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This document discusses issues and challenges in implementing the Right to Education Act of 2009 in tribal areas of Jharkhand, India. It notes that literacy rates among tribes in Jharkhand are significantly lower than national averages. The key issues identified include: parents not sending children to school; poverty; lack of awareness among parents about education's importance; single teacher schools with inadequate infrastructure and facilities; and a lack of trained and qualified teachers, especially those able to teach in local languages. Addressing these social, economic, and resource-based barriers is critical to improving education access and outcomes for tribal communities per the goals of the Right to Education Act.
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The document discusses the Right to Education (RTE) Act of India, which makes elementary education a fundamental right for all children between ages 6-14. It outlines the key features of the RTE Act, including free education, a minimum of 25% reserved seats for disadvantaged groups in private schools, provisions for special training of out-of-school children, and quality norms for school infrastructure, teachers, and student-teacher ratios. The RTE Act aims to remove poverty and illiteracy by improving access to quality elementary education for all children in India.
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India's primary education system ensures access to schools but not learning for all students. The literacy rates are 82.1% for males and 65.5% for females, but 40.6% of students drop out of school. Many challenges exist, including a lack of quality education due to untrained teachers, poor school infrastructure, and underpaid teachers. Proposed solutions include improving teacher training, increasing spending on education infrastructure, and implementing summer schools and student support programs to reduce dropout rates.
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The document discusses enhancing the quality of primary education in India. It identifies several challenges facing primary education in India including lack of quality education, high student-teacher ratios, illiterate societies that do not value education, and gender disparities. It provides statistics on education access and outcomes in different Indian states. It discusses the importance of primary education for national development and outlines governmental efforts to improve access and infrastructure for primary schools across India.
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Do you know what is the Education System In Pakistan ?
Do you think that is Conceptual Study exist In Pakistan ?
As a student do you ever tried to find a SOLUTION of the PROBLEMS of STUDENTS ?
Do you know what are the Main Problem and there Solution ?
A presentation of students of Iqra University Gulshan Campus.
Education In India
The document discusses the education system in India. It outlines the various governing bodies that oversee education at different levels, including the National Council of Educational Research and Training (NCERT) for school education, state government boards, and the University Grants Commission for tertiary education. It also describes initiatives to improve access such as the District Primary Education Program and Sarva Shiksha Abhiyan. Issues discussed include gender gaps in education and the need to improve education quality beyond literacy.
Indian education system challenges
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
20120928 education system in india
The education system in India has a long history dating back to the ancient Gurukul and Ashram systems. Over time, it has evolved with influences from the British education system and post-independence reforms. Key developments include:
1) The Right to Education Act 2009 that made elementary education ages 6-14 a fundamental right.
2) Initiatives like Sarva Shiksha Abhiyan that have increased access to primary education to over 98%, reducing out of school children to 3-4%.
3) However, challenges remain around quality of education, with many students lacking basic reading and math skills, high dropout rates, and a reliance on private tutoring.
4) Infrastructure and resources
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This document discusses education and its issues in Pakistan. It identifies several problems with Pakistan's education system including unequal access based on public or private schools, a lack of technical education, gender discrimination, untrained teachers, insufficient resources, and poverty restricting access. Some statistics are presented on Pakistan's low literacy and education rates compared to other countries. The document concludes by outlining potential solutions such as improved implementation of policies, workshops for teachers, increasing technical education, and consulting education experts when developing plans and policies.
Education system in pakistan
Pakistan's education system faces several issues including a lack of properly trained teachers, outdated curriculums, and political interference. Only 30% of students who enroll in primary school reach matriculation exams. There are different types of education systems in Pakistan such as the Cambridge/Oxford system, the Pakistani secondary system, and madrassah system, but the overall purpose and approach is unclear.
Education system in India
Education in India is controlled by the Human Resource Department and conducted through public and private sectors. Literacy rates are growing as more children, especially girls, are attending school starting at ages 3-4 through various government schemes that encourage female education. Primary education focuses on basic learning for children, secondary education is a more specialized stage, and higher education includes graduation and post-graduation programs. Primary and secondary education are overseen by state boards and national examinations.
Education System of Pakistan
The document discusses education in Pakistan. It provides details on:
1) The education system in Pakistan including primary, middle, high, intermediate, and university levels. Private school enrollment has increased from 26% to 38% from 2003 to 2014.
2) Differences between public and private schools in terms of quality of teaching, facilities, and student performance. Private schools generally have better facilities and student outcomes.
3) Issues with the education system including unequal access and quality, different mediums of instruction, and low budgets. Solutions proposed include increasing education spending and establishing more schools.
4) Statistics on literacy rates, school enrollment numbers, budgets, and teacher salaries. The highest proportion of private schools is in
Executive Summary Secondary Education Research Report 15 August 2011
This document summarizes secondary research on secondary education in Hardoi, Uttar Pradesh and Sambalpur, Orissa between June and July 2011. It finds that both districts face issues like lack of trained teachers, poor infrastructure, and curriculum relevance. The report recommends The Trust consider interventions like improving access, student achievement, curriculum reform, teacher support, adolescent support, and community engagement. It also suggests The Trust could fund NGO initiatives or take a technical support role in addition to funding.
Single teachers' schools
Dr. Priti Sonar has extensive educational qualifications and experience as an educationalist, author, trainer, writer and motivational speaker. She has over 14 years of teaching experience and 7 years of administrative experience, and was formerly a member of the Board of Studies at SNDT Women's University. The document discusses the important role of teachers in shaping students and society, the concept of student-teacher ratios, issues with single-teacher schools, and statistics on the number of single-teacher schools in India. Maintaining adequate student-teacher ratios and addressing challenges like absenteeism are important for education quality.
Indian education system
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
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.
Education system of india
The education system in India follows different boards like CBSE, IGCSE, and ICSE as well as state boards. It faces issues like lack of sufficient funding, resulting in infrastructure and resource deficiencies. Higher education is also expensive, restricting access. Additionally, the system neglects Indian languages as the primary medium of instruction, especially in science, and has high illiteracy rates at one third of the population. The outdated education system has seen little change to address these problems.
Education in India
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It notes that while universal access has been achieved, quality remains low, with many students unable to perform basic literacy and math skills. Issues include teacher absenteeism and lack of skills, inadequate infrastructure, and low learning outcomes. The document compares policies in the US and Rajasthan that focus on standardized testing, information disclosure, and school accountability. It recommends initiatives to improve teacher training, set national standards, strengthen infrastructure through public-private partnerships, increase funding, and leverage technology for teaching materials. The goal is to ensure all students receive a quality education with equal opportunities.
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The document summarizes the evolution of the Indian education system from ancient to modern times. It discusses the ancient Gurukul system where students lived with their teacher and learned diverse topics. It then describes how the British introduced the modern school system focused on science and math taught within classrooms. Several education commissions and policies post-independence aimed to reform and expand the system. While literacy rates have increased, challenges remain such as an overemphasis on exams, lack of practical skills, high costs, and inadequate infrastructure and teachers especially in rural areas. Improvements are still needed including investing more in education, reducing commercialization, and changing attitudes around grades.
An Overview of Education in Nepal
Nepal has both traditional and modern education systems. The traditional system includes Ashramic education in Gurukuls while the modern system began with English schools. Currently, education is managed by communities, the government, trusts, and private institutions. Literacy has risen to 69% and there are over 29,000 public schools and 6,000 private schools. Education is organized by the Ministry of Education and includes primary, secondary, higher and technical/vocational levels. Issues include adapting the school structure to federalism and increasing unemployment. The School Sector Development Plan aims to improve early childhood education, basic/secondary education, technical/vocational streams, and lifelong learning.
Education sector reforms
Pakistan's education sector faced numerous challenges prior to 2003 as evidenced by various education statistics:
- Literacy rates were low, with the total population literacy rate at 45.7%, ranking 185th out of 202 countries. Female literacy was even lower at 30.6%.
- Government spending on education was only 2.3% of GDP, ranking 102nd out of 130 countries.
- Female enrollment in primary education was just 35.9% and only 39.5% in secondary education, with over half of primary school-aged girls not attending school.
- While progression to secondary level education was relatively high at 94.6%, pupils per teacher ratios and quality of education were still areas that needed improvement.
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Executive Summary Secondary Education Research Report 15 August 2011
Executive Summary Secondary Education Research Report 15 August 2011
Similar to New microsoft power point presentation
Quantifiers
India's primary education system ensures access to schools but not learning for all students. The literacy rates are 82.1% for males and 65.5% for females, but 40.6% of students drop out of school. Many challenges exist, including a lack of quality education due to untrained teachers, poor school infrastructure, and underpaid teachers. Proposed solutions include improving teacher training, increasing spending on education infrastructure, and implementing summer schools and student support programs to reduce dropout rates.
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The document discusses enhancing the quality of primary education in India. It identifies several challenges facing primary education in India including lack of quality education, high student-teacher ratios, illiterate societies that do not value education, and gender disparities. It provides statistics on education access and outcomes in different Indian states. It discusses the importance of primary education for national development and outlines governmental efforts to improve access and infrastructure for primary schools across India.
Rural education Nepal
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Kamlesh narwana UKFIET 2014
The document discusses the growth of low-fee private schools in India and revisits the debate around private versus public schooling. It analyzes data from surveys of 5 government and 4 private schools in a semi-urban area. The study finds that while private schools are often criticized for untrained teachers, the surveyed private schools actually had high percentages of trained teachers according to government data. It also finds that some parents prefer sending their children to Hindi medium private schools even when English medium government schools are available, due to dissatisfaction with the government schools. The document concludes that improving teacher training and the experiences of marginalized students in government schools is important alongside the increasing privatization of education.
Kamlesh narwana
Over the last two decades, the low fee private schools have witnessed an unprecedented growth in India. The mushrooming of low fee private schools have largely been attributed to factors such as aspirations of middle class parents for English as medium of instruction, better accessibility and quality, and teachers’ accountability etc. However these schools have also drawn a lot of criticism for their untrained teaching staff, faulty teaching methods and uninformed choice among parents. Against this backdrop, this paper explores different dimensions of parental choice for private school. While contesting the popular claims such as medium of instruction and better accessibility being the main determinants of parental choice for private schools, the paper argues that even after controlling for the above mentioned factors parents choose private over public schools. The field evidences suggest that parents’ choice is mainly determined by their lack of faith in government schools. Thus there is an urgent need to address this problem of lack of trust in government sector. The paper also challenges the issue of untrained teaching staff in private schools as field experiences indicates that now more and more private schools are hiring trained teachers.
Kamlesh Narwana: Revisiting the Debate of Private Vs Public Schooling: Some U...
Over the last two decades, the low fee private schools have witnessed an unprecedented growth in India. The mushrooming of low fee private schools have largely been attributed to factors such as aspirations of middle class parents for English as medium of instruction, better accessibility and quality, and teachers’ accountability etc. However these schools have also drawn a lot of criticism for their untrained teaching staff, faulty teaching methods and uninformed choice among parents. Against this backdrop, this paper explores different dimensions of parental choice for private school. While contesting the popular claims such as medium of instruction and better accessibility being the main determinants of parental choice for private schools, the paper argues that even after controlling for the above mentioned factors parents choose private over public schools. The field evidences suggest that parents’ choice is mainly determined by their lack of faith in government schools. Thus there is an urgent need to address this problem of lack of trust in government sector. The paper also challenges the issue of untrained teaching staff in private schools as field experiences indicates that now more and more private schools are hiring trained teachers.
Kamlesh narwana
This document summarizes a study on private and public schooling in India. It finds that while low-fee private schools are often criticized, the schools studied had mostly trained teachers according to government data. Parents were generally dissatisfied with the quality of public schools and perceived private schools as offering better education, even if they were Hindi-medium. The growth of private schools reflects a loss of faith in public schools by stakeholders. Improving teacher training and the quality of public schooling is needed to better serve marginalized student populations.
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
Education in India
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It outlines several issues with the current system such as lack of infrastructure, low enrollment and retention rates, and poor quality of input and outcomes. Teacher-related problems like absenteeism and lack of pedagogical skills are also discussed. The document then analyzes current policies and programs in India as well as examples from the US and Rajasthan to identify effective practices. It concludes by recommending policy solutions like ensuring well-trained teachers, focusing on learning outcomes, improving funding, using technology, and developing public-private partnerships to enhance school quality in India.
DrOnEs
This document discusses proposals to improve primary education in India through community service initiatives. It notes that while literacy rates are high, learning outcomes remain low. It proposes a scheme where undergraduate students provide regular teaching at primary schools as part of their coursework. A central body would oversee the program and provide certifications. Students would gain teaching experience, help address teacher shortages, and enhance education quality. Standardizing curriculum across states under a national policy is also suggested to improve learning consistency. An example NGO initiative indicates such programs have successfully taught basic skills to over 100 children. Overall the document presents community service as a cost-effective way to simultaneously boost primary education and develop skilled teachers.
Psm and education
This document discusses various educational policies and commissions in India since independence, including the National Policy on Education (1986, revised in 1992). It also discusses challenges in literacy, school education, and higher education. Key points include high illiteracy rates especially among females and certain social groups, low enrollment and high dropout rates after primary school, and poor learning outcomes. The document critiques the proposed National Education Policy 2016 for its focus on centralization, commercialization, and Hindutva ideology rather than empowering state governments and prioritizing quality and inclusion.
Education Project Brief
This project aims to improve primary education in 2 districts in western Jharkhand, India. It will work in 80 schools over 3 years to help children achieve grade-appropriate learning levels in language and math. Key strategies include strengthening teachers' capacity for child-friendly teaching methods, and increasing community involvement in school governance. The project will provide trained volunteers, teaching materials, and capacity building for 800 teachers and School Management Committee members. Baseline studies have begun to assess learning levels, teaching quality, and community participation to guide the project. An estimated 7,000 children will benefit from improved education opportunities.
wagon2drive
1. The document discusses improving primary education in India by enhancing quality and ensuring equal access. It proposes implementing a single education board, common textbooks, and a teacher-student ratio of 1:30 across all states.
2. Key recommendations include introducing new technologies in schools, restructuring curriculums to include optional subjects, increasing teacher training, and creating volunteer programs to engage students in rural areas.
3. The goal is to strengthen the foundation of education by improving primary schools, which will lead to better understanding in higher studies and an overall more educated population.
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New microsoft power point presentation
- 1. ISSUES AND CHALLENGES IN IMPLEMENTATIONS OF THE RTE ACT-2009 IN TRIBALAREAS OF JHARKHAND Vishal kumar Research Scholar Central University of South Bihar
- 2. Introduction: Jharkhand state literacy rate of tribes is 40.7. The literacy rate among the tribes is much below to that of all STs at national level (47.1 percent).Similarly the overall literacy rate among the STs male and female literacy rate (54 percent and 27.2 percent) are also considerably lower than those at the national level (59.2 percent and 34.8 percent).
- 3. The government of India has implemented the Right of free and compulsory education since 1st April 2010. Important features of the Act are: Every child from 6 to 14 years of age has right to free compulsory education in neighbourhood school till completion of elementary education; private school must take quarter in their class, children from weaker section and disadvantage group; No child will be held back or expelled till completion of elementary education; No child shall be subjected to physical punishment or mental harassment etc. So after implementation of RTE Act, 2009 the literacy rate of tribes is increasing day by day and this way RTE can bring continuous change and development in life of tribes.
- 4. Main Features of the Right to Education Act 2009 • Free and Compulsory education to all the children of India in the 6-14 age group • No child shall be held back, expelled, or required to pass a board examination until completion of elementary education. • A child who completes elementary education shall be awarded a certificate. • It calls for a fined student-teacher ratio. • Provides for 25%reservation for economically disadvantaged communities in admission to class one in all private schools.
- 5. • Mandates improvement in quality of education. • No child shall be denied admission in a school for lack of age proof. • This act will apply to all of India except J&K. • Financial burden will be shared between Central and State government. The Centre shall contribute 60%and the balance 40% shall be borne by the States.
- 6. Methodology The survey method was used to ascertain the Issues and Challenges in implementation the RTE Act in tribal areas of Jharkhand. The population of the study was all the HMs, teachers and SMCs members of the East Singhbhum and Ranchi district. Two blocks were selected randomly from each district. From each block 6 schools were selected randomly. From each schools HM, teachers and 1 SMC member were selected conventionally. semi-structured interview schedule for HMs and SMCs members.
- 7. Issues & Problems in Implementation of the RTE: A large section of tribal parents do not send their children to school to utilise the free education opportunities offered to them. The problems associated with the education of tribal children in India are manifold, complex and inter-related. Factors like poverty, apathy of the parents and children, superstitions and prejudice, lack of suitable teacher, alien language, inadequate facilities in the educational institutions and wastage and stagnation causes major hindrances in the process of education in the tribal schools, schools located in tribal areas and spread of tribal education.
- 8. Both the tribal and non-tribal teachers find it very difficult to convince the tribal to send their children to school. Psychological and social factors like illiteracy of the parents and their indifference to education, lack of encouragement by the community, motivation and “insecurity” of future for being educated. The scattered population with low density and location of schools at a long distance, in consequence, has resulted in the indifferences of the parents to send their children to walk along to reach the school. School buildings in the tribal areas are without basic infrastructural facilities. The schools basically have thatched roofs, dilapidated walls and non-pastoral floors. In addition to poor maintenance of the school and class rooms, inadequate teaching-learning materials such as blackboards and chalks causes problems for the teachers and students in teaching and understanding the content.
- 9. Major Issues and Problems • Language • Poverty • Lack of awareness among Parents • Single Teacher School • Infrastructure • Trained and Qualified Teachers