This document discusses India's efforts towards universalizing education. It outlines various government programs aimed at achieving universal primary, secondary, and higher education such as Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Siksha Abhiyan (RMSA), and Rashtriya Uchchatar Siksha Abhiyan (RUSA). It also discusses the constitutional mandate for free and compulsory primary education for all children aged 6 to 14. The challenges in achieving universal education are highlighted along with strategies adopted such as expanding infrastructure, curriculum reforms, and schemes targeting marginalized groups. Integrated and inclusive education models are also summarized.

1. CONTEMPORARY INDIA AND
EDUCATION – UNIT 3
Prepared by
Mrs. DHANALAKSHMI B
Asst. Prof. in Commerce
Lisieux College of Education

2. UNIT - III
Educational demands of individuals and diverse
communities
 Universalisation of primary education.
 Programs to achieve Universalisation of education.
 SSA - Sarva Siksha Abhiyan
 RMSA - Rashtriya Madhyamik Siksha Abhiyan
 RUSA - Rashtriya Uchchatar Siksha Abhiyan
 Integrated education and inclusive education
 Education for collective living and peaceful living

3. UNIVERSAL PRIMARY EDUCATION
Article 45 of the Indian Constitution
states, “It is the endeavor of the state to
provide free and compulsory education to all
children from age 6 to 14 and this should be
realized within 10 years from the
commencement of the Constitution.”
This constitutional directive of providing
universal primary education implies the
following:
Primary education of 8 years should be
made free to all children.

4.  All 5 year old children should be
compulsorily enrolled in class I of primary
schools.
 Primary education should be made
compulsory.
 All children of age 6 to 14 should go to
school.
 Children admitted in Class I Should be
retained in schools till they complete
Class VIII.

5. CHALLENGES IN ACHIEVING
UNIVERSALISATION OF EDUCATION
 Economic Factors - poverty
 Ignorance of parents – No Interest
 Communal and Ethnic Barriers – Tribal
 Obstacles Due to Social and Religious Practices
– Adult Girls
 Geographical Locale as a Barrier – not near to
school
 Educational Reasons – no recent life curriculum
 Paucity of Funds – basic facilities
 Administrative Lapses - school time
 Individual Related Problems – physical & mental
 Population Explosion

6. EFFORTS TAKEN TO PROVIDE UNIVERSAL
PRIMARY EDUCATION
 Expansion in Primary Education
 Enrollment of Pupils
 Curriculum & Attractive Teaching Method
 Preference in Education for the children from
weaker section of the society
 Student Scheme – Food, Transport, Medical
 Women’s Education – Awareness
 Financial Allocation – State & Central Govt.
 Some of the New Schemes Attempted
 Minimum needs Programme
 SSA
 Operation Blackboard
 To avoid the twin problem of “Wastage & Stagnation”

7. PROGRAMS TO ACHIEVE UNIVERSALISATION
OF EDUCATION
 SSA - Sarva Siksha Abhiyan
 RMSA - Rashtriya Madhyamik Siksha Abhiyan
 RUSA - Rashtriya Uchchatar Siksha Abhiyan
 Integrated education and inclusive education

9. Sarva Siksha Abhiyan (S.S.A)
The English equivalence of S.S.A
is “ The Education for All Movement”, Which is
sometimes referred to as ‘each one teach one’.

10. It is a flagship programme
of India, launched during the Ninth Five
Year Plan (1997 – 2002), for the
achievement of Universalisation of
Elementary Education (UEE) in a time
bound manner, as mandated by the 86th
amendment to the constitution of India,
making free and compulsory education to
children of ages 6 to 14 a fundamental
right.

12. Aims of S.S.A
I. To achieve the goal of universalisation of
elementary education of satisfactory
quality by 2010.
II. To bridge social, regional and gender
gaps, with the active participation of the
community in the management of
schools.

13. Objectives of S.S.A
I. Admit all children school Education Guarantee
Centre or Alternate School by 2003.
II. All children complete five years of primary
schooling by 2007.
III. All children complete eight years of schooling by
2010.
IV. Focus on elementary education of satisfactory
quality with emphasis on education for life.
V. Bridge all gender and social category gaps at
primary stage by 2007 and at elementary
education level by 2010.
VI. Universal retention by 2010.

14. Operational Strategy
The programme seeks to open new schools in
those habitations which do not have schooling
facilities and strengthen existing infrastructure
through provision of additional class rooms, toilets,
drinking water, maintenance grant and school
improvement grants.
Existing schools with inadequate teacher
strength are provided with additional teachers, while
the capacity of existing teachers is being
strengthened by extensive training, grants for
developing teaching-learning materials and
strengthening of the academic support structure at
cluster, block and district level.

15.  SSA seeks to provide quality
elementary education including life
skills.
 SSA has a special focus on girl’s
education and children with special
needs.
 SSA also seeks to provide computer
education to bridge the digital divide.

16. Rashtriya Madhyamik Siksha Abhiyan – RMSA
(National Secondary Education Scheme)
 This scheme was launched in March, 2009
with the objective to enhance access to
secondary education and to improve its
quality. The implementation of the scheme
started from 2009-10.

17. Rashtriya Madhyamik Siksha Abhiyan - RMSA
(National Secondary Education Scheme)
The Scheme, briefly refered as RMSA
was designed to admit all eligible children in
secondary schools and also improve the quality of
secondary education.
Vision of Secondary Education
1) To provide quality education to all the youth in the
age group 14 to 18.
2) To make easily accessible.
3) To make it economical.

18. To achieve the above mentioned vision statement, the
following steps should be taken.
• There should be a secondary school within a
radius of 5 kilometres and a higher secondary
school within 7 to 10 kilometres of every
habitation.
• 100% Enrolment of this age group (14 to 18)
should be achieved before 2017.
• By the year 2020, all those who joined
secondary schools should complete the course.
There should be no dropouts.

19. • More opportunities as for the under mentioned
sections of society to join and complete the
secondary education course.
A. Economically weaker sections
B. Girls
C. Handicapped Children living in rural areas.
D. Marginalised sections of society – Scheduled Castes,
Scheduled Tribes, other backward classes and
educationally backward minority communities.
• RMSA covers Stds VI to XII

20. GOALS AND OBJECTIVES
Goals
 Secondary Education should have a new
design. For this purpose several
guidelines are suggested:
 Easy access to secondary education to
all eligible persons.
 Equality and social justice.

21.  Making secondary education to suit the
changing times and to be in tune with the
development needs and over all structure
of education.
 Encouraging Common School System to
achieve the goals of equity. (Same
schools for all children – rich or poor)
 To assure that all youth, particularly the
underprivileged and people living below
poverty line, get secondary education.

22. Objectives
 All secondary schools should have the prescribed
school places, with adequate infrastructure,
material resources and other facilities. In the case
of government schools, municipal schools and
aided schools, the additional expenditure should
be borne by the government. Suitable controlling
mechanism should be devised to ensure that
private (unaided) schools also have all the
prescribed facilities.

23.  Establishing residential schools in tribal areas.
 School management should provide efficient
transport system for the benefit of staff and
students.
 No child should be deprived of secondary
education because of gender, socio economic
factors, physical handicap or other such
reasons.
 The above mentioned objectives will indicate the
progress towards a common school system.

24. Rashtriya Uchchatar Siksha Abhiyan - RUSA
(National Plan for Higher Education)
For Universalisation of secondary
education, Sarva Shiksha Abhiyan was launched in
1997 and is being implemented with full vigour in all
primary schools throughout India.
For the next stage (i.e) Secondary
School Stage the aim was to make it available to all
children who complete the primary stage. To
achieve this laudable aim a new scheme called
RMSA (Rashtriya Madhamik Siksha Abhiyan 2009)
was launched and carried out.

25. As a natural development, higher
education also calls for attention. A new plan called
RUSA (Rashtriya Uchchatar Siksha Abhiyan 2013)
was planned by the Ministry of Human Resources
and Development and is being implemented.
Under the plan, a new central
organisation will be created to suggest introduction
of reforms in higher education, help in planning and
supervising developmental schemes of all state
administered universities. RUSA will provide help
towards greater autonomy for state universities and
also introduce examinations reforms.

26. Other salient functions of RUSA
 Upgrading selected universities to
achieve international standard.
 Permitting the opening of new
universities.
 Linking colleges in the neighbourhood
of a university as its cluster colleges.
 Upgrading full fledged degree colleges
into model colleges.

27.  Creating State Councils of Higher
Education.
 Funnelling Central aid to universities and
colleges through these State Councils and
not through U.G.C.
 90% of the new expenditure will be borne
by the Central Government and only 10%
by State Governments.
 Even private (unaided) colleges and
universities can get funds, subject to
certain conditions.

28. INTEGRATED EDUCATION

30. INTEGRATED EDUCATION

32. MAINSTREAMING
 Mainstreaming, in the context of education, is
the practice of educating students with special
needs in regular classes during specific time
periods based on their skills.
 This means regular education classes are
combined with special education classes.

33. THE PURPOSE OF MAINSTREMING
 The purpose of mainstreaming is to help children
with disabilities adjust to being with their non-
disabled peers and to help them adapt to the
demands of a regular-education class.

36. INCLUSIVE EDUCATION

44. INCLUSIVE EDUCATION
EXPLICT
MIGRATION
PHYSICAL
DISABILED
NORMAL CHILDREN
BLIND
DEAF
HIV/AIDS
ED

45. A SEMINAR ON WORLD EDUCATION FORUM
DAKAR, SENEGAL, 26-28 APRIL 2000
 In April 2000 more than 1,100 participants from 164
countries gathered in Dakar, Senegal, for the World
Education Forum. Ranging from teachers to prime
ministers, academics to policymakers, non-
governmental bodies to the heads of major international
organisations, they adopted the Dakar Framework for
Action, Education for All:
 Particular emphasis will be given to areas of concern
 identified at Dakar, such as HIV/AIDS, early childhood
 education, school health, education of girls and women,
 adult literacy and education in situations of crisis and
 emergency.

46. EDUCATION FOR COLLECTIVE LIVING AND
PEACEFUL LIVING
Four pillars of education as viewed by
Delors’ commission report(1996)
 Learning To Know
 Learning To Do
 Learning To Live Together
 Learning To Be

47. Jacques Lucien Jean
Delors

48. WHO IS JACQUES DELORS?
 Jacques Lucien Jean Delors was born 20th
July 1925 in Paris. He’s a French economist
and politician, the first person to have
served two terms as President of the
European Commission.
 ஜாக் லூசியன் ஜீன் டெலர் பாரிசில் ஜூலல 1925 20
பிறந்தார். அவர் ஒரு பிரஞ்சு டபாருளாதார மற்றும்
அரசியல்வாதி,
 ஐரராப்பிய ஆலையத்தின
் தலலவராக இரு
முலறகளும் டபாறுரபற்ற முதல் நபர் ஜாக்
லூசியன் ஜீன் டெலர் ஆவார்.

49. WHAT ARE DELORS OTHER INTERESTS?
 Delors has a long-standing interest in
education. Initiator → French law 1971
requiring firms to set aside part of their
profits for educational opportunities for their
employees.
 டுரலார் கல்வி ஒரு நீ ை
் ெ காலமாக இருந்த
 துவக்கியவர் → பிரஞ்சு செ்ெத்தின் 1971 தங்கள்
நிறுவனங்கள் இலாபங்கலள ரதலவயான
பகுதியாக ஊழியர்கள் கல்வி வாய்ப்புகலள
ஒதுக்கிலவத்தல.

50. WHY IS JACQUES DELORS SIMPLY THE BEST?
 First president served two times → European
Commission.
 Other interests such as education.
 He ‘s the first man initiated a French law.
 He takes keen interests in people who don’t
have the money to obtain a higher education.
 முதல் ஜனாதிபதி இரை
் டு முலற பைியாற்றினனார்.
கல்வியில் ஆர்வம்
அவர் 'ஒரு பிரஞ்சு செ்ெத்லத முன் டனடுத்துச்
டசல்பவர்கள் முதல் மனிதன
் .
அவர் ஒரு உயர் கல்வி டபற எங்களிெம் பைம்
இல்லல என
்று டசான்ன மக்களிெம் ஆர்வம்
காெ்டினார்