EDUCATION IN CONTEMPORARY INDIA, CONSTITUTIONAL CONTEXT
Unit- I: EDUCATION IN CONTEMPORARY INDIA, CONSTITUTIONAL CONTEXT
Education –
meaning, definitions, nature, functions and aims; nature of education as a
discipline - types of education; formal, informal and non-formal; levels of
education - Pre-primary, primary, secondary, senior secondary, higher,
professional, distance and optional education; Aims and purposes of education
drawn from constitutional provision; Education as a means of social justice in
the Indian Constitution; Constitutional values and education (Preamble,
Fundamental rights and duties); the Right to Free and Compulsory Education 2010
(RTE) and inclusion.
Unit- I: EDUCATION IN CONTEMPORARY INDIA, CONSTITUTIONAL CONTEXT
1.1.
Education
1.1.1. Meaning of Education
1.1.2. Definitions of Education
1.1.3. Nature of Education
1.1.4. Functions of Education
1.1.5. Aims of Education
1.1.6. Nature of education as a
discipline –
1.2.
Types of Education;
1.2.1. Formal Education
1.2.2. Informal Education
1.2.3. Non-formal Education
1.3.
Levels of Education
1.3.1. Pre-primary Education
1.3.2. Primary Education
1.3.3. Secondary Education
1.3.4. Senior secondary Education
1.3.5. Higher Education
1.3.6. Professional Education
1.3.7. Distance and Education
1.3.8. Optional Education;
1.4.
Aims and purposes of education drawn from constitutional
provision
1.5.
Education as a means of social justice in the Indian
Constitution
1.6.
Constitutional values and education (Preamble, Fundamental
rights and duties)
1.7.
The Right to Free and Compulsory Education 2010 (RTE) and
inclusion.
1.8.
Education in the concurrent list and its implications.
1.1.
Education
Etymologically,
the word education is derived from educare (Latin) "bring
up", which is related to educere "bring out",
"bring forth what is within", "bring out potential" and educere,
"to lead".
Broadly
speaking education is a process of development from birth to death. It is a
lifelong process. In narrow sense, school instruction is called education.
Education in the largest sense is
any act or experience that has a formative effect on the mind, character, or
physical ability of an individual. In its technical sense, education is the
process by which society deliberately transmits its accumulated knowledge,
skills and values from one generation to another.
“Education
means an all-round drawing out of the best in a child and man – by body, mind,
and spirit.
1.1.1.
Meaning of Education
Education is
the process of facilitating learning or the acquisition of knowledge,
skills, values, morals, beliefs, habits and personal development.
Education is
both the act of teaching knowledge
to others and the act of receiving knowledge from someone else.
Education also refers to the knowledge received through schooling or
instruction and to the institution of teaching as a whole.
Education is “Preparing a
person to face everyday life”.
1.1.2.
Definitions of Education
Education is
defined as the process of gaining
knowledge. ... The process of training and developing the knowledge,
skill, mind, character, etc., by formal schooling; teaching; training.
Vivekananda: “Education is the
manifestation of divine perfection, already existing in man”.
Tagore: “Education means enabling
the mind to find out that ultimate truth which emancipates us form the bondage
of the dust and gives us the wealth, not of things but of inner light, not
power but of love, making this truth of its own and living expression to it”.
Aurobindo
Ghosh:
“Education is helping the growing soul to draw out that is in itself”.
Mahatma
Gandhi:
“Education is the all-round drawing out of the best in child and man - body,
mind and sprit”.
Pestalozzi: “Education is natural,
harmonious and progressive development of man’s innate powers”
Ross: ”The main aim of education
is the development of valuable personality and spiritual individuality.
Russell: Education was “the formation, by means of instruction, of
certain mental habits and a certain outlook on life and the world.
Rousseau: "Education of man commences at his birth; before he can
speak, before he can understand he is already instructed. Experience is the
forerunner of the perfect".
Herbert Spencer: "Education is
complete living".
Heinrich Pestalozzi: "Education is natural harmonious and progressive development
of man's innate powers".
Friedrich Willian Froebel: "Education is unfoldment of what is
already enfolded in the germ. It is the process through which the child makes
internal external".
The Concepts of Education as given by prominent Indian educationists are as
follows.
Principles of Education and School Organization
Rigved: "Education is something which makes man self-reliant and
selfless".
Upanishad: "Education is for
liberation".
Bhagavad Gita: "Nothing is more purifying on earth than wisdom."
Shankaracharya: "Education is the realization of self'.
Gunrunner: "Education is self realization and service to
people".
Kautilya: "Education means training of the country and love of the
nation".
Panini: "Human education means the training which one gets from
nature".
1.1.3. Nature of Education
As the meaning of
education, so its nature which is very complex. The natures of education are:
Education is life-long process- Education is life long
process because every stage of life of an individual is important from
educational point.
Education is a systematic process- It refers to transact its
activities through a systematic institution and regulation.
Education is development of individual and the society- It is called a force for
social development, which brings improvement in every aspect in the society.
Education is modification of behavior- Human behavior is modified
and improved through educational process.
Education is a training- Human senses, mind, behavior, activities;
skills are trained in a constructive and socially desirable way.
Education is instruction and direction- It directs and instructs an
individual to fulfill his desires and needs for exaltation of his whole
personality.
Education is life- Life without education is meaningless and like the life of a
beast. Every aspect and incident needs education for its sound development.
Education is continuous reconstruction of our experiences- As per the definition of
John Dewey education reconstructs and remodels our experiences towards socially
desirable way.
Education is a power and
treasure in human being through which he is entitled as the supreme master on
the earth. Therefore, the role of education is countless for a perfect society
and man. It is necessary for every society and nation to bring holistic
happiness and prosperity to its individuals.
1.1.4.
Functions of Education
The functions of
education can be classified as following 3 types.
- Function of education towards individual
- Function of education toward society
- Function of education toward nation
1. Function of
education towards individual
Development of inborn potentialities: - Education helps the child
to develop the inborn potentialities of the child providing scope to develop.
Modifying behavior: - Education helps to modify the past behavior through learning
and through different agencies of education.
All round development: - Education aims at the all-round development of the child
physical, mental, social, emotional and spiritual.
Preparing for the future: - After completion of education the child can
earn his livelihood getting proper education, which has productivity. The
education should be imparted according to the own interest of child.
Developing personality: - The whole personality of the child is developed physically,
intellectually, morally, socially, aesthetically, spiritually. He is recognized
in the society.
Helping for adjustability: - Man differs from beast. Man has reasoning and
thinking power. Man tries his best to adjust with his own environment through
education.
2. Function of
education toward society
Social change and control: - Society is progressive and dynamic in nature.
An individual lives in society. Thus education helps to walk with the
development of individual for benefit of society.
Reconstruction of experience: - Life is education and
education is life. Life is full of experiences. One cannot live with his past
experiences which are unable to adjust in the society. So education helps the
individual to reconstruct the experience and adjust with the environment.
Development of social and moral value: - Society is always in tension
with narrowism. There is no social or moral value. Education teaches the moral
value and social value like co-operation, tolerance, sympathy, fellow,
feelings, love affection, respect towards elder, helping the poor and needy
person.
Providing opportunity or equality: - Indian constitution has
introduces the term equality because we are not getting equal opportunities in
all aspects. Education teaches us to give equal opportunities in all aspects
irrespective of caste, creed, colour, sex and religion.
3. Function of
education toward nation
Inculcation of civic and social responsibility: - Education helps to make
rising generation to understand its rights and duties as citizen of a
democratic country.
Training for leadership: - The leadership quality of the individual is
developed when he participates in all spheres of social, political, religious
and educational activities.
National integration: - Education integration leads to emotional integration. Education
trains people for unity, not for locality, for democracy and not for
dictatorship.
Total national development: - education help for bringing about total
national development by developing its all aspects i.e. social, economic cultural,
spiritual, moral, educational, etc.
Education serves
the most important end of educating the man. Therefore, really education is an
essential ingredient for all ages and stages of the life of an individual,
society as well as the nation. Education can be a real panacea for all social
evil
1.1.5.
Aims of Education
The aim of education is to
create individuals who are creative and may realize a creative society. Such a system will be democratic. According to Russell, one cannot progress without
education. Therefore, with Dewey and
other American educationists, Russell supported democratic system of
education. The aim of education is to
develop the child in such a way as to express his creative tendencies. In this process the educated persons should
develop vitality, courage, sensitiveness and intelligence. The educated persons must have openness of
mind. Observation, patience, industry
and faith in the possibility of knowledge are necessary for everyone who wants
to learn. The above-mentioned four qualities
are necessary for the development of character and personality. The aim of
education may divided in the following way:
1) Individual
Aim: Adams
also states that education is the endeavor to help one for self-realization.
2) Social Aim:
Educationists
like Prof. Bagley and John Dewey advocate that aim of education is to produce
socially efficient individuals.
·
good health and vitality
·
vocational efficiency
·
simple skills required for a good life
·
cooperation with other members of the family
·
good parenthood
·
good citizenship
·
spending usefully one’s leisure-time
3) Knowledge
Aim: Knowledge aim of education gives more emphasis
for the cognitive development of human personality.
4) Vocational
Aim: Some
educationists think that education must enable the child to take up some
vocation in order to earn his livelihood.
5) Moral Aim: Dr.
S. Radhakrishnan, our former President, has put it, “Education is not merely a
means to earning a living, nor is it only a nursery of thought or a school of
citizenship. It is initiation into a life of spirit, a training of human souls
in the pursuit of truth and the practice of virtue. It is a second birth,
‘dvittiya janma’ “.
6) The
Complete Living Aim: John Dewey says that instead of imparting knowledge to pupils we
should develop the ability to solve problems encountered in life.
7) Harmonious
Development of Personality: By harmonious development we mean the development of all powers
and capacities of an individual – physical, intellectual, emotional, moral,
aesthetic, social and spiritual.
8) Leisure Aim:
It should be
spent in such a way that it is profitable both for the ‘self’ and to the
society in large.
1.1.6.
Nature of Education as a
Discipline
In broader point
of view education is a lifelong process. It starts with conception and end with
death (womb to tomb process). It is preparation of life through life
experiences. Here education is not limited in classroom teaching or
training.
Following are the
chief characteristic of education as a discipline.
Education is purposive: There is a definite purpose of all educational
objective.
Education is drawing out and bringing up process: Different meaning of
education highlighted that education is the process of bring out the innate
potentialities of the child. Education is an active and dynamic process by
which modifications are brought bout in the behavior of n individual.
Education is knowledge as well as experience: Education is not only simply acquiring
different types of knowledge but it involves real life experiences. Human
progress through ages has been made possible through the increase&
diffusion knowledge.
Education is liberal and vocational: Education can be considered
as the liberal process and later it will help the child to train in a
particular vocation education is meaning full only when it aim at some
employment. Modern democratic education has placed vocation aim in its fore
front.
For the Good of the individual and well fare of the society: The purpose of education is
well being of the individual and welfare of the society and a synthesis of
individual and society. Education is called a force for social development
which brings improvement in every aspect in the society.
Stabilizer, conservator and reconstructionist: Education help to conserve
stabilize and reform the society and culture.
Education is planned: Education is not hap hazed. It is planned and systematic. If
refers to transact its activities through a systematic institution and
regulation.
Education is lifelong: Education starts from the time of conception and goes until
death. Education from cradle to grave as sometime said. Education is lifelong.
Process because every stage of life of an individual. Is important from of
educational point.
Education is influence exerted: Education is the mature
persons. (Teachers, Parents, Adult) influence on child.
Education is balanced development: Education concerned with the
development of all the faculities of the child.
Education is bipolar: Education is the process in which both teacher and pupil
influence each other the personality of the educator modifies. The behavior of
the educated and in turn is affected by the personality of the educated.
Education is
dipolar: Education involves the teacher of the subject matter.
Education is psychological as well as social: The endowments or the
capacities of the child – his needs interest etc must be interpreted and
developed in a social setting
Education is growth: Education modifies the behaviour of the child, Human behaviour
is modified and improved through educational process
Education is power: Education is power and treasure in human being through which he
is entitled, as the supreme master on earth. Education is life long process.
Therefore, the
role of education is countless for a perfect society and man it is necessary
for every society and nation to bring holistic, happiness and prosperity to its
individuals.
1.2.
TYPES OF EDUCATION
The process of
education can be classified into the following three categories:
- formal
education
- Informal
education &
- Non
formal education.
1.2.1.
Formal education
Formal education or formal
learning usually takes place in the premises of school, where a person may
learn basic, academic, or trade skills. Small children often attend a nursery
or kindergarten but often formal education begins in elementary school and
continues with secondary school. Post-secondary education (or higher education)
is usually at a college or university which may grant an academic degree. It is
associated with a specific or stage and is provided under the certain set of
rules and regulations. The formal education is given by specially qualified
teachers they are supposed to be efficient in the art of instruction. It also
observes strict discipline. The student and the teacher both are aware of the
facts and engage themselves in the process of education.
Examples of Formal Education
·
Learning in a classroom
·
School grading/certification, college, and university degrees
·
Planned education of different subjects having a proper syllabus
acquired by attending the institution.
Characteristics of Formal Education
· Formal education is
structured hierarchically.
· It is planned and
deliberate.
· Scheduled fees are paid
regularly.
· It has a chronological
grading system.
· It has a syllabus and
subject oriented. The syllabus has to be covered within a specific time period.
· The child is taught by the
teachers
1.2.2.
Informal education
Informal
education may be a parent teaching a child how to prepare a meal or ride a
bicycle. People can also get an informal education by reading many books from a
library or educational websites. Informal education is when you are not
studying in a school and do not use any particular learning method. In this
type of education, conscious efforts are not involved. It is neither
pre-planned nor deliberate. It may be learned at some marketplace, hotel or at
home. Unlike formal education, informal education is not imparted by an
institution such as school or college. Informal education is not given
according to any fixed timetable. There is no set curriculum required. Informal
education consists of experiences and actually living in the family or
community.
Examples of Informal Education
·
Teaching the child some basics such as numeric characters.
·
Someone learning his/her mother tongue
·
A spontaneous type of learning, “if a person standing in a bank
learns about opening and maintaining the account at the bank from someone.”
Characteristics of Informal Education
·
It is independent of boundary walls.
·
It has no definite syllabus.
·
It is not pre-planned and has no timetable.
·
No fees are required as we get the informal education through
daily experience and by learning new things.
·
It is a lifelong process in a natural way.
·
The certificates/degrees are not involved and one has no stress
for learning the new things.
·
You can get from any source such as media, life experiences,
friends, family etc.
1.2.3.
Non formal education
Non-formal
education includes adult basic education, adult literacy education or school
equivalency preparation. In non-formal education, someone (who is not in
school) can learn literacy, other basic skills or job skills. Home education,
individualized instruction (such as programmed learning), distance learning and
computer-assisted instruction are other possibilities. Non-formal education is
imparted consciously and deliberately and systematically implemented. It should
be organized for a homogeneous group. Non-form, education should be programmed
to serve the needs of the identified group. This will necessitate flexibility
in the design of the curriculum and the scheme of evaluation.
Examples of Non-Formal Education
·
Boy Scouts and Girls Guides develop some sports program such as
swimming comes under the non-formal education.
·
Fitness programs Community-based adult education courses
·
Free courses for adult education developed by some organization
Characteristics of Non-Formal Education
· The non-formal education is
planned and takes place apart from the school system.
· The timetable and syllabus
can be adjustable.
· Unlike the theoretical
formal education, it is practical and vocational education.
· Non-formal education has no
age limit.
· Fees are certificates may or
may not be necessary.
· It may be full time or
part-time learning and one can earn and learn together.
· It involves learning of
professional skills.
1.3.
Levels of Education
Education in India follows a
uniform structure of school education which is known as the 10+2 system. This
system is being followed by all Indian States and Union Territories. But not
all of them follow a distinct pattern as per the system. Following are the
levels of education system in India:
·
Pre-primary Education
·
Primary Education
·
Secondary Education
·
Senior secondary Education
·
Higher Education
·
Professional Education
·
Distance and Education
·
Optional Education
1.3.1.
Pre Primary Stage: Pre primary education in
India is provided to children between 3–6 years by Kindergarten, Play way or
Play Schools. These schools have varying terminology for different levels of
classes, beginning from – Pre-Nursery, Nursery, KG, LKG (Lower Kindergarten)
and UKG (Upper Kindergarten). Most of the pre-primary education in India is
provided by private schools.
1.3.2.
The Primary Stage: Primary education in India
offered by both private and government schools usually consist of students aged
between 5 to 12 years. The duration of study in this stage is 4-5 years. Common
subjects include English, Hindi, Mathematics, Environmental Science and General
Knowledge. Sometimes also termed as Elementary Education, it is free in
government schools but it is paid in the private schools. The Government has
made elementary education compulsory for children between the age group of
years 6 and 14. Most of the primary education provided by primary schools in
India is imparted from class 1st to class 4th or 5 th.
The Middle Stage – Middle
stage of education covering 3-4 years of academic study is formed by 5 th -8
thclass consisting of students aged between 12 to 14 years. The schools which
impart education up till 8th class are known with various names like – High
School, Senior School.
1.3.3.
The Secondary Stage: Secondary Stage of education
covering 2-3 years of academic study starts with classes 8th -10th. consisting
of students aged between 14-16 years. The schools which impart education up
till 10th class are known as Secondary Schools, High Schools, Senior Schools
etc.
1.3.4.
Senior secondary: Senior Secondary Stage –
Senior Secondary Education in India is of only 2 years. There is uniformity on
this level of education in terms of duration and classes i.e. all the
States/UTs follow this 10+2 pattern. Senior Secondary Schools in India include
classes 11th to 12th. consisting students aged between 16-18 years. At this
level of education students have the freedom to choose their preferred stream
and subjects. They can pursue Arts, Commerce, Science (medical & non
medical). The schools which provide education up till 12th class are commonly
known as Senior Secondary Schools or Higher Secondary Schools. Some
universities and colleges also offer the education of these classes.
1.3.5.
Higher education: Higher education is non-
compulsory educational level which comprises of under graduate and post
graduate along. With vocational education training usually a person need to
admit in a college or a university to receive higher education.
Undergraduate Stage: Undergraduate education in India is of 3-4 years. Undergraduate
stage of education is also known as higher education in India. Students
studying in this level, generally begin their education from 18 onwards. As per
one estimate 88% of undergraduate education is provided by Colleges in India.
Majority of the undergraduate courses of 3 years duration belong to field of
arts, humanities, science etc. and majority of 4 years of duration belong to
the field of agriculture, engineering, pharmaceutical sciences technology.
However, there are courses belonging to fields of architecture, law and
medicine whose duration is 5 years.
Postgraduate Stage – Postgraduate education in India is of 2-3 years. Postgraduate
stages of courses are known as Masters courses or Doctorate courses. Masters
course are usually of 2 years duration and doctorate (research) courses are of
3 years duration. Also referred as higher education, 56% of post-graduate
education is imparted through colleges. PG education in India is largely
provided by universities in India. PG education caters largely to a specific
field or sub field of any preferred discipline. Thus, one can specialise in any
of preferred subjects at this level. Those who are interested in conducting
large amount of research work pursue these courses.
1.3.6.
Professional
education: Professional
education means education connected with a job that needs special training or
skill, and includes Engineering & Technology including Management,
Information Technology, Medical, Dental, Pharmacy, Physiotherapy, Occupational
Therapy, Law, Teaching, etc.;
1.3.7.
Distance Education: Distance Education is a modern way of learning that allows students to study within their own space and
time without being physically present in the school/college/university. Textbooks, email and postal correspondence,
virtual libraries, online databases, message boards, CDs and DVDs can
all play an important role in the delivery of study material for asynchronous
distance learning courses.
1.3.8.
Optional Education: An optional course is a
subject chosen freely from the study plan for a given semester and may have no
relation to the core course. While choosing an optional course, the student
must bear in mind that he or she needs to have passed the prerequisite
subjects.
1.4.
Aims and purposes of
education drawn from constitutional provision
Aims and purposes of education drawn from
Constitutional Provision
Constitution: Meaning:
•
A constitution is a
statement of the basic principles and laws of a nation, state, or group
•
It determine the powers and
duties of the government and guarantee certain rights to the people in it.
Features
of Constitution of India
·
The
lengthiest constitution in the world
·
Parliamentary
form of Government
·
Unique
blend of rigidity and flexibility
·
Fundamental
Rights
·
Directive
Principles of State Policy
·
A
Federation with strong centralizing tendency
·
Adult
Suffrage
·
An
Independent Judiciary
·
A
Secular State
·
Fundamental
Duties
Aims and purposes of education
envisaged in the constitution
Following
are the aims and purposes of education envisaged in the constitution:
• Cultivate
Democratic Values
• National
Integration
• Development
of Nation
• Conservation
of Culture
• Cultivation
of Moral Values
• Cultivation
of Social Values Put Forth
• Promotion
of Secularism
• Promotion
of Socialism
• Education
on Social Inequalities
• Promotion
of Modernization
• Cultivation
of Traditional Values
• Providing
education for all
Constitutional
provisions related to education
1.
Equality before law: Article 14-
state shall not deny to any person equality before law or equal protection of
the laws with in the territory of India
2. Women
education: Article 15 (3) provides special provision for women and children
3. Equality
of opportunity for employments: Article 16 states Equal opportunity for all
citizens in matters relating to employment or appointment to any office under
the state No discrimination with respect to any employment on the grounds of
religion, race, caste, sex, place of birth and residence etc…
4. Clear direction for religious
education: State funded
educational institution cannot compel the children to be present in any
religious ceremonies (article 26). Cannot arrange any religious education
(article 28)
5. Prohibition
of employment of children in factories, etc.: No child below
the age of 14 year shall be employed to work in any factory or mine Article 24
guarantees
6. Equal rights to admission in
educational institutions: No citizen will be deprived of
the right to admission in any state or state-aided or self finance educational
institutions on the basis of any religion, race, caste, etc
7. Special provision for education
of minorities: Article 30 (1) religious or linguistic minorities
will enjoy the right to establishment and administration of educational
institutional of their interest Article 30 (2) state will not discriminate in
providing assistance to educational institutions run by minorities.
8. Provision for free and compulsory
education: Article 45 declares free and compulsory education for
children up to 14 years of age
9. Child
care and provision of education for infants: By 93rd constitutional
amendment in 2001 added to article 45 “state will look after and provide
education to all children until they attain the age of 6 years
10. Special
provision for education of children of weaker classes- SC & ST: State will promote with special
care the education and economic interests of the weaker sections of the people
especially the SC and ST (article 46)
11.
Provision of higher education and
research centres of national importance: By union government Articles 62 63
64 65 66 states Union government has the responsibility of providing finance
and administration of national libraries and museums, educational institutes of
national importance
12.
Special provisions for the education of
Anglo-Indian community: Article 337
assures No educational institutional shall be entitled to receive any grant
under this article unless at least 40 per cent of the annual admissions therein
are mare available to the members of communities other than the Anglo-Indian
community
13. Education
of languages of national importance: Article 344 (1) declares 22
languages of national importance and the state will make suitable effort for
their development
14. Facilities for instruction in
mother-tongue at primary stage: Article 347 promises, It shall be the endeavor
of every state and every local authority within the state to provide adequate
facilities for instruction in the mother – tongue at the primary level
especially to the children belonging to minority groups
1.5.
Education as a means of
social justice in the Indian Constitution
Social
justice denotes the equal treatment of all citizens without any social
distinction based on caste, colour, race, religion, sex and so on. It means
absence of privileges being extended to any particular section of the society,
and improvement in the conditions of backward classes (SCs, STs, and OBCs) and
women.
Social Justice – Meaning:
Social justice
means maintaining justice to the society. It simple means equality in society,
socially just society or enjoys equal benefits in the society.
Social Justice – Definitions:
Defining Social
Justice While formal definitions for social justice vary in wording, there are
commonalities among them.
1. Equal rights
2. Equal opportunity
3. Equal
treatment
With these core
values in mind, we can define the phrase as such: Social justice means equal
rights, opportunity and treatment for all. Following are some definitions.
Andrew Haywood define that: “Social justice
thus stands for a morally defensible distribution of benefits or rewards in
society, evaluated in terms of wages, profits, housing, medical care welfare
benefits and so forth”
John Rawls’
principles of social justice are “they provide a way of assigning rights and
duties in the basic institutions of society and they define the appropriate
distribution of the benefits and burdens of social cooperation”
Constitutional Provisions
Relevant to Social Justice
- Social justice and
preamble of the constitution of India;
- Social justice and
fundamental rights of the citizen of India;
- Social justice and
directive principles of state policy.
Other
Provisions of Social Justice Under the Constitution of India
Social
justice and preamble of the constitution of India;
Preamble declares India to be a sovereign, socialist, secular
and democratic republic. The objectives stated by the Preamble are to
secure justice, liberty, equality
to all citizens and promote fraternity to maintain unity and
integrity of the nation
Justice - Social, economic,
and political.
Liberty - Of thought,
expression, belief, faith and worship
Equality-Of status and of
opportunity.
Social justice and
fundamental rights of the citizen of India;
The
Fundamental Rights, which are secured by the Constitution of India, are grouped
under the following heads
(i)
Right to Equality (Articles 14 to 18)
(ii)
Right to Freedom (Articles 19 to 22
(iii)
Right to Education (Article 21-A)
(iv)
Right against Exploitation (Articles 23 and 24)
(v)
Right to Freedom of Religion (Articles 25 to 28)
(vi)
Cultural and Educational Rights of minorities
(vii)
Right to Constitutional Remedies (Article 32)
Social justice and directive
principles of state policy
The State shall, in particular, direct its policy towards
securing—
(a) that the citizens,
men and women equally, have the right to an adequate means of livelihood;
(b) that the ownership
and control of the material resources of the community are so distributed as
best to subserve the common good;
(c) that the operation of the economic system does not result in
the concentration of wealth and means of production to the common detriment;
(d) that there is equal pay for equal work for both men and
women;
(e) that the health and strength of workers, men and women, and
the tender age of children are not abused and that citizens are not forced by
economic necessity to enter avocations unsuited to their age or strength;
(f) that children are given opportunities and facilities to
develop in a healthy manner and in conditions of freedom and dignity and that
childhood and youth are protected against exploitation and against moral and
material abandonment.
Education as a means of social justice in the Indian
Constitution
Goal of Education: Contextualize the content and learning goals;
make the classwork relevant to their lives
Curriculum: The basic aim of social justice is to remove the imbalances in
the social, political and economic life of the people to create a just society.
The just society will lead the national prosperty. Hence the Provisions of Social Justice in the
Constitution of India must include in the school curriculum. Make curricular maps that include
instructional strategies that support diverse learning styles and allow for
deep exploration of anti-bias themes.
Co-curricular
& Extracurricular approaches: Co-curricular activities like
competitions, club activities, NSS, NCC
are provide an interesting and virtual platform for learning to
understand social problems, social structure and various social issues. We
generally discuss that education makes the future of the nation. In fact the
co-curricular activities build the nation. These activities build a good
conscience which promotes better ideas and beliefs. These activities promote
social, emotional and resultantly all round development of learners thus
creates social and national characters.
Social justice approaches in teaching and
learning practices
Social justice approaches and
themes in education are included in various school subjects,
including the social sciences, environmental education, and health
and physical education, as well as in culturally responsive
initiatives. However, it is an area of education that can easily
become marginalised by a focus on performance standards
and teaching to the test. It is also important to be aware that the
amount and quality of empirical evidence for these approaches vary.
Role of the
School:
- Adding the philosophy of social justice to the
classroom
- The School may encourage students to advocate
for social justice in schools.
- Educate about social justice issues.
- Engage the conversations among students about social justice issues
Role of the Teachers: encouraging students to question the world around them as
well as the schools they attend. Give students opportunities to critique and
construct their own opinions and interpretations of your teaching and the
overall school culture.
1.6.
Constitutional values and
education (Preamble, Fundamental rights and duties)
India
is a Sovereign Socialist Secular Democratic Republic with a parliamentary
system of government. The Republic is governed in terms of the Constitution of
India which was adopted by the Constituent Assembly on 26th November, 1949 and
came into force on 26th January, 1950.
The Constitution provides for a Parliamentary
form of government which is federal in structure with certain unitary features.
The constitutional head of the Executive of the Union is the President. As per
Article 79 of the Constitution of India, the council of the Parliament of the
Union consists of the President and two Houses known as the Council of States
(Rajya Sabha) and the House of the People (Lok Sabha).
Article 74(1) of the Constitution provides that
there shall be a Council of Ministers with the Prime Minister as its head to
aid and advise the President, who shall exercise his/her functions in
accordance to the advice. The real executive power is thus vested in the
Council of Ministers with the Prime Minister as its head.
1.7.
RTE Act, 2009
The Right to Education is recognized as a Human Right by United
Nations and is understood to establish an entitlement to free and compulsory
education for all children. The right to education is universal, absolute and
enshrined in international law through several conventions. As a mark of this,
the Right of children to free and compulsory Education act, 2009 which is known
as RTE Act, 2009 has been inserted by the 86th amendment in December, 2002 and
passed by the parliament in July, 2009 and it was implemented on 1st April,
2010.
Major Features of RTE Act
Right to Free &
Compulsory Education
Right to Free &
Compulsory Education to every child of age 6 to 14 in a neighborhood school
from classes 1 to 8(Elementary Education). It gives special provisions for
children not admitted or who have not completed elementary education and Right of transfer to other school. RTE Act
2009 has been implemented in KVS w. e.
f. the year 2010-11
Duties of the Central
Government
·
To develop framework of national
curriculum.
·
To develop & enforce standards
for training of teachers.
·
To provide technical support &
resources to the state Governments.
Duties of Local Authority:
·
To provide free & compulsory
education to every child of 6 to 14 years with re-imbursement of expenditures
incurred upon on government schools.
·
Ensure that children belonging to
weaker & disadvantaged sections are not discriminated against.
·
Ensure good quality education
through proper infrastructure, quality teachers & learning equipments.
·
To also make necessary arrangement
for providing free pre-school education for children above 3 years to prepare
for elementary education.
Duty of Parents &
Guardian:
The Parents or Guardian gets their ward admission to elementary
education in the neighborhood school.
Responsibilities of School
·
To provide free and compulsory
elementary education to all children admitted.
·
To provide free & compulsory
elementary education to weaker section and disadvantaged group to the extent of
at least 25% of the strength of the class.
·
To provide such information as may
be required by the appropriate Government or the local authority, as the case
may be.
·
To take no capitation fee and no
screening for admission.
·
Should not deny admission for lack
of age proof though must ask for birth certificate issued by competent authority.
·
Should not hold back or expel any
child from any class till the completion of elementary education.
·
Shall not subject any child to
physical punishment or mental harassment.
Duties of Teachers:
·
To maintain regularity and
punctuality in attending school.
·
To conduct and complete the
curriculum.
·
To complete entire curriculum within
the specified time.
·
To assess the learning ability of
each child and accordingly supplement additional instructions, if any, as
required.
·
To hold regular meetings with parents
and guardians and apprise them about the regularity in attendance, ability to
learn, progress made in learning and any other relevant information about the
child.
·
To perform such other duties as may
be prescribed.
·
Shall not engage in private tuition or
private teaching activity.
Pupil Teacher Ratio
For classes I to V
·
30:1 (till 120 students)
·
40:1 ( from 121 to 200 students)
·
One-Head Teacher + Five Teachers
(for above 150 students)
·
In any case : pupil teacher ratio
shall not exceed 40:1
For Classes VI to VIII
·
35:1 - Students: Teacher
·
At least One Teacher per Class, One
from Science and Mathematics, Social-Studies and languages each.
·
Full time Head Teacher and part time
Instructors for Art education, Health & Physical Education and Work
Education.
Curriculum and Completion of
Elementary Education
·
To conform with values enshrined in
the Constitution.
·
For all round development of the
child.
·
To build child's knowledge,
potentiality and talent.
·
To develop physical and mental
abilities.
·
To ensure learning through
activities, discovery and exploration in a child friendly and child centered
manner.
·
To Instruct as far as practicable in
child’s mother tongue.
·
To make the child free of fear and
anxiety and helping the child to express views freely.
·
Comprehensive and Continuous
Evaluation (CCE) of child’s understanding of knowledge and his/her ability to
apply the same.
Examination and Completion
Certificate
·
No child shall be required to pass
any Board examination till completion of elementary education.
·
Every child completing his
elementary education shall be awarded a certificate, in such form and in such
manner, as may be prescribed.
Norms and Standards for a
School
Building :
·
At least one class-room for every
teacher and an office-cum-store-cum-Head teacher’s room.
·
Barrier-free access.
·
Separate toilets for boys and girls.
·
Safe and adequate drinking water
facility to all children.
·
A kitchen where mid-day meal is
cooked in the school.
·
Playground.
Minimum number of working
days/instructional hours in an academic year
·
Two hundred working days for first
class to fifth class.
·
Two hundred and twenty working days
for sixth class to eight class.
·
Eight hundred instructional hours
per academic year for first class to fifth class.
·
One thousand instructional hours per
academic year for sixth class to eighth class.
Minimum number of working
hours per week for the teacher:
· Forty-Five teaching including preparation hours. Teaching
learning equipment :
· Shall be provided to each class as required. Library :
· There shall be a library in each school providing newspaper,
magazines and books on all subjects, including story-books. Play material,
games and sports equipment :
· Shall be provided to each class as required.
Admission Norms
·
As per Chapter IV 12(I) – The KVs
shall admit in Class I:
·
Admission to be granted for the
children under RTE Act as per admission guidelines.
·
At least 25% of the strength of that
class children belonging to weaker section and disadvantaged group in the
neighbourhood
·
No screening test to be conducted
from Class I to VIII
·
Selection process should be random
(draw of lot).
·
Children suffering from disability
will also be covered under RTE Act
The Supports
·
Provide free and compulsory
elementary education till its completion.
·
No fee to be charged from the
children admitted under 25% of the quota
·
One set of NCERT text books for
his/her class to each child will be provided by the school and other expenses
on account of note books, stationary, uniform and transport will be reimbursed
by the parent on production of proper bills, as specified by MHRD
·
No children to be detained in any
class up to 8thstandard
·
The transfer certificate may not be
insisted for admission up to Class VIII.
Ensuring Rights
·
The protection of Right of children
to be ensured
·
The Right to Education Protection
Authority (RIEPA) has been constituted at National and State level to monitor
·
Every school is advised to form a
committee to protect the child rights at Vidyalaya level.
·
No corporal punishment is to be imposed
on any child.
Advocacy of RTE
Centralized
The Directors, ZIETs are requested to ensure the
inclusion of modules on RTE Act during In-service course programmes
Local
·
The Chairman, VMC of every school
may be requested to convene a special meeting at school level to sensitize all
the stakeholders on RTE Act
·
Adequate training to be provided for
the teachers on the act.
·
The parent advocacy programme on RTE
act may be taken up in every school.
The Expectation
·
All possibilities should be explored
at individual or organization level to extend a helping hand to every child so
that no hindrance comes in his/her way in getting education.
·
It is a collective responsibility of
the educators, officers, principals, teachers, parents’ management and children
to implement the RTE Act in letter and spirit
1.8.
Education in the concurrent
list and its implications.
The Indian constitution in its original enactment defined
education as state subject. Under Article 42 of the constitution, an amendment
was added in 1976 and education became a concurrent list subject which
enables the central government to legislate it in the manner suited to it.
Education is a birth right under the Indian Constitution after
the passing
of the Right to Education Act. To make education accessible to all is the
prime responsibility of the Centre and the State. Therefore it is said that
both the Center and the States are jointly responsible for smooth running of
the programmes. The educational policies are basically implemented for ensuring
the welfare of the people in the country. But the implementing policies and
provision face some hurdles in its smooth running.
Advantages for making the
provisions, where the Centre bears the sole responsibility, are as follows:
·
Helps in implementing the National
Education Policy properly and satisfactorily.
·
By putting both education and
planning into one category, the progress of education can be ensured.
·
It can extend the liberal funds
to State Governments for educational development.
·
The uniformity of educational
objectives, strategy and standards can be ensured in all the States of India.
·
Equalization of resources and
opportunities can be ensured
·
keeping vigilance over the
educational activities of the States in respect of admission, recruitment and
promotions etc.
·
The Centre can check the misuse
of funds by the States and thus efficiency can be ensured.
·
Education is a dynamic process
and thus it necessitates rigorous well planned research experiments and
practices. Such practices can be well-organized and financed by the Centre.
Disadvantages
due to the excessive power vested with
the Centre and the educational institutions under the Centre.
·
Many critics opine that the
inclusion of education as a subject under the Concurrent List imposes an
undesirable centralization.
·
If education becomes a Central
subject, local needs will not get the proper attention and thus the local needs
and interest in education will be missing.
·
The Central educational bodies
like UGC, NCERT, NCTE, CABE etc. may impose unwanted control over the States;
it is because these institutions enjoy more power over the educational administrations
in the States, which may interrupt in the policy decisions of the States.
·
Uniform decisions at all India
level will not be equally conducive for all the States due to the diverse
nature and socio-cultural disparities among the States.
·
There may be the chance of delay
in the implementation of the central policies at the same time when they are
adopted for all the states. Some states may lag behind the others in
implementing the Central policies. Therefore, it can be cited as a disadvantage
for education as a subject in the Concurrent List of the Indian Constitution.
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