DIMENSIONS OF

CHILDHOOD

Political

Childhood
Social Dimensions Economic

Cultural
Political Dimension of
Childhood Development

Need of Political system in Education

 For authoritative allotment of resources

 For establishing rule of law

Type of Political System and
nature of Education
 Monarchy (rule of monarch)
 ruleof a single person.
 supreme authority is vested in
the monarch, an individual ruler
who functions as the  head of the
State through heredity.  

Education system in Monarchy:

 Allegiance to the monarch

 Fostering progress of monarchy

 Promotion of values of self-discipline, obedience,

tolerance, service and sacrifice
 ARISTOCRACY
 Rule of the privileged/ruling class
 State ruled by elite class

 Generally hereditary

Education in Aristocracy:
 Promotes the good of the chosen few
and total neglect of general people
 Promotion of qualities of tolerance, obedience,

service and self-sacrifice

 SOCIALISTIC STATE
 Development and welfare of the
society
 Social ownership of the means of
production
 Equal distribution of resources to
all
Education in Socialistic State:
• Agricultural, technical and vocational education is
imparted on scientific lines.
• Opportunities are provided to one and all to profit
by education according to their interests,
inclinations, aptitudes and capacities.
 DEMOCRACY

 Based on the principles of

equality, fraternity, liberty and
justice
 Government of the people, by
the people, for the people
Education in Democracy:
• Each child is provided maximum opportunity to develop
himself to the highest possible extent.
• Curriculum is developed on the principle of diversity to suit
the needs of all the children.
• Teachers provide best possible guidance to promote
development of each child according to his capacities and
interests.
FUNCTIONS OF STATE IN THE FIELD OF
EDUCATION

 Provision of proper schools

 Making primary/elementary education compulsory

 Giving recognition to educational institutions

 Providing finances (grants) to education

 Supervising Educational Institutions

 Directing and controlling educational activities

 Providing skilled educators

 Provision of standard books

 Organization of education boards and committees

 Training of in-service teachers

RIGHT TO EDUCATION
ACT, 2009
RIGHT TO EDUCATION ACT, 2009
 After independence, Article 45 under the Indian
Constitution stated that the State shall endeavor
to provide, within a period of ten years from the
commencement of this Constitution, for free and
compulsory education for all children until
they complete the age of fourteen years.

But the State failed miserably in fulfilling this

obligation.
RIGHT TO EDUCATION ACT, 2009
 The 86th Amendment Act, 2002, made three
specific provisions in the Constitution to facilitate
the realization of free and compulsory
education. These were
(i) adding Article 21A in Part III
(fundamental rights),
(ii) modifying Article 45, and
(iii) adding a new clause (k) under Article
51A (fundamental duties), making the
parent or guardian responsible for
providing opportunities for education to
their children between 6 and 14 years.
RIGHT TO EDUCATION ACT, 2009
 Art. 21 A:
The State shall provide free and compulsory
education to all children of the age of 6 to 14 years
in such manner as the State may, by law,
determine.

 Law created:
The Right of Children to Free and
Compulsory Education Act, 2009.
Presidential assent received on 26th August,
2009 and came in to force from April 1, 2010.
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS
 Free and compulsory education till completion of
elementary education (for 6 years to 14 years) in
a neighbourhood school.

 Free: no child liable to pay any fee/expense

preventing her from pursuing and
completing Elementary Education.

 Compulsion: on the state; parental duty

to send children to school.
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS-CHILDREN
 Free and compulsory admission, attendance
and completion of Elementary Education.

 Not enrolled/dropout children be admitted to

age appropriate class.

 No child shall be failed or expelled up to class 8

(No Detention Policy)

 Bars corporal punishment, mental

harassment.

 Special training of school dropouts to bring

them at par with students of the same age.
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS-CHILDREN
 The Centre passed Right of Children to Free
and Compulsory Education (Second
Amendment) Act, 2019.
 Scrapped the no detention policy

 Introduced examinations at the end of classes 5

and 8
 A child who fails in the examination will be
provided with two-month remedial teaching
 Opportunity for re-examination within a
period of two months.
 If a child fails in the re-examination again, the
state governments may allow schools to detain
children.
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS-TEACHERS
 Qualification for appointment of teachers to be
laid down by academic authority authorised by
Central Government.

 Academic responsibilities of teachers laid down

 Prohibits deployment of teachers for non-

education purpose, except for:
 Decennial census
 Disaster relief
 Elections to Parliament, State Legislatures,
Local Bodies.
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS-SCHOOLS
 Norms and standards specified for all schools
 Infrastructure and related facilities
 Pupil Teacher Ratios – for each school
 School days; working hours for teachers

 Community participation in schools ensured through

SMC (School Management Committee) comprising
elected representatives, teachers and parents
 ¾ members from among parents of children in the
school; 50% women
 Proportionate representation to weaker and
deprived sections
 SMC to plan, manage and monitor – in
collaboration with the local authority
RIGHT TO EDUCATION ACT, 2009-
PROVISIONS-SCHOOLS
 All aided schools to provide free education to at
least 25% children.

 Special category schools and unaided schools to

admit in Class I at least 25% children, belonging
to weaker section and disadvantaged group, from
the neighborhood, and provide free and
compulsory elementary education.

 No capitation fees
 No screening for admission
 No school without recognition.
CONCLUSION
 It provides for development of curriculum
in consonance with the values enshrined in
the Constitution to ensure the all round
development of the child through a system
of child centered learning.