CHILD RIGHTS
•Download as PPTX, PDF•
1 like•1,096 views
This document discusses child rights and education in India. It notes that while children have rights, they cannot claim their rights directly due to their age. It then discusses the various elements of society that influence child education, including teachers, parents, government, and corporate sectors. It provides examples of government programs that aim to improve access to education. However, it also outlines some challenges facing education in remote areas such as inadequate teacher qualifications and high absenteeism. Overall, the document advocates for improving primary education in India as a critical investment for the future.
Report
Share
Report
Share
Recommended
Gokhle bill (1912)
Gokhale was a nationalist leader who introduced resolutions in 1910 and bills in 1911-1912 to make primary education free and compulsory in India. While some progress was made by establishing an education department and appointing a secretary, the bills were ultimately defeated due to lack of support from local governments and bodies. However, Gokhale's efforts helped raise awareness about mass education and lay the groundwork for its future development in India.
Critical Analysis of Depiction of Women in Mass Media”
Critical Analysis of Depiction of Women in Mass Media - Interdisciplinary Course (IC1) - Mumbai University - Oriental College of Education - DivakarJha6
ROLE OF FAMILY, SCHOOL, PEERS, TEACHERS, CURRICULUM AND TEXT BOOKS IN CHALLEN...
ROLE OF FAMILY, SCHOOL, PEERS, TEACHERS, CURRICULUM AND TEXT BOOKS IN CHALLEN...Thiagarajar College of Preceptors (Aided)
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.ADAM's REPORT
William Adam submitted three reports on the state of education in India between 1835-1838. In his first report, he found that elementary education was provided through religious institutions, with over 100,000 schools in Bengal and Bihar employing faulty teaching methods. His second report examined schools in Natore district and noted the use of Arabic, Hindu scriptures and basic arithmetic. His third report highlighted issues like a lack of repute, infrastructure and textbooks. Adam proposed developing education in local languages through printed textbooks and establishing different types of indigenous schools, teacher training programs and agriculture education. However, his schemes were rejected in favor of Macaulay's plan to educate the elite in English.
Macaulay's Minutes of 1835
Macaulay's Minute of 1835 recommended making English the medium of instruction in Indian education. It argued that English was the language of the ruling class, key to modern knowledge, and would spark a renaissance in India. It also recommended replacing traditional Indian literature with European literature in educational institutions and converting regional schools to English-medium education. The report believed the upper classes would emulate this education and pass knowledge to lower classes.
Role of textbook in challenging gender inequality
The document discusses how textbooks can play an important role in challenging gender inequalities through formal education. Specifically, it recommends that textbooks 1) ensure gender equality in syllabus topics such as gender studies, 2) include activities that promote gender equality, 3) cite examples giving equal importance to all genders, 4) plan home assignments and projects that ensure equal gender participation, 5) use gender-fair pictures that avoid stereotypical representations, and 6) involve follow-up activities on issues of gender inequality.
Gender school and society
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Recommended
Gokhle bill (1912)
Gokhale was a nationalist leader who introduced resolutions in 1910 and bills in 1911-1912 to make primary education free and compulsory in India. While some progress was made by establishing an education department and appointing a secretary, the bills were ultimately defeated due to lack of support from local governments and bodies. However, Gokhale's efforts helped raise awareness about mass education and lay the groundwork for its future development in India.
Critical Analysis of Depiction of Women in Mass Media”
Critical Analysis of Depiction of Women in Mass Media - Interdisciplinary Course (IC1) - Mumbai University - Oriental College of Education - DivakarJha6
ROLE OF FAMILY, SCHOOL, PEERS, TEACHERS, CURRICULUM AND TEXT BOOKS IN CHALLEN...
ROLE OF FAMILY, SCHOOL, PEERS, TEACHERS, CURRICULUM AND TEXT BOOKS IN CHALLEN...Thiagarajar College of Preceptors (Aided)
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.ADAM's REPORT
William Adam submitted three reports on the state of education in India between 1835-1838. In his first report, he found that elementary education was provided through religious institutions, with over 100,000 schools in Bengal and Bihar employing faulty teaching methods. His second report examined schools in Natore district and noted the use of Arabic, Hindu scriptures and basic arithmetic. His third report highlighted issues like a lack of repute, infrastructure and textbooks. Adam proposed developing education in local languages through printed textbooks and establishing different types of indigenous schools, teacher training programs and agriculture education. However, his schemes were rejected in favor of Macaulay's plan to educate the elite in English.
Macaulay's Minutes of 1835
Macaulay's Minute of 1835 recommended making English the medium of instruction in Indian education. It argued that English was the language of the ruling class, key to modern knowledge, and would spark a renaissance in India. It also recommended replacing traditional Indian literature with European literature in educational institutions and converting regional schools to English-medium education. The report believed the upper classes would emulate this education and pass knowledge to lower classes.
Role of textbook in challenging gender inequality
The document discusses how textbooks can play an important role in challenging gender inequalities through formal education. Specifically, it recommends that textbooks 1) ensure gender equality in syllabus topics such as gender studies, 2) include activities that promote gender equality, 3) cite examples giving equal importance to all genders, 4) plan home assignments and projects that ensure equal gender participation, 5) use gender-fair pictures that avoid stereotypical representations, and 6) involve follow-up activities on issues of gender inequality.
Gender school and society
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Hunter commission 1882-1883
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
Wardha Scheme of Basic Education
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
Role of curriculum in gender inequality
The document discusses how curriculum can help eradicate gender inequality. It states that curriculum currently shows unequal treatment of female and male students. It provides recommendations such as making curriculum less stereotypical, including sexual education, using gender-neutral pronouns, incorporating cooperative learning, and featuring reformers from all gender identities. The goal is for curriculum to teach gender equality through inclusive content and materials.
Macaulay
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
Sarva shiksha abhiyaan (ssa)
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
Education in the post independence period
- After gaining independence, India's education system began changing to focus on educating the masses and instilling patriotism. [1]
- The first two decades saw the establishment of education commissions to guide policy evolution and development. Key milestones included making elementary education free and compulsory up to age 14. [2]
- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
DR AMBEDKAR's THOUGHTS ON EDUCATION
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed TRainees.
INSTITUTION FOR REDRESSING SEXUAL HARASSMENT AND ABUSE
The document discusses two prominent pieces of legislation passed in India in 2013 to address sexual harassment and abuse: the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act and the Criminal Law (Amendment) Act. The Sexual Harassment Act seeks to protect women from sexual harassment at their place of work. The Criminal Law Amendment Act amended laws related to sexual offenses in response to protests over incidents of sexual harassment and abuse. Both acts were introduced to react to serious incidents of sexual harassment that occurred in 2012-2013 at the national level in India.
Education in pre independence
Its. about education in pre-independent India. This content might be helpful for postgraduate nursing students and others.
INTERNATIONAL UNDERSTANDING
The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.
Head master duties and responsibilities
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
Wood dispatch
The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
Hunter comission
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
Secondary Education Commission(1952-1954) Mudaliar Commission
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Gender Stereotypes and Gender Roles
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors -Madurai for B.Ed Trainees.
Polyandrous societies in india
This document discusses polyandrous societies in India, including their meaning, types, and examples. It provides details on two types of polyandrous marriages - fraternal and non-fraternal. It also highlights examples of communities that currently practice polyandry, such as those in Kinnuar, among the Toda people, and in Jaunsar-Bawar. Other groups that have practiced polyandry historically are also mentioned.
Education for human resource development
This document discusses education for human resource development in India. It notes that India has a large young population that can be empowered through education to build a better country. Education is fundamental for human development and helps individuals acquire skills to contribute to efficient production. The document outlines various government initiatives in India to promote education, literacy, and skills training to develop the country's vast human resources, especially targeting women and disadvantaged groups. It emphasizes the role of health, nutrition, rural development, and basic infrastructure in fully realizing human resource potential.
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Educational philosophy of gandhiji
Gandhi believed education should develop students holistically - physically, mentally, and spiritually. He emphasized character development and learning practical skills. Gandhi's educational philosophy was based on principles of non-violence and truth. He advocated for basic education - free, compulsory schooling using local languages and integrated with vocational training through crafts. While aiming to make education more socially useful and democratic, the system struggled with an over-emphasis on vocations and public perception that it was inferior.
Mastero
The document discusses several issues with primary education in India and proposes solutions. It notes that primary education is foundational but that quality is lacking due to issues like inadequate teacher training and motivation, high absenteeism, rote learning methodology, and linguistic diversity. Partnerships with NGOs are helping to some degree by supplementing government schools. Challenges remain around expanding the teacher workforce, recruiting qualified faculty, and building institutional capacity for teacher education and school reform. Improving the primary education system will require coordinated efforts across government bodies, schools, teachers, students, and communities.
Karishma Jain_DHRJ_research project2013-14
This document provides an overview of a research project report on child rights violations in the traditional Indian schooling system and alternative education as a potential solution. It includes an introduction outlining the importance of children's rights and education. It also describes the research methodology, which involved analyzing international child rights standards, Indian legislation, the purpose of education, evolution of the Indian system, and issues with implementing the Right to Education Act. The report reviewed literature on these topics and alternative education models. It analyzed case studies and examples to depict current issues. Suggestions and conclusions were made based on assessing different education approaches. The document contains all the necessary components of a research project report such as the title, certificates, declarations, table of contents, and
More Related Content
What's hot
Hunter commission 1882-1883
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
Wardha Scheme of Basic Education
The Wardha Scheme of Education, also known as Basic Education, was the first attempt by Mahatma Gandhi to develop an indigenous education system for India under British rule. It emphasized learning through practical activities and handicrafts rather than rote learning. Some key principles included making education free and compulsory up to age 7, using the local language as the medium of instruction, and incorporating basic crafts into the curriculum. The goal was to design an education system better suited to meet India's socio-economic needs.
Role of curriculum in gender inequality
The document discusses how curriculum can help eradicate gender inequality. It states that curriculum currently shows unequal treatment of female and male students. It provides recommendations such as making curriculum less stereotypical, including sexual education, using gender-neutral pronouns, incorporating cooperative learning, and featuring reformers from all gender identities. The goal is for curriculum to teach gender equality through inclusive content and materials.
Macaulay
Macaulay was appointed as the first Law Member of the Governor-General's Council in India in 1834. He convinced the Governor-General to adopt English as the medium of instruction in higher education starting in the sixth year of schooling, rather than Sanskrit or Persian which were previously used. Macaulay wanted to educate Indians through their mother tongue by incorporating English to enrich Indian languages so they could express European scientific, historical, and literary concepts. He viewed local languages as poor and their body of writing as not comparable to English scholarship, stating historical information in all Sanskrit books was less valuable than basic textbooks in England.
Sarva shiksha abhiyaan (ssa)
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
Education in the post independence period
- After gaining independence, India's education system began changing to focus on educating the masses and instilling patriotism. [1]
- The first two decades saw the establishment of education commissions to guide policy evolution and development. Key milestones included making elementary education free and compulsory up to age 14. [2]
- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
DR AMBEDKAR's THOUGHTS ON EDUCATION
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed TRainees.
INSTITUTION FOR REDRESSING SEXUAL HARASSMENT AND ABUSE
The document discusses two prominent pieces of legislation passed in India in 2013 to address sexual harassment and abuse: the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act and the Criminal Law (Amendment) Act. The Sexual Harassment Act seeks to protect women from sexual harassment at their place of work. The Criminal Law Amendment Act amended laws related to sexual offenses in response to protests over incidents of sexual harassment and abuse. Both acts were introduced to react to serious incidents of sexual harassment that occurred in 2012-2013 at the national level in India.
Education in pre independence
Its. about education in pre-independent India. This content might be helpful for postgraduate nursing students and others.
INTERNATIONAL UNDERSTANDING
The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.
Head master duties and responsibilities
The document discusses the key roles and responsibilities of a headmaster or principal at a school. It states that the headmaster is the most important leader at the school and acts as the central figure that oversees all administration, teaching, and activities. The document outlines the headmaster's responsibilities as shaping an academic vision, creating a supportive learning environment, developing leadership in other teachers, improving instruction, and managing resources to facilitate school improvement. It also lists qualities that an effective headmaster should possess such as being dedicated, fair, socially skilled, and able to cultivate leadership in others.
Wood dispatch
The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
Hunter comission
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
Secondary Education Commission(1952-1954) Mudaliar Commission
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Gender Stereotypes and Gender Roles
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors -Madurai for B.Ed Trainees.
Polyandrous societies in india
This document discusses polyandrous societies in India, including their meaning, types, and examples. It provides details on two types of polyandrous marriages - fraternal and non-fraternal. It also highlights examples of communities that currently practice polyandry, such as those in Kinnuar, among the Toda people, and in Jaunsar-Bawar. Other groups that have practiced polyandry historically are also mentioned.
Education for human resource development
This document discusses education for human resource development in India. It notes that India has a large young population that can be empowered through education to build a better country. Education is fundamental for human development and helps individuals acquire skills to contribute to efficient production. The document outlines various government initiatives in India to promote education, literacy, and skills training to develop the country's vast human resources, especially targeting women and disadvantaged groups. It emphasizes the role of health, nutrition, rural development, and basic infrastructure in fully realizing human resource potential.
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Educational philosophy of gandhiji
Gandhi believed education should develop students holistically - physically, mentally, and spiritually. He emphasized character development and learning practical skills. Gandhi's educational philosophy was based on principles of non-violence and truth. He advocated for basic education - free, compulsory schooling using local languages and integrated with vocational training through crafts. While aiming to make education more socially useful and democratic, the system struggled with an over-emphasis on vocations and public perception that it was inferior.
What's hot (20)
INSTITUTION FOR REDRESSING SEXUAL HARASSMENT AND ABUSE
INSTITUTION FOR REDRESSING SEXUAL HARASSMENT AND ABUSE
Secondary Education Commission(1952-1954) Mudaliar Commission
Secondary Education Commission(1952-1954) Mudaliar Commission
Secondary Education Commission (Mudaliar commission) 1952-53
Secondary Education Commission (Mudaliar commission) 1952-53
Similar to CHILD RIGHTS
Mastero
The document discusses several issues with primary education in India and proposes solutions. It notes that primary education is foundational but that quality is lacking due to issues like inadequate teacher training and motivation, high absenteeism, rote learning methodology, and linguistic diversity. Partnerships with NGOs are helping to some degree by supplementing government schools. Challenges remain around expanding the teacher workforce, recruiting qualified faculty, and building institutional capacity for teacher education and school reform. Improving the primary education system will require coordinated efforts across government bodies, schools, teachers, students, and communities.
Karishma Jain_DHRJ_research project2013-14
This document provides an overview of a research project report on child rights violations in the traditional Indian schooling system and alternative education as a potential solution. It includes an introduction outlining the importance of children's rights and education. It also describes the research methodology, which involved analyzing international child rights standards, Indian legislation, the purpose of education, evolution of the Indian system, and issues with implementing the Right to Education Act. The report reviewed literature on these topics and alternative education models. It analyzed case studies and examples to depict current issues. Suggestions and conclusions were made based on assessing different education approaches. The document contains all the necessary components of a research project report such as the title, certificates, declarations, table of contents, and
NY
1. The document discusses the current state of primary education in India and proposes a collaborative model to address challenges.
2. It notes that while government policies have increased funding and commitments to education, implementation and monitoring have been lacking.
3. A collaborative approach is proposed that engages government, society, students, teachers and communities to set aligned goals, monitor progress, and flexibly address issues.
rocking123girlz
The document discusses issues with and proposed solutions to improving primary education in India. Key issues include lack of access to education due to inequalities, poor teacher performance and absenteeism, inadequate infrastructure, and not enough teachers. Proposed solutions include improving teacher skills, focusing on e-learning and virtual schooling, changing grading systems, and having both public and private sectors collaborate on education. For solutions to be implemented, factors like teacher training, providing school resources, reducing education costs, and creating awareness about education's importance are discussed. Challenges to the solutions include lack of cooperation, corruption, poverty, and child labor.
WEareSAKSHAM
This document discusses several issues and solutions related to improving primary education in India. It addresses problems like high teacher absenteeism, lack of qualified teachers, and over-reliance on rote learning. Solutions proposed include implementing a biological recognition system to track teacher attendance (BRS), providing regular teacher training, encouraging the use of locally relevant teaching materials, and upgrading curricula to integrate more practical applications of concepts. Overall, the document stresses the need for reforms that focus on both increasing access to education as well as enhancing its quality.
Essay On Role Of Education
The Republican Party believes that the role of the federal government in education should be limited and that teachers, parents, and school boards should have most control over schools. They support increasing access to higher education through savings accounts for challenging coursework in high school. Republicans also continue working to allow voluntary prayer in schools and reforming immigration to emphasize border control and family reunification.
FRIENDSCOOPERATION
Primary education is shaping India's future, but many challenges remain. Over 1 billion people worldwide lack basic literacy skills. The government has made progress through initiatives like Sarva Shiksha Abhiyan, but more work is needed to reduce dropout rates, close the gender gap in education, and ensure quality schooling for all children. Stakeholders must work together to overcome hurdles like poverty, lack of infrastructure and awareness, and provide every child with the tools to become empowered and productive members of society.
Project ISR
This project aims to provide education to underprivileged children in rural areas through an interactive ICT teaching tool. The tool will be developed based on the 7th standard curriculum and utilize multimedia applications to help explain complex topics. It will be piloted in three rural schools, where teachers will be trained to use the tool and students will learn to operate the system. The goals are to improve learning outcomes, increase student engagement, and address issues such as high dropout rates through this innovative education model. Measurement and evaluation will assess the impact on students' learning and the communities served.
Bal Utsav - Organisation Profile
Children play a crucial role in solving the most persistent development problems we face in the world today. Explore, discover and support the empowerment of children - to build a future we want..
RAFTAAR
India has high school dropout rates and compromised education quality due to a focus on quantity over quality, with many children not completing primary education due to lack of awareness about education's importance, poverty, and seeing earning as a better option than learning. Reasons for dropouts include parental unawareness of education's value, economic hardship, and children prioritizing earning over schooling, though implementing awareness programs, incentives for families who send children to school, and ensuring teachers have adequate pay could help address this issue.
Submission to the General Comment _ Central Child Welfare Board and Street Ch...
The Central Child Welfare Board and Street Child of Nepal submitted recommendations to the UN Committee on the Rights of the Child for a General Comment on children in street situations. They recommend adopting strengths-focused approaches to educational interventions that identify and develop children's capabilities. Specifically, they suggest designing flexible curricula tailored to children's interests and skills; delivering child-centered teaching through stable relationships; using participatory methods like peer education; and coordinating efforts under a uniformly strengths-focused approach. The submission is informed by consultations with organizations supporting street children in Nepal.
Sunaina Sabherwal
This article has been written for Techkriti Blog for a Cause Contest.
The topic was:
90% of children in India don’t go for College Degree.” How far have we progressed in terms of Education and what can be done to improve the scenario?
For more information visit: http://www.socialscribblers.in/techkriti-blog-cause/
Education in india and Women Empowerment
The document discusses the importance of education in India. It notes that many children, especially from marginalized communities, lack access to education. This perpetuates cycles of poverty and underdevelopment. The document outlines several issues with India's education system, including poor infrastructure, high dropout rates, lack of accountability, and rote learning rather than developing critical thinking. It argues that investing in universal education, as mandated by the Right to Education Act, is essential for India's development and for improving human development indicators. Access to education, especially for girls, has been shown to lower population growth and infant mortality. Overall, the document emphasizes that widespread quality education is needed to develop an informed citizenry and power socioeconomic progress in India.
India Education Presentation
The document outlines a group project on education in India. It divides responsibilities among group members to cover different topics: Marian will cover the history and background of India's education system, Gaynor will critique the World Bank website on elementary education, Alicia will critique a website promoting international secondary schools in India, and Sasha will cover higher education and draw conclusions. The document provides context on India's population demographics, history, and current education system challenges at elementary, secondary, and higher education levels.
Coalesce
The document discusses issues related to primary education in India. It outlines acts like the Right to Education Act and the Mid-Day Meal Scheme. However, it notes that the quality of primary education remains poor due to inadequate teaching skills, lack of infrastructure, and corruption. It proposes various solutions like improving teacher training, increasing private participation, and strengthening oversight of education funds to enhance primary education in India.
ONLINE ASSIGNMENT
The document discusses modern trends in curriculum movement in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework (KCF) in 2007, which was informed by the National Curriculum Framework of 2005. The KCF aims to create a progressive education system that promotes social justice, environmental awareness, citizenship, nationalism, and rights. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The document also discusses teaching science in an integrated manner linked to real life and traditional knowledge, and ensuring inclusive, equitable education for all students.
Shp guide lines-for_teachers
This document provides guidelines for teachers on school health programs. It discusses the importance of gender equality and inclusive education for students' health. Specific health issues that negatively impact girls like lack of access to education and healthcare are highlighted. The document emphasizes the role of teachers in promoting non-discrimination and addressing gender biases in the classroom. Students' overall well-being, including physical, mental and emotional health is important for their development. Schools need to focus on character building and ensuring all students receive equal opportunities.
India’s Children Are Still Deprived of Quality Education
All children have the fundamental right to education, but millions of them are never enrolled in a school or are dropped out for varied reasons, especially in families where the parents are illiterate themselves, and are facing an acute shortage of resources daily. The probability of those children working at reputable organizations and pursuing their dreams is minimal, and they often never get a chance to grow and prosper.
Education
This document discusses the importance and types of education. It states that education is meant to draw out the best in people's body, mind, and spirit. Education is important for developing the ability to differentiate between right and wrong and for empowering women, as educating women can benefit families and society. The document also discusses how society and education influence each other, as well as India's constitutional provisions around education and challenges in modernizing and achieving quality education.
Poverty-Moral Imperative Presentation NYSSBA Convention 2017
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
Similar to CHILD RIGHTS (20)
Submission to the General Comment _ Central Child Welfare Board and Street Ch...
Submission to the General Comment _ Central Child Welfare Board and Street Ch...
India’s Children Are Still Deprived of Quality Education
India’s Children Are Still Deprived of Quality Education
Poverty-Moral Imperative Presentation NYSSBA Convention 2017
Poverty-Moral Imperative Presentation NYSSBA Convention 2017
More from crmasfabe
A_STUDY_ON_IMPACT_OF_VAT_ON_CONSUMABLE_GOODS_WITH_SPECIAL_REFERENCE_TO_RESTAU...
This document is a study on the impact of value-added tax (VAT) on consumable goods, with a special focus on restaurants. It includes an introduction to India's tax system and history of VAT. Various states implemented VAT at different times between 2003-2008. The study aims to analyze how VAT affects consumer consumption patterns and whether it benefits or burdens the common person. It seeks to understand the factors influencing eating decisions and perceptions of VAT charges. The research methodology involves collecting primary data through questionnaires and analyzing it to provide suggestions.
INDIA VISION 2020
Vision 2020 aims to transform India into a developed nation through ambitious measures across various sectors like technology, infrastructure, healthcare, education and the environment. Realizing this vision will require seriously addressing India's large problems. Public-private partnerships (PPP) in education are seen as a way to blend the features of public and private schools to improve access, quality and affordability of education for all. PPP models can increase school choice and quality while ensuring risk is shared between the public and private sectors. However, there are also challenges like over-regulation that need to be overcome for India to achieve its educational goals by 2020.
VENTURE CAPITAL
The document discusses venture capital and its role in fueling India's development by emphasizing different stages of financing and case studies. It provides statistics on venture capital investments in India compared to other countries and outlines the typical process that venture capitalists follow when evaluating and supporting companies. Challenges to venture capital in India include a lack of entrepreneurial culture and distance from resources, but the sector is growing and helping innovative startups secure funding.
SUCCESS OF WOMEN ENTREPRENEURS IN FRANCHISING
This document summarizes the success of women entrepreneurs in the costume jewelry franchising industry in India. It discusses how women entrepreneurs are fueling India's development by starting their own costume jewelry businesses. The jewelry industry has transformed over time, from traditional gold and silver to the introduction of more affordable costume jewelry. Franchising has further boosted the growth of this industry. The document also profiles one woman entrepreneur, Santha, who started a handmade jewelry business after retirement that has grown successfully through online sales and exhibitions.
E-tailing
Yebhi.com is an Indian e-commerce company that started in 2009 selling footwear online. It has since expanded into other product categories. It uses an inventory-based model with large warehouses and delivers to over 11,000 pincodes across India. While promising fast fulfillment through initiatives like "Click to Ship," reviews indicate issues with delays, cancellations, and poor customer service. Yebhi recently partnered with IRCTC to power the shopping on the Indian Railways' website. E-tailing is growing rapidly in India due to rising incomes, internet access, and consumer convenience.
E tailing
Online retailing allows consumers to directly purchase goods from sellers over the Internet. It has become one of the most innovative changes for retailers in the past two decades. However, online retailing also presents some challenges like excessive product returns which can lead to losses for retailers. According to the data shown, price and product selection have been the top factors influencing online shopping for consumers from 2007 to 2013. Factors like payment options and recommendations from others have remained less important to consumers over time.
More from crmasfabe (6)
A_STUDY_ON_IMPACT_OF_VAT_ON_CONSUMABLE_GOODS_WITH_SPECIAL_REFERENCE_TO_RESTAU...
A_STUDY_ON_IMPACT_OF_VAT_ON_CONSUMABLE_GOODS_WITH_SPECIAL_REFERENCE_TO_RESTAU...
CHILD RIGHTS
- 1. Child Rights Fueling India’s Development Emphasizing on : Child education : “ Empowering the Leaders of Tomorrow”
- 2. “The greatest gifts you can give your children are the roots of responsibility and the wings of independence.” - Denis Waitley Child has rights but due to age constraints is unable to claim her/his rights. The rights of child are exercised by proxy through the family, society and state
- 3. Society Teachers & Parents Govt Media Corpor -ate sectors Elements of Society that influence Child Education :
- 4. TEACHER CHILD PARENT The destiny of India is being shaped in the classroom. Future citizens of India depends on the role of schools and Teachers. Building good character of young children involves a)developing an ability to judge what is right b)to respect what is right c)to help them become courageous to do the right, where the students requires moral support from teachers and parents.
- 5. Love and Affection Respect Morals & values Knowledge & wisdom Indifferent attitude Neutral Immoral Arithmetic output GAP
- 6. 1. •Parental Attitudes 2. •Curriculum issues 3. •Mental Pressure 4. •Scoring System 5. •Reducing Parental Involvement 6. •Child Abuse GAP ANALYSIS
- 7. “Teach for life, through life, and throughout life” – Mahatma Gandhi CASE STUDY ON ARVIND MILLS LTD. SHARDA TRUST An Arvind Mills Ltd.Initiative to help Urban Poor
- 8. GYANDA MODEL (Fountain of Knowledge) •Started in 2006 •Need for provision of quality education •Completion of education for children studying in Govt. and municipal schools •Tracks performance of all its students •Direct contact with parents for the entire schooling journey
- 9. COMPONENTS OF GYANDA MODEL PARTNERSHIP WITH LOCAL GOVERNMENT SUPPORTIVE INFRASTRUCTURE INNOVATIVE TEACHING, LEARNING METHODS AND MATERIALS TRACKING OF STUDENT’S PERFORMANCE
- 10. S W O T ANALYSIS ON GYANDA MODEL STRENGTH: Students complete their education Funding WEAKNESS: Effective only for few OPPORTUNITIES: Quality and holistic education for urban poor Collaboration with MUNICIPAL SCHOOL BOARD THREATS: Strong communication Co-operation of Parents
- 11. MEDIA AND YOUNG CHILDREN Technology rules the world today Indian cinema influence the students of age group 8-14 the most Attachment to Indian cinema is like an addiction A teacher was stabbed to death by a 15-year- old student Influenced by the hero who takes revenge in the film AGNEEPATH
- 12. POSITIVE IMPACT Development of Communication Educational Channels Fostering interest in school subjects World news ROUTINE VIOLENCE Behaviorally Mentally Socially TAMPERED LANGUAGE SKILLS TOO MUCH OF SOCIALIZATION DAMAGING ADDICTION NEGATIVE IMPACT
- 13. Government Role In Child Education Constitution of India provides following rights to the children ARTICLE 45 – Free and compulsory education till 14 years of age ARTICLE 41- Effective steps can be taken by govt. to secure RTE ARTICLE 38 & 39: Attends to eliminate inequality in opportunities and facilities for children
- 14. Sarva Shiksha Abhigyan Mid day meal scheme Operation Black Board District Primary Education Program Shiksha Karmi Project
- 15. Breach of ACT PROTEST VIOLATION IS CONSIDERED ADMINISTRATIVE HIERARCHY CORRECTIVE ACTION/ MEASURES
- 16. Inadequate Teacher Qualification and Support Low Teacher Motivation High Absenteeism Weak foundation in primary education can derail child’s career In addition to their teaching responsibilities, other non academic activities are thrust upon the Challenges faced in Remote schools
- 17. FUTURE SCENARIO Improving Primary Education – Critical Investment PPP Education High performing teaching professionals in remote areas Thus along with universalization of education , accessibility and affordability should also be given equal importance.
- 18. Presentation by: Amrin Taj . K (B.Com –Honours) Madhumitha . R ( B.Com – A&F) Thejasvini .R ( B.Com – A&F) S.D.N.B.Vaishnav College For Women