legislative and policy frameworks india prof. anita julka ncert
TRANSCRIPT
Legislative and Policy FrameworksIndia
Prof. Anita JulkaNCERT
The Presentation
Policies and Programmes
Issues and Challenges
Peculiarities of Indian Education System
Central Government Plays some role-Mandates through Right To Education, 2009, Persons with Disabilities Act, 1995, Rehabilitation Council of India Act, 1992, National Trust Act, Mental Health Act, 1987
State Governments responsible for implementation of number of Policies, Curricula, Assessments, textbooks etc.
Guidelines – National Curriculum Framework, NCERT, National Curriculum Framework for Teacher Education, NCTE
Policy and Legislative FrameworksIndia
The Wardha Scheme known as the Zakhir Hussain Committee Report (1938)- Free & Compulsory Education for seven years.
Sargent Report (1944) proposed a system of universal, compulsory and free education for all boys and girls between ages of six and fourteen.
The Kothari Commission (1964-66)-concept of neighbourhood
school and common school system
National Policy on Education (1968, 1986) & Programme of Action (1992)
Integrated Education for Disabled Persons (IEDC, 1974) & Project Integrated Education for the Disabled (1987, NCERT)to strengthen the integration of learners with disabilities into regular schools.
District Primary Education Programme (DPEP, 1993) & Sarva Shiksha Abhiyan(SSA) (2001-02)-EDUCATION FOR ALL
Rashtriya Madhyamic Shiksha Abhiyan (RMSA) & Inclusive Education for Disabled at Secondary Stage (National Middle Level Education Programme)
Cont.
1974 IEDC
1992The RCI Act
t
1997, 2000Inclusion of IED in DPEP & SSA
1995The Persons with Disabilities Act
1999National Trust
2005Comprehensive Action Plan
2006National Policy for Persons with
Disabilities
Significant Milestones in
India2009
RMSA-IEDSS
2009Right to Education (RTE) Act
Law, policy, programs &rights instruments reflect two primary approaches or discourses that treat disability either as an individual pathology or as a social pathology.
curriculum must be “an inclusive and meaningful experience for children”Teachers must be trained to address the learning needs of all children including those with marginalized and disabled NCF, 2005
Teacher Education Institutions will need to reframe their programme courses to include the perspective, concept and strategies of inclusive education NCFTE, 2009
NATIONAL FRAMEWORKS
Gearing all teacher education programmes to developing pedagogical skills required in inclusive classrooms- National Focus Group-2005
Not failing any students
Class Teacher responsible for all children
Special teachersfully included
Developing strengths & abilities
Developing strengths & abilities
Nurturing all aspects
of personally
Class teacher responsible for all
children
Promoting self reliance& inculcating criticalthinking, decision making, problem
solving etc.
NCF,2005
DISE DATA NUEPA, 2013-14
CWSN enrolled as compared to total
ISSUES AND CHALLENGES
Vision and values in schools NOT based on inclusive ethos
A ' will have to do' rather than 'will do' or 'can do' attitude
Short term introductory training only awareness creating
Long term training (90 days) fails to build the skills for inclusive classrooms
Pro-active approach to identifying barriers and finding practical solutions missing
Cont. Partnerships with parents, community and other staff members need to be strengthened
Strong leadership & regular critical review and evaluation necessary
Lack of Resource Persons for Training Teachers
Practical Training not inclusive
Teacher Education Programmes at pre-primary and primary level to be more inclusive
We do not have the time to explain each and every concept, we need to have support of a special educator
Since these children do not have less IQ, hence they can fit into the existing
classroom processesl
Factors like large Classroom sizes, maintaining discipline, vast syllabus, emphasis on Marks, only few
included students act as constraints
They like Science. But they simply cannot sit inside a classroom to learn it. So we started taking
classes in the open where they are at ease
TEACHERS' VOICES
Ignorance......is a guarantee to Marginalization
The problem is not how to wipe out the differences but how to unite with the differences intact
Rabinder Nath Tagore
A THEME SONG FOR SOCIAL EXCLUSION
You’ve got to be taught to hate & fear,You’ve got to be taught from year to year,It’s got to be drummed in your dear little earYou’ve got to be carefully taught.You’ve got to be taught to be afraidOf people whose eyes are oddly made,And people whose skin is a different shadeYou’ve got to be carefully taught.You’ve got to be taught before it’s too lateBefore you are six or seven or eight,To hate all the people your relatives hateYou’ve got to be carefully taught!You’ve got to be carefully taught!From South Pacific, Rodgers & Hammerstein