One of the major challenges of the education system in India is to address gender disparities in terms of enrolment and drop-out rates of the girl child. The dismal female literacy rate in 1981 was at 28.47% and increased to 65.46% in 2011 as opposed to the male literacy rate of 82.14% in 2011. The rural findings of ASER 2018 also reflected that in 2008, 20% of girls nationally in the 15-16 age group were not enrolled in schools, and in 2018 this number remained at 13.5%. (more…)
Measures to address the impact of COVID on access to education in Government Primary Schools of Delhi
The UNDP report COVID and Human Development: Assessing the Crisis, Envisioning the Recovery states that the pandemic has emerged as a “human development crisis” with indicators of certain dimensions expected to sink as low as mid-1980 levels. Education is one such dimension. With schools being closed and large proportions of the population without internet access, “effective out-of-school rate” suggests that 60% of the children across the globe do not have access to education. (more…)
Information about the issue:
In the last few months, COVID-19 has surfaced as an unprecedented challenge for the issue of access to quality education, especially for primary school students in government schools. For most of the students in government primary schools belonging to the disadvantaged communities, absence of computers, smartphones or any reliable broadband service means failure to access the e-learning tools that have proved to be indispensable in the event of the lockdown. With the proven necessity of access to the internet for access to education, lack of government intervention has highlighted the scale of poor access to the internet and its adverse consequences for access to primary education. (more…)
We are organizing an online policy awareness and deliberation session on the subject of Need for Access and Quality in India’s Education Policies. Date: 21st August 2020 Timings: 7:00 p.m. to 7:40 p.m. Event Portal: Zoom The National Education Policy (NEP), 2020 has been hailed for its reformative approach to Read more…
We are organizing an online policy awareness and deliberation session on the subject of Reforms in India’s Education Policies. Date: 31st July 2020 Timings: 7:00 p.m. to 7:40 p.m. Event Portal: Zoom Though the Draft Education Policy, 2019 has focussed on some of the crucial changes necessary in our educational Read more…
There have been significant changes in the world and the country since the last time the education policy was modified. Hence a need was felt to do so now, such that the educational requirements of the present scenario could best be tackled. A committee was set up in June 2017 under the chairmanship of Dr. Krishnaswamy Kasturirangan to formulate the draft of a new National Education Policy, which was subsequently submitted by the Committee to the Central Government on 31st May, 2019. This proposed education policy is built on the foundational principles of accessibility, equity, quality, affordability and accountability in the education system. It has suggested a wide variety of major reforms at all levels of education concerning curriculum, pedagogy, technological interventions and structural reforms. (more…)
Ever increasing consumption, rapid growth in population and modern production systems have resulted in greater demand for natural resources. Hilly areas of Northern India are particularly vulnerable to the consequences of climate change and indiscriminate exploitation of nature, as they are rich sources of biodiversity and natural resources. In these challenging times, sustainability is the way forward for these areas and sustainable livelihood is an important component of it. (more…)
By Parvathy Ramesh, University of Allahabad, Uttar Pradesh.
India-centred, sustainable, equitable, vibrant, and high-quality – these are the keywords used to describe the vision of the draft National Education Policy (NEP) in a report submitted on May 31, 2019. Chaired by Dr. K. Kasturirangan, the Committee for Draft National Education Policy proposes several reformations in the present educational structure, regulation, and governance, keeping in mind Indian traditions and values while being aware of the goals of the education sector in the 21st century. The policy correctly mentions that education should be viewed as a public good, and not as a commodity to be consumed, and goes on to recommend new policies in several key areas: (more…)
Using the case study of Almora in Uttarakhand, this Working Document addresses the following issues: (more…)
By Vishu Surana, National Law School of India University, Bangalore.
“Education is the most powerful weapon which you can use to change the world.”
Nelson Mandela realized 30 years ago that education is the most essential tool for social, economic and political transformation and a key instrument for building a just society. For a country like India to develop socially and economically, we need educated individuals. Keeping this in mind, our Human Resource Development Minister, Mr Prakash Javadekar launched the Samagra Shiksha Abhiyan (SMSA) with the aim of improving quality of school education. It aims to unify learning from Class 1 to Class 12 by adopting a holistic teaching approach and using technology to empower teachers and students both. (more…)