Illiteracy_National Policies on Education

8/10/2019 Illiteracy_National Policies on Education

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Poverty, Illiteracy

andUnemployment

Instructor

Akhaya Kumar Nayak

[email protected]


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Illiteracy

Government Efforts


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Literacy and population Growth

One general hypothesis is that female illiteracy is thedirect consequence of population growth rate

But empirical evidences does not strongly support it

Census data in Raj, WB, GUJ and MH show that thesestates have a increase in female literacy rate by 9.42,16.90, 16.20, 15.72 per cent, PGR decreases by 0.35,0.12, 0.53 and 0.10 percent respectively. Other smallstates like NE States also show the similar trend

Taking in to total literacy rate 11states show declineinPGR with increasing TLL 7states show increaseand 2states show stagnation


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National Policy on Education

Before independence in general and since

independence in particular Gandhiji and other

leaders are trying to improve the standard of

education both qualitatively and quantitaively

The aim of all the educational policy in India after

independence is being directed to develop both

the material and spiritual aspect of population Gandhiji wanted have introduce basic education

harmonizing intellectual and manual skills


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In post Independent India the problems of educational reconstructionwere reviewed by several commissions and committees, notably the

University Education Commission (1948-49) and the Secondary

Education Commission (1952-53).

Some steps to implement there commendations of these Commissions

were taken; and with the passing of the Resolution on Scientific Policyunder the leadership of Jawaharlal Nehru, the development of science,

technology and scientific research received special emphasis.

Toward the end of the third Five Year Plan, a need was felt to hold a

comprehensive review of the educational system with a view to

initiating a fresh and more determined effort at educationalreconstruction;

And the Education Commission (1964-66) was appointed to advise

Government on " the national pattern of education and on the general

principles and policies for the development of education at all stages

and in all aspects.


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The first step thus was taken in 1968 by GOI implementing anational policy with following provisions

Free and Compulsory Education

Reduction of wastage and stagnation

Status, Emoluments and Education of Teachers emoluments and other service conditions of the teachers should be

adequate and satisfactory having regard to their qualifications and

responsibilities.

Academic freedom of teachers to undertake research and write on issues

Emphasis on teacher training especially in service training

Development of languages

1. Regional, 2. Three language formula, 3. Hindi as a link language, 4. Sanskrit,

5. Internal language (English)


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Equalization of educational opportunities Mitigation of Regional imbalances by provision of schools in all the areas

National integration and cohesion by common school system

Education for under privileged girls, backward class like tribals, physically handicappedchildren in regular schools

Identification of talent

Work experience and national service Bringing school close to community

Science education and research Science and mathematics as compulsory in the school till end

Education for agriculture and Industry Agricultural universities and technical training institutes

Production of text books Efforts for few common text books through out the country

Examinations Continuous evaluation instead of one examination for performance measurement

Secondary education

University education


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Part time education and correspondence

course

Spread of literacy and adult education

Games and sports

Education for minorities

Structure of education 10+2+3


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National Policy on Education 1986

1986 the National Policy on Education wasapproved by Parliament

Provisions

A curricular framework to establish comparabilityof competence at the end of various stages ofeducation all over the country

Reinforcing the integrative aspect of society and

culture

Establishing a value system necessary for anegalitarian, democratic and secular society


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National System of Education

Education for Equality Women, Scheduled castes, Scheduled tribes, Handicaps, Minorities

Reorganization of Education at Different Stages Child centered education, technical and vocational education, open universities, rural

universities, delinking degrees from Job

Technical and Management Education

Making the System Work Better deal for and accountability of teachers, assistance to institutions, appraisal system for

educational institutions

Reorienting the Content and Process of Education Cultural perspective, value education, languages, books and libraries, work experience,

education and environment, population education, mathematics teaching, science education,

Yoga, sports and education, redesigning evaluation The Teacher

Training, District institute of education and training (DIET)

The Management of Education IES in National level, state level management of elementary schools and high schools


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Emphasized on equality of access and

equalization with regard to the status of

disadvantaged sections of society


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Educational transformation, reduction ofdisparities, Universalization of elementaryeducation, adult education and scientific andtechnological research would be accepted as

national responsibilities National system of education, free education up

to the age of 14 and non-formal education forchildren who have attended 11 years of age

Adult and continuing education for the age groupof 15-35

By the provision of


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Establishment of centers in rural areas forcontinuing education

Workers education through the employers and

concerned agencies of the government Radio, television and films as mass and group

learning media

Creation of learners groups and organizations

Programmes of distance learning

Organizing assistance in self-learning


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Illiteracy_National Policies on Education

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