This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.

1. EQUALIZATON OF EDUCATIONAL
OPPURTUNITIES

2.  India is a democratic country. The success of
democracy depends upon education of its citizens.
 Education should aim at total development of
individual’s personality.
 Modern education is a process of learning from real
life and from the pulsating, dynamic society around
us.
 So the learning should be at the choice and pace of
the learner.
 It is the only way that education becomes relevant to
life.
 So educational oppurtunities are to be provided to
individuals to develop their personalities into the
fullest extent.

3. Equality in education involves
 Quality of teaching
 Teacher- student ratio
 Expenditure on children’s education
 Library and other educational resources
 Examination
 Selection criteria
 Length of schooling

4. Sergeants report suggested that
equality of oppurtunity could be provided at
the primary stage through
 Free schooling
 Mid-day meal
 Supply of books
 Provision of scholarship
 Provision of medical aid

5.  Right of education is a universal human right
[Act 26(1)]
From this point of view education is a
fundamental right and no impartial of
 Caste
 Colour
 Creed
 religion
 Race, etc.,

6.  In a democratic social system, all individual
citizens should be treated as equal.
 They must be given equal oppurtunities for
reaching the goals.
 Education is one of the most important ways of
getting upward mobility.
 Through education, the individual aspires to
achieve higher status, position and income.
 Oppurtunities for education should be made
available to all.
continues……

7.  Ordinarily, equality of opportunity means to
give equal chance to every individual for the
development of his capacity.
 The concept of equality of opportunity can
be interpreted in two ways such as:
• Horizontal equality.
• Vertical equality.
 The horizontal equality treats all
constituents in equal manner.
 The vertical equality requires special
consideration to bring about equality of
opportunity.

8. Equality of education oppurtunity is due to
the following reasons
 Establishing a society which ensures the
same equality and social justice for all.
 Through education success of democratic
institution is assured.
 Education is a human resource development
enriches the individual and the whole
society.

9.  It is needed for the establishment of an
egalitarian society.
 The equality of educational opportunities
will ensure a rapid advancement of a nation.
 When the people have opportunities to get
education, they will have a chance to
develop their natural talent and thus enrich
the society.
 The equality of educational opportunity will
extend the search of talent among all the
people of a nation.
 It will help to develop a close link between
the manpower needs of a society and the
availability of skilled personnel.

10.  The Indian Education Commission has viewed the
problems regarding equality of educational
oppurtunity. The problems are
 Lack of school facilities in rural areas.
 Financial handicaps.
 School buildings and equipment.
 Social, economic and religious problems.
 Wastage of material and equipment.
 Defective curriculum.
 Stagnation in the form of money, material,
energy and efforts.
 Dearth of efficient teachers.

11. In India there are some reasons which
create inequality of educational
opportunities.
 Difference in economic status of home.
 Gender disparities.
 Regional Imbalance.
 Physiological difference.
 Difference in home conditions.
 Desparity between backward and advanced
classes.
 Non-availability of adequate opportunities.
 Difference in mental and physical abilities.

12. To solve the problems of equality of educational
oppurtunity Indian Education Commission
recommended the following:
 Tuition free education upto lower secondary stage.
 Private costs in education should be reduced.
 Scholarships.
 Transport facilities.
 Study centres.
 Preference to be given to the need of girls.
 Greater efforts are needed to provide educational
facilities for nomadic and semi-nomadic groups.
 Education for the tribal people deserves great
attention.

13. The total number of non-enrolled
children at the elementary stage consists
more of children from weaker sections of the
community like
 Scheduled castes.
 Scheduled tribes.
 Agricultural landless labourers.
 Urban slum dwellers.

14.  Equalisation of educational opportunities
has been one of the major objectives of the
successive Five-Year Plans.
 Considerable works in this respect has been
done through the programme of expansion of
educational facilities at the elementary,
secondary and university stages.
 For achieving the target of equality of
educational opportunity in India our efforts
must be directed in many directions for
recognizing the educational system.

15.  On the basis of the constitutional provisions
we must provide compulsory elementary
education to all children of the country.
 Democracy
 Socialism
 Secularism
 Justice
 Equality
are to a be cultivated through the
provision of equalizing educational
opportunity for establishing an egalitarian
society.

16.  Debarring restriction on admission in
educational institutions.
 Wide distribution of Institutions.
 Provision of Pre-school education.
 Provision of scholarship and other facilities.
 Special treatment for S.C., S.T., and Other
Backward Communities.
 Residential Schools.
 Special education of physically challenged
persons.

17.  Steps have been taken for the education and
training of blind, deaf, orthopaedically
challenged children and educable sub-normal
children by the government and voluntary
organisations.
 The New Education Policy, 1986 lays special
emphasis on removing disparities and equalizing
educational opportunity.
 To promote equality, it will be necessary to
provide for opportunity to all not only in access
but also in the conditions for success.
 Major emphasis will be laid on women’s
participation in vocational, technical and
professional education at different levels.

18.  Numerous incentives, helps, benefits, facilities
will be provided to SC and ST population to
equalize them with other developed
communities.
 People of educational backward areas like rural
areas, hill tracks and desert areas will be given
adequate institutional and infrastructural
facilities.
 Minority community will be allowed to set up
and administer their own educational
institutions.
 Education for physically and mentally
handicapped children should be integrated with
the general community as equal partner to
prepare them for normal growth and to enable
them to face with courage and confidence.

19.  Truly speaking in-spite of all attempts in the
direction of the national goal,the result of
quality of opportunity, the result is not
satisfactory.
 Hence in order to accelerate in the progress of
providing equality of opportunity, incentive
measures are to be properly implemented and
administrative structure has to be properly
streamlined with a strong will and
determination.
 Various media, methods and materials are to be
utilized to fulfil the special needs of the
deprived children of the country.

20. THANK YOU