DITDehradun
•
1 like•3,378 views
This document discusses primary education in India. It notes that primary education is compulsory from ages 6-14 and aims to provide basic literacy, numeracy, and foundations in core subjects. However, government programs to expand access to education have not been fully effective, with high teacher and staff absence rates and many schools lacking basic facilities. The document proposes several solutions to improve access and quality of primary education in India such as expanding transportation options, increasing compulsory education to class 12, providing incentives for families to enroll their children, and closing fraudulent orphanages that do not provide education.
Report
Share
Report
Share
Download to read offline
Recommended
Right to education: Issues and Challenges.
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
Legislative Brief The Right To Education Bill 2008
The Right of Children to Free and Compulsory Education Bill, 2008 seeks to give effect to the constitutional amendment requiring free and compulsory elementary education for children aged 6 to 14 years. Key provisions include:
1) All children in this age group have the right to free and compulsory education in a neighborhood school. Schools cannot hold children back or charge fees until elementary education is complete.
2) The central and state governments, along with local authorities, share responsibility for providing infrastructure and teaching facilities to ensure this right. Schools must meet norms for pupil-teacher ratios, infrastructure, and teacher qualifications.
3) The Bill specifies roles for government authorities but does not establish penalties for failing to provide education. It
condition of Education in india
it tell condition of education in India after the independence and the improvements and level where we are
Rte+2009 prepared by sarbjit kaur
This document discusses key aspects of the Right to Education Act 2009 in India. It notes that the Act aims to provide free and compulsory education to all children between ages 6-14 years. It outlines various provisions of the Act including prohibiting physical punishment, ensuring no child is failed until class 8, and reserving 25% seats for weaker sections in private schools. It also discusses some challenges in implementing the Act related to issues like teacher training, infrastructure development, and addressing the needs of diverse groups of disadvantaged children.
Right to education act 2009
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
Right to education
The Right of Children to Free and Compulsory Education Act (RTE) describes the provision of free and compulsory education for children aged 6 to 14 in India. Key aspects of the RTE include:
- It makes education a fundamental right for all children between ages 6-14.
- It defines "free education" as freedom from fees and other indirect costs, and "compulsory education" as the obligation of the state to ensure all children participate in elementary education.
- Approximately 92 lakh children who were previously out of school will benefit from mandatory education under the RTE.
Slum education
Education is the right of every child from birth. Lack of education can lead to poverty, crime, unemployment and superstitions. Education provides better employment opportunities and helps improve social and economic status. The Right to Education Act provides free and compulsory education to all children between 6-14 years old. It reserves 25% seats in private schools and prohibits donations or interviews for admission. Various government and non-profit programs work to implement education for all through schools, mobile schools, and programs providing mid-day meals, books, uniforms, health checkups, and opportunities like free laptops for talented students. Education's roots are bitter but its fruits are sweet.
Challenges of Right to Education
The document discusses challenges in implementing the Right to Education (RTE) Act in India. It outlines several issues: 1) Eligibility tests do not adequately assess teaching skills and competencies. 2) Teacher training alone is not enough to make one a competent teacher. 3) Teacher accountability and absenteeism are serious problems. 4) Teaching quality differs greatly between private and government schools. 5) Students in government schools are learning very little. 6) Certain RTE provisions, like banning corporal punishment, are often violated. Suggestions to address these include establishing minimum infrastructure, expanding existing school facilities, and developing curricula responsive to changing needs.
Recommended
Right to education: Issues and Challenges.
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
Legislative Brief The Right To Education Bill 2008
The Right of Children to Free and Compulsory Education Bill, 2008 seeks to give effect to the constitutional amendment requiring free and compulsory elementary education for children aged 6 to 14 years. Key provisions include:
1) All children in this age group have the right to free and compulsory education in a neighborhood school. Schools cannot hold children back or charge fees until elementary education is complete.
2) The central and state governments, along with local authorities, share responsibility for providing infrastructure and teaching facilities to ensure this right. Schools must meet norms for pupil-teacher ratios, infrastructure, and teacher qualifications.
3) The Bill specifies roles for government authorities but does not establish penalties for failing to provide education. It
condition of Education in india
it tell condition of education in India after the independence and the improvements and level where we are
Rte+2009 prepared by sarbjit kaur
This document discusses key aspects of the Right to Education Act 2009 in India. It notes that the Act aims to provide free and compulsory education to all children between ages 6-14 years. It outlines various provisions of the Act including prohibiting physical punishment, ensuring no child is failed until class 8, and reserving 25% seats for weaker sections in private schools. It also discusses some challenges in implementing the Act related to issues like teacher training, infrastructure development, and addressing the needs of diverse groups of disadvantaged children.
Right to education act 2009
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
Right to education
The Right of Children to Free and Compulsory Education Act (RTE) describes the provision of free and compulsory education for children aged 6 to 14 in India. Key aspects of the RTE include:
- It makes education a fundamental right for all children between ages 6-14.
- It defines "free education" as freedom from fees and other indirect costs, and "compulsory education" as the obligation of the state to ensure all children participate in elementary education.
- Approximately 92 lakh children who were previously out of school will benefit from mandatory education under the RTE.
Slum education
Education is the right of every child from birth. Lack of education can lead to poverty, crime, unemployment and superstitions. Education provides better employment opportunities and helps improve social and economic status. The Right to Education Act provides free and compulsory education to all children between 6-14 years old. It reserves 25% seats in private schools and prohibits donations or interviews for admission. Various government and non-profit programs work to implement education for all through schools, mobile schools, and programs providing mid-day meals, books, uniforms, health checkups, and opportunities like free laptops for talented students. Education's roots are bitter but its fruits are sweet.
Challenges of Right to Education
The document discusses challenges in implementing the Right to Education (RTE) Act in India. It outlines several issues: 1) Eligibility tests do not adequately assess teaching skills and competencies. 2) Teacher training alone is not enough to make one a competent teacher. 3) Teacher accountability and absenteeism are serious problems. 4) Teaching quality differs greatly between private and government schools. 5) Students in government schools are learning very little. 6) Certain RTE provisions, like banning corporal punishment, are often violated. Suggestions to address these include establishing minimum infrastructure, expanding existing school facilities, and developing curricula responsive to changing needs.
Research methods rte act survey
This document presents the methodology we used in surveying the knowledge of a sector of higher education students about RTE (Right to Education) in India
RIGHT TO EDUCATION 2009 BY SANKAR PRASAD MOHANTY AND KALPANARANI DASH
This document discusses the background and implementation of the Right to Education Act 2009 (RTE Act) in Odisha, India. It provides context on the historical development of education policy in India from ancient times to modern initiatives for universal education. Key points of the RTE Act include free and compulsory education up to age 14, quality standards for schools, and reservation of seats for disadvantaged students in private schools. The document outlines Odisha's efforts to implement the RTE Act through teacher training programs, infrastructure development, monitoring mechanisms, and partnerships with civil society organizations. It aims to promote equitable access to quality education for all children in line with the principles of the RTE Act.
Awareness, Initiatives and Challenges in Implementation of the RTE Act 2009 i...
Research study on the status of the implementation of the RTE Act 2009 in Odisha in terms of the awareness, initiatives and challenges.
RTE act 2010
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Right to education Act
This document discusses the history and key aspects of the Right to Education Act 2009 in India. It notes that in 1910, Gopal Krishna Gokhale proposed a resolution for free and compulsory primary education in India. Several other initiatives followed in different states and provinces. The Right to Education Act of 2009 was passed to make education from ages 6-14 a fundamental right for all children. It outlines norms such as neighborhood schools within 1-3 km, no fees or screening for admissions, 25% reservations for disadvantaged students, teacher qualifications, and curriculum standards. The roles and duties of school principals are also summarized.
Right to Education Act in India-Citizen Association For Child Rights
Right to Education is the fundamental right of EVERY CHILD. The RTE Act postulates the rights and privileges of every child irrespective of age, gender, social class and race.
CACR , a non profit, is working endlessly to help in implementation of this RTE Act in low-income schools of Mumbai. We at CACR believe that quality education is the right of all children
Right to Education and Sarva Shiksha Abhiyan
This document provides background on the history of the right to education in India and summarizes key aspects of the Right to Education Act (RTE) passed in 2009. It discusses the implementation of RTE in Odisha and outlines challenges in fully implementing the Act across India. These challenges include lack of infrastructure, availability of qualified teachers, and maintaining pupil-teacher ratios. It provides recommendations such as prioritizing school development in underserved areas, recruiting more teachers, and clearly defining processes for reserving seats for disadvantaged students in private schools. Community participation is also emphasized to help meet the goals of the RTE Act.
Right to education
The document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between ages 6-14. It establishes the right to education as a fundamental right and outlines the duties and responsibilities of government authorities, schools, parents and teachers to ensure all children can access elementary education. The Act also specifies norms around pupil-teacher ratios, infrastructure requirements, curriculum, evaluation and grievance redressal mechanisms. Its overall goal is to benefit children from disadvantaged backgrounds and weaker sections of society by improving access to quality elementary education across the country.
RTE Act Important Information
The document contains important information about RTE Act i.e. the salient features, role of government, school and teachers.
Need & importance of ie in the light of rte act
This document discusses inclusive education (IE) in India and the importance of IE under the Right to Education Act. It provides background on the Inclusive Education for Secondary Stage (IEDSS) scheme in India, which aims to enable students with disabilities to complete secondary schooling (classes 9-12) in an inclusive environment. The objectives of IEDSS are to identify students with disabilities, provide aids/appliances, remove architectural barriers, supply learning materials, train teachers, and establish model inclusive schools. The implementing agencies are state education departments, who may involve NGOs. Central assistance is provided at 100% while states provide scholarships of Rs. 600 per disabled child annually.
Education panchayat and_decentralisation
This document discusses the decentralization of primary education management through panchayati raj institutions in West Bengal. It finds that while panchayati raj was intended to decentralize development administration, in practice it became a tool for political parties to implement populist policies rather than reforming the education system. Specifically, the paper examines three districts in West Bengal and finds that panchayati raj institutions have not effectively spearheaded decentralization of education and the state of primary education has declined in many areas since the 1950s due to failings of the panchayati system.
Crticall anlysis of ret
This document provides a critical analysis of the Right to Education Act 2009 in India. It outlines key provisions of the act related to free and compulsory education for children ages 6-14. However, it also discusses several challenges and criticisms of the act, including lack of sufficient funding, shortage of qualified teachers, poor infrastructure in many schools, and difficulties ensuring quality education. Full implementation of the act will require huge investments and overcoming various social and logistical obstacles.
Isa activity visual bee 3
The document discusses education systems in several countries, including India, China, Egypt, the UK, and Australia. It provides information on factors like the levels of education, government oversight, attendance rates, student-teacher ratios, and education reforms in each country. For example, it notes that India's education system has three levels of control (central, state, local) and that the average student-teacher ratio has improved in recent decades.
Right to education act 2009
The Right to Education Act 2009 guarantees free and compulsory education for all children between ages 6-14 as a fundamental right in India. It came into effect in 2010, requiring governments to ensure admission, attendance, and completion of elementary education for all children. The Act lays out duties of governments and parents. It establishes norms for pupil-teacher ratios, infrastructure, curriculum and prohibits corporal punishment and private tuition by teachers. While an important law, implementation faces challenges like shortage of trained teachers, inadequate infrastructure and lack of awareness. Continuous effort is needed from central, state and local governments to fully realize the goals of the Act.
Right to education act 2009 and ssa framework
The document discusses the history of education in India from ancient times to the present. It outlines key milestones like the Hunter Commission recommending schools be open to all castes, the introduction of compulsory education laws in the early 1900s, and the inclusion of free and compulsory education until age 14 in the 1950 constitution. It then focuses on the details of the 2009 Right to Education Act, including its provisions for free, compulsory, and quality education up to age 14 as well as monitoring mechanisms and implementation efforts in the state of Odisha.
Law presentation
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution.
Right to Education (RTE) India
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
Universalisation of primary education
1. Universalization of primary education has been a goal since independence but it remains unfulfilled due to many challenges.
2. The constitution mandates free and compulsory education for all children until age 14 but problems like poverty, large population, gender disparities, and lack of infrastructure have made progress difficult.
3. While government schemes have aimed to boost enrollment, retention, and quality, issues persist including teacher shortages, inadequate schooling in rural areas, and curricula not suited to local needs. Achieving universal elementary education remains a work in progress.
Introduction to Elementary Education in pakistan 626
The document discusses elementary education systems in Pakistan, the UK, and Malaysia. It provides details on:
- The structure of elementary education in Pakistan, including its evolution, constitutional provisions, levels (primary and middle), enrollment statistics by sector and gender.
- Key stages in the UK system, including the structure of primary education, types of primary schools, the national curriculum, and assessment.
- Comparisons between the elementary education systems of Pakistan, UK and Malaysia in terms of definitions, concepts, scope, and structure.
Change-Makers
This document discusses challenges to education in India and proposes solutions. It identifies problems such as lack of awareness about education's importance, faulty school administration and infrastructure, untrained teachers, social issues like the caste system and gender inequality, and government corruption. Solutions proposed include promoting education awareness through local NGOs, improving school administration and infrastructure, reforming teacher training, combating social discrimination, and establishing oversight committees. Overall, the document analyzes barriers to education in India and offers approaches to address them at both societal and governmental levels.
The indian primary_and_secondary_education_megaproject
The document proposes The Indian Primary & Secondary Education Megaproject, which would construct 30,000 new schools across 28 states and 7 union territories between 2012-2023. It aims to provide high quality education to 126 million children absolutely free of cost. The project would help expand access to education while sharing teachers and resources with existing schools. It uses an advanced IT platform and education vouchers to regulate costs and improve transparency and accountability within the education system.
MTV Case Study
MTV aims to increase viewership by targeting teens through an interactive thriller series integrated with social media. The series follows a teen investigating a murder through Snapchat posts from an unknown sender. Viewers can vote for anthology episodes and watch online. The low-budget series could increase ratings and revenue. MTV will promote through social media emphasizing an invitation to danger. The new show aims to reconnect MTV with its target market and original pop culture identity.
More Related Content
What's hot
Research methods rte act survey
This document presents the methodology we used in surveying the knowledge of a sector of higher education students about RTE (Right to Education) in India
RIGHT TO EDUCATION 2009 BY SANKAR PRASAD MOHANTY AND KALPANARANI DASH
This document discusses the background and implementation of the Right to Education Act 2009 (RTE Act) in Odisha, India. It provides context on the historical development of education policy in India from ancient times to modern initiatives for universal education. Key points of the RTE Act include free and compulsory education up to age 14, quality standards for schools, and reservation of seats for disadvantaged students in private schools. The document outlines Odisha's efforts to implement the RTE Act through teacher training programs, infrastructure development, monitoring mechanisms, and partnerships with civil society organizations. It aims to promote equitable access to quality education for all children in line with the principles of the RTE Act.
Awareness, Initiatives and Challenges in Implementation of the RTE Act 2009 i...
Research study on the status of the implementation of the RTE Act 2009 in Odisha in terms of the awareness, initiatives and challenges.
RTE act 2010
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Right to education Act
This document discusses the history and key aspects of the Right to Education Act 2009 in India. It notes that in 1910, Gopal Krishna Gokhale proposed a resolution for free and compulsory primary education in India. Several other initiatives followed in different states and provinces. The Right to Education Act of 2009 was passed to make education from ages 6-14 a fundamental right for all children. It outlines norms such as neighborhood schools within 1-3 km, no fees or screening for admissions, 25% reservations for disadvantaged students, teacher qualifications, and curriculum standards. The roles and duties of school principals are also summarized.
Right to Education Act in India-Citizen Association For Child Rights
Right to Education is the fundamental right of EVERY CHILD. The RTE Act postulates the rights and privileges of every child irrespective of age, gender, social class and race.
CACR , a non profit, is working endlessly to help in implementation of this RTE Act in low-income schools of Mumbai. We at CACR believe that quality education is the right of all children
Right to Education and Sarva Shiksha Abhiyan
This document provides background on the history of the right to education in India and summarizes key aspects of the Right to Education Act (RTE) passed in 2009. It discusses the implementation of RTE in Odisha and outlines challenges in fully implementing the Act across India. These challenges include lack of infrastructure, availability of qualified teachers, and maintaining pupil-teacher ratios. It provides recommendations such as prioritizing school development in underserved areas, recruiting more teachers, and clearly defining processes for reserving seats for disadvantaged students in private schools. Community participation is also emphasized to help meet the goals of the RTE Act.
Right to education
The document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between ages 6-14. It establishes the right to education as a fundamental right and outlines the duties and responsibilities of government authorities, schools, parents and teachers to ensure all children can access elementary education. The Act also specifies norms around pupil-teacher ratios, infrastructure requirements, curriculum, evaluation and grievance redressal mechanisms. Its overall goal is to benefit children from disadvantaged backgrounds and weaker sections of society by improving access to quality elementary education across the country.
RTE Act Important Information
The document contains important information about RTE Act i.e. the salient features, role of government, school and teachers.
Need & importance of ie in the light of rte act
This document discusses inclusive education (IE) in India and the importance of IE under the Right to Education Act. It provides background on the Inclusive Education for Secondary Stage (IEDSS) scheme in India, which aims to enable students with disabilities to complete secondary schooling (classes 9-12) in an inclusive environment. The objectives of IEDSS are to identify students with disabilities, provide aids/appliances, remove architectural barriers, supply learning materials, train teachers, and establish model inclusive schools. The implementing agencies are state education departments, who may involve NGOs. Central assistance is provided at 100% while states provide scholarships of Rs. 600 per disabled child annually.
Education panchayat and_decentralisation
This document discusses the decentralization of primary education management through panchayati raj institutions in West Bengal. It finds that while panchayati raj was intended to decentralize development administration, in practice it became a tool for political parties to implement populist policies rather than reforming the education system. Specifically, the paper examines three districts in West Bengal and finds that panchayati raj institutions have not effectively spearheaded decentralization of education and the state of primary education has declined in many areas since the 1950s due to failings of the panchayati system.
Crticall anlysis of ret
This document provides a critical analysis of the Right to Education Act 2009 in India. It outlines key provisions of the act related to free and compulsory education for children ages 6-14. However, it also discusses several challenges and criticisms of the act, including lack of sufficient funding, shortage of qualified teachers, poor infrastructure in many schools, and difficulties ensuring quality education. Full implementation of the act will require huge investments and overcoming various social and logistical obstacles.
Isa activity visual bee 3
The document discusses education systems in several countries, including India, China, Egypt, the UK, and Australia. It provides information on factors like the levels of education, government oversight, attendance rates, student-teacher ratios, and education reforms in each country. For example, it notes that India's education system has three levels of control (central, state, local) and that the average student-teacher ratio has improved in recent decades.
Right to education act 2009
The Right to Education Act 2009 guarantees free and compulsory education for all children between ages 6-14 as a fundamental right in India. It came into effect in 2010, requiring governments to ensure admission, attendance, and completion of elementary education for all children. The Act lays out duties of governments and parents. It establishes norms for pupil-teacher ratios, infrastructure, curriculum and prohibits corporal punishment and private tuition by teachers. While an important law, implementation faces challenges like shortage of trained teachers, inadequate infrastructure and lack of awareness. Continuous effort is needed from central, state and local governments to fully realize the goals of the Act.
Right to education act 2009 and ssa framework
The document discusses the history of education in India from ancient times to the present. It outlines key milestones like the Hunter Commission recommending schools be open to all castes, the introduction of compulsory education laws in the early 1900s, and the inclusion of free and compulsory education until age 14 in the 1950 constitution. It then focuses on the details of the 2009 Right to Education Act, including its provisions for free, compulsory, and quality education up to age 14 as well as monitoring mechanisms and implementation efforts in the state of Odisha.
Law presentation
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution.
Right to Education (RTE) India
The document summarizes the key aspects of the Right to Education Act 2009 in India. The Act aims to provide free and compulsory education to all children between the ages of 6-14 years. It outlines the duties of the appropriate government, local authorities and parents to establish neighborhood schools and ensure children are admitted. It also discusses provisions around curriculum, infrastructure, teaching quality standards, teachers' responsibilities, monitoring and grievance redressal to fulfill the goal of providing all Indian children their fundamental right to education.
Universalisation of primary education
1. Universalization of primary education has been a goal since independence but it remains unfulfilled due to many challenges.
2. The constitution mandates free and compulsory education for all children until age 14 but problems like poverty, large population, gender disparities, and lack of infrastructure have made progress difficult.
3. While government schemes have aimed to boost enrollment, retention, and quality, issues persist including teacher shortages, inadequate schooling in rural areas, and curricula not suited to local needs. Achieving universal elementary education remains a work in progress.
Introduction to Elementary Education in pakistan 626
The document discusses elementary education systems in Pakistan, the UK, and Malaysia. It provides details on:
- The structure of elementary education in Pakistan, including its evolution, constitutional provisions, levels (primary and middle), enrollment statistics by sector and gender.
- Key stages in the UK system, including the structure of primary education, types of primary schools, the national curriculum, and assessment.
- Comparisons between the elementary education systems of Pakistan, UK and Malaysia in terms of definitions, concepts, scope, and structure.
Change-Makers
This document discusses challenges to education in India and proposes solutions. It identifies problems such as lack of awareness about education's importance, faulty school administration and infrastructure, untrained teachers, social issues like the caste system and gender inequality, and government corruption. Solutions proposed include promoting education awareness through local NGOs, improving school administration and infrastructure, reforming teacher training, combating social discrimination, and establishing oversight committees. Overall, the document analyzes barriers to education in India and offers approaches to address them at both societal and governmental levels.
What's hot (20)
RIGHT TO EDUCATION 2009 BY SANKAR PRASAD MOHANTY AND KALPANARANI DASH
RIGHT TO EDUCATION 2009 BY SANKAR PRASAD MOHANTY AND KALPANARANI DASH
Awareness, Initiatives and Challenges in Implementation of the RTE Act 2009 i...
Awareness, Initiatives and Challenges in Implementation of the RTE Act 2009 i...
Right to Education Act in India-Citizen Association For Child Rights
Right to Education Act in India-Citizen Association For Child Rights
Need & importance of ie in the light of rte act
Need & importance of ie in the light of rte act
Introduction to Elementary Education in pakistan 626
Introduction to Elementary Education in pakistan 626
Viewers also liked
The indian primary_and_secondary_education_megaproject
The document proposes The Indian Primary & Secondary Education Megaproject, which would construct 30,000 new schools across 28 states and 7 union territories between 2012-2023. It aims to provide high quality education to 126 million children absolutely free of cost. The project would help expand access to education while sharing teachers and resources with existing schools. It uses an advanced IT platform and education vouchers to regulate costs and improve transparency and accountability within the education system.
MTV Case Study
MTV aims to increase viewership by targeting teens through an interactive thriller series integrated with social media. The series follows a teen investigating a murder through Snapchat posts from an unknown sender. Viewers can vote for anthology episodes and watch online. The low-budget series could increase ratings and revenue. MTV will promote through social media emphasizing an invitation to danger. The new show aims to reconnect MTV with its target market and original pop culture identity.
Mtv Case
MTV initially struggled to expand globally by only airing American content in English. Viewers in other countries preferred local music and programming in their native languages. MTV then adopted a localization strategy, creating localized channels in different languages and countries that featured both global and locally produced content tailored to each market. This localization approach led to phenomenal growth in MTV's viewership and revenues internationally.
Mtv case study
MTV was launched in 1981 as a cable television channel focused on music videos. It was originally conceived as a "visual radio" playing music videos around the clock. MTV helped popularize music television and became a barometer of pop culture trends. Though it has faced challenges from online streaming and its programming has generated some controversies, MTV has endured as a brand by expanding its format over the decades to include various shows beyond just music videos.
Men's Health Facts
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall feelings of well-being over time.
Top 10 Tips for Getting a Good Night's Sleep
Having trouble falling asleep? Insomnia is one of the most common side effects of cancer treatment. This presentation provides tips for how you can get some rest without using medication.
Education today ppt
This document discusses challenges in India's present education system and ways to improve it. It notes that the current system emphasizes theoretical knowledge over practical skills. It also identifies issues like a lack of motivation to learn among youth, low teaching quality due to inexperienced teachers, problems with the reservation system, and insufficient infrastructure in schools. The document argues that addressing these challenges, such as improving teaching standards and infrastructure, could help students become more successful and help India continue developing as a country.
The French Revolution of 1789
An introduction of events leading the French Revolution of 1789, beginning with a discussion of the Old Regime and ending with the Women's March on Versailles
Viewers also liked (8)
The indian primary_and_secondary_education_megaproject
The indian primary_and_secondary_education_megaproject
Similar to DITDehradun
Rural
This community development project report summarizes Aaditya's 6-week summer internship focusing on primary education in rural India. During the internship, Aaditya visited primary schools in villages to interact with students, teachers, and parents. He taught classes, did educational activities with the children, and worked to raise awareness about the importance of education, cleanliness initiatives, and other government programs. The report concludes that while government schemes like Sarva Shiksha Abhiyan have increased access, the quality of rural education remains low and requires further improvement to achieve their full potential.
GITAMITES
The document discusses enhancing the quality of primary education in India. It notes that while enrollment has increased, quality remains a concern. It outlines various government programs aimed at improving education quality, such as the District Education Revitalization Programme. However, challenges remain like high student-teacher ratios and lack of infrastructure. Private schools have grown but often fail to serve the poorest families. Overall improvements to the education system are needed to fully achieve the goal of universal primary education in India.
School
India has over 1 million schools that educate over 200 million students from grades 1 through 12. There are three main types of schools that international students attend: international schools, residential schools, and day schools. International schools have the largest campuses and offer IB or IGCSE programs. Residential schools are mid-sized and usually offer ICSE/CBSE programs, while day schools are the smallest and most popular among Indian parents. Rural education in India faces issues like lack of funding and infrastructure like drinking water and toilets in many government schools. Literacy rates have improved but are still only around 74% nationally.
Manthan
Primary education in India faces several challenges, including low enrollment and attendance rates, high dropout rates before 5th grade, and poor quality of education especially in rural areas and for girls. The government has implemented various programs to address these issues, such as the District Primary Education Program, Sarva Shiksha Abhiyan, and Operation Blackboard. New initiatives like the Right to Education Act aim to increase access to private schools for underprivileged children. However, improving teacher training and classroom practices will be needed to truly enhance educational quality and outcomes for Indian children.
Project ISR- May 15, 2016
Pratham is one of the largest NGOs in India focused on education for underprivileged children. It was founded in 1995 in Mumbai and has since expanded across 21 Indian states. The document provides background on India's educational challenges, including high dropout rates and poor learning outcomes. It then discusses Pratham's initiatives like pre-school education and annual learning assessments that aim to improve access to, and quality of, education. Pratham has grown significantly and now impacts millions of children through its low-cost and replicable interventions.
Vulnerable groups and labour rights in india
The document discusses child labour and the right to education in India. It provides statistics on child labour in India and discusses the constitutional provisions guaranteeing free and compulsory education between ages 6-14. It outlines challenges to implementing these provisions like poverty, lack of awareness, shortage of schools and teachers. Solutions discussed include awareness campaigns, expanding the NCLP scheme, increasing the state's role in education, and harmonizing child labour and right to education laws. The conclusion emphasizes fully implementing the Right to Education Act to guarantee all Indian children their fundamental right to primary education.
Indian education system
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
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.
Importance of womens education
The document discusses the history and current state of female education in India. It notes that historically India has had very low rates of female literacy due to societal biases that viewed women's roles as limited to the home. Over time, various programs and initiatives have sought to improve access to education for girls and women, including the Wood's Dispatch program in 1854, the establishment of the national committee on women's education in 1958, and the 86th Constitutional Amendment in 2002 guaranteeing free elementary education. However, challenges remain around infrastructure, resources, and societal attitudes that still discourage female education in some areas and families. Overall access to and quality of female education in India has increased but still needs further progress.
Aadarsh
The document discusses enhancing the quality of primary education in India. It provides details of a team presenting on this topic including their names, college, and team name. It then discusses the roles of central and state governments in the Indian education system and different education levels. It analyzes various government schemes for primary education, their objectives and failures. Data from ASER reports on the status of primary education in rural India is presented. Comparisons are made between the education systems of India and Finland. Suggestions are provided for what the government should do like increasing central control and rural schools. Challenges and solutions are discussed for the different proposals.
Challenges in achieving universalization of education
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
krazziie
This document discusses challenges in primary education in India and strategies to address them. It notes that 58% of children do not complete primary education in India and over 100 million children are below grade level. It analyzes problems like inadequate skills, falling behind in class, and overambitious curricula. The document outlines strategies like community involvement, economic incentives, minimum learning levels, and schemes like the District Primary Education Programme, Mid-Day Meal Scheme, and Sarva Shiksha Abhiyan to boost enrollment, retention, learning, and achieve education for all. The goal is to ensure all children complete eight years of schooling with basic capabilities.
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.
Status of Education in India by Mohit Rajput
The document summarizes key findings from the Annual Status of Education Report (ASER) 2014 on the status of education in India. Some key points:
- Literacy rates have increased over time but remain uneven, with only about half of students in 5th standard being at the expected literacy level.
- Infrastructure in schools has improved but quality remains low, with less than half of students able to perform basic tasks like division.
- Learning levels have declined since 2010 and are deteriorating further, with many students unable to read at the appropriate grade level.
- Challenges exist in both public and private schools, and interventions are needed to improve foundational skills for many students.
educational demands of individuals and diverse communities
The document discusses universalization of primary, secondary, and higher education in India. It provides details on various schemes and policies implemented by the government to achieve universal access to education such as Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Rashtriya Uchchatar Shiksha Abhiyan (RUSA). SSA aims to provide useful and relevant elementary education to children aged 6-14 years by 2010. RMSA targets increasing enrolment rates at secondary and higher secondary levels. RUSA seeks to improve gross enrolment ratio in higher education to 25.2% by 2017 and 32% by 2022
CURRENT SITUATION OF ELEMENTARY EDUCATION IN INDIA
Free and compulsory education to all children up to the age of fourteen years is a Constitutional mandate in India. Elementary education in India is a fundamental right.
TeamSIMC05
This document discusses issues with primary education in India. It notes that while infrastructure investments are necessary, they are not sufficient to improve learning levels on their own. Stronger teacher hiring and training processes are needed to ensure quality education. Governance also needs to improve, such as more stringent monitoring of mid-day meal preparation and distribution, and teacher attendance. Collaboration with NGOs may help bring more children to schools and improve teaching methods. The curriculum also needs to engage students more to reduce dropout rates. Educating parents is important as well to emphasize the importance of education. Annual exams need careful setting to properly assess students.
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.
Education system
AMC Squarelearning Bangalore is the best training institute for a career development. it had students from various parts of the country and even few were from West African countries.
kapil07team
This document discusses quality assurance in primary education in India. It provides contact information for several coordinators and sub-coordinators involved in quality assurance. It defines quality assurance as a mechanism to evaluate teaching and learning efficiency to ensure high quality education. Quality assurance aims to identify and resolve issues to promote continuous improvement. The document discusses the importance of consistent quality assurance, such as establishing high academic standards, improved communication, and identifying strengths and weaknesses. It also analyzes survey results about teacher qualifications, classroom facilities, and the lack of science laboratories in primary schools. The document outlines several problems with primary education in India, such as incomplete enrollments and below-grade level skills. It attributes these issues to faulty government policies, political difficulties, inadequate
Similar to DITDehradun (20)
Challenges in achieving universalization of education
Challenges in achieving universalization of education
educational demands of individuals and diverse communities
educational demands of individuals and diverse communities
CURRENT SITUATION OF ELEMENTARY EDUCATION IN INDIA
CURRENT SITUATION OF ELEMENTARY EDUCATION IN INDIA
More from Citizens for Accountable Governance
Only5
This document discusses increasing youth employability by focusing on three main types of employability skills: basic academic skills like reading and writing; higher-order thinking skills such as problem solving and decision making; and personal qualities including self-confidence, social skills, and a good work attitude. It notes that the real challenge for employers is finding workers with these job readiness skills and recommends teaching employability skills through involving parents, providing opportunities to observe workplaces, and designing classrooms to mimic real work settings.
Pegasus
This document proposes solutions to improve primary education in India. It discusses four solutions: 1) A parallel primary education network run by volunteer youth, 2) Promoting the use of technology in schools, 3) Public-private partnerships to enhance schools, and 4) Enriching learning through hands-on methods. Each solution includes steps for implementation and discusses the potential impacts and challenges. The overall goal is to address issues like high dropout rates and low learning levels in Indian primary education.
Boosting_skillsetsteamnbd
This document proposes a 3-tier skill development framework to address India's shortage of 1.2 crore jobs per year for the next decade. It involves (1) 6-month skill courses for unemployed graduates run through public-private partnerships, (2) mandatory career counseling and 100-day apprenticeships for secondary students, and (3) extended skill and apprenticeship programs for school dropouts aged 14+. This framework aims to provide industry-relevant skills while reducing costs through private sector involvement. It could help direct workers towards new job markets and improve productivity across the economy. Challenges include gaining political and institutional support, but the document argues these can be addressed through awareness campaigns and leveraging existing IT infrastructure.
Manthan iitm team
The document proposes a new model to address India's high rates of malnutrition among children. It identifies several key factors contributing to malnutrition, including poor nutrition of mothers, lack of information and education, and poverty. The proposed multi-pronged solution focuses on improving anganwadi centers and ICDS programs, promoting biofortified crops, reforming PDS to reduce leakage, and increasing women's empowerment. It aims to provide a more holistic, sustainable, and cost-effective approach to fighting malnutrition across India.
Christite2_2
The document discusses the issue of youth unemployment in India and provides recommendations to improve employability. It notes that youth unemployment is one of India's largest challenges and that awareness has increased around this issue. Several statistics on unemployment rates in India are presented. The document advocates for initiatives and policies that develop skills, encourage hands-on learning, and link education to employment opportunities to help boost youth employability and reduce unemployment.
Christite1 1
The document discusses India's Public Distribution System (PDS), which aims to provide essential commodities like food grains, sugar, and kerosene to vulnerable groups at subsidized prices. It outlines the objectives and flow of PDS from farmers to fair price shops. Key points covered include the targeted beneficiaries and their entitlements under PDS, the challenges of leakage and exclusion of poor families, and efforts to monitor movement of supplies from depots to shops.
Vision transparent india
The document proposes solutions to increase transparency in India's Public Distribution System (PDS). It outlines problems like corruption and diversion of goods from PDS outlets. The team's proposed solutions include implementing an ERP system to integrate PDS departments, using mobile updates to track goods delivery, and introducing smart cards with Aadhaar details for citizens to purchase rations. This would allow transparent monitoring of distribution and prevent illegal sale of goods. The team aims to build on these ideas to improve the system and create a more open and reliable PDS for people across India.
Sanitation pdf
Drinking water is essential for life but can become contaminated through various sources, posing health risks. Sanitation through hygienic prevention of contact with waste is important for public health. In India, many lack access to clean drinking water and proper sanitation, which can have serious health repercussions like diarrhea, skin diseases, and various infections. The government has undertaken programs to improve rural sanitation and clean water access, but challenges remain in fully achieving these goals.
TechFidos
The document summarizes a study conducted on brain gain in India. It provides details of the study team and methodology used. Key findings include that brain drain has led to gain in four technological areas - ICT, biotechnology, pharmaceuticals, and agriculture. Most returnees expressed satisfaction with returning to India and had increased qualifications and responsibilities. Suggestions are made to replicate successful state models, improve policies in education, research and industry, and provide incentives to attract more returnees. In conclusion, the study counters myths about brain drain and suggests further research on the value of migration options and effects on institutional development.
samanvaya
The document discusses strategies to improve access to justice in India. At the grassroots level, it proposes creating legal awareness programs, conducting legal aid camps, and establishing legal aid cells run by trained paralegal volunteers. It also aims to strengthen the education system. At the administrative level, the document seeks to reduce case backlogs, appoint more judges, establish additional courts, and implement e-courts and information technology systems. Ensuring timely justice for all citizens across India requires empowering people at the grassroots level through legal awareness as well as positive changes to the administrative system such as reducing delays in the courts.
Women_ppt
This document discusses women's empowerment in India. It defines empowerment as gaining power, authority, and influence through having decision-making ability, access to resources and information, positive thinking, and skills. It notes that empowering women is key to global development goals. While women faced social evils historically like sati and child marriage, independence brought efforts to uplift women through education. Literacy and sex ratios have risen in recent decades. Women now participate in all sectors of society, showing their empowerment has occurred through increased participation and access to resources leading to improved status. The empowerment of women is important for families and productivity.
Tourism_and_Border_Trade
The document discusses key challenges facing the North Eastern states of India, including insurgency, lack of infrastructure, and poor governance. It argues that developing tourism and border trade could help address high unemployment and low GDP in the region by generating jobs and revenue. Specifically, the region has great potential for eco and adventure tourism due to its natural beauty and cultural heritage. Border trade could revive local industries and provide access to new markets, fulfilling the goals of India's "Look East" policy. However, more work is still needed to improve infrastructure and overcome security challenges and isolationist mindsets that have hindered economic development.
Striving_towards_a_cleaner_nation
Rural India faces significant challenges in providing safe drinking water and sanitation to its large population. Despite significant investments, many rural Indians still lack access to these basic services. Open defecation and waterborne diseases remain widespread problems, negatively impacting public health, education, and economic productivity. Effective solutions will require a multipronged approach including education, community participation, improved infrastructure, and strategies that address the unique needs of both rural and urban areas.
Stri_Shakti
This document proposes changes to the system in India to empower women and ensure their safety and equality. It identifies issues such as jurisdiction problems, lack of evidence, and fear of lodging complaints that prevent crimes against women from being properly addressed. It recommends establishing a women's crime cell to anonymously register complaints, hiring more women in law enforcement, providing self-defense training, educating rural women on their rights, and implementing stricter laws around crimes targeting women. The proposals aim to improve women's mobility, access to resources, decision-making power, and security overall.
sahas1
This document describes a project called "Sahas: Ek Prayas" aimed at ensuring women's safety and empowerment. The team is from B.P. Poddar Institute of Management and Technology and includes 5 members. The document notes alarming statistics about crimes against women in India such as rapes, dowry deaths, and human trafficking. It states the project's priorities are to educate, empower, and employ women. The proposed solution has two levels: Atma-Suraksha focuses on self-help through distributing self-defense kits and training, while Sarvasva Suraksha aims to improve safety at the community level through vocational training and educational technology.
REIN
The document outlines a 5-step plan by a team to improve research and innovation (REIN) in education. The team aims to include REIN as a subject, make projects mandatory, filter the top projects, and hold a REIN festival to showcase projects. The goal is to address issues like poor education quality, lack of funds, and brain drain by promoting research and innovation from the school to national level.
Reducing_malnutrition
The document discusses malnutrition in India and proposes strategies to address it. It notes that India has high levels of malnutrition, with over 40% of the world's underweight children under 5 living in India. It analyzes the current situation, noting that India lacks a comprehensive national program to eradicate malnutrition. The root causes of malnutrition are intergenerational and interconnected, stemming from poverty, lack of women's empowerment, insufficient access to nutritious food and healthcare. It proposes specific nutrition interventions and monitoring strategies to combat malnutrition through a multi-sectoral approach.
Pahal
The document discusses a program initiated by students from the College of Engineering, Pune to enhance the quality of primary education. As part of the program, the students visited areas with low education facilities and identified problems like lack of proper infrastructure, dull teaching methods, and economic barriers. Their objectives are to provide quality education, overall student development, and create awareness about education quality. Some of their proposed solutions include improving teacher training, making learning more interactive, focusing on students' health and extracurricular activities, and using community outreach and media to promote awareness.
public_distribution_system
This document provides details about the public distribution system (PDS) in India, including:
1) An overview of the key components of PDS such as fair price shops, distribution of items like food grains, kerosene, and other essential commodities.
2) Details about the procurement and allocation processes with organizations like FCI responsible for food grains and other groups handling other items.
3) Background on why PDS was established in India due to factors like drought, famine, war, inflation, market imperfections, and poverty.
The document contains several tables and charts providing statistical data about PDS operations in India and the state of Chhattisgarh.
ojas1
The document proposes reforms to improve India's Public Distribution System (PDS) by reducing leaks and increasing transparency. It analyzes problems at each stage of the PDS process from procurement to distribution. A new system is proposed using a centralized database, electronic ID cards, packaged food grains, community inspectors, and informers. This system aims to increase transparency, accountability, and access while reducing diversion and leaks estimated to cost over $3 billion annually. Initial costs are estimated but the system is intended to save substantial funds by plugging PDS leaks.
More from Citizens for Accountable Governance (20)
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
DITDehradun
- 1. BY: ADITYA AGRAWAL AMAN GULATI RAVINOOR GILL AKSHAY KR. SHARMA APOORVA RAWAT
- 2. Primary Education is the first stage of compulsory education. It is preceded by pre-school or nursery education and is followed by secondary education. In most countries, it is compulsory for children to receive primary education although it is permissible for parents provide it. The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history, and other social sciences. The NCERT is the apex body for school education in India and oversees many aspects of enforcement of education policies. The Right To Education Act is an Indian legislation enacted by the Parliament of India on 4th August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 to 14 in India under Article 21A of the Indian Constitution.
- 3. Primary education is an integral part of any children's life because it lays out the foundation of for future growth and development. It empowers the children with the basic knowledge required to be a part of developmental society, so that they can earn their basic livelihood as well as contribute to a developing country. Primary education keeps small children away from ill thoughts and prevents the cases of juvenile crimes, thereby creating positive environment for the youths of the future. It also creates a awareness among the children against various social sigmas like Satipratha, Child marriage, child labour etc. So the role of Primary education is supreme and the solutions to all the major problems creating a obstacle in the holistic development of the country.
- 4. 1. SARVA SHIKSHA ABHIYAN – pioneered by Atal Bihari Vajpayee (2001). Aims at providing free education to children of 9-14 years of age. 2. SAAKSHAR BHARAT MISSION FOR FEMALE LITERACY (2013) 3. PRADHAN MANTRI UNIFORM YOJNA. These programs initiated by the government has not completely functioned. One study found that 25% of public sector teachers and 40% of public sector workers were absent. Among teachers who were paid to teach in govt. schools, absent rates ranged from 15% in Maharashtra to 30% in Bihar. Further more a study of 188 govt. run primary schools found that 59% of the schools had no drinking water and 89% had no toilets. As a result in spite of all these yojnas initiated by the govt. still large number of Indias population is not provided with quality primary education.
- 5. One of the main reason of the less number of students enrolling their names in schools is because they have lack of resources that is they don’t have proper transport facility to reach schools. So the First step should be providing proper transport facilities to all the children of rural areas. Initially busses should run in villages. Rickshaws or autos should come up in villages providing free transport facility to all. Cycles should be given to children of classes 8th and above classes to reach schools. ESTIMATED CALCULATED MONEY REQUIRED = 28-37 CRORES APPROX
- 6. Firstly compulsory education should be increased from 9 to 14 years to 9 to 18 years that is till class 12th. The main problem is that rural parents don’t want to enroll their children in primary schools because after 9th there is no law for free education. As a result they’ll fail to teach their children after 9th. So free education should be increased to +2 level and after that these children should be trained in certain fields and enrolled in govt. works with handsome salary. This will increase admission rates to some good percentage. Through this their parents and the children themselves will feel secured about income.
- 7. All families and parents who enroll their children to schools in villages should be given incentives that is prize money or gifts. These families should be provided with certain government facilities so that they get encouraged to send their children. Furthermore strict laws should be passed to ban child labour. And to exclude all those families from government rights who don’t send their children to schools. This will help educating the parents about importance of education and increase the rates of children coming to schools.
- 8. During the coarse of the project, Our group visited an orphanage in Dehradun which has its branch in Patna, Ranchi and some other cities too. It’s a girls orphanage. Girls up to age 17 yrs were enrolled there. After taking proper survey it was concluded that 89.7% of girls were forced to work in the orphanage. They were not given any education. Furthermore proper meals and health care was also not given to these girls when ill. Child marriage was also actively promoted here. These girls were of age group 8-17 yrs. This is really a shame for our country and the society and the govt. is least functioning even after knowing all these problems. To solve this, initially all these fake orphanages come business houses should shut down and banned. Further proper checking should be done and NGO should be made encharged of these homeless children and they should be admitted to schools and provided with free books and education.
- 9. Its high time now and the govt. should act fast to end this major problem. More schools should come up in rural areas of India including hostels and other possible institutions. Transport facilities including food and water facilities need to be improved. As a citizen we should also educate our home helpers and ask them to enroll their children to schools and help as far as we can. Each one Teach one. EDUCATION IS NEITHER A PRIVILEGE NOR FAVOUR BUT A BASIC HUMAN RIGHT TO WHICH EVERYONE IS ENTITILED.