Dream Universal Elementary Education

7/28/2019 Dream Universal Elementary Education

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UNIVERSALELEMENTARY

EDUCATIONREFORMS FOR UPLIFTMENT OF THE

WEAKER SECTIONS OF INDIA

Education for All

'An Educated India isA ProgressingIndia'


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United Nations in 1998 adopted Universal Declaration

of Human Rights (UDHR). Article 26 (1) of UDHR

proclaims that: Every one has a right to education.

Education shall be free, at least in the elementary and

fundamental stages. Elementary education shall be

compulsory. "

Sarva Shiksha Abhiyan (SSA) is Indias main

programme for universalising elementary education. Its

overall goals include universal access and retention,

bridging of gender and social category gaps in education

and enhancement of learning levels of children.


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The Sarva Shiksha Abhiyan had beensetwith specific targets.These are:

All children in school, EducationGuarantee Centre, Alternate School or'Back-to-School' camp by 2005.

All children complete five years ofprimary schooling by 2009.

Children complete eight years ofelementary schooling by 2012.

Focus on elementary education ofsatisfactory quality with emphasis on

education for life. Bridge all gender and social categorygaps at the primary stage by 2009and

at the elementary education level by2012.

Universal retention by 2012.


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Though the Sarva Shiksha Abhiyan [SSA]

is being administered through government

andgovt. aided schools,

some private unaided schools are also

activelyinvolved in contributing towardsuniversal elementary education.

Thegovt. entered into anagreement with

the World Bankfor assistance to the tune of

US$ 600 million to fund the second phase

of the S S A.


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Right of Children to Free and Compulsory Education Act,

has come into force with effect from April 1, 2010.

The Sarva Shiksha Abhiyan (SSA) Framework of

Implementation and norms for interventions have been

revised to correspond with the provisions of the RCFCEA .

This includes

interventions, inter alia for opening new

primary and upper primary schools as per the

neighbourhood norms notified by State

Governments in the RCFCEA Rules,


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The Act provides that no child shall be heldback, expelled, or required to pass a board

examination until the completion ofelementary education. There is a provision for special training of

school drop-outs to bring them up to par with

students of the same age. The Right toEducation of persons with disabilities until 18years of age has also been made afundamental right.

A number of other provisions regardingimprovement of school infrastructure, teacher-student ratio and faculty are made in the Act.


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Monitoring and Implementation of the act

should be done by the National Commission

for the Protection of Child Rights, an

autonomous body together with Commissions

to be set up by the states. Schools excluded from RCFCEA under

special category : Kendriya Vidyalaya,

Navodaya Vidyalaya, Sainik School and

Madrasas (protected under Article 29 and 30

of the Constitution)


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To promote literacy among its citizens, the

Government of India has launched several

schemes such as

the Kasturba Gandhi Balika Vidyalaya

Scheme,

Mid-day Meal Scheme and

the National Program for Education of Girlsat Elementary Level (NPEGEL).


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Indias initiatives to achieve universalization of elementary

education:

In 1950, commitment was made through its directive

principle of State policy.

In 2002, the 86th constitutional amendment was passed

that made education a fundamental right for children in

the age group of 6 14 years.

In 2009 , The Right of Children to Free and Compulsory

Education Act (RCFCEA),was passed and represents

the consequential legislation envisaged under Article 21-

A, empowering implementation by Union & State Govts.


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The Constitution (Eighty-sixth Amendment) Act, 2002,

insertedArticle 21-A in the Constitution of India to provide

free and compulsory education of all children in the age

group of six to fourteen years as a Fundamental Right in

such a manner as the State may, by law, determine. The

Right of Children to Free and Compulsory Education Act

(RCFCEA), 2009, which represents the consequential

legislation envisaged under Article 21-A, means that every

child has a right to full time elementary education of

satisfactory and equitable quality in a formal school

which satisfies certain essential norms and standards.


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The 86th constitutional amendment (2002),

and the RTE Act (2009), have given us the

tools to provide quality education to all our

children. It is now imperative that we the

people of India join hands to ensure theimplementation of this law in its true

spirit. The Government is committed to

this task though real change will happen

through collective action.


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RIGHT OF CHILDREN TO FREE & COMPULSORY EDCATION ACT

[RCFCEA] or [RTE]

The need to address inadequacies in retention, residual

access, particularly of un-reached children, and the

questions of quality are the most compelling reasons for

the insertion of Article 21-A in the Constitution of India

and the passage of the RTE Act, 2009 in the Parliament.

The new law provides a justiciable legal framework that

entitles all children between the ages of 6-14 years free

and compulsory admission, attendance and completion

of elementary education.12


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Norms & Standards Specified.

In private schools

also, 25% seats for

children from poor

families Schools need to get

recognition

No capitation fees

No interview for

admission

Overall approach and

implementation

strategies of SSA

harmonized as perthe mandate of the

RTE Act. A

Committee to

suggest follow upaction was appointed

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Meaning of Free & Compulsory

Free education is defined as removal of any

financial barrier by the state that prevents a child

from completing eight years of schooling.

Compulsory education means obligation of the

appropriate government to provide free elementary

education and ensure compulsory admission,attendance and completion of elementary education

to every child in the six to fourteen age group. 14


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With this, India has moved forward to a rightsbased framework that casts a legal obligation on

the Central and State Governments toimplement this fundamental child right asenshrined in the Article 21A of the Constitution,in accordance with the provisions of the RCFCE

Act.The new law provides a justiciable legalframework that entitles all children between theages of 6-14 years free and compulsory

admission, attendance and completion ofelementary education.


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Steps towards Universal Elementary Education

The role of Universal Elementary Education (UEE) for

strengthening the social fabric of democracy through

provision of equal opportunities to all has been

accepted since the inception of our Republic.

The original Article 45 in the Directive Principles of

State Policy in the Constitution mandated the State to

endeavour to provide free and compulsory education

to all children up to age fourteen.


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Role of Private Sector in SSA


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Right to Education Act is indeed a landmark law.

It marks a historic moment for our country, where

an estimated eight million children aged between

6 and 14 do not currently attend school. However,

the RTE Act is more about Right to Schooling than

the Right to Education. It focuses heavily on

inputs whereas learning outcomes have not been

addressed. It is unlikely to improve mass

education because there is no focus on quality.

Arun Kapur, Directo r Vasant Valley School


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National Commission

for Protection of Child Rights

The act also provides that, no child shall be held back,

expelled, or required to pass a board examination until

completion of elementary education. Provision for special training of school drop-outs to

bring them at-par with the students of the same age.

Right to Education of Person with Disabilities till 18

years of age has been made a Fundamental Right.24


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The Act provides for empowerment of the

National Commission for Protection of Child

Rights and

State Commissions for

supervising of proper implementation of the

act and for

looking after the complaints in protection of

Child Rights.


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IMPLEMENTATION OF RTE EEGULATIONS

Successful implementation of the RTE act

passed by the central government requires key

steps to be undertaken by state governments.

States are required to notify specific rules for

carrying out the provisions of the Act. They are

also required to constitute a State Commission

for the Protection of Child Rights and notify a

state academic authority to frame and monitor

the curriculum.


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Recently the Centre is seriously exploring ways to

bring pre-school education under Right to

Education Act to provide free and compulsory

education to children between the age group of

four and six.


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M j Hi hli ht f th A t


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Major Highlights of the Act

The Act makes education a fundamental right of

every child between the ages of 6 and 14. It requires all private schools to reserve 25% of

seats to children from poor families (to be

reimbursed by the state as part of the public-

private partnership plan).

It also prohibits all unrecognized schools frompractice, and makes provisions for no donation

or capitation fees and no interview of the child

or parent for admission.


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SC backs Right to Education

The apex court upheld

the constitutional validity

of the Act and directed

all schools, including

privately-run schools,

irrespective of the board

they are affiliated to, to

admit from this

academic year (2012-

13)

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at least 25% students from

socially and economicallybackward families. Thesestudents will beguaranteed free education

from class I till they reachthe age of 14.


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SC Bench said: To put an obligation on the unaided non-minority

school to admit 25 per cent children in class I under Section 12(1) (c)

cannot be termed as an unreasonable restriction. Such a law cannot

be said to transgress any constitutional limitation. The object of the

2009 Act is to remove the barriers faced by a child who seeks

admission to class I and not to restrict the freedom under Article 19(1)

(g).

From the scheme of Article 21A and the 2009 Act, it is clear that

the primary obligation is of the State to provide for free and

compulsory education to children between the age of 6 and 14 years

and, particularly, to children who are likely to be prevented from

pursuing and completing the elementary education due to

inability to afford fees or charges.


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The SC judgment said: We hold that the Right of

Children to Free and Compulsory Education Act, 2009 is

constitutionally valid and shall apply to a schoolestablished, owned or controlled by the appropriate

Government or a local authority; an aided school

including aided minority school(s) receiving aid or grantsto meet whole or part of its expenses from the

appropriate Government or the local authority; a school

belonging to specified category; and an unaided non-

minority school not receiving any kind of aid or grants to

meet its expenses from the appropriate Government or

the local authority.


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Both the Central and state governments are responsible

for ensuring effective implementation of the Act. There has

been significant improvement in terms of the number ofprimary schools, largely due to additional resources made

available through the Sarv Shiksha Abhiyaan to bridge

existing gaps. The scheme is now being extended to the

secondary school level as well.

In addition to the Governments initiative, the private

sector has also played a role in improving the state of

education in the country and continues to do so.


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Since RCFCEA came into force,

50,672 new schools,

4.98 lakh additional classrooms,

6.31 lakh teachers, etc

have been sanctioned to States and UTs

under S S A. The fund sharing pattern

between the Central and State Governments

has also been revised to a sharing ratio which

is more favourable to States Governments.


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R i f 25% i i


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Reservation of 25% seats in private

schools for children from poor

families The school may be therebut students may not

attend, or drop out after

a few months. Through school & social

mapping, many issues

need to be addressed

that prevent a weak child

from completing the

process of education.

The principle behind 25%

reservation is to promote

social integration.

A school is a perfect setting

where existing inequalities

in society can be bridged

if the school encourages

students to integratepsychologically,

emotionally and academically.38


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Universal access is an essential component of UEE.

Access does not constitute mere physical availability of

school; it implies facilitating full, free and joyful

participation of children in learning.

25% reservation in private unaided schools for children

belonging to disadvantaged groups and weaker

sections.

Reimbursement of expenditure so incurred shall be

made by the state Government.


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support for residential schools for children in areas

which are sparsely populated, or hilly or densely

forested with difficult terrain, and for urban deprivedhomeless and street children in difficult circumstances,

special training for admission of out-of-school children

in age appropriate classes, additional teachers as pernorms specified in the RCFCEA,

two sets of uniforms for all girls, and children belonging

to SC/ST/BPL families,

strengthening of academic support through block and

cluster resource centres, schools, etc.

d t d th f ll i ti f f


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Activity Timeframe

Establishment of neighbourhoodschools

3 years (by 31st March, 2013)

Provision of school infrastructure All weather school buildings One-classroom-one-teacher Head Teacher-cum-Office room Library Toilets, drinking water Barrier free access Playground, fencing, boundary

walls


Provision of teachers as per prescribedPupil Teacher Ratio


Training of untrained teachers 5 years (by 31st March 2015)

Quality interventions and otherprovisions

With immediate effect

mandated the following timeframe for

implementation of its provisions:


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Implementation ofRCFCEA

provides for all children the benefit of free

and compulsory

admission,

attendance and

completion

ofelementary education.

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In India, since we gained freedom of

self governance,

Undoubtedly, much progress has occurred

since the last sixty years of our

independence and

many more children with a diverse

background are accessing school.

Yet....43


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Dropped out, child labourers

There are invisible children_ children bonded to

work with an employer,

young boys grazing cattle or working in a dhabha

girls working in the fields or as domestic help or

caring for younger siblings, and

children being subjected to early marriage. Many of

these children are formally enrolled in a school but

have either dropped out or have never been there.

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Extremely vulnerable ones

Many others such as migrant and

street children, who live in extremely

vulnerable conditions; denying them

education is against the universal

nature of human rights.

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Enrol attend learn


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Enrol, attend, learn,and

Be empowered by education

Providing universal access itself is no longerenough; making available school facility isessential but not sufficient.

A monitoring mechanism is needed to ensurethat all children attend school regularly andparticipate in the learning process.

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N t tt di


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Not attending,drop-out in a few months?

Focus must be on the factors thatprevent children from regularly

attending & completing elementary

education. Children from weaker sections and

disadvantaged groups, as also

girls. SOCIAL,CULTURAL,ECONOMIC, LINGUISTIC AND

PEDAGOGIC ISSUES48


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Good education is empowering

Of what use is nobility of family if a person

is illiterate?

A learned man is respected by Gods toothough he does not belong to a noble

family. 49


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Free, compulsory and ofhigh quality

The right to education is free, compulsory andit includes good quality education for all.

A curriculum not only provides good reading

and understanding of text books but alsoincludes learning through activities,

exploration and discovery.

Comprehension, competence,competitiveness and creativity should be

developed, not forgetting compassion.50


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Education Depts ofState & Union

Governments have direct responsibility

To provide schools,

infrastructure,

trained teachers, curriculum and

teaching-learning material, and

mid-day meal.

A well coordinated mechanism is needed for

inter- sectoral collaboration & convergence.51


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On the part of the whole Govts:

The factors that contribute to the

achievement of the overall goal of

universalizing elementary education as afundamental right requires action on the

part of the whole Governments.

A well coordinated mechanism is needed forinter- sectoral collaboration & convergence.

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Ti l & i fi i l


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Timely & appropriate financial

allocations, redesign school spaces

The Finance Department to release funds

at all levels.

The Public Works Dept. to re-conceive andredesign school spaces from the pedagogic

perspective & Address issues of including

disabled children through barrier free

access.53

P id S i l & L i M i f


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Provide Social & Location Mapping of

schools, Water & sanitation facilities

The Dept. of Science & Technology to

provide geo-spatial technology to perform

at

grass-root survey.

Provision of access to sufficient safe

drinking water

Provision and access to adequate

sanitation facilities, specially for girl child.54


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ROLE OF CIVIL SOCEITY in RCFCEA

Above all, peoples groups, civil society

organizations & voluntary agencies will playan crucial role in the implementation of the

RCFCEA. This will help build a new perspective on

inclusiveness, encompassing gender &social inclusion, & ensure that these become

integral & crosscutting concerns informingdifferent aspects like training, curriculum andclassroom transaction. 55


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ROLE OF CIVIL SOCEITY

A VIBRANT CIVIL SOCEITY MOVEMENTCAN ENSURE THAT

THE PARENT / CHILD FROM WEAKER ORDISADVANTAGED SECTIONS BECOME

AWARE OF THE VALUE OF EXERCISING THE RIGHT

TO ELEMENTARY EDUCATION AND

PUT IN SERIOUS EFFORTS ON THEIRPART.

NGO contribution of knowledge, ideas andsolutions to the challenges are needed.

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Good teachers company enables.

One who reads, writes, sees, inquires, lives inthe company of learned men, his intellect

expands like the lotus leaf doesbecause of the rays of sun.

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The RTE act does not cater to the absence ofprovisions for pre-school education for

children below the age of six years. A key issue being raised against theprovisions of the RTE Act is the absenceof provisions for improving the job conditions

of teachers. This leads to limited availability ofquality teachers in rural or inaccessible areas.

According to analysts, teacher training is oneof the biggest requirements of the

current system and has been neglected bythe Act.


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S G f


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Since the Government has finite resources,

reimbursing expenses to private schools

will be at the expense of government

schools.

Therefore, it should be made voluntary forprivate schools to reserve seats for children

from disadvantaged sections of society.

It is unfair to make this applicable for all

private schools.

Th h l id f i b t f


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The whole idea ofreimbursementof expenses

to private schools is a case of poor economics.

If the government is unable to meet the expenses

from where will it generate additional resources

to reimburse the privateschools.

Prof. Praveen Jha, JNU


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Reservations about the norms & standards ofRCFCEA:

1. Private schools that are not very well resourced butare imparting education to disadvantaged sectionsof society will find it difficult to survive.

2. Norms are silent on learning outcomes and qualityin education may not / can not be ensured.

3. It is observes that teacher recruitment andtraining is one of the biggest requirements of thecurrent system and has been neglected by the Act.


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Th N ti l C il f T h Ed ti h l id


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The National Council for Teacher Education has laid

down the minimum qualifications for teachers in schools

in 2001 on the basis of the National Council for Teacher

Education Act and the RTE Act, according to which

teachers appointed by the government or employing

authority should be trained and have minimum

qualifications for different levels of school education.

Within the five year period, all teachers need to acquire

the academic and professional qualifications prescribed

by the academic authority under the RTE Act. This is a

difficult task.


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Free education means that no child other


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Free education means that no child, other

than a child who has been admitted by his

or her parents to a school which is not

supported by the appropriate Government,

shall be liable to pay any kind of fee or

charges or expenses which may prevent

him or her from pursuing and completing

elementary education.

Compulsory education casts an obligation on


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. Compulsory education casts an obligation on

the appropriate Government and local

authorities to provide and ensure admission,

attendance and completion of elementary

education by all children in the 6-14 agegroup.

With this, India has moved forward to a rights

based framework that casts a legal obligation

on the Governments to implement this right.

The new law provides a justiciable legal


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The new law provides a justiciable legal

framework that entitles all children between the

ages of 6-14 years free and compulsory

admission, attendance and completion of

elementary education. It provides for childrensright to an education of equitable quality, based

on principles of equity and non-discrimination.

Most importantly, it provides for childrens right to

an education that is free from fear, stress and

anxiety.

Th Ri ht ti d th RTE A t h l


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The Rights perspective under the RTE Act has also

brought in new monitoring mechanisms to ensure that

child rights under the Act are protected. The RTE Act

provides for constitutionally created independent bodies

like the National and State Commissions for Protection

of Child Rights to perform this role. These bodies, with

quasi-judicial powers bring in an element of monitoring

new to the implementation of SSA, requiring that

internal monitoring mechanisms under the SSA engage

purposefully with these independent bodies.


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The RTE provides a legally enforceable rights

framework with certain unambiguous time targets that

Governments must adhere to. For example, the Act

mandates that every child in the six to fourteen age

group shall have a right to free and compulsory

education in a neighbourhood school. The Act also

provides that if a school does not exist in an area or

limit prescribed as the neighbourhood, the appropriate

Government and the local authority shall establish a

school in this area within a period of three years.

The revised S S A Framework for Implementation is


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derived from the recommendations of the Committee on

Implementation of RTE Act and the Resultant Revamp of

S S A, and is intended to demonstrate the harmonization

of S S A with the RTE Act. It is also based on child centric

assumptions emerging from the National Policy onEducation, 1986/92 and the National Curriculum

Framework (NCF), 2005. The revised S S A Framework

of Implementation provides a broad outline of approachesand implementation strategies, within which States can

frame more detailed guidelines keeping in view their

specific social, economic and institutional contexts.


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Dream Universal Elementary Education

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