Should education, particularly schooling be delivered by the government only? Or can private sector play a key role?
Inspired by the article 'Let’s Be Honest about Public Education: Busting Some Myths' By Siddesh Sarma
Prepared by: @sathyanand1985
This PPT is all about education system, which is comparison of Indian education system with Finland education system. This PPT makes you to get aware of best follow up of education system in Finland.
The document provides a history of education in India from ancient to modern times. It discusses:
- Education beginning under gurus with no formal classrooms or labs.
- The national education policy being framed in 1986 and amended in 1992, and the 2009 scheme to improve access and quality of education.
- Drawbacks of the current system including an over-emphasis on memorization and theoretical learning over practical skills.
- Areas for improvement like investing in infrastructure, encouraging creative and logical thinking in students, and making physical education a priority on par with other subjects.
The document traces the development of education across different historical periods in India and highlights both successes and limitations of the country's education system.
The document summarizes key aspects of the Indian education system. It notes that education is provided by both public and private sectors, with three levels of government involvement. Primary education between ages 6-14 is a constitutional right. Enrollment rates have increased over time, reaching around three-quarters of the 7-10 age group by 2011. Historically, India had a Gurukula system of personalized education, while a modern system was introduced by the British in the 1830s. Today, primary education is compulsory from ages 6-14, with secondary school from ages 14-17, provided through both government and private institutions.
This document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act of 2009 in India. The act aims to provide free and compulsory quality elementary education to all children between 6-14 years old. It mandates that state governments must provide infrastructure like classrooms, drinking water, toilets and teachers in all government and private schools. The act also prohibits corporal punishment, private tuition by teachers, detention and expulsion of children until class 8. It sets norms for minimum qualifications for teachers and school management committees to monitor schools.
Problems in the indian education systemJaslynn joan
The Indian Education system is considered to be one of the best education systems in the world.
Source<> http://www.edubilla.com/articles/educational-institutions/problems-in-the-indian-education-system/
India has the largest number of child laborers in the world, with over 10 million children aged 5-14 working. Child labor refers to work that deprives children of their childhood and education. Though illegal, many children work in hazardous conditions in industries like fireworks, lockmaking, glass, and carpet weaving. Poverty is the main cause of child labor in India. The government has implemented various laws and policies to reduce child labor and support working children and their families through development programs and education initiatives. However, fully eliminating child labor remains a challenge.
The document discusses several problems facing India's modern education system. It notes that many government school students lack basic math skills. No Indian universities rank among the top 100 in the world. Higher education has become very expensive, with private institutions prioritizing profits over accessibility. The use of English as the primary language of instruction disadvantages rural students not fluent in English. The country also struggles with brain drain as talented youth leave for jobs abroad. Mass illiteracy remains an issue despite constitutional aims. High dropout rates in primary and secondary schools lead to waste of resources. The system's general focus neglects technical and vocational skills training.
This PPT is all about education system, which is comparison of Indian education system with Finland education system. This PPT makes you to get aware of best follow up of education system in Finland.
The document provides a history of education in India from ancient to modern times. It discusses:
- Education beginning under gurus with no formal classrooms or labs.
- The national education policy being framed in 1986 and amended in 1992, and the 2009 scheme to improve access and quality of education.
- Drawbacks of the current system including an over-emphasis on memorization and theoretical learning over practical skills.
- Areas for improvement like investing in infrastructure, encouraging creative and logical thinking in students, and making physical education a priority on par with other subjects.
The document traces the development of education across different historical periods in India and highlights both successes and limitations of the country's education system.
The document summarizes key aspects of the Indian education system. It notes that education is provided by both public and private sectors, with three levels of government involvement. Primary education between ages 6-14 is a constitutional right. Enrollment rates have increased over time, reaching around three-quarters of the 7-10 age group by 2011. Historically, India had a Gurukula system of personalized education, while a modern system was introduced by the British in the 1830s. Today, primary education is compulsory from ages 6-14, with secondary school from ages 14-17, provided through both government and private institutions.
This document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act of 2009 in India. The act aims to provide free and compulsory quality elementary education to all children between 6-14 years old. It mandates that state governments must provide infrastructure like classrooms, drinking water, toilets and teachers in all government and private schools. The act also prohibits corporal punishment, private tuition by teachers, detention and expulsion of children until class 8. It sets norms for minimum qualifications for teachers and school management committees to monitor schools.
Problems in the indian education systemJaslynn joan
The Indian Education system is considered to be one of the best education systems in the world.
Source<> http://www.edubilla.com/articles/educational-institutions/problems-in-the-indian-education-system/
India has the largest number of child laborers in the world, with over 10 million children aged 5-14 working. Child labor refers to work that deprives children of their childhood and education. Though illegal, many children work in hazardous conditions in industries like fireworks, lockmaking, glass, and carpet weaving. Poverty is the main cause of child labor in India. The government has implemented various laws and policies to reduce child labor and support working children and their families through development programs and education initiatives. However, fully eliminating child labor remains a challenge.
The document discusses several problems facing India's modern education system. It notes that many government school students lack basic math skills. No Indian universities rank among the top 100 in the world. Higher education has become very expensive, with private institutions prioritizing profits over accessibility. The use of English as the primary language of instruction disadvantages rural students not fluent in English. The country also struggles with brain drain as talented youth leave for jobs abroad. Mass illiteracy remains an issue despite constitutional aims. High dropout rates in primary and secondary schools lead to waste of resources. The system's general focus neglects technical and vocational skills training.
Child labor refers to children under the age of 14 working for wages. An estimated 218 million children work, many in hazardous conditions that harm their health and development. Common causes of child labor include poverty, lack of access to education, urbanization, and large family size. Children who work miss out on an education and may suffer physical or psychological harm. While most child labor occurs in Asia and Africa, solutions require addressing socioeconomic factors that drive children into the workforce rather than school.
Comparison Between Private and Govt. Schools Management in PakistanShoaib Raees
Private schools like The City School offer a higher quality education with well-equipped facilities and strong administration, but they are inaccessible to many due to high costs. Government schools provide free primary and secondary education for all but suffer from issues like poor teacher quality and inadequate funding. Reforms are needed to improve learning standards and make education more equitable and accessible to all in Pakistan.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
This document discusses privatizing education. It outlines reasons for and against privatization, including failures of state education systems and the potential for private systems to be more efficient, innovative, and cost-effective through investment and economies of scale. An example is given of NIIT, a private Indian company that provides computer training and has expanded globally through research and development. Key questions are raised about whether private education virtues could be replicated in state systems and accessed by more students. Public-private partnerships are proposed as a potential solution that could address breakdowns seen in some public school systems.
The document discusses issues with India's current education system and proposes reforms. It notes that the system focuses too much on theoretical knowledge and preparing students for exams rather than practical skills. It also says the system does not allow for individuality or creativity. The document calls for making education more tailored to students' interests and society's needs, as well as increasing government support for education.
An estimated 158 million children aged 5-14 are engaged in child labour globally, with millions working in hazardous situations like mines, agriculture, and factories. Children work in many invisible roles like domestic servants. Sub-Saharan Africa has the highest rate of child labour at 1 in 3 children, while South Asia has 44 million child labourers. Children from poor, rural households are most at risk. Girls disproportionately take on domestic work and are vulnerable to exploitation. Child labour often prevents children from attending school and receiving an education.
This document discusses poverty, including its causes, effects, and statistics. It defines poverty as being deprived of basic needs like food, water, shelter, and clothes. Major causes of poverty include lack of education, natural disasters, lack of money, lack of opportunities, overpopulation, and spending money on addictions. Effects include high mortality rates, increased health risks, hampering children's development, inhibiting education, and increased armed conflict. Statistics provided indicate that billions of people live on less than $1.25 per day and millions die annually due to poverty-related issues like lack of food, water, and healthcare. Poverty is particularly prevalent in developing countries and specific nations in Asia and Africa.
This document outlines objectives and strategies for creating and maintaining inclusive schools. It defines inclusive education as placing all students, regardless of challenges, in age-appropriate general education classes. An inclusive school operates with the premise that all students can fully participate. The document discusses developing school philosophy, identifying special needs early, adapting curriculum, encouraging participatory learning, and providing professional development, facilities, aids and adequate staff to support inclusion.
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.
The document discusses the right to education in India. It provides background on education systems in India and describes the Right to Education Act passed in 2009 that makes education between ages 6-14 a fundamental right. It also discusses various government schemes aimed at improving access and quality of education such as Sarva Shiksha Abhiyan for universal elementary education and Navodaya Vidyalaya Samiti for providing good quality education to rural children regardless of socioeconomic background. However, it notes that despite these schemes, illiteracy still persists in India and that individual efforts are also needed to fully address this issue.
Constitutional provisions relating to children and womenDrOmRajSingh
The document summarizes constitutional provisions, laws, and policies concerning children and women in India. It outlines indicators related to women's health and status. It discusses the differences between sex and gender. It then details various international conventions and national policies that aim to empower women and protect children's rights. These include commitments to education, health, nutrition, and preventing exploitation. The document also reviews commissions and government actions established to advocate for women and children.
This contain the all the flaws and the solution of our education system and as well as the history of our education system where it comes form and where it goes.
Poverty is defined as not having enough money for basic needs like food, water, shelter, and toilets. It is most prevalent in developing areas of Africa, Latin America, and parts of Asia, and can be caused by factors like illiteracy, changing economic trends, lack of education, overpopulation, and diseases. There are two main types of poverty: absolute poverty where basic survival needs are not met, and relative poverty where a family's standard of living is below that of the overall society. Proposed solutions to poverty include promoting peace, education, job opportunities, charitable donations, and greater government assistance programs.
slide 2-8 : comparison of developed india and undeveloped on different factors like:
ROADS
HOUSE,HOUSE HOLD AMENITIES
TRANSPORT
POVERTY AND ILLITERACY
ELECTRICITY
SPORTS
slides10-18 :RURAL DEVELOPMENT
slides19-24:how can women be empowered
slides25-38:why r we lacking ,how can we improve
This document discusses poverty and its causes in developing countries. It notes that developing countries often have low standards of democratic government, poor industrialization, inadequate social programs, and few human rights guarantees. Poverty is defined as lacking basic necessities like food, shelter, access to healthcare, jobs, and security. Over 1 billion people live on less than $1.25 per day. There are also large wealth divides, as a few wealthy individuals control a disproportionate percentage of global resources. The document calls for achieving goals like universal primary education, access to water and sanitation, and reducing poverty and child mortality by 2015.
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Operation Blackboard was a scheme launched by the Central Government of India in 1988 to achieve the goal of universal primary education. The key objectives of the scheme were to convert all single teacher primary schools into two-teacher schools and to provide necessary school infrastructure and teaching materials. From 1988 to 1995, Rs. 137.74 crore was spent under the scheme, with 49% spent on teacher appointments, 37.5% on classroom construction, and 13.5% on teaching materials. Evaluations found that the scheme helped increase student enrollment and reduce dropout rates by improving school resources and infrastructure.
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.
Child labour is the practice of having children engage in economic activity, on part or full-time basis. The practice deprives children of their childhood, interferes with their ability to attend regular school and is harmful to their physical and mental development.
This document discusses child education in India. It defines child education as educational programs and strategies for children from birth to age 14. The objectives of child education are to promote holistic development, prepare children for formal schooling, contribute to universal elementary education, and reduce wastage and stagnation. The largest provider of early childhood care and education is India's Integrated Child Development Services program, which operates over 1 million centers across the country. Key challenges to providing child education include the large number of children to cover and ensuring universal access to quality care.
This document discusses improving primary education quality in India through school vouchers. It notes that only 30% of students can read at grade level and government schools have low accountability and learning outcomes. It proposes a school voucher system where the government provides Rs. 8,000 per student annually in the form of a voucher that parents can use to enroll their child in any public or private school. This increases school choice and competition to improve outcomes for students. It also discusses options for privatizing or professionalizing management of existing government schools to further boost the private sector and competition. Deregulating the education sector by allowing for-profit schools and reducing restrictions on class sizes and facilities is recommended to encourage greater private investment in education.
This document makes the case for 25% reservation of seats in private schools under the Right to Education Act. It argues that this furthers the constitutional vision of equal opportunity by ensuring access for marginalized groups. Private schools receive government subsidies and should support the poor. Studies show reservations can promote inclusion without harm. The alternative of separate schooling systems risks creating new forms of discrimination. Overall, reservations are a reasonable regulation to fulfill the social responsibilities of private schools.
Child labor refers to children under the age of 14 working for wages. An estimated 218 million children work, many in hazardous conditions that harm their health and development. Common causes of child labor include poverty, lack of access to education, urbanization, and large family size. Children who work miss out on an education and may suffer physical or psychological harm. While most child labor occurs in Asia and Africa, solutions require addressing socioeconomic factors that drive children into the workforce rather than school.
Comparison Between Private and Govt. Schools Management in PakistanShoaib Raees
Private schools like The City School offer a higher quality education with well-equipped facilities and strong administration, but they are inaccessible to many due to high costs. Government schools provide free primary and secondary education for all but suffer from issues like poor teacher quality and inadequate funding. Reforms are needed to improve learning standards and make education more equitable and accessible to all in Pakistan.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
This document discusses privatizing education. It outlines reasons for and against privatization, including failures of state education systems and the potential for private systems to be more efficient, innovative, and cost-effective through investment and economies of scale. An example is given of NIIT, a private Indian company that provides computer training and has expanded globally through research and development. Key questions are raised about whether private education virtues could be replicated in state systems and accessed by more students. Public-private partnerships are proposed as a potential solution that could address breakdowns seen in some public school systems.
The document discusses issues with India's current education system and proposes reforms. It notes that the system focuses too much on theoretical knowledge and preparing students for exams rather than practical skills. It also says the system does not allow for individuality or creativity. The document calls for making education more tailored to students' interests and society's needs, as well as increasing government support for education.
An estimated 158 million children aged 5-14 are engaged in child labour globally, with millions working in hazardous situations like mines, agriculture, and factories. Children work in many invisible roles like domestic servants. Sub-Saharan Africa has the highest rate of child labour at 1 in 3 children, while South Asia has 44 million child labourers. Children from poor, rural households are most at risk. Girls disproportionately take on domestic work and are vulnerable to exploitation. Child labour often prevents children from attending school and receiving an education.
This document discusses poverty, including its causes, effects, and statistics. It defines poverty as being deprived of basic needs like food, water, shelter, and clothes. Major causes of poverty include lack of education, natural disasters, lack of money, lack of opportunities, overpopulation, and spending money on addictions. Effects include high mortality rates, increased health risks, hampering children's development, inhibiting education, and increased armed conflict. Statistics provided indicate that billions of people live on less than $1.25 per day and millions die annually due to poverty-related issues like lack of food, water, and healthcare. Poverty is particularly prevalent in developing countries and specific nations in Asia and Africa.
This document outlines objectives and strategies for creating and maintaining inclusive schools. It defines inclusive education as placing all students, regardless of challenges, in age-appropriate general education classes. An inclusive school operates with the premise that all students can fully participate. The document discusses developing school philosophy, identifying special needs early, adapting curriculum, encouraging participatory learning, and providing professional development, facilities, aids and adequate staff to support inclusion.
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.
The document discusses the right to education in India. It provides background on education systems in India and describes the Right to Education Act passed in 2009 that makes education between ages 6-14 a fundamental right. It also discusses various government schemes aimed at improving access and quality of education such as Sarva Shiksha Abhiyan for universal elementary education and Navodaya Vidyalaya Samiti for providing good quality education to rural children regardless of socioeconomic background. However, it notes that despite these schemes, illiteracy still persists in India and that individual efforts are also needed to fully address this issue.
Constitutional provisions relating to children and womenDrOmRajSingh
The document summarizes constitutional provisions, laws, and policies concerning children and women in India. It outlines indicators related to women's health and status. It discusses the differences between sex and gender. It then details various international conventions and national policies that aim to empower women and protect children's rights. These include commitments to education, health, nutrition, and preventing exploitation. The document also reviews commissions and government actions established to advocate for women and children.
This contain the all the flaws and the solution of our education system and as well as the history of our education system where it comes form and where it goes.
Poverty is defined as not having enough money for basic needs like food, water, shelter, and toilets. It is most prevalent in developing areas of Africa, Latin America, and parts of Asia, and can be caused by factors like illiteracy, changing economic trends, lack of education, overpopulation, and diseases. There are two main types of poverty: absolute poverty where basic survival needs are not met, and relative poverty where a family's standard of living is below that of the overall society. Proposed solutions to poverty include promoting peace, education, job opportunities, charitable donations, and greater government assistance programs.
slide 2-8 : comparison of developed india and undeveloped on different factors like:
ROADS
HOUSE,HOUSE HOLD AMENITIES
TRANSPORT
POVERTY AND ILLITERACY
ELECTRICITY
SPORTS
slides10-18 :RURAL DEVELOPMENT
slides19-24:how can women be empowered
slides25-38:why r we lacking ,how can we improve
This document discusses poverty and its causes in developing countries. It notes that developing countries often have low standards of democratic government, poor industrialization, inadequate social programs, and few human rights guarantees. Poverty is defined as lacking basic necessities like food, shelter, access to healthcare, jobs, and security. Over 1 billion people live on less than $1.25 per day. There are also large wealth divides, as a few wealthy individuals control a disproportionate percentage of global resources. The document calls for achieving goals like universal primary education, access to water and sanitation, and reducing poverty and child mortality by 2015.
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Operation Blackboard was a scheme launched by the Central Government of India in 1988 to achieve the goal of universal primary education. The key objectives of the scheme were to convert all single teacher primary schools into two-teacher schools and to provide necessary school infrastructure and teaching materials. From 1988 to 1995, Rs. 137.74 crore was spent under the scheme, with 49% spent on teacher appointments, 37.5% on classroom construction, and 13.5% on teaching materials. Evaluations found that the scheme helped increase student enrollment and reduce dropout rates by improving school resources and infrastructure.
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.
Child labour is the practice of having children engage in economic activity, on part or full-time basis. The practice deprives children of their childhood, interferes with their ability to attend regular school and is harmful to their physical and mental development.
This document discusses child education in India. It defines child education as educational programs and strategies for children from birth to age 14. The objectives of child education are to promote holistic development, prepare children for formal schooling, contribute to universal elementary education, and reduce wastage and stagnation. The largest provider of early childhood care and education is India's Integrated Child Development Services program, which operates over 1 million centers across the country. Key challenges to providing child education include the large number of children to cover and ensuring universal access to quality care.
This document discusses improving primary education quality in India through school vouchers. It notes that only 30% of students can read at grade level and government schools have low accountability and learning outcomes. It proposes a school voucher system where the government provides Rs. 8,000 per student annually in the form of a voucher that parents can use to enroll their child in any public or private school. This increases school choice and competition to improve outcomes for students. It also discusses options for privatizing or professionalizing management of existing government schools to further boost the private sector and competition. Deregulating the education sector by allowing for-profit schools and reducing restrictions on class sizes and facilities is recommended to encourage greater private investment in education.
This document makes the case for 25% reservation of seats in private schools under the Right to Education Act. It argues that this furthers the constitutional vision of equal opportunity by ensuring access for marginalized groups. Private schools receive government subsidies and should support the poor. Studies show reservations can promote inclusion without harm. The alternative of separate schooling systems risks creating new forms of discrimination. Overall, reservations are a reasonable regulation to fulfill the social responsibilities of private schools.
This was a power-point presentation I created throughout my As sociology course for the SY2 Unit understanding culture. from start to finish class notes and personal research.
- Primary education in India has improved in recent decades but still faces challenges in access, quality, and learning outcomes. Enrollment rates have increased but many children still drop out due to lack of resources or opportunities.
- The government has made efforts to boost primary education through programs like mid-day meals and infrastructure development but challenges remain like teacher qualifications, motivation, and teaching methodology.
- NGOs are partnering with the government to supplement education and improve teaching quality through programs and teacher training. Continued investment and reform are needed to ensure India has a well-educated workforce that can sustain economic growth.
Equal Education and the EE Law Centre – State funding of private schools in S...PERIGlobal
On 22 November 2012, South Africa's Constitutional Court is scheduled to hear the case of Kwazulu-Natal Joint Liaison Committee v. The Member of the Executive Council, Department of Education, Kwazulu-Natal and Others, involving the extent to which Kwazulu-Natal is obliged to subsidise certain qualifying independent schools that apparently serve impoverished learners in the province. While South Africa's legal and policy frameworks provide for provinces to subsidise qualifying independent schools, this case reminds us of fundamental questions that need to be continually raised when state resources are being deployed for private, exclusive use. Is it good public policy to be encouraging the public funding of private schools? What is the trajectory of this approach? Where does this policy lead? Is it our view that the public schooling system cannot and will not be able to provide a quality education, and therefore some reliance upon so-called 'low-cost private schools' is necessary? What is the overall social impact, in the short, medium and long term of a policy to secure or increase state support for private education? To what extent will these public subsidies by necessity reduce available state support for public education? This input will interrogate the competing rights of South Africa's learners attending subsidised independent schools and nearby public schools. On the one hand, one must consider the rights of the learners who attend subsidised independent schools. These learners will inevitably be harmed if the State fails to follow through with its obligations to monitor, support and subsidise these schools. On the other hand, it is imperative to consider the rights and interests of the learners who attend public schools. Public funding of independent schools draws resources from a limited resource pool that would otherwise be fully allocated to public schools. These diverted resources go far beyond funding and include skilled parents who will no longer be available to sit on SGBs, reduction in the academic benefit for public school learners to attend classes with slightly more affluent learners, reduced emphasis on the public school's role as a place of social cohesion, and drain on the ability of public school learners to access qualified teachers who are already in high demand.
The document discusses how education in India has increasingly become commercialized. It notes both benefits and drawbacks to this, such as employment opportunities but a lack of practical skills focus. Government and private institutions are discussed, with varying quality and standards between them. The role of reservation systems and e-learning businesses are also covered. Overall, the document examines the transformation of education into an industry driven by profits as well as ongoing efforts to reform and improve the system.
This document discusses charter schools and their organization, effectiveness, funding, and relationship with traditional public schools. It notes that charter schools are granted by states, managed privately but receive public funding, and allow teacher innovation. While some research finds charter schools outperform comparable schools, the success of individual schools varies. The document also explores opposition to charter schools and potential ways to improve collaboration between charter and traditional public schools.
Indian higher education under globalizationRajesh Kochhar
Higher education is now classified as an internationally tradable service. However for historical, cultural and ideological reasons it is quite unlike others. Permitting foreign education providers to operate in India is not like permitting an insurance company or a department store. Similarly collaboration in education is not as simple as in telecom.
In India, all the social divides, disconnects, tensions and feelings of discomfort and mistrust that globalization has created or accentuated have become visible factors in discussions, debates, executive decisions as well as attempted or aborted legislative initiatives on education.
To sum up in advance, India’s own education is largely decoupled from quality and employability.
Government has abdicated its responsibility while privatization has brought about crass commercialization. Clamour for education from foreign providers has grown, but since this will help only a tiny fraction of population, the requisite political support is not forthcoming.
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
The document discusses ways to improve primary education quality in India. It notes that 1 in 5 primary school teachers do not have the required qualifications. It also discusses the Right to Education Act that made education free up to class 8. However, literacy rates remain low due to perceptions that private schools provide better opportunities. The document proposes reserving 5% seats in top institutions for students from government schools to incentivize enrollment. It argues this will improve government schools by increasing student enrollment and staff jobs while reducing costs. Regular monitoring would be needed for effective implementation.
Education is an instrument which is needed to move us towards a sustainable & ecological future.
There is a need to re-evaluate & re-learn different ways of how we work within the world & how we interact & relate to it with each other. To achieve any of this, we need to educate our self.
LEVELS OF EDUCATION IN PAKISTAN
OVERVIEW OF THE EDUCATIONAL SYSTEM IN PAKISTAN
EDUCATIONAL SYSTEM OF PAKISTAN
PROBLEMS IN EDUCATIONAL SYSTEM OF PAKISTAN
SOLUTIONS AND RECOMMENDATIONS
CONCLUSION
The document discusses issues related to education in India. It notes that while literacy rates have increased, the definition of literacy is not very practical. It also discusses challenges like lack of proper infrastructure in schools, poor teacher training and incentives, and social barriers to education. Some recommendations provided include increasing funding for education, improving school infrastructure, strengthening teacher recruitment and training, and making education more relevant and skill-based.
Educational System in Pakistan has several levels but faces significant problems. It has primary, elementary, secondary, higher secondary, higher, and technical vocational levels. However, the system suffers from low funding allocation and corruption. It also struggles with gender discrimination, lack of technical education, poverty, inefficient teachers, and infrastructure issues. To address these problems, solutions such as increasing education funding, improving teacher quality, enhancing technical education, and ensuring equal access for both genders are needed.
The document summarizes the results of an online survey about improving access to higher education for low-income groups in Pakistan. 161 people participated in the survey, which asked questions about satisfaction with educational policy, priorities for primary/secondary/higher education, reliability of local education systems, and steps the government could take. The majority of respondents were from Sindh, with smaller percentages from other provinces. Most felt primary and secondary education should be prioritized and that the government needs to establish more affordable institutions and make education compulsory.
K-12 Education and Charter Public Schools: Myth vs. RealityBush Helzberg
Although charter public schools have now existed for 25 years, they are still widely misunderstood. This presentation explores 12 myths relating to charter public schools and K-12 education.
The document proposes a conceptual model to enhance the quality of primary education in India by addressing issues like teacher shortage and absenteeism. The model involves:
1. Using bench employees from IT companies as teachers, with their salaries paid through corporate social responsibility (CSR) funds.
2. Adopting models like Gyanshala for low-cost, effective school operations and Agastya Foundation for innovative teaching methods.
3. Implementing a rating system for schools and using educational vouchers linked to ratings, as in Brazil's Bolsa Familia program, to incentivize quality.
Challenges include gaining policy changes for CSR fund usage and curriculum harmonization. The model aims to
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
This document summarizes a presentation on the problem of primary education in India. It outlines that while elementary education is a fundamental right in India, many children do not have access or attend school regularly due to lack of resources and facilities. India has a high illiteracy rate of 35% and spends less than other developed countries on education. It also notes issues with access, attendance, and learning outcomes in Indian primary schools. To address these problems, the presentation proposes a new organization called HOPE that would aim to improve teacher training, increase funding for education, and create a standardized structure for overseeing primary education across India.
On Education. Political Economic Digest Series - 12Akash Shrestha
In this series, we have a couple of readings that talk about alternative approaches to this issue. First reading is an article entitled “Improving Nepalese Education through choice”, in which the author talks about the education voucher system and its implementation in Nepal.
Education Voucher System developed by Nobel Laureate economist Milton Friedman intends to bring more quality and responsibility in public education system by bringing the virtuous qualities of markets i.e. competition and incentives to the public education without harming the access of the poor to education. Second reading in the series is an article entitled “The Failures of State Schooling in Developing Countries and the People’s Response” by James Tooley and Pauline Dixon.Mr Tooley is a prominent figure in the study of educational systems and educational policies around the world. In this article, the authors have discussed about the various alternatives poors have adopted in response of failure of the State to provide quality education.
What are the Common Misconceptions about Boarding Schools.pdfhimani181998
A well-known saying states, "A boarding school education is one of the best gifts a parent can give their child." However, certain misconceptions about the best boarding school in Chhattisgarh still prevail, and they are inaccurate.
Instead, the absolute truth about Chhattisgarh boarding schools is that they provide a unique environment that promotes quality education, personal growth, and community involvement. In reality, boarding schools are much more fun and fulfilling for the child.
Academic World School(AWS) is the Best boarding school in Chhattisgarh, offering many benefits beyond academic excellence. The school helps students attain the best degrees and qualifications and provides a foundation for life, success, and personal friendships that last forever.
Although there are specific rules & regulations in the Academic World School(AWS), students also enjoy a high degree of freedom within the college campus and an opportunity to live with their friends and make lifelong memories.
Similar to Public vs Private Schooling: The Eternal Debate (20)
Following are the frameworks that can help you understand and discover your WHY (or purpose/ vision/ goal)
- “Memories & Themes” method
- Goal Achievement Method by Mark Forster
- Talent Stack by Scott Adams
- Ikigai & Hedgehog concept by Jim Collins
- Don’t follow passion - Cal Newport
Few other frameworks:
Naval ’s Founder-Product-Market fit
Jordan B.Peterson’s Self authoring program
Swadharma - Bhagvad Gita
Skill-based niche: Sidz, Sanjay Shenoy, Entrepreneur on Fire (EoF)
There is tremendous value in failing.
That's how you succeed.
I liked how Sandeep Kochhar, CEO of Blewminds.com is championing #failure.
Here's my #pptnotes on his #failbig #failfast post.
By: @sathyanand1985
10 ideas that changed my life - Jack ButcherSathyanand S
Illustrated at VisualizeValue, Jack Butcher shares stunning images of the 10 ideas that changed his life.
PPTNotes by @sathyanand1985
Newsletter: aurasky.substack.com
16 years did NOT teach me these 16 thingsSathyanand S
**My corporate career of 16 years did NOT teach me these 16 things** - by Sandeep Kochhar, CEO, www.BlewMinds.com
Thank you Sandeep, for sharing your wonderful insight!
Prepared by @sathyanand1985
Notes: How to Get Rich - Naval RavikantSathyanand S
Naval Ravikant provides principles for wealth creation through entrepreneurship and leverage. Wealth is created through businesses and assets that earn income without constant work. The most important skills for wealth creation are reading, writing, arithmetic, persuasion, and computer programming. Entrepreneurs should find founder-product-market fit by pursuing their specific knowledge and building something that utilizes leverage at scale through the internet. Judgment, accountability, and developing wisdom over the long term are essential for accessing leverage that can multiply wealth.
Feminine Energy: What Productivity is Missing by Lauren Valdez (v2)Sathyanand S
The document discusses the need to balance masculine and feminine approaches to productivity. It argues that most productivity advice focuses only on logical, technical approaches (masculine energy) and ignores intuitive, emotional perspectives (feminine energy). To be truly productive, one needs both perspectives. It advocates designing a personalized system that brings pleasure and allows one to focus on their priorities and vision, rather than becoming rigid or oppressive. Feminine approaches like journaling and ritual can help with clarity, awareness and creativity to complement masculine task-tracking and optimization.
It's Time for Solopreneurs to Shine - Mahadevan RSathyanand S
Veteran entrepreneur and Solopreneur coach Mr.Mahadevan Ramachandran explains how everyone can become an 'solopreneur' and the time couldn't be better than before.
Learn MS Excel: Conditional FormattingSathyanand S
Conditional formatting allows you to format cell values based on conditions, such as scores less than 40 appearing in red, scores between 40-70 appearing in yellow, and scores greater than 70 appearing in green. This conditional formatting creates three categories for scores: red for less than 40, yellow for 40-70, and green for greater than 70.
Learn MS Excel: How to Transpose a TableSathyanand S
This document provides instructions for transposing tables by converting rows to columns and columns to rows. It discusses two types of table transposition and provides a link to learn more at SathyaWrites.com about how to transpose tables.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. For Private schools
• Busting myths and the
double-speak on education
• Gurcharan Das
• https://www.hindustantimes.
com/analysis/busting-
myths-and-the-double-
speak-on-education/story-
Ozl6OZBxDzmVUWMevg
MSjI.html
For Public schools
• Let’s Be Honest about
Public Education: Busting
Some Myths
• By Siddesh Sarma
• https://thebastion.co.in/ideas
/lets-be-honest-about-
public-education-busting-
some-myths/
4. Category description
• As stated as mistaken understanding
about schooling systemMyth
• Consequent effect of the about
understandingBelief
• But, the actual fact supported by
dataTruth
5. Which is better?
• Education must only be delivered by the
government to serve the public goodMyth
• Private schools are stifled, forbidden,
license rajBelief
• India has the 3rd largest private
schooling system in the worldTruth
6. What’s up in the north?
• Education in advanced countries is provided
by the StateMyth
• Recent education reforms in these countries
have encouraged private initiativesBelief
• >85% of students are enrolled in state-run
schools in developed countries
• India stands at ~55%
Truth
7. Where are we spending?
• India made huge investments in
government schoolsMyth
• But outcomes in govt schools are pitiable
Belief
• Global average – 14.5%
• India spends only 10.6% of its public
expenditure in education (in all levels)
Truth
8. What is the outcome?
• India made huge investments in
government schoolsMyth
• But outcomes are pitiable
Belief
• No significant difference. It’s not the
school, but socio-economic background
that matters
Truth
9. What parents pay?
• Private schools are for the elite
Myth
• 70% of parents pay a monthly fee of less
than Rs 1,000 per month
• 45% parents pay less than Rs 500
Belief
• Unfortunately family’s ‘ability to pay’
decides whether their children have access
to quality education
Truth
10. Legal framework
• The law forbids a private school from making a profit
but most schools doMyth
• This single change from a non-profit to profit sector
could create a revolution & investments would flowBelief
• It is an ethical travesty to look the other way when
the truth is that a family’s ‘ability to pay’ decides
their children’s access to quality educationTruth
11. Progressive taxation model
• Private schools are for the elite
Myth
• 70% of parents pay a monthly fee of less
than Rs 1,000 per month
• 45% parents pay less than Rs 500
Belief
• Well-administered public schools with a
progressive taxation model can subsidize
the costs for the poor
Truth
12. License raj
• It is very difficult for an honest person to start
a school.Myth
• At least 35-125 permissions are required
• Most require running around and bribery
• Takes up to 5 years.
Belief
• Registration of a private school takes not more
than 6 monthsTruth
13. Where’s the profit?
• Running a school is no longer lucrative
Myth
• Poorly executed 25% reservation under RTI
• Control on fees weakened the financial
health of the schools
Belief
• Affordable Private Schools (APS) make a
surplus of at least INR 10.5 lac p.a. (FSG
study)
Truth
14. Choice and competition
• Parents value choice and competition.
Myth
• Just as they pay for water, electricity and the
Internet, they will pay for a superior
education
Belief
• Don’t weaken public school through pro-
privatisation policy or making misleading
arguments about ‘competition’ and ‘choice’
Truth
15. ROI of private schools
• Opening up honest private school
education will require removing the licence
rajMyth
• Schools will only invest if there is
predictable regulation - freedom of
salaries, fees & curriculumBelief
• Besides fees, they charge for transport, books
and uniform — which are free in govt schools
• ‘Low-cost’ private schools operate by exploiting
teachers
Truth
16. Teacher’s salary
• The starting salary of a junior teacher in Uttar
Pradesh in 2017-18 was INR 48,918/ pm – 11X the
per capita income of UPMyth
• A vibrant private school sector will deliver better
outcomes for India and it will do so at one-third
the cost of government schoolsBelief
• Only teachers on the verge of retirement may
bring in the ~₹48,000. But what is wrong in the
government paying a professional teacher?Truth
17. Next education reform
• One, improve the quality of government schools,
and,
• Two, give autonomy to private schools
Myth
• The government must also separate its own
functions of regulating education and running
government schools.Belief
• The central problem facing education is one of
quality and equity, which cannot be solved simply
by allowing private schools to proliferateTruth
18. Conclusion
• Poor households are choosing low-cost private
schools only because the alternatives to them are
much worse.
• The solution for India’s masses, then, is not to
promote for-profit private ventures that will
continue to weaken a family’s finances;
• Instead, we must push to strengthen the public
alternative, which comes at no cost to them.