxs vkSj v/;kid&Nk= vuqikr 1 % 40 jgsxkA

6- lHkh Ldwyksa esa ewyHkwr lqfo/kk,¡ gksuh vfuok;Z gSAblesa Dykl :e] VkW;ysV] [ksy dk eSnku] ihusdk ikuh] e/;kUg Hkkstu] iqLrdky; vkfn “kkfeygSaA

7-Ldwy u rks izos”k ds fy, dsfiVs”ku Qhl ys ldrsgSa vkSj u gh fdlh rjg dk Mksus”kuA vxj blrjg dk dksbZ ekeyk izdk”k esa vk;k rks Ldwy ij25000 ls 50000 #i;s rd dk tqekZuk olwyktk;sxkA

8- futh V~;w”ku ij iwjh rjg ls jksd gksxk vkSjfdlh cPps dks “kkjhfjd ltk ugha nh tk ldsxhA

f”k{kk dk vf/kdkj vf/kfu;e

f”k{kk fdlh Hkh lekt ds lexz fodkl rFkkl”kDrhdj.k ds fy, vk/kkjHkwr ekuo ekSfydvf/kdkj gSA ;wusLdks dh f”k{kk ds fy, oSf”odekWfuVfjax fjiksVZ] 2010 ds eqrkfcd yxHkx135 ns”kksaus vius lafo/kku esa f”k{kk dks vfuok;Z dj fn;krFkk eq¶r ,oa HksnHkko jfgr f”k{kk lcdks nsus dkizko/kku fd;kA f”k{kk dk vf/kdkj vf/kfu;e dsizko/kkuksa dks lkr v/;k;ksa vkSj ,d vuqlwph esalekfgr fd;k x;k gS&1- 6 ls 14 o’kZ rd ljdkj }kjk vf/klwfpr lHkhoxZ ds cPpksa dks d{kk 1 ls 8 rd vkjafHkd f”k{kkiznku djus ds fy, izko/kku fd;k x;k gSA

2- 6 ls 14 o’kZ rd ds cPPkksa dks utnhdh fo|ky;esa vkjafHkd f”k{kk ysus ds fy, dksbZ O;; ughadjuk gksxk tks mls vkjafHkd f”k{kk esa vkxs c<+usls jksd lds] dh O;oLFkk dh xbZ gSA

3- ;fn 6 ls vf/kd mez dk dksbZ Hkh cPpk fdUghadkj.kksa ls fo|ky; ugha tk ikrk gS rks mls f”k{kkds fy, mldh mez ds vuqlkj mfpr d{kk esaizos”k fnyok;k tk,xkA

4- bl vf/kfu;e ds izko/kkuksa dks fØ;kfUor djusds fy, lacaf/kr ljdkj rFkk LFkkuh; iz”kklu dks;fn vko”;d gqvk rks fo|ky; Hkh [kksyuk gksxkAvf/kfu;e ds rgr ;fn fdlh {ks= esa fo|ky;ugha gS rks ogka¡ ij rhu o’kksZa dh r; vof/k esafo|ky; dk fuekZ.k djok;k tkuk vko”;d gSA

5- bl vf/kfu;e ds izko/kkuksa dks vey esa ykus dhftEesnkjh dsUnz ,oa jkT; ljdkj] nksuksa dh gSrFkk blds fy, gksus okys /ku [kpZ Hkh budhleorhZ ftEesnkjh jgsxhA

6- ;g vf/kfu;e ek/;fed ,oa mPprj ek/;fedf”k{kk rFkk cPpksa rd f”k{kk dks igq¡pkus ds fy,,d egRoiw.kZ dne gSA

7- bl vf/kfu;e dk lokZf/kd ykHk Jfed ds cPps]cky etnwj] izoklh cPps] fo”ks’k vko”;drk okyscPps ;k fQj ,sls cPps tks lkekftd] lkaLÑfrd]vkfFkZd] HkkSxksfyd] Hkk’kk;h vFkok fyax dkjdksadh otg ls f”k{kk ls oafpr cPpksa dks feysxkA

8- bl vf/kfu;e ds dk;kZUo;u ds lkFk&gh ;gmEehn Hkh gS fd blls fo|ky; NksM+us okys rFkkfo|ky; u tkus okys cPpksa dks vPNh xq.koRrk;qDr f”k{kk izf”kf{kr f”k{kdksa ds ek/;e ls nh tkldsxhA

Hkkjr ljdkj }kjk f”k{kk dk vf/kdkj vf/kfu;e cukusdk dne ,sfrgkfld dgk tk ldrk gS rFkk blls ;gHkh r; gks x;k gS fd gekjk ns”k lgL=kfCn fodkl]y{; rFkk lHkh ds fy, f”k{kk ds utnhd ig¡qp jgk gSA

f”k{kk dk vf/kdkj vkSj vf/kfu;e -------------------------- 169

lanHkZ xzaFk lwph

HkVukxj] lqjs”k o dqekj MkW- lat;] ¼2005½ % Hkkjr ds f”k{kk dk fodkl] vkj- yky cqd fMiks] esjB] i- 159-MkW- gfjoa”k r#.k] ¼2004½ % Hkkjrh; f”k{kk& mldh leL;k,¡ rFkk fo”o dh f”k{kk iz.kkfy;k¡] izdk”ku

laLFkku] ubZ fnYyh&110 002] i`- 87-jktiwr] txeksgu flag ¼2001½ % fo|ky;h f”k{kk ds {ks= esa vuqHko] jk’Vªh; “kSf{kd vuqla/kku vkSj izf”k{k.k

ifj’kn] ubZ fnYyh&110016] i`- 64&69-jSuk] fouksn ¼2009½ % jkbV Vw ,tqds”ku] http://www.india_seminar.com

“kekZ] jktdqekjh] ¼2005½ % izkjafHkd f”k{kk ds mHkjrs vk;ke ,oa “kSf{kd ewY;k¡du] jk/kk izdk”ku eafnj]vkxjk&2] i`- 6-

hindi.webduniya.comhi.wikipedia.org

fu’d’kZ

fo”o Lrj ij vkt gekjk ns”k gj rjg ls lEiUuvkSj izxfr”khy ekuk tkrk gSA ysfdu bl izxfr”khynkSj esa vkt Hkh ns”k esa f”k{kk dk Lrj igys lsvf/kd fparktud cuk gqvk gSA vkt Hkys gh gekjsikl gj ,d fdyksehVj dh nwjh ij ikB”kkyk ekStwngS ysfdu] f”k{kk dk Lrj fxjrk tk jgk gSA ns”k esalHkh ds fy, eq¶r f”k{kk dk fcy Hkys gh ikl gksx;k gS ysfdu] ;g vk/kkjHkwr vf/kdkj vHkh Hkh

v/kj esa gSA f”k{kk dk vf/kdkj vf/kfu;e ,d vksjrks ifjorZu dh lkQ gok dh vksj b”kkjk djrh gSrks nwljh vksj cgqr ls eqís vkSj pqukSfr;k¡ Hkh lkeusj[krs gSa ftUgsa gekjk “kSf{kd leqnk; vU; egRoiw.kZleqnk;ksa] tSls jktuSfrd] O;kolkf;d] lkekftdvkfn] ds lkFk feydj lykg dj ldrk gS vkSj,slk jkLrk fudkyk tk ldrk gS ftlls ifjorZudh gok fuckZ/k xfr ls cg ldsA


* mi izkpk;Z] f”kok dkyst] eS=h fogkj] lqisyk] fHkykbZ] nqxZ ¼NRrhlx<½

f”k{kk ds vf/kdkj ds rgr “kkykvksa esa izosf”kr d{kk igyh ,oe~ d{kk

NBoha ds fo|kfFkZ;ksa ds lek;kstu dk ,d v/;;u

vrqy dqekj JhokLro *



f”k{kk dk vf/kdkj vf/kfu;e 2009 ds rgr fu”kqYd vkSj vfuok;Z f”k{kk xjhc Nk=ksa dks feyuh pkfg,A blfo/ks;d dks dsfcusV }kjk 2 tqykbZ 2009 dks Lohdr fd;k x;k ftls 1 vizSy 2010 ls izHkkfor dj fn;k x;kAftlds rgr futh fo|ky;ksa esa 25 izfr”kr vkj{k.k dk izko/kku j[kk x;k gSaA ifj.kke Lo:i orZeku le; esa fdlhHkh futh Ldwy esa fu;ekuqlkj dksbZ Hkh ckyd v/;;u dj ldrk gSA blh izfØ;k ds rgr dk;kZy; ftyk f”k{kkvf/kdkjh }kjk nqxZ ftys esa lapkfyr lHkh futh Ldwykssa esa fu;ekuqlkj Nk=ksa dk izos”k d{kk igyh ,oa NBoha esauksMy vf/kdkfj;ksa ds ek/;e ls lqfuf”Pkr djk;k x;k gSA ;s Nk= vU; Nk=ksa ds lkFk lek;ksftr gks ik jgs gSa ;kugha ;k buds lek;kstu esa D;k leL;k gS rFkk mldk D;k funku gks ldrk gS bl mís”; dks /;ku essa j[krs gq,,d vuqHkotU; v/;;u dk iz;kl fd;k x;k gS ftlds ifj.kke Lo:Ik ;g ik;k x;k fd izosf”kr Nk=ksa dslke;kstu ij fyax ,oa vk;q dk lkFkZd izHkko iM+rk gSA

lkjka”k

izLrkouk

LorU=rk izkfIr ds N% n”kd Ik”pkr~ cPpksa ds fy,fu%”kqYd vkSj vfuok;Z f”k{kk dh lwpuk ^^cPpksa dksfu%”kqYd vkSj vfuok;Z f”k{kk dk vf/kdkj vf/kfu;e]2009** ds :Ik esa lkdkj gqvk] bl vf/kfu;e ds 1vizSy] 2010 ls ykxw gkuss ds Ik”pkr~ 6 o’kZ 14 o’kZrd ds izR;sd cPps dks vius utnhdh fo|ky; esafu%”kqYd vkSj vfuok;Z izkFkfed f”k{kk ikus dk dkuwuhvf/kdkj fey x;k gSAvf/kfu;e dh fo”ks’k ckr ;g gS fd xjhc ifjokjksa

ds os cPps tks izkFkfed f”k{kk ls oafpr gSa] ds fy,futh fo|ky;ksa esa 25 izfr”kr vkj{k.k dk izko/kkuj[kk x;k gS Abl l= ls ftlds fØ;kUo;u gsrq ftyk f”k{kkvf/kdkfj;ksa ds ek/;e ls uksMy vf/kdkjh fu;qfDrdjds futh “kkykvksa esa d{kk igyh ,oe~ NBoha esaNk=kas dk izos”k fuf”pr fd;k x;k gSA izLrqrv/;;u esa bUgha izosf”kr Nk=ksa ds lek;kstu dsv/;;u dk iz;kl fd;k tk jgk gSA

f”k{kk ds vf/kdkj ds rgr “kkykvksa esa izosf”kr d{kk -------------------------- 159

mís”;

izLrqr v/;;u gsrq fuEu mís”;ksa dk fu/kkZj.k fd;kx;k gS (1- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk=ksa ds lek;kstudk v/;;u djukA

2- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa d{kk NBoha dss Nk= oNk=kvksa ¼fyax ds vuqlkj½ ds lek;kstu dkv/;;u djukA

3- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk=ksa ¼vk;q½ ,oaNk=&Nk=kvksa ¼fyax ds vuqlkj½ dh vUr%fØ;kij muds lek;kstu dk v/;;u djukA

ifjdYiuk

izLrqr v/;;u ds mís”; dh iwfrZ gsrq fuEu “kwU;ifjdYiukvksa dk fuekZ.k fd;k x;k &1- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk=ksaa ds lek;kstuesa lkFkZd vUrj ugha ik;k tk;sxkA

2- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk= ,oa Nk=kvksa¼fyax ds vuqlkj½ ds lek;kstu esa lkFkZd varjugha ik;k tk;sxkA

3- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa d{kk NBoha ¼vk;q½ ,oa Nk=Nk=kvksa ¼fyax ds vuqlkj½ dh vUr%fØ;k mudslek;kstu esa lkFkZd ugha ik;k tk;sxkA

pj

1- izLrqr v/;;u esa f”k{kk ds vf/kdkj ds rgrfuth “kkykvkas esa izosf”kr Nk= Lora= pj gaSA

2- izLrqr v/;;u esa Nk=kas dk lek;kstu vkfJrpj gSaA

3- izLrqr v/;;u esa d{kk igyh ,oa NBoha ¼vk;q dsvuqlkj½ rFkk Nk= ¼fyax ds vuqlkj½ e/;LFk pj gSaA

U;kn”kZ %&

izLrqr v/;;u esa nqxZ ftys esa dk;kZy;] ftyk f”k{kkvf/kdkjh] nqxZ }kjk l=~ 2011&12 esa f”k{kk dsvf/kdkj fØ;kUo;u gsrq ftys esa uksMy vf/kdkfj;ksadh fu;qfDr }kjk ftys ds futh fo|ky;ksa esa xjhchjs[kk ds uhps jgus okys Nk=ksa dk izos”k fu;ekuqlkjlqfu”fpr fd;k x;k gSA ftl dkj.k orZeku l=~ esalHkh futh Ldwyksa esa ,sls Nk= lkekU; Nk=ksa ds lkFkd{kk igyh ,oa d{kk NBoha esa v/;;u dj jgs gaSAizLrqr v/;;u esa f”k{kk ds vf/kdkj ds rgr fofHkUufuth Ldwyksa esa izosf”kr d{kk igyh ,oa d{kk NVohads Nk=ksa dks gh U;kn”kZ ds :Ik esa pquk x;k gSAmidj.k %&

izLrqr v/;;u ds mís”; iwfrZZ gsrq v/;;udrkZ }kjkLofufeZr midj.k dk iz;ksx fd;k x;k gSAiznRrksa dk fo”ys’k.k %&

orZeku v/;;u esa lEcaf/kr vkadM+ksa dk fo”ys’k.krFkk foospuk fuEu gS&ifjdYiuk 1

futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj ds rgrd{kk igyh ,oa NBoha ds Nk=ksa ds lek;kstu esalkFkZd vUrj ugha ik;k tk;sxk Ami;ZqDr ifjdYiuk ds tk¡p gsrq ,df=r vkadM+ksa dslkaf[;dh; fo”ys’k.k mijkar Nk=ksa ds lek;kstu dke/;eku ,oa ekud fopyu dh x.kuk dh xbZ gSftls lkj.kh Øekad 1 esa iznf”kZr fd;k x;k gSA

lkj.kh Ø &1

lek;kstu iznRrla[;k] e/;eku ,oa ekud fopyu

Ø d{kk iznRrksa dh e/;eku ekud

la[;k fopyu 1 igyh 10 14-4 5-89 2 NBoha 10 16-3 5-29

mijksDr lkj.kh vuqlkj d{kk igyh ds Nk=ksalek;kstu dk e/;eku 14-4 gS tcfd d{kk NBoha


ds Nk=ksa ds lek;kstu dk e/;eku 16-3 gSa e/;ekudh lkFkZdrk Kkr djus ds fy, 2 x2 Anova dsek/;e ls F dh x.kuk dh xbZ ftls lkj.kh Øekad2 esa iznf”kZr fd;k x;k gSA lkj.kh Øekad 2 lsLi’V gS fd ¼ F=12.8 df=1,16 P > 0.05½

izkIr F dks eku lkj.kh ewY; ls vf/kd gS vr%ifj.kke lkFkZd ekuk tk;sxkA blfy, gekjh “kwU;ifjdYiuk Lohdr ugha gksxhA

ifjdYiuk 2futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj ds rgrd{kk igyh ,oa NBoha ds Nk= ,oa Nk=kvksa ¼fyax dsvuqlkj½ ds lek;kstu esa lkFkZd varj ugha ik;ktk;sxkAmi;ZqDr ifjdYiuk dh tk¡p gsrq ,df=r vk¡dM+ksadk lkaf[;dh fo”ys’k.k ds mijkUr Nk= ,oa Nk=kvksads lek;kstu dk e/;eku ,oa ekud fopyu dhx.kuk dh xbZ gSA ftls lkj.kh 3 esa iznf”kZr fd;k

x;k gSA

lkj.kh & 2

Analysis and Interpretation of Data (Summary of 2x2 ANOVA)Source df SS MS F Sig.

Age (Class) 1 120.1 120.1 12.8 S

Sex 1 54.5 54.5 5.8 S

Interaction

Sex x Age (Class) 1 8.4 8.4 0.896 NS

SSW 16 150 9.375 Table valuable of F at level of confidence 0.05 = 4.41

lkj.kh Ø &3

lek;kstu iznRrla[;k] e/;eku ,oa ekud fopyu

Ø fyax iznRrksa dh e/;eku ekud

la[;k fopyu 1 Nk= 10 15-0 3-89 2 Nk=k 10 15-7 7-02

lkj.kh 3 ds vuqlkj Nk=ksa ds lek;kstu dke/;eku 15 ik;k x;k tcfd Nk=kvkas ds lek;kstudk e/;eku 15-7 e/;eku dh lkFkZdrk Kkr djusds fy, 2 x2 Anova ds ek/;e ls F ewY; dh x.kukdh xbZ gS] ftls lkj.kh Øekad 2 esa n”kkZ;k x;k gSAlkj.kh Øekad 2 ds vuqlkj ¼ F=5.8, df=l, P>

0.05½ izkIr F dk ewY;] lkj.kh ewY; ls vf/kd gSAvr% ifj.kke lkFkZd ekuk tk;sxk blfy, gekjhifjdYiuk Lohdr ugha ekuh tk;sxhAifjdYiuk 3

futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj ds rgrd{kk igyh ,oa d{kk NBoha ¼vk;q½ ,oa Nk=& Nk=kvksa¼fyax ds vuqlkj½ dh vUr%fØ;k muds lek;kstu esalkFkZd ugha ik;k tk;sxkAmijksDr ifjdYiuk dh tk¡p gsrq 2x2 Anova dsek/;e ls F ewY; dh x.kuk dh xbZ gSaA ftls lkj.khØekad 2 esa n”kkZ;k x;k gS] lkj.kh 2 ds vuqlkj¼ F=0.896, df=l, P> 0.05½ izkIr F dk eku lkj.kheku ls de gSA vr% ifj.kke lkFkZd ugha ekuktk;sxk blfy, ifjdYiuk Lohdr ekuh tk;sxhAifj.kke ,oa O;k[;k

izLrqr v/;;u }kjk fuEu ifj.kke izkIr gq, &1- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk=ksaa ds lek;kstuesa lkFkZd vUrj ik;k x;k gSA d{kk NBoha ds

f”k{kk ds vf/kdkj ds rgr “kkykvksa esa izosf”kr d{kk -------------------------- 161

lanHkZ xzaFk lwph

Iyyer, R.V. Vaidhynath, (1993) : Education planning and administration in

India: Retrospect and Prospect, (In Education for All-the Indian seen),

Department of education,MHRD, India Government

Jha Praveen, Pooja Parari, (2010) : Right to Education Act-2009 : Critical

Gapes & Challenges; Economic and Political Weekly, March 27, 2010,

Vol.XVI, Pp 20-23

NUEPA (2009) : Elementary Education in India-Progress towards UEE,

(Analytical report 2006-07), New Delhi, Page-185

http://www.education.nic.in/elementry/free%20and%20compulsory.pdf The

Right of Children to Free and compulsory Education Act, 2009 Dated

on March 17, 2011

Nk=ksa dk lek;kstu d{kk igyh dh Nk=ksa dslek;kstu vis{kkdr vf/kd gSA

2- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds Nk= ,oa Nk=kvksads lek;kstu esa vUrj ik;k x;kA Nk=kvksa dh

lek;kstu {kerk Nk=ksa dh vis{kk vf/kd gSA3- futh “kkykvksa esa izosf”kr f”k{kk ds vf/kdkj dsrgr d{kk igyh ,oa NBoha ds fo|kfFkZ;ksa ,oaNk=&Nk=kvksa dh vUr%fØ;k ij muds lek;kstuesa lkFkZd varj ugha gksrk A


* lgk- izk/;kid] dSfj;j dkyst] Hkksiky ¼e/;izns”k½* * lgk- izk/;kid] dSfj;j dkyst] Hkksiky ¼e/;izns”k½

f”k{kk ds ekSfyd vf/kdkj ds izfr “kkldh; ,oa v”kkldh; fo|ky;

ds f”k{kd&f”kf{kdkvksa dh tkx:drk dk v/;;u

MkW- Hkkouk “kekZ * ,oa MkW- laxhrk egk”kCns **



f”k{kk dk;ZØe esa izkFkfed f”k{kk dk egRoiw.kZ LFkku gSA izkFkfed f”k{kk ij gh mPp rFkk ek/;fed f”k{kk fuHkZjdjrh gSA izR;sd mUur jk’Vª vkSj mldh izxfr dk dkj.k ogk¡ dh izkFkfed f”k{kk gh gSA ns”k esa izkFkfed f”k{kk dsyksdO;kihdj.k ds fy;s fofHkUu vfHk;ku pyk;s tk jgs gSaA blh vfHk;ku ds varxZr vfuok;Z f”k{kk dk ekSfydvf/kdkj dk vf/kfu;e 1 vizSy] 2010 dks ikfjr gqvkA bl vf/kfu;e ds varxZr 6 ls 14 o’kZ ds ckyd] ckfydkvksadks eq¶r ,oa vfuok;Z f”k{kk dk izko/kku j[kk x;k gSA bldk fØ;kUo;u lgh <ax ls gks] blds fy;s vko”;d gSfd ge bls le>sa vkSj ”kSf{kd leqnk; ls tqM+sa ,oa vU; lHkh yksxksa dks le>k;saA izkFkfed f”k{kk ds yksdO;kihdj.kesa f”k{kd dh egRoiw.kZ Hkwfedk gksrh gSA izLrqr ”kks/k i= esa f”k{kd@f”kf{kdkvksa dh f”k{kk ds ekSfyd vf/kdkj ds izfrtkx:drk dk v/;;u fd;k x;k gSA

lkjka”k

izLrkoukizkFkfed f”k{kk ekuo ds fodkl dh vk/kkjf”kyk gSAekuo dk iw.kZ fodkl blh ij fuHkZj gksrk gSAf”k{kk:ih ;g cqfu;kn ftruh etcwr gksxh] fodkldh laHkkouk;saa mruh gh izcy gksaxhAHkkjrh; lafo/kku ds uhfr fun”Zskd rRo ds varxZr/kkjk 45 esa of.kZr gS fd jkT; vkxkeh 10 o’kkZsa esalHkh ,sls ukxfjd ftudh vk;q 6 ls 14 o’kZ gS]vfuok;Z rFkk fu%”kqYd izkFkfed f”k{kk miyC/kdjk;saxsA ;|fi ;g ladYi 1960 esa iwjk gks tkuk

Fkk] fdUrq ubZ jk’Vªh; f”k{kk uhfr 1986 ds fu/kkZj.kds le; Hkh ns”k bl vHkh’V y{; ls dkQh ihNsFkkA izkFkfed f”k{kk ds yksd O;kihdj.k dh /khehxfr dks ns[krs gq;s 1992 esa ^^lcds fy;s f”k{kk**dk;ZØe esa lapkyu dk fu.kZ; fy;k x;kA jkthoxka/kh f”k{kk fe”ku dh LFkkiuk ds }kjk izkFkfedf”k{kk dk ldy yksdO;kihdj.k dk y{; lu~ 2001rd izkIr djuk lqfuf”pr fd;k x;kA izkFkfedf”k{kk ds yksdO;kihdj.k dks djus ds i”pkr Hkkjr”kklu ds ekuo lalk/ku ea=ky; us ^^loZf”k{kk

f”k{kk ds ekSfyd vf/kdkj ds ds izfr “kkldh; ,oa -------------------------- 171

vfHk;ku** ds varxZr mPp izkFkfed Lrj rd vFkkZrldy izkjafHkd Lrj ¼d{kk 1 ls d{kk 8 rd½ f”k{kkls 6 ls 14 o’kZ dh vk;q oxZ ds ckyd&ckfydkvksadks tksM+us dk fu”p; fd;kA bl dk;Z dh iwfrZ gsrqlu~ 2010 dks y{; cuk;k x;k gSA 1 vizSy 2010 esacPpksa dks eq¶r vkSj vfuok;Z f”k{kk ds vf/kdkj dkvf/kfu;e cuk;k x;kA ;g vfHk;ku iwoZ esa pyk;sx;s izkFkfed f”k{kk ds yksdO;kihdj.k dk;ZØe dk,d ifjekftZr rFkk mUur Lo:i gSA bl vfHk;kuds varxZr izkjafHkd f”k{kk ds ”kSf{kd lwpd fu/kkZfjrfd;s x;s gSaA blesa tgk¡a ,d vksj ldy ukekadu]U;wrue ”kkyk R;kxh nj rFkk U;wure vf/kxe Lrjdks lqfuf”pr djuk fu/kkZfjr fd;k x;k gSA oghanwljh vksj izksRlkgu ;kstukvksa dh leh{kk] fo|ky;huHkkSfrd lalk/ku ,oa mlds mi;ksx] ”kkykvksa dsfofHkUu dk;ZØe gsrq /ku dk vkcaVu] xzke f”k{kklfefr] f”k{kd ikyd la?k bR;kfn dh leh{kk Hkh”kkfey dh xbZ gSA nwljs ”kCnksa esa ge dg ldrs gSafd bl dk;ZØe esa cgqvk;keh ,sls iz;kl fd;s tkusdk izko/kku gS tks f”k{kk dh lgh vFkkZsa esa miyC/krkizkjaHk Lrjksa ij lqfuf”pr dj ldsAdksbZ Hkh ;kstuk rHkh lQy gksrh gS tc] mldkfØ;kUo;u Øec) rjhds ls fd;k tk;sA izkjafHkdf”k{kk dh xq.koRrk izkIr djus esa f”k{kd dh Hkhvge~ Hkwfedk gSA ljdkj }kjk pyk;h tk jgh fofHkUu;kstuk esa f”k{kd dk tkx:d gksuk vfr vko”;dgS] rHkh ;kstuk lQy gksxhA orZeku le; esa dsUnzrFkk izns”k Lrjh; ”kklu izkjafHkd f”k{kk Lrj rdlHkh ckyd@ckfydkvksa dks tksM+us ds fy;sdrladfYir gSAljdkj }kjk lapkfyr izR;sd dk;ZØedk cPpksa ,oa vfHkHkkodksa dks izR;{k ;k ijks{k :i lsykHk feys vkSj y{; izkfIr dh vksj dk;ZØe c<+ldsA izkjafHkd f”k{kk dh xq.koRrk izkIr djus dsfy;s f”k{kd fdruk tkx:d gSA bl ”kks/k ds }kjkf”k{kd dh tkx:drk dk v/;;u fd;k x;k gSA

v/;;u ds mís”;1- “kkldh; f”kf{kdkvksa ,oa f”k{kdksa dk f”k{kk dsekSfyd vf/kdkj ds izfr tkx:drk dk v/;;udjukA

2- “kkldh; ,oa v“kkldh; f“kf{kdkvksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk dk v/;;udjukA

3- “kkldh; ,oa v“kkldh; f“k{kdksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk dk v/;;udjukA

v/;;u dh ifjdYiuk“kks/k v/;;u gsrq fuEu ifjdYiukvksa dh jpuk dhxbZ gS&1- “kkldh; f“kf{kdkvksa ,oa f“k{kdksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj ugha gSA

2- “kkldh; ,oa v“kkldh; f“kf{kdkvksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj ugha gSA

3- “kkldh; ,oa v“kkldh; f“kf{kdksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj ugha gSA

U;kn”kZ”kks/k v/;;u gsrq Hkksiky ftys ds ”kkldh; ,oav”kkldh; fo|ky;ksa ds 78 f”k{kd ,oa f”kf{kdkvksadks U;kn”kZ ds :i esa p;fur fd;k x;k gSA “kkyk f”k{kd f”kf{kdk dqy “kkldh; 10 20 30 v”kkldh; 20 28 48 dqy 30 48 78”kks/k midj.k”kks/k v/;;u gsrq Lojfpr iz”ukoyh dk mi;ksxfd;k x;k gSA iz”ukoyh esa 20 dFku gaS] tks f”k{kk dsvf/kdkj] f”k{kk ds fy;s pyk;s tk jgs fofHkUu vfHk;kuksals lEcaf/kr gSaA


v/;;u fof/k”kks/kdrkZ us o.kZukRed loZs{k.k fof/k dk mi;ksxfd;k gSAfo”ys’k.k ,oa fu’d’kZifjdYiuk&1“kkldh; f“kf{kdkvksa ,oa f“k{kdksa dk f“k{kk ds ekSfydvf/kdkj ds izfr tkx:drk esa lkFkZd varj ughagSA

lkj.kh Ø- 1“kkldh; f”k{kd&f”kf{kdkvksa dk f”k{kk ds izfrtkx:drk ds iznRrksa dk e/;ekuksa ds varj dh

lkFkZdrk “kkl- N M S.D df t ifj.kke f”kf{kdk;sa 20 15-8 1-95 28 3-45 lkFkZd

f”k{kd 10 13-2 2-96 varj gS

mijksDr nh xbZ lkj.kh esa f”kf{kdk ,oa f”k{kd dhla[;k 20 ,oa 10 rFkk e/;eku ,oa ekud fopyuØe”k% 15-8] 13-2 ,oa 1-95] 2-96 gS] ftldh ‘t’ eku3-45 gS tks fd lkj.kh eku rqyuk esa vf/kd gSA vr%nksuksa lewg ds e/; lkFkZd varj gSA vr% ifjdYiukvLohdr gksrh gSAifjdYiuk& 2“kkldh; ,oa v“kkldh; f“kf{kdkvksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj ugha gSA

lkj.kh Ø- 2“kkldh; ,oa v”kkldh; f”kf{kdkvksa dk f”k{kk dsizfr tkx:drk ds iznRrksa dk e/;ekuksa ds varj

dh lkFkZdrk lewg N M S.D df t ifj.kke “kkldh;

f”kf{kdk;sa 20 15-8 1-95 46 0-02 lkFkZd

v”kkldh; varj ugha

f”kf{kdk;sa 28 15-78 3-66

mijksDr lkj.kh esa “kkldh; f“kf{kdkvksa ,oa v“kkldh;f“kf{kdkvksa dh la[;k Øe“k% 20] 28 rFkk e/;eku,oa ekud fopyu Øe“k% 15-8] 15-78 ,oa 1-95] 3-66gS rFkk ‘t’ eku 0-02 gSA nksuksa lewg ds e/; lkFkZdvarj ugha gSA vr% gekjh ifjidYiuk Lohdr gksrhgSAifjdYiuk& 3“kkldh; ,oa v“kkldh; f“kf{kdksa dk f“k{kk ds ekSfydvf/kdkj ds izfr tkx:drk esa lkFkZd varj ughagSA

lkj.kh Ø- 3“kkldh; ,oa v”kkldh; f”k{kdksa dk f”k{kk ds

izfr tkx:drk ds iznRrksa dk e/;ekuksa ds varjdh lkFkZdrk

lewg N M S.D df t ifj.kke “kkldh;

f”k{kd 10 13-2 2-96 28 2-0 lkFkZd

v”kkldh; varjugha

f”k{kd 20 15-2 3-09

mijksDr lkj.kh esa “kkldh; f“k{kd ,oa v“kkldh;f“k{kdksa dh la[;k Øe“k% 10] 20 gS e/;eku ,oaekud fopyu Øe“k% 13-2] 15-2 ,oa 2-96] 3-09 rFkk‘t’ eku 2 gS tks fd lkFkZd varj ugha gS dk ladsrdjrk gSA vr% ifjdYiuk Lohdr gqbZA

“kks/k fu’d’kZ&1- “kkldh; f“k{kd ,oa f“kf{kdkvksa dh f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj gSA e/;eku ds vk/kkj ij ge dg ldrs gSafd f“kf{kdkvksa dh tkx:drk f“k{kdksa dh vis{kkvf/kd gSA

2- “kkldh; ,oa v“kkldh; f“kf{kdkvksa dk f“k{kk dsekSfyd vf/kdkj ds izfr tkx:drk esa lkFkZdvarj ugha gSA

f”k{kk ds ekSfyd vf/kdkj ds ds izfr “kkldh; ,oa -------------------------- 173

lanHkZ xzaFk lwph

vxzoky] ts-lh- ¼1994½ % jk’Vªh; f”k{kk uhfr] izHkkr izdk”ku] fnYyhAdfiy] ,p-ds- ¼1996&97½ % vuqla/kku fof/k;k¡] gj izlkn HkkxZo] vkxjkAd’.k] nhik ,oa vkuan] ljkst ¼2006½ % xq.koRrkijd izkFkfed f”k{kd izf”k{k.k ftyk f”k{kk ,oa izf”k{k.k

laLFkkuksa dh Hkwfedk] Anweshika Indian Journal of Teacher Education, Vol. 3,

No. 2, Dec. 2006, NCERT, New Delhi.

lDlsuk] ih-ds- ¼2001½ % izkjafHkd f”k{kk esa mHkjrs vk;ke ,oa “kSf{kd ewY;kadu] fouksn iqLrd eafnj] vkxjkAJhokLro] Vh-lh- ¼2006½ % izkjafHkd f”k{kk ds ewy rRo] fo”ofo|ky; izdk”ku] okjk.klh] izFke laLdj.kA

3- “kkldh; “kkykvksa ds f”k{kd ,oa v”kkldh;“kkykvksa ds f”k{kd dksa dk f”k{kk ds ekSfydvf/kdkj ds izfr tkx:drk esa lkFkZd varj ughagS] fdUrq e/;eku ds vk/kkj ij v”kkldh; f”k{kdksadk f”k{kk ds vf/kdkj ds izfr tkx:drk “kk-f”k{kd ls vf/kd ikbZ xbZ gSA

milagkjmijksDr vkadM+ksa ds vk/kkj ij dgk tk ldrk gSfd f”k{kk ds vf/kdkj ds izfr “kkldh; f”k{kd ,oaf”kf{kdkvksa dh vis{kk v”kkldh; f”k{kd ,oaf”kf{kdkvksa dh tkx:drk vf/kd gSA


RESEARCHERS ORGANIZATION, BILASPUR. Chhattisgarh.The facts and figures stated, conclusions researched and views expressed in thearticles are of the authors concerned and should not be attributed to the editorsof the journal or to Researchers Organization, Bilaspur. (C.G.)

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1. Name & Address in capital letters2. Institution/Individual3. Subscription for the Calendar Year --------------- (Annual subscription commences with April and ends with October every year)4. State Bank of India Draft (Branch Code 12123) No.------------------ Dated-------------Drawn on------------Date--------- SignatureSBI Bank Draft should be drawn in the name, ResearchersOrganization, Bilaspur (C.G) Payable at Bilaspur, (C.G.) alongwith subscription form may be sent to The Secretary, Flat H/2,Vaishali Nagar, Ward-13, Bilaspur. (C.G.) Pin. 495001. Subscrip-tion may directly be deposited SBI A/C No. 31577384568,Researchers Organization, Bilaspur. (Intercity CollectionCharges Rs. 25.00 must be added to the subscription). Articles/Papers authored by two researchers, shall be treated as twoindividuals for the subscription point of view.

EDUSEARCH - ISSN : 0976 - 1160 Vol. 2 No. 2 Oct. 2011 175

HOW TO CONTRIBUTE RESEARCH ARTICLES

Researchers Organization Bilaspur, Chhattisgarh invites unpublishedresearch articles in Education for publication in EDUSEARCH.Research Articles based on primary data shall be preferred.

The objective of this is to provide a platform to the teachers, teacher-educators, educational administrators, and researchers to share theirresearch experiences on improved educational practices, presentationof novel ideas and critical appraisal of educational problems etc.You may send research articles in about 4000 words/8 printed pages(double space printing) including an abstract in about 150 words, eitherin Hindi or English. Every article should contain following essentialelements-introduction, related study, research questions, objectives,hypotheses, methodology, sample, tools used, data analysis, findings,discussion and reference. Reference style to be used as -Kapoor, J. N. (2003, May) : ‘Raising the Standard of Ph. D. Programmes: Some

Suggestions in Scientific Research in Indian Universities. New Delhi: AIU.

In order to save the environment and time, soft copies (CD) and e-mailservice etc. are preferred.Fonts to be used :English- Times New Roman - size 12Hindi - Krutidev 010 - size 14e-mail : [email protected]

: [email protected] article should bear with a certificate (signed hard copy) mentioningunpublished article for publication in EDUSEARCH along withmembership/subscription amount. Articles/Papers authored by tworesearchers, shall be treated as two individuals for the subscriptionpoint of view.Your response and valuable suggestions in this regard are highlysolicited.Address for communicationDr. B.V.Ramana Rao, Flat-H/2, Vaishali Nagar, Ward - 13Bilaspur. Pin. 495001. Chhattisgarh.

Please mention youre-mail, Mob. No. andaddress on the top ofthe article.

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