Suchergebnisse

Problem: There is a definite desire and demand from the people of India for elementary educational opportunities for all children. Since not all children between six and fourteen years of age are able to attend school, it is essential to know why. This study examined some of the factors which tended to influence the financial ability of the government to provide a sufficient number of schools so that all children may attend. Data Collection, Methods, and Procedures: Data has been collected from a review of selected resource material which answer the following questions: What is India presently spending on elementary education? What could India afford to spend annually for implementing universal elementary education? How much money is required to place all children into a school system? What other factors interfere with the potential financial resources which cannot be assigned to promote elementary education? Important findings: Under existing conditions, India is doing reasonably well regarding economic progress; but it could be improved considerable if all the available resources, manpower, and material were utilized to the maximum, thus greatly increasing the Gross National Product (GNP). Unfortunately, concerted effort from all concerned is greatly lacking. The caste and class-biased society is not single-minded, hence it fizzles out into different directions with very little improvement. The well-developed nations like the United Kingdom invest 6.2 percent of its GNP in education, USSR 7.00 percent, Japan 5.2 percent, and other developed countries an average of 4.5 percent, whereas India invested an average of 3 percent of its GNP in education. If India would invest 6 percent or more of its GNP to education, it could place all the children in school by 2000 A.D. If it does not, however, it may not be able to bring all the children into the school system. This is due to an increase in the population of more than ten million children per year, and the lack of available financial resources to educate them. At present, in addition to the children who are already in elementary school, the educational system absorbs an additional four million children from grades (standard) 1 to 8 each year, but six million children are left out of the school system every year. These are being added to the list of illiterates. Furthermore, unless the birth rate is considerably reduced soon, the increased GNP evident in the 1980s will be consumed by the increasing number of children and by other cultural factors – i.e., the destruction of one-third of the annual harvest of food. If this large quantity of food grain were conserved, it would undoubtedly support the entire elementary educational program in the country. Conclusions: Thus far the elementary-school system has boosted the enrollment in schools, but the educational authorities have not paid attention to retain those who have enrolled nor to control the dropout rate. It is time to enforce attendance laws in the public school system. Since education is the responsibility of the state, the Federal Government should provide financial assistance to help provide food for the poor families who lose part of their family in come when their children attend school. As long as elementary educational opportunity is denied by not allocating sufficient funds for education, future losses in various areas will be greater and social unrest will increase. This principle of loss has been frequently stated by well-known international economists. Well-developed industrial nations have learned of the need for education by experience and research evidences prove the value of universal education.

Despite the promise in the Constitution of India (1950) to establish universal elementary education within a decade, for many years this goal received neither the attention of politicians nor the resources for its achievement. This began to change in the early 1990s with several innovative programmes - notably the Sarva Shiksha Abhiyan, introduced in 2001 - and then with the passage of the Right to Education Act in 2009. Much has been achieved in this time. School infrastructure has been greatly improved, and enrolment is now virtually universal among girls and boys, and is nearly universal among members of historically marginalized groups in Indian society, the Scheduled Castes and Scheduled Tribes. Nevertheless, education in India is still under-resourced, and there remain problems of retention and of the quality of education, which has deteriorated since the Right to Education Act came into effect. In addition, the numbers of children being educated in private schools has increased to about a third of the total. Analysing reasons for the continuing problems of elementary education in India - in which the needs for focus on learning, for attention to the training and accountability of teachers and for deepening of parental involvement are all generally recognized - this paper develops the argument that there has to be extensive innovation in the ways in which schooling is managed. In a sector that involves both very large numbers of transactions and high levels of discretion on the parts of the service providers, most importantly teachers, an administration that only follows rules will not do. ; Prepared for the UNRISD project New Directions in Social Policy: Alternatives for and from the Global South

This article begins with an overview of the current elementary education scenario in India. It notes that while the Right to Education (RTE) Act has made progress in access to education, the delivery of education has worsened. The article analyses the reasons for this by using two main levers of the system: financial support and accountability. As far as support is concerned, three areas need attention, specifically, the low funding of education when compared with the global average; a mismatch between funds approved, actual funds available and funds spent; and inefficient, delayed and rushed expenditure. In terms of accountability, two main systemic gaps have been explored: accountability at the input level instead of the output level and accountability to funders instead of the community, with an emphasis on teachers' accountability. Based on findings from analyses, the article concludes with recommendations for the better performance of the education system and argues for an overhaul of the processes that are currently in place.

The Indian education system is perhaps the largest system in the world catering the need of millions of students of different socio-economic background. Education is globally acknowledged as the most powerful means of empowerment. Education is utmost important for every child irrespective of its gender. It is disheartening that, even in current modern scenario, some people are still against the education of the girl children. Every child has the right to receive elementary education however, Due to many factors girls are forced to leave school while others never have been provided an opportunity to enroll in schools. Among children not attending schools there are more girls than boys and among illiterate adults, there are more women than women. Many girls continue to dropout that adversely affects the efficiency of the education system and respective progressive expectations. The unfinished task in terms of un-enrolled and out-of-school girl child is the manor challenge. Rigorous and continuous efforts are required to bring and retain girl children under the purview of education system. The community and government schemes in this direction, can jointly play a vital role in bringing and retaining girl children to schools for primary and secondary education. To understand the problems and challenges faced by girls at elementary education level the author conducted a study in education zone Magam. The zone progressed significantly but still it has many areas of concern that are primarily responsible for un-fulfilment of the goals of universal literacy. There are number of problems which become hindrance in the way of education of girls but whatever the reason is if significant efforts were taken this problem can be then tackled easily. So, the authors hope that this study can help us to illuminate some of the complexities around education of the girls at elementary level and bring new insight to policy makers and educational practitioners.

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.