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R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi, and T. Dhanabalan T. Dhanabalan. "Primary School Education in India: An Overview." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.
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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.
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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.
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Kumari, Rakhi, Prof H. B. Patel, Dr Y. Vijaya Lakshmi, and Dr Ajay Pal. "A SWOT Analysis of E-Learning for Digital Education." April-May 2023, no. 33 (April 18, 2023): 23–29. http://dx.doi.org/10.55529/ijitc.33.23.29.
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The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.
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Ullah, Athar. "Education Voucher Scheme in India: Would Lead to School Choice and Universal Education?" Journal of International Education and Practice 6, no. 1 (April 20, 2023): 27. http://dx.doi.org/10.30564/jiep.v6i1.5449.
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To remove obstacles in the path of ‘Education for All’, the government of India launched several programs, Sarva Shiksha Abhiyan (SSA) being one of them. Despite several attempts, the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level. In India, children are not absent from school owing to a lack of demand; rather, low quality of government education delivery is a major cause for their absence. There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education. Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice, whether it is a government or private school. This may be accomplished through the education voucher scheme. Governments do not need to spend any additional public funds on vouchers to implement this approach. The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.
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Jat, Ramavtar, and Puneet Gautam. "ISSUES AND CHALLENGES OF SCHOOL EDUCATION: AN INDIAN SCENARIO." Journal of Global Resources 8, no. 02 (July 30, 2022): 116–19. http://dx.doi.org/10.46587/10.46587/jgr.2022.v08i01.015.
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The direction and status of education determines the future of a country. Quality education has emerged as an essential requirement of the present world. the main objective of this article was to conduct a comparative study of the basic infrastructure in government and private schools in India. This article is based on the Indian scenario of school education, an attempt has been made to bring out some of the shortcomings of the school education system and some suggestions have been presented at the end which can be helpful in disseminating quality education. The results of the present research shows that still the situation regarding computer and internet facility in both government and Private schools is very poor. Thus, it is understandable that a long way has to be covered to make computer aided learning a reality to deal with the problem of digital divide in India.
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Jat, Ramavtar, and Puneet Gautam. "ISSUES AND CHALLENGES OF SCHOOL EDUCATION: AN INDIAN SCENARIO." Journal of Global Resources 8, no. 02 (July 30, 2022): 116–19. http://dx.doi.org/10.46587/jgr.2022.v08i02.015.
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The direction and status of education determines the future of a country. Quality education has emerged as an essential requirement of the present world. the main objective of this article was to conduct a comparative study of the basic infrastructure in government and private schools in India. This article is based on the Indian scenario of school education, an attempt has been made to bring out some of the shortcomings of the school education system and some suggestions have been presented at the end which can be helpful in disseminating quality education. The results of the present research shows that still the situation regarding computer and internet facility in both government and Private schools is very poor. Thus, it is understandable that a long way has to be covered to make computer aided learning a reality to deal with the problem of digital divide in India.
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Naijan, Naijan. "Kurikulum Pendidikan Sejarah di India." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 82. http://dx.doi.org/10.21009/jps.041.07.
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Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
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Ashley, Laura Day. "Inter‐school working involving private school outreach initiatives and government schools in India." Compare: A Journal of Comparative and International Education 36, no. 4 (December 2006): 481–96. http://dx.doi.org/10.1080/03057920601024941.
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Narlikar, J. V., and N. C. Rana. "India." International Astronomical Union Colloquium 162 (1998): 32–34. http://dx.doi.org/10.1017/s0252921100114757.
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A summary of work related to astronomy education carried out during the last three years in India is presented here. Since India is a huge country and many educational efforts are made by individuals alone, this report cannot be regarded as complete, but a specific sampling.India has more than 200 Universities, 8000 colleges, and about 100,000 schools, 33 planetaria, more than 100 museums and about 60 well known amateur astronomers’ clubs. Scores of dedicated astronomy oriented school teachers, act as nuclei of astronomy education for the general public and school children .The astronomical almanac, used in a typical household is in some way related to the stars in the sky and the movements of the Sun, the Moon and the planets. Traditionally, a rudimentary knowledge of the celestial sphere is common. The recent developments in space technology have brought a fascination and glamour to modern astronomy for all age groups, and this is noticeably reflected in the number of media coverages of astronomy.
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Tsimpli, Ianthi, Lina Mukhopadhyay, Jeanine Treffers-Daller, Suvarna Alladi, Theodoros Marinis, Minati Panda, Anusha Balasubramanian, and Pallawi Sinha. "Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project." Research in Comparative and International Education 14, no. 1 (March 2019): 54–76. http://dx.doi.org/10.1177/1745499919828908.
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In the Indian context, concerns have been raised for many years about the learning outcomes of primary school children. The complexity of the issue makes it difficult to advise stakeholders on what needs to be done to improve learning in primary schools in India. As it has been shown that low socio-economic status is one of the key factors that negatively affect learning outcomes, the focus of the Multilila project (‘Multilingualism and multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India’) is on educational achievement among children of low socio-economic status. In following the development of language, literacy, maths and cognitive abilities of primary school children over two years we hope to throw new light on why multilingual children in India do not always experience the cognitive advantages associated with multilingualism in other contexts. This paper focuses on some of the methodological challenges faced by this project. After explaining the rationale for the study, we sketch the contribution this project can make to the discussion about cognitive advantages of bilingualism. We then focus on the Indian context before presenting the methodology of the project (design, participants, instruments and procedure). Finally, we summarize the key challenges for the project and possible solutions to those challenges, and present an outlook towards the future.
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., Shreekrishna, and Ravindra D. Gadkar. "The Non-Uniform School Education System In India: a Critical Analysis." Journal of Advances and Scholarly Researches in Allied Education 15, no. 9 (October 1, 2018): 81–85. http://dx.doi.org/10.29070/15/57921.
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Kingdon, G. G. "The progress of school education in India." Oxford Review of Economic Policy 23, no. 2 (June 1, 2007): 168–95. http://dx.doi.org/10.1093/oxrep/grm015.
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Pajankar, Vishal D., and Pranali V. Pajankar. "Development of School Education Status in India." Journal of Social Sciences 22, no. 1 (January 2010): 15–23. http://dx.doi.org/10.1080/09718923.2010.11892779.
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Rathi, Neha, Lynn Riddell, and Anthony Worsley. "Secondary school students’ views of food and nutrition education in Kolkata, India." Health Education 117, no. 3 (April 3, 2017): 310–22. http://dx.doi.org/10.1108/he-08-2016-0030.
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Purpose School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills. Design/methodology/approach The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ2 analyses were performed. Findings The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills. Practical implications These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours. Originality/value This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.
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Roberts, Jennifer L., and Mary M. Chittooran. "Addressing gender inequities: the role of an NGO school in Uttar Pradesh, India." Asian Education and Development Studies 5, no. 1 (January 4, 2016): 121–31. http://dx.doi.org/10.1108/aeds-05-2015-0016.
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Purpose – There has been an increase in the number of non-government organization (NGO) schools in India’s disadvantaged communities. Since these schools often serve the most marginalized populations, it is important to understand their role in addressing educational inequities. The purpose of this paper is to examine the role of an NGO school in Uttar Pradesh, India in improving girls’ education. Design/methodology/approach – A case study methodology was utilized to identify barriers to girls’ education and ways in which the NGO school is working to minimize educational inequities. Findings – The barriers to girls’ education in this study are traditional values, lack of economic opportunities, and safety concerns. The school works to minimize these inequities by providing a rigorous curriculum, teaching the students how to be good citizens, improving school facilities, and providing free school supplies. Implications – it is through better understanding the role of the NGO sector that a more complete understanding of the status of girls’ education will develop. Originality/value – This paper contributes to the literature on girls’ education, but expands the conversation to include NGO schools.
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Mandal, Ranjit Kumar. "India Foundation for Education Transformation: Its Service to the Society." Journal of Advanced Research in English and Education 05, no. 03 (March 31, 2021): 9–11. http://dx.doi.org/10.24321/2456.4370.202011.
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Skill is the most important component in education which makes a person capable of earning his or her livelihood. The system of education takes care of the development of school skills among the children in the schools. But the spread of pandemic Covid-19 has drastically disrupted every aspects of human life including education and impacted the skill development process has also been impacted. It has created an unprecedented test on education. Outbreak of COVID-19 has impacted more than 120 crores of students and youths across the planet. In India, more than 32 crores of students have been affected by the various restrictions and the nationwide lockdown for COVID-19. In many educational institutions around the world, campuses are closed, and teaching-learning has moved online. In India many schools were quick to react but to a limited extend. While many schools in the cities have adapted to online teaching schools in the remotest areas did not have the resources to get on the starting grid. Here the India Foundation for Education Transformation moved in a contributed its bit.
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K.V. Sridevi and Mohini Nagpal. "TRENDS IN SCHOOL DROPOUT RATE IN INDIA." Researchers' Guild 2, no. 1 (October 9, 2020): 2–24. http://dx.doi.org/10.15503/rg2019.1.
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In global perspective, it is an incontestable fact that the progress of a nation is highly dependent on the education of its citizens. Education thus plays a crucial role and has a cross cutting impact on all aspects of human life. But the increasing dropout numbers pertain to a shabby state of affairs in the education system. The main purpose of this study is thereby to analyse the trends in dropout rate, explore causes and provide suggestions to reduce dropout rate at secondary stage in India. The findings of this study are drawn from the extensive literature review of students’ dropout in different states of India wherein child marriage, lack of transportation, separate toilet, safety, and security en route the school, educational profile of parents, Lack of recreation, Absence of teachers, Lack of guidance and counseling, Partiality, prejudices, affordability and Lack of interest in school are found as major causes for student dropout in India. This study also highlights some policy implications such as improving school culture, providing basic facilities in schools, organising Inservice teacher training programmes for teachers to identify and handle at risk students and conducting remedial teaching programmes for the needy students in schools in order to guide policy makers to combat this problem.
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Ratan Chaugule, Suryakant. "COVID-19 IN INDIA: EDUCATION DISRUPTED AND LESSONS LEARNED." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 1269–74. http://dx.doi.org/10.21474/ijar01/11784.
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In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to online teaching, this ignores Indias immense digital divide-with embedded gender and class divides. The 2017-18 National Sample Survey reported only 23.8 percent of Indian households had internet access. In rural households (66 percent of the population), only 14.9 percent had access, and in urban households only 42 percent had access. And males are the primary users: 16 percent of women had access to mobile internet, compared to 36 percent of men. Young peoples access is even less: A recent news report stated only 12.5 percent of students had access to smartphones. Furthermore, most teachers are ill-equipped for online teaching.
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Thapa, Rukmini, and Kaustav Kanti Sarkar. "Universal Elementary Education in India: Barriers and Persistent Challenges." Social Change 49, no. 2 (June 2019): 257–75. http://dx.doi.org/10.1177/0049085719844105.
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Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.
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Banerjee, Basabi Khan, and Georg Stöber. "“Hitlermania”." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 43–73. http://dx.doi.org/10.3167/jemms.2020.120103.
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Recent surveys and reports document a growing phenomenon of “Hitlermania” in some parts of India. This article investigates whether the way in which National Socialism is presented in school education has encouraged this development or, on the contrary, has discouraged a positive valuation of the Nazis, including their leader. It analyzes curricula and a sample of school history textbooks published by state and central education boards, which have been used in Indian schools over the last two decades, focusing on their treatment of National Socialism and the Holocaust. While the results can be partly attributed to government interference in the school history curricula and in textbook writing, there appear to have been other factors at play, such as the social environment.
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Rao, A. Giridhar. "The English-Only Myth." Language Problems and Language Planning 37, no. 3 (November 15, 2013): 271–79. http://dx.doi.org/10.1075/lplp.37.3.04rao.
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The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.
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Antony, Pavan John. "Special Education History, Current Status and Future: India." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 5–16. http://dx.doi.org/10.9782/2159-4341-16.1.5.
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Education of all children in public schools, including those with disabilities, continues to be an unresolved issue in many countries around the globe. While education of all children is mandated by law and considered a basic human right in many countries, the current status of implementation varies. India, for example, is an ancient country that adopted several laws and policies for its citizens with disabilities after gaining independence from British rule. Today, India legally requires the education of all children in schools; however, despite this, millions of children with disabilities continue to remain out of school or receive little or no education. This paper discusses the special education history, legal system, current status and future for people with disabilities in India.
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Venkatasubramanian, Arvind. "the conundrum in the collective indian psyche regarding teaching philosophy in schools." childhood & philosophy 16, no. 36 (December 5, 2020): 01–26. http://dx.doi.org/10.12957/childphilo.2020.53518.
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India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.
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Malhotra, Smitu, and Venugopal Pingali. "Rural immersion program in India: integrating management education with community." Development and Learning in Organizations: An International Journal 34, no. 2 (December 19, 2019): 13–15. http://dx.doi.org/10.1108/dlo-08-2019-0200.
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Purpose The purpose of this paper is to review Indian management-school programs that integrate social and environmental concerns in the curriculum. Approach The paper analyses the data provided in the form of reports submitted by students after the rural immersion program and draws inferences from the written material. Findings This paper illustrates the usefulness of the rural immersion program in sensitizing students about the social divide that exists in India; thus, it helps inculcate an inclusive mind-set. Practical implications This paper emphasizes the usefulness of creating a management curriculum that integrates societal issues in the learning process. Originality/value The paper discusses how a top Indian business school is attempting to develop socially-responsible managers.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Mythili, N. "Legitimisation of Women School Leaders in India." Contemporary Education Dialogue 16, no. 1 (November 5, 2018): 54–83. http://dx.doi.org/10.1177/0973184918804396.
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Legitimisation of women leaders in school education is a new area of study in India. The present study is carried out by developing a conceptual model and subjecting it to empirical evidence from 20 women school heads of different states in India. It seeks to know how women establish legitimacy as leaders in schools. Women’s leadership-focused behaviours interacting with gender perspectives provides them avenues to navigate passivity of education system, building trust with community and love for children. They diffuse glass-cliff, illegitimacy and backlash effects by ignoring gendered notions or addressing them boldly, grow as experts, work at system level, swapping between promotion-focused and prevention-focused leadership behaviours adapting rational and traditional gender perspectives to their advantage according to the circumstances to establish their legitimacy as leaders.
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Sharma, Harshita. "Equity Related Concerns: Impact of Private tutoring in India." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 299–308. http://dx.doi.org/10.15503/jecs20192.299.308.
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Aim. The paper attempts to explore the impact ofrivate tutoring in light of the equity-related concerns especially in the context of the Indian society. Private tutoring is a phenomenon that has been an intrinsic part of the Indian education system since the 1980s.
Methods. The paper is an outcome of the Masters of Philosophy dissertation work of the scholar submitted to National University of Education Planning and Administration, Delhi, India.
Results. The structure of private tutoring is such that it mimics the regular school curriculum and modifies itself to match the needs of the school and the children. Any changes in the regular school curriculum bring a change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private tutoring was believed to enhance learning opportunities of weak students, it has now become a 'parity of prestige' issue.
Conclusion. The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified schooling system and society at large.
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Sarker, Shuvro Prosun, and Prakash Sharma. "Bridging the Gap: Understanding the Trends in Indian Legal Education from Recent Developments." Asian Journal of Legal Education 7, no. 1 (January 2020): 57–72. http://dx.doi.org/10.1177/2322005819881100.
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The constitutional mandate of legal aid provides Indian law schools a unique opportunity to achieve the social justice mission of legal education. Taking cue from such holistic vision, Indian legal education aims to provide a fair, effective and accessible legal system to its citizens. Having said this, the euphoria of ideal legal education remains a distant dream with continuous declining standards in legal education impartation. There appear efforts to correct such decline, which led to the introduction of clinical legal education (CLE) as a mandatory component in the law school curriculum by way of mandatory practical papers. Also, the modern approach to legal education demands adoption of local circumstances while implementing ‘broadly shared aspirations’ and ‘goals of global level’. In this regard, this article covers three recent activities, which if clubbed together present wider scenes pertaining to the state of legal education and reforms in India. On a collective reading of all three events, this article argues for introducing continuing legal education (CLE) in India.
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Rathi, Neha, Lynn Riddell, and Anthony Worsley. "Food and nutrition education in private Indian secondary schools." Health Education 117, no. 2 (February 6, 2017): 193–206. http://dx.doi.org/10.1108/he-04-2016-0017.
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Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.
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Shah, Priyali, Anoop Misra, Nidhi Gupta, Daya Kishore Hazra, Rajeev Gupta, Payal Seth, Anand Agarwal, et al. "Improvement in nutrition-related knowledge and behaviour of urban Asian Indian school children: findings from the ‘Medical education for children/Adolescents for Realistic prevention of obesity and diabetes and for healthy aGeing’ (MARG) intervention study." British Journal of Nutrition 104, no. 3 (April 7, 2010): 427–36. http://dx.doi.org/10.1017/s0007114510000681.
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Increasing prevalence of childhood obesity calls for comprehensive and cost-effective educative measures in developing countries such as India. School-based educative programmes greatly influence children's behaviour towards healthy living. We aimed to evaluate the impact of a school-based health and nutritional education programme on knowledge and behaviour of urban Asian Indian school children. Benchmark assessment of parents and teachers was also done. We educated 40 196 children (aged 8–18 years), 25 000 parents and 1500 teachers about health, nutrition, physical activity, non-communicable diseases and healthy cooking practices in three cities of North India. A pre-tested questionnaire was used to assess randomly selected 3128 children, 2241 parents and 841 teachers before intervention and 2329 children after intervention. Low baseline knowledge and behaviour scores were reported in 75–94 % government and 48–78 % private school children, across all age groups. A small proportion of government school children gave correct answers about protein (14–17 %), carbohydrates (25–27 %) and saturated fats (18–32 %). Private school children, parents and teachers performed significantly better than government school subjects (P < 0·05). Following the intervention, scores improved in all children irrespective of the type of school (P < 0·001). A significantly higher improvement was observed in younger children (aged 8–11 years) as compared with those aged 12–18 years, in females compared with males and in government schools compared with private schools (P < 0·05 for all). Major gaps exist in health and nutrition-related knowledge and behaviour of urban Asian Indian children, parents and teachers. This successful and comprehensive educative intervention could be incorporated in future school-based health and nutritional education programmes.
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Rees, Chris A., Katelyn N. Long, Bobbi Gray, Joshua H. West, Sheila Chanani, Freya Spielberg, and Benjamin T. Crookston. "Educating for the future: adolescent girls’ health and education in West Bengal, India." International Journal of Adolescent Medicine and Health 24, no. 4 (December 1, 2012): 321–27. http://dx.doi.org/10.1515/ijamh-2012-0046.
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Abstract Adolescent girls in India carry a disproportionate burden of health and social risks; girls that do not finish secondary education are more likely to have an earlier age of sexual initiation, engage in risky sexual behavior, and consequentially be at greater risk of dying from pregnancy-related causes. This paper presents a comparison of girls in school and girls not in school from 665 participants in rural West Bengal, India. The social cognitive theory (SCT), a comprehensive theoretical model, was used as a framework to describe the personal, behavioral, and environmental factors affecting the lives of these adolescent girls. There were significant differences between girls in and out of school in all three categories of the SCT; girls in school were more likely to have heard of sexually transmitted diseases or infections than girls not in school (p<0.0001). Girls in school were also more likely than girls not in school to boil water before drinking (p=0.0078), and girls in school lived in dwellings with 2.3 rooms on average, whereas girls not in school lived in dwellings with only 1.7 rooms (p<0.0001). Indian adolescent girls who are not in school are disadvantaged both economically and by their lack of health knowledge and proper health behaviors when compared with girls who are still in school. In addition, to programs to keep girls in school, efforts should also be made to provide informal education to girls not in school to improve their health knowledge and behaviors.
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Puri, Kanchan, Arumugam Senthil Vel, Natesan Manoharan, Rathinam Arthur James, and Ritesh Joshi. "Environment education in India." Holistic approach to environment 11, no. 4 (September 7, 2021): 122–27. http://dx.doi.org/10.33765/thate.11.4.3.
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It is now widely acknowledged that the impact of human activities on environment is significant and will have serious consequences for future generations. Environment education has a significant role in making the youth conscious about their environment, adopting green social behaviour and thus responding to the environment crises. Recognizing the importance and need of environment education, India has initiated several efforts including making the environment education compulsory at all level of education. Today when environmental conditions are changing adversely and all living beings are suffering from the negative consequences of environmental pollution and climate changes, there is a need to reorient the curriculum of environment education for making it more attractive and responsive to the local environmental issues. Moreover, related policies are also needed to be restructured for sensitizing the people, especially school and college level students about the issues related to environment management.
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Chaudhary, Latika. "Determinants of Primary Schooling in British India." Journal of Economic History 69, no. 1 (March 2009): 269–302. http://dx.doi.org/10.1017/s0022050709000400.
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Using a new historical data set on the availability of schools, I analyze why there was so little primary education in British India, where as late as 1911 there were fewer than three primary schools for every ten villages. The findings show that greater caste and religious diversity contributed to both low and misguided private spending. Indeed more diverse districts had fewer privately managed primary schools and a smaller ratio of primary to secondary schools. Given primary schools were correlated with subsequent literacy, local factors that disrupted primary school provision had important consequences for India's limited achievement in basic education.
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Risky Amelia. "Improvement of Beginning Reading Ability in Class V Dyslexic Students through the Silaba Method at Jombang 05 Public Elementary School." SPECIAL 4, no. 1 (April 30, 2023): 1–9. http://dx.doi.org/10.36456/special.vol4.no1.a7203.
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The objective of this research is to look into the inclusion of children with neurological diseases in Indian education. According to the research, a substantial proportion of children in India have neurological disorders, and they frequently face barriers to education. The study examines the current situation of education for children with neurological problems in India, as well as the policies and laws that regulate their education. The review also looks at the difficulties that these children, their families, and educators have had in implementing inclusive education. Lastly, the report explores interventions and techniques that can help children with neurological disorders be included in Indian education settings with a concerted effort from all stakeholders involved in the education process.
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Aruldas, Kumudha, Lena Morgon Banks, Guru Nagarajan, Reeba Roshan, Jabaselvi Johnson, David Musendo, Isaac Arpudharangam, Judd L. Walson, Tom Shakespeare, and Sitara S. R. Ajjampur. "“If he has education, there will not be any problem”: Factors affecting access to education for children with disabilities in Tamil Nadu, India." PLOS ONE 18, no. 8 (August 16, 2023): e0290016. http://dx.doi.org/10.1371/journal.pone.0290016.
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This study explores factors affecting children with disabilities’ enrolment and experience in school in Tamil Nadu, India. In-depth interviews were conducted with 40 caregivers and 20 children with disabilities. Children were purposively selected to maximise heterogeneity by gender, impairment type and enrolment status, using data from a previous survey. Overall, caregivers recognised the importance of school for their children’s future livelihoods or at least as a means of socialisation. However, some questioned the value of school, particularly for children with intellectual or sensory impairments. Other barriers to school enrolment and regular attendance included poor availability and affordability of transport, safety concerns or school staffs’ concerns about children’s behaviour being disruptive. While in school, many children’s learning was limited by the lack of teacher training and resources for inclusive education. Poor physical accessibility of schools, as well as negative or overly protective attitudes from teachers and peers, often limited children’s social inclusion while in school. These findings carry implications for the implementation of inclusive education in India and elsewhere, as they indicate that despite legislative progress, significant gaps in attendance, learning and social inclusion remain for children with disabilities, which may not be captured in traditional metrics on education access.
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Deb, Sibnath, Aneesh Kumar, George W. Holden, and Lorelei Simpson Rowe. "School corporal punishment, family tension, and students’ internalizing problems: Evidence from India." School Psychology International 38, no. 1 (December 11, 2016): 60–77. http://dx.doi.org/10.1177/0143034316681378.
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There is considerable evidence that parental corporal punishment (CP) is positively associated with children’s behavioral and mental health problems. However, there is very little evidence addressing whether CP perpetrated by teachers or school staff is similarly associated with problematic student functioning. To address this gap in the research literature, data were collected from students in a locale where school CP continues to be widely practiced. Participants were 519 adolescents attending public or private schools in Puducherry, a city in eastern India. Students completed surveys assessing school CP, internalizing problems, social support, and resilience. The results indicated that 62% of the students reported experiencing school CP in the past 12 months, with males and those attending public schools being significantly more likely to report school CP than females and those in private schools. Youth who reported school CP reported more anxiety and depression. That relation was more pronounced in youth who reported family tension. Social support and resilience did not moderate the relations. The findings add to the substantial evidence about negative associations regarding the use of CP but in a new venue—the school, and provide some evidence for the need to change how students are disciplined in schools in India and elsewhere.
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Agarwal, K., and J. Chitranshi. "Covid-19 pandemic: impact and opportunities for education in India." CARDIOMETRY, no. 22 (May 25, 2022): 215–22. http://dx.doi.org/10.18137/cardiometry.2022.22.215222.
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The sudden breakout of COVID-19 has created a major crisis in almost every sector like Travel and Tourism, Entertainment, Sports, Corporates, Financials, Manufacturing, Education, and Service sectors. We cannot identify any sector which remained unaffected by the crisis. The magnitude of the impact may vary from sector to sector. The same happened to the Indian education system. It has faced a worldwide lockdown estimating to impact almost 320 million learners across the country. India has a robust education structure, with a huge chain of more than 1.4 million schools, 799 Universities, 39071 Colleges, and 11923 Stand Alone Institutions as per data available on the sixth report of ‘All India Survey on Higher Education on the web portal, are all affected by the pandemic situation. Our Indian education system was badly impacted due to pandemics, mostly based on traditional or classroom teaching. Though most of the school and colleges, for the benefit of students, had opted for online teaching, yet some of the low income private and government teaching institutes and students from a remote location could not opt to online teaching due to the unavailability of the internet, Laptop, Desktop or Smartphones persistent with a survey by EY-Parthenon.
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Hoque, Nurzamal, and Ratul Mahanta. "Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy." Space and Culture, India 8, no. 2 (September 29, 2020): 117–28. http://dx.doi.org/10.20896/saci.v8i2.841.
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While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.
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Deb, Sibnath, Esben Strodl, and Jiandong Sun. "Academic-related stress among private secondary school students in India." Asian Education and Development Studies 3, no. 2 (May 6, 2014): 118–34. http://dx.doi.org/10.1108/aeds-02-2013-0007.
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Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.
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Anand, Meenu. "Gender Understandings Among Teachers and Students: Discourses From Delhi." South Asia Research 38, no. 3 (September 25, 2018): 307–26. http://dx.doi.org/10.1177/0262728018799469.
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Gender issues are of paramount interest in school education in India, but questions remain about what girls and boys actually learn about gender once they are in school. Are schools really places where teachers effectively combat traditional gender stereotypes among students? Relying on primary research in schools in Delhi, this article examines teachers’ biases and stereotypes regarding gender issues. Comparing this grassroots reality to the opinions on masculinity and femininity held by children in the same schools, the article identifies a need for more focused teacher education. The persistent gaps between tall claims about improved gender awareness, ambitious promises in policies and existing ground realities pose significant educational challenges for India, especially with regard to methods of promoting consciousness about gender-related issues in all domains of education.
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Endow, Tanuka, and Balwant Singh Mehta. "Rethinking Education and Livelihoods in India." Journal of Human Values 28, no. 1 (January 2022): 29–43. http://dx.doi.org/10.1177/09716858211058777.
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The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.
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Muthukumar, S., and S. Srinivasa Ragavan. "Information Literacy Skills of CBSE School Students from Tamil Nadu, India." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 134–37. http://dx.doi.org/10.51983/ijiss.2019.9.2.607.
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We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.
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Aikara, Jacob. "Revitalizing School Complexes in India. R. P. Singhal." Comparative Education Review 29, no. 3 (August 1985): 415–17. http://dx.doi.org/10.1086/446535.
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Raychaudhuri, Arohi. "ROLE OF PRIVATE SCHOOL IN PRIMARY EDUCATION IN INDIA." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 539–46. http://dx.doi.org/10.21474/ijar01/11689.
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Misra, Suresh, and Mamta Pathania. "Quality School Education in India: Unraveling the Missed Opportunities." Indian Journal of Public Administration 56, no. 3 (July 2010): 461–75. http://dx.doi.org/10.1177/0019556120100307.
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Palmer, Colin. "Project to develop school education services in Delhi, India." International Journal of Project Management 3, no. 4 (November 1985): 208–16. http://dx.doi.org/10.1016/0263-7863(85)90052-3.
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Tilak, Jandhyala B. G. "COVID-19 and Education in India: A New Education Crisis in the Making." Social Change 51, no. 4 (December 2021): 493–513. http://dx.doi.org/10.1177/00490857211050131.
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This article briefly reviews the devastating impact of COVID-19 on the education sector in India. Focussing on school education, it also critically examines how effective online learning, the only major way adopted during the pandemic, has been in the delivery of education and whether it is a reliable alternative method of teaching and learning in India. It also briefly outlines a few important strategies required for the recovery of loss incurred and to face emerging challenges in education in India.
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Das, Ratan Kumar, and Sandip Ratna. "Indian National Education Policy: The Knowledge and Understanding of Secondary School Teachers in West Tripura District." South Asian Journal of Social Studies and Economics 20, no. 2 (August 2, 2023): 56–61. http://dx.doi.org/10.9734/sajsse/2023/v20i2699.
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The quality of a nation depends on the quality of its people and the quality of education the people receive. Education is the main structure of the country’s socio-economic development. The development of society and the education system are closely related. A demographic and modern welfare state has considered the responsibility of spreading education as a national task because democracy is based on the development of the education of the people of a country. Different countries provide different education based on tradition and culture and adopt different stages of school and college education to be effective.
India’s National Education Policy (NEP 2020), approved by the Indian Union Cabinet on July 29, 2020 based on the recommendations of an expert committee headed by Dr. Kasthuriranjan, former Chairman of the Indian Space Research Organization (ISRO). It replaced the National Policy on Education of 1986. The aim of the policy was to create an education system rooted in Indian values that would directly contribute to the transformation of India by providing quality education to all, thus making India a global educational power.
The current study is conducted in West Tripura District High Schol to analyze the perception of NEP -2020 among teachers. This study will help to increase awareness of NEP-2020 among secondary school teachers and provide teachers NEP 2020 awareness program accordingly for its successful implementation.
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Noreen, Sumaira. "ENGLISH EDUCATION IN BRITISH INDIA: THE STRATEGIC ADOPTION AND POSITIONING OF ENGLISH LANGUAGE IN SCHOOLS." Journal of Arts & Social Sciences 10, no. 1 (June 30, 2023): 1–7. http://dx.doi.org/10.46662/jass.v10i1.308.
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This article analyses British ventures for English education in the Indian subcontinent which had signified the inevitable relevance of English language both for education policy and practice. Looking at the phenomena in pre-19th century context, English language was introduced in the subcontinent for the sake of training Indian interpreters who could also act as mediators between other Indians and the British officers of East India Company. During 19th century, after establishing their rule over the Indian subcontinent, English education was being used as a vehicle of colonial enlightenment. Those were times when English language was introduced as a taught subject side by side with vernacular subjects in schools. While early 20th century had witnessed demands for educational change from within and from without, English language had sustained its status as a compulsory taught subject in schools even as a part of the suggested revisions in education system of the subcontinent. Based on primary data evidence from the public record files of the then Ministry of Education and of Education Commissions, conferences, etc. comprising of British officers and educated Indian leaders, this article provides a significant insight into why and how the British official vision for strategising English language in the mainstream school education of the subcontinent was being carried out.
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Sharma, Ajay. "School Science and Students in Rural India." Contemporary Education Dialogue 5, no. 1 (July 2007): 28–63. http://dx.doi.org/10.1177/0973184913411154.
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This paper presents an ethnographic case study of Class VIII students of a government rural middle school in the state of Madhya Pradesh. It analyses their experiences and knowledge of their local material world, and contrasts them with a critique of school science to understand how well school science corresponds with learning needs and resources of students in rural India. It highlights the adverse implications of the gap between the learning needs and resources that students bring to the science classroom, and the learning opportunities that school science offers. It also argues for a more culturally responsive science education that preserves hopes for personal and societal peaceful progressive change through education for underprivileged students in India.