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There are a variety of agencies engaged in elementary education in Communist China. Besides the regular elementary schools for children, there are adult schools of elementary grade and spare-time elementary schools for youth as well as older people; there are winter schools in the rural areas, worker-peasant schools, and various kinds of literacy classes. In view of limited space, this article will deal only with the regular elementary schools. Kindergartens and nursery schools are not included in the discussion.

To spread education in case of highly marginalized section of our society has been a colossal task to any Govt. particularly to the tribal people. The strong point of a society lies in the task of education training, development and allocation of its man power resources. It can be said that education plays an imperative complete development of individuality so that one can make an original contribution to human life according to one's best competence. Making primary or elementary education available for all rural Indian children has been one of the major challenges for the all the Government. Furthermore, the quality of elementary education in rural India has also been a major cause of concern for the any Government. This paper draws attention of the readers about the conditions and settings of the rural schools in Karnataka State, South India.

This book analyses the magnitude of public expenditure on education, the composition. of such expenditure, the flow of funds from the Centre to the districts, and the. bottlenecks in the process, with a focus on elementary education. Most of the. existing body of work in this area concentrates on Central Government`s budgetary. provisions instead. The significance of this research lies in that it dwells on. the major challenges confronting the States with regard to these issues. Public Provisioning for Elementary Education in India focuses on elementary. education in the context of the ongoing

Education is basic need of each and every child. It is an index of social, individual, economic development and progress of whole country. Elementary Education is the base of education pyramid. At this stage children learn many skill, habit formation, morality, adjustment with environment, know the world, culture, develop scientific temperament and logical thinking that will helped in carrier choice and succeed in future life. It is directed in article 45 of Indian Constitution provision of free and compulsory education up to age 14 and after 86th amendment Act 2002 made education a fundamental right for all children. In spite of these efforts universalization of elementary education cannot achieved its goal so Indian government has been started many schemes to hit the target. The current paper throws the light on various schemes like District Primary Education Program, Operation Blackboard, Sarva Shiksha Abhiyan, National Elementary Education Mission, Mid Day Meal and Non Formal Education etc.

"[C.--5485.-II.]" ; "Presented to both Houses of Parliament by Command of Her Majesty." ; Chiefly statistical tables. ; Mode of access: Internet.

Amidst budget cuts, increased dependence on standardized testing, and the reduction of programs, school systems are dismissing the arts as an expendable luxury that is nonessential for improving SOL scores, despite their Federal status as a core-curriculum discipline. However, as both existing literature and current educators in the field of elementary education agree, the arts offer students a unique set of skills, traits, and perspectives not available elsewhere in the curriculum. While some teachers attempt to teach inter-disciplinary units in an effort to include the arts, this often leads to the arts being viewed as a method of teaching rather than its own distinct discipline. To ensure the arts' rightful place in elementary education, parents, educators, administrations, and government leaders need to develop an environment that recognizes and appreciates the arts' unique contribution to a holistic education.