The universalization of elementary education in India a historical analysis with reference to the right of children to free and compulsory education act 2009 (original) (raw)
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Emerging Economy Studies, 2018
Sixty years of policymaking in the arena of elementary educational reforms in India and global focus through the Millennium Development Goals (MDGs) have seen progress along with persisting inequality in access to education especially for socioeconomic and marginalized sections across the regions. This article focuses on analysis of two goals of MDGs which is related to universalization of education and reducing gender inequality in access to elementary education after introduction of policy interventions such as Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) Act in India through Gender Equity Index (GEI) and Disparity Index (DI) in Gross Enrollment Ratio (GER). Results are still consistent with the fact that even after incentives such as SSA and RTE, the scenario of elementary education has not changed much for the deprived sections, even it has shown a declining trend after 2009 for Scheduled Tribes (ST) children. The social reproduction of inequality is being manifested...
The Right to Elementary Education in India: Connotations and Reflections
Universal Journal of Educational Research, 2020
This Research paper deals with the conditions of the education of children in India, the various schemes and policies carried out in providing education. How Elementary Education has developed in India? Attempts are made to find out the laws in the country, in which basic education finds the place in this respect nature and scope of Right to Education Act has been analysed. Education plans, policies and various Government schemes have been discussed. Paper examines and investigates the constitutional growth of Education with aims to achieve the goal of equal opportunity to all and social justice as enshrined in the Preamble of the Constitution. Various articles inherent in the Indian constitution have been discussed. Judicial response to the need of the right to education has also been highlighted. Global Commitment for Compulsory Education has also been discussed with agenda 2030 which refers to the global dedication of the Education for all. Lastly, there is a conclusion and some suggestions. The certainty and promise RTE Act which shows up on paper should be fulfilled in its execution which is very defective. Despite the fact that several legislative enactments, judicial pronouncements, and many government schemes make effective implementation of elementary education, we are lacking behind to achieve the desired goals and to meet with an international commitment regarding compulsory education. In the same way, as other endeavoured social changes in India, this also needs to begin at the grass-root level and requires a boundless effort to make a difference in a deep-rooted mind.
Free and Compulsory Primary Education in India Under the British Raj: A Tale of an Unfulfilled Dream
SAGE Open, 2017
Attempts to make free and compulsory education accessible to Indian children began a little more than a century ago. A strong consciousness for the need of free and compulsory Primary Education in India was highly moved by enactment of the Compulsory Education Act in 1870 in England. Education has been formally recognized as a human right since the adoption of the Universal Declaration of Human Rights (UDHR) in 1948. This has since then been reaffirmed in numerous global human rights treaties. Ultimately, universalization of elementary education has been one of the most important goals of educational development in India since independence. The Right of Children to Free and Compulsory Education Act (RTE Act), 2009, came into force from April 1, 2010, pursuant to the Eighty-Sixth Amendment to the Constitution of India (2002), which guarantees elementary education as a fundamental right. This article attempts to delve into the checkered history of development of the free and compulsory primary education in India under the British Raj. The history of compulsory and free primary education during the British Rule in India is an uphill journey replete with suggestions, advocacies, demands, experimentations, attempts, promises, and movements within legislative framework. The British rulers adopted a good number of policies on education, but these were framed in tune with the needs of the colonial power. Consequently, compulsory and free primary education remained an unfulfilled dream during the British Raj, in spite of the stirring efforts of the Indians.
Universalizing elementary education in India: Achievements and challenges
2017
The United Nations Research Institute for Social Development (UNRISD) is an autonomous research institute within the UN system that undertakes multidisciplinary research and policy analysis on the social dimensions of contemporary development issues. Through our work we aim to ensure that social equity, inclusion and justice are central to development thinking, policy and practice.
Impact of Globalization on National Policies for Universalization of Elementary Education in India
Studies in Indian Place Names, 2020
As we see the enormous benefits of education on the lives of individuals and its contribution in the development of a nation, all the developed, developing and third world countries along with international organizations are giving dominant priority to education in their agenda of development. Soon after its independence, India starts working for the universal elementary education for all. The country remains quite dynamic in educational policy planning to realize the goal of free and compulsory elementary education for all. However, under the impact of globalization, the educational policy planning in India has observed a huge change. In this article I try an attempt to highlight that change through the study of growth and development of national education policies for universalization of elementary education in India. The study of these policies has indicated that considerable progress has been recorded in universalization of elementary education in India, but even today, there are significant gender and social gaps in the access of education in the country. The current National Education Policy has selected out these gaps and suggested many reforms to eliminate such gaps in the provision of education. However, like National Policy on Education (1986), the new policy has also been criticized for promoting alternative sorts of schooling for various sorts of students.
KEY FEATURES AND DEVELOPMENTS IN ELEMENTARY EDUCATION IN INDIA: PROGRESS AND CHALLENGES
AMITESH PUBLISHER & COMPANY, 2024
Elementary education is critically important as it lays the groundwork for an individual's lifelong learning journey. Numerous initiatives and schemes have been introduced to prioritize the primary education of children from disadvantaged, marginalized, and socioeconomically backward communities. This study aims to explore the importance of elementary education in India. In 1950, Article 45 of the Constitution, under the Directive Principles of State Policy, mandated that the State should strive to provide free and compulsory education for all children up to the age of fourteen within ten years of the Constitution's commencement. Since then, several policy documents, including each Five Year Plan, the 1968 National Policy on Education, and the revised 1992 National Policy on Education, have sought to enhance India's efforts towards achieving Universal Elementary Education (UEE).
2016
Chhattisgarh is one of the developing Indian states that is yet to taste the fruits of development like other states of the country. The State’s Human Development Index is 0.430, the lowest of all states and literacy rate is 71.04%, which is below the national average of 74.04%. Under the flagship program of Sarva Shiksha Abhiyan (SSA) the Indian government proposes for the Right to Education Act (RTE) as a part of Universal Education Program, which provides quality education to children (6-14 years) bridging the gender, social and regional gaps. In this paper, the author explores the implementation of SSA in Chhattisgarh state and with special focus on two districts of Chhattisgarh namely Raipur and Mahasamund. Both qualitative and quantitative approaches were used to gather data from teachers, students, staff members, parents and community people, and District officials using Interview schedule and questionnaire. Observation and Focused Group Discussions (FGDs) were used to collec...