The document discusses India's Right to Education Act 2009. It provides background on India's population, literacy rates, and educational challenges. Millions of children are not in school, and dropout rates are high. It then outlines various government programs to promote early childhood education, primary education through initiatives like the District Primary Education Program and Sarva Shiksha Abhiyan, the Mid-Day Meal program, and programs targeting girls' education and secondary education. The document argues that the right to education is important for informed voting and was introduced as a compromise in the Constitution. It defines "compulsory education" and "free education" and outlines the responsibilities of central, state and local authorities to make schools available and ensure all children
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
This document reflects the recommendations made by various stakeholders on National Plan of Action for Children. This National Plan of Action (NPA) for children in Pakistan has developed set targets and indicators to assess progress towards the achievement of the Goals and also envisages a process of monitoring progress towards the achievement of the Goals through the development of a system to measure changes in the status of the indicators,
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
This document reflects the recommendations made by various stakeholders on National Plan of Action for Children. This National Plan of Action (NPA) for children in Pakistan has developed set targets and indicators to assess progress towards the achievement of the Goals and also envisages a process of monitoring progress towards the achievement of the Goals through the development of a system to measure changes in the status of the indicators,
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Education is the most powerful tool which can shape the destiny of an individual as well as
the whole nation.
However, India is still suffering with illiteracy. In the words of Mahatma Gandhi, "Illiteracy is our sin and shame and must be liquidated."
Not only the govt but also the judiciary has taken steps to curb this evil out from the society.
This presentation will help you to understand the history of RTE and also the major drawbacks of the RTE Act.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Education is the most powerful tool which can shape the destiny of an individual as well as
the whole nation.
However, India is still suffering with illiteracy. In the words of Mahatma Gandhi, "Illiteracy is our sin and shame and must be liquidated."
Not only the govt but also the judiciary has taken steps to curb this evil out from the society.
This presentation will help you to understand the history of RTE and also the major drawbacks of the RTE Act.
AFFORDABILITY PPT Issues and concerns ppedenjrodrigo
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Universalization of elementary educationAbid Nazir
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
3. IINNDDIIAA
Some Basic Facts
• Area :
• Population (2001) :
• Literacy (2001) :
3.2 million sq kms
1.03 billion (16% of world’s
population).
64.8 percent
4. CHALLENGES IN
EDUCATION
According to latest estimates, some 3.5 million
elementary school children still not in school
Wide disparities in the educational status of different
regions
Out of school children are from socially marginalized
groups, especially girls, working children, children of
very poor families, and children in difficult
circumstances
Drop out rates at elementary level as high as 51
percent; rising to 62 percent at secondary level
47 percent children in Class 5 are unable to read a
Class 2 text
6. INDIAN AGENCIES IN EDUCATION
ECCE & Gender Equality – Ministry of
Women &
Child Development
Elementary Education Dept of
School
Education
Adult Education & Literacy
Youth and Adolescents – Ministry of Sports
& Youth Affairs
7. SCHOOL INITIATIVES: ECCE
Integrated Child Development Services
Scheme (ICDS), covering 54 million
children in the 0-6 year age group
Provides a mix of 6 services:
supplementary nutrition, immunisation,
health check up, referral services, pre
school education and nutrition and
health education
USD 2 billion allocated in Budget 2009-10
8. SCHOOL INITIATIVES: DPEP
Preceded by the Bihar Education Project (UNICEF),
Lok Jumbish (SIDA), Shiksha Karmi Project (SIDA), UP
Basic Education Project
Launched in 1994 to universalise access and
retention, to improve learning achievements and to
reduce social gaps
District-based, with a focus on community
involvement, combined with institutional capacity
improvement
At its peak, in 273 districts in 18 States
Among other achievements (infrastructure, etc),
succeeded in raising awareness about the importance
of education
9. SCHOOL INITIATIVES:
SSA
Sarva Shiksha Abhiyan (SSA), national flagship
programme for UEE, launched in 2001
Covers 210 million children, 1 million schools and
nearly 4 million teachers
Annual expenditure on the programme
approximately USD 3.5 billion; overall
expenditure on elementary education USD 25
billion
180,000 new school buildings, 700,000 additional
classrooms, 230,000 new toilets and 170,000
drinking water facilities provided so far
10. SCHOOL INITIATIVES: MDM
Launched in 1995 to provide a meal to all
primary school children
World’s largest school feeding
programme, covering 112 million
children in 950,000 schools
Has resulted in improving retention,
reducing drop out rates and improving
nutritional status of children
2009-10 budget outlay USD 2 billion
11. SCHOOL INITIATIVES: SECONDARY
EDUCATION
93 million children estimated to be in the 14-18 year
age group
Only 33 million enrolled in secondary institutions
Two thirds out of school
Current spending on secondary education USD 1
billion per annum
Madhyamik Shiksha Abhiyan, a programme for
universalising access to secondary education
launched in 2008
12. PROGRAMMES FOR
GIRLS
Special schemes targeted at girls, apart from focus on
girls in general schemes
Kasturba Gandhi Ballika Vidyalaya (KGBV)
National Programme for the Education of Girls at
the Elementary Level (NPEGEL)
Mahila Samakhya
Removal of gender (and other) disparities at the primary
levels (I-V) by 2007, and elementary (I-VIII) level by 2010
Comprehensive plan for adolescents, especially girls, in
the Tenth Five Year Plan
According to UNESCO’s Global Monitoring Report 2006,
India achieved gender parity at elementary level in 2005
14. WHY A RIGHT TO
EDUCATION?
Right to Education linked to a fundamental debate at the
time of writing the Constitution
As beyond a certain age all persons get their right to vote
they should have such education to make their proper
choice for the advancement of our country
Art 45 introduced as a compromise
“The State shall endeavour to provide, within a period of ten years
from the commencement of this Constitution, for free and
compulsory education for all children until they complete the age of
fourteen years” (emphasis added)
15. BASIC CONCEPTS
“Compulsory Education” defined as the
obligation of the State to take all necessary
steps to ensure that every child participates in,
and completes Elementary Education
“Free Education” defined as freedom from
liability to (i) pay any fee to the school, and (ii)
incur such other prescribed expenses as may
be likely to prevent the child from participating
in and completing Elementary Education
16. RESPONSIBILITIES OF THE
STATE
Responsibilities at various levels (Centre,
State, local authority) spelt out
State to make available a neighbourhood
school, which fulfils prescribed norms,
for every child within three years
Regular monitoring and taking all
necessary steps including removal of all
barriers (social, economic, academic,
physical, etc), so that every child
completes Elementary Education