Equal educational opportunities: socially disadvantaged , economically backward and children with special needs

1. Contribution of Education to National
Development
Equal educational opportunities:
socially disadvantaged ,
economically backward and
children with special needs
By
M.VIJAYALAKSHMI
Assistant Professor

2. UNIT-IV
Contribution of Education
to National Development

3. 5.1 Promotion of scientific outlook and positive
attitude among students.
5.2 Religious and caste system - Role of Education in
promoting communal and religious harmony.
5.3 Equal educational opportunities: socially
disadvantaged , economically backward and
children with special needs.
5.4 Curriculum construction - Principles - flexibility -
sensitivity to pupil needs and differences –
Curricular adaptations for children with special
needs.
5.5 Curriculum and national goals - involvement of
teachers in curriculum planning and
implementation.

4. UNIT-IV
Contribution of Education to
National Development
5.3 Equal educational opportunities:
socially disadvantaged ,
economically backward and
children with special needs.

5. Equality of Educational Opportunities
Meaning
• It means providing special assistance
and making efforts to bring up the less
advanced areas and sections of society
to a certain minimum level.
• It means remove educational disparity
between two areas or two sections of
society

6. Need
• In the True Spirit of Democracy
• In the True Spirit of Social Justice
• A Guarantee for Building an Egalitarian
Society
• Needed for promoting National Integration
• Good Education is not a privilege of the Few
• For Rapid social development
• For preserving Democratic Values

7. Causes of
Inequality of Educational opportunities
• Absence of a national System of Education
• Educational Imbalance
• Economic Disparities
• Different Educational Standards
• Differences in Home Environment
• Disparity in the Education of Boys and Girls
• Class-Differences

8. Equality of Educational Opportunities:
Kothari Commission’s view
• Education should be made free
• Other private costs of education should be
reduced
• Scholarships should be given for all the
deserving students. National scholarship
scheme should be expanded. There should be
two kinds of scholarships (a) for those who
have to stay in hostels and (b) for the day
scholars. UGC should provide scholarships
and fellowships

9. • Special attention is to be taken for the
equation of handicapped children
• Less developed areas should be facilitated to
come up to the expected levels so as to
reduce regional imbalances
• Women education should also receive top
priority
• The existing Educational Programmes for
Scheduled Castes and backward class
students must continue and
• Ashram schools must be opened specially for
pupils in the tribal areas

10. Means of providing Equality of
opportunities in education
• Article 45 and Primary Education for all
children
• Education for Socially Backward Classes
• Navodaya Schools
• Common School System
• Eradication of Adult Illiteracy
• Educational Opportunities for the
Handicapped

11. Educational Progress of SC/ST students
• Literacy rate of SC and ST - 21.38
and 16.35
• Literacy rate of Women of the SC
and ST – 10.30 and 8.04

12. Objectives of
Equalization of Educational
Opportunities for the SC/ST students
• Educational backwardness amongst the SC and
ST has been due to social deprivation and
economic poverty meted out to these
communities in the pre-interdependence period
• The inequalities in educational development
between educationally backward communities
and other sections of Indian Society ought to be
minimized by special efforts

13. • The behavioral discrimination shown
towards the children of the Scheduled
Castes and Scheduled Tribes, even
inadvertently, resulted in their
disinterest in studies early withdrawal
and development of a low self-concepts
• Teachers have a special role towards the
education of the children of these
communities, specially the first
generation learners

14. • Teachers have a role to sensitize the
parents and community members of the
SC and ST on the schemes and
incentives for them to motivate them to
educate their children
• A crash programme of universal
functionally literacy and teacher’s whole
hearted participation would bridge the
gap and imbalance in education of
Scheduled Castes, Scheduled Tribes and
other communities in Indian Society

15. Steps to be taken
• The teacher’s example in his/her own
behaviour towards students belonging
to SC and ST community is most
powerful way to build up a congenial
climate
• As a rule, the school staff should seek,
provide and ensure non-discrimination
between the children of scheduled
castes, scheduled tribes and other
communities

16. • Use of caste name or derogatory words
while calling roll calls or naming children
should be avoided
• Teacher should lead all the children
equally to participate in the curricular
and non-curricular activities of the
school including games
• Frequent meetings between the staff,
school teachers and parents of
Scheduled Castes and Scheduled Tribes
should be arranged

17. • Special attention should be paid to
motivate them for the education of
girls
• If there is an adult education centre
in or around the school, teachers
should suggest to illiterate parents
the advantages gained by attending
functional literacy classes in the
centre

18. • Relaxed norms for opening of primary
schools
• A primary school within one km walking
distance from habitations of 200
population instead of habitations of 300
population
• Abolition of tuition fee in all states in
government schools at least up to
primary level. Most of the states have
abolished tuition fee for Sc/St students
up to senior secondary level

19. • Provising incentive like free text-books,
uniforms, stationery, school bags, etc., to
these students
• The major programmes of the
Department of Education, viz., District
Primary Education Programme (DPEP),
Lok Jumbish, Shiksha Karmi, Non-formal
Education (NFE) and National Programme
for Nutritional Support to Primary
Education accord Priority to areas of
concentration of SCs and STs

20. • Reservation of Seats for SCs and STs in
Central Government institutions of
higher education including IITs, IIMs,
Regional Engineering College, Central
Universities, Kendriya Vidyalayas and
Navodaya Vidyalayas, etc
• To improve academic skills and linguistic
proficiency of students in various
subjects and raising their level of
comprehension, remedial and special
coaching is provided for SC/ST students

21. • Out of 43,000 scholarships at the secondary
stage for talented children from rural areas
13,000 scholarships are exclusively reserved
for SC/ST students
• 70 scholarships are exclusively reserve for
SC/ST students under the National Talent
Search Scheme
• SC/ST candidates are provided relaxation up
to 10 percent cut off marks for the Junior
Research Fellowship (JRF) test

22. • 50 Junior Fellowships are awarded every
year in science and humanities including
social sciences to SC/ST candidates who
appear in National Eligibility Test (NET)
and quality the eligibility test for
lectureship
• UGC provides relaxation of 5 per cent
from 55 per cent to 50 per cent at the
Master’s level for appointment as
lecture for SC/ST candidates

23. • The Central Institute of Indian Languages,
Mysore has a scheme of development of
Indian Languages through research,
developing manpower, production of
materials in modern Indian Languages
including tribal languages
• 146 districts have been identified as low
female literacy districts to be given focussed
attention by the Centre as well as States/ Uts
for implementation of programmes/schemes

24. Disabled Children –
Special Education Facilities
• Blind
• Partially sighted
• Deaf
• Partially hearing
• Educationally abnormal
• Epileptic
• Maladjusted
• Physical handicapped
• Affected by speech defect
• Delicate

25. Recommendations of the N.P.E. (1986)
on Equal Opportunity of Disabled Children
• Wherever it is feasible, the education of
children with motor handicaps and other
mild handicaps will be common with that of
others
• Special Schools with hostels will be provided,
as far as possible at district headquarters, for
the severely handicapped children
• Adequate arrangement will be made to give
vocational training to the disabled

26. • Teacher’s training programmes will be
re-oriented, in particular for teachers of
primary classes, to deal with
handicapped children with their special
difficulties
• Voluntary effort for the education of the
disabled will be encouraged in every
possible manner

27. Role of the teachers
• Compulsory Primary Education
• Secondary Education
• Higher Education
• Adult Education

28. Compulsory Primary Education
Free and compulsory education – until 14 years
Intensive programme of parental education
Special encouragement for the education of girls
mother tongue as medium of education
Provision of improved educational facilities in
respect of ancillary services
Adequate arrangement of part-time education
where children are put to work to supplement
family income
Introduction of work-experience and emphasis
on art and craft work

29. Secondary Education
• A programme of hostel facilities is essential
• Bright children should be picked up at the
primary stage and admitted to hostels
• Careful arrangement should be made for
giving personal guidance to enable these
children to perform better in comparison
with their affluent counterparts
• Proper arrangement for vocational course be
made

30. • Special efforts should be made to place
them in vocational schools, the junior
technical schools, industrial training
institutes, polytechnics etc
• Special vocational schools should be
organized for the grownup children who
leave school at the end of the lower
primary stage

31. Higher Education
• The scheme of scholarships and other aids be
decentralized
• Heads of the institutions should be
authorized to great scholarships under their
own authority
• The scope of the programme should be
expanded to include such additional coaching
facilities as may be required for career
placement of bright children in proper
institutions. The staff necessary for this
purpose should be made available

32. • The scope of scholarships should
cover all courses available to
secondary school leavers
• Special preference should be given
to vocational and technical courses,
including those at industrial training
institutes

33. Sources are taken from
•Slidesharenet.com
•Web sources