ELEMENTARY

EDUCATION
2018

The 86th constitutional amendment (2002), & the RTE Act

(2009) have given the tools to provide quality education.
Union & States Governments & the Public have to do the
needful and much more monitoring and time is necessary
(in 2018) for completing the full implementation
Education is a life long learning process, essential
for human resource development. Education
precedes social transformation, as it is a potent
instrument for bringing upward economic and social
mobility. Education is a strong pillar for making
democracy a success. It is the foundation for the
development of the child in his social, intellectual,
and physical aspects. The school is required to
inculcate the cultural values and prepare the child
for various developmental tasks of his life. 2
 School Education: the British days -1835 to 1854

Primary education received a severe change with Lord

Macaulay’s decision in 1835, to adopt English as the
medium of instruction. Indians would learn an international
language which also served India. Wood’s Dispatch of
1854 stressed the importance of the vernacular language
in the spread of primary education for the masses.
Campbell’s scheme of 1837, brought all schools under the
grants-in-aid scheme and threw open the schools to
inspections by the education department. 3
Education1883: learn British ruler’s language

The Hunter Commission of 1883 recommended that

primary education should be the instrument to enable
people to fit into their life positions. The highest role
assigned to Indians was perhaps that of clerks in the
government departments. Hunter Commission (1883)
had recommended decentralization of education
planning.

4
 Education during the British days

G.K. Gokhale on the 19th March 1910, moved a

resolution in the Indian Legislative Council stating “this
council recommends that a beginning should be made in
the direction of making elementary education free and
compulsory throughout the country”. In 1921, education
became a transferred subject. Incidentally, the Hunter
Commission (1883) had recommended decentralization
of education planning.
5
 Education during the late British days -1944

Towards the end of the Second World War, in 1944, a

Central Advisory Board on education was set up under
the chairmanship of John Sergeant to prepare a
comprehensive plan for the educational development in
India. It suggested that a system of universal,
compulsory and free education for all boys and girls
between the ages of 6 and 14, be introduced as early as
possible. This was made justiciable right only in 2010.
6
 The Constitution and School Education

The Constitution reflects this in its Article 45,

which states that “the state shall endeavor to
provide, a period of ten years from the
commencement of this constitution, for free,
compulsory education for all children until they
complete the age of fourteen years”.
This was made justiciable right only in 2010.

7
 Progress in the Last Sixty Years (1947-2OO7)

 At the first post-Independence Census

of 1951, only 9 per cent of women and 27 per

cent of men were literate.

 It was resolved by the framers of the

constitution that the new Indian state would

endeavour to provide free and compulsory
education to all children up to age 14 by 1960.

……CONTINUED 8
 This goal turned out to be elusive and the deadline for
its achievement has been put back repeatedly in the
past sixty years.
 However, there has been very encouraging progress in
schooling participation and other educational outcome
indicators in recent times.
 The 86th constitutional amendment (2002), & the RTE
Act (2009) have given the tools to provide quality
education.
……CONTINUED

9
 Making elementary education available to all children
was possible 60 years after the Constitution

 The 86th constitutional amendment made a

fundamental right to elementary education to the
children between the age group- 6 to 14, justiciable.
 According to the 2001 census, the total literacy rate
in India was 65.38%.
 The female literacy rate was only 54.16%.
 The gap between rural and urban literacy rate was
also very significant in India.
 This is evident from the fact that only 59.4% of rural
population were literate as against 80.3% urban
population according to the 2001 census.
10
In 1961, the government established the NCERT, which
acted as the principal agency for academic advice to the
Ministry of Education, especially for improvement of
school education. The NCERT (1970) identifies the
objectives of elementary education thus:
(i) to enable self-realization;
(ii) to develop better human relations, and
(iii) to enable fulfillment to civic responsibilities.
NCERT works in close collaboration with the education
departments of the states and other institutions having an
interest in school education.
11
The council also implements UNESCO and UNICEF
assisted projects in the areas of elementary education:
Community education, nutrition education and population
education.
The various commissions on education, the committee of
members of parliament and the National Policy on
Education 1968 had identified the required areas and
given the direction.
In 1976, education was shifted from the state list to the
concurrent list and made the joint responsibility of the
union and state governments.
12
 Primary Education: Behavioral changes

Primary education is expected to bring about desirable

behavioral changes in young children in areas of
(1) knowledge and understanding,
(2) skill and competence,
(3) attitudes and interest, and
(4) action patterns.
Primary education, thus, is the foundation for the development
of the child in his social, intellectual, and physical aspects. The
school is required to inculcate the cultural values and prepare
the child.
13
 Right to Elementary Education

 The Act was passed by the India parliament on

4 August 2009 which described the modalities
of the provision of free and compulsory
education for children between 6 and 14 in
India under Article 21A of the Indian
Constitution. Justiciable fundamental Right.
 India has declared education a fundamental
right of every child when the act came into force
on April 1, 2010. Is this April Fool? Under
democratic freedom, is this Act really
implementable? Funds? Will tax payer pay it?
14
Sarva Shiksha Abhiyan (SSA): SSA has been
implemented since 2000 to universalize elementary
education and promote retention of children in the school
system. After the RTE Act, 2009 was enacted, SSA was
subsumed under it. RTE guarantees the right to free and
compulsory elementary education for children between the
ages of 6 and14 years in a neighborhood school.5 Note
that in 2016, ‘Padhe Bharat Badhe Bharat’ was launched
under SSA mainly to (i) improve language through early
reading and writing with comprehension, and (ii) learn
mathematics.
15
 Monitoring & Implementing the norms

 The bill made education a fundamental right of every

child between the ages of 6 to 14 and specified the
minimum norms in government schools _ were they
followed? [Govt. schools were not updated fully.]
 It specified reservation of 25% seats in private schools
for children from poor families, [Not liked fully by the
Private Schools initially, but implemented]
 prohibited the practice of unrecognized schools, and
 made provisions that no donation or capitation fee was
demanded and no interview of the child or parent for
the admission were permitted (Burden on govt. funds).
16
 Right to Education Act – demanded:

 The act also provided that, no child shall be

held back, expelled, or required to pass a

board examination until completion of
elementary education years. _Quality
evaluation? Is exposure enough to educate?

 Special training of school drop-outs, bring

them at-par with the students of the same age.

17
 Right to Education of Person with Disabilities till 18
years of age was made a Fundamental Right.

 The act also provided for the National Commission

for Protection of Child Rights and State Commissions

for supervising of proper implementation of the act,
and to look after the protection of Child Rights.

 Did all States provide these [or gave lack of funds as

excuse] ? Most states have made corresponding law
and provisions but the monitoring and ensuring
quality is tough. Look to Center, beg-bowl in hand!
18
 Right to Education Act – Not enough Funds?

 Other provisions regarding improvement of school

infrastructure, teacher-student ratio and faculty have
also been provided in the act. [No funds or no teachers
excuse again.]
 A committee set up to study the funds requirement and
funding estimated that Rs. 1.71 lakh crore would be
required in the next five years for implementing the Act.
[That much budget was not possible. Hence gradual
implementation.]
 The government to share funds in the ratio of 65 to 35
between the Centre and the states for implementing the
law, with a ratio of 90 to 10 for the north-eastern states.
19
Universal Elementary Education

 Everybody acknowledges the value of

education in the overall development of the
children.
 (Private) School Administrators focus on:
1. Enrolment
2. Availability of schools within walking distance
3. Provisioning for infrastructure
4. Deployment of required number of teachers.

20
What is Learnt, how is it presented?

Educationists are concerned about

 Whether or how children learn, and the

 Burden of Syllabi (and whether it is

passed on to Tuition centres or Parents)

21
• Development professionals discuss

 The impact of years of schooling, for example

on the age of marriage and family size.
 Economists talk about the economic returns
on Investment in education
 Parents have expectations from the
education system_ that it should equip their
children for gainful employment, and
economic well being.
22
 Fulfill goals of
universal elementary education

 The enforcement of fundamental

right to education provides us a
unique opportunity to mount a
mission encompassing all the
above discourses to fulfill our goal
of universal elementary education.
23
 SCHOOL EDUCATION IN INDIA
 RTE provides for Children’s Right to free
and compulsory admission, attendance
and completion of elementary education.
 Undoubtedly, much progress has
occurred since the last seventy years of
our Independence and many more
children with a diverse background are
accessing school. Quality? Needs
improvement.
24
25
 Dropped out, child laborers

 There are ‘invisible’ children_ children

bonded to work with an employer,
 young boys grazing cattle or working in a
dhabha
 girls working in the fields or as domestic help
or caring for younger siblings, and
 children being subjected to early marriage.
Many of these children are formally enrolled
in a school but have either dropped out or
have never been there.

26
Extremely vulnerable ones

 Many others such as migrant and

street children, who live in
extremely vulnerable conditions;
denying them education is against
the universal nature of human
rights.
27
 Enrol, attend, learn,
and
Be empowered by Education

 Providing universal access itself is no longer

enough; making available school facility is
essential but not sufficient.
 A monitoring mechanism is needed to ensure
that all children attend school regularly and
participate in the learning process.

28
 Not attending,
drop-out in a few months?
 Focus must be on the factors that
prevent children from regularly
attending & completing elementary
education. Children from
 weaker sections and
 disadvantaged groups, as also
 girls.
 SOCIAL,CULTURAL,ECONOMIC,
LINGUISTIC AND PEDAGOGIC ISSUES
29
Reservation of 25% seats in private
schools for children from poor families
 The school may be  Social, economic,
there but students may cultural, linguistic,
not attend, or drop out pedagogic issues
after a few months.  Denial or violation of the
 Through school & social right to elementary
mapping, many issues education process
need to be addressed requires to be
that prevent a weak overcome with the
child from completing encouragement and
the process of enlightenment of the
education. weak & vulnerable.

30
Free, compulsory and of high quality

 The right to education is free, compulsory and

it includes good quality education for all.
 A curriculum not only provides good reading
and understanding of text books but also
includes learning through activities,
exploration and discovery.
 Comprehension, competence,
competitiveness and creativity should be
developed, not forgetting compassion.
31
 Education Depts of State & Union
Governments have direct responsibility

To provide (in government schools also),

 Schools near habitations,
 infrastructure,
 trained teachers,
 curriculum and
 teaching-learning material, and
 mid-day meal.
A good budget provision and a well
coordinated mechanism is needed for inter-
sectoral collaboration & convergence.
32
On the part of the whole Governments:

 The factors that contribute to the

achievement of the overall goal of
universalizing elementary education as
a fundamental right requires action on
the part of the whole Governments.
A well coordinated mechanism is needed for
inter- sectoral collaboration & convergence.

33
Timely & appropriate financial allocations,
redesign school spaces

 The Finance Department to release

funds at all levels.
 The Public Works Dept. to re-conceive
and redesign school spaces from the
pedagogic perspective & Address
issues of including disabled children
through barrier free access.
34
Provide Social & Location Mapping of schools,
Water & sanitation facilities

 The Dept. of Science & Technology to

provide geo-spatial technology to
perform at
grass-root survey.
 Provision of access to sufficient safe
drinking water
 Provision and access to adequate
sanitation facilities, specially for girl
child. 35
ROLE OF CIVIL SOCEITY in RTE

 Above all, people’s groups, civil society

organizations & voluntary agencies will play
an crucial role in the implementation of the
RTE Act.
 This will help build a new perspective on
inclusiveness, encompassing gender & social
inclusion, & ensure that these become
integral & crosscutting concerns informing
different aspects like training, curriculum and
classroom transaction.
36
ROLE OF CIVIL SOCEITY

 A VIBRANT CIVIL SOCEITY MOVEMENT

CAN ENSURE THAT THE PARENT / CHILD
FROM WEAKER OR DISADVANTAGED
SECTIONS BECOME AWARE OF THE
VALUE OF EXERCISING THE RIGHT TO
ELEMENTARY EDUCATION AND PUT IN
SERIOUS EFFORTS ON THEIR PART.
 NGO contribution of knowledge, ideas and
solutions to the challenges are needed.

37
"We are committed to ensuring that all
children, irrespective of gender and social
category, have access to education. An
education that enables them to acquire
the skills, knowledge, values and
attitudes necessary to become
responsible and active citizens of India.”
Manmohan Singh

38
 India’s Age: YOUNG INDIA

 0-14 years: 31.1% (male 190,000,000 /female

172,890,000)
 15-64 years: 63.6%

 India’s Average:

 Total: 25 years
 Male: 25 years
 Female: 26 years

39
 Literacy rate
(percentage of adults who can read and write)

RTE ACT:

40
Costs of financing education for R T E

41
Costs of financing education for R T E

42
The 86th constitutional amendment (2002),
And the RTE Act (2009), gave us the tools
to provide quality education to all our
children. It is now imperative that we the
people of India join hands to ensure the
implementation of this law in its true spirit.
The Government is committed to this task
though real change will happen through
collective action. But there are lapses….
43
Deccan Herald, Sunday, Aug. 26, 2018

Pathetic State of Govt. Schools: from one

teacher managing several classes to poor
infrastructure and decline in enrolment, state’s
govt. schools are plagued by a plethora of
challenges.
The above news-heading is from the front page
of the above Newspaper published from
Bengaluru. There is a coalition govt. in K now
that fears destabilization from within. There is a
flood disaster in Kodagu district of the state.
44
Deccan Herald, Sunday, Aug. 26, 2018,
Min. for Primary & Secondary Edu, N. Mahesh, said:

There are 3,450 schools in the state that had

single teachers and they would be merged with
nearby schools. It is reported that 14,500
schools exist with an admission of just about 30
students. Why is there a decline in enrolment
and retention in govt. schools? The issue of
children’s learning is also unresolved.
45
46
Implementation is incomplete in 2018 – Why?

A monitoring mechanism and more time is needed to

ensure implementation. Who will reward or punish,
whom? 47
48
49
50
 Much more monitoring and time is needed for
completing the implementation _ May be 10 years?

51
52
Let us categorize Indian schools into three major types:
government or ‘public’ schools run by state, central or
local government aided schools and private schools. At
the elementary school level, aided schools constitute only
around five percent of all schools in the country. We
focus entirely on private schools comparing them with
government schools over the four-year period 2010-11
to 2014-15.The total enrolment in government schools
over this period actually fell by 11.1 million students while
the total enrolment in private schools rose by 16 million
students.
53
In some states, the growth of private schooling was very
pronounced. For example in Uttar Pradesh (UP) over
this short four-year period, the number of private schools
rose by 31,196, private school enrolment rose by nearly
7 million students and government school enrolment fell
by 2.6 million students.
The abandonment of government schools and the
shift towards private schools is also visible when we
examine how the number of government schools that
are ‘small’ or ‘tiny’ has increased over time.

54
55
56
Despite their ubiquitous and growing presence, relatively
little is known about private schools in India, largely
because government statistics have tended to ignore
them in data collection exercises, not just in the National
Council of Educational Research and Training's
(NCERT) National Achievement Surveys of children’s
learning levels, but also in terms of collecting data on
their teacher absence rates, salary levels and pupil fee
levels. In some states, the growth of private schooling
was very pronounced.

57
 Relative merits of government
Versus
private schools.

Poor quality of education in government schools is widely

reported as the major reason for the rapid growth of the
private school sector. Private schools are generally
perceived to be more accountable and offering better
quality education. The Probe Report (1999) notes that “In
a private school, the teachers are accountable to the
manager (who can fire them), and, through him or her, to
the parents (who can withdraw their children).
58
 Relative merits of government
Versus
private schools.

In a government school the chain of accountability is

much weaker, as teachers have a permanent job with
salaries and promotions unrelated to performance. This
contrast is perceived with crystal clarity by the vast
majority of parents.” Given that the public sector will
continue to be the largest provider of elementary
education in India. More reform is expected in this
sector in the time to come to improve performance.
59
Casual and more systematic observation, both are
pessimistic about learning achievements in government
schools in India. Most studies find that even after four
and five years of schooling, many children do not acquire
the basic skills in literacy and numeracy.
Many reasons have been put forward for the poor quality
education in primary schools owned and run by the
government. Earlier studies considered poor school
resources and the poverty and illiteracy of parents as the
prime reasons.

60
Recent research has looked at teacher motivation and
its impact on students‟ learning, and many of these
studies have highlighted the pervasiveness of the
phenomenon of teacher absence and inactivity in
government schools. If more able or more highly
motivated students go to private schools then any
private school achievement advantage over government
schools, after controlling for observed student and
family characteristics, cannot be attributed to school-
type.

61
Costs of financing education
62
There is an increasing pressure on the Secondary
Schools to expand capacity. To meet this demand a
number of schemes for Secondary Education are being
implemented viz. (i) Rashtriya Madhyamic Shiksha
Abhiyan (RMSA); (ii) Setting up of Model Schools; (iii)
Setting up Girls’ Hostels in Secondary and Senior
Secondary Schools; (iv) National Scheme of Incentive to
Girls for Secondary Education (NSIGSE); (v) Inclusive
Education for the Disabled at the Secondary Stage
(IEDSS); and (vi) National Merit-cum-Means Scholarship
Scheme (NMMS) and (vii) Scheme of ICT in Schools.
63
Rashtriya Madhyamik Shiksha Abhiyan (RMSA):
This scheme is being implemented with the
objective to enhance access to secondary
education and improve its quality. The schemes
envisages inter alia, to enhance the enrollment at
secondary stage by providing a secondary school
within a reasonable distance of habitation, with an
aim to ensure GER of 100% by 2017 and
universal retention by 2020.
64
 Rashtriya Madhyamik Shiksha Abhiyan (RMSA):

The other objectives include improving quality of education

imparted at secondary level through making all secondary
schools conform to prescribed norms, removing gender,
socio-economic and disability barriers, etc.
The Information and Communication Technology (ICT) in
Schools Scheme was launched in December, 2004 to
provide opportunities to secondary stage students to mainly
build their capacity on ICT skills and make them learn
through computer aided learning process.

65