CONTEMPORARY INDIA AND EDUCATION - Part3

5.
Rajiv Gandhi scheme for Empowerment of Adolescent Girls (RGSEAG)
6. Sarva Shiksha Abhiyaan (Financed from education Cess)
7. Mid day meal
8. Support to Educational development including teacher training and adult education.
9. Rashtriya Madhyamik Shiksha Abhiyaan (RMSA) (with state finance sharing)
10. Rashtriya Uchcha Shiksha Abhiyan (RUSA) (with state finance sharing)
5.2.2 Role of state government in educational financing
The Finance Commission transfers adequate resources at the end of each plan to each state
under
a) Share in income-tax
b) Share in excise
c) Lumb-sum grand-in-aid.
The state recognizes schools and other institutions nm by private bodies in accordance with
set rules and regulations. It also provides them with suitable aids and grants to run efficiently
and effectively. Financial aid is also given to universities, functioning in the state.
5.2.3Tbe plan and non-plan expenditure in Education

The educational budget in India contains two parts Plan (also called developmental) and
non-plan(also called committed) expenditure. The planned expenditure is mainly for
development purpose such as the building of new schools or the introduction of the new
programme in a school. The non-plan expenditure is generally for the maintenance of on-
going programmes as well as the building furniture and equipment.
The planning commission and centre-state transfer of resources

Planning commission was established during 1950s when the five year planning process was
launched. All plans are discussed and finalized by it. Also the programmes and their goals to
be realized during each five year plan are decided by the planning commission. The
distribution of resources under the development or ' plan' category is in accordance with the
five year plans finalized by the planning commission. The level of plan expenditure of the
centre and states on any sector, including education, is determined by their respective five
year plans. The plans also specifies the policies, goals, targets and programmes to be pursued
during the five year plan period.
The Finance commission and centre-state transfer of resources
The finance commission takes care of the transfer of non-plan resources between the centre
and states. The finance commission in India is a statutory body appointed by the President
India once every five year. It makes its recommendation on the distribution of resources
based on the provisions of the constitution. For the fund allocation the finance commission
receives detailed statements from the states of their requirements for each head of account
including the details of receipts and expenditure.
In making these recommendations, the Finance Commission expected to take into account
a) The requirement of the state government under the revenue account to meet expenditure
on administration and non-plan commitments or liabilities;
b) Provision for emoluments of government employees
c) Commitment in regard to interest charges on doubts
d) Transfer of resources to local organizations
e) Maintenance of capital assets
f) Maintenance of plan schemes completed in the earlier plan
g) Requirements of the backward states for upgrading standards in general education
The finance commission has to recommend the allocation of resources based on the
requirements as forecast by the states. The actual process is as follows; the Finance
Commission receives detailed statements from the states of their requirements for each head
of account including the details of receipt and expenditure. The Finance Commission in its
turn, reassesses these state forecast and recommendations for an allocation of resources of be
made.
5.3 Expenditure on Education

The educational system in India is predominantly a state founded and directed activity.
Given the financial constraints, India finds it difficult to cope with the ever increasing
financial requirements of an expanding system. The report of the educational commission
(1964-66) strongly argued for devoting 6%of the GNP to Education. The Manjumdar
Committee (MHRD,1999) recently analysed the financial implications of making elementary
education a fundamental right and came to the conclusion that enhancing the share of
investment to 6%of the GNP would be sufficient to provide adequate resources at all levels of
the Education system.India spends only around 3.7% of it 's GNP on Education, w1doubtedly
a substantial increase of three times in the share -from 1.2%ofthe GNP in 1950-51 to 3.7%in
the year1990-1991.public expenditure on higher education as a shared GNP increased from
0.19% in 1950-51 to be around 0.56%inl990-91.
The major factor augmenting the resources available for elementary education in India is the
revenue mobilised on account of the educational cess. Initially levied at 2% of all taxex
collected by the central government,the Education cess was introduced to 3% onwards with
the extra I% earmarked for secondary and higher education on all central taxes other than
cooperation and income tax.The quantum of public expenditure on Education by the union
government bas gone up significantly in the last decade.
5.3.1 The planned and non planned expenditure on Education

The educational budget in India contains two parts- plan(also called development)and non-
plan(also called committed) expenditure.
The planned expenditure is mainly for development purpose such as the building of new
school or the introduction of new programme in a school.
The non planned expenditure is generally for maintenance of on-going programmes as well
as of buildings , furniture, and equipment.
5.3.2 Five year plans and education

History
From 1947 to 2017, the Indian economy was premised on the concept of planning. This was
carried through the Five-Year Plans, developed, executed, and monitored by the planning
commission (1951 -2014) and the NITI Aayog (2015-2017). With the prime minister as
the ex-officio chairman, the commission has a nominated deputy chairman, who holds the
rank of a cabinet minister. Montek Singh Ahluwaliais the last deputy chairman of the
commission (resigned on 26 May 2014). The Twelfth Plan completed its term in March 2017.
Prior to the Fourth Plan, the allocation of state resources was based on schematic patterns
rather than a transparent and objective mechanilsm, which led to the adoption of the Gadgil
formula in 1969. Revised versions of the formula have been used since then to determine the
allocation of central assistance for state plans. The new government led by Narendra Modi,
elected in 2014, has announced the dissolution of the Planning Commission, and its
replacement by a think tank called the Nm Aayog (an acronym for National Institution for
Transforming India).
The planning commission and centre-state transfer of resources
The planning commission.which deals with transfer of resources between the centre and state
on account of the plan expenditure,was established in the early fifties when the five year
planning process started in India.
All plans.both annual and five- year plans of the state and centre.are discussed and finalised
by the planning commission.
The distribution of resources and the 'development' or 'plan' category is in accordance with
the five-year plans finalised by the planning commission.
The level of plan expenditure of the centre and state on any sector, including education.is
determined by their respective five year plans.
• During the period of the first five year plans the share of the central government in the
total plan expenditure for education has been of the order of 25% .
• During the fourth plan period this was increased to 33%.
• In the fifth plan the share of the central government was reduced to 30% .
• During the sixth plan the central gov share was reduced to 22%.
• The seventh plan aims at correcting this anomaly by increasing the share of the centre
to 37% .
The finance commission and centre-state transfer of resources

The finance commission takes care of the transfer of non plan resources between the centre
and states.The finance commission in India is a statutory body appointment by the president
of India once every five years.It makes its recommendation on the distribution of resources
based on the provisions of the Constitution.
Five year plan
Prime minister Jawaharlal Nehru set up the planning commission in 1950.The first five year
plan commenced in1950-51.
The gu iding principles of India's Five-Year plan are provided by the basic objectives of
growth , employment.self reliance and social justice.
Why it was needed?
• When India gained independence, it's economy was in dust.

• The British bad lefted the Indian economy crippled and the father of development
formulated five year plans to develop the Indian economy.
Who monitors it?
• The five year in India is framed , executed and monitored by the planning
commission of India.
• The draft of the five year plans was published in July 1951 and it was approved in
December I 951.
• With the prime minister as the ex officio chairman.
• The commission has a nominated deputy chairman, who bas rank of a cabinet minister.
planning commission was set up in March,1950.
First five year plan(1951-56)
To provide educational facilities to atleast 60% of all children of school going age within the
age group of 4-6.
Second five year plan(1956-61)
The emphasis was on linking education with economic development .It also advocated fo r
expansion of basic and elementary education.
Third five year plan(1961-66)
The main emphasis was on the provisions of facilities for universal elementary education for
all children in the age group 6-11 on basic group. There was also a special concentration on
the Education of girls and to reduce the existing disparities in the level of development in
education boys and girls.
Fourth five year plan (1969-1974)
At this time Indira Gandhi was the prime minister.
Major schemes
• Educational program in the IVth plan were related to social and economic objectives
of the country. It was a prospective plan based on manpower needs, social demand
and the availability of financial, material and human resources.
Fifth five year plan (1974-1978)
It is prepared and launched by D.P.Dhar. The Fifth Five-Year Plan laid stress
on employment, poverty alleviation (Garibi Hatao), and justice.
Major schemes
• Very high priority was given to elementary education and adequate provision was
made for additional enrollment.
• Provisions for curricular orientation, work experience and strengthen of educational
institutions for teachers.
Sixth five year plan (1980-1985)
The Sixth Five-Year Plan marked the beginning of economic liberalization. The Sixth Five-
Year Plan was a great success to the Indian economy. The target growth rate was 5.2% and
the actual growth rate was 5.7%.
Major schemes
• Accepting the principle of average attendance to overcome wastage and stagnation
• Ensuring that a school is available to a child within 1.5 kms in a town and within 6
kms in a village.
• Laying emphasis upon compulsory enrolment.
• Bringing about the expansion of part-time education
• Eradication of regional imbalance.
Seventh five year plan (1985-1990)
The Seventh Five-Year Plan was led by the Congress Party with Rajiv Gandhi as the prime
minister. The plan laid stress on improving the productivity level of industries by upgrading
of technology.
Major schemes
• Highest priority was given to UEE (Universalisation of Elementary Education )

among children in the age group of 6- 14 years by 1990.
Eighth five year plan (1992-1997)

P.V. Narasimha Rao was the ninth prune minister of the Republic of India and head
of Congress Party, and led one of the most important administrations in India's modern
history, overseeing a major economic transformation and several incidents affecting national
security.
Major schemes
• A national program of mid day meal was started in August, 1995 to promote access,
retention and nutritional care of primary schools.
• Improvement in the quality of schooling and achievement levels of children enrolled

in schools was attempted through the introduction of minimum levels of learning
(MLL) and enhancement of infrastructure facilities.
• Programs like Operation Black Board(1987), National Program of nutritional

support(l995), District Primary Education Program(l994), Bihar Education
Project(l991), UP Basic Education Project, Mahila Samakhya, Lok Jumbish, Sbiksha
Karmi was launched
Ninth five year plan (1997-2002)
The Ninth Five-Year Plan came after 50 years of Indian Independence. Atal Bihari
Vajpayee was the prime minister of India during the Ninth Plan. The Ninth Plan tried
primarily to use the latent and unexplored economic potential of the country to promote
economic and social growth.
Major schemes
• National goal of providing primary education as a universal basic service.
• The supreme court judgement declaring education to be a fundamental right for

children upto 14 years of age.
Major issues
• The backlog of on-enrolled children.
• High dropout rate and wide inter - state disparities.

• 16.6% habitations were not served by primary schools within a distance of one km.
• Lack of physical infrastructure like toilet fac ilities for girls, drinking water facilities in
schools, teaching- learning equipment etc ..
• Evaluation studies on children 's achievement show low levels in language and
mathematics.
• There are also regional disparities.
• There were also equity concerns like low enrolment of girls, educational requirements
of special need groups like SCs, STs, OBCs, minorities, disabled and working
children, children from disadvantaged locations like deserts, hilly, coastal and deep
forest areas and children from migratory families etc ..
Tenth five year plan (2002-2007)
The National Development Council (NDC), headed by Prime Minister Atal Behari Vajpayee,
approved unanimously in December 2002 the Tenth Five-year Plan, envisaging an 8 percent
annual GDP growth. The Tenth plan has come in three volumes. The first volume, titled
' Dimensions and Strategies, has a broad perspective and discusses a strategy of development,
macroeconomic and economy wide issues relating to growth, investment and employment
and makes certain general observations on institutional design, governance and
implementation methodologies. The Second voh1me titled Sectorial Policies and
Programmes', gives details to policies and programmes that are necessary to attain the plan
objectives. Third volume, titled ' State Plan Concerns and Strategies' bas been introduced for
the first time. It traces the development of key sectors and spells out strategies of the plan.
Major Objectives
• All children have access to primary schools, upper primary schools or their
alternatives within the walking distance of one kilometer and three kilometer
respective!y.
• Universal access to early childhood care and education centers for all children of 3-6
years of age
• Need basic expansion of upper primary education facilities, particularly for
disadvantaged section. There should be one upper primary school for every two
primary schools.
• All schools should have buildings, toilets, d1inking water, electrification, play ground,
black boards and other facilities.
• Provision of one classroom for every teacher at elementary stage.
• Enrolment of all children in schools or other alternatives by 2003
• All children have to complete 5 years of primary schooling by 2007.
• All children have to complete 8 years of schooling by 2010.
• Dropout rate to be reduced to less than 10% for grades VI-VIl by 2007.
• Improve all aspects of quality of education to ensure reasonable learning outcomes at

elementary level.
• Bridge all gender and social gaps in enrolment, retention and learning achievement in
primary cycle by 2007. In upper primary it should be reduced to less than 5% by
2007.
• Special interventions and strategies to include girls, SC/ST children, working

children, children with special needs, urban deprived children, children from minority
groups, children below poverty line, migrating children and children in hardest to
reach groups.
Major Developments
• GER (Gross Enrolment Ratio) in primary has increased from 96.3% in 2001-02 to
107.8% in 2004 -05 and to109.4%in 2005-06.
• GER in upper primary has increased from 60.2% in 2001-02 to 69.9% in 2004-05 and
to 71 .4% in 2005-06.
• Out of school children has decreased from 32 million in 2001 -02 to 7 .1 million in
2005-06.
• Dropout at primary has decreased from 39.03% in 2001-02 to 29% in 2004-05.
• Dropout rate at the elementary level has remained very high at 50.8% .
• Reduction in gender gap and social category gap also achieved.
Eleventh five year plan (2007-2012)
Prime Minister Manmohan Singh bas termed the 11th five year plan as "India' s educational
plan". The 11th Plan, approved at the meeting of the National Development Council in
December 2007, places the highest priority on education as a centred instrument for
achieving rapid and inclusive growth. At INR 2. 70 lalcb crore, it constitutes 20% of the Plan,
representing a credible progress towards the target of 6% of GDP. The 11th Five Year Plan
presents a comprehensive strategy for strengthening the education sector covering all
segments of the education pyramid. It is through universal literacy, access to education and
knowledge-based industrial development that India will believably march ahead to join the
front ranks of the great nations of the world overcoming the challenges of ensuring that
everyone has an access to education and skill building in their activity.
Major issues
• The constitution of India was amended in 2002 to make elementary education a
justiciable fundamental right.
• 7.1 million children being out of school and over 50% dropping out at elementary
level are matters of serious concern.
• SSA to be reoriented to meet the challenges of equity , retention and high quality
education.
• States to be pursued to enact their own legislation or amend the existing ones to
ensure UEE.
• SSA would be restructured into a national mission for Quality Elementary Education
to ensure minimum norms and standards for a school (both government and private)
that is accessible to all children. It would address access, quality and equity
holistically through systems approach.
• The backlog for additional classrooms would be about 6.87 lakh.
• Opening of about 20,000 new primary schools and up gradation of about 70,000
primary schools are required.
• Giving good quality education of common standards, pedagogy and syllabi to ensure
minimum learning levels
Major Objectives
• Reduction in drop-out rate among children at the elementary level fro m 52.2% in
2003-04 to 20% by 2011-12.
• Developing minimum standards of attainment in elementary schools, to ensure quality
of education.
• Increasing literacy rate for persons of 0-7 years or more to 85% by 2011-12.
• Reducing gender gap in literacy to 10% points by 2011-12.
• Increasing the percentage of persons going for higher education from 10% to 15% by
2011-12.
• One year ECCE (Early childhood care and education) for all children in the age group
4-6 years
• Universalize MDMS (mid day meal scheme) at elementary level by 2008-09.
• Universal coverage of JCT (Information and Communication technology) at upper
primary level.
• Bring significant improvement in learning conditions with emphasis on learning basic
skills, verbal and quantitative.
• All states/ union territories to adopt NCERT quality monitoring tools.
• Strengthen BRCs/ CRCs by setting up one CRC for every 10 schools and 5 resource
teachers per block.
Financing of education in the eleventh plan

The government has pledged to raise public spending on education to 6% of Gross Domestic
Product (GDP). For accelerating public expenditure, the Central Budget 2004 introduced a
cess of 2% on major central taxes/duties for elementary education and Budget 2007 a cess of
1% for secondary and higher education. In the Eleventh Plan, Central Government envisages
an outlay of about Rs 2.70 lak:h crore at current price (Rs 2.37 lakh crore at 2006~07 price)
for education. This is a four-fold increase over the Tenth Plan allocation of Rs 0.54 lakh crore
at 2006-07 price. The share of education in the total plan outlay will correspondingly
increase from 7.7% to 19.4%. Around 50% of Eleventh Plan outlay is for elementary
education and literacy, 20% for secondary education, and 30% for higher education
(including technical education).
Major Developments
AMONG DISADVANTAGED GROUP
• Give top priority in ECCE to habitations of marginalized sections
• Set up additional 500 KGBVs (Kasturba Gandhi Balika Vidyalaya) in blocks with
higher concentration of SC, ST, OBC and minority population.
• Special attention to Districts with high SCs, STs, and minority population, innovative
funds for special focus districts are doubled.
• Focus on improving the learning levels of SCs, STs, and minority children through
remedial coaching in schools and also in habitation through educated youth of NYKS,
NSS ,SHGs and local NGOs.
• Special intervention for migrating children, urban deprived and working children.
• Creation of capacity within the school for dealing with students lagging in studies.
• Setting up 1000 hostels in EBBs with resident to PG Teacher as warden to provide
supplementary academic support.
• Sensitize teachers for special care of weaker section and children with special needs.
• Intensive social mobilization in dalit, tlibal and minority habitations through
community support.
• Provide housing for teachers in tribal and remote habitations.
PRE-SCHOOL EDUCATION
• SSA would have a component of one year ECCE, which can be universalized to cover
2.4 crore children in a phased manner.
• A large number of primary schools in states like U .P and Rajasthan already have
ECCE.
KGBV and DPEP
• These schemes would be subsumed within SSA in the 11 th plan. Expansion of

500KGBVs in district/ blocks with high concentration of SCs, STs, OBCs and
minorities would be taken up.
• DPEP would come to an end in November 2008 and would be subsumed under SSA
as per the existing procedure. The external commitments would however be met.
TEACHER EDUCATION
• Establishing organic linkages between CRCs-BRCs-DIETs-SCERTs-NCERTs and
universities.
• Teacher absenteeism: Accountability to be tackled through PRTs.
• Need to work towards enhancing quality of an integrated system of teacher education.
• Linking teacher education with institutions of research and higher education.
• Continued professional development and teacher educators.
• Linkages with reputed teacher education institutions for possible drawing up of
quality faculty resources on contractual basis, PPP(Public Private Partnership) models
for rejuvenating poor quality DIETs and also setting up of new DIETs/DRCs.
• At least one training for all teachers once in 2 years.
• Capacity building of para teachers.
• The teacher education scheme would be implemented in partnership with states. The
entire recurring expenditure, including :salaries and contingencies during the 11 th plan
period would be met by GOI to the tune of 100% in 2007-08 and thereafter reduced
by 10% progressively each year to 90% in 2008-09, 80% in 2009-10, 70% in 2010-
2011 and 60% in 2011-12 so that gradually the states can take up their committed
liabilities and old establishment expenditure.
• The GOI would bear 100% of new establishment and program components
expenditure.
MID DAY MEAL SCHEME (MOMS)
• The scheme would be extended to upper primary schools form l st June,2007 to cover
additional 30 million children and to all upper primary schools from April,2008 to
cover about 18 crore children by 2008-09. The nutritional value of meals for upper
primary children would be fixed at 700 calories derived from 150 grns of cereals and
20 grns of protein.
• MDM to be managed by local community and PRis/NGOs.
• Sensitize teachers and others involved] in nutrition, hygiene, cleanliness and safety
norms to rectify observed deficiencies.
• Involve nutrition experts in planning low cost nutrition menu and for periodic testing
of samples of prepared food.
• Promote locally grown nuttitionally rich food items through kitchen gardens in
schools etc.
• Revive school health programs: disseminate and replicate best practices adopted by
states.
• Provide drinking facilities in all schools on urgent basis.
• Status regarding supplies, funds, norms, weekly menu and coverage displayed in
schools to ensure transparency.
• Central assistance to cooking cost based on actual number of beneficiary children and
not on enrollment.
• Promote social audit.
• Online monitoring.
Twelfth five year plan (2012-2017)

12th Five Year Plan of the Government of India (2012-17) was India's last Five Year Plan.
With the deteriorating global situation, the Deputy Chairman of the Planning
Commission Mr. Montek Singh Ahluwalia has. said that achieving an average growth rate of
8 per cent in the next five years is not possible. The final growth target has been set at 8% by
the endorsement of plan at the National Development Council (NDC) meeting held in New
Delhi.
Major Objectives
• Achieve Mean Years of Schooling of7 by 2016-17.
• Eliminate social & gender gaps in enrolment by 2016-17.
• Increase Secondary Education GER to 90% .
• Increase Senior Secondary GER to 65%.
• Reduce secondary dropout rate less than 25%.
• Reduce gender gap in literacy to 10 percentage points.
5.4 PRESSURE EXERTED BY DIFFERENT STAKE HOLDERS ON

EDUCATION
In education the term stake holders typically refers to anyone who is invested in the
welfare and success of a school and its education students- Including community, religion,
political governmental and non-governmental agencies. Stake holders have a "stake,, in the
school and its students meaning that they have personaL professional or financial interest.
5.4.1 Religion and Community
There are many educational institutes in India which function under varies religious
group. Such inst itution mainly focuses on their religious interest. This could adversely affect
the educational system. There are also incidents where students of other religion were forced
to obey the institutional interest. Sometimes students of other religion may not allow
participate their religious customs. The same issues can be seen in educational institution
run by various communities. They try to manipulate the educational system in favor of their
motives and interests and forced their students to follow them.
At the same time we cannot ignore the role and commitment of varies religious
communities in the educational system. The try to give better education and working for the
development of the society through education.
5.4.2 Political
Schools run by the political parties try to shape the students according to their interest.
They are trying to change the text book in accordance with the comfort of the ruling party is
serious problem. Students are forced to follow the curriculum according to the political
motives. Changing examination system and text book or study materials also influenced by
politics. They import their political values in education system. Students feel a lot of
challenges and there is no chance to oppose the management.
Many prime political leaders control the seat allotment and selection process. So there
is no importance for merit and mark. In university education also influence from political
leaders. They select different posts in university. It may be a vice chancellor, syndicate
members etc. selection of teacher or professors also influence from politics.
5.4.3 Governmental Agencies
Educational policy is prepared by the central government and state government at

nation and state levels respectively. The national policy of education (NPT) 1986 has
provided for the environmental awareness, science and technology education and
introduction of traditional elements such as yoga into the Indian secondary system. A
significant feature of Indian secondary school system is the emphasis on the inclusion of the
disadvantaged sections of the society. Another feature oflndia's secondary school system is
its emphasis on profession based vocational training to help students attain skills for finding a
vocation his or her choosing. A significant new feature has been the extension of SSA to
secondary education in the form of the Rashtriya Madhyarnik Sbiksha Abhiyan.
a. Midday Meal Nutrition Scheme
Midday Meal scheme is a school meal programme of the Government of India

designed to improve the nutritional status of school-age-children. It is the largest such
programme in the world.
b. Teacher Education
National university of educational planning and administration (NUEPA) and national

council for teacher education (NCTE) are responsible for the management of the education
system and teacher accreditation.
c. National Council for Education and Training (NCERT)
The NCERT is the upper body located at New Delhi, makes the curriculum related
matters for school education across India. The NCERT provides support, guidance and
technical assistance to a number of schools in India and overseen many aspects of
enforcement of education policies.
d. State Government Boards of Education

Most of the State Government has at least one «state board of secondary school
education." The board set curriculum from class 1 to 12 and the curriculum varies from state
to state and bas moral local appeal with examinations conducted in regional languages in
addition to English.
e. Central Board of Secondary Education (CBSE)
CBSE Set cun-icu]um from class 1 to 12 and conduct examination at the 10th and 12th
students that are called board exams
f. Higher Education
After passing the higher secondary examination students may enroll in general degree
programmes such as bachelor's degree in arts, commerce, science or professional degree
programme like engineering, medicine, law graduates etc. the main governing body at the
tertiary levels is the university grants commission (UGC) which enforces its standards
advises the government and helps coordinates between the center and state up to post
graduation and Doctorate (Ph.D).
5.4.4. Non- governmental agencies
Geography demographically government alone cannot bring all children into the fold
of education. Even today 17. 7 million children in India are out of school and the retention
rate in schools is still law and a large number of children drop out even before completing
class 8. The study of girl child education is even worse as the mind set that girls may not be
educated, as they are to be eventually married off still prevails in Indian society. Several non-
governmental organisations (NGOs) have been working at this sheer grass root Level as to
extend education to unprivileged children in India. Since Independence, NGOs have been
trying hard to strengthen the existing educational system and network in the country, so that
more and more children get opportunities to go to school and remain there.
► Non- governmental agencies in Kerala
I . Christian Educational Agencies
2. Sree Narayana Dharma Paripalana Yogam (SNDP)
3. Nair Service Society (NSS)
4. Muslim Educational Society (MES)

India has four NGOs for every thousand people in the urban areas and 2 to 3 NGOs
for every thousand people in rural areas. The importance and impact of these organisations in
various spheres are on rise.
Examples
1. Make A Difference (MAD)

Ideated by 6 passionate friends in Cochin. This youth driven organisation
registered as a non-profit in 2006. It strives to ensure that even the most vulnerable
children in shelters are able to realise their dreams and break the various circle of
poverty
2. Teach For India (TFI)

The founder of TCS, Shaheen Mistri believed that only people's movement
can ensure their children's quality of education. TFI identifies and recruits bright
candidates as every year.
3. The Akshaya Patra Foundation (TAPF)

Established in 2000 and headquartered in Bangalore. The organization
addresses malnutrition and supports the right to education to disadvantaged children.
4. Pratham
It was established in 1995 to provide education to children in the slums of
Mumbai. Today it has grown in scope and reach with a focus on high quality, low cost
and replicable interventions which addresses the lapses in education system.
5. Bhumi
Bhurni was found in 2006 by a passionate group of volunteers who are
involved in educating and mentoring children from orphanage slums and villages
community centres
6. Kalinga Institute Of Social Sciences (KISS)

It was set up in 1992 at Bhubaneswar to provide basic education to 125 tribal
children. Its unique pedagogy and cmriculum and sure 60 dropouts.
HIGHLIGHTS
• Role of Education in National Development
• Goals Of Governmental Agencies In Development of Pre Primary education
• Some Drawbacks of Pre Primary Education in India
• School e.ducation in India
• Levels in school education
• Streams in school education
• Development of school education
• A glance into the development of higher education in India after independence
• University Grants Commission (UGC)
• Some of the main challenges faced by Indian higher education system
• Financing of education in India
• Role of central government
• Role of state government
• Plan and non-plan expenditure
• Expenditure on education
• Five year plan and education
• XI five year plan and education
• Pressure exerted by stakeholders on education
• Religion and Community
• Political agencies
• Governmental agencies
• Non-governmental agencies
EDUCATION OF THE MARGINALIZED
MARGINALIZATION
Marginalization is excluding a particular group from successfully participating in

society because society can't fully accommodate them. This happens to poverty stricken people
most often. Marginalization leads to discrimination. Marginalization as exclusion from
meaningful participation in society, partly because the labour the labour market does not or
cannot accommodate them, proving to be one of the most dangerous forms of oppressions.
Minority group such as individuals living with disabilities, women, racial minorities, aboriginal
communities, elderly individuals, single mothers, and homosexuals may all face certain forms
of marginalization due to dominant discourse with the structures of society (Mullaly, 2007).
Material deprivation is the most common result of marginalization when looking at how
unfairly material resources are dispersed in society along with the material deprivation,
marginalized individuals are also excluded from services, programs, and policies (young,
2000). Marginalization is a complex as well as shifting phenomenon linked to social status.
Levels of marginalization
1. Marginalization at the individual level: it results in an individual's exclusion

from meaningful participation in society.
ii. At community level; some groups are excluded
m. Gender: sometimes women were excluded from the labour force and this lead
to their marginalization from the topmost executive positions and decision
making.
Social marginalisation
Social exclusion or social marginalisation is the social disadvantage and relegation to

the fringe of society. Social exclusion is the process in which individuals are blocked from (or
denied full access to) various rights, opportunities and resources that are normally available to
members of a different group, and which are fundamental to social integration and observance
of human rights within that particular group (housing, employment, healthcare, civic
engagement, democratic participation, and due process).
Alienation or disenfranchisement resulting from social exclusion can be connected to a
person's social class, race, skin colour, religious affiliation, ethnic origin, educational status,
childhood relationships, living standards, and! or political opinions, and appearance. Such
exclusionary forms of discrimination may also apply to people with a
disability, minorities, LGBTQ+ people, drug users, institutional care leavers, the elderly and
the young. Anyone who appears to deviate in any way from perceived norms of a population
may thereby become subject to coarse or sub1tle forms of social exclusion. The outcome of
social exclusion is that affected individuals or communities are prevented from participating
fully in the economic, social, and political life of the society in which they live. This may result
in resistance in the form of demonstrations, protests or lobbying from the excluded people.
Social marginalisation could be in the form of excluding from education, land and
property rights, participation in democracy, health and basic services, government welfare
schemes, etc. like poverty, there is no commonly agreed- upon definition of social exclusion.
There is broad agreement that exclusion is multi-dimensional, including deprivations of
economic. Social, gender, cultural and political rights, making exclusion a much broader
concept than material poverty. Marginalized communities, such asDalit, Adiwasi, Urban poor,
are economically excluded from the mainstream society as they hardly have land and property
rights and have to face the brunt of displacement in the name of development process.
Educational issues of marginalized
Dalit
The 1991 census of India reported that Dalit communities were one of the least literate
social groups in the country, with only 30% of Dalit children recognized to have basic reading
and writing skills (Nambissan 1011). These high levels of illiteracy are a result of insufficient
access to primary education. Illegal yet culturally ingrained caste discrimination against the
' untouchable' Dalit minority in India is causing children to be ostracised from education and
denied their rights. The caste system assigns inclividuals a certain hierarchical status according
to Hindu beliefs. Traditionally there are fom principal castes (divided into thousands of sub-
categories) and a fifth category of people who fall outside of the caste system; the Dali ts.
The word Dalit translates as ' oppressed ' or 'broken' and is generally used to refer to
people who were once known as ' untouchables' because of the impurity and pollution
connected with their traditional ' outcaste ' occupations.
Dalits face discrimination at almost every level, from access to education and medical facilities
to restrictions on where they can live and what jobs they can have. Deep-seated low self-esteem
and abuse bas trapped Dalit communities in a cycle of poverty, abuse and exclusion.
Intolerance, prejudice and harassment towards Dalits are not only found at the
elementary school level. Several incidents have occurred in institutions of higher education
where discrimination is practiced by senior upper-caste students, teachers, faculties, and
administrations. The caste bias manifests itself in the way teachers ignore Dalit students and
unjustly fail them in exams, in social exclusion and physical abuse, and in the unwillingness of
the university administration to assist Dalits and support them. As a grave consequence of this
harassment, a disproportionate number of Dalit students have committed suicide
The distance to schools is also considered a huge banier for Dalit children, and a
significant part of the explanation for the low enrolment rate and the high dropout rate. Due to
the unwillingness of higher caste groups to live side by side with Dalits, Dalit families often
live in remote areas, away from the main villages and schools. This residential pattern has two
major implications. The location of schools within the main villages, and hence within higher
caste areas, makes it difficult for Dalit children to gain access to schools, due to caste tensions.
Secondly, the great physical distance to schools often result in Dalit children dropping out, as
the distance is simply too far to walk on an everyday basis. Many Dalits are landless and are
forced into migrant labour, as this is often the only way to ensure the economic survival of their
families. The continuous migration in search for labour implies a frequent disruption of the
Dalit children's education and makes them incapable of keeping up with the academic
advancement of other children
Other problems faced by Dalit people
• Literacy rate among Dalits are low across to resources and entitlements.
• Structural discriminations against these groups takes place in the form of physical,
psychological, emotional and cultural abuse which receives legitimacy from the social
structure and social system.
• Physical segregations of their settlements is common in the villages forcing them to
live in the most unhygienic and inhabitable conditions. These factors affected their
health status, healthcare and quality of life.
• There are high rates of malnutrition reported among the marginalized groups resulting
in mortality, morbidity and anaemia.
Women
Women's Education in India is a long-standing necessity. Women are often

stereotypical ly viewed as the caretakers of the house. However, in the modern age, women's
rights are being recognized; most importantly, their right to receive an education. Women need
to be given equal opportunities as men, especially when it comes to education. Women' s
education will help to eradicate the disc1imination and stigma that women face today. Educated
women in lnctia can also contribute to India's developing economy as well as making India a
more socially developed country as well. There are many schemes in India to help women
receive education, which would empower women. Education is necessary for the growth of
any country. Patriarchy is the root cause; many did not believe in educating women; instead, a
female child was seen as a burden, and getting married was the only way. Another reason why
families shy away from educating their daughters is the lack of safety and security. Traveling
during the night and living on their own instigates fear among the families as well as the girl
child. Crimes against women are on the rise, and this prevents them from receiving an
education. Low income forced parents to educate only the boy child, believing that he is the
only breadwinner for the family while the daughter stayed at home.
The need for women' s education goes back to times of independence. Women were
participants of the freedom struggle. The demand for women's education has been on the rise.
During the time of independence, the female literacy rate was at a meager 8.6%. According to
the latest census, the female literacy rate in India is 65 .5% . Though it has seen a rise, India has
not met the world average of female literacy rate. Many women in India are not provided with
primary education and are forced to stay at home. Women's education is necessary for the
growth of the country. Women are often not educated because of age-old beliefs that they must
remain at home. Sometimes in poor households, where the families send the boy child to school
while the girl child stays at home and helps her mother. The lack of safety for women is another
reason why they are not educated.
The government. over the years, has introduced many schemes to promote women's
education in India. Some of the programs are:
1. Beti Bachao Beti Padhao Yojana

2. Sarva Shiksha Abhiyan
3. Rashtriya Mahila Kosh
4. Mahila Shakti Kendra
The right to education is granted to every Indian citizen. We need to ensure that learning is
available for all and not just for men. Spread of Education in rural areas is vital as urban areas
to empower women all over the country. International Literacy Day is commemorated across
the globe, including India, on September 8th. The 20 J9 theme was ' Literacy and
Multilingualism. '
KEY POINTS
Marginalisation
• Marginalization means, generally speaking, weakening of the ligatures between the

individual and the society.
• Only permanent marginality produces the possibility of being outside. alienation and
finally social exclusion.
• Marginalized those who have been left of the dark edges of the stage.
• The basic dimensions of marginalization- Production, Reproduction, Exercise of
power- includes in every classifications of marginalization by the way or another.
• Marginalization denotes the situation in which the life chances of the individual have
diminished because of changes in social Ligatures and options.
Social marginalization
• It is the social disadvantage and relegation to the fringe of society.

• It is the process in which individuals are blocked from various rights, opportunities and
resources that are normally available to members of a different group, and which are
fundamental to social integration and observance of human rights within that particular
group.
• Marginalized on the basis of race, skin, colour, religious affiliation, ethnic origin,
educational status, childhood relationship, living standards and political opinions and
appearance.
• exclusionary forms of discrimination may also apply to people with a
disability, minorities, LGBTQ+ people, drug users, institutional care, the elderly and
the young.
• The outcome of social exclusion is that affected individuals or communities are
prevented from participating fully in the economic, social, and political life of the
society in which they live.
Educational issues of marginalized
Dalit
The cast system is a strict hierarchical social system based on underlying notions and
pollution. The marginalization of the Dalit influences all spheres of their life, violating basic
human rights such as civil, political, social economic and cultural rights. A major proportions
of the lower castes and davit are still dependent on others of their livelihood. Dalit does not
refer to a cast, but suggest a group who are in a state of oppression, social disability and who
are helpless and poor.
• Discrimination against Dalits in the educational system is a widespread problem in

caste-affected countries.
• Illiteracy and dropout rates for Dalit children- e literacy rate has generally increased
among Dalits over the last years, the literacy gap between them and other children is
still wide. Sample studies from Bangladesh indicate that around 96% of the country's
estimated 5.5 million Dalits are illiterate (One World Action, 2011 )
• Discriminatory practices against Dalit children in schools
• The poor educational status of Dalits is due to both social and physical factors. The
extreme poverty in which most Dalit families live is another underlying reason why the
drop-out rate of Dalit children is so high. Many parents simply cannot afford to send
their children to school and are dependent on their workforce to ensure the survival of
the family.
• The distance to schools is also considered a huge barrier for Dalit children, and a
significant part of the explanation for the low enrolment rate and the high dropout rate.
Due to the unwillingness of higher caste groups to live side by side with Dalits, Dalit
families often live in remote areas, away from the main villages and schools. This
residential pattern has two major implications
• Intolerance, prejudice and harassment towards Dalits are not only found at the
elementary school level
Women
Factors affecting women education
• Conservative attitudes of the parent

• Traditional ridden social custom
• Shortage of women teacher
• Early marriage in rural areas
• Inadequate transportation facilities
• Disparity between the education of boys and girls.
• Purdah system and early motherhood.
• Higher education of girl is not welcomed in some areas.
ATf-IlRA ANAND A
B. ED NATURAL SCIENCE
UNIT VI
6.2 ALTERNATIVE EDUCATION MOVElVIENT IN INDIA
Alternative education also known as non- traditional education or educational

alternative includes a number of approaches to teaching and Jearning separate from that offered
by mainstream or tractitional education.
Hampel used the term alternative education to refer any system of education recommended
as a substitute for the formal education
Alternative education is a system of education which is set up by an educational agency to
serve learners who are not succeeding in the formal education system.
CHARACTERlSTICSOFALTERNATIVEEDUCATION
• Universalization of education
• Learner centered and flexible for learner
• Provide opportunities to grow
• Self-learning
• FJexible schedules
• Smaller teacher pupil ratio
• Flexible curriculwn, gradi11g systems and degree requirements.
• It is intended for all ages and sections of the society.
• It is life centered, work based, probJem oriented and environment based.
• Creativity and experimental thinking
• Fostering a sense of community
NEED AND IMPORTANCE OF ALTERNATIVE EDUCATION

a) Explosion of knowledge
b) PopuJation explosion
c) Easy access
d) Varied needs
e) Opportunities for improving qualifications
f) Learning while earning
g) For different ages
h) Education throughout life
i) To educate the adults
j) Balance between urban and rural areas
k) Ease of admission
I) Universal education
DIFFERENT TYPES OF ALTERNATIVE EDUCATION

1. Distance education
[ Distance learning, open learning, E- learning, online learning or web -based learningj
Education where teachers and students are separated in the place and time. The gap
between the two can be bridged through the technology.
Characteristics
• Provide an efficient and less expensive method

• Pursue higher education to all qualified and willing persons
• Provide opportunities of academic pursuits to educated c1t1zens through
correspondence instruction without disturbing their present employment
• Student centered
• Indirect education
• Flexible approach
11. Extension education

Educational activity that is extended or stretched out from the limits of the educational
institution to tbe field of its applications.
Characteristics
• Extension education emphasis on "How to teach" instead of on "what to teach".
So that the people can be encouraged to adopt new research techniques easily.
• The discipline of extension education is to generate knowledge.
• It is primarily for the rural development
• Main objective is to bring necessary change in the beliefs or views of people
• It is utilized to make scientific methods available to the rural people
111. Adult education

Adult education is the practice of teaching and educating adults. Adult education takes
place in the workplace, through "extension schools, communities ' colleges, folk high
schools and lifelong learning centers.
Characteristics
• It embraces learning achieved by adults during their mature years.
• Its limit is defined by adulthood and maturity
• It focuses primarily on individuals who live m rural and smaJl-town
communities
• It is usually vocational in nature
• It emphasis self- directed learning
IV . Continuing education
Continuing education is all the learning activities that occurs after an individual has
completed hjs basic education.
Characteristics
• It is a type of post- compulsory education of short-term nature
• It normally continues after an interval following the end of initial education
• It is targeted towards tbe adult population
• It is based on the principle of1ife-long education
• It is meant for personal or professional enrichment
• Flexible in matters of admission, attendance, duration.
ELEMENTS COMMON TO EDUCATIONAL ALTERNATIVES

✓ Respect for the person
✓ Balance
✓ Decentralization of authority
✓ Noninterference among the poliLical. economic and cultural spheres of society
✓ A holistic world\ iew
ALTERNATIVE EDUCATION EXPERIMENTS IN INDIA

1. TRIDHA. MUMBAI
• It is a school based on the Steiner philosoph) of education which is being
secular, co- educational and non-selective.
• Rudolf Steiner emphasizes the role of imagination in learning
• Based on a more humanistic approach to learning, the school doesn't
believe that quick mugging and spewing will get you far in life.
• They believe in holistic teaching which ensure that theoretical subjects
like science and math help children to reach deeper understanding of
relative concepts
2. SHISHUV AN. MUMBAI

• Main aim is to remove traditional teaching method
• Child centered
• Full freedom in education
• According to Ken Robinson, every child is unique in their learning
abilities. So, doesn ,t forcing them to do things or learn in a way they
cannot naturally grasp.
• They encourage natural curiosity and believes every child comes with a
curriculum of their own.
• Shishuvan accommodate both poor and rich children.
3. ANAND NIKETAN. MAHARASHTRA

• Located in Wardha, of the Vidarbha district, a district known for its high
rate of farmer suicide.
• Marathi medium school but it includes English as one of its core
subjects, making it technically bilingual.
4. MIRAMBIKA SCHOOL NEW DELHI

• Based on the integral philosophy of Sri Aurobindo and the mother.
• They believe that education is supposed to draw out of the talent ' divine
perfection' that already exist in the learners.
5. KANAVU
• Kanavu is an alternative school in Wayanad district, Kerala. The school
activities include performance of traditional plays and music, as well as
material arts training.
• The school always kept itself away from the conventional style of
teaching like classroom and syllabus.
• Students were formed into groups based on their level of awareness.
• Tribal folksongs and rituals were incorporated in the training sessions,
and this helped strengthen a sense of identity in the tribal community.
• The school was keen on giving the initial lessons of self~reliance to the
students.
• The school follows the gurukula system in which the teachers live with
the students and receive no remuneration for their work.
6. SARANG SCHOOL
• Sarang is an alternative school on a hill top started by a teacher couple,
Gopalakrishnan and Vijayalakshmi in Agali Panchayath in Attappady,
Palakkad district.
• The school 's curriculum includes organic farming. art fonns and
environmental conservation among other subjects
• Sarang was initially called an experimental centre for alternative
education.
• The curriculun1 was to be based on real life situation.
• Education at Sarang is for everyone.
7. MITRANLKETAN
• Situated in Vellanad in Trivandrwn.
• Institution for both formal and non-formal elements.
• A peopJe's coJlege along the lines of Denmark' s folk high school
movement, has been established on the Mitraniketan campus.
• A K.rishi Vignan Kendra also acts as a model training centre for
voJuntary agencies in the state.
• Two series of adult education courses have been organjzed by this
voJuntary organization
• open school system and job-oriented programmes are runs here.
8. LAUBACH LITERACY TRUST

• Laubach's method is famous in adult education.
• Dr A.K. John was inspired by the method to launch a Laubach Literacy
Trust at Karthigappally in Alappuzha.
• The LLT bas trained personnel in the methodology and has developed
separate pruners and follow-up books.
• A number of adult education centres have been opened in the coastal
areas of Alappuzha.
• A training centre and library are housed in main building.
9. RISHI VALLEY E DUCATION CENTRE CHITTOOR, ANDHRA

PRADESH
• Rishi Valley school offering support to nearby schools.
• This programme soon had to contend with the multigrade situation, in
which a large number of teachers found themselves .
• Graded self-learning matenal which allows both the child and the
teacher to monitor tbe progress of learning.
• Rishi Valley has emerged as a major resoUJce of educational effort,
particularly, in multi-grade teaching in ail parts of the country.
MARIZA MARKOSE
B.ED. NATURAL SCIENCE
UNIT-VI
KANFED AND MAHILA SAMAKHYA
KANFED
(Kerala Association for Non-Formal Education and Development)
❖ HOW IT CAME?
In June 1977, KANFED (Kerala Association for Non-Formal Education and Development)
was registered under the Travancore-Cochin Charitable Societies Act No 12 of 1955 as an
offshoot of Kerala Grandhasala Sanghom and Kerala State Library Council, comprising
the members of the Literacy Expert Committee of the Sanghom.
❖ OBJECTIVES
*To eradicate illiteracy from the state
*To provide opportunities for continuing education for all people in need
*To strengthen the non-formal mode of education
*To link development activities with non-formal education
❖ OTIVE
Liberation of the masses, especially the downtrodden scheduled castes and tribes, and
women, was its motivation.
Courses were launched at district, block and panchayat level, and literacy centres
established. 1n many places, "KANFED Bhavans" were set up, and welfare programmes
were launched. State and Central Government approved KANFED and provided grants.
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❖ KANFED WITH THE COLLABORATION OF OTHER ORGANIZATIONS:

>The German Adult Education Association (DVV) offered financial support to
KANFED for about ten years for the:
1. organization of literacy and continuing education centers, training of personnel,
2. preparation and publication of neo-literate mate1ials including books and

periodicals, and
3. awards made to committed social workers at KANFED ' s annual celebration. '
The DVV's collaboration with KANFED was adj udged the best of its 19 projects
during that period.
>UNICEF also supported KANFED 's non-formal education centres for drop-outs in the
age range 15 to 45 years. Under this programme, 25 centres were organised in six northern
districts of Kerala for three years.
>The Ford Foundation offered support for the BJVJ Programme and the Neethi Vedi
Programme in the state. "Souhrida Gramas" (Villages of Friendship) were established, in
which many disputes were settled without going to court.
❖ ACHIEVEMENll
► In the emergence of Kerala as the first totally literate state in India, the role played
by KANFED was unique. Its first attempt at total coverage was in Vediappanchal
Harijan Colony of Ezhome Village in Kannur District. This was in 1981-82.
► The total literacy campaign in the Kottayam Municipal Area was the next
attempt KANFED worked with the National Service Scheme of Mahatma Gandhi
University and Kottayam Municipality. The result of this campaign was 2208
literate adults over a period of ten months.
► Emakulam District as the first totally literate district in India. In Ernakulam District,
161,000 people were identified as illiterate. KANFED and Kerala Sastra Sahitya
Parishad (KSSP) took an initiative for literacy in Ernakulam District. Huge efforts
were made to involve more than 2000 educated young people as volunteers, and two
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state-level bodies. After hard and dedicated work, was declared to be by the then
Prime Minister, V.P. Singh. This campaign was awarded the UNESCO Prize.
► Literacy within 90 days Project. KANFED developed an experimental project,
"Literacy within 90 days", which was found to be successful. Separate primers were
prepared, and personnel were trained by KANFED. It was recommended that
attempts should be made to maintain and improve the literacy level. KANFED
organized training camps from which a good number of trained workers emerged as
promising community workers at different levels. KANFED was the first one to
recognize social workers and honoring them at its annual meetings.
❖ PUB LICATIONS
Since 1978, KANFED has published 20-25 primers, nearly 20 guidebooks, handbooks and
workbooks, etc., around 50 reference books for workers, nearly 210 books for neoliterates,
besides a number of pamphlets. Its weekly for neoliterates, "KANFED News", its
fortnightly for functionaries "Anoupacharika Vidyabhyasam" and its monthly wall paper
''Nattuvelicbam" have provided constant support to local government field staff and
organisers alike.
❖ EOPLE BEHIND
Mr P.N. Panicker, the architect of the library movement in Kerala was also the driving
force behind KANFED. Mr P.T. Bhaskara Panicker, a popular scientist and one-time
President of the Sanghom, gave ample support and vision to KANFED programmes. It was
he who coined the name KANFED, after which many "FEDs" emerged in Kerala (Coirfed,
Consumerfed, Marketfed, Nafed, etc.). Dr K. Sivadasan Pillai, who took a doctorate in
non-formal education in the UK, has also been deeply involved in KANFED operations,
working in its Secretariat from 1977 to 1995, and acting as its General Secretary since
1995.
MARIZA MARKOSE
❖ RESENT
KANFED cunently has 320 life members, two permanent institutional members, and
around 300 associate members. It has a unique management structure: a three-member
Presidium, a five-member Secreta1iat, a 31-member Executive Committee and a 100-
member Governing Council, elected every three years.
REVIOUS YEAR'S UESTION
*Expand KANFED
*Explain KANFED
URL: https ://www .facebook. com/kanfedofficial/

MARIZA MARKOSE
MAHILASAMAKHYA
(Programme for Women Empowerment)
OW AND WHEN?
Mabila Samakhya Programme that was launched in 1988 aimed to pursue the objective of
National Policy on Education, 1986. The NPE, in 1986, acknowledged that the
empowerment of women could be done by the participation of girls and women in the
education process.
They believed that education could prove to be a useful tool in the empowerment of
women.
WHAT IS MAHILA SAMAKHYA PROGRAMME?
Mabila Samakhya, which literally means women's equality through education, is a

women's empowerment project which does not aim at service delivery but seeks to bring
about a change in women's perception about themselves and that of society in regard
to women's 'traditional roles'.
The program was an initiative taken by the Department of Education of the Government of
India, which aimed to improve the status of the women in the rural areas and those
belonging to marginalized groups.
The program, though, was a small project when it started but has grown so vast that it is
being implemented in 60 backward districts, covering around 9000 villages and ten states.
MARIZA MARKOSE
Initially, only 3 out of 10 states, namely UP, Jharkhand, and Karnataka got selected. It is
now implemented in the other states, namely Andhra Pradesh, Assam, Bibar, Kerala,
Gujarat, and Uttarancbal.
Mabila Samakbya is a registered society controlled and funded by the MHRD and works
in close association with the state government. The main aim of the program is to develop
a bridge between NGOs and the Government.
It is an autonomous body, and each state bas set different goals for the empowerment of
women, depending on the needs of the state.
OBJECTIVES OF THE MAHILA SAMAKHY A PROGRAMME:
The program aimed at the development of women and removing gender-based

discrimination from the country. The framework of the Mahila Samakhya Programme are
as follows -
• Reinforcing dignity and self-confidence in women.
• Recognizing the contribution of women to society, polity, and economy.
• Developing the ability to think seriously.
• Promote the quality of decision making.
• Enable women to make sensible choices in the field of education, health, and
employment.
• She was assuring equal participation in the process of development.
• We are empowering information, knowledge, and skill to make them economically

independent.
• Traimng women collectives to stop incidents of violence against women.
• To enhance the opportunity for the education of adolescent girls and women.
MARIZA MARKOSE
• Creating a supportive environment for the women so that they develop skills and
educate themselves.
AREAS ON WHICH THE MAHILA SAMKHYA WORKS
The Mahila Samakhya Programme, which is launched for the development of women,
aimed to work on the following areas.
• Developing organizational capacities within 'sanghas' and federations
• Women's issues that include legal awareness and violence against women
• Networking with government and other agencies for economic empowerment
• Creating gender awareness
• Education, which stresses the education of adolescents and is the main strength of
the program.
• Health action
• Political participation
• Setting up Nari Ada/as for addressing issues against women etc.
• Development of supportive structures (such as Mahila Sikshan Kendras) for th

education of the older girls and young women who have never been enrolled or have
dropped out of the schools.
The Mahila Samakhya Programme has proved to be very beneficial in improving women
worldwide, and more than two lakhs women and organizations are being benefited from
the program launched by the government. The program has become successful with the
involvement of people other than from the government.
MARIZA MARKOSE
C
* -
Main Menu Mahila Samakhya programme
Hom•
Abou! ... Toe Mahtla Samllkhya programn1e wa~ Initiated In 1987• 1989 to
Aruaf()pw;atiof'I
translate lh• i<>"i> of National policy on Education and
En1po~t of won,e,n In runiil area-s, partkularly or women
.AIPilS aJ ln!ewention from ,oci<,lly and oconomleally mar11lnallsed groups. The MS
-CommiltH progran,rne covers 11 1,,tates Including Kerala.
Education In Mahlla Somakhya 1s understood oot merely as \
ocqulrlns ba>lc llte~cy ,kills, but as a proceu cl teaming to
que,tlon, critically anatysl1111 Issues •nd problems and seeking •
wtution. IL endeavours to create a.n environment for women to
learn at their own pace, set their own prlorit~, seek knowledge "
and information fao\,tatlng lnformed chokes ll ~ks to bring
about a change in women's perception about themselves and of
society in regard to women1s ~tradit1ooat rotes•. Jeevan Babu K. IAS
KERALA MAHILA SAMKHYA HOME PAGE
URL: http://k:eralasamakhya.org/
MARIZA MARKOSE
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DESCHOOLING MOVEMENT
Deschooling movement means literally means the abolition of schools.It is the belief
that schools and other learning institutions cannot produce the best education for each
individual.It is the tendancy of making the children withdraw from traditional school of
education,stating that schools are not providing oppmtunities for developing the innate
powers of children and they make the children unworldly.
IV AN ILLICH.an Austrian philosopher,propogated this deschooling movement.His

controversial book named ' DESCHOOLING SOCIETY'(1971),advocated for radical
changes in education system,including di~establishment of traditional schools and the
development of more informal learning webs.
ARGUMENTS RAISED BY ILLICH AGAINST SCHOOLING
• Schools reproduce inequalities rather than con-ect them.

• Schools are institutionalized by bmeaucracy and they serve the interests of state and
not of the people.
• Most of the genuine knowledge is acquired out of schools.
• Schools separate theory and practice.
• Formal schools give prime importance to rote memorization.
• Teacher dominated school atmosphere never makes children democratic.
• Students learn more from their day to day experiences than they learn from sitting
inside a classroom.
• Learning from programmed text books always hide realities behind a screen.
• Traditional schools diminish students ability to learn on their own.they take students
away from situations where learning readily occur.
• Schools make children stereotypes so that they are not able to keep unique style of
living.
• Highly result oriented and professional school system do not regard to the aesthetic
sense and creativity of children.
• The strict schedule at schools never provide an opportunity to keep contact with
nature.
JLLJCH'S CONTRIB UTIONS TO EDUCATION
• He raised his voice against compulsory schooling in which curriculum is obligatory

and result oriented.
• His critricism paved way for many alternative system of education all over the world.
• The issue of social justice in education was brought to the forefront of educational
debate following the publication of ill ich' s book Deschooling Society in 1971 .
• His argument for the creation of convivial institutions has lead to more flexibility in
the institutional set up of schools and they become more democratic.
• His ideas of learning web.skill exchange.peer matching etc are considered as
convivial alternatives to institutionalized education.
• Today his ideas have found their way into the education systems under a variety of
labels like virtual classrooms,non-formal education,lifeling learning,universal
education.education for all.
FOUR APPROACHES OF IVAN ILLICH TO BE USED IN DESCHOOLING SOCIETY
l. Provide reference service related to any item such as airportJ arms,factories,museums

etc.so that to indulge in self motivated learning.
2. The experts should present a list of areas or category of knowledge and skills which
they can provide as a mentor so that youngsters can approach the right person to have
different skills without any pressure from others.
3. Creating peer matching communicatio•n networks so that youngsters can exchange
ideas on which one is greater expert,so that they are actively engaged in searching
knowledge and collecting themselves.
4. Creating large directories of people who are able to give different skills and practical
knowledge on the basis of systematically ,manged polls on the service of different
experts so that youngsters know who is the most selected.
HIGHLIGHTS
1 .Descbooling movement is propagated by Ivan Illich
2 .His book on deschooling movement is DESCHOOLING SOCIETY(1971)
3 .Deschooling is the stopping of compulsory education from schools and start
homeschooling.Its propagaters argue that traditional schools don't provide practical
knowledge.it is teacher centered and they only test the memory power of students.
UNIT-6
LITERARY MOVEMENT IN INDIA AND KERALA
India is a country of great diversity and djsparities. Education is one of the areas in
which spatial,social and regional disparities are particularly evident. Large variations
are observed in the literacy levels, enrolment, retention and dropout rates across the
states of Inilia.Literacy in Inilia 1s a key for socioeconomic progress. Despite
government programmes India 's literacy rate increased only "sluggishly.the
movements that lead to grow the literacy rate in country is called literacy
movements .in Indfa the literacy movement js mainly through by national literacy
rn1ss1on.
LITERARY MOVEMENT IN INDIA
NATIONAL LITERACY MISSION
The eradication of illiteracy from a vast country like India beset by several social and
economic hurdles is not an easy task. Realizing this the National Literacy Mission
was set up on 5th May, 1988 to impart a new sense of urgency and seriousness to
adult education.After the success of the areas specific,tin1e bound, voluntary based
campaign approach first in Kottayam city and then in Emakulum ilistrict in Kerala in
1990,the National Literacy Mission had accepted the literacy campaigns as the
dominant strategy for eradication of illiteracy. Out of 600 districts in the country,597
districts have already been covered under Total Literacy Campaigns.The number of
continuing education districts is 328.The creditable performance of the National
Literacy Mission received international recognition when it was awarded the
UNESCO Noma Literacy Prize for 1999.The International Jury while selecting NLM
for the prize recognized its initiation of the Total Literacy Campaigns and also its
efforts in galvanizing activities towards integration, conservation of the
environment,promotion of women equality,and the preservation of family customs
and traditions.The Jury also appreciated the training imparted by NLM,the teacrung
learning material produced by it and the awareness created by it for the demand for
raising both the quality and quantity of primary education.
The Bureau of Adult Education and National Literacy Mission under the Department
of School Education and Literacy of the Ministry of Human Resource Development
functions as the Secretariat of the National Literacy Mission Authority.The General
Council of the NLMA is headed by the Minister of Human Resource Development
and the Executive Council is beaded by the Secretary .The Directorate of Adult
Education provides necessary technical and resource support to the NLMA. The
National Literacy Mission was revitalized with the approval of the Union
Government on 30th September, 1999.The Mission's goal is to attain total literacy i.e.
a sustainable threshold literacy rate of 75% by 2007.The Mission seeks to achieve
this by imparting functional literacy to non-literates in the 15-35 age group.
LJTERACY MOVEMENT JN KERALA
In state of Kerala has a unique place in the literacy map of India,with a literacy rate
of 90.92 percent. The state ranks first in the country with a high literacy rate. The
roots of Kerala' s literacy culture can be traced back at least to the Hindu rulers of the
I 9th century. The queen of Trivandrum issued a royal decree in 1817 that said,'the
state should defray the entire cost of the education of its people in order that there
might be no backwardness in the spread of enlightenment". Christian missionaries
gave a further boost to education by setting up schools for the poor and
oppressed,bypassing traditions that had allowed only high-caste lndians to attend
school. In addition to this,land reform measures established after the state of Kerala
was formed in 1956 also contributed to the success of its literacy movements..
Library Movement
The library movement geared up in the beginning of 20th century itself in the northern
parts of Kerala.in 1931,library movement got a firm footing in Malabar
area."Samastha Kerala Pusthakalaya Samitbi"( 1931) was started in Trichur in Cochin
state which brought a quarterly jouna l "Grantha Viharam" in 1933."The All
Travancore Library Association"was started,which continued for 3 years without
much contribution.in 1937 ,the "Malabar Vayanasala Sanghom" was formed and this
was registered as "Kerala Granthalaya Sanghom" in 1943. this later merged with
the Kerala GranthasaJa Sanghom in 1957.
Libraries adult/non formal education and 1iteracy have Jong been entangled in Kerala
and this continues to be the case.it is found that adult education mainly prioritize
illiterates and neoliterates. Public libraries from the most appropriate centuries
through which they can be motivated towards achieving Literacy.
Graotbasa la Saoghom
Prior to independence, in the erstwhile princy state of Travancore,47 rural libraries

united in 1945 to form Travancore Granthasala Sanghom,which developed into
Kerala Granthasala Sanghom,with nearly 5000 libraries affiliated to it ."Read and
grow,, was the slogan of the Sanghom. Mr. P.N. Panika:r was the founder and driving
force of this movement for 32 years. Now it is called the Kerala State Library
Council,with an in -built democratic structure and funding from the State
Government.
LUMITHA BAI B
ROLL NO :2029
FIRST YEAR
NATURAL SCIENCE
UNIT 7- LANGUAGE POLICY FOR EDUCATION
7.1 Basic education and mother tongue
According to the international standard classification of Education (ISCED), basic education

comprises the two stages primary education and lower secondary education.
1st cycle 1-4 6-9 yrs old

2nd cycle 5-6 10-11 yrs old
3rd cycle 7-9 12-14 yrs old
Basic education was made compulsory during the times of freedom struggle. Wardha scheme
of education was implemented by Mahatma Gandhi during the period when Britishers ruled
India. It was implemented in the round table conference, where the scheme demands that every
citizen in India should get the basic education
Mother tongue in Education
• Mother tongue can often be rnfeITed to as our first or native language.

• Mother tongue meaning for a child is more than just language and includes child 's
personal, social and cultural identity.
• Mother tongue in education refers to when a school or educational institution integrates
the language a child is more familiar with into the classroom lesson along with the
school 's lesson (such as English).
• When a child is grown up in a mixed race parent household or abroad he/she might
have learnt 2 or more languages before j oining the school. Here these languages can be
considered as their mother tongue as they are familiar with that.
• Many institutions are encouraging to t,eacb mother tongue as one of the subjects in
schools as they have importance in the child development.
1
Advantages of Mother tongue in Education
• Mother tongue makes it easier for children to pick up and learn other languages.
• It develops a child 's personal, social and cultural identity.
• Helps a child to develop their critical thinking and literacy skills.
• Skills learnt in mother tongue do not have to be retaught.
• Children learning in mother tongue enjoy school more and learn faster due to feeling
comfortable in their environment.
• Parent-child interaction increases as the parent can assist them in their studies.
Education should be provided in the mother tongue only up to a level, later it should be changed
to the use of global language as that helps in future to assist them to get a job or for the further
higher education without facing any difficulties. Our NEP does not make it mandatory for
schools to teach in mother tongue only. It says •~where ever possible, the medium of instruction
until atleast class 5 should be in mother tongue.
7 .2 Constitutional provisions of medium of instructions
• Our country bas diversity of in languages. After the dawn of independence, mother
tongues have received special emphasis as medium of instmction and subjects of study.
• In the constitution of India, it has been laid down that the study of one ' s own language
is a fundamental right of the citizens.
• Article 26( 1) states, «Any section of the citizens, residing in the territory of India or any
part having a distinct language, script or culture of its own, shall have the right to
converse the same."
• Article 350 A directs, "it shall be endeavor of every state and every local authority to
provide adequate facilities for instruction in the mother tongue at the primary stage of
education to children belonging to linguistic minority groups. "
• Secondary education commission, 1952-53 recommended that the mother tongue or the
regional language should generally be the medium of instruction throughout secondary
school subject to the provision that for linguistic minorities, special facilities should be
made available. Kothari commission also said that at college and university stage,
mother tongue should be the medium.
2
Kothari commission- National education commission
Founded on 14th July 1964. It' s an ad hoc commission set up by the government of India to
examine all aspects of the educational sector in India, to evolve a general pattern of education
and to advice guidelines and policies for the development of education in India.
7.3 Three language formula
• In 1968, the three language formula was implemented across the country, barring
Tamilnadu that adopted a two language policy.
• It was recommended by Kothari commission.
• The teaching system across various regions in the country was not uniform. whereas
Hindi was the general medium of instruction in the north regional and English language
were the medium of instruction in other parts. This led to chaos and created difficulties
for interstate communication. In order to uniformise 3 language formula was
implemented where in Hindi, English and the regional languages would be taught
students from the secondary stage onwards.
• The main idea behind it was to encourage students to learn more than one diverse
language and to make north Indians learn south Indian languages and vice versa.
• It's actually a task to work out this because often states don 't comply with it. For
instance, Tamilnadu till date followed a 2 language formula. i.e, Tamil and English.
• Our new education policy 2019 has made mandatory to study English as one of the
languages.
• There are lot of confusions and bias created because of this 3 language formula.
Actually it was implemented to build unity but as of now it has created hatred because
of division of Hindi speaking and non-Hindi speaking states. It's one of the untold truths
of 3 language policy.
• Tamilnadu government rejected the 3 language formula proposed in NEP 2020.
It is sought to serve 3 functions namely:
1. Accommodating group identity.
2. Affirming national unity.
3
3. Increasing administrative efficiency.
Operations of 3 language formula
Classes I to 4
✓ One language i.e., Mother tongue.
Classes 5 to 7
✓ Two languages i.e., Mother tongue and official language of the union- Hindi or
associate official language of the Union-English.
Classes 8 to 10
✓ Three language compulsory-Hindi, regional language and official language.
4
REFERENCES
[l]"Gandhiji's Basic Education: A Medium of Value Education I Education I Articles on and

by Mahatma Gandhi ", Mkganclhi.org , 2021. [Online]. Available:
https://www.mkgandhi .org/articles/basic_edu.htm. [Accessed: 06-Mar-2021).
[2] Uafulucknow.ac. in, 202 I. [Online] . Available: http://uafulucknow.ac.in/wp-

content/uploads/2020/03/Wardha_Scheme_of_E ducatio l _MA_SEC_2ND_EDUCATION .pd
f. [Accessed: 06- Mar- 2021 ).
[3 )2021. [Online] .Available:https://www .education.gov.in/sites/upload_files/mhrd/files/NEP_

Final_English_0.pdf. [Accessed: 06- Mar- 2021].
[4]"Main Recommendations of "Education Commission" (Kothari Commission) (1964-

1966)", Edugyan. in, 2021. [Online]. Available: http://www.edugyan.in/2017/02/education-
commission-or-kothari.html. [Accessed: 06- Mar- 2021).
[5]"Constitutional Provisions for Education", Medium , 2021. [Online]. Available:

llttps://medium.corn/tegs/constitutional-provisions-for-education-22dla4cc69a7. [Accessed:
06-Mar-202 1].
[6]"All about 3-Ianguage formula, the bone of contention between Centre & southern
states", ThePrint, 2021. [Online]. Available: https://theprint.in/theprint-essential/all-about-3-
language-formula-tbe-bone-of-contention-between-centre-sou thern-states/4 71419/.
[Accessed: 06- Mar- 2021).
M Anu Mruiya
Natural Science
5
SEMESTER 1: C102- CONTEMPORARY INDIA AND EDUCATION
Unit 7: DEBATES ON COLONIAL LANGUAGE POLICIES
After the collapse of the Mugal Empire, India was colonised by western people. At that
time, there were wars fought between kings and foreign invaders. Education almost ignored
due to political instability. Hence this period is called the dark age in Indian Education History.
Western education was implemented during colonial rule.
This made an initiation of the Dutch and Portuguese activities. The English Christian
missionaiies came to India from 1813 and they also built schools at primat-y level for Indians
in which the language of instruction was local language. Systematic and organized education
came into existence after the establishment of the East India Company. The East India
Company was founded in 1660. They did not want to educate the Indian people. The East India
Company undertook programs for religious propaganda and the establishment of educational
institutions. Their main goal is expansion of trade all over in India. So British rulers searched
for mediators who could help them to administrate Indian sub-continent. For this, they choose
high caste people like Brabmins for work. The British policy was to create Indian class who
should think like British. British established Universities in India based on British models to
emphasis on English. 1857 onwards, they started to build universities in India. Several Indians
got their education in British universities too. From that point English became first language in
Indian Education. Later on the missionaries buhlt high schools with English as the language of
instruction which obliged the Indians who wanted to study to have a good knowledge of
English. Leaders at that time also supported E nglish language and claimed it to be the main
key towards success. Indians who knew good English were seen as the new elite of India. Many
new schools were established in which the language of instruction was English. According to
the British laws the language of instruction at university level was English and therefore
schools that emphasized English were preferred by ambitious Indians. Even after India's
independence, English remained the main language of India. After India got independence, still
we follow English as a medium for communication and success of life. British had a lot of
policies and suggestions for language education.
Charter Act, 1813 also known as East India Company act, 1813. This act permitted
Christian missionaries to propagate English language and their religion. This period of British
Education mars the beginning of the modem period in Indian Education.
After this, several great controversies began on the education policies. The main
controversy was whether Indian should be given English education or education in Indian
languages and subjects. This is known as East- west controversy (Oriental-Occidental
Controversy). Meanwhile, Raja Ram Mohan Roy started some movements to introduce
western scientific education through English. He wanted to replace traditional Sanskrit and
Arabic teaching. To take decision this issue, The Company had been quite indifferent towards
education for a long period. When British government expressed its dissatisfaction over the
education activities of company, a new law member was appointed as part of the new charter
in 1833. The Macaulay' s minutes: As the part of westernization of ed ucation, Lord Macaulay
came to India as the new law member. He solved the language problem by presenting a forceful
minutes in 1835. He rejected the claims of Sanskrit and Arabic languages through bis minutes.
Lord Macaulay could gradually anglicise the whole India. In 1845, English become the official
language of the country.
The main points of Macaulay to reject Indian languages are...
• English is the key to modern knowledge

• It stands eminent among the language of the west.
• It is the language of the ruling class in India.
• It would bling about renaissance in India.
• The natives are desirous of learning English.
Macaulay attached importance to the education of the higher classes and thus emphasised the
Theory of Downward Filtration. Macaulay's dreams was giving rise to a race which was
Indian in colour and blood but English in dress, conversation, ideas and thoughts.
He thought the members of this class would spread their knowledge through English.
Macaulay's purposes were
i) To create the dominance of British culture over the Indians and to have the
control over the minds of the Indian people through English.
ii) To train Indians and make them fit for the employment. The British
Government gave preference in jobs to the Indians who had the knowledge of
English.
This catered mainly to the needs of upper class people. The down class people were deprived
of education, so that they could exploited by upper class. This raised the awareness of education
in the Indian mind.
Wood 's Despatch (1854): In 1853, company charter again came up for review and
modification after twenty years. This charter felt the need for the permanent and comprehensive
educational policy. After discussion, parliament committee declared that the education in India
was not harmful to the company's interest. Consequently, Charles Wood, the president of
company' s board of control, published Wood 's despatch in 1854.
• An office of the Directors of public instruction should be set up each state.

• Emphasis should be given to the spread of public education and open more schools.
• A system of grant in-aid should be adopted.
• Special institution for training of teachers should be set up.
• Importance should be given to the education of women.
• Oriental education should be encouraged.
• Universities should be set up at Calcutta, madras and Bombay.
• Professional Education in Law, Medicine and engineering should be started under the
direct control of the universities.
Government accepted these recommendation, since these reflected desired modem trends.
Wood 's despatch also known as the Magna Carta of Indian education.
Education under the British Administration (1857-1947):
After first struggle in Indian independence in 1857, administration of East India Company
ended and British government took over the reins of administration in India. The
government appointed many commissions to improve the standard of English in schools
and colleges. All these would cut us off from the living stream of our growing knowledge.
Hunter commission: When Lord Rippon become the viceroy, he appointed the first Indian
Education Commission with Sir William Hunter as its Chairman. Missionaries and Indians
were also part of this commission.
Recommendations:
• Government should withdraw from the management of secondary school and take
up the responsibility of primary education.
• Indigenous school should be developed and brought in ti the main stream of
education.
• Normal schools for training of teachers be opened.
• Women' s education should be given emphasis.
Indian University Commission (1902): In 1902, Viceroy Lord Curzon set up the Indian
University commission headed by Raleigh, one of the member of executive council.
• Senate and syndicate should be re-organized. Teachers should also be in the senate.
• Curriculum and examination system should be modified.
• Meritorious student should be given scholarships.
• Intermediate course should be stopped.EA degree should be of three years duration.
• Hostel should be constructed for students.
Calcutta University Commission (1917): Govt. of India appointed the Calcutta University
Commission under chairmanship of Dr. Michael Sadler, Vice Chancellor of Leed University,
England.
• Importance should be given to Medicine, Engineeling Agriculture, Commerce,

Education, Science and Arts.
• Encourage of Co- education
• Proper finance for secondary education.
• Pardha School should be started.
• Women teachers should be trained.
Hartog Committee (1929): Sir Philip Hartog set up the Hartog committee in 1929. It opened
for professional training in valious trades, industries and commercial stream.
Abbot and Wood Report (1937): Mr Abbot and Mr Wood from England and committee was
formed to make recommendation about technical and vocational education in India.
argent Report (1944): Sir John Sargent was set up memorandum for the development of
Indian education. It is also known as The Sargent plan. This report meant for the education in
post war pe1iod.
• 6-14 years children :- Free Education

• After 11 years old- different syllabi should be implemented.
• Syllabi should contain cultural aspects. different levels and that should enhance skill
and knowledge.
Merits and Demerits of British education
Merits:
• It brought Indians into know with western knowledge, culture and science.
• Development of skills, arts, science literacy and cultural consciousness.
• Vocational and technical education.
• Nationalistic feeling.
• Social and political awareness and establishment of institutions.
Demerits:
• Based and guided by Colonialism

• Neglected native language and local people education.
• Formed disequilibrium in the country.
• National integrity damage and feeling due to English language education and few
people got benefit from that policy.
• Undefined objectives only maintained for trade purpose and spread of religion.
After independence, In 1958 The Central Institute of English was started in Hyderabad.
Regional institutes were established in Bangalore and Chandigarh. But nobody tried to
change the literature based system of English. English was studied mainly for education
and administration. But because of the revolutionary developments in science, technology,
travel, trade, communications and entertainment, English got a new role as the international
language of communication. Now English language taught from small classes. Various
courses are developed for teaching spoken English. The use of Language Laboratory and
Computer Assisted Language Learning (CALL) has created new changes in the teaching
of English. The audio cassettes and CDs are being used on a large scale to learn the spoken
language. To emphasis language proficiency, National Language policy, official language
policy and regional language policies are suggested in our country. Implements three
language formulas and mother tongue guidelines to increase language efficiency, cultural
protection, development skills, literacy rate and bring people into the mainstream of the
world.
Anulakshmi p, No: 25, Natural Science 2020-2022 batch

UNIT VII
MULTILINGUAL EDUCATION
Multilingual Education typically refers to ' first-language-first education', that is, schooling
which begins in the mother tongue and transitions to additional languages. Multilingualism is
constitutive of Indian identity. The 1971 Census recorded a total of 1652 languages belonging
to five different language families in this country. Over 87 languages are used in the print
media, 71 languages are used on the radio, and the administration of the country is conducted
in 13 differentlanguages. Yet one notices with a sense of regret that only 47 languages are
used as the media of instruction in schools. In spite of this enormous diversity, several
linguistic and cultural elements bind India into one linguistic and sociolinguistic area.
Multilingualism is a natural phenomenon that relates positively to cognitive flexibility and

scholastic achievement. Curriculum markers, textbook writers, teachers, and parents start
appreciating the importance of multilingualism, which sensitizes the child to the cultural and
linguistic diversity around her and encourages her to use it as a resource for her development.
Multilingualism is the act of using, or promoting the use of multiple languages, either by an
individual speaker or by a community of speakers. Multilingual speakers or outnumber
monolingual speakers in the world' s population. Multi.lingualism is becoming a social
phenomenon governed by the need of globalization and cultural openness. A multilingual
person is one who can communicate in more than one language, be it actively (through
speaking, writing, or singing) or passively (through listening, reading, or perceiving). The
bilingual and tiilingual are used to describe comparable situations in which two or three
languages are involved. A multilingual person is generally referred to as a polyglot. Poly
(Greek) means many ; Glot (Greek) means languages.
STAGES OF ANMLEPROGRAM
An analysis of multilingual education programs (UNESCO, 2003,2005) suggest that

instruction takes place in the following stages.
Stage 1 : learning takes place entirely in the child' s home language
Stage 2 : building fluency in the mother tongue. Introduction of oral in Second language.
Stage 3 : building oral fluency in Second language. Introduction of literacy in 2 00 language.
Stage 4 : using both first language and second language for lifelong learning.
The Multilingual Education in this approach emphasize first language fir st in the child,
taking the socio- cultural curriculum in to classroom cultme and then bridge to second
language. In addition to basic theory of Paulo Freire on critical pedagogy, Gramscian theory
on educabon, Lev Vigostky's scaffolding and Piaget's theory of cognition is applied in the
Multilingual Education. The unique thing in this approach is to involve the community in
creating their own curriculum and minimize the theoretical hegemony, thereby creating a new
set of people who believe in the ethics of creating and sharing knowledge for the society than
to limit it to the theoreticians.
The National Association of Bilingual Education in the US has made it clear that the gains
made by bilingual education include ' improved academic achievement test scores, reduced
rate of school dropout, and student absenteeism from increased community involvement in
education and enhanced student self-esteem.
Several recent studies have now convincingly shown that there is a highly positive
relationship between bilingualism, cognitive flexibility, and scholastic achievement.
Bilingual children not only have control over several different languages but they are also
academically more creative and socially more tolerant.
The wide range of linguistic repertoire that they control equips them to negotiate different
social situations more efficiently. There is also substantial evidence to show that bilingual
children excel in divergent thinking.
There is a general consensus among language education planners that bilingualism should be
maintained throughout school education. It is, therefore, necessary that the special features
and contexts of the languages that fall under the rubric •other' for a child are kept in mjnd
while devising pedagogy for teaching and learning. A variety of advanced level linguistic
skills are easily transferred from one language to another and that the learner does not have to
put in any extra effort for this largely unconscious transfer.
MINOR, MINORITY AND TRIBAL LANGUAGES
The underpiivileged speakers of minor, minority and tribal languages often suffer severe
linguistic deprivation. Many languages are becoming endangered and some have actually
disappeared from the Indian linguistic scene despite our claims to multilingualism and
maintenance.
More than 12 per cent children suffer severe learning disadvantage because they are denied
access to primary education through their mother tongues. These children belongs to different
categories, including scheduled tribes, children speaking language that carries the stigma of
being a dialect, children of migrant parents, and children speaking languages such as Sindhi,
Kashmi1i, Dogri, Konkani, etc.
The mother tongue as a medium of instruction can eliminate the linguistic and cultural gaps
caused by the difference between school language and home language, i.e. the reference point
might be a minor, or minority, or major language. Acharya (1984) points out that the reason
for 26per cent of the dropouts at the level of elementary education is the •1ack of interest in
education' caused partly by the lack of cultural content in educational program; language is
not only a •component of culture' but also a 'carrier of culture'. As Illich (1981) points out,
we need to make every possible effort to empower the languages of the underprivileged and
tribal and endangered languages.
NEED TO PROMOTE MULTILINGUALISM
Social harmony in a country as diverse as India is only possible through mutual respect for
each other' s language and culture. Such respect can only be built on knowledge.
Ignorance breeds fear, hatred, and intolerance and this is indeed a major barrier to the
dominant language, there is a bound to develop a certain amount of ethnocentric attitude and
linguistic chauvinism. This is not only hampers the free movement of people and ideas but
also imposes restrictions on creativity, innovation, ru1d diffusion and retards the
modernization of the society. Now that we also know of the positive relationship between
multilingualism, cognitive growth, and edu cational achievement, there is every need to
promote multilingual education in schools.
REFERENCES
www.learningclassesonline.com
www.healthofchildren.com
multilingualismwww.wikipedia.com
Contemporary India and education - Dr. Santhosh Areekkuzhiyil

BED C 102: CONTEMPORARY INDIA AND EDUCATION
UNIT 8 & 9 : Modern Paradigms in pedagogy and curriculam
& Education for building a new nation

il"oplc :Pedagogical shifts across the world-constructivism and issue based Pedagogy
Pedagogical Shifts across the World

Even today many times teaching and learning procedures are based on content driven text book
based knowledge creation paradigm. In this type of sys1em, learners' achievements are still
measured against their ability to reproduce subject content. This involves memorizing and
reproducing of the subject content either from text books or from the contents that teacher
transferred during class interaction. Brown {2006) calls it a shift from reproductive learning to
productive learning where assessment is made on what productive contribution a student can
make instead of what he can reproduce.
Nature of knowledge in general and nature of knowing in particular was considered as a fixed
entity. However, in the contemporary understanding of nature of knowledge and nature of
knowing, these are dynamic entities. Thus, the pedagogy which we use to construct knowledge
through diverse learning strategies includes previous experiences of the learner, their socio
cultural and economic background along with the content knowledge rather than overwhelming
emphasis on the psychological characteristics to the individual learner. Considering knowledge
as a static entity to be transferred to learner's mind, makes her passive receiver of knowledge
without engaging in thinking and questioning. We under stand that knowledge is actively
constructed by learner and cannot be passively received. So learning is something done by the
learners and not something that can be imposed on them. Knowledge can be conceived as
experiences organised through language into structures of concepts, thus creating meaning
which in turn helps learners to understand the world they live in.
Major shifts in Pedagogy
(i) Teacher centered and fixed designs to learner centered and flexible process.
(ii) Changing the role from teaches to facilitator and co-learners.
(iii) Teacher's direction and decisions to learner's autonomy and teacher's facilitation.
(iv) Passive reception in learning to active participation in learning.
(v) Learning within the four wal ls to learning in the wider social context of the classrooms.
(vi) Knowledge as 'given' and 'fixed' to knowledge as it evolves and is created.
(vii) Linear exposure to multiple and divergent exposure.
m Edit with WPS Office

(viii) Short, few assessment to multifarious and continuous assessment.
(ix) Content based to Content Free learning and eva luation.
(x) Culturally biased pedagogy to culturally responsive pedagogy.
(xi) Individualistic competitive learning environment to cooperative and collaborative learning

environment.
Teacher Centred Classroom to Learner Centred Classroom
Earlier education activities focused on the preferences and teaching style of the teacher and
this revolved around the teacher's choice of learning environments and nature of class activi
ties. There is a major shift in the teacher's role from where she assumes a position of centre
stage as a source of knowledge as to being a facilitator of transforming knowledge and as a
supporter in enhancing learning through multiple exposures, encouraging the learners to con
tinuously achieve their educational goals. She is no longer considered as custodian and man
ager of all teaching-learning processes.
Leamer centred curriculum views learning from a constructivist perspective. Learning takes
place when learners engage with stimulating environment, get involved in inquiry and make
meaning for themselves out of interactions with environment. Learner-centred educa tors are
interested in knowing, "what is happening within' the learner between stimulus and response.
The learner-centered educators are interested in parameters such as the state of Shift from
Teacher Centred to Learner centred Pedagogy learner's cognitive structures, her meaning-
making abilities, and her creative spirit.
Child centered pedagogy
Child centered pedagogy means giving primacy to children's experiences, their voices, and their
active participation. This shift is necessary to make learning atmosphere conducive and
learning more meaningful. The abilities of learners and their diversity have to be recognised. So
teacher's role must be to facilitate learners' ability to construct their knowledge. Thelearners are
seen as active participants rather than a passive recipient in the process of lea ing Learners
have now taken the central stage. Their viewpoints are sought and valued
Learners get motivated to learn when they discover their own ideas, asking their own questions
and trying to find out answers for themselves. Teacher offers the learners, choices and options
and invites their ideas in teaching-learning situations rather than telling them what to do. The
shift is on accepting multiple views rather than accepting one correct answer from all students.
Negotiation and mediation by learners, plays a prominent role in learning that take place in a
social set-up. Learners enter into dialogue and argumentation in learning to con struct their
knowledge.

This kind of pedagogy requires planning of learning in keeping with children's pay chological
development and interests. The learning plans therefore must respond to physic cultural and
social preferences within the wide diversity of characteristics and needs. Our school pedagogic
practices, learning tasks, and the texts we create for learners tend to focus on the socialisation
of children and on the receptive' features of children's learning. Instead we need to nurture and
bui ld on their active and creative capabilities their inherent interest in making meaning in
relating to the world in 'real' ways through acting on it and creating, and in relating to other
humans. Learning is active and social in its character. Frequently, the notions of good {NCF,
2005) .The association learning with fear ,discipline and stress, rather than enjoyment and
satisfaction, is detrimental to learning. Our children need to feel that each one of them, their
homes, communities, languages and cultures, are valuable as resources for experience to be
analysed and enquired into at school; that their diverse capabilities are accepted; that all of
them have the ability and the right to learn and to access knowledge and skills; and that adult
society regards them as capable of the best.
. From Teaching to Facilitation of Learning.
Teaching is gradually evolving more as a facilitation then 'content based' transfer of informa
tion. Teacher acts as a catalyst to facilitate self-initiated and self-directed learning or real
learning'. The facilitative teacher is involved with the preparation of learning environment
conducive to motivation by the intrinsic motives for learning.
They encourage learners to accept responsibility of their freedom to make personal choices for
their own learning direction. Learners are encouraged to take charge of their own -learning to
be actively involved with their own learning ... to contribute effectively to their own mastery and
their own understanding through the use of the brain's natural capacity for communication and
collaboration i.e. 'dialogue". Facilitation puts the onus on the participants to become engaged in
their own learning. The facilitator's role is to introduce subjects of discussion, encourage
sharing of perspectives, and integrate students' shared experiences. This collaborative
approach reinforces more of the 70% in the 70/ 20/ 10 formula-70% of what we learn is on the
job and through our experiences. To our learners, this is their reality.Agood facilitator is one who
is a connector and integrator, the glue that brings the collective experiences of the classroom
together in a shared learning experience.
From Subject Centred to Behaviourist to Constructivist approach.
The ultimate goal of any pedagogy is to develop student learning. In behaviourist curriculum,
achers are instrumental to implement curriculum developed by curriculum developers. Teachers
do not question 'ends or means of curriculum.' The behaviourist curriculum does not take into
consideration the learner's experiences, context and cognitive predispositions. Learners are
treated as passive receivers of knowledge and teacher as transmitter of knowledge. The aim of

learner-centred is to stimulate and nurture growth of learners. The learner-centred educators
stress that aim of education is growth and development of the learner and the orientation of the
entire school should be towards the learner. Learners create meaning and thus, construct
knowledge by engaging in stimulating experiences when they interact with their environment.
Learners are innately curious and predisposed toward exploration.
The shift from 'schooling to learning.

The shift from schooling to learning throughout life implies that school education is only part or
a phase of the learning continuum and curriculum should therefore not attempt to 'teach' or
cram the young minds with discipline-based details, apart from the fundamental knowledge,
basic skills and universal values which will prepare the pupils for further learning.
Pedagogical shift in Assessment.
In addition to learner's achievement in various subject areas that can be tested easily, assess
ment needs to encompass attitudes to learning interest and the ability to learn independently.
Learners may be involved in selecting leaning indicators and evaluation criteria to provide a
sense of ownership in learning. There is shift in emphasis from testing rote memorization to
understanding and application to the knowledge and from examination-centered classroom
processes to learning centred classroom processes. The focus of question should move from
mere plug-in type problems to genuine application type problems and questions demanding
organisation of thoughts into arguments to demonstrate interpretative skills and critical thinking
More over there is a change from content based evaluation to content free evaluation. Earlier
evaluation was purely content based, where the learners are expected to remember information
and has to reproduce it at the time of examination, Freire (1970) called it as the banking system
of education. But in content free evaluation the assessment of learning hasbeen one by taking
into account not the meaningless memorization of content but the mean ingful organization of
learning to deals with the various issues in life.
Constructivism
Constructivism is a theory that equates learning with creating meaning from experience (Bedrer
et al., 1991 ). Most cognitive psychologists think of the mind as a reference tool to the real world;
constructivists believe that the mind filters input from the world to produce in world, canst ce its
own e reality. Constructivists do not deny the existence of the real world but contend the unique
reality. what we know of the world stems from our own interpretations of our experiences.
Humans create meaning as opposed to acquiring it. Learners do not transfer knowledge from
the external world into their memories; rather they build personal interpretations of the world
based on individual experiences and interactions. Thus, the internal representation of knowl
edge is constantly open to change; there is not an objective reality that learners strive to know
Knowledge emerges in contexts within which it is relevant. It does not discover an independent,
pre-existing world outside the mind of the knower.The origin of the theory is also linked to Jean
Piaget's theory of cognitive development.

. The constructivist view involves two principles:
1. Knowledge is actively constructed by the learner, not passively received from the environ
ment
2. Coming to know is a process of adaptation based on and constantly modified by a learner's

experience of the world.
Cognitive constructivism
Piaget's theory of constructivism impacts learning curriculum because teachers have

to make a curriculum plan which enhances their students' logical and conceptual
growth. Teacher must put emphasis on the significant role that experiences-or
connections with the adjoining atmosphere-play in student education. For example,
teachers must bear in mind the role those fundamental concepts, such as the
permanence of objects, plays when it comes to establishing cognitive
structures.Piaget's theory of constructivism argues that people produce knowledge
and form meaning based upon their experiences. Piaget's theory covered learning
theories, teaching methods, and education reform. Two of the key components which
create the construction of an individual's new knowledge are accommodation and
assimilation. Assimilating causes an individual to incorporate new experiences into
the old experiences. This causes the individual to develop new outlooks, rethink what
were once misunderstandings, and evaluate what is important, ultimately altering their
perceptions. Accommodation, on the other hand, is reframing the world and new
experiences into the mental capacity already present. Individuals conceive a particular
fashion in which the world operates. When things do not operate within that context,
they must accommodate and reframing the expectations with the outcomes.Apart
from learning theories, Piaget's theory of constructivism addresses how learning
actually occurs, not focusing on what influences learning. The role of teachers is very
important. Instead of giving a lecture the teachers in this theory function as
facilitators whose role is to aid the student when it comes to their own understanding.
This takes away focus from the teacher and lecture and puts it upon the student and
their learning. The resources and lesson plans that must be initiated for this learning
theory take a very different approach toward traditional learning as well. Instead of
telling, the teacher must begin asking. Instead of answering questions that only align
with their curriculum, the facilitator in this case must make it so that the student
comes to the conclusions on their own instead of being told. Also, teachers are

continually in conversation with the students, creating the learning experience that is
open to new directions depending upon the needs of the student as the learning
progresses. Teachers following Piaget's theory of constructivism must challenge the
student by making them effective critical thinkers and not being merely a "teacher• but
also a mentor, a consultant, and a coach.
Social constructivism
Social constructivism sees knowledge as socially constructed and learning as essentially a
social process. It is mediated through cultural tools, above all by language, which needs to be
the learner's first language or at least one very familiar to them, and facilitated by drawing on
examples or contexts familiar to the learners so that meaning making is prioritised. Teacher
apply this model by setting up a 'Zone of Proximal Development• (ZPD), that is, an area of
activity where, with the aid of a teacher or more knowledgeable peers, students are able to do
what they cannot achieve alone (Vygotsky 1986). Learning involves students gradua lly
internalising this social activity with higher order cognitive development or thinking directly
developed and structured by their external social speech. Children's natural or "spontaneous
concepts meet with and are fiarther developed by the scientific or more abstract concepts they
are taught in school or by an adult through guided instruction (Vygotsky 1986). Pedagogic
practices consistent with social constructivist approaches prioritise student-teacher or stu dent-
student interaction. Small-group, pair and whole-class interactive work, extended di logue with
individuals, higher order questioning, teacher modelling, showing, reciprocal teaching and co-
operative learning can all be seen as justified by socia l constructivism. To this extent, social
constructivism could be seen as supporting student or learner centred pedagogy, t which
feature very strongly in curricular reform in developing countries, although social constructivism
would suggest a much stronger role for the teacher than would be suggested by student or
learner centred.
For 'constructivist curriculum developers, it is the learning environment and experi ences, that
are of crucial importance and can be generated by taking into consideration the context of
learner as well as teaching-learning environment. The curriculum must engage learners with
stimulating experiences by arranging suitable learning environment.
Constructivist curriculum' is based on the following assumptions:
• Knowledge is actively constructed, invented, created, or discovered by learners.
• It is not passively received and stored by learners. Knowledge cannot be separated from
the process of meaning making or knowing or learner's experiences. It is based on

learner's conceptual structures and prior experiences.
• Learners are constantly constructing and reconstructing their cognitive structures, both
as a result of newly acquired knowledge and as a result of their reflection on previously
acquired knowledge.
• Social interaction with peers and adults in a cu ltural context are extremely im portant in
individual's construction of knowledge. (v) Concept formation progresses from concrete
to abstract slowly.
• ) Learners have different learning styles, and teaching-learning should accommodate

these.
• The teacher in constructivist curriculum is provider of the learning environment and a

facilitator of learning. In constructive learning, a learner evolves an individualised
construction of meanings. This change is leading from teacher-centered teaching
delivery to learner-centered education delivery where the focus is on preferences and
learning styles of the learners
Teaching for Construction of Knowledge.
In the constructivist perspective, learning is a process of the construction of knowledge.

Learners actively construct their own knowledge by connecting new ideas to existing ideas on
the basis of materia ls/ activities presented to them (experience).
Features of constructivist pedagogy
• A Construcivist Classroom is Student-Centered
• Constructivism Uses a Process Approach: Rather than emphasizing characteristics of

the final products, process-oriented instruction focuses on the problem-solving
strategies that students need to learn in order to generate products. In a process
approach a context is created within which students are able to explore new ideas and
experiences. Within this context, a teacher's role in providing information decreases and
is replaced by a strengthened role in eliciting and supporting students' own thinking and
meaning-making abilities. In a process approach to learning, ideas are allowed to
develop in the learner's own mind through a series of related, supportive activities; where
taking risks and generating hypotheses are encouraged by postponing evaluation; and
where new skills are learned in supportive instructional contexts.

• Constructivist Teaching Involves Negotiation: Negotiation unites teachers and students
in a common purpose. Negotiating the curriculum means deliberately planning to invite
students to contribute, and to modify, the educational program, so that they will have a
real investment both in the learning journey and the outcomes. Negotiation also means
making explicit, and then confronting, the constraints of the learning context and the non
-negotiable requirements that apply.
• Constructivist Classrooms are Interactive: Authenthic student-student and student

teacher dialogue is very important in a constructivist classroom.
• Constructivist Classrooms are Democratic: A democratic classroom environment em

phasizes shared responsibility and decision-making. A democratic classroom is self-
regulating
• Power and Control in the Constructivist Classroom are Shared: Student empowerment
is, at the center of a constructivist teacher's philosophy. Student empowerment and
autonomy may be aided by encouraging students to ask questions and by making them
active learners. Calkins (1986) laments that in most classrooms, we neither teach
students to ask questions in schools nor allow students to ask questions, but simply
require them to answer our questions, although asking questions is a challenging and
important part of thinking and learning, especially if students are continually encouraged
to ask more probing, more appro priate, and more effective questions. By asking their
own questions, students acquire more consciousness of and control over their thinking.
There are several issues that require considerable attention if our understanding of
constructivist pedagogy is to develop further.
Student Learning
Looming over all of the concerns, dilemmas, and critiques of constructivist pedagogy is
the realization that constructivism as a learning, development or meaning-making theory
suggests that students also make meaning from activities encountered in a
transmission model of teaching such as lectures or direct instruction, or even from non-
interactive media such as television. And, as mentioned previously, direct instruction and
lectures may still be a part of a constructivist classroom. What, then, does constructivist
teaching do for students that is different from their learning within a traditional
transmission model? I always t hought that a constructivist classroom dents with
opportunities to develop deep understandings of provides students the material,
internalize it, understand the nature of knowledge develop ment, and develop complex
com complex cognitive maps that connect together bodies of knowledge and

understandings. However, to accept that this is the case and to understand more about
student learning within a a constructivist class room, we need to conduct more empirical
inquiries on the topic. on the topic.Much of constructivist pedagogy focuses on a
specific domain or dis cipline with a goal of developing in st udents the ability to think
mathematically, historically, literarily, scientifically, musically, and so Thus, the on.
empirical work that examines student learning is probably best conducted within a
specific disciplinary or subject matter domain.
Effective Constructivist Teaching
A second issue that confronts us in constructivist teaching is that because

constructivism is a theory of learning and not a theory of teaching. This lack of a sense
of effective constructivist teaching is due, in part, to the lack of constructivist teaching
theory. For some time, prescriptions of constructivist teaching focused on admonitions
such as "no phonics teaching," "no basal readers," "no direct instruction," and "no telling."
Thus constructivist teaching theory consisted of a foundation of constructi vist learning
theory and a set of prescriptions about what actions should not be adopted from the
transmission model. Without a clear sense of construe tivist teaching, we are liable to
f ind some amazing things going on in classrooms under the label of constructivism,
such as we have within the whole language movement.
Teachers' Subject-Matter Knowledge
Wineburg and Wi Ison (1991 ) suggest that the representation of a subject matter domain
within a classroom is affected by the teacher's own understanding of the subject matter
in combination with his or her understanding of how students are taking it up. Research
within the last several years has indicated the importance of deep and strong subject
matter knowledge in a constructivist classroom, be it K-12, teacher education, or
professional development. This requires knowledge of the structure of a discipline as
well as its epistemological framework. Such knowledge helps teachers in the
interpretation of how students are understanding the material, in developing activities
that support students in exploring concepts, hypotheses and beliefs, in guiding a
discussion toward a shared understanding, providing guidance on sources for additional
formal knowledge, and, at times, correcting misconceptions.
Cultural Differences
This section is meant to be cautionary, not definitive, and places this discussion of
constructivist pedagogy within a social constructivist frame what Gergen (1994) calls
the scholarship of dislodgment. It involves looking at constructivism, itself, as a concept
that s constructed and practiced within our current cultural, political and economic
constraints and ideologies.
Adithya v

8.3 Four Pillars Of Education
INTRODUCTION
Jacques Delors (2001), in important work for UNESCO, states: ''The four pillars of
education for the 21st century", which brings the merit of helping people
committed to quality pedagogical practice. This author states that expanding
knowledge makes it possible to understand the environment in which one lives,
encourage curiosity, provoking the conquest of autonomy and using critical sense
to understand reality. Continuing Jacques Delors (2001) says that the child is
effective to have scientific knowledge by proper procedures, bringing it closer to
science. Constructivism, Jean Piaget's theory about the construction of knowledge,
takes into account that children like science for the possibility of understanding
the scientific sense of the world and acting on it. Splitter and Sharp (1999).The
four pillars are interdependent and form a single learning. That directs the human
person to the construction of knowledge, skills, the ability to discern, act and
evaluate in a broad and integral way.
Jacques Delors (2001) suggests as a necessity lifelong learning in a world that

aspires to reasoned knowledge, the trainer of men capable of decision-making,
where justice, order and positive results prevail. Therefore, to form the man who
seeks to understand the essence of phenomena, intact and, that allows everyone
a better world to live. This time, the study of the four pillars is a plausible
complement for those who commit to quality education.
THE FOUR PILLARS OF EDUCATION FOR THE 21st CENTURY : -
The four pillars of Education for the 21st century that Jacques Delors (2001) refers
to UNESCO, in the form of a report, comprises: Learning to Know, Learning to do,
Learning to Live and Learning to Be. We present below a brief discussion of each
of these pillars.
1. LEARNING TO KNOW (LEARNING TO LEARN) •

This pillar deals with the understanding of the world we inhabit and of ourselves,
of the objective of living worthily, of the need to develop capacities appropriate
to the current reality, focused on logical reasoning with autonomy.Thus, from an
early age, it is essential to arouse interest in new discoveries, instrumentalizing
knowledge with updated paradigms.Knowledge evolves rapidly and in various
directions, which makes total knowledge almost impossible. The indicated by this
pillar of learning to know is to seek the broad general culture and focus on certain
subjects of interest, deepening the details to make them great. The general
culture makes communication easier, when you already have the knowledge of
other languages. With in-depth knowledge in other languages, the individual feels
the ease of communication and interaction with others and can remain
cooperative in any circumstances.
Learning to learn is composed of the necessary whole of learning to know and

requires the constant updating in exercising memory and thinking, in addition to
paying attention to things and people. The speed with which information occurs,
due to the rapid evolution of technological means, can impair the encounter with
the discoveries, because they require more time to reach the knowledge received.
This time is paramount in performing daily tasks such as participation in games,
continuous updating, travel, practical science tasks and others.Teachers generally
make their lesson plans with content refinements and techniques that they will
apply, but forget to think and plan what students will do with or about this
content. As Doug Lemov (1967) states: Thinking about and planning student
activities is crucial. It helps you see the lesson from their perspective and keep
them engaged productively.Brain experts say that children should be prepared
early on to exercise the various types of memory. The exercise of memory, where
ideas and images are stored, must be preserved. This does not apply to the
exercise of associative memory, which is the brain's ability to recall by association.
For example: the simple memory of the smell of a food, can drive us away or
please us in contact with the same dish, later. Memory, as cognitive function,
allows both active and transient information (METRING, 2014). This author
continues by stating that memory includes abilities to store, recall and recognize
cognitive facts and activities, such as: understanding, learning and reasoning.
Thought, an integral part of learning to know, must contemplate situations
from concrete to abstract, from inductive to deductive method. In the inductive
method, thought goes from induction to completion. In the deductive method,
thought goes from general to particular analysis, to completion. In the exercise of
thinking one should opt for the method, which best fits the case. Or using both
intertwined. learning to know must be part of human development throughout
its existence, and will become effective learning by being able to produce in
people the impulse and foundations of their activities.
2. LEARNING TO DO : -
How to teach learning to do from learning to know is evolutionary and uncertain?
If we talk about evolution, teaching to do acquires various conjunctures. Thus,
learning is also evolutionary although pedagogical routines continue to have
formative value, which cannot be neglected, because it composes their personal
competence.Personal competence makes intelligent knowledge put itself into
practice, which is valued in doing so. It is not enough to do, it is necessary to be
creative and innovative, to do for its intelligence studied and organized with
which the machines become smarter, facilitating the work and gaining in
production.This results in education requirements that go beyond routine work,
for technical and professional training, adaptation to collective teamwork, which
exercise creativity, initiative, be bold and prone to challenges. For Kamii (2003),
the educator when interacting with the child, emphasizes learning to put their
own ideas.
Development in the service sector today cannot be resistant to change,

although the new, because it copes with the unknown, can destabilize the
worker's floor. The business leader, who assumes personal commitment to work
and the worker, can become a transforming agent, developing skills to
communicate, work as a team, manage and resolve conflicts, important skills
required in the command of a company.Wage labor has existed since it became
practical, the exchange of the labor force for salary. This phase of work is
characterized by interpersonal relationship of dependence. This was the so-called
Industrial Age. Previously, we experienced the Age of Agriculture, for which
interpersonal relationships were almost null, because it was characterized by
individualism. The development of services, in this Age of Knowledge, is not even
due to dependence, less even by individualism. The demand is for collective work,
with the effective social and effective relationship between people.
Increasingly, the reality we live in is in the reach of forming the social

professional, linked to scientific culture with access to updated technology, added
to the capacities of innovation and creation of the local context.
3. LEARNING TO LIVE TOGETHER, LEARN TO LIVE WITH

OTHERS : -
How to participate in the creation of the future? Learning to live together. Living
and working with others, presenting propositions, participating in plans and
projects, celebrating achievements, in family and at work, this is the direction of
fundamental learning. In the educational the same learning applies. Therefore, it
is essential to learn to live with others, with respect to dignity, diversity, skills of
one and the other and to exclude "Bullying" from social life. Work on projects of
common interest, which implies a new attitude towards oneself, the other and
reality.
The discovery of the other allows us to know each other better, because it
involves acting in the field of attitudes and values. Empathy enters this game,
knowing oney it is possible to put one another's place and learn that peaceful
coexistence can be the way to achieve a better future. The deepening of the
teaching of religious, ethnic and cultural diversity can be fundamental for this
learning, because knowledge is an active instrument in changing behavioral
paradigms.Learning to live together is the mechanism of education for developing
people. This education should tend towards common goals, attenuating
differences. When working in cooperation in sports activities, cultural activities,
presentations of book fairs, professions, the tendency is to establish a coexistence
of help, chaining of ideas and joy. Conflicts lose strength and make room for the
construction of a cohesive, harmonious and happy group, being a reference for
future life.
4. LEARN ING TO BE •
For Kant, at the end of the eighteenth century: Man is the only creature that
needs to be educated, and continues Charlot (2000), man is born unfinished,
needs to do himself, is fragile, but has plasticity, is not like the irrational animal
defined by the species, then it is defining itself throughout its history.The report
submitted to UNESCO warns that education is a continuous, lifelong process,
constantly updated and that it is at full quality. Thus, learning to be contributes to
the integral formation of the individual, in all sectors of knowledge, namely
intelligence, thinking skills and criteria of logical reasoning, argumentation based
on culture, diversities and scientific knowledge.
Finally, lifelong learning is not limited to classroom pedagogical teachings,

but is based on interaction with the other and with one' s own doing. We know
that the child learns a lot from his peers in whatever environments they are, learn
a lot from what they see and hear in the world. Both in the classroom and outside
it, children acquire the ability to discuss and explore relevant issues in a context of
mutual trust and respect. {SPLITTER and SHARP, 1999).Learning to be must be
valued in today' s world by preparing the individual throughout life to develop
learning to know, learning to do, learning to live together and learning to be, in
the literal sense of the word BEING as a person. Learning should be integral,
without neglecting any potentiality of each individual.
Conclusion : -
The idea of the integrated approach to education reflected in the four pillars of
learning has had significant influence on policy debates, teacher training and
curriculum development in a range of countries worldwide.It is important to note
that the four pillars of learning were envisaged against the backdrop of the notion
of 'lifelong learning', itself an adaptation of the concept of 'lifelong education' as
initially conceptualized in the 1972 Faure publication Learning to Be.
Key points
• The Four pillars of Education all started with the report entitled "Learning
the Treasure Within" of the International Commission of Education for the
Twenty first Century. It was published by the UNESCO.
• The report itself provides new insights into education for the 21st century.
It stresses that each individual must be equipped to seize learning
opportunities throughout life, broaden one's knowledge, skills and
attitudes, and adapt to a changing, complex, and interdependent world.
• LEARNING TO KNOW- Implies learning how to learn by developing one's
concentration, memory skills and ability to think; acquiring the instrument
of understanding.The role of the teacher is as a facilitator, catalyst, monitor,
and evaluator of learning.
• LEARNING TO 00- One must learb how to think creatively, critically, and
holistically, and how t o deeply understand the information that is
presented.Represents the skillful, creative, and discerning application of
knowledge.To perform a job or work, the learning to do must be fulfilled.
This entails the acquisition of competence that enables people to deal with
a variety of situations and to work in teams.
• LEARNING TO LIVE TOGETHER- Vital in building a genuine and lasting
culture of peace in the world.Can be acheived by developing an
understanding of others and their history, traditions and spiritual va lues,
and appreciation of interdependence.Teachers should help the students
realize the value of being able to live together, in their gradually enlarging
world: home, school, communitu, city, town, province, country, and the
world as a global village.
• LEARNING TO Be- It refers to the role of education in developing all the
dimensions of the complete person: to achieve the physical, intellectual,
emotional and ethical integration of individual into a complete man.
Pertains to the overall development of the human person as individual and
as member of the society.
References
1.https://www.owlgen.in/ what-is-four-pillars-of-education/ .
2. https ://steem it.com/ steemiteducation/@mayan n/ what-are-the-four-pilla rs-of-
learn ing.
3.http://link.springer.com/content/pdf/10.1007%2F0-387-23120-X_20.pdf.
4. http:// bed notes. blogspot.com/ 2012/ 10/ four-pi 11 ars-of-ed ucationas. htm I?m= 1
5.https://en. m.wikipedia.org/wiki/Delors_Report#:~:text=lt%20proposed%20an%
20integrated%20vision,be%20and%20to%201ive%20together.
6.https://www.slideshare.net/ mobile/statisense/ the-4-pillars-of-education.
7.http://iflex.innotech.org/GUR021/ module1/ l1_20.html.
Anjali.R
Malayalam
Edit with WPS Office
CONTEMPORARY INDIAAND EDUCATION
UNIT 8
issues in education in the context of
Liberalization Urbanization
Privatization Plebeianization
Globalization Stratification
of educati'on in India and World.
ATHULYAC
Roll No:2014
First year B. Ed Malayalam(2020-2022)
PKM COLLEGE OF EDUCATION MAOAMPAM
INTRODUCTION
This world is subject to change every d;ly, as well as
development processes are constantly updated. Education is one of
the most important factors for the growth of a society and we see that
the education sector is changing. Education is an important
component of a cou_ntry and any project that takes place there will
affect education. Liberalization, Privatization, Globalization,
Urbanization, Plebianization, Sterification. Let us examine how this
affects the education sector.
Liberalization
• Liberalization is the process of phasing out existing social-

regulatory programs (especially laws and regulations) that the
government has already established and implemented in relation
to the economy and people's lives.
• The process, which began in 1991 with the removal of all import
restrictions, was completed in 2001-2002.
• The General Agreement on Trade in Services (GATS) is one of the
charters of the World Trade Organization.
• Introduced in 1995, it is a multi-faceted code of conduct that fully
embraces the international service trade.
• The WTO divides various services into twelve regions. Education
is one cf them.
• GATS service delivery comes in four modes. These place special
emphasis on education.
Model 1: Cross-border distribution - Teachers, tutorials and
training courses at one educational institution can be distributed
to students in another country.
Model 2: Foreign Consumption - For Education you can go
abroad and get a degree abroad.
Model 3: Service-type work in a university, a joint venture, a
subsidiary, a legal representative or a branch of an institution in
another country, for example, an American institution may
graduate by starting a management institute in Delhi. Adopt their
policies, assignments and learning methods at the discretlon of
the United States.
Model 4: Presence or dynam.ism of individuals - Teachers in one
country can move to another country and work in universities in that
country for a fixed period of time.

Advantages of Liberalization
• Better service-oriented resources are a necessary precondition
for the economic success of any country. The same is true of
education
• The availability of world-class education will help increase the
competitiveness of educational institutions in the host country,
so liberalization of the service sector has become a key
component of development strategies.
• The liberalized education sector has the potential to innovate
products and processes, as evidenced by India's development in
the field of information technology.
• Liability to the WTO in the field of education encourages foreign
direct investment. With these investments, they acquire
innovative skills :and technologies that can influence the wider
economy in many ways.
Privatization
• Privatization was a concept that became popular in the 1980s
following economic reforms
• The privatization of education is to increase the efficiency of
educational institutions.
• Privatization is also the process of regulating private control or
government-controlled or public sector enterprise.
• The main goal is to reduce government control over education.
• Privatization is a key strategy adopted by developed countries,
including the UK, for economic recovery.
Advantages of Privatization
• Inclusion of private managements in the sector with restrictions
will help in achieving economic growth
• Privatization can liberate the vast wealth accumulated in the
higher education sector and utilize it for primary education.
• Improve the governance of educational @m®s1sJJn91<mrn>
• India is committed to enrolling more than 14 million children in

schools in India, so it is imperative that private entrepreneurs
engage in large-scale education.
• Quality education requires such an intervention. If India is to be
able to compete in the new world market full of new products
and expertise, it will have to implement at least a small degree of
privatization, including in the ,education sector.
Disadvantages of Privatization.
• Privatization also has the motto of commercializing education
only for the rich. Therefore, complete privatization is a risk
• Here, when education becomes something that is bought for
money, the common people think that the justification of higher
fees for better goods is not fair. This can have huge
consequences
• While education belongs to all children in society, it is the
responsibility and duty of the state to provide it equally.
• Privatization is one of the reasons why the vast majority of the
lower strata of society are excluded from education.
Globalization
• The IMF defines globalization as the growing interdependence
between the nations of the world through increasing quantities
and diversification of international capital inflows of goods and
services, and the rapid expansion of technology.
• Globalization, in short, means developing the world economy
through the global liberalization of markets and products. In
short, the world is coming under one umbrella.
The objectives proposed in the concept of globalization of
education are as follows
• Help all nations to achieve the benevolent goals of foreign
education
• Assist in the development of education in underdeveloped
countries.
• Enable host countries to achieve quality education on the model
followed in developed countries.
Advantages of :Globalization
• Employment opportunities and the realization of the needs of the
economy will be made possible through the globalization of
education.
• Through the globalization of education, new knowledge, skills
and abilities can be acquired for the jobs and professional
services that require technology.
• All jobs and services that require the same level of skills,
technical capabilities and knowledge will be achi'eved globally,
which will enhance service efficiency and product quality.
• Achieving success in the occupations and professional services
is the ultimate goal of life, which is made possible by the

globalization of education.
• The educational guidelines given by foreign universities and
colleges are employment related.
Contradictions of globalization
• The national goals of each country will be different and this will
lead to value crisis. There is a big difference between
dictatorships and democracies in this regard.
• Developed countries' claims about quality are often false
• Cultural heritage in different countries is different which can lead
to conflict
• Globalization promotes competition. It is not suitable for a
society that promotes social unity, social consciousness and
social progress.
Urbanization
• Urbanization is the increase in the proportion of people living in
cities and towns.
• Currently 54% of the world's population lives in urban areas*
(2016 international Conference on Research in Education and
science).
• The benefit of urbanization is that more people have access to
education.
• Cities ensure greater access to teachers than rural areas,
provide better transportation facilities and offer better and
innovative libraries.
• Urbaniz.atioh offers the latest and latest technologies to every
student.
• Urbanization places more emphasis on professional life.
Professional education in urban areas often fails to make each
individual aware of his or her different responsibilities as a
member of different groups in society.
• Compared to the villages, the schools in the cities confine the
teaching to the classrooms and break the connection with
nature. The relationship between teacher and student also
declines.
• . Urbanization-centered education system often leads students
to unhealthy competition.
• Urbanization misinterprets the meaning of education,
commercializes education and leads to education for the rich
• lt is important to note that in the urban education system the
caste system is highly applicable or economically dependent.
• Education is available to every individual in urbanization but it
depends en the economic status which creates a wide gap in the
society
• In urbanization, education is in the hands of the corporate. The
goal of education becomes high-paying jobs, status and wealth.
• In an urbanized society, people are overcrowded and have to live
on their own. This also applies to the education system. 1t
continues to be an education system where children value
economic values more than human values.
• Children studying in urban schools have the opportunity to adopt
more technology and innovative educational trends than rural
schools. These kids get high-paying jobs and reach positions of
power. Children who come to power tomorrow will naturally find
it difficult to understand all kinds of people in society. When they
become representative of an unfamiliar environment, they often
fail to function properly.
Plebeianization
D'efinition
• The process of making something plebeian
• Plebeian - belonging to a low social class
• Education is seen by all classes as an avenue for mobility and
this includes the affluent classes too. Education is an important
tool for a country to develop its economy. A literate and more
importantly, a skilled population will facilitate the development
process.
• Education is one of the most powerful instruments in reducing
poverty and inequality. It is a great equalizer that improves the
standard of living. It is key for the soci'al and economic growth in
India, especially with India as one of the fastest growing
economies in the world. The government spends about a third of
its budget on education, yet there are huge disparities found in
the quality of education that an individual gets.
• A child's access to quality education is restricted by their class
and caste.
• The flaw of the Indian governments, historically, has been this
tendency to expand to elite institutions of higher education,
rather than develop grassroots level institutions providing basic
quality education.
• This hierarchy of the Indian education system acts like a
gateway, it is selective. Education is still looked at as a vehicle
for social mobility yet it is very restrictive in its current form.
• Instead of fixing the loophole where the governments prioritized
elite institutions over primary schools; the government brought in
reservations for the pupils belonging to the lower economic
classes.
• Reservations don't fix anything because, firstly, the quality of
basic education is subpar and secondly, the clear hierarchization
of the boards of education has a negative impact on the state-
sponsored education.
• The problem is that in college, children of the poorest of the poor,
the discriminated class who have studied in government schools
find it difficult to compete with students from affluent
backgrounds.
• The division of the education system into different boards
fragmentizes the students into different classes according to
their financial conditions.
• There are different education boards with the .state board, which
is the least expensive and has a lighter curriculum at the bottom
of the hierarchy.
• This division compartmentalizes students and denies their
access to knowledge as the best quality education with is offered
by private institutions. The caste system has penetrated the
education institutes too. Caste plays an important role in access
to these educational institutions.Primary state education even
though deemed to be universal, is still ruled by the caste system.
• This social stratification is detrimental to the advancement of
millions of Dalit and lowers caste children. Dalits and lower
castes are stuck in the vicious cycle of poverty and one-half of
the poorest children belong to the Dalit community.
• Low school enrollment rate and high percentages of child labor
plague these disadvantaged communities. Even if they've been
admitted to a particular school, their attendance is shaky.
• Their dropout rate is also high since another helping hand for
blue collar working class families. This gives rise to a high
literacy rate and thereby gives them no economic or social
mobility.
• Even though the introduction of reservations have improved the
conditions, it isn't a flawless concept and this disparity due to the
systematic social segregation does exist
• The number of school enrollments of Dalits and lower castes has
increased but they face renewed discrimination at these
apparently secular institutions.
• Dalit children are ostracized from the class and made to sit at the
back, thereby disabling their !,earning process
• They are even made to do menial work like clean the classrooms
and toilets, that the other students don't do.
• These students are still considered as untouchables and thus
confined to their social group.
• This kind of discrimination has a huge impact on the psyche of
these children. They have a low self-esteem and are more likely
to drop out
• The discrimination faced by Dalits is mimicked in these
educational spaces, thus institutionalizing this discrimination.
Social stratification
• Social stratification is a system of classifying people into
different categories on the basis of caste, creed, gender, region
or rural-urban inequality, employment, income, wealth and social
status.
• When society is categorized into hierarchies, when certain
groups are given more privileges and powers, that process can
be called social stratification
• Socil stratification is not a reflection of personal differences, it is
passed down from generation to generation ahd includes not
only inequality but also beliefs.
• In Indian society, social stratification is not based on
achievement, but mainly on the basis of gender, economic status
and caste system. The i.deology is to include people in the
system of classification according to their status in Indian
society and to abide by caste laws without questioning its
credibility.
• The stratification of the education system mainly influences
access to education and educational achievements. Social
class, economic status, gender, disabilities, personal
preferences, education 'quality', teachers, pedagogy, and peer
relationships all influence access to education as part of
stratification.
Reasons for Social Stratification

Inequality - Inequality exists because of natural differences in
people's abilities. A situation arises in which the opportunity for
opportunity is lost.
Incompatibility - Conflicts between different groups lead to
social classification. Differences in wealth, rel.igion, caste and

power lead to such inconsistencies. Wealthy or other elites use
aa resources to manage and acquire a large share of social
resources.
Power - power aims at power over one's wealth, status, caste and
religion, and this power can greatly influence and control the
ideas of society
Wealth - India is the richest and poorest country. Variation in
wealth at various levels is one of the causes of social drama.
Instability - The instability in the society is the cause of social
classification. The solution is to increase the stability and
motivate the members of the society to work hard.
• Some steps that need to be taken immediately to ensure equality
of educational opportuniti'es. These measures may be based on
the needs and status of backward classes, children with
disabilities, and girls.
1. Primary Education: Primary education should strive to meet the
basic needs of all. There should be no difference in the curriculum at
this stage. Equality of educational opportunities is required at the
prjmary level Free and compulsory education for all children should be
ensured without discrimination.
2. Secondary education: Individual differences between boys and girls
are more important. The second phase should introduce a diversified
curriculum that maximizes the needs, interests and abilities of
students without discrimination.
3. Higher Professional Education: At the stage of higher education and
professional education, emphasis should be given to individual ability
or qualification to maintain quality and standard.
4. Compensatory Education: Backward children have an unrestricted

environment. Enroll them in special schools with such facil.ities in
advance to successfully complete the education they need.
CONCLUSION
Society is something that is constantly changing. Education as

an important component of society is also embracing the changes that
are coming in the society. There are pros and cons to anything.
Promoting the virtues is essential for the progress of the society. LPG,
Plebeianization, stratification and urbanization have created so many
pros and cons in the society. Development must embrace and
promote benefits.
BED C 102 : CONTEMPORARY INDIA AND EDUCATION
Unit IX - Education for National Building
Topic - 9.1.1 Different program for eradicating inequalities -gender
Anusree KC
Roll No: 11
First year BEd Malayalam
PKM College of Education Madampam

Topic -Programmes for eradicating inequalities in gender
Gender equality is the state in which all human beings have equal access to all
opportunities and resources, regardless of biological differences. Gender equality is
about developing one's own future, creating equality in all aspects of life, such as
equality in economic participation, equality in lifestyle, and equality in decision-making.
Gender
Gender is a social and cultural phenomenon. In the broadest sense, it can be

thought of as the sum of different characteristics, such as gender, lifestyle, way of
thinking, and attitude. Gender is always associated with a control system that
influences and transcends a person's mind and behavior. Gender is not based on
biological differences, but on differences that form as part of socialization.
Gender is divided into three categories: sisgender, transgender, and intersex.

Transgender people are further divided into males and females, while transgender
people are divided into two sub-categories, transgender and trans-female. It's basically
up to the individual to decide what his or her gender is.
Gender inequality is generally based on the gender roles and norms that society
imposes on each gender. Many may have originated from tribal times. Gender and
sexual minorities (LGBTIAQ +) are often excluded from the mainstream. Equal justice
for all sexes is the common policy of the government, the United Nations and the World
Health Organization. Gender equality / gender is a term used in connection with barley
gender.
Gender inequality
Gender inequality is a problem that has persisted for centuries and still exists in
society today. Women and transgender people are the most discriminated against in
socio-economic and cultural spheres.
Finance: -
• Wage inequality
• Inequality in property rights
• Lack of equality of opportunity in higher employment.
Social:-
• Education - According to the 2011 Census, the literacy rate for men is 82.14%,
compared to 65.46% for women. In India, the literacy rate for women is lower
than for men.
• Health - All the exploitation of women and transgender people puts them behind
in mental and physical health.
• Patriarchal society
• Dowry system
• Female foeticide
Cultural: -
• Male domination in religious ceremonies
• The myth that the future is secure only if education is given to boys.
Gender equality is not just another phrase for women's empowerment and rights. It is
equality for all genders. Society has some prejudices about gender and sexuality. But
we do not learn about it or think about the role of each human being in dispelling these
erroneous prejudices. Instead, it teaches and conveys certain concepts and conditions
that have been ingrained in the art of living for generations. Ensuring gender equality in
education does not simply mean establishing equality of opportunity. Acquiring
knowledge should also be reflected in the attitude of children.
Gender Equality in Education: -
Comprehensive educational advancement is one of the goals of the United Nations

Sustainable Development Goal 2030. The basic goal of the United Nations is to
transform lives through 'transform lives through education living no one behind'. This is
the fourth of the 2030 Sustainable Development Goals. 'We must ensure a
comprehensive, equal and quality education and promote lifelong learning opportunities
for all.' Eliminate gender inequality in education and ensure equal access to education
at all levels. The Sustainable Development Goals state that achieving gender equality
requires not only the inclusion of girls, boys, women, men and transgender people in the
education cycle, but also a rights-based approach that ensures equality.
The right to equality is enshrined in the fundamental rights guaranteed by the

Constitution of India. The Central and State Governments have introduced a number of
initiatives and initiatives to combat gender discrimination in education.
Beti Bachao Beti Padhao
Seti Bachao Seti Padhao_LogoThe Census (201 1) data showeda '@

significant declining trend in the Child Sex Ratio1(CSR) between 0-6 years V::;J
with an all time low of 918. The issue of decline in the CSR is a major indicator of
women disempowerment as it reflects both, pre-birth discrimination manifested
through gender biased sex selection, and post birth discrimination against girls (in form
of their health, nutrition, educational needs). The principal factor behind the Child Sex
Ratio being so adverse is the low Sex Ratio at Birth (SRB). Social construct
discriminating girls on the one hand, easy availability, affordability and subsequent
misuse of diagnostic tools on the other hand, have been critical in declining CSR. The
strong socio-cultural and religious biases, preference for sons and discrimination
towards daughters has accentuated the problem . .
Since coordinated and convergent efforts are needed to ensure survival, protection
and empowerment of the girl child, Government launched the Seti Bachao Seti Padhao
(BBBP) on 22nd January, 2015 at Panipat in Haryana. It is a tri-ministerial effort of
Ministries of Women and Child Development, Health & Family Welfare and Human
Resource Development.
Goals
• Implement a sustained social mobilization and communication campaign to

create equal value for the girl child and promote her education.
• Place the issue of decline in child sex ratio/ sex ratio at birth in public discourse,
improvement of which would be an indicator for good governance.
• Focus on gender critical districts and cities.
• To prevent gender biased sex selective elimination
• To ensure survival and protection of the girl child
• To ensure education and participation of the girl child
Balika Samridhi Yojana {BSY-1997): -
Launched in 1997 for the welfare of girls in the country. The scheme was revived in
1999. The scheme covers rural and urban areas in all the states of India. The objective
of this project is to uplift the social status of girls in India through education.
The scheme provides financial assistance to encourage girls to go to school. Its main

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5.

Rajiv Gandhi scheme for Empowerment of Adolescent Girls (RGSEAG)

6. Sarva Shiksha Abhiyaan (Financed from education Cess)

7. Mid day meal

8. Support to Educational development including teacher training and adult education.

9. Rashtriya Madhyamik Shiksha Abhiyaan (RMSA) (with state finance sharing)

5.2.2 Role of state government in educational financing

5.2.3Tbe plan and non-plan expenditure in Education

The planning commission and centre-state transfer of resources

5.3 Expenditure on Education

5.3.1 The planned and non planned expenditure on Education

5.3.2 Five year plans and education

The planning commission and centre-state transfer of resources

The finance commission and centre-state transfer of resources

Five year plan

Why it was needed?

• When India gained independence, it's economy was in dust.

Who monitors it?

Second five year plan(1956-61)

Third five year plan(1961-66)

Fourth five year plan (1969-1974)

At this time Indira Gandhi was the prime minister.

Fifth five year plan (1974-1978)

Sixth five year plan (1980-1985)

• Accepting the principle of average attendance to overcome wastage and stagnation

• Laying emphasis upon compulsory enrolment.

• Bringing about the expansion of part-time education

• Eradication of regional imbalance.

Seventh five year plan (1985-1990)

• Highest priority was given to UEE (Universalisation of Elementary Education )

Eighth five year plan (1992-1997)

• Improvement in the quality of schooling and achievement levels of children enrolled

• Programs like Operation Black Board(1987), National Program of nutritional

Ninth five year plan (1997-2002)

• National goal of providing primary education as a universal basic service.

• The supreme court judgement declaring education to be a fundamental right for

• The backlog of on-enrolled children.

• High dropout rate and wide inter - state disparities.

• There are also regional disparities.

Tenth five year plan (2002-2007)

• Provision of one classroom for every teacher at elementary stage.

• Enrolment of all children in schools or other alternatives by 2003

• All children have to complete 5 years of primary schooling by 2007.

• All children have to complete 8 years of schooling by 2010.

• Improve all aspects of quality of education to ensure reasonable learning outcomes at

• Special interventions and strategies to include girls, SC/ST children, working

• Reduction in gender gap and social category gap also achieved.

Eleventh five year plan (2007-2012)

Financing of education in the eleventh plan

KGBV and DPEP

• These schemes would be subsumed within SSA in the 11 th plan. Expansion of

MID DAY MEAL SCHEME (MOMS)

Twelfth five year plan (2012-2017)

5.4 PRESSURE EXERTED BY DIFFERENT STAKE HOLDERS ON

5.4.1 Religion and Community

5.4.3 Governmental Agencies

Educational policy is prepared by the central government and state government at

a. Midday Meal Nutrition Scheme

Midday Meal scheme is a school meal programme of the Government of India

National university of educational planning and administration (NUEPA) and national

c. National Council for Education and Training (NCERT)

d. State Government Boards of Education

e. Central Board of Secondary Education (CBSE)