Unit 1: Nature and agencies of Education:
1.1. Meaning, definition and aims of education
1.2. Education in the 21st century in India
1.3. Formal, Informal and Non-Formal education
1.4 Functions and modes of education Regular, Open, Distance& Online, Blended learning Mainstream, Inclusive and Special School, Home-based education
1.5 Role of Government and Non- Govt agencies of education
1.1 Meaning, definition and aims of education
Education, like philosophy is also closely related to human life. Therefore, being an important life activity education is also greatly influenced by philosophy. Various fields of philosophy like the political philosophy, social philosophy and economic philosophy have great influence on the various aspects of education like educational procedures, processes, policies, planning and its implementation, from both the theoretical and practical aspects.
Etymological Meaning of Education
Etymologically , the word Education has been derived from different Latin words.
a) Educare which means to bring out or to nourish .
b) Educere which means to lead out or to draw out .
c) Educatum which means act of teaching or training .
d) Educatus which means to bring up, rear, educate .
e) Educatio which means a breeding, a bringing up, a rearing.
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Since time immemorial, education is estimated as the right road to progress and prosperity. Different educationists thoughts from both Eastern and Western side have explained the term education according to the need of the hour. Various educationists have given their views on education. Some important definitions are:
1. Mahatma Gandhi : By Education I mean an all-round drawing out of the best in man body, mind and spirit.
2. Rabindranath Tagore : Education enables the mind to find out the ultimate truth, which gives us the wealth of inner light and love and gives significance to life.
3. Dr. Zakir Husain : Education is the process of the individual mind, getting to its full possible development.
4. Swami Vivekananda : Education is the manifestation of divine perfection already existing in man.
5. Aristotle: Education is the creation of sound mind in a sound body.
6. Rousseau: Education is the child s development from within.
As is the meaning of Education, so is its nature. It is very complex. Let us now discuss the nature of Education:
1. Education is a life-long process: Education is a continuous and lifelong process. It starts from the womb of the mother and continues till death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality.
2. Education is a systematic process: It refers to transact its activities through a systematic institution and regulation.
3. Education is development of individual and the society : It is called a force for social development, which brings improvement in every aspect in the society.
4. Education is modification of behavior: Human behavior is modified and improved through educational process.
5. Education is purposive: Every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all Educational activities.
6. Education is training: Human senses, mind, behavior, activities; skills are trained in a constructive and socially desirable way.
7. Education is instruction and direction: It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality.
8. Education is life: Life without Education is meaningless and like the life of a beast. Every aspect and incident needs education for its sound development.
9. Education is continuous reconstruction of our experiences: As per the definition of John Dewey Education reconstructs and remodels our experiences towards socially desirable way.
10. Education helps in individual adjustment: A man is a social being. If he is not able to adjust himself in different aspects of life his personality can t remain balanced. Through the medium of education he learns to adjust himself with the friends, class fellows, parents, relations, neighbors and teachers etc.
11. Education is balanced development: Education is concerned with the development of all faculties of the child. It performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that the individual may get rid of his animal instincts by sublimating the same so that he becomes a civilized person.
12. Education is a dynamic process : Education is not a static but a dynamic process which develops the child according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society.
13. Education is a bipolar process : Education is a bipolar process in which one personality acts on another to modify the development of other person. The process is not only conscious but deliberate.
14. Education is a three dimensional process: All Educations proceeds by participation of the individual in the social consciousness of the race. Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of Education consists of 3 poles the teacher, the child and the society.
15. Education as growth: The end of growth is more growth and the end of Education is more Education. An individual is a changing and growing personality. The purpose of Education is to facilitate the process of his/her growth.
Therefore, the role of Education is countless for a perfect society and man. It is necessary for every society and nation to bring holistic happiness and prosperity to its individuals.
Scope of education
Scope means range of view out look field or opportunity of activity operation and application. Education has a wider meaning and application.
Educational philosophy: Philosophy of education covers aims of education, nature of education, importance of education, function of education its very old and essential part of education.
Educational psychology: Main aim of education is the development of child. Psychology helps to understand the child better and development of child with respect of physical, mental, emotional, social adjustment, individual difference, personality, thinking, reasoning, problem solving.
Educational sociology: A child lives in the society so its important for him to know about the society the nature of society, type of society, interdependence between culture and society.
History of education: It is also important to know background, origin, development, growth and aspect of the subjects. And also education system method of teaching during ancient period, medieval period, British period and modern period.
Economics of education: For the growth of business and market the world class economical education is important for each and important.
Method of teaching: In ancient time the pupil were passive listeners but now they actively participate with the teacher in the process of education. So the skill and proficiency of difference teaching methods needs to be developed.
Educational administration and supervision: The educational institution and the system has to be supervised and administrated smoothly so that the process of education goes well. Regulation of fund, democratic administration, autonomy, personnel management etc.
Problems of education: This scope includes problems of teaching management of education and also suggestion and remedies for it.
Population education: Viewing at the undesirable growth of population, an awareness is created through population education.
Environmental education: Ecological in balances have drown the attentions of intelligence today. So looking at the environmental problems study of environment education has great importance.
Aims of Education: character building, education as means of livelihood, for social efficiency social aim, cultural development and transmission;
Education is a continuous lifelong process. The aim of education is to provide direction to the process of education. There are different aims of education like social aim, vocational aim, cultural aim, moral aim, spiritual aim, intellectual aim, etc.
Character building
Character is a mental quality and it should be built very cautiously by education. T. Raymond opines, Education finds its real meaning and value when its aim is character-building . Bertrand Russel emphasizes that the formation of character is the chief aim of education. Herbart, the great educator of nineteenth century says, the whole work of education may be summing up the concept of morality .
M.K.Gandhi viewed, Character building is the aim in education I would try to develop courage, strength, virtue, the ability to forget oneself in working towards great aims. I should feel that if we succeed in building the character of the individual, society will take care of itself .
Swami Vivekananda, Dayanand Saraswati and all other philosophers of the east also emphasized the development of character as the aim of education. Character, essentially, includes all the best and noble qualities which can be better cultivated by education. Morality or moral qualities include tolerance, truthfulness, honesty, courtesy, loyalty, justice, sincerity, endurance, courage or fortitude, fellow feeling, freedom, self-control, non-violence, forgiveness, will power, conviction, temperance, etc.
These should be fostered by a suitable programme of education. Therefore, S. Radhakrishnan says, The troubles of the whole world including India are due to the fact that education has become a mere intellectual exercise and not the acquisition of moral and spiritual values .
Social Aim
Human being is considered to be a social animal.
Education can make him to be a productive member of the society. Every
individual is born with some potential. It is the education that helps the
individual to meet his potential. Society is considered to be the result of
interaction among the individuals either in small or large group. Education
ensures peaceful existence of the society. By education, students realize the
importance of social values like justice, fair play, healthy competition and
harmony, etc. Education makes the individual accountable to the community and
the nation. With social aims, education gives direction to the society in its
development.
It is admitted that a good citizen is an asset for the nation. The development of nation depends upon the nature of the citizens and in order to be a good citizen, certain qualities are essential ingredients a sense of social responsibility and social duty, a love for freedom, power of independent thinking, a spirit of national service, a sense of sacrificing one s personal interest for the larger interests of the community and nation, courage to express freely, free from fear, and a knowledge of socio-political system i.e. socio-political consciousness.
Therefore, these values should be fostered in the minds of
children and individuals through the planned and organised system of education.
Plato, the author of the treatise on the system of government, The Republic
writes, Education for citizenship is the only education which deserves the
name; that other sort of training, which aims at the acquisition of wealth or
bodily strength, or mere cleverness apart from intelligence and justice, is
mean and illiberal and is not worth to be called education at all.
Vocational Aim
Process of education makes the individual to be
capable of his livelihood, so that he can useful and lead a productive life in
the society. The individual respects the dignity of labour. This aim makes him
self-reliant and sufficient and fills the gap between education and vocation.
Vocational aim has utilitarian dimension too. Education provides knowledge and
skills to an individual in a fruitful manner.
In the modern times, it is felt that education should have its preparatory value to enable individuals to earn his livelihood or to make both ends meet in order to live happily and successfully. It is the economic self-sufficiency of a person which makes him a worthy and contributing citizen.
The advocates of this aim say that all the knowledge that the child has gained, all the culture the child has acquired in the school will be of no use, if he cannot make both ends meet as an adult member of the community. Therefore, education should aim at imparting knowledge, skill, and information to the pupils in order to make them self-reliant; not to be a drag or parasite upon others.
As such, vocational bias in education is absolutely necessary for enabling pupils to be productive members in the society.
Education with the vocational aim will prepare each individual for
an occupation which will suit to his needs, abilities, interests and attitudes.
Vocational aim of education is also superscripted as Bread and Butter, aim ,
Blue Jacket Aim and White collar Aim . M. K. Gandhi says, True
education ought to be for the boys and girls a kind of insurance against
unemployment .
Cultural Aim
Education has a cultural aim also. By undergoing
education, child becomes civilized and cultured. An educated person develops
aesthetic sense and respects other's culture. Knowing the culture includes
gaining or acquiring knowledge about existing beliefs of a society, art,
morals, laws, etc.
Culture is defined as complex whole which includes knowledge, belief, art, morals, law, custom, tradition, folk ways, religion, literature and any other capabilities and habits acquired by man as a member of society. M.K. Gandhi attaches his importance upon this cultural aspect more than the literary aspect when he said, culture is the foundation, the primary thing . It should show itself in the smallest details of your conduct and personal behaviour, how you sit, how you walk, how you dress, etc. Inner culture must be reflected in your speech, the way in which you treat visitors and guests, and behave towards are another and towards your teachers and elders .
Culture comprises vast array of inter-related knowledge, skills, values and goals. A cultured person is he whose personality is refined, whose aesthetic tastes are developed, who lives a socially Useful life, who is socially efficient, who appreciates ideas and values, who understands the best thought of the community and who not only assimilates the rich experiences of the race but also utilize these experiences in a meaningful way for the development of the society.
Culture is essential for refinement of physical, intellectual,
moral and aesthetic parts of personality of an individual. Culture also expands
one s outlook, sharpens one s interest and fosters an acceptable behaviour of
the individual.
Spiritual Aim
Education is necessary to promote spirituality
among the individuals. He raises himself above self-interest and works for the
welfare of others, which is called to be the state of self-actualization. He
not only preaches right or wrong, but also practices it in his life.
The idealistic philosophers contend that the chief aim of education is to develop the spiritual side of an individual. The sole aim of education should be the maximum development of spiritual potentialities of the individual. In turn, this development gives the real strength to human soul and mind. Regarding the importance of education for spiritual side of the individual.
Dr. S. Radhakrishnan says, The aim of education is neither national efficiency nor world solidarity, but making the individual feel that he has within himself something deeper than intellect, call it spirit if you like .
Shri Aurobindo views, The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble cause . Thus, the central aim of education should be the development of spirituality in men.
Inculcation of spiritual values in the minds of individuals by the programme of education is the need of the hour to save the humanity from plunging into the morass of hat redness, selfishness, corruption, aggression, violence, chaos, disorder, narrow-mindedness, malevolent spirit, tensions, fears, conflicts, brutality, suspicion, destruction and disaster.
Pristine glory and pride of the nation can be brought back by education, by inculcating the spiritual values or truths in children and by propelling them to practice in their day to day lives. Because it is said that the taste of pudding lies in eating it In short, spiritual education will bring happiness, order and contentment in the world by cultivating spiritual faiths in the minds of the individuals.
It is also known as harmonious development aim of education. It refers to harmonious development of the physical, intellectual, emotional, spiritual, moral and aesthetic sides of human personality. It is with this harmonious development of all aspects of human nature that he will be able to play his part well in life and achieve success in all fields of human life.
This aim was first advocated by Rousseau who said education as the process of development into an enjoyable, rational, harmoniously balanced, useful and hence natural life . Other important supporters of this aim are Pestalozzi, Ross and M.K. Gandhi. Pestalozzi regards, Education is natural, harmonious and progressive development of man s innate powers .
By harmonious development he means the education of 3 H s Head, Heart and Hand. Ross views, Harmonious development means the intellectual, religious, moral and aesthetic development of the child .
The eminent naturalistic philosopher, educationist and biologist of the nineteenth century Herbert Spencer expounded complete living aim of education. He said that education should bring about the whole-some development which enables an individual to face all problems of life in all spheres and solve them with great courage and conviction.
He asserted that the chief task of education is to enable the individuals to prepare for life and the art of life consists of right ruling of conduct in all directions under all circumstances. In this connection he says that education must tell us in what way to treat the body; in what way to manage out affairs; in what way to bring up our family; in what way to behave as a citizen; in what way to utilize those sources of happiness which nature supplies how to use all facilities to the greatest advantage of ourselves and others .
So, education should acquaint us with the laws and ways of complete living. He writes in his treatise on Education , To prepare us for complete living is the function which education has to discharge, and the only mode of judging any educational course is to judge in what degree it discharges such function . He identified certain activities which have bearing upon complete living according to their respective values in order of priority.
1. Activities relating to self-preservation directly are those subjects like physiology, hygiene, physics, chemistry which help in self-preservation. Activities related to self-preservation indirectly include subjects like Mathematics, Biology, Sociology and Physics.
2. Activities pertaining to rearing and bearing of offspring s are the subjects like physiology, domestic science, psychology which help in understanding the principles of child s growth and development.
3. Activities relating to social and political duties include subjects like history, political science and economics which help the individuals to perform socio-political duties so that one can live properly.
4. Activities relating to utilization of leisure time profitably include subjects like art, music, poetry, painting, literature, drama etc. which serve the end by satisfying leisure time needs.
1.2 Education in the 21st century in India
Today, people have realized that education translates into opportunity and hope for the future. They have understood the fact that the ability to get an education, to foster creativity and curiosity, to seek answers will allow mankind to continue to grow.
The education culture in India has reached interesting times. Teachers are more qualified, students are more aware, schools have better facilities, fee structures have gone over the roof. Modern-day education is certainly aided by computers, projectors, the internet, and much more. Everything that can be simplified has been made simpler. Technology and science have explored every aspect of life. Internet provides implausible knowledge, and there is no end to it.
Education in India includes primary, secondary and higher education. Elementary education goes on for 8 years, secondary and senior secondary education goes on for 4 years. Higher education in India starts after passing the higher secondary education, and post-graduation courses are generally of two to three years of duration
The goal of modern education is to focus on ensuring that children would be problem solvers, decision makers, and enablers. Students need to leave school with life skills that help them navigate challenges even if they don't know the solutions to them. Most importantly they need to be comfortable to work with people around them who have different backgrounds and life experiences collabratively.
There is almost no field of pursuit left which is unidimensional or individualistic. Even if you take the most extreme example of a sportsperson pursuing an individual sport such as tennis or atheletics, they need to interface with psychologists, trainers, big data technologists etc and work together as a team.
Education, broadly speaking, is not just teaching the prescribed syllabus but opening the mind to multiple possibilities, imbibing life skills and preparation for being entrepreneurial, in every walk of life. Entrepreneurship in the classical sense has been focused on venture creation, but venture management and scaling is also a part of the definition, per say, now.
The future is individual learning, customized consumption and smaller learning spaces where students can learn in a fluid environment and can learn from each other - peer learning. The teacher-student relationship will face a dynamic change, when flipped classrooms become a norm rather than an exception in schools.
The ideas will be beyond the textbook and more aligned to the application of knowledge rather than assessment of retention. Flexible learning paths, focus on imparting life skills, student centric learning methods and use of technology are bringing in the concept of "Education 4.0".
Modern teaching methodology is focused on thinking and analytical skills. The transferable abstract thinking skills and reflective observation in students helps in developing future careers. The process involves the use of project making, field trips, and facing challenges in a controlled environment. It is the bedrock of future success as it bridges the gap between learning and doing. The discrepancy between theory and practice is overcome. The learning curve is enhanced, and the methodology is instrumental in producing demonstrable mindset and behavioural changes.
It lays the foundation to holistic educational practices that create an environment that facilitates life-long learning, engages the student's natural curiosity and boosts retention dramatically. The assessment system is also stronger and helps evaluate the core strengths and areas of improvement for every child on a personal level with the use of modern methodology.
Technology has enabled improved interaction between communities, and educationists should look at tech as an enabler of greater methodology and new age pedagogy, not as a substitute to the educator. The use of technology to make learning more natural is the key to the future. When our daily lives are empowered by tech, there is no reason that teaching-learning should be deprived of it.
The gap remains when students are taught using only traditional methods, and the workplace is fraught with the use of technology. The student often fails to adapt and flounders, leading to a spectre of being a misfit in the employment jungle. The use of technology in classrooms has led to many positive changes in the learning curve of students. AR/VR, AI, Blockchain is the present, not just the future.
The amalgamation of Artificial Intelligence, Augmented Reality, Automation, Robotics, Virtual Reality, digital marketing, and so forth has revolutionized the education sector. Schools are incorporating laboratories built for these disciplines. The use of technology has fuelled the impact on interdisciplinary learning and research-based innovation.
1.3 Formal, Informal and Non-Formal education
Education goes beyond what takes places within the four walls of the classroom. A child gets the education from his experiences outside the school as well as from those within on the basis of these factors. There are three main types of education, namely, Formal, Informal and Non-formal.
At around the same time there were moves in UNESCO toward lifelong education and notions of the learning society which culminated in Learning to Be ( The Faure Report , UNESCO 1972). Lifelong learning was to be the master concept that should shape educational systems (UNESCO 1972:182). What emerged was the influential tripartite categorization of learning systems. It s best known statement comes from the work of Coombs with Prosser and Ahmed (1973):
Formal education: the hierarchically structured, chronologically graded education system , running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.
Informal education: the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment from family and neighbours, from work and play, from the market place, the library and the mass media.
Non-formal education: any organised educational activity outside the established formal system whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objectives.
Formal education or formal learning usually takes place in the premises of the school, where a person may learn basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in elementary school and continues with secondary school.
Post-secondary education (or higher education) is usually at a college or university which may grant an academic degree. It is associated with a specific or stage and is provided under a certain set of rules and regulations.
The formal education is given by specially qualified teachers they are supposed to be efficient in the art of instruction. It also observes strict discipline. The student and the teacher both are aware of the facts and engage themselves in the process of education.
Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle.
People can also get an informal education by reading many books from a library or educational websites.
Informal education is when you are not studying in a school and do not use any particular learning method. In this type of education, conscious efforts are not involved. It is neither pre-planned nor deliberate. It may be learned at some marketplace, hotel or at home.
Unlike formal education, informal education is not imparted by an institution such as school or college. Informal education is not given according to any fixed timetable. There is no set curriculum required. Informal education consists of experiences and actually living in the family or community.
Non-formal education includes adult basic education, adult literacy education or school equivalency preparation.
In nonformal education, someone (who is not in school) can learn literacy, other basic skills or job skills.
Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.
Non-formal education is imparted consciously and deliberately and systematically implemented. It should be organized for a homogeneous group. Non-formal, education should be programmed to serve the needs of the identified group. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation.
1.4 Functions and modes of education Regular, Open, Distance& Online, Blended learning Mainstream, Inclusive and Special School, Home-based education
Functions of education Nation Building, National Integration, Social Integration Bringing about peace and harmony in the society and inculcating values and ethos;
Nation building
In order to make India a front-line country and economy, the government has launched schemes such as Digital India and Make in India, which require the education system especially higher education to gear itself to the task of realising these missions. The pursuit and success of these goals will largely depend on the availability and commitment of the talented and trained human resource. It is here that the role of education is most crucial.
The government has started a number of initiatives to underscore the need and importance of research and innovation in institutions of higher learning. In 2016, it announced the Institution of Eminence scheme to make 10 private and 10 public universities world-class by providing them the much-needed autonomy and freedom to grow, develop and flourish in the next 10 to 15 years. This scheme, among other things, aims to provide these institutions with complete academic, financial, administrative and regulatory autonomy so as to raise their competitiveness at the international level. All centrally-funded institutes and those in the private sector have the opportunity to take part in this nation-building exercise.
ROLE OF EDUCATION ON NATIONAL INTEGRATION
In view of promoting national integration in November 1960, the Education Ministers of all the States met to consider this matter. The problem of National Integration was considered in all its gravity. It was then decided that a committee be constituted under the leadership of Dr. Sampurnananda for promoting national and emotional unity in the country.
The committee apart from considering other aspects of the problem, devoted thought to the role of education in promoting national integration. The Committee was set up in May 1961 and it began it s; work soon thereafter. Education and the Recommendations of National and Emotional Integration Committee .The Committee recommended that the aim of education should be merely to give or exchange knowledge, but also to bring about the all round development of personality of the students.
Through the medium of education, the qualities of sacrifice and tolerance should not be evolved in the student behaviour so that, the feeling of national unity may be fostered.
The important recommendations of Committee as follows:
(i) Recognition of Education Institutions: Recognition should j be granted only to those educational institutions which do not practiced discrimination on the grounds of caste, creed, religion, clan etc.
(ii) Basis of Admission: The basis of admission to educational I institutions should be the merit of student and not caste, clan, religion, class etc.
(iii) School Uniform: The Uniform of students in every school should be identical.
(iv) Oath to be taken by the students: Every year, students should be required to take oath twice to devote themselves to the service of their country and countrymen. The oath was to the effect that " India is my country, all Indians are my brothers and sisters. I love my country. I am proud of its glorious traditions and that I will always strive to make myself worthy of my country."
(v) National Anthem: Students should be taught the meaning of our national anthem and sing properly in chorus.
(vi) Respect for the National Flag: Students should be taught the importance of the national flag and to show due respect to the national flag.
(vii) Celebration of National Days: Students and teachers in co-operation with other members of the Community should celebrate such national days as August 15, January 2ft October 2 etc..
(viii) Organization of lectures of National Unity: The gathering organized for the various activities and purposes of school should be utilized for laying emphasis upon national integration.
(ix) Exhibition of Films and Organizing Tours: The exhibition of films depicting various aspects of national development and national Unity. Organizing tours to places of historical importance.
(x) School Project: Project should be initiated in schools for the specific purpose of acquainting students with their country. These projects should increase knowledge about various parts of the country and thus stimulate love for the country.
(xi) Open Air Theater: At least four times in a year, play should be staged in schools for the benefit of students. The themes of these plays should be ancient India, contemporary India, and unity at the time of freedom movement and the promotion of national integration.
(xii) Reorganization of the Curriculum: The Curriculum of schools should be organized on the basis of modern India's democratic and secular values.
(a) Primary Level:
Importance should be laid on prayer meeting, singing national songs telling stories of great-men, folk-song, patriotic song and social studies.
(b) Secondary Level:
Priority should be given to moral and ethical education, Co-curricular activities, knowledge of languages and literature and social studies.
(c) University Level:
Special emphasis should be placed upon the various social science, languages, literatures, culture and art.
Education unifies the individuals in society and create the sense of solidarity among them. It helps the individuals and groups to cooperate with one another and find a common ground for social life. Nations are built because of education because it unifies people into an organized unit.
For a society to work, functionalists say, people must subscribe to a common set of beliefs and values. As we saw, the development of such common views was a goal of the system of free, compulsory education that developed in the nineteenth century.
Socialization refers to a process by which individuals acquire a personal identity and learn the knowledge, language, and social skills required to interact with others. Again, students don't only learn from the academic curriculum prepared by teachers and school administrators. They also learn social rules and expectations from interactions with others. Students in America receive rewards for following schedules and directions, meeting deadlines, and obeying authority. They learn how to avoid punishment by reducing undesirable behaviors like offensive language. They also figure out that to be successful socially, they must learn to be quiet, to wait, to act interested even when they're not, and to please their teachers without alienating their peers.
Besides socialization, another significant manifest function of school is the transmission of cultural norms and values to new generations. Schools help to mold a diverse population into one society with a shared national identity and prepare future generations for their citizenship roles. Students are taught about laws and our political way of life through civic lessons, and they're taught patriotism through rituals such as saluting the flag. Students must also learn the Pledge of Allegiance and the stories of the nation's heroes and exploits. Because America is a capitalist nation, students also quickly learn the importance of both teamwork and competition through learning games in the classroom as well as activities and athletics outside the classroom.
The prime concern of education is to evolve the good, the true and the divine in man so as to establish a moral life in the world. It should essentially make a man pious, perfect and truthful. The welfare of humanity lies neither in scientific or technological advancements nor in acquisition of material comforts. The main function of education is to enrich the character. What we need today more than anything else is moral leadership founded on courage, intellectual integrity and a sense of values.
Since education is a powerful instrument of social change and human progress, it is also a powerful tool to cultivate values in an individual. Therefore all the educational institutes have greater responsibility to impart learning and cultivation of values through education.
For inculcating values many educationists have suggested different ideas such as
Further to cultivate values among the new generations we are to design a curriculum from out of our accumulated cultural heritage
Value Education awakens curiosity, development of proper interests, attitudes, values and capacity to think and judge about oneself. It helps in Promoting Social and Natural Integration.
Value education should aim at the development of values of the following type.
Value education is rooted in Indian philosophy and culture and ingrained in every tradition of Indian culture. The Vedas and Upanishads form the source of inspiration for value education. In the Vedic period, in Ashram system of education, the Guru insisted his pupil to follow certain values throughout his life.
University education commission 1948-49 mentioned the various aspects of morality as: loyalty, courage, discipline, self-sacrifice and spirituality.
The Secondary Education Commission 1952-53 laid special emphasis on the following values in the formation of character of the students:
There are several ways to make value education more effective. Firstly, the moral awareness should be endorsed to orient the progress in science & technology towards the welfare of mankind. Secondly, common values should be re-discovered to unite human beings with the general decline of traditional values. Thirdly, teachers pass values to the students both consciously and unconsciously through their conduct in and out of class rooms. Therefore the need for a consciously planned value education program is obvious to establish a formal learning. Fourthly, tudents might face more complicated decision making situations about issues involving values. They should be helped in developing the ability to make proper choices in such situations through value education. Fifthly, increase in Juvenile delinquency is a crisis to youth who under goes the process of personal growth. In such situation value education assumes a special significance.
In school, children are members of a small society that exerts a tremendous influence on their moral development. Teachers serve as role model to students in school; they play a major role in inculcating their ethical behaviour.
At the same time, peers at school may also diffuse boldness about cheating, lying, stealing, and consideration for others. Though there are rules and regulations, the educational institutions infuse the value education to the children in an informal way. They play a major role in developing pro-social behaviour in children.
The most common steps which can be taken in educational institutions to inculcate values include:
The children should be encouraged to be accountable for their own actions and should learn to respect and treat others kindly.
The teachers are the first role model to the children outside their family. When the children sees the model showing concern for others, motivating them for their good deeds and cooperating and helpful with their academic issues, the children learn them by observing and imitate it with fellow peers.
The children are taught basic morals and values in school. They should be taught by emphasizing the idea through many activities, stories and tales, which will encourage them to engage in more helping behaviours.
The teacher should appreciate the children for developing pro-social behaviour, especially for any specific action they have done to help others.
Children s ability to develop a relationship with peers is critical to their wellbeing. These children have difficulty in understanding social or nonverbal cues and they lack the ability to reason. The teachers play a role in helping these rejected children learn to listen to peers and hear what they say instead of trying to dominate peers.
Neglected children are helped to attract and hold their attention from peers. They are taught to ask questions, listen, and help them to establish interest groups or clubs where they integrate in a positive way.
School is the basic stage in the process of socialisation and value education takes place at school level as the child is exposed to friends, teachers, syllabus and various extra-curricular activities.
Further, values cannot be taught like abstract subjects like history, science or math. However, they can be inculcated only through situations deliberately planned while teaching the subjects. For example, National Movement can be taught in such a way that it leads to inculcate the values of patriotism, secularism, universal love and tolerance etc. Similarly, World History can help to inculcate values of Liberty, equality and fraternity {French Revolution}, Fundamental Rights and equality {American Revolution}; Science can help to inculcate values of scientific temper, appreciation towards laws of nature; Indian Civics can help to inculcate values of respect to constitution, respect for democracy, secularism, integrity and unity of the country, social, political and economic justice etc. Further, math can help in inculcating the values of honesty and integrity; Geography and environment can help to inculcate values of respect for other s culture, and world is one family {Vasudhaiva Kutumbakam}.
At the same time, teachings from the biographies of the great and noble leaders also inculcate the inspiring values among the students and people at large. For example, Mahatma Gandhi s insistence on truth, non-violence and satyagraha teaches the basic human values.
Last but not the least, the education about constitution, particularly preamble; fundamental rights and duties gives out what values should be fostered through education.
Modes of Education: Regular, Open, Distance & Online, Blended learning;
Although distance learning is not a completely new thing for us, recently it has taken the world by storm. The recent pandemic situation has brought it into the spotlight because of how useful and convenient it has been for us.
Distance learning is a form of education that doesn't require students to be physically present in school. This form of education conducts classes in the form of videos and modules, even exams are conducted online. As a result, you are able to participate from anywhere in the world.
The traditional education system has remained quite the same. Universities are still operating face-to-face classes. Although the use of multimedia and technology has changed the experience around the last few decades, students who are pursuing degrees are still attending lectures and examinations to finish courses.
Education gives us knowledge of the world around us. It builds our capacity to change it into something better. So, if there were anything that you would like to get conveniently, it would be education. The flexibility in learning is comparatively a newer concept.
In the past, people would often select a profession for themselves and carry it out for the rest of their lives to make their livelihood, but people are having to adapt to new situations even working two jobs at the same time. The changing times will require people to develop more and more new skills to adapt to socio-economic changes. People are going to have to keep adding to their set of skills. It s not going to just be about their bachelor s degree.
People are having to adapt to new things and learn new skills. This is a part of the whole new upgrade we are going through in all walks of life. The world is not the same as how the traditional academics shaped it. People are having to adapt to new skills and learn new things to keep up with the modern world. It has particularly changed a lot in the way we interact with people and how we learn new things. People's comfort zones are changing. Failing to upgrade will cause you to fall back into the wave of time.
Today two terms that are being used almost inter-changeably are Open Learning and Distance Education and they are often combined to be known as Open and Distance Learning (ODL). Open learning is a philosophy and Distance Education is the mode used for translating it into reality as the two are complementary to each other.
is an umbrella term which describes all the teaching-learning arrangements in which the learner and the teacher are separated by space and time. In fact, it is a mode of delivering education and instruction to learners who are not physically present in a traditional setting of classroom. Transaction of the curriculum is effected by means of specially prepared materials (learning materials) which are delivered to the learners at their doorstep through various media such as print, audio/videotapes, Internet and World Wide Web, etc. Also, a technological medium replaces the inter-personal communication of conventional classroom-based education that takes place between the teacher and the learners. Communication between the institution, teacher, and learners is mainly through electronic media (telephone, chat sessions, email, website, etc) and also through postal correspondence and limited face to face contact sessions held at Study Centres that are set up by the DE institutions as close to the learners homes as possible
Open learning, which covers a wide range of innovations and reforms in the educational sector that advocates flexibility to the learner with regard to entry and exit; pace and place of study; method of study and also the choice and combination of courses; assessment and course completion. The lesser the restrictions, the higher the degree of openness. The Open learning system aims to redress social or educational inequality and to offer opportunities not provided by conventional colleges or universities. Educational opportunities are planned deliberately so that access to education is available to larger sections of society. Thus, ODL is a term that accepts the philosophy of openness and uses the distance mode of learning
ODL occupies a special place in the Indian higher education system because of its major contribution in enhancing the gross enrollment ratio and democratization of higher education to large segments of the Indian population particularly to reach out to the unreached and to meet the demands of lifelong learning which has become more of a necessity in the knowledge society. The major objectives of the DE system are:
The online learning environment relies on computers connected to the internet. Responsibility for learning shifts primarily to the learners. To this end, the teacher s role is to guide learners, using a variety of online strategies, while providing them with clear instructions to assignments or tasks that compliment and ultimately accomplish the established course learning objectives.
In an online course, there is 100% online course delivery with little or no face-to-face sessions. By contrast, blended learning is a mix of face-to-face teaching and the online approach. Students in such a course not only have the convenience of learning and revising at their individual pace but each student has the benefit of interacting in face-to-face sessions. Blended learning, therefore, provides the best of both worlds for students and lecturers alike as participants are granted the hands-on experience of the face-to-face class as well as the convenience and flexibility of the online environment.
Mainstream School, Inclusive School and Special School, Home Education
After family the educational institutions take over the charge of socialisation. In some societies (simple non-literate societies), sociali sation takes place almost entirely within the family but in highly complex societies children are also socialised by the educational system. Schools not only teach reading, writing and other basic skills, they also teach students to develop themselves, to discipline themselves, to cooperate with others, to obey rules and to test their achievements through competition.
Schools teach sets of expecta tions about the work, profession or occupations they will follow when they mature. Schools have the formal responsibility of imparting knowledge in those disciplines which are most central to adult functioning in our society. It has been said that learning at home is on a personal, emotional level, whereas learning at school is basically intellectual.
All children deserve an equal chance at an education. This isn t necessarily a right or even a privilege in some countries. In the United States every child is granted a free appropriate public education (FAPE) by law:
More specifically, neither a school nor individual teacher can exclude a student based on their disability. Thankfully, the Individuals with Disabilities Education Act (IDEA) ensures that all students who qualify for special education can receive the same quality of instruction. They have access to the same instructional materials as their non-disabled peers in the least restrictive environment. In fact, the IDEA states that To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Those who work in the field of Special Education (SPED) or who have a child who is in a special education classroom are all too familiar with the overwhelming amount of field-specific vocabulary and acronyms. Mainstreaming and inclusion are two common terms often used in the world of special education. While these terms are often used interchangeably, they do not historically stem from the same movements or mean the same thing.
The primary purpose of mainstreaming is to include students with disabilities within the regular classroom while giving them the same opportunities as other students to:
Mainstreaming also mean making all the necessary accommodations a student needs to be successful. What does this look like?
These accommodations are written into a student s Individual Education Plan (IEP). These customized plans are written by an interdisciplinary team familiar with the student. They spell out every detail of the accommodations a student needs. It is up to the special education teacher and support staff to make sure an IEP is followed.
Special education integrated education and inclusive education
The main difference between special education integrated education and inclusive education is that special education is a separate system of education that caters to the needs of children with disabilities outside the mainstream education, while integrated education and inclusive education occur within a setting where students with disabilities learn alongside peers without disabilities.
In special education, the service and the support necessary for one student can vary from the requirement of another student. Special education has an individual-based approach and focuses on giving students the resources they need to make progress in education. The situation within the integrated classroom is quite different, as extra support required will be given to facilitate the student to adapt to the regular curriculum. When it comes to inclusive education, this situation changes further. The inclusive classroom generally accepts the different learning patterns of the students and adapts itself to cater to the unique and individual need of each student.
Inclusion differs from mainstreaming in that:
The concept of inclusion is based on the idea that students with disabilities should not be segregated, but should be included in a classroom with their typically developing peers. A student in an inclusion classroom usually needs only to show that she is not losing out from being included in the classroom, even if she is not necessarily making any significant gains. This blanket statement does not apply to all inclusion settings, but proponents of inclusion tend to put more of an emphasis on life preparation and social skills than on the acquisition of level-appropriate academic skills.
One main focus regardless of mainstreaming or inclusion is to provide a student-centered educational experience. Just like no thumbprint is exactly alike, neither are two students and their disabilities.
Mainstreaming and inclusive education are both approaches aimed at integrating students with disabilities into the general education system, fostering social development and enhancing learning outcomes.
Here, we summarise the key differences between mainstreaming and inclusive education:
1. Placement Focus:
Mainstreaming: Special education students spend most of their day in a general education classroom.
Inclusive Education: All students, regardless of abilities or disabilities, are educated together in the same classroom.
2. Support Services:
Mainstreaming: Special education students receive supplementary aids and services within the regular education classroom.
Inclusive Education: Classroom environment, curriculum, and teaching methods are adapted to accommodate the diverse needs of all students.
3. Social Integration:
Mainstreaming: Promotes social interactions between special education students and peers during specific times of the day.
Inclusive Education: Fosters an inclusive and accepting atmosphere where all students interact and learn together throughout the day.
4. Special Education Classroom Involvement:
Mainstreaming: Special education students may also spend time in a special education classroom.
Inclusive Education: Special education students are fully integrated into the regular education classroom and do not attend separate special education classes.
5. Philosophical Approach:
Mainstreaming: Focuses on integrating special education students into the general education system to some extent.
Inclusive Education: Embraces the idea of equal opportunities for all students, emphasising adapting education to meet the needs of every learner.
6. Learning Environment:
Mainstreaming: Strives to create access to the same instructional materials in the least restrictive environment for special education students within the general education system.
Inclusive Education: Advocates for a fully accommodating and inclusive environment where all students can learn and participate together.
Mainstreaming offers numerous benefits to students with disabilities, such as:
1. Higher Academic Achievement: Mainstreaming enhances academic skills, improving overall performance. Access to a resource room and direct instruction boosts learning outcomes, especially for students with mild intellectual disabilities.
2. Better Social Skills: Mainstreaming allows students with disabilities to develop essential social skills through peer interactions. For children with autism and ADHD, increased social engagement outside the classroom significantly improves communication and social interactions.
3. Enhanced Empathy and Sensitivity: Integrating students with disabilities in classroom activities fosters empathy among all students. Through inclusive education, students become more aware of diverse needs, promoting a more compassionate and understanding school environment.
Inclusive education fosters a diverse and supportive learning environment where students of all abilities learn side by side. Students in inclusive classrooms learn essential social skills such as empathy, patience, and understanding. Interacting with peers of diverse abilities encourages meaningful friendships, teamwork, and cooperation.
By embracing inclusion, schools create an atmosphere that celebrates differences and encourages mutual respect among students. This approach:
Special School:
Special schools support students with more severe and/or complex special educational needs in cases where a full time mainstream placement would not be in the student s best interest. These students may find the demands of mainstream schools very difficult. In order to be placed in a special school a child must have a professional report stating that he/she has a special educational need and that this need is of such complexity that a special school placement could be considered.
Special education refers to a range of services that can be provided in different ways and in different settings. There s no one size fits all approach to special education. It s tailored to meet the needs of students with disabilities.
Special education focuses on helping kids with disabilities learn. But it doesn t mean placing kids in a special classroom all day long. In fact, federal law says that kids who get special education services should learn in the same classrooms as other kids as much as possible. This is known as the least restrictive environment (or LRE).
The services and supports for one student may be very different from those of another student. It s all about the individual child and giving them the resources they need to make progress in school.
For example, some students may spend most of the day in a general education classroom. Others may spend just an hour or two in a resource room working with a specialist. And others might need to attend a different school that specializes in teaching kids with learning disabilities.
Kids who qualify for special education have an Individualized Education Program (IEP). They get individualized teaching and other resources at no cost to their families. Specialists work with kids on strengths as well as challenges. And families are key members of the team that decides what kids need to thrive in school.
There's actually a lot of them - attending a special school can be a great option for many children with SEND conditions, although it's not the best course for everyone. Here are a few potential benefits that pupils in a special school may receive:
The child s first world is that of his family. It is a world in itself, in which the child learns to live, to move and to have his being. Within it, not only the biological tasks of birth, protection and feeding take place, but also develop those first and intimate associations with persons of different ages and sexes which form the basis of the child s personality development.
The family is the primary agency of socialisation. It is here that the child develops an initial sense of self and habit-training eating, sleeping etc. To a very large extent, the indoctrination of the child, whether in primitive or modem complex society, occurs within the circle of the primary family group. The child s first human relation ships are with the immediate members of his family mother or nurse, siblings, father and other close relatives.
Homeschooling (also referred to as home based learning), is an educational process where parents or tutors teach children at home, instead of having them formally educated in a public or provided school setting. Homeschooling was very common years ago before the implementation of mandatory school attendance legislation. Today, homeschooling is not as common as it was in the past but it is growing in popularity.
Homeschooling is permitted in most states and jurisdictions if parents are uncomfortable enrolling their children in public schools. Many parents favor homeschooling their children since they have control of the rigor of the curriculum, can be assured their children are in a safe environment during the day, and can provide moral and religious instruction not permitted within the public school system. Many parents living in remote or rural regions, or in foreign countries, opt to homeschool their children.
The primary reasons parents give for homeschooling their children are (1) dissatisfaction with the quality of education provided in local schools and (2) a desire to be more involved in their childrens' education and development. Homeschooling parents are not only dissatisfied with the quality of education provided by local schools, they are concerned about bullying, school environment and schools' inability to cater to the special needs and individual aptitudes of their children.
Homeschooling is particularly popular among families that live in rural areas isolated from others, those living abroad, and for families whose job or lifestyle requires frequent travel. Student actors, athletes and musicians are also frequently homeschooled by either parents or professional tutors in order to accommodate their regular practice and training routines.
If a student s disability and medical condition means they're not able to attend school for a long period of time, the school can help the student continue to take part in their learning at home.
Until the student is ready to return to the classroom, the school can support them by:
In most cases, the school can provide support without needing to apply for further funding. If a student has highly specialised needs, the school can apply for extra funding through the home-based educational support program. The school may be reimbursed for:
The program does not offer an alternative to school attendance, or replicate the full range of supports that schools can provide.
1.5 Role of Government and Non- Govt agencies of education
Roles of Governmental Organizations NCERT, SCERT, NCTE, UGC, Ministry of Education;
The National Council of Educational Research and Training was established in New Delhi on 1stSeptember, 1961 for providing academic support in improving the quality of school education in India. It is the academic adviser to the Ministry of Human Resource Development (HRD) of the Government of India. It is concerned with all problems of school education in the country, and endeavors to improve such education through developing various programmes of research, publication, extension training. NCERT also provides technical advice to states as to how to improve the standard of state science exhibitions and their exhibits for national science exhibitions.
To monitor the administration of NIE / Regional colleges of Education.
To undertake aid, promote and co-ordinate research in all branches of education for improving school education
To organize pre-service and in-service education programmes for teachers.
To prepare and publish study material for students and related teacher s handbooks. /
To search talented students for the award of scholarship in science, Technology and social sciences.
To undertake functions assigned by the Ministry of education (Now HRD) for improving school education.
To promote, organize and foster research in all fields of education.
To disseminate knowledge of improved educational techniques and practices; and
To conduct special studies, surveys and investigations.
State Council for Educational and Training (SCERT) is an apex body, responsible for quality education in the state. The State Institute of Education (SIE), which functioned as a part of the department of general education, was converted to form the SCERT, to give a new thrust and direction to school education. SCERT, Kerala, was established in 1994.
It is an autonomous body entrusted with planning, implementation and evaluation of all academic programs from pre-school to higher secondary levels. SCERT is concerned with academic aspects of school education including formulation of curriculum, preparation of textbooks, teacher s handbooks and teacher training. It advises the Government on policy matters relating to school education.
KEY FUNCTIONS OF SCERT
WORKSHOPS: In workshops, the approach is more practical than a seminar. All the participants participate actively and make a significant contribution. A workshop is organized to consider intensively practical problems of class room teaching like lesson planning, curriculum construction etc.
WORKSHOP FOR VOCATIONAL TEACHERS: The workshop was intended to orient teachers with the preparation of pools of questions based on activity-based approach.19 vocational subject representatives participated in the workshop. One set of question paper in each subject was prepared at the end of the workshop.
WORKSHOP FOR PREPARATION OF SAMPLE QUESTION PAPER AND GUIDELINE: A workshop for the development of sample question paper and guideline for question paper setters of Std. X (for special schools) for all the subjects was prepared. The same was handed over to Secretary, Pareeksha Bhavan.
TRAINING COORDINATION: DTE (Department of Teacher Education) s areas of action are organizing teacher training programmes (both in-service and pre-service) for the TTI s and DIET s.
TRAINING ON ADOLESCENT HEALTH EDUCATION PROGRAMME (AHEP): The workshop for the development of module for conducted from 25-27 August 2011. As a continuation the training for empowering the DRU faculty of DIET on AHEP was teacher educators of TTI s covering all the districts of Kerala is to be conducted in Kozhikode, Kottayam, Thrissur, Kollam and Ernakulum on 20 December 2011 and would be completed by 13 January 2012.
ADVOCASY PROGRAMME FOR PRINCIPALS OF B.Ed. COLLEGES.: A one-day meeting was convened for the principals of B.Ed. colleges to make them aware of the importance of the relevance and need for population education. The main discussion was the adolescence issues and concerns.
HIGHER SECONDARY SRG TRAINING: SRG Training for Higher Secondary teachers for the year 2011-2012 was conducted at various centers. Training was conducted for 17 major subjects. The batches were of 50, 60 and 100 members for different subjects and it was a 3-day programme. The topic generally discussed in all subjects was guidance and counseling, career development, and how to conduct cluster effectively and ICT-based model classroom.
NTEC/PRE-PRIMARY TEACHER: It is a comprehensive course envisaged for equipping aspirants to become new millennium Pre-school/ Nursery teacher. This is a systematic course dealing with major areas of child developments such as Elementary education-Sociological and philosophical foundations, Child development and psychology, health, Practical and training.
ICT TRAINING FOR HIGHER SECONDARY SCHOOL HINDI TEACHERS: ICT- based training is an area much desirable for Hindi teachers. ICT training for Higher Secondary Hindi teachers of the state was held from 21.02.2012 to 08.03. 9 Core SRG members and total of 400 SRG provided members attended from 14 districts. The programme classes on File creation, Hindi Devanagari typing, mail creating, e-mail sending, slide making and Blog creating. These teachers will impart training at cluster level.
The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT). Despite its commendable work in the academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education.
The National Council for Teacher Education as a statutory body came into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.
Objective
The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
UGC or the University Grants Commission or Committee, India, is an Indian Union Government initiative compliant with the UGC act 1956 Under the Ministry of Human Resources Development and affiliated to the Ministry of Higher Education. The responsibilities of the commission boil down to coordination, determination and vetting of standards of higher education all across the country. The commission managed to form its headquarters in Bahadur Shah Zafar Marg in New Delhi and regional centers in major states like Hyderabad, Bhopal, Bangalore, Pune, Guwahati and Kolkata to decentralize various operations.
The commission has the power to allocate funds to Universities and Institutions of Higher Learning as well as ensuring that these institutions abide by the standards imposed by the commission. Institutions that fail to fall under the category are deemed fake universities or colleges, and the University Grants Commission generates a list of the same regularly. Besides, some other roles of UGC are:
Besides, to stimulate progression in the education and research sector, the commission imparts fellowship programs, awards, research grants and scholarships. These scholarships provide financial assistance to meritorious students who can contribute to the development of the country.
ROLE OF Ministry of Education
The Ministry of Education of India is a part of the government of India, responsible for the development of human resources and the educational system in the country.
The Ministry of Education of India is divided into two separate departments: the Department of School Education and Literacy, which is responsible for organizing and funding various aspects of primary education and literacy, and the Department of Higher Education, which deals with secondary and post-secondary educational efforts.
The Ministry of Education, or the Ministry of Human Resources Development, is headed by a minister of cabinet rank as a member of the Council of Ministers. The current head of the Ministry of Education of India is Kapil Sibal; Mr. Sibal is assisted by a single Minister of State, Daggubati Purandeswari, who is officially labeled as the Minister of State for Human Resource Development.
The central government works through the central ministry of educa tion whose functions are:
1. The central ministry of education prepares educational plans for the whole country. It formulates broad based policy regarding education.
2. It provides finances to the difference central educational organiza tions, the universities, the stale governments, private agencies. It gives grant of different types to the states (recurring as well as non-recurring), so that they may work well, to achieve the desired ends. Scholarships and stipends are also awarded by it to the brilliant students studying abroad.
3. Another duty of central ministry of education, is to appoint special commissions, advisory bodies.
4. It makes a provision of special fields of education, social educa tion, education for the physically handicapped persons.
5. To give direction to the state governments is another important function of the central ministry of education. Standards of education are fixed up by it which are to be followed by the different states.
6. Material concerning nation-wide interests books, reports are published by it.
7. It works as a major coordinating agency for different activities of all educational agencies.
8. It maintains a record concerning education in the whole of the country.
9. It encourages research, Financial assistance in this regard is also provided by it. National Council of Educational Research & Training has been set up for this purpose.
10. It makes efforts for the revival of old culture of the country. Indian council for cultural relations has been set up for this purpose. Cultural programmes are organised and cultural teams are sent to the other countries. It helps in the revival of old culture and at the same time transmit culture to the other nations of the world.
11. It develops relations with UNESCO. Information about new experiments in the field of education is passed on to the higher authorities in the country. Exchange of students with the foreign countries also comes under its purview.
12. It helps in starting the various pilot projects in the field of education. A few examples under this scheme are:-
(a) Intensive educational development in some selected areas.
(b) Merit Scholarships in the public schools.
(c) Promoting research projects in the secondary schools.
(d) Training some experts in the field of A.V. Education.
(e) Production of suitable literature for children and adults.
(f) Promoting inter-stale understanding.
(g) Promoting Hindi in non-Hindi speaking areas
Roles of various national and international Non-Governmental Organizations (NGOs) in promoting of educational opportunities for children with disabilities;
Education is the most powerful weapon which you can use to change the world and the most effective way to break out of the cycle of poverty. Yet, after 70 years of Independence, over two crore children (NSS-2014) still remain out-of-school in India. These children are not only deprived of their right to receive an education but they lose their childhood to earn bread for a living.
Government through its Right to Education Act, 2009 have been making its way in enrolling and retaining children in school especially from the marginalized sector.
A non-governmental organization (NGO) is a citizen-based association that operates independently of government, usually to deliver resources or serve some social or political purpose.
India is a vast country so in order to provide quality education they need support of other agencies for it. They are important element of contemporary Indian society. They are considered third sector, non profit, voluntary sector etc. They are supported by government but do not fall under any government policy. They have got important status among their clientele that is the deprived section due to their active contribution in that area. They work in those areas where the government initiatives are limited or lacking.
The role of NonGovernment Organizations (NGOs) in imparting education to Children with Special Needs (CWSN) all over the world cannot be undermined. In the last few decades of the nineteen century, the NGOs have played an active role in India to impart education to children with special need (CWSN). One factor which influences the capacity of disability related NGOs to make the necessary changes, appears to relate their different forms, which range from small community based to national or international organizations.
NGOs have a tendency to work in small locations, achieving impact on the ground, as compared to the Government services that usually address the needs of a majority with little attention given to members of the civil society, who have no voice. Guardian and families play a primary role in the process of rehabilitating CWSN. They are involved at every stage of the rehabilitation procedure and their views and those of the children.
Throughout the last decade NGOs have been increasingly tapped to implement development programmes. In recent years, growing amounts of development resources have been channeled to and through NGOs in all sectors; NGOs working to improve social welfare, reduce poverty, and develop civil society have become more dependent on international donors, leading to an explosive development in local NGOs in many countries. This pattern can also be found in the education sector, where most donor agencies have expanded the resources allocated through NGOs to implement their educational programmes. More and more, donors use international and local NGOs for education service-delivery in both formal and non-formal contexts.
NGO approach to advancement is based on the principle of people s participations. NGOs are looked upon as alternative agencies which are receiving attention now a day and are useful in promoting awareness, change and improvement in society. They are extensively involved in reducing the poverty and promoting sustainable development. They are in a position to provide social services to different parts of the society where as the government fails to provide such services.
Global Campaign for EducationThe Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth, and adults. The movement was launched at the World Conference on Education for All in 1990, when agreed to universalize primary education and massively reduce illiteracy by the end of the decade. Ten years later, with many countries far from having reached this goal, the international community met again in Dakar, Senegal, and affirmed their commitment to achieving Education for All by the year 2015.
The Global Campaign for Education (GCE) is a civil society movement that aims to end the global education crisis. The GCE's mission is to make sure that governments act now to deliver the right of every girl, boy, woman and man to a free quality public education. GCE campaigns throughout the year mobilizing pressure from all sectors and holding governments and international institutions to account. Some of the activities that GCE sponsors are: Global Action Week, year round campaigning and global advocacy.