scholarly journals THE HUMANISM OF J.P. NIKE IN REFORMING ELEMENTARY EDUCATION IN INDIA IN XX CENTURY

2019 ◽  
pp. 137-145
Author(s):  
D.I. Aslanov ◽  
E.O. Martynova ◽  
M.I. Golubova
Keyword(s):  
Elementary Education ◽  
Education In India

History and the Current State of Elementary Education in India

2019 ◽  
pp. 1-65 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Elementary Education ◽  
Education System ◽  
Quality Education ◽  
Current Status ◽  
State Action ◽  
Government Education ◽  
Education In India ◽  
The Government ◽  
Poor Children

Chapter 1 gives an overview of the history and current status of the education system in India. It identifies parts of the society whom Article 21A is primarily aimed at, and what the most pressing issues to be addressed in the field of primary and lower secondary education are. It is quite clear that those who might profit from having a right to education are those who do not have the means to already afford quality education for themselves by obtaining it from the private market and who are, therefore, dependent on some form of state action. Strangely, it will be shown, even after years of education being a fundamental right, decent-quality education is still not seen as a ‘public good’ that the state ought to provide for free but something that is supposed to be obtained from the market, with the government education system being considered as something ‘meant for (very) poor children’.

scholarly journals IMPACT ASSESSMENT OF AN ALTERNATIVE INTERVENTION FOR ACCESS OF MARGINALIZED CHILDREN TO EDUCATION AND RETENTION

2015 ◽  
Vol 3 (12) ◽  
pp. 9-15
Author(s):  
Gopal Krishna Thakur
Keyword(s):  
Elementary Education ◽  
Human Development ◽  
Poverty Line ◽  
Poor People ◽  
Medium Development ◽  
Alternative Intervention ◽  
Brick Kilns ◽  
The Status ◽  
Education In India ◽  
The Masses

The last couple of decades have witnessed sustained governmental efforts towards universalization of elementary education in India; yet the status of human development in the country is a matter of great concern. In the latest Human Development Report published by the United Nations Development Programme (UNDP), covering 187 countries across the world, India is ranked at 135, among the 'medium development' countries like Egypt, South Africa, Mongolia, Philippines and Indonesia. Among India's neighbours, Bhutan and Bangladesh too figure in this category. Though India has made considerable progress in social, political and economic spheres and has emerged as one of the fasted growing and the world’s fourth largest economy. But it still has more poor people than any other country with about one third of the population living below the poverty line. One of the main reasons of the poverty of the masses is not having the access to adequate educational facilities and subsequent benefits of education. This paper presents the factual details of a study, which attempted to examine the status of marginalized children’s access to education and retention in West Bengal, particularly of those children, whose parents work in the brick kilns of 24 North Pargana and Maldah districts of the State.

Going beyond the Self1

2018 ◽  
pp. 372-400
Author(s):  
Bharat Suri
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Educational Philosophy ◽  
Andhra Pradesh ◽  
Educational Resources ◽  
Education In India ◽  
Self Knowledge ◽  
Institutional Challenges ◽  
Contemporary Context

This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

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