UNIT-I (INDIAN CONSTITUTION & EDUCATION)

1. What do you know about the making of the Indian Constitutional? State & explain the Preamble.
a) Constitutional Provisions- Preamble, Fundamental Rights & Duties & Constitutional Values in the
context of Education
b) Meaning of Diversity, Inequality & Marginalization (Economic, Social, Religious, Language) in Society
in implication for education
c) Impact of Liberalization, Privatization, Globalization (LPG) on School education of India.

A. Introduction:- Constitution is highest law of any country. It is the fundamental law of the land through which the
State derives its power, responsibility & duty as well. The Constitution gives certain rights & duties to the
Citizens. Constitution at the same time sets the limitation upon the power employed by the Government. Hence
any action of Government in disregard to the Constitution shall hold no value.

Drafting of Constitutions of India:- The Constitution of India was drafted by the Constituent Assembly of India
in 1946. It was first met on 9th Dec, 1946 in Delhi, while India was still under British Rule. It had 211
representatives including 15 women. The Interim (Provisional) Government of India was formed from the newly
elected Constituent Assembly. It took almost 25 years for the Indians to get the Constitutional Assembly formed
as a Sovereign Body on 15th Aug, 1947. The Constitution of India was drafted over a period of 2 years, 11 months
& 18 days. On 29th Aug, 1947, a drafting committee was formed under the Chairmanship of Dr. B.R. Ambedkar.
The Draft Constitution was placed before the Constituent Assembly on 21 st Feb, 1948. It was adopted on 26th Nov,
1949. Finally it came into force on 26th Jan, 1950, when the country became a Republic.
Amendments have been made to the Constitution time & again as per the need of the hour. The enactment of
Constitution of India laid the foundation for establishment of the Democratic Republic of India. It mirrors the
hopes & aspirations of the people.

What is Preamble:- A preamble is like an introduction or preface of a book. As an introduction, it is not a part of
the contents but it explains the purpose & objectives with which the document has been written. So the
‘Preamble’ provides the guidelines of the Constitution. The Preamble, in brief, explains the objectives of the
Constitution. The Preamble there is the description of Indian state as Sovereign, Socialist, Secular, Democratic,
Republic. (Socialist, Secular added by 42nd amendment).

Preamble of Constitution of India: - ‘WE, THE PEOPLE OF INDIA, having resolved to constitute India into a
SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC & to secure to all citizens:
JUSTICE, social, economic & political;
LIBERTY of thoughts, expression, belief, faith & worship;
EQUALITY of status & of opportunity & to promote among them all;
FRATERNITY assuring the dignity of the individual & the unity & integrity of the nation;
IN OUR CONSTITUENT ASSEMBLY, this twenty-sixth (26th) day of November 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.”

i) Independent & Sovereign:- Sovereignty means the Independent authority of a state. It means that a country has
power to control its own government without any interference from the outside bodies or any other state or
external power.
ii) Republic:- Republic is a country that has an elected Government & an elected leader (President). So India have an
elected President as the head of the country. All the office including that of the President will be open to all
citizens.
iii) Socialist:- The word ‘Socialist’ was added in the Preamble by the 42 nd amendment 1976. The word socialist
represents that India is responsible for its citizen to provide them Social, Economic, Political Justice. No
exploitation on the basis of caste, religion, color, etc. will be tolerated & equal distribution of income, wealth &
resources will be given to its citizens.
iv) Secular:- India is a secular state, this word is included in the Preamble by 42 nd amendment. It was added just to
show the secular nature of the constitution. It states that all the religions should enjoy equal status & respect.
This word also guarantees an equal freedom to all religions in India.
v) Democratic:- India is a ‘Democratic’ state. The right to vote is one of the feature. It ensures equal political right
to every citizen. The people can change their Government through elections. The Government enjoys limited
powers. The Government should follow the constitution.
vi) Justice:-

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 a) Social:- Social justice means there will be no discrimination against any citizen on the grounds of caste,
religion, color, gender or place of birth. India stands for removing all forms of exploitation from the society.
b) Economic:- Economic justice means no discrimination between man & woman on the basis of income,
wealth & economic status. It stands for economic equality which means the economic gap between rich &
poor should be reduced. Opportunities should be given to all for earning their living.
c) Political:- Political justice means equal, free & fair opportunities to the people for the participation in the
political process. It stands for the grant of equal political rights to all the people without any discrimination.
vii) Liberty:- The idea of liberty refers to the freedom. This establishes that there are no unreasonable restrictions on
Indian citizens in terms of what they think, they express their wish, thoughts & views. We have the freedom to
do anything provided our actions do not compromise the freedom of another individual.
viii)Equality:- This believes that no section of the society enjoys a special privileges & individuals are provided with
equal opportunities without any discrimination. All are equal in the front of law.
ix) Fraternity:- This refers to a feeling of brotherhood & a sense of belonging with the country among its people. It
leaves no room for the regionalism, communalism, casteism, etc. which obstructs the unity of the State. The
preamble declares that fraternity has to assure two things the dignity of the individual & the unity & integrity of
the nation. The word ‘integrity’ has been added to the Preamble by the 42 nd constitutional amendment 1976.

42nd Amendment:- The Preamble has been amended only once so far. It was amended on 18th December, 1976 by
the then Prime Minister, Smt. Indira Gandhi government. Through this amendment, the word SOCIALIST &
SECULAR were added between the words SOVEREIGN & DEMOCRATIC and the words ‘Unity & the Nation’
were changed to Unity & Integrity of the Nation.

The preamble reflects the philosophy as well as the fundamental values of Indian Constitution. It reflects the aims
or objectives of the Indians and is often referred as the soul of the Constitution.
The Preamble outlines the main objectives of the Constitution. It reflects the basic structure & spirit of our
Constitution. It is important because it highlights the type of society & government it wishes to establish.

Features:-
i) It mentions that the constitution derives its authority from the people of India.
ii) It declares India to be a sovereign, socialist, secular, democratic & republican country.
a) Sovereign means India is internally & externally sovereign-externally, free from the control of any foreign
power & internally, it has a free Government which is directly elected by the people & makes law that
governs the people.
b) Socialist means democratic socialism. It means achievement of socialistic goal through democratic,
evolutionary & non-violent means. A mixed economy, in which both public & private sector run together
for economic development.
c) The term ‘Secular’ means, the people of India respect all religions. It does not uplift or degrade any
particular religion. It guarantees equal freedom to all religion.
d) ‘Democratic’ means, the people of India elect their Government’s at all levels by a system of universal
adult franchise, known as ‘one man, one vote’. The word ‘Democratic’ not only refers to political
democracy but also social & economic democracy.
e) Republic means that the head of the state is the president.
iii)The Constitutions clarifies that the objectives of the Constitution are Justice, Liberty, Equality & Fraternity. It
states the date of adoption, i.e. 26th Nov, 1949. The Preamble to our constitution serves the two purposes:-
a) It indicates the source from which the constitution derives its authority. ‘We the People’ words emphasize
that the ultimately powers are vested in the hands of the people of India. The expression states that the
constitution is made by & made for the people of India.
b) It also states that objectives, which the Constitution seeks to establish & promote i.e. Liberty, Equality &
Fraternity.

Conclusion:- In this way, Preamble of the Constitution of India assures the dignity of every individual, It puts
people at the centre of the democratic set-up & this indicates that the nation is committed to the upliftment of the
people. In the context of education, this commitment is extremely significant as education is meant to bring out
the best in people. Education has individual as well as social significance. The Preamble expresses the hopes &
aspirations of the people, which in turn, can be realized though the medium of education.

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2. Elaborate the Fundamental Rights mentioned in Constitution of India.
OR
The Fundamental Rights of the Constitution help an individual to live with dignity.’ Elaborate the
statement.

A. Introduction:- Fundamental Rights are the basic rights of the common people & unchallengeable rights of the
people who enjoy it under the Charter of Rights contained in Part-II of the Constitution of India. It guarantees
public liberties such that all Indians can lead their lives in peace & harmony as citizens of India. These include
individual rights common to most liberal democracies, such as equal before law, freedom of speech & expression,
religious & cultural freedom & peaceful assembly, freedom to practice religion & the right to constitutional
remedies for the protective of civil rights by means of writs. Violation of these rights result in punishment as
prescribed in the Indian Penal Code or other special laws, subject to discretion of the judiciary. The Fundamental
Rights are defined as basic Human freedoms that every Indian citizen has the right to enjoy proper & harmonious
development of personality. These rights universally apply to all citizens, irrespective of race, place of birth,
religion, caste or gender. Though the rights given by the constitution other than fundamental rights are equally
valid & their enforcement in case of violation shall be secured from the judiciary in a time consuming legal
process. However, in case of fundamental rights violation, the Supreme Court of India can be approached directly
for ultimate justice per Article 32.

Fundamental Right:- The Indian Constitution provided 7 categories of Fundamental Rights, but one fundamental
right, i.e. Right to property, was removed from the list of Fundamental Rights by the 44 th
Amendment. Right to property now is an ordinary legal right. Thus, at present there are 6 categories of
Fundamental Rights. These are as follows:-
i) Right to Equality (Article 14 to 18)
ii) Right to Freedom (Article 19 to 22)
iii)Right against Exploitation (Article 23 & 24)
iv) Right to Freedom of Religion (Article 25 & 28)
v) Cultural & Educational Rights (Article 29 & 30)
vi) Right to Constitutional Remedies (Article 32 & 35)

i) Right to Equality (Article 14-18):- In this category of rights, there are 5 rights:
a) Article 14:- Equality before Law & equal protection of Laws
b) Article 15:- Prohibition of discrimination on grounds of caste, race, sex, religion or place of birth.
c) Article 16:- Equality of opportunity in matters of public employment.
d) Article 17:- Abolition of untouchability; and
e) Article 18:- Abolition of titles
ii) Right to Freedom (Article 19-22):- The law allows the citizen of India to criticize the Government & its
policies. They can organize themselves however they choose & carry out their daily lives in any way they
seem fit (within limits of course). In short, people are able to exist without fear of a higher force such as the
Government So it includes:-
a) Article 19:- Freedom of Speech & Expression
b) Article 20:- Freedom of Assembly without arms
c) Article 21:- Freedom of Association
d) Article 22:- Freedom of Movement
e) Article 23:- Freedom of Residence; and
f) Article 24:- Freedom of Profession or Occupation
These freedoms are, however, not without limitations.
iii)Right against Exploitation (Article 23-24):- To be exploited is to be misuses. Children & poor people are
especially at risk to being exploited. This fundamental right ensures things like education for children & equal
pay for equal work. This right includes:-
a) Article 23:- Prohibition of traffic in human beings & forced labor
b) Article 24:- Prohibition of Child Labor
iv) Right to Freedom of Religion (Article 25-28):- Every citizen can practice their religion of choice. Everyone
is free to do whatever their religion tells them to do so. So Muslims fast during Ramzan, Christians during
Lent & Hindu during Navaratri. However, in following our religion we should not forget that other people are
free to follow their & that is no reason to fight. It includes freedom of conscience & freedom of religion:-
a) Article 25:- Freedom of conscience & free profession, practice & propagation of religion
b) Article 26:- Freedom to manage religion affairs

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 c) Article 27:- Freedom as to payment of taxes for promotion of any particular religion
d) Article 28 :- Freedom as to attendance at religions instruction or religious worship in certain education
institution
v) Cultural & Educational Rights (Article 29-30):- These rights are especially laid down to protect minorities.
These are groups of people who are less in number or live in remote areas or have been downtrodden by the
traditional society. This includes certain castes & tribes who live in forests, away from developed big cities.
Even the Dalit’s or the small religious groups like the Parsi’s are minorities. They have a fundamental right to
enjoy all the benefits that the majority citizens enjoy. It includes:-
a) Article 29:- Right to protect the language, script & culture of minorities.
b) Article 30:- Right to establish & administer educational institution by minorities of their own.
c) Article 31:- Compulsory acquisition of Property (Repealed/Canceled through the constitution Act, 1978
under 44th Amendment)
vi) Right to Constitutional Remedies (Article 32-35):- Every citizen has equal right to appeal to the court of law
for justice if there is a threat to his life or property or to join the Government to affect his change. This right
provides for enforcement of fundamental rights though the judicial process.
a) Article 32:- Remedies for enforcement of Rights conferred (given) by this part.
b) Article 33:- The power of Parliament to modify the rights conferred (given) by this Part in their application
to Forces, etc.
c) Article 34:- Restriction on Rights conferred by this Part while martial law is in force in any area
d) Article 35:- Legislation to give effect to the provisions of this Part.
vii) Right to Education (Article 21 A):- The constitution (86th Amendment) Act, 2002 inserted Article 21A in
the Constitutions of India to provide free & compulsory education to all children in the age group of 6-14
years of age, as a Fundamental Right in such a manner as the state may, by law, determine. The Right of
Children to Free & Compulsory Education (RTE) Act, 2009, which represent, the consequential legislation
envisaged under Article 21A, means that every child has a right to full time elementary education of
satisfactory & equitable (impartial) quality in a formal school, which satisfies certain essential norms &
standards.
In India, there is determination of limitations on fundamental rights is not left to limitations. The limitations
contemplated by the Constitution are:
a) Public Order
b) Security of the State and
c) Sovereignty & Integrity of India
In this way, the Constitution of India contains an elaborate scheme of fundamental rights. But the fundamental
rights in India are not absolute. They are hedged by many limitations. Indeed, fundamental rights cannot be
absolute anywhere in the world. Countries are different only in their level of limitations on Fundamental Rights.
Importance of Fundamental Rights:- Fundamentals Rights are like soul without which the whole constitution
will die. These are the guarantee given to the people that they will be ruled with limits that ensure people’s liberty
& freedom.
i) Right means those freedoms which are essential for personal good as well as the good of the community.
These are guaranteed by the part-II of the Indian Constitution as these basic rights are needed by every citizen
for the development of the citizen.
ii) These rights universally apply to citizens, irrespective of their race religion, caste, creed, place of birth or
gender.
iii)Fundamental rights for Indians have been aimed at overturning the inequalities of pre-independence social
practice. Specifically, they have been used to abolish untouchability & hence prohibit discrimination on the
ground of religion, race, caste, sex or place of birth. They also forbid trafficking of human beings & forced
labor.
iv) The fundamental rights are defined as basic human freedom which every Indian citizen has the right to enjoy
for a proper & harmonious development of personality.
v) They guarantee civil liberties such that all Indian can lead their lives in peace & harmony as citizens of India.
vi) Fundamental Rights protect cultural & educational rights of ethnic & religious minorities by allowing them to
preserve their language & also establish & administer their own educational institution.
vii) Fundamental Rights provide right to free & compulsory education to all children in the age group of 6-
14years. Every child has a right to full time elementary education.
viii) Right assure dignity to an individual. An individual can truly achieve only when he is in free atmosphere.
Rights accord this free atmosphere to an individual.
ix) Education is related to emancipation (liberation). Emancipation (liberation) from traditional shackles
(restrictions) imposed by the caste system or by stratification due to gender, class, race & other such barriers.

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 By assuring every individual of the same rights without discrimination, the Constitution offers a level ground
for every individual. Any individual who feels that his rights are encroached (trespassed) upon can always
approach the court of law. The right to seek constitutional remedies will ensure that justice is done in such a
case.
x) The cultural rights help to preserve & transmit one’s culture which includes language, script & traditions.
Minorities can establish their own institutions of education.
The milestone in the history of rights was the Right to Education (RTE). Flagship programmes like Sarva Shiksha
Abhiyan, RMSA, RUSA etc. have helped to make this right a reality & one sees a sharp drop in the number of out
of school children.
Conclusion: It can be concluded from the study of Indian Fundamental Rights that, if not directly, it may be
accepted that there can be no discrimination in providing education to nay child on the ground of race, caste,
religion, sex or place of birth as contained in Article 21 of the Constitution of India.

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3. Define Diversity (disparity). Explain its broad meaning.
OR
Describe the main disparities present in the Indian Society. Discuss the educational implication of these
disparities.
A. Introduction:- In literary terms Diversity means differences. The concept of diversity is widespread. It may refer
to individuals, race, tribe, caste, religion, language & much more. Social Diversity refers to people having varied
ideologies, differing view on life, differing life experiences & backgrounds, ethnic, religious, political & personal.
In diversity the people within a single culture are set apart from each other.

Levels of Diversity:- From the concept of diversity, this fact displays itself at the level of individual, caste,
religion, language, minorities & tribes.
i) Economic diversity:- In the economic sphere, we find diversity & variation in India. All people do not have
uniform income & economic standard. Over 60% of people in India are poor who do not even get two square
meals a day. There are middle classes who work hard & save money fpr future generations. A new economic
class has evolved who work in multinational companies & earn huge income. There are also wealthy & rich
people in India, who have traditionally owned & industries & land. They also enter politics & gain power. In
this way, economic diversity in Indian society has different shades with people of diverse income. In India,
people from different economic strata (level/class) lead, completely different people group.
ii) Caste Diversity:- Caste refers to a social group where membership is decided by birth. Human diversity at the
level of caste becomes clear from the way their marital status relationships are decided. Members of a
particularly caste are obliged to enter into marital relationships within the fold of their own caste. If a certain
member goes against this ‘obligation’ he is regarded as ‘outcaste’. In every country, official lists are compiled
by Government agencies which recognize for word castes (upper castes), backward castes, OBC’s, Scheduled
Castes & so on.
iii) Religion Diversity:- India is a land of multiple religions. In India, for instance all the principal religions of the
world lend support to the social system of the land. Here we have Hindus, Muslims, Christians & Sikhs, Jains,
Budhists, etc. Most of these religions are further sub-divided into various sections. For e.g. Hinduism is
divided into Vaishnavas, Shivas, Brahmo-Samaj, etc. Islam divided into Shiya & Sunni, Sikhism into
Nirankari & Namdhari, etc.
iv) Linguistic (Language) diversity:- In order to understand linguistic diversity, India presents a unique example.
It is said that nearly 400 languages are spoken in India. Some of the prominent language recognized by the
Constitution includes: Assamese, Bengali, Guajarati, Hindi, Kannad, Kashmiri, & Malayalam; Marathi or
Punjabi, Sanskrit, Sindhi, Telugu, Tamil, Urdu. There is not only variety of language but also variety of
scripts in India. Some of the popular scripts in ancient times were Pali, kharosti, devnagri, etc.
v) Minority diversity:- Although Indian Constitution does not declare India to be a multicultural nations, there
are guarantees in the Constitution that has made a multi-cultural society possible in India. This is clear pointer
towards social diversity with respect to minorities or minority groups in India. In India, 7 minority
communities were officially recognized accepted as per the Advisory Committee on Minorities submitted to
the Constituent Assembly in 1947. It include: Anglo-Indian, Parsees, Plain Tribesmen in Assam, Indian
Christians, Sikhs, Muslims and Scheduled Castes. Constitution of India guarantees for the protection &
preservation of the cultural rights of the minority community.
vi) Racial & Tribal Diversity:- India possess a rich variety of races. The vast population of India consist of the
Tribes such as Bhils, Kols, Santhalsi, the Greeks, the Sakas, the Kushanas, the Huns, the Mangolians, the
Arabs, the Turks, the Afghans, etc. the physical features & colors of the Indian people also differ from region
to region; while the people of Kashmir are handsome & fair in complexion, these qualities are missing among
the habitants of Assam.

Educational Implications of Diversity in Indian Society:- Following reforms in educational system of the
country are required for the solution of diversity present in our society:-
i) Structural changes in system of education:- In the background of new developments during the last more
than 60 years of our independence, we will have to bring structural changes in the system of education. Both
time (duration) & content (courses of studies) at school, colleges & university levels need to be radically
changed. Programmes must be designed in the context of ‘national vision’, history, national ethos, cultural
background & new step at global level.
ii) Population Education:- In order to bring awareness among children, teachers, youth, intelligentsia & general
public, population studies be integrated with courses of studies. Nation should give priority to population
control through education.

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iii) Elementary education:- General awareness with regard to social & national issues can be brought through
basic & elementary education. Therefore, in the background of ‘Right to Education’, elementary education
should be counted as priority education. Panchayat or NGO’s should be the primary partners in this mission.
iv) Minimum physical infrastructure for elementary education:- Indian Society should take a bold decision to
provide minimum physical facilities alongwith properly qualified & trained teachers at elementary level.
v) Value education:- For creating moral base & inculcating human virtues & ‘Sanskaras’ in children, youth &
even adults, parents, elders & teachers are to play a vital & responsible role. Mass media need to be used for
transmitting Indian values alongwith modern values.
vi) Medium of instructions:- At least, for the first 3 years, medium of instructions should be mother tongue &
later on, other two language be introduced. It will help in enriching ‘Sansakars’ & human virtues in behavior.
Besides, it would also contribute to the development of mental capacities & skills.
vii) Filtration of meritorious students:- Though ‘equality of educational opportunity is enshrined as a basic
proposition in Indian Constitution, yet merit need not to be scarified for the masses. Therefore, in order to
nurture merit & cultivate creativity & to give the best to the country, only meritorious students should be
selected for higher education. Others should be engaged in vocational trainings & professional growth.
viii) Education for Human Rights & Duties:-In the background of ‘Declaration of Human Rights’, education on
human right be given in al the educational institutions & work places. Besides education to perform duties
should also form an integral part of curriculum at all levels.
ix) Environment Education:- University Grant Commission (UGC) has issued a notification to al the
universities for integrating environmental education at under graduate & post graduate studies. At school
level, some steps have been taken to relate studies with environment. Apart from this, community awareness
programmes with regard to local environment issues/problems be taken up.
x) Informal Education:- A basic knowledge on information technology should be given to all citizens; in
higher education, core & elective subjects on Information technology be introduced. This will help to
achieve international standards & compete with other developed nations. It would help in increasing
productivity & raising quality of life.
xi) Parents Education:- With new developments & change at all levels & sectors of social life, parents need to
be oriented & educated. They may also be informed about their parental role in the change process. They are
supposed to cooperate with educational institutions with regard to children’s education.
xii) Health, Hygiene & Nutrition:- Health of a nation depends upon the health of its citizens. Special emphasis
should be given on yoga, sports, games & physical culture. Education with regard to hygiene & nutrition
should form an important component. Since, due to ignorance & illiteracy, these aspects have been
neglected, education should be given so that people are made aware of this.

Conclusion:- The social diversities in India have existed since times immemorial. The bases of these diversities
being regional, linguistic, religious, casteism, etc., they have always existed. The structure & the culture cannot be
changed. They can be reformed & improved through different ways & means. It is high time & it is all the good
that we have started caring for these things. Education can help everyone to be above the narrow limits of
thinking. Our combined efforts as individuals, as Indians & aove all human beings, will help to achieve desired
goals.
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4. What is the meaning of ‘Inequality’? Explain various types of social inequalities. What are the educational
implications of inequality of Indian Society?
A. Introduction:- Inequality is typically viewed as different people or household’s having different degrees of living
standards. Inequality stands for according varied treatment to diverse groups in society, especially in relation o
class, race, ethnicity, & even gender. Inequality gets evident when discrimination is made by the state, society
between citizen to citizen, simply on the grounds of religion, race, caste, sex, place of birth, etc. Inequality is
evident from the fact that we are still working hard to get equality of opportunity. In this way, inequality is
concerned with the relative position of different individuals within distribution. Inequality is a situation, in which
people are not equal become some groups have more opportunities, power, money, etc. than others. It is a
difference in social status, wealth or opportunities between people of group. For e.g. women still earn less than
men & people from black & minority ethnic groups still do less well in terms of education & the jobs they do than
people from other groups.

Types of Social Inequality:-

i) Gender inequality:- Sex & gender based prejudiced & discrimination, called sexism, are major contributing
factors to social inequality. The emphasis on gender inequality is born out of the deepening division in the
roles assigned to men & women, particularly in the economic, political & educational sphere. Women are
underrepresented in political activities & decision making process.
ii) Racial & Ethnic Inequality:- Racial or Ethnic inequality is the result of hierarchical social distinctions
between racial & ethnic categories within the society & often established based on characteristics such as skin
color & other physical characteristics or an individual’s place of origin or culture.
iii)Caste Inequality:- Caste Inequality is a hereditary stratification system. In Hindu tradition, a person is born
into a caste with little to no mobility. This caste determines one’s life style, prestige & occupational choices.
To be considered ‘untouchable’ based on birth is an inequality that millions of people, including children, face
worldwide. These people suffer from exploitation, violence & can never obtain the equality they deserve from
the castes above them.
iv) Economic Inequality:- Economic inequality is the difference found in various measures of economic well-
being among individuals in a group, among groups in a population or among countries. Economic inequality
sometimes refers to income inequality, wealth inequality or the wealth gap. Simply, economic inequality is the
unequal distribution of income & opportunity between different groups in a society. It is a concern in almost
all countries around the world & often, people are trapped in poverty with little chance to climb up the social
ladder. But being born into poverty does not automatically mean that you stay poor. Education at all level,
enhancing skills & training policies can use alongside social assistance programs to help people out of poverty
& to reduce inequality.
v) Religious Inequality:- Religious inequality or discrimination is treating a person or group differently because
of what they believe in. Specifically, it is when believers of different religions are treated unequally, either
before the law or in institutional settings such as employment or housing. In fact, discrimination is unequal
treatment of an individual or group based on their beliefs. India is a secular state. There is no place for
discrimination on the basis of religion. Our civil rights laws protect all, regardless of religious identity, from
discrimination on the basis of race, color, national origin, religion, etc. But in some places in India, some
teachers force children of lower caste, such as Dalits & Minority religions to sit separately & clean classrooms
& toilets. It is ‘strong’ discrimination in Indian classrooms. As a result, these students find comfort from the
humiliation by quitting school. The Indian Government should implement more operative process to maintain
the handling of susceptible children & offer reachable right equipments to ensure that these children remain in
the classroom.
vi) Linguistic (language) inequality:- Linguistic inequality refers to the inability to use a particular variety of
language within a particular context, either through lack of exposure or through some form of disadvantage.
India is a multi-linguistic country. But despite of several positive forces favoring maintenance of minority
languages, language are subjected to inequality & discrimination. Though the language of minority groups
may be accorded constitutional recognition, protection & equal status in India, for use in administration &
education, but nothing is done practically in this direction. English is still dominating our educational system.

Educational Implication of Inequalities in India:- At present, Indian society suffers at large inequalities in
education, employment & income based on caste & ethnicity. Due to this, educational inequalities have occurred
among Indian masses.
i) Educational Inequality:- Educational inequality is the situation or the system in which there exists large
disparity (inequality) in the society on the opportunity & access to education. This is the result of a
complicated social structure, which is shaped up by long standing social norms, beliefs & most importantly, by

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 contrasting economic divisions. Education is affected by social, political & economic status of people.
Individuals, who are from wealthy section of the society, always have the privilege to reach out for better
schools & institutions. On the other hand, the educationally enlightened group gains more access to political &
economic system, turning them to be forward to suit their interest of their own kind. Such a structure has an
opposite effect on the deprived sections affecting them from diverse directions.
In this situation, if educational inequalities are ruined, a huge change will follow in the social structure. For it,
impetus (movement) from political & economic sector is inevitable.
ii) Consequences of Inequality in Education:- These are given below:
i) Economic Consequences:- Poverty is a curse. Low earning lead to low intake of food, low calories, poor
health, poor purchasing power, for all those benefits are made available by the economic system. Poor
Health is a social curse. Hunger & poor nutrition leads to poor performance in education. Consistent poor
performance in education makes people forsake education eventually, leading to further deprivation &
inequality. Poverty also leads to lack of access to medical facilities & ignorance. This results in very poor
general health of the deprived sections, making their educational status dip further. Finally, this results in
low productivity of labor in the nation.
ii) Social consequences:- Lack of education or low educational status caused by economic deprivation causes
social stratification & resultant oppression, resulting in terms if caste, religion, social groups, gender, urban
& rural population. This results in communal riots & social crime rates to go up. It causes many problems
to the nation. Maintenance of law & order becomes difficult & progress of the nation is greatly hampered.
iii) Political Consequences:- Democracy fails when its citizens are illiterate. Democracy loses its sense when
class conflict caused due to inequality in educational opportunities & status becomes a social problem. It
may also contradict democracy because poverty & economic deprivation divide the society ‘unequal’s
among unequal’s further. Low participation of the people in political process degenerates the system
further. Corruption & criminalization of politics become out of control.
iv) Cultural Consequences:- Above mentioned consequences like absence of political stability, social
stratification & conflict & economic stagnation arising out of educational inequality results in further
alienation of social groups. As a result, no creative work is done. The intelligent too lose hold on cultural
ethos. Nobody cares about the cultural values. These are lost in vacuum.
v) Educational consequences:- At the macro-level, educational development is also badly affected by the
negation (denial) of equal opportunities. Ignorance, absence of motivation, weak educational demands,
absence of progressive outlook, etc. are negative correlates of inequalities in the education system.
In order to avoid the loss of individual, society & nation, inequalities in educational access & opportunity
should be removed. Equalization of educational opportunities to all persons should be given. It means that
no one in the nation should be denied of education & that those who have similar abilities & aptitudes
should have equal opportunities to get suitable education to proper in their lives. Also there should be no
denial of the right to education on the basis of discrimination regarding caste, creed, sex or any other
cause.

iii) Role of Education equalizing opportunities:- It is now widely held that provision for equality of education has
become an absolute necessity for improving ones social status or standing. In modern society, achieving merit
& ability is possible only through education. Though education does not guarantee high status & high position
to all people, yet without education, an individual is unlikely to achieve social mobility. Social inequalities can
be decreased by using education as tool for it. But at present, it has been noticed that it creates more
inequalities in qualitative terms than it solves. However in quantitative terms, it does decrease the social
inequalities. For removing inequalities in our society, the educational structure must be changed to extend
widely its field of choice & enable people to follow life-long education pattern.
iv) Factors responsible for inequalities (causes) in educational opportunities:- From psychological &
sociological point of view, equalization of educational opportunity does not mean provision of higher
education for all. Equalization of educational opportunity means that no one in the nation should be denied of
education & that those who have similar abilities & aptitudes should have equal opportunity to get suitable
education to grow in their lives. Also there should be no denial of the right to education on the basis do
discrimination regarding cast, creed, sex or any other cause.
i) Lack of educational facilities:- There are many places & areas in the country where primary, secondary &
higher education institutions do not exist &children residing therein do not have the same opportunity as
those who have these facilities in the neighborhood. There are at present clear imbalances of educational
development in the different parts of the country.
ii) Poverty:- Inequalities in educational opportunities occur due to poverty among large number if people. The
poor cannot afford to meet the expenses of education.

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 iii) Differences in the standards of education:- Children in rural areas studying in poorly equipped schools
have to compete with the children in urban areas where there are well equipped schools. The poor
exposure of rural children may lead to their poor performance.
iv) Differences in home environment:- A child from a rural household or an urban slum having illiterate
parents does not have the same opportunity which a child from an upper class home with highly educated
parents has.
v) Disparity in education of boys & girls:- There is sex disparity in India. Hence, girls at all stages of
education are not given the same encouragement as given to boys.
vi) Disparity between advanced classes & backward classes:- Education of Backward classes including
scheduled caste & scheduled tribes & economically backward sections is not at par with that of forward
communities or classes.
vii) High cost of private education:- The cost of education required for textbook supplies, co-curricular
activities, etc. has increased very largely in recent years & these amount to several times the tuition fees.
The parents are required to invite very heavy expenditure for this proposes. All parents cannot afford this
huge expenditure which causes inequalities of education.
v) Government efforts to remove disparities:- In post-independence period, not only Constitutional guarantees
have been provided to realize the ideal of equalization of educational opportunities in the country but also
various educational plans have been formulated & implemented to achieve the desired goal as early as possible
besides the implementation of universal, free & compulsory education for all under the age of 14 years.
Satisfactory measures have been taken by the framers of the constitution to see that social justice, economic &
educational interests of the weaker sections of the people are protected in the best possible manner.
vi) Measures of reducing inequality of opportunity in education:- Equalization of educational opportunity
should be taken upto provide suitable education for all in accordance with their interests, abilities & aptitudes
& non-denial of educational provision to anyone who possesses special aptitudes & interests o any kind in the
educational field. In our country there is a need of educational guidance in order to provide proper guidance to
the students for selecting suitable education courses. Vocational guidance is also necessary in order to divert
majority of youth toward suitable occupational careers in accordance with their interest, aptitude, abilities.
Giving suitable education in accordance with one’s abilities & aptitude is not denying equal educational
opportunity.

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5. What is the meaning of the term ‘Marginalization’? Describe some such marginalized groups in Indian
society. Discuss the role of education in addressing the needs of marginalized group, with special reference
to India.
A. Introduction:- Marginalize means a treatment of person, group or concept as unimportant or minor.
Marginalization is the process of pushing a particular group or groups of people to the edge of society by not
allowing them an active voice, identity or place in it. Marginalized groups may be referred to a secondary position
or made to feel as if they are less important than those who hold more power or privilege in society. Individuals &
groups can be marginalized on the basis of multiple aspects of their identity, including but not limited to race,
gender of gender identity, ability, sexual orientation, socio-economic status, sexuality, age or religion. Diversity,
inequality & marginalization constitute a cruel circle whereby certain social groups are deprived of their right to
participate in the social life around them. This naturally, leads to isolation of such social groups which in turn, has
a negative impact on the development of human beings as well as human society. It is important to address the
issue of marginalization (which) deprives a large majority of people across the globe from participating in the
development at the local & national level.

Impact of Marginalization:- Marginalization is the social process of being confined to a lower social standing. It
involves people being denied their fundamental rights which results in lowering their economic & social status. It
affects the society in the following ways:-
a) Marginalization pushes the community to poverty, misery, low wage, discrimination & livelihood insecurity.
Their upward social mobility remains limited.
b) Politicaly, this process of relegation denies people equal access to the formal structures & participation in the
decision making processes, leading to their subordinate to & dependence on the economically & politically
dominant groups of society.
c) As a consequence of the economic, political & cultural deprivation, a vast chunk of the population has
emerged as the socially ignorant, illiterate, uneducated & dependent devoid of the basic necessities of life;
they are reduced in importance to live on the margins of the society.

Various Marginalized groups & their problems:- Most vulnerable (helpless) marginalized groups in almost
every society can be summarized as below:-
a) Women:- Under different economic conditions, & under the influence of specific historical, cultural, legal &
religious factors, marginalized is one of the sign of gender inequality. In other words, women may be
excluded from certain jobs & occupations, incorporated into certain others, & marginalized in others. In
general, they are always marginalized relative to men, in every country & culture. Women (or men) don’t
present a homogenous (similar) category where members are common interest, abilities or practices. Women
belonging to lower classes, lower castes, illiterate & the poorest region have different levels of
marginalization that their better off counterparts.
b) People with disabilities:- People with disabilities have to suffer the social & economic marginalization like
many other oppressed minorities. This has left people with disabilities in a severe state of hardships for
centuries. The disabled face various types of barriers while seeking access to health & health services. Among
those who are disabled women, children & aged & more vulnerable & need attention.
c) The Scheduled Castes (Dalits):- Caste based marginalization is one of the most serious human rights issues
in the world today, adversely affecting more than 260 million people most reside in India. Caste-based
discrimination involves social & economic exclusion, isolation in housing, denial & restrictions of accesses to
public & private services & employment & enforcement of certain types of jobs. It results in a system of
modern day slavery or bonded labor. However in recent years due to affirmative action & legal protection, the
intensity of caste based marginalization is reducing.
d) Scheduled Tribes:- The Scheduled Tribes like the Scheduled Castes face structural discrimination with the
Indian society. Unlike the scheduled castes, the scheduled tribes are a product of marginalization based on
ethnicity (way of life). They are mainly landless with little control over resources such as land, forest &
water. They form a large part of agricultural laborers, casual laborers, plantation laborers, industrial laborers,
etc. This has resulted in poverty among them, low levels of education, poor health & reduced access to
healthcare services. They belong to the poorest level of the society & have severe health problems.
e) Elderly or Aged people:- Ageing is an inevitable & unstoppable process of life. In India, the population of the
elderly is growing rapidly & is emerging as a serious area of concern for the government & the policy
planners. Lack of economic dependence has an impact on their access to food, clothing & healthcare. Among
the basic needs of the elderly, medicine features as the highest unmet need. Healthcare of the elderly is a
major concern for the society as ageing if often accompanied by multiple illness & physical illness.

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f) Sexual Minorities:- Another group that faces dishonor & discrimination are the sexual minorities. Those
identified as gay, lesbian, transgender; bisexual, etc. experience various forms of discrimination within the
society & the health system. Their needs & concerns are excluded from the various health policies &
programs.

Educational implication of marginalization:- Marginalized people are socially, economically, politically &
legally ignored, excluded or neglected &, therefore, vulnerable (helpless). The people who are marginalized are
outside the existing systems of protection & integration. This limits their opportunities & means for survival.
a) Marginalized group & education in India:- Marginalized groups are, often left behind by National
educational policies, denying many people their right to education. People who are marginalized are very
likely to be subject to multiple layers of discrimination, i.e. they belong to more than one marginalized group.
India has attempted many different strategies to help increase the incentives to receive education for Dalit
children.
i) Earlier, strategies were focused on finding out ways to give Dalit children an education without exposing
them to the harshness of upper castes.
ii) As time progressed & the caste system began to weaken in India, there was a greater shift towards
equalizing society so as to provide safer & more positive learning environments.
After independence, the India Government has continued to make progress in improving the quality of life for
India’s lowest caste. Modern exposure to international thoughts has increased an access to ideas & methods
on how to increase education rates for the Dalits, providing for some of the best results in recent years.
b) Efforts of British Government:- British Government created the Caste Disabilities Removal Act in India, to
increase Dalit School Attendance through methods which took into consideration the sensitivity of the caste
society. Generally, Dalit children were harassed by the upper class students when they attended school. The
British proposed right schooling for Dalit children. In this way, children would not need to worry about
attending school with upper castes, but would still face danger of travelling to & from school. Another
proposed solution was to use all Dalit schools. But it could not help to decrease hostility between the classes.
c) Indian Government efforts after independence:- After independence, India Government gave special
attention to the education of marginalized groups. Many welfare schemes were launched for them. MHRD
(Ministry of Human Resource Development) alongwith state Government’s are administrating various
schemes with the objective of enhancing an access to education through provision of infrastructure by way of
construction of hostels for these students.
d) Establishment of Ashram Schools:- Vocational training centers were setup to maximize retention of
marginalized students within various stages of school education & promoting higher learning by providing
financial incentives in the form of scholarships, such as Pre-Matric Scholarship, Post-Matric Scholarship,
Scholarship for Top-Class Education, Rajiv Gandhi National Fellowship & National Overseas Scholarship,
etc.

Role of Education in Addressing the needs of the Marginalized Groups:- the specific role of education for
addressing the needs of the marginalized groups is as under:
a) To empower the marginalized:- Education is a societal resource & a means to achieve equalitarianism.
b) Equal Opportunities:- By giving an equal opportunity for general, vocational, technical & professional
education to all citizens, so that they have equal status in the society. Education, therefore us sometimes
called an equalizer.
c) Awareness of legal Provision: - Education brings about awareness of legal provisions, that the marginalized
can resort to in case of violation of their rights.
d) Awareness of Welfare Schemes: - Education creates an awareness about the various schemes & scholarships
that help to fight stratification (level) e.g. schemes for girl child. To sensitize society towards the impact of
stratification. To create equalitarian minds of instilling human values.
e) Critical thinking:- Education raises critical thinking, decision making & such very important life skills that
help to fight the ill effects of stratification.
f) Integration:- Education seeks to integrate the marginalized into the mainstream through common education
system, compensatory education.
g) RTE:- It gives the awareness about Right to education Act, for free & compulsory education to all children.
h) Non-formal education:- Education can play a role in Non-formal education in providing equalization of
education opportunities.

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 6. What do understand by Globalization? Discuss it in relation to education.
OR
Define Globalization. Discuss its meaning, definition & characteristics of globalization.
A. Introduction:- Indian higher education system is largest in the world, next to US. The higher education system in
India has undergone massive expansion in the Post-Independence period to fulfill the aims of giving quality
education to the masses. There were national resolve to establish several universities, technical institutes, research
institutions & professional & non-professional colleges across the country to spread knowledge that can reach the
common man.
The economy of India has undergone significant policy shifts in the beginning of the 1990’s. This new model of
economic reform is commonly known as the LPG or Liberalization, Privatization & Globalization were the
economic revolution in the country. These reforms were introduced during PV. Narsimharao as the Prime
Minister & Dr. Manmohan Singh as Finance Minster. They have also cast their effect on higher education in
India. The statement given by Manmohan Singh in July 1993 that “to bring about rapid and sustained
improvement in the quality of people of India central to this goal is the rapid growth in income and productive
employment. The only durable solution to the curse of poverty is sustained growth of income and employment
such growth requires investment: investment in forms of roads, irrigation, and power and above all in people and
these investments must be productive.
After Independence in 1947 Indian government faced a significant problem to develop the economy and to solve
the issues. Considering the difficulties pertaining at that time government decided to follow LPG Model. The
Growth Economics conditions of India at that time were not very good. This was because it did not have proper
resources for the development, not regarding natural resources but financial and industrial development. At that
time India needed the path of economic planning and for that used ‘Five Year Plan’ concept of which was taken
from Russia and feet that it will provide a fast development like that of Russia, under the view of the socialistic
pattern society. India had practiced some restrictions ever since the introduction of the first industrial policy
resolution in 1948.

Globalization:- ‘Globalization’ represents one of the aspects of the new economic policy launched in the decades
of 1980’s & 1990’s. The new economic policy has also made the economy outwardly oriented such that its
activities are now to be governed both by the domestic market & the world market; it means unification or
integration of the domestic economy with the world economy.
The term globalization means integration of economics & societies, through cross country flow of information,
ideas, technologies, goods, services, capital, finance & people. Cross-border integration is multi-dimensional
including cultural, social, economic & political dimensions. Globalization is the shift towards a more integrated &
inter-dependent world economy reforms initiated in 1991. Today, the driving force behind globalization is the
World Trade Organization, which was established in 1995. WTO is the successor to the General Agreement on
Tariff & Trade.

Characteristics of Globalization:-
i) Good interflow in technological, social, economic, political, cultural & learning areas.
ii) Goods & services produced in one part of the world are increasingly available in all parts of the world.
iii) Greater international travel & tourism
iv) World become a Global Village
v) Emergence of interdependence among nations of the world
vi) Rapid growth of knowledge & innovations.
vii) Greater access to knowledge & new technologies
viii) Expansion of business throughout the world
ix) Minimum difference between domestic market & foreign market
x) Information & money flow more quickly, etc.

Globalization & Education:- The process of Globalization has also spread to education, specially to higher
education. In simple words, Globalization of higher education means that Universities have students from
different countries. Globalization of education in the Indian context essentially implies the world view of higher
education as well as distance education. It implies Globalization of private enterprise in higher education.
Globalization of higher education means an era of a number of students aspiring & seeking education in foreign
countries. It leads to import/export of educational programmes offered by institutions of higher learning from one
country to another country or countries. Globalization of higher education is inevitable with the Globalization &

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liberalization of economies. It also means multinationalism in higher education. Under it, higher education is
being considered as a marketable product, which is imported or exported through various mechanisms.

Advantages of Globalization of Higher Education:- Those who subscribe to the economic perspective of the
education are the strongest supporters of globalization of education. In their opinion, it has the following
advantages:-
i) Easy Access:- Access to learning materials & methodologies not easily available in one’s own country.
Globalization provides this facility. As well as access to teacher of the highest quality, irrespective of national
boundaries.
ii) Employment in international trade:- There is scope for international employment market.
iii) Exposure of global curricula & methods of teaching.
iv) Technology Progress:- Use of information & communication technology (ICT) for domestic & global
delivery of educational programmes.
v) Quality of Education :- Improvement in the quality of education through competition. More & Easy access to
higher education in developing & under developing countries as government in those countries finds it
difficult to invest sufficient capital in higher educational institutions to meet the growing needs. Availability
of large number of agencies providing higher education opportunities, domestically & internationally.
vi) It helps in reducing knowledge gap among different countries of the world.
vii) It helps in the development of cosmopolitan outlook & international understanding.

Disadvantages of Globalization of Higher education:-

i) Problem of achieving National aims/goals:- The difference between the national goals/aims of the foreign
educational institutions & the host countries lead to a conflict of values. For e.g. secular countries cannot have
goals that are common to democratic countries.
ii) High cost of Education:- Higher Education may become more costly. The students are likely to join foreign
run courses, though they may be inferior to native courses but more costly.
iii) Encouragement to superiority:- Poor students opt for public education institutions & rich for providers of
foreign education. This may result in superiority in education.
iv) Unbalanced courses:- The foreign providers of higher education may ofer only non-profitable subjects.
v) Shortage of experts in developing countries:- Foreign institutions may offer better service conditions to the
experts, resulting in poor faculty in developing countries.
vi) Profit motives:- The motive of foreign institutions is almost always to make money. They are business
enterprises, not universities. They do not have their own faculty but hire contractors to produce & deliver a
specific programme.
vii) Element of equality:- Multinational in higher education always has n element of inequality. They are selling
their products in developing nations. The decisions about the curriculum, standard, faculty & requirements are
all made by the sponsoring institutions. It affects the element of equality.
viii) Misfitness:- Students, who receive education through the process of globalization of education, may prove to
be misfits in their own country resulting in serious psychological effects.
ix) Setback to native institutions:- Due to resource crunch, the institutions of developing countries may not be
able to complete with foreign institutions.
x) Loss of Culture
xi) Health Issues (E.g. Eye flu, diseases)
xii) Environment degradation
xiii) Cut through competition
xiv) Monopoly (Single seller)

Impact of Globalization in Indian Education:- Following impact of globalization of education is seen on the
system & process of education in India:-
a) Expansion of Educational facilities in India:- Globalization has led to increased educational facilities in
India. Access to education has increased, the institutions are being made attractive, various schemes have
come up to check the rate of dropouts. Private sector has entered the educational sector in a bog way. New
technical colleges & universities are opened. Now, more educational opportunities are being provided to the
students through distance & open learning system.
b) Vocational Based Education:- In India, the basic objective of globalization is to increase productivity & to
make the educational system an instrument of preparing students as productive members of the society.
Therefore, skill training is made an integral part of curriculum & the students are taught the value of

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 hardwork & dignity of labor. Various schemes of vocational education, specially at the secondary stage have
been launched in India, as a result of it.
c) Development of High quality of human Resource:- Development of human resources of high quality is the
need of the modern time face competition successfully. Globalization of education provides such highly
qualifies & skilled human resources. It is regained for the development of the country.

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7. Discuss the meaning of Privatization. How has privatization entered in the field of education? Explain.
A. Introduction:- The Privatization has come into widespread use in 1980’s because of the economic reforms.
During this period, thousands of state owned enterprises or public sector units were private in many countries.
Privatization may be understood as the process of performing activities outside the control of government. The
process of privatization may be undertaken by an individual or by an organization. For the purpose of education,
privatization implies the withdrawal of the state intervention from this sector. In a broader sense, privatization is
the induction & control of private management in the public & state sector in the case of education.

Purpose of Privatization:-
a) Privatization is intended to improve the efficiency of an organization or educational institution.
b) Its main objective is to reduce Government control over education.
c) It is used as an important strategy of economic revolution or renovation by many countries of the world.

Higher Education:- Privatization of higher education means shifting of responsibilities & finances from the
Government to the private sector. It means minimizing the scope of government services in higher education.
Following are the forms of privatization of Higher Education:-
a) Public-Private Partnership
b) Creation of Corporation
c) Running of higher education institution for profit motive by private enterprises.
d) Running of higher educational institutions by Socio-Religious organizations without any profit motive.
e) Setting up of autonomous institutions
As compared to India, in other countries, private enterprises play an important role in the field of higher
educations.

Impact of Privatization of Indian School Education:- Education is provided by the public sector as well as the
private sector, with funding coming from three levels Central, state & Local. Under various articles of the Indian
Constitution, free & compulsory education is provided as a fundamental right to children between the ages 6 & 14
years. The ratio of public schools to private schools in India is 7:5. At the primary & secondary level, India has a
large private school system complementing the Government run school with 29% of students receiving private
education in the 6-14 years age group. Certain post-secondary technical schools are also private. Privatization
may be total or partial. This privatization has conquered the majority area of education sector in India.

Advantages of Privatization of Education:-

i) Easy access to education:- Easy access to education has become possible due to privatization. Number of
private institutions like school, colleges & universities has increased to a considerable extent. It is easy to get
education from there.
ii) Reduce burden of Government:- Lack of sufficient resources is the main reason behind privatization. Today’s
state is a welfare state & as a welfare state, it has to undertake many responsibilities, including education. For
it, state does not have sufficient resources. Therefore, state tries to reduce its responsibilities by shoulding it
upon the private enterprise. In this way, state reduces its burden especially in economic field.
iii)Quality Education:- Public enterprise due to many reasons behind it, do not private education of as much
better quality as expected by its recipients. But private educational institutions claim & are providing better
quality education than public institutions of education. Big & wealthy industrialists, politicians, educationists
are often owners of such institutions. They provide quality but costly education & people like it.
iv) Better facilitates:- Generally, the owners of private educational institutions belong to very rich class of society.
They provide better facilities to students in their institutions than public sector institutions. Modern facilities
like different models of communication, robots, lasers, new industrial material, various tools & devices,
teaching kits & apparatus & products incorporating the micro chips, etc. are provided only by private sector.
So recipients of education give preference to private educational schools.
v) Modernization of Education
vi) Qualitative Reforms
vii) Reforms in infrastructure
viii) Expansion of education
ix) Increase in education resources
x) Wider area of research & invention
xi) Solution of administrative & financial problem
Disadvantages of Privatization of education:-

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i) Irritation Increase:- Privatization of education has resulted into tremendous increase of educational
institutes. Some private educational institutions are in existence for the sake of name only & still claiming
government benefits & facilities.
ii) Commercialization of education:- It is true that every private organization essentially works for profit.
Financial benefit is their ultimate goal. Therefore, privatization of education will naturally result in
commercialization of education.
iii) No Equality of educational opportunity:- Complete markets of education would be against the constitutional
responsibility of providing equality of educational opportunity to all sections of society. Only rich people will
be able to get this type of costly education.
iv) Avoidance of responsibility:- Education is the responsibilities of public sector. But due to unwilling attitude
& lack of proper resources, attention & control of Government has decreased upto a consideration extent,
which is resulted in monopoly (control) of private institutions. This is not in the interest of education &
democracy.
v) Neglect of ‘Soft’ subjects:- Privatization is always facilitated by market demands & that too from profit point
of view. In market driven demand of courses, ‘soft’ subjects like music, languages & arts etc are most likely
to be neglected.
vi) Use of English language:- These private institutions are promoting the use of English languages as public
language & creating a gulf between students mother tongue or regional language & foreign language. English
spoken people take themselves superior to mother tongue spoken.
vii) Corruption:- There is much scope of corruption in these institutions as the amount changed under the various
heads is not properly utilized.
viii)Extra burden on students
ix) Exploitation of teachers
x) No service security
xi) No certainty of qualitative education
In this way, these institutions have converted into business enterprises. They have casted bad impact on our
educational system. Earlier these institutions were confined to urban areas, metropolitan & big cities. But
nowadays, they are expanding towards smaller towns & villages resulting into lowering the standard of education.

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8. Explain the meaning of Liberalization. How it help the education system in India.
A. Introduction:- Liberalization is an immediate result of globalization. Initially it is in the field of trade or business
that the term got into use. In this way, Liberalization means free trade with no restriction & barriers. Relaxing
certain reforms & policy at least in those areas which are crucial from the development point of view.
Liberalization is an economic concept. In this context , India has taken a number of initiatives to make
liberalization a reality I the field of trade, industry & business.

Liberalization in Education:- Liberalization of education, in simple words, means allowing more independence
to the private players to run institutions. Constitutionally education in India is supposed to be an undertaking of a
charitable institute. But today, at every level, private bodies register charitable trusts & operate schools & colleges
under that banner. The reason being the huge difference between the supply & demand of the state & center
backed institutions to the number of applicants for the same.
Liberalization refers to relaxing certain reforms & policies in India. These reforms can be termed as relaxation of
previous Government’s restrictions usually in areas of social or economic policy; usually the term is used in
reference to Economic Liberalization. Though India is Economically Liberal, the Education system is not liberal.
There are many reasons, one of them is that the national education industry does not want competitiveness &
Government does not want to give away its control. The higher education system in India suffers from lack of
autonomy (independence) & burden of affiliation. It is characterized by extreme rigidity & lack flexibility. The
real weakness of the higher education is the structure itself & there is a need for introspection (self analysis) &
reflection. Also the public mindset is for the shortcut & easy going. Our policy in terms of education is focused
more on only expanding the system with no focus on for quality education. One of the basic problems today is the
inability of the university to provide higher education to all who aspire for it. Also, there is no political
commitment of public funds. Lack of research oriented education devalues the quality of education to a large
extent. There are very few institutes & companies that really carry out research work which is useful for masses.

Educational Policy (2009) in India with regard to liberalization:- In India, according to the Article 25 of the
Companies Registration Act, educational institutions in India can be set up only by trusts, societies & charitable
companies, but the profit cannot be taken out of the institution & have to be reinvested. However, the Government
does not define & clarify rules for foreing universities to set up companies in India. The education department has
allowed nearly 150 foreign institutes to offer courses with Indian universities under an agreement that a part of the
course will be done in India & the rest will be done abroad.

Impact of Liberalization on Education:- The impact of liberalization on education system in India can be studied
under two heads-positive impact & negative impact.

Positive Impact:-
i) Generates additional funds:- Liberalization will provide incentive for generating additional funds which will
also facilitate a research based career & make it a viable option for the future of Indian teachers & students.
ii) An economic source:- The Indian Economy, which is majority fuelled by the service industry, will get a
boost with education sector become a large chunk of economic source.
iii) Provide possible option for teachers & students :- Additional funds will provide possible option for the
future of Indian students & teachers to pursue their further education.
iv) Reducing cost:- It will expand the supply which is in shortage & the competitive among educational
institutions, the cost of education will be reduced to some extent.
v) Industry oriented persons:- It will allow corporate to ensure the development of better industry oriented
graduates with specific skill sets.
vi) Rapid Development:- Increased educated population will involve rapid developments in technology &
communication.
vii) Study close to home:- Liberalization offers students to study close at home & get a foreign degree which will
be valid worldwide.
viii) Healthy competitions:- Foreign higher education institutes would create competition with the local
institutes, making them internationally competitive.
ix) Saves Money:- Many Indian students study abroad & spend lots of money for it. The free facilities will be
available at home, then that money of the nation will be saved & could be used for development.
x) Mutual exchange:- Our country includes expertise in some subject & other country may have in some other
subject. So if they exchange their knowledge, it benefits both the countries.
xi) (reduction in brain drain, scope of reduction in cost of education, enhanced development in technology).

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Negative Impact:-
a) Sub-standard international institutes will also get involved:- No doubt, there prestigious international
universities hoping to build links/campuses abroad. India is a safe market for these institutions or universities
but there is no shortage of sub-standard & low institutions which are seeking to plug their financial crunch
through setting up campuses abroad. This trend will prove harmful for the future of the country.
b) Risk of fake institutes:- There is risk of fake institutes getting involved. Such institutes are always on the look
out to ‘stuff their pockets whenever the opportunity arises’.
c) Corrupt practices, false degrees:- The negative impact of liberalization will be evident & quite significant in
terms of widespread corruption in the country. People already indulging in such corrupt practices will get
more active to offer ‘degrees’ & ‘diplomas’—of course false & root the innocent students.
d) Survival of local institutes with limited resources at stake:- The policy of liberalization is against the interest
of local institutes with limited financial resources. The survival of such institutes will be at stake. Many such
institutes will get closed & many employed persons will be rendered jobless.
e) Setback for reputed institutes:- Liberalization will prove a setback for even local institutes of repute. They
will face competition from institutes set up with foreign collaboration. The certificates & degrees offered by
local institutes of national repute will carry less value as compared to degree or diplomas recognized
worldwide

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 UNIT-II (Indian Education System Overview & it’s Development)

a) Post-independence era; University Education Commission (1948-49), Secondary Education

Commission (1952-53), Kothari Commission (1964-66)
b) National Policy of Education (1968-1986), Programme of Action (1992); Major
recommendations
c) Nation Curriculum Framework for School Education (NCF)-2005
1. Discuss the circumstances which necessited the appointment of University Education Commission in 1948,
Summarize its major recommendation.
A. Introduction:- After the attainment of independence in 1947, many advisors came forward for giving shape to
education for citizens in free India. The Government of India, appointed the University Education Commission,
in 1948 under the chairmanship of Dr. Sarvapalli Radhakrishnan. The commission is popularly known as
Radhakrishnan Commission. There were 10 members in the University Education Commission. Dr. Sarvapalli
Radhakrishnan was appointed as the Chairman of the Commission alongwith 9 other members.
Recommendation:- The commission conducted an intensive tour of different parts of the country. They received
memoranda from various quarters:-
i) Duration of the Course:- The commission suggested that the University Education should begin after the
intermediate stage. It should cover period of three years. School education 12 years; University education 3
years.
ii) Objectives of University Education:- In the words of Radhakrishnan Commission, the task of University
should be dissemination (spreading) of learning increased search of new knowledge & provision for
professional education to satisfy the needs of the society. Self development, to impart vocational &
professional training.
iii) On teacher’s & their role:- University education commission placed on the record of the teacher & his role
in shaping the future of the nation. As per the commission, the teacher must keep updating his knowledge of
the subject taught by him. A proper care should be taken in the selection of the teachers.
iv) On standards of teaching:- UEC made a number of observations on teaching standards of Indian
Universities. The standard of university courses should start after the completion of 12years of study at a
school & an intermediate college. They recommended well equipped intermediate college to be established
& occupation institutes to be open. Refreshers courses to be organized & increased in the number of working
days.
v) Courses of Study:- The commission was of the view that in faculty of arts & science students should be
admitted to the colleges & universities after successful completion of 12 years of schooling or after the
passing of the present intermediate examination. Masters degree should be given to honors students after 1
years of study beyond the bachelor’s degree. There should be humanities groups & social sciences.
vi) On Post Graduate Training & Research:- The commission was of the view that regulations of MA &
M.SC. degrees should be same in all the universities of India. The training of PH.D degrees should extend
over 2 years & admission should be on an all India basis.
vii) Professional Education:- Commission a 3 years course for special legal subjects regarding medical
examination. The commission recommended that the maximum number of admission to a medical college to
be 100 provided that college has sufficient staff & equipment to match the number. On the subject of
Commerce Education, the commission recommended that commercial education should be made more
practical. On Agricultural education study of Agriculture should receive due attention in primary, secondary
& higher education. Research centre should be established. The commission laid emphasis on teacher
education; engineering & technology should be included in the proper stream.
viii) Religious Education in the colleges:- The University Education recommended that in the 1 st year of the
degree course lives of great religious leaders like Budhha, Jesus, Mohammad, Guru Nanak, Gandhi, etc be
taught.
ix) Examination:- The University education system has criticized the existing system of examination. They
made certain recommendations on the certain reforms like Objective type test, Board of examiners, essay
type examination, viva voce examination.
x) Medium of Instruction:- Higher education should be imparted through the regional languages with option
to use the federal language as the medium of instructions for all subjects.
xi) Students their activities & welfare:- It includes physical examinations provision of compulsory physical
training, social service should be encouraged, compulsory NCC training for all students.

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xii) On Women Education:- Girls should be made familiar with the problems of home management, they must
be helped to develop skills to meet the necessary requirements. Women should be provided laboratory
experience in a baby home & a nursery school.
xiii) Control & Administration of Universities:- The University education should be placed on the concurrent
list. Central Grants Commission should be established from allocating grants to universities.
xiv) Rural Universities:- University Education Commission was in favor of setting up rural universities &
colleges.
Impact of University Education Commission Report:-
a) Expansion of Higher Education:- The University Education Commission was the first important
educational body which gave recommendation about the higher education as before independence no focus
was given to higher education which was very important for the development of society & country.
b) Significance to women’s education:- The education of women remained neglected during the British rule.
The commission rightly stressed the significance of education to women.
c) No place for indiscipline:- The commission made a convincing case for controlling indiscipline in
institutions of education. Their arguments are quite relevant in the present education situation.
d) Development of Research activity:- another impact of the report was development of research activity
especially in the fields of science & technology. His helped to a large extent in the socio-economic
development of the country
e) The Right stage of University education suggested:- The commission gave the right advice for the
university education to begin. It suggested 12 years of education before pursuing the university level.
f) Quality in teaching well stressed:- The suggestion made by the commission to stress both quality & quantity
in research & teaching was in the right spirit. Uniformity in selection of students & duration & quality of
training for post graduate degree was also rightly stressed.
g) Scientific thought to be tempered with value education:- While rightly stressing scientific knowledge &
scientific thought the commission warn against over-emphasis on material aspects of education.
h) Agricultural education with a rural bias a convincing:- The commission argument that agriculture
education should have a rural bias is quite convincing. For this commission rightly said that new universities
should be opened in rural areas.
i) Religious & moral education—a convincing case:- Religion holds a significant place in Indian psyche. The
commission recognized the significance of introducing some kind of religious education at the university
level.
j) Establishment of University Grant Commission:- The commission created University education
commission by an act of parliament for the purpose of co-ordination & maintenance of standards in higher
education.
Demerits of University Education Commission:-
a) View on religious & moral education was vague & unclear:- The view of commission on religious &
moral education was although a good thought but a country like India which contains a variety of religious
it is impossible impart any one religious knowledge as it is a vast topic of discussion.
b) Importance of fine arts knowledge was neglected:- As India has just got independence so, the main focus
of Government went into new technology & the importance of fine arts work was neglected which was
there in the roots of our country this became main reason for the backwardness of our artists.
c) Some reforms were not systematic:- Few reforms were just stated no proper thinking was given before
recommending those plans for e.g. focus was given to women’s university education but a girl who did not
even studied her school how will be she able to attend a college. Rural colleges were established but no
proper awareness about them was planned.
d) Problem of medium of instructions arose:- The main problem at that time was of medium of instruction or
language because that time everyone was use to hi mother tongue they were not that much familiar to Hindi
& English & not ready too for accepting other languages especially English.
e) Problem of implementation were not followed:- Proper & systematic implementation of policies & reforms
were not there; everything was just planned & left lying in the files. There were bi strict actions about the
recommendations.
f) Recommendations were only for big problems, small but main problems were ignored:- Only big
problems were taken into consideration & small ones were just simply ignored but these small problems
could & had created big problems which resulted in the failure of reforms which were recommended.

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 2. What are the major recommendations of Secondary Education Commission (1953) in regard to the aims
& objectives of Secondary Education in India?
OR
Discuss the main problems of Secondary Education in India. How can they be solved?
OR
What are the main defects in the present system of Secondary Education? What do you consider to be it’s
true aims in the context of present situation?
OR
What are the main causes of persistent criticism of the existing Secondary School Curriculum? Discuss the
sound principles on which curriculum should be framed?
OR
“Secondary education is the most critical level of Education, all over the world & therefore needs much
diversification & expansion. Discuss.
OR
Discuss the organizational pattern of Secondary Education as proposed by Mudaliar Commission. Enlist
the main recommendations of Secondary Education Commission on Secondary Education. How far are
those reliable & reasonable?
A. Introduction:- Secondary Education is the stage of education that includes all the classes after the primary school
& before university education is started. This stage is considered to be the basis of the country’s entire educational
programme for national development. Secondary education is also the basis of higher education which gives the
direction to the nation’s power. It also provides teachers for primary education, prepares students for the
Universities & other institutes of higher learning. Moreover, a huge majority of students complete their education
at secondary stage. Students who go for higher education cannot take full advantage of the University Education,
unless they have received right education at the Secondary stage.
Need:- Immediately after the Independence, both the public & the Government began to take keen interest in the
development of Secondary Education. Although the number of Secondary Schools & its enrolment began to
increase even before India’s attaining independence, the quality of education imparted was unable to meet the
changing socio-economic needs of the country. As such, the need for reform was strongly felt. The University
Education Commission was also remarked that our Secondary Education remained the weakest link in our
educational machinery & it needed urgent reform & improvement. Then the Government initiated the move to
bring about the needed change in the then prevailing system of education in the county. Because it education
needed a fresh look, calling for a new outlook which was appropriated voiced by Maulana Abul Kalam Azad, the
then Education Minister in his presidential address to the Central Advisory Board of Education in 1948. No
commission or committee appointed before to deal directly with Secondary Education problems. So then the
Central Advisory Board of Education at its meeting held in January 1948 recommended the appointment of a
commission to examine the present position of Secondary Education in India in all its aspects & to suggest
measures for its reorganization & improvement. There was a need for the diversification of the courses to increase
the basic education at the primary level. Because the secondary education prepares the teachers to teach the
primary level students as well as the students for higher education level. The Secondary Education commission
planned four aims of education in India keeping in view the needs of democratic India as predicted in the
constitution.
i) Development of Democratic Citizenship
ii) Improvement of Vocational Efficiency
iii)Development of Personality
iv) Development of the qualities for leadership.
Appointment:- On the recommendations of the Central Advisor Board of Education, the Secondary Education
Commission appointed by the Government of India on September 23, 1952 under the Chairmanship of Dr. A.
Lakshman Swami Mudaliar (the Vice-Chancellor of Madras University). Other members of the commission
were:-
i) Professor A. N. Basu, (Member Secretary)
ii) Mr. John Christie (Member)
iii)Dr. K. R. Williams (Member) alongwith seven members.
 Defects in Supervision & Inspection of the Secondary Education System :- The commission pointed out the
following defects of the existing system:-
i) Defects regarding Curriculum construction:

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 a) Whole Experience: - Curriculum should not be restricted only to academic subjects. It should include the
whole experiences which a student receives through various activities in school, classroom, library,
laboratory, workshop, playground & numerous information contacts between the teachers & the taught.
b) Variety & flexibility: - There should be enough variety & flexibility to serve to the individual differences.
There should be provision of something in the curriculum for every student, according to his needs &
interests.
c) Community-Centeredness: - It means that the curriculum should be truly related to community life. It
further indicates that productive work should be given an important place in the curriculum which must be
capable of adjustment to local needs & situations.
d) Utility of Leisure:- It should include various activities like social, aesthetic, sports, etc. Addition of variety
of activities will not only make the school life pleasant but will also help in the cultivation of different
bodies which will prove helpful in making the leisure healthy & enjoyable.
e) Co-Relation:- The subjects included in the curriculum should be correlated with one another & with life.
ii) Problem of Supervision & Inspection: - Supervision in a sense is the base of educational improvement.
Supervision of our Secondary Schools is not enough & mechanical. Time taken for the supervision to evaluate
all aspects of curricular & co-curricular activities is very brief. One man cannot be supposed to supervise
effectively all the subjects, especially scientific & technical subjects. Supervisions re generally held with set
objective in view. Supervisions generally believe in authoritative & officious & overbearing attitude. They
generally find faults with the teachers.
iii) Critical & Unsympathetic Attitude of Inspectors: - It occasionally happens that the inspector, instead of
being the friend, philosopher & guide of the teachers, behaves in such a critical & unsympathetic way that his
visit is looked upon with some degree of apprehension (fear) if not of resentment (bitterness).
 Major Recommendations of Secondary Education Commission : - Secondary Education Commission has given
the following recommendations for supervision & inspection.
i) True Role of the Inspector:- The true role of the inspector should be to study the problems of each school
& view them comprehensively in the context of educational objectives, to make suggestions for
improvement & help to the teachers to carry out his advice & recommendations.
ii) Special Inspectors:- Special Inspectors should be appointed to inspect the teaching of special subject like
Domestic Science, Art, Music, etc.
iii) Selection of Inspectors:- Persons selected as inspectors should possess high academic qualifications
sufficient teaching experience or experience as Headmaster of High School for a minimum prescribed
period. In addition to direct recruitment, inspectors should also be drawn from:
a) Teachers with 10 years experience
b) Headmasters of High Schools
c) Duly qualified staff of training colleges who may be allowed to work as such for a period of 3 years to
5 years.
iv) Perfunctory (neglectful/inattentive) Inspection: - Inspections are perfunctory or careless. Time spent by
the inspector is insufficient & greater part on the same is taken up with routine work like checking
accounts & looking into the administrative aspects of the school. Enough time is not devoted to the
academic level.
v) Limited Contact between teachers & Inspectors:- Contacts between teachers & inspectors are casual.
 ON AIMS & OBJECTIVES OF SECONDARY EDUCATION:-
1) Development of Democratic Citizenship (Development of Social, Moral, Intellectual Qualities):- Good
citizenship in a democracy is a very challenging responsibility for which every citizen has to be trained
carefully. For the development of democratic citizenship many intellectual, moral & social qualities are
needed to be created in the students. It is only through education that such qualities can be developed. The
Commission suggested that education should aim at developing the following qualities for teaching
democratic citizenship:
a) Clear Thinking:- Education should aim at the development of the capacity for clear thinking & an
openness to the new ideas.
b) Clear & Free expression:- Successful living in democracy is based on free discussions, opinions &
friendly exchange of ideas not on force. So it is essential that education must develop the quality of clear &
free expression.
c) Social Co-operation:- Education should teach students the qualities of discipline, co-operation, social-
sensitiveness & tolerance.
d) True Patriotism:- Education must teach the true sense of patriotism in the students. But patriotism should
not be understood in terms of its narrow concept. True patriotism involves three things:
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 i) A sense of appreciation of social & cultural achievements of one’s country.
ii) A willingness to recognize its weaknesses frankly & to work hard to overcome them.
iii)An intense determination to serve one’s country to the best of one’s ability by subordinating individual
interests to broader national interests.
e) World Patriotism:- Education must create a sense of world citizenship because the countries of the world
are so intimately inter-connected that no nation can live alone. So, the development of world citizenship
has become as important as national citizenship.
2) Improvement of Vocational Efficiency:- Secondary Education must concentrate on increasing the productive
or vocational (professional/occupational) efficiency of the young students.
a) Creating a new attitude that means an appreciation of the dignity of all work – high or low.
b) Making students realize of the fact that national prosperity is possible only through work in which
everyone must participate.
c) Making attempts by all teachers to ensure that such an elevation on the part of students find expression in
every activity of the school.
d) Promotion of technical skills & efficiency at all stages of education so as to provide trained & efficient
personnel to work out schemes of industrial & technological advancement.
e) Provision of diversified courses at secondary level such as agriculture, technical, commercial or other
practical courses which will train their various abilities.
The commission suggested that in order to make the academic work a part of practical work, diversification of
courses should be introduced at the Secondary stage so that a large number of students may take up
agriculture, technical, commercial & other practical courses, which will train their various abilities & enable
them to take up vocational longing at the end of Secondary School course.
3) Development of Personality:- Education at Secondary stage should release the forces of creative energy in
the students so that they may be able:
a) To appreciate their cultural heritage
b) To develop rich interest which they can pursue in their leisure
c) To contribute in the development of this heritage.
For this purpose, an important place should be given to subjects like art, craft, music & development of
similar hobbies in the secondary school.
4) Development of Leadership:- The role of education in providing us with proper leadership can’t be under-
estimated.
a) Education must train the students for performing their duties efficiently.
b) They must be trained in the art of leading & following others.
c) Our Secondary education must train persons who will be able to think about the responsibility of
leadership in the social, political, industrial or cultural fields in their own small groups of community or
locality.
d) Teaching of the values such as; A deeper & clearer understanding of social issues & greater technical
efficiency.
 ON ORGANIZATIONAL PATTERN OF SECONDARY EDUCATION:-
Secondary Education Commission made a careful survey of the existing pattern of Secondary education & gave
the suggestions given below regarding new organizational pattern of Secondary education in the country:
i) Secondary Education (a unit in itself):- Secondary education should be regarded as a complete unit by itself.
It should not be considered merely as a preparatory (introductory) stage. At the end of Secondary education,
the students should be in a position to adopt some useful vocation (profession).
ii) Duration of Secondary Education:- According the Commission has recommended the new pattern that
secondary education should be for children between 11 to 17 years of age. It has divided this 7 years education
in two parts:
1) Junior High School stage for 3 years and
2) High School for 4 years of age.
iii)All high schools should not be made Higher Secondary:- As the large majority of existing high schools are
unable to manage the responsibility of offering an additional years education to their students, it will not be
proper to convert all high schools into higher secondary schools. Only those high schools should be made
higher secondary which can provide:
a) Better qualified
iv) Arrangement of Pre-University:- The students passing highs school examination should be required to spend
1 year in Pre-University course to join 3 year degree course. Such provision should be made.

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 v) Pre-Professional Courses:- Only those students who have completed their higher secondary course should be
given admission to pre-professional courses.
vi) Establishment of Multipurpose Schools:- For the ‘provision of different types of course, multipurpose
schools should be set up.
vii) Technical Schools:- There should be provision for technical schools. These should be started separately or
as part of Multipurpose Schools. In large cities Central Technical Schools should be re-established to
provide to the needs of several local schools.
viii) Public Schools:- Public Schools should also continue but they should impart national education instead of
Western education.
 ON SECONDARY SCHOOL CURRICULUM:-
The commission observed that the curriculum of Secondary Education was full of defects. Still the same
curriculum, which was formulated and planned by the British Rulers for their political motives, is allowed to
continue. With the existing curriculum the high objectives of education can’t be achieved. So it is necessary that
the curriculum of secondary education should be overhauled & it should be reconstructed to meet the various
needs of the youth in the country.
 Defects:- The commission mentioned the following defects in the existing curriculum of Secondary education:
i) Narrow:- The curriculum prevalent in Secondary schools is narrowly conceived. It is confined only to the
teaching of the traditional subjects. It neither prepares the students for life nor solves the present problem of
the society.
ii) Bookish & Theoretical:- Present curriculum is bookish & lays stress upon theoretical aspects of the
knowledge. There is no scope for different activities and experimentation in the present curriculum.
iii) Over-Crowded:- Present curriculum has been severely criticized for its over-crowded nature. Multiplicity of
subjects has made it over-loaded. Moreover, the contents of various subjects are unimportant and outdated.
iv) Un-psychological:- Present curriculum does not give importance to individual differences, so it is un-
psychological. It does not provide to the psychological needs of the students.
v) Examination Centered:- Existing curriculum is examination centered. Fear of examination continues
haunting the minds of the student’s right from the beginning of every session. This mental torture reduces the
creative faculties of the students. The very content of the curriculum is determined by the types of questions
asked in examination.
vi) Lack of Technical & Vocational Studies:- Existing curriculum of Secondary Education lacks in technical &
vocational studies. As a result vocational interests of the students are not developed & they can’t participate
effectively in the economic & industrial development of the country.
 Recommendation:- (Organization of Curriculum)
The Secondary Education Commission has suggested the following changes in the secondary school curriculum:
i) To open multipurpose schools according to the varying interests of the students.
ii) Agriculture should be made a compulsory subject for schools in the villages.
iii) The Multipurpose schools should be opened near the industrial institutions. The students of these two types of
institutions should learn from each other.
iv) In big cities ‘technical area’ should be established on the demand of the local public.
v) Home Science should be made a compulsory subject for girls & other subjects should be common for both
girls & boys.
Stages of Curriculum:-
i) Lower Secondary Stage (At Middle School):- The curriculum at this stage should not be isolated from primary
stage curriculum because Middle stage is a continuation of the Primary stage. So curriculum at this stage
should be based upon activities & there should be no specialization. It should be of exploratory type to enable
the students to discover their tastes & talents. It should include the following:-
 Language—Mother tongue or regional language, national language & international language. Language
should be taught because these are the tools of communication & means of expression.
 Social studies—For imparting the knowledge of Social environment.
ii) Higher Secondary Stage (At High):- The curriculum at high & higher secondary stage should be based on the
interests & abilities of the students. It should include some core subjects common to all and certain optional
subjects to suit the interests of the students. There should be provision for various courses & & maximum
integration or combination of subject matter. The curriculum at this stage is divided into two parts:
 Core Curriculum:-It includes the study of Languages, Social Studies, General Science, Crafts, And
Elementary Mathematics.

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  Higher Curriculum:- Higher curriculum includes a variety of groups and the students should take any 3
subjects from Humanities, Science, Technical, Commerce, Agriculture, Fine Arts & Home Science. These
subjects will be in addition to the core subjects.
 IMPROVEMENT OF TEXT-BOOKS:-
Text-books have been given an important place in any scheme of formal education. In reality, the standard of
education is based upon the standard of text-books. It is essential that the contents, the language, the style & other
features of a text book should be in keeping with the objectives of education. Not only this, it should also satisfy
the psychological needs of students. But the existing text-books at Secondary stage are far from satisfactory.
 Defects:- Secondary Education Commission (1923) has found out the following defects in the existing text-
books:-
i) Defective language
ii) Sub-standard paper
iii)Unsatisfactory printing
iv) Numerous spelling mistakes
v) Either too difficult or too easy
vi) Improper selection
 Recommendation for Improvement of Text-books:-
i) Provision of a High Power Committee:- Secondary Education Commission has recommended the constitution
of a Higher Power Committee for the improvement of text-books. The function of the committee should be:-
 To make board of experts reviewers for each of the subjects.
 To appoint Expert Committees to give detailed report on the suitability of books referred to them.
 To invite experts to write text-books.
 To arrange for the publication of text-books.
 To maintain a fund from the amount released from sale of publications.
 To utilize the balance of the fund for the purpose of awarding scholarships to poor & deserving candidates.
 To determine clear criteria for the type of paper, illustrations, printing & formation of book.
ii) Libraries of Blocks:- Central & State Government should establish blocks of libraries at the different places
for the convenience of the students.
iii)Text-books on subjects other than language:- Except Languages, no single book should be prescribed for
other subjects. A reasonable number of text-books should be recommended & choice should be left to the
schools. So far as language is concerned, definite text-books should be prescribed for each standard according
to proper gradation.
iv) Free from Social & Political views:- Text-books should be free from religious & political discrimination.
There should not be anything in the text-books which may offend the religious or social emotions of any
community.
v) No Frequent change:- The text books should not be changed frequently.
 IMPROVEMENT IN METHODS OF TEACHING:-

Even the best curriculum & the most perfect syllabus will remain dead if the teaching-methods adopted by the
teachers are dull & lifeless. In other countries new methods & techniques of education have been evolved but in
India the same and old, outdated & traditional methods of teaching are being used.
 Defects:-
i) Dull & Uninteresting:- The existing teaching methods are dull & uninteresting. They neither inspire the
teachers nor motivate the students. The teacher reads & students listens—this is the actual state of affairs in the
classroom.
ii) Lack of interest in work:- The teaching methods adopted in our schools do not create the feeling of love for
work. As a result right attitude towards life is not developed in the students.
iii)Mechanical:- Teaching in our schools is mechanical. Much stress is laid upon verbalism & cramming.
iv) Examination Centered:- The existing teaching methods revolve around examinations. Because the teachers
are to prepare the students for examination so they compelled to adopt such teaching methods as fulfill the
needs of examination. They don’t care for the needs of lesson concerned & the psychological needs of the
students.
v) Lack of Motivation for learning:- The present methods of teaching fail to motivate the students to learn.
Teaching is force upon them & the fear of examination makes them cram and vomit out at the time of need.

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 vi) Lack of independent thinking:- There is no place for independent thinking in the present methods of teaching.
They are unable to develop desirable attitudes & values in the students.
vii) Lack of Self study:- The present method of teaching do not encourage ‘self study’.
 Recommendations:
i) Inculcation (Learning) of desirable attitudes & values:- Teaching methods should not only aim at imparting
knowledge but also help effectively in inculcation (learning) of desirable attitude & values in the students.
ii) Emphasis on purposeful teaching:- Teaching methods should create & develop habits of work in the
students. The methods of teaching should be done in purposeful, concrete, effective & efficient & realistic
manner that the students should feel the desire to work as effectively, honestly & thoroughly as possible. To
make teaching ‘reality oriented’, the principles of ‘Activity Method’ & ‘Project Method’ should be adopted.
iii) Clear thinking & expression:- Expression work should be given an important place in the teaching of every
school subject. It means that while teaching any of the subjects prescribed in curriculum, the stress should be
laid upon clear thinking & clear expression both in writing & speech.
iv) Individual centered methods:- The method of instruction should be according to the needs of individual
students. All the categories of students—the dull, average & bright students—must have a chance to progress
according to their mental capacities.
v) Knowledge through personal efforts:- The methods of teaching should enable the students to apply the
knowledge, they get in the class to solve various problems of life.
vi) Participating in group work:- Teaching methods should be such as to give sufficient opportunities to the
students to work in groups. This is essential for the development of group spirit in the students.
vii) Provision of different libraries:- There should be provision of a good class-wise & subject-wise library in
every Secondary School to enable the students to acquire knowledge with their own efforts. In addition to
the main library, class-libraries may also be managed.
viii) Use of Audio-Visual Aids:- For the improvement of instructional work in Secondary schools the use of
audio-visual aids like films, televisions, radio-sets, etc. should be made.
 IMPROVEMENT IN TEACHER’S STATUS:-
Secondary Education Commission observed that the most important factor in the considered educational
reconstruction is the teacher, his personal qualities, his educational qualifications, his professional trainings &
place that he occupies in school as well as in the community.
 Recommendations:-
i) Uniform Procedure for Selection:- A uniform procedure should be adopted for selection & appointment of
teachers. There should be a Selection Committee for the selection & appointment of teachers, in privately
managed institutions and in schools maintained by local bodies. Normal period of probation for a trained
teacher should be one year.
ii) Qualification:- The qualification of teachers at different stages should be as under:
 Trained teachers should be appointed to teach higher classes.
 The teachers who are to teach technical subjects should be graduates in the subject concerned with the
necessary training for teaching it.
 Teachers working in Higher Secondary Schools should possess higher qualification prescribed for the
teachers of intermediate colleges.
iii)Grades & Salaries:- The teacher possessing the same qualification & performing the same type of work
should be treated equally in the matter of grades of salary, irrespective of the type of institution in which they
are working in order that the society may respect them.
iv) Special Committee’s of Pay Scale:- To review the scales of pay teachers of all categories, special Committees
should be established. These committees should recommend such scales of pay as should enable the teachers to
meet the varying cost of living in a fair & just manner.
v) Triple benefit:- The triple benefit system, teacher should be given pension, provident fund & life insurance
benefits in order to give them some economic security. Every state Government should provide these facilities.
vi) Arbitration Board:- Arbitration Boards or Committee should be established to look into the appeals and
grievances of teacher.
vii) Free Education:- The children of teachers should be given free education.
viii) Housing Facilities:- Teachers should be given housing facilities through a system of co-operative house
building societies.
ix) Free medical allowance:- There should be provision of a medical allowance that the teachers and their
dependents should be given free medical service. Those teachers who want to go to Health Resorts or
Holiday camps should be given travel concessions & leave facilities.

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 x) Training for teachers:- Regarding training of teachers the Commission suggested that:
 There should be one year training for graduates which may be extended to two years later on.
 Provision of part-time training courses to meet the shortage of trained female teachers.
 Provision of refresher courses, short term intensive courses in special subjects, practical training in
workshop arid professional conferences in training colleges.
 Provision of research work in training college.
 ON PROBLEM OF GUIDANCE & COUNSELLING:-
It is one of the aim of education to make students useful members of the society. This aim can be attained if the
students are able to adjust themselves properly, in the modern society which is becoming more & more complex.
The problems of social adjustment can be solved if the students are aware of their mental capacities, abilities,
aptitudes & interests. They must know what & how they are to contribute creatively to the society. But the situation
is entirely unfavorable. It is needed that at Secondary Education the students must know their strengths &
weaknesses, their interests & aptitudes if they are to become useful members of the society. So there is certainly a
great need of guidance & counseling in our schools from educational, vocational, psychological & social point of
view which will help the students in making maximum adjustments with themselves & society at large. It provides
help to the individual in solving emotional, psychological & personality problems. Moreover the students at the
secondary education stage are faced with the problems of selection of subjects, books, hobbies, co-curricular
activities, organization of time & work, adjustment in school, etc. The can solve these problems with the help of
guidance & counseling services. So these services are a must for every secondary school. But in most of the schools
these services are not available. As a result, the potentialities of the youth are not properly directed & developed.
 Recommendations:-
i) Greater attention towards Guidance & Counseling:- Greater attention should be given to Guidance &
Counseling programmes by the educational authorities.
ii) Co-Operation of all officials:- Guidance should not be considered the work of experts. It is a service in which
teachers, headmasters, principals and all the entire school must co-operate under the guidance of some persons
with special knowledge & skill in this field.
iii)Trained Guidance Officers & Career Masters:- The service of trained Guidance Officers & Career Masters
should be provided to all educational institutions. Centers of training for Guidance Officers & Career Masters
should be set up in different regions by the Central Government & each State may send a number of teachers for
training.
 ON SYSTEM OF EXAMINATION & EVALUATION:-
Examination & Evaluation occupy an important place for the students, teachers & the parents. Through the
examination the students know their achievement at a particular time & the achievement of the students serve as
guidelines for the teachers to improve further.
 Recommendations:- The Secondary Education took a serious note of the system of examination & evaluation
prevailing in Indian Schools & Universities & made the following recommendations:-
i) To minimize subjectivity:- The element of subjectivity in the essay type test should be minimized by
introducing objective type questions.
ii) To encourage rational understanding:- The question should be such as discourage cramming & encourage
rational understanding.
iii) Basis of final result:- To evaluate the pupil’s all-round development & to determine his future, a proper
system of school records should be maintained for every pupil’s indicating the work done by him from time
to time & his achievement in different subjects. In the final result (assessment) of the pupil due to credit
should be given to the internal tests & school records of the pupils.
iv) To reduce the number of external examinations:- The number of external examinations should be reduced.
There should be only one public examination at the completion of the secondary course.
v) Symbolic marking in evaluation:- The system of symbolic rather than numerical marking should be adopted
for evaluating & grading the work of the students in external & internal examinations & in maintaining the
school records.
 ON SECONDARY SCHOOL CURRICULUM:-
All round development of students can’t be possible without giving importance to their physical welfare. Physical
health leads to mental & intellectual health. But it is sad that physical welfare of the students is not getting desired
attention.

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 Defects:-
i) Lack of awakening:- There is lack of awakening about the importance of health education & physical welfare
of students. Neither educational authorities nor the people recognize the importance of physical health of the
youth. No doubt the programmes of physical welfare of students are launched in schools but they are neither
well planned nor well-organized.
ii) Ill-nourishment of children:- Because of poverty, most of the children are ill-fed & ill-nourished. Lack of
balanced diet is great obstacle in the programmes of physical education.
iii)Inadequate from health authorities:- Adequate assistance for medical check-up, prevention of diseases &
provision of medicines is not provided to schools by health authorities.
 Recommendations:-
i) School Medical Service:- A properly organized medical service should be built up in every school.
ii) Medical Examination:- A thorough medical examination of all the students should be carried on in all schools.
iii)First Aid:- Some of the teachers should be trained in First Aid & general principles of health so that they may
co-operate intelligently with medical staff.
Merits of the Secondary Education Commission:-
i) Pointed to the prevailing evil examination system
ii) Improvement in teachers conditions
iii) Reorganizing the curriculum
iv) School building & duties of inspector of schools are also healthy
v) Opening of multi-purpose schools & agricultural schools in rural areas
vi) Finance & administration of schools are praiseworthy
Demerits of the Secondary Education Commission:-
i) Suggestions regarding the High Power Committee:- Suggestions regarding the High Power Committee for
selecting textbooks is ridiculous & unrealistic. How can a High court judge assess the suitability of textbook
for schools?
ii) Commission has not chosen to pay attention on the various aspects of women education.
iii) Religious education:- The issue of religious education as well has not been sufficiently considered by the
commission.
iv) Not suggested any short term plan:- The commission has not suggested any short term &long term plans for
the implementation of its recommendations.
v) Lack of Funds for upgrading:- The financial implication of upgrading of a large number of high schools into
higher secondary pattern in every state were not worked out which led to lack of funds & non implementation
of its recommend actions consequently.
vi) Unavailability of sufficient teachers:- A sufficient number of qualified post graduates teachers were not
immediately available. Due to terms & conditions lay down by the commission. Also, due to introduction of
core subjects like craft & general science in the curriculum of higher secondary, difficulties regarding staff
requirement become critical.

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3. What is NCF (National Curriculum Framework)-2005? Give its need & importance.
A. Introduction:- The National Curriculum Framework (NCF-2005) is one of the four National Curriculum
Frameworks published in 1986, 1988, 2000, & 2005 by the National Council of Educational Research
& Training (NCERT) in India. The document provides the Framework for making syllabi, textbooks &
teaching practices within the School Education Programmes in India.

NCF:- The NCF-2005 document draws its policy basis from earlier Government Reports on Education
as Learning without Burden & National Policy of Education (1986-1992). NPE 1986, assigned a special
role to NCERT in preparing & promoting NCF. Yashpal Committee Report ‘Learning without Burden’
observed that learning has become a source of burden & stress for children & their parents. Considering
these observations Executive Committee of NCERT, decided to revise the National Curriculum
Framework. Wide ranging consideration & inputs from multiple sources involving different levels of
stakeholders helped in shaping the draft of NCF. The draft of NCF was translated into 22 languages &
influenced the syllabi in 17 states. The translated versions were widely circulated & consultations with
stakeholders at district & local levels, helped in developing the final draft. The NCF was approved by
Central Advisory Board of Education in 2005.
Need of NCF-2005:- After assessing the prevailing curriculum, it has been pointed out in NCF-2005 the
certain shortcomings in the prevailing curriculum to justify its need. In order to remove the below
mentioned faults & drawbacks there is a dire need to improve the prevalent curriculum in our schools:-
a) Subject based Approach:- NCF-2005 points out that in India, we follow subject-based approach to
curriculum, which tends to present knowledge in the form of package in the textbooks. It is followed
by traditional way of assessing the knowledge by taking examination & marks become the criteria to
judge the competency of the students. NCF states that it has led to several problems & hence need
are being felt to revise it.
b) No Curriculum Theory:- In schools, those areas which are not included in textbooks & examined
through marks, become sidelines & described as extra or co-curricular instead of being an essential
part of curriculum. These rarely receive the attention they deserve. There is still no sufficient
curriculum theory to support the development of knowledge skills & attitude in those areas, which
are left & sidelined. Curriculum must include this.
c) Fragmented Knowledge:- Knowledge has become fragmented because subject areas tend to become
water tight compartments.
d) No construction of knowledge:- Students are not given opportunities to construct knowledge
themselves & explore novel ways of knowing. Rather, it leads to loading the curriculum with too
many facts to be remembered. Curriculum needs to be a tool of construction of knowledge.
e) Extra Burden on students:- There is tendency to add new subjects rather than incorporating the new
knowledge in existing subjects. It only increases load of the curriculum & extra burden on children.
f) Principles of selecting knowledge:- The principles for selecting knowledge to be added in the
curriculum are not well worked out. Further, new concepts are not placed in relation to each other.
g) Failing in certain subjects:- NCF opines that Mathematics, Science, English are three subject sin
which 50% of the total students fail every time. This is perhaps, the biggest shortcoming of both the
elementary & secondary education system.
Features of NCF-2005:- The Document is divided into 5 areas:-
a) Perspective of NCF 2005
b) Learning & Knowledge
c) Curriculum areas, school stages & assessment
d) School & classroom environment
e) Systematic reforms
i) Perspective of NCF-2005:- NCF focused on:-
 ‘Learning without Burden’ to make learning a joyful experience & move away from textbooks to
be a basis for examination & to remove stress from children. It recommended major changes in the
design of syllabus.
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  To develop a sense of self-reliance & dignity of the individual, this would form the basis of social
relationship & would develop a sense of non-violence & oneness across the society.
 To develop a child centered approach & to promote universal enrollment & retention upto the age
of 14 years.
 To inculcate the feeling of oneness, democracy & unity in the students the curriculum is enabled to
strengthen our national identity & to enable the new generation reevaluate.
With respect to social context NCF 2005 has ensured that irrespective of caste, creed, religion & sex
all are provided with a standard curriculum.
ii) Learning & Knowledge:- Learning should be an enjoyable act where children should feel that they
are valued & their voices are heard. The curriculum structure & school should be designed to make
school a satisfactory place for students to feel secure & valued. The curriculum should focus on the
holistic development of the students enhance physical & mental development in individual & as well
as with the peer interactions.
In order to bring about the overall development of the students, sufficient nutrition, physical exercise
& other psycho social needs are addresses the participation in yoga & sports is required. Learning
should be made enjoyable & should be related to life experiences, real life; learning should involve
concepts & deeper understanding. Adolescence is a vulnerable age for the students & curriculum
should prepare the students & provides support for social & emotional support that will inculcate
positive behavior & provide skills essential to cope with situations that they encounter in their lives,
peers pressure & gender stereotype. Included education to be given priority & flexibility to follow a
curriculum to suit the needs of every student irrespective of students having disabilities.
Constructivist learning has to be part of the curriculum. Situations & opportunities to suit the needs
of every student irrespective of students to provide students with challenges encourage creativity &
active participation for students. Students have to be encouraged to interact with peers, teachers, &
older people which would open up many more rich learning opportunities.
The foundation should be laid strong & firm. Primary, upper primary & middle school should
provide space for children to explore & develop rational thinking that they would absorb in & have
sufficient knowledge of concepts, language, knowledge, investigation & validation process.
iii) Curriculum Areas, School stages & Assessment:-
a) Language:- 3 Language Formula system to be followed. Medium of communication or
instruction should be in the mother tongue. The first language to be studied must be the mother
tongue or the regional language. English needs to find its place along with other Indian languages.
Curriculum should contain multi-lingual proficiency only if considered as second language. Focus
should be on all skills such as speaking, listening, reading, writing. Their foundation role in
children should be constructed right from the elementary classes to secondary classes.
b) Mathematics:- All the students can learn the need to learn mathematics. The teaching of
mathematics has to be made favorable for students to develop interest & should enhance
children’s ability to think & reason, to visualize, & handle abstractions, to formulate & solve
problems. Access to quality mathematics education is the right of every child.
c) Science:- The Content, process & language of Science teaching should be designed to concentrate
to learning facts, principles of science & its applications must be appropriate with learner’s age-
range & cognitive reach. Science teaching should engage the learners in acquiring methods &
processes that will cultivate their curiosity & creatively particularly related to the environment.
Science teaching should be placed in the wider perspective of children’s environment. Awareness
of environmental concerns must infuse the entire school curriculum.
d) Social Sciences:- Social Science is included in schools to assist students to explore their interests
& aptitudes & to encourage them to explore the higher levels of knowledge in different
disciplines. Its contents need to focus on conceptual understanding rather than lining up facts to
memorize for examination. It should equip children with the ability to think independently &
reflect critically on social issues. Interdisciplinary approaches, promoting key national concerns
such as gender, justice, human rights, & sensitivity to marginalized groups & minority. Civics
should be recast as political science & the significance of history as a shaping influence on the
children’s conception of the past & civic identity should be recognized.
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 e) Draws special attention on four other areas:-
 Art Education:- The objective of including Art Education in schools is to bring about the
complete development of the students personality & mental health to appreciate cultural
heritage & develop respect for each other’s work & connect to environment. It covers folk &
classical forms of music & dance, visual arts, puppetry, clay work, theatre, etc. which enables
children to express themselves in different forms. The art should comprise a subject at every
stage of school education.
 Education for Peace:- Peace oriented values should be promoted in all subjects throughout the
school years with the help of relevant activities. Skills that are developed as part of a curriculum
activity such as listening with patience & endurance, purity of mind to develop concentration,
aptitude of cooperation & teamwork, acceptance of discipline & a positive attitude, etc. As for
growing violence & intolerance, peace education should form a component of teacher
education.
 Health & Physical Education:- Health & Physical education are necessary for overall
development of the learners. It provides the understanding of health, disease accidents, &
physical fitness among children. Through health & physical education programme, children
grow as responsible citizens by inculcating in them certain social & moral values through
games, sports, NCC, Red Cross, etc. and it may be possible to handle successfully the issue of
enrolment, retention & completion of school. It should include Yoga.
 Work & Education:- Work related education is made as an integral component of the school
curriculum, in the form of work—experience, work education, craft education, life oriented
education, pre-vocational education & generic education. Work based education aims at
involving children in a variety of production or service oriented activities, to develop skill,
positive attitudes & values through work & also to develop work related competencies. As it
can create a social temper and agencies offering work opportunities outside the school, should
be formally recognized.
iv) School & Classroom Environment:- NCF-2005 recommended that physical environment has to be
maintained favorable to students in terms of infrastructure, sufficient light & ventilation, student
ratio, hygiene & safe environment. Schools should also treat students with equality, justice, respect,
dignity & right of the students. Give equal opportunities for all students to participate in all activities
without any bias partiality. Policy of inclusion has to be part of the school where differently abled &
children form marginalized section get opportunities. The school should also be well equipped with
libraries, laboratories & educational technological laboratories
v) System Reforms:- The NCF has aimed at bringing about reforms in Education system to bring about
a curriculum that is learner centric & has a flexible proves, provides learner autonomy
(independence), Meaningful academic planning, Quality of learning, Examination reforms,
Guidelines for syllabus development, Vocational Education, Development of Support Material,
teacher plays a role of a facilitator, supports & encourages learning, Availability of multiple
textbooks for diversity in children’s needs & interests, involves active participation of learners,
develops multidisciplinary curriculum, focuses on education, brings about multiple & different
exposure, multifarious (different), continuous assessment in education system.
Conclusion:- The 124 page document, the NCF-2005 is a refreshing departure from NCF-2000. It
brings in a fresh outlook on curriculum making. There has been a lot of support on including more &
more subjects into education i.e. environment, peace, etc. It tries to break the information overload on
the children. Focus is on creativity & overall development of the child. The guiding principle are
connecting knowledge life to outside school learning away from rote; enriching curriculum & overall
development of children & not textbook centered, reducing examination stress.
Evaluation:- The NCF-2005 has put the child firmly at the centre of its proposals. But critics point out
that it has overlooked many problems such as the lack of infrastructure, insufficient teacher training &
continuing social prejudices or biases. Some provisions has also been attacked as obscurantist. Some of
the framework proposals have evoked despair & even anger. Two of these particular ones are the
glorification of ‘Local Knowledge’ & a proposal to do away with examination as the chief assessment
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tool, have come in severe criticism. Also NCF-2005 has completely ignored Pre-School Education &
has placed undue emphasis on crafts & work experience. In small schools, there are very few students of
these subjects & it is difficult to avenge teachers for them.
Similarly, certain subjects like Geography are not given due importance. What is the meaning of Peace
Education? Could it be called ethical education or moral science? Also instead of reducing burden, it has
recommended the addition of some new subjects. Lastly evaluation is, therefore important in this
context. The document does not have the concept of school as a Public Institution & therefore the
accountability of institution to the tax payers & general public is missing. Such issues have to be treated
in a more systematic manner.

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 UNIT-III (Major Initiatives in Indian Education)

a) Yash Pal Committee (1993) ‘Learning without Burden’

b) Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
c) Rashtriya Uchchtar Shiksha Abhiyan (RUSA)

1. ‘Learning without Burden’ is still a far-fetched dream in India. Elucidate.

A. Introduction:- Of several problems of school education in India, two of them are very serious; continuous
increasing burden of curriculum on children & the falling standard of education. Though these two problems have
been considered since long. Then the Government attention was drawn and A National Advisory committee was
setup by the Government of Indian in March 1992, under the chairmanship of Professor Yashpal, former
chairman of the UGC alongwith 8 other members, called after the name of its chairman Yashpal Committee. It
was setup to suggest ways & means to reduce the academic burden on the school students, the committee
submitted its report in 1993. Of the several problems of school education in India, two of them are very serious;
continuous increasing burden of curriculum on children, & the falling standard of education. Though these two
problems have been considered since long. The committee concluded that the problem of curriculum load was not
an urban occurrence. In rural areas, where the students have not to carry heavy bags, the problem of non-
comprehension makes the things extremely difficult for majority of children. The whole question of curriculum
load is a complex question & there is no simple solution. It has to be tackled in a comprehensive way & not
through isolated steps.
Need:- The most urgent need for setting a this Committee was felt when eminent scholars & academicians drew
the country’s attention to the daily sight which showed even Pre-school children, carrying heavily loaded school
bags with books & notebooks. In addition, to this flaw, children of all classes, especially those belonging to
middle classes, are made to slag through homework, tuitions & coaching classes. Most of the children, especially
those who belonging to Urban social environment, hardly find any free (leisure) time to spend in the company of
friends & associates. Their daily routine does not permit any time to play, to enjoy simple pleasures, & to explore
the world around them.
Need for setting up the committee for several problems of school education in India such as continuous increasing
burden of curriculum on children & falling standard of education are very serious. So Yashpal Committee was at
attempt to solve it. So in this connection, the need of the committee can be seen to advice on the ways & means to
reduce the load on school students at all levels, particularly the young students while improving quality of
learning, including capability of lifelong self-learning. The Yashpal Committee chiefly studied the prevalent
curriculum & textbooks as constructed by NCERT & CBSE. It also took into consideration the curriculum &
textbook in force in different states. Besides, it consulted school teachers & principals, chairmen of Education
Boards & famous Educationists of the country. Finally on July 1993, the committee rendered its report titled
‘LEARNING WITHOUT BURDEN’ to the Government.
The Report:- The report is divide into five parts, as follows:
a) First Part:- Introduction:- It explains the objectives of the constitution of the committee & discusses its
methods of working.
b) Second Part:- Problems of Curriculum Load:- It discusses the prevalent school education & its problems &
goes to explain the terms ‘academic burden’ & ‘levels of education’.
c) Third Part:- Roots of the Problem:- In it, it discusses the causes of the above mentioned problems.
d) Fourth Part:- Recommendations:- Here, it suggests solutions to the above problems
e) Fifth Part:- Appendix:- It includes the order under which the committee was constituted.
Part-II; Nature of Problems:-
a) Academic Burden:- Students are made to study much which is an academic burden, but children learn or
understand a little at educational level.
b) Heavy Schoolbags:- The average weight of schoolbag in public school primary classes is about 4kg.
c) Forced to do extra studies:- Children are forced, right from the beginning, to do homework & join tuitions &
different types of coaching classes; as a result they have a little time for recreation.
d) Burdensome education:- School Education has become uninteresting, burdensome, boring & bitter.
e) Focus on Curriculum completion:- Completing the curriculum has become the object in itself & the teachers
are engaged in doing just this type of work.
f) Textbooks are not realistic:- The curriculum & textbook material are not related to the real life students.

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 g) Fear of Examination:- The fear of examinations is intense among the children, both teachers & parents
contribute to this fear.
h) Marks based:- Securing more marks in examination has become a mark of ability & students are promoted to
the next higher class on the basis of just ability. As a result, children lay stress on rote learning rather than
understanding.
i) Exam oriented:- Classes are very large. Curriculum is very heavy & textbooks are difficult & too examination
oriented; they comprise information & data only.
Part-III; Causes of the Problems
i) Knowledge & Information:- Most people think that knowledge (learning) & information are synonyms & lay
stress on accumulating (getting) more & more knowledge right from the beginning to come up to the level of
developed countries.
ii) Construction of Curriculum:- School curriculum is often constructed by university teachers, who have little
knowledge of school, classes & students. As a result, the subject curriculum becomes wide, which cannot be
completed in the given time.
iii)Centralization:- Both curriculum & textbooks have centralized nature, due to which they are not as per the
regional environment & needs; so children take little interest in them.
iv) Subject centered:- Teacher, consider the subject-matter given in the textbook as final limit & only guide,
which makes this problem all the more serious.
v) Isolation:- Full time teacher education is isolated from the main stream of school education.
vi) In-service training:- In-service training is a mere formality. It is done casually. Seriousness is not there.
vii) Competition based environment:- The competition based social environment in the country is the chief cause
behind the problem. Most of people think that knowledge & application of English language are necessary for
progress in social life. Consequently, the students studying in English medium schools are forced to learn by
rote.
viii)Examination:- Examination are question-oriented. New methods of assessment are rarely applied.
ix) High level subject-matter:- High-level subject matter is included in lower classes. There is also repetition of
the study material.
x) Lack of educational environment:- According to the report, most schools lack educational environment. They
lack sufficient time, staff, building, library & laboratories, etc.
Part-IV; Recommendations/Suggestions of the Problems:-
i) Medium of instructions:- Only the mother tongue should be the medium of instructions at the primary level.
ii) Competition of Individual achievements:- The competitions which reward individual achievements should be
removed because they deprive children of entertaining education.
iii)Decentralization:- The process of construction of curriculum & textbooks should be decentralized so that
regional teachers can participate in it.
iv) Voluntary organization:- The voluntary organizations devoted to innovations should have freedom in
curriculum construction, textbook construction & teacher training development.
v) Sufficient Funds:- Sufficient Funds should be provided for school principals for purchase & repair of teaching
aids, etc. & this should not be less than 10% of the total salary bill of a school.
vi) School Teacher’s participation:- School teachers should participate in construction of curriculum &
textbooks.
vii) Role of CBSE:- The CBSE School have only Central & Navodaya Schools under it; the remaining school
should be affiliated to the State Education Boards.
viii)Nursery Schools:- Rules should be formulated regarding structure & level for according recognition to
nursery schools. These should be stable to all very strictly. The system of admission tests & interview should
be abolished for admission to nursery school.
ix) Private Schools:- The norms for giving recognition to private schools should be made strict & they should be
permanent.
x) No compulsion:- Students should not be compelled to carry heavy bags of books. Textbooks should be treated
as school property & thus there should be no need for children to purchase the books individually & carry them
daily to homes.
xi) Homework:- There should be a radical change in the nature & character of the homework. In the primary
class, children should not be given any homework. In the upper primary & secondary classes, where necessary,
homework should be given. It should be non-textual & textbooks when needed for work at home should be
made available on a rotation basis.

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 xii) Public Examination:- The public examination taken at the end of class-X & XII should be reviewed with a
view t ensure replacement of the prevailing text based & ‘quiz type’ questioning by the concept-based
questioning. It will improve the quality of learning by the concept based questioning. It will improve the
quality of learning & would save the children from their tyranny of memorization.
xiii) Use of Electronic Media:- The committee recommended the greater use of the electronic media in teaching-
learning process & for the creation of a child-centered social culture in the country. A TV programme
‘Shiksha Darshan’ should be launched for the use of students & teachers, etc.
xiv)Teacher Education Programme:- The teacher Education Programmes (B.ED) should offer possibility of
specialization in secondary, elementary or nursery education. The content of the programme should be
reconstructed to ensure its relevance to the changing needs of school education & to make it more practical-
centered. The emphasis in these programmes should be on enabling the trainees to acquire the ability for self-
learning & independent thinking. Pre-service teacher education programme, being a professional course, has to
be a difficult, thorough, & intensive programme. Therefore, B.ED, degree courses by correspondence be
derecognized.
xv) Subject Curriculum:- The committee has also given some suggestions related to the various subjects of the
school curriculum:
a) Language:- Language textbooks should sufficiently reflect the spoken idiom. Textbooks should provide
sufficient representation to children’s life experiences, imaginary stories, & poems. These should also
reflect the lives of ordinary peoples living in the different part of India.
b) Science syllabi & textbooks in primary classes should provide greater place to experimentation. In areas
like health & sanitation, the text should be focused on real life situations.
c) Mathematics Curriculum:- For primary classes, the curriculum of mathematics should be reviewed. The
children are required to learn basic mathematical concepts. They should increase their mathematical skills
like space & space related concepts & problem solving.
In this way, the Yashpal Committee have suggested decentralization of curriculum framing with greater
involvement of teachers; doing away with tradition of homework; making books available to children in the schools
without requiring them to carry them to home & back. The main force was on children’s comprehension & the
thinking ability in the place of cramming & learning facts.
Evaluation of Yashpal Committee-1993:- No member of the Yashpal Committee had any experience of teaching at
school level. It was the reason that it could not understand neither the nature & cause of the problem, nor could it
suggest any worthwhile solutions. Whatever included in the report, it lacked in clarity & logical sequences.
The report included the causes or solutions while discussing the nature of the problems. Similarly, it discussed the
nature so well as solution of the problem in the part, in which it was discussing the causes. In sum, we can say that
the report of the committee walks in a suspicious, meaningless territory

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 2. What are the key objectives of Rashtriya Uchchtar Shiksha Abhiyan (RUSA)? Discuss.
A. Introduction:- Rashtriya Uchchtar Shiksha Abhiyan (RUSA) is a centrally sponsored scheme (CSS) launched in
2013. It is a holistic scheme for the development of Higher Education in India. RUSA emphasizes to promote
reforms in the State Higher Education system by creating facilitating (easing) institutional structure for planning
& monitoring at the state level. It will help to promote autonomy in State Universities & include Governance in
the institutions. One of the goals of RUSA is to ensure academic examination reforms in Higher Education
Institutions & Enable conversation of some of the universities into research universities at the same level with the
best in the world. In general, RUSA aims to provide equal development of all higher education institutions &
resolve weaknesses in Higher Education System
RUSA scheme aims at providing strategic funding to higher education institutions throughout the country.
Funding is provided by the Central Ministry through the State Governments & UT’s, which in coordination with
the Central Project Evaluation Board will monitor the academic, administrative, & financial advancement taken
by the scheme. A total 316 State Public Universities & 13,024 colleges will be covered under it.
Key features of RUSA:-
i) Norm-based & performance based funding
ii) Commitment by States & Institutions to certain academic, administrative & governance reforms will be
require for receiving funding
iii) Funds would flow form Ministry of Human Resource Development (MHRD) to Universities & colleges,
through the state Governments
iv) Funding to the State would be made on the basis of Critical evaluation of State Higher Education Plans.
S.H.E.P. should address each State’s strategy to address issues of equity (impartiality), access & excellence.
v) Each institution will have to prepare an Institutional Development Plan for all the components listed under the
Scheme. It will be aggregate (combined) at the State level, after imposing a super layer of state relevant
components into the Higher Education Plans. S.H.E.P.
vi) State Higher Education councils, S.H.E.C. will have to undertake (commence) planning & evaluation, in
addition to other monitoring & capacity building function.
vii) Higher Education Plans. S.H.E.C. will be the key institution at the State Level to channelize resources to the
institutions from the state budget.
Objectives:- The main objectives of RUSA can be states as under:-
i) To improve the existing institutions:- RUSA aims at to improve the quality of existing state institutions by
ensuring that all institutions obey the prescribed norms & standards & adopt accreditation (authorization) as a
mandatory quality assurance framework.
ii) To lead transformative reforms:- RUSA usher transformative reforms in the State Higher Education System
by creating a facilitating intuitional structure for planning & monitoring at the state level, promoting
autonomy (independence) in State Universities & improving governance in institutions.
iii) To ensure academic & Examination reforms:- RUSA aims to ensure the reforms in affiliation, academic &
examination system in the Higher Educational Institutions.
iv) To ensure availability of quality faculty:- RUSA aims to ensure sufficient availability of quality faculty in
the Higher Educational Institutions & ensure capacity at all levels of employment.
v) To enable conversion of universities into research universities:- RUSA aims at to enable conversion of
some of the universities into research universities as well as to create an enabling atmosphere in the higher
educational institutions to devote themselves to research & innovations.
vi) To create expand institutional base:- RUSA aims to expand the institutional base by creating additional
capacity in existing institutions & establishing new institutions to achieve enrollment targets.
vii) To correct Regional imbalance in access to higher education:- RUSA aims to correct the regional imbalance
in access to Higher Education by setting up institutions in urban & semi-urban areas creating opportunities for
students from rural areas to get access to better quality institutions & setting up institutions in Un-served &
Undeserved areas.
viii)To improve quality in Higher Education:- RUSA aims to improve quality in Higher education by providing
adequate opportunities of Higher Education in SC/ST’s & socially & Educational background classes,
promote inclusion of women, minorities & differently abled persons.
Components:- The following are the primary components of RUSA:-
i) Upgradation of existing autonomous colleges to universities
ii) Conversion of colleges to cluster (group) Universities
iii) Providing infrastructure Grants to Universities

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iv) Setting up new Model Colleges (General)
v) Upgradation of existing degree colleges to model colleges
vi) Setting up new colleges for Professional Education
vii) Providing Infrastructure grants to colleges, especially model colleges
viii)Arrangement for research, innovations & quality improvement
ix) Equity (impartiality) initiatives
x) Faculty recruitment support as well as Faculty improvement
xi) Vocationalization of Higher Education
xii) Leadership Development of Educational Administrators
xiii) Institutional restructuring & reforms
xiv) Capacity building & preparation, data collection & planning.
Funding:- RUSA fund is provided by the Central Ministry of Human Resource Development directly to the State
& UT Governments. From the State/UT budget, the funds are disbursed (paid) to individual institutions. The
funding of States would be made on the basis of critical evaluation of State plans for Higher Education Plan. The
amount of funding from Central Government will be 60& of the total grants & 40% will be contributed by the
State/UT as matching share.
New Institutes:- During the first phase, 80 new universities would be created by converting autonomous
colleges/colleges in cluster (group) to State universities. Hundred new colleges will be setup & 54 existing
colleges would be converted into model degree colleges.
Infrastructure Grants:- Infrastructure grants would be given to 150 universities & 3500 colleges to upgrade &
fill critical gaps of infrastructure, especially libraries, laboratories, etc.
Norms & Schemes of Funding:- RUSA has a completely approach towards funding higher education in State
Universities. It is based on key principles of performance-based funding, encouraging actions of institutes &
decision making through clearly defined norms, which would establish & depend upon a management information
system gather the essential information from institution. Certain requirements have to be filled by the States, to
be eligible for funding under RUSA:-
j) The creation of a State Higher Education Council
k) Creation of Accreditation (Authorization) Agencies of the state
l) Preparation of the state perspectives plans
m) Commitment to certain fixed share of fund toward RUSA
n) Academic, sectorial, & institutional governance reforms, filling faculty positions, etc.
Under the scheme, an initial amount will be provided to the State Governments to prepare them for obeying with
these on priority requirements.
Once eligible for funding under RUSA, after meeting the requirement commitments, the States will receive funds
on the basis of achievements & results. The measure & standards for deciding the quantum of fund areas are—
access, equity (impartiality) & excellence. The State plans will capture the current position of the State &
institutions with respect to these indicators, as well as targets that need to be achieved. The State Higher
Education Council will undertake this process of planning, execution, & evaluation, in addition to other
monitoring & capacity building function.
Criticism:- RUSA is a Hindi name for National Higher Education Mission. It is a special scheme of development
of Higher Education in India, initiated in 2013, by Ministry Human Resource Development (MHRD),
Government of India. This centrally sponsored scheme aims at providing strategic funding to Higher Education
Institutions throughout the country. But it is a fact, that upto now no State has approached the Centre with any
proposal to avail funds under the Rs. 25,000 crore RUSA scheme. If any state approached for the fund, that was
rejected due to lack of accepting the norms & commitments. In fact, most State Universities & Institutes could not
adapt themselves to the strict rules & norms for receiving this grant. The other reasons are:-
i) The scheme is limited to State run colleges & Government aided colleges only. The scheme is not available
for Private Colleges.
ii) The proposals for new Universities under the Scheme are not supported.
iii) RUSA provides for upgrading infrastructure like libraries, laboratories, equipments, urinals, hostels, etc. &
academic building. However, fund for residences, guest houses & offices are generally not provided under
scheme.
iv) The Universities, according to RUSA’s norms, have to undertake reforms in affiliation (association) system
by limiting the number of colleges to 100 only. It will compel the establishment of more affiliating
Universities than the present ones.
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v) It suggested that creation of cluster (group) Universities of a minimum 50 colleges, giving the University its
own independent establishment & relevance.
Hence, according the proposed guidelines by the RUSA, it will be difficult to avail the grants for development of
Higher Education under this scheme, especially with large affiliating Universities & vacant faculty posts. That is
why, some student organization of Universities are up in the arms against RUSA & blaming the authorities for the
‘mess’ created in the Educational System of Higher Education. The norms are being implemental in haste (rush)
to get some grants from the centre. They say that for them, best education is more important than grants & RUSA
has weakened the education system in the universities as well as colleges.

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 Capacity

3. sw

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 UNIT-IV (Emerging Issues in Indian Education)

a) Contemporary Indian Schools; types functioning & problems

b) Sarv Shiksha Abhiya (SSA)
c) Right of Children to Free & Compulsory Education Act-2009

1. Enlist different types of Contemporary Indian Schools.

A. Introduction:- A school is an institution which is designed to provide learning for the harmonious development of
the physical, mental & emotional state of the child. Every country has a system of schools for providing education
to their children. India is one of the largest complex school education system is the world alongwith China. Most
countries have a system of formal education, which is commonly compulsory. In these systems, students progress
through a series of schools. Generally, primary schools are meant for young children, Secondary schools are for
adolescents who have completed their primary education. Higher education is given in colleges & universities.
Contemporary School Education System in India deserves commendation or praise as well as rebuke. It deserves
commendation for having made significant progress in recent years, to ensure that educational opportunities are
available in all segments of the society.
Contemporary Indian School System:- Levels of Education:-
a) Pre-School:- Education at this level is not compulsory. The Montessori System is especially popular at this Pre-
School level.
b) Playschools:- These schools are for the children between the ages of 18 months & 3 years old.
c) Kindergarten:- This is divided into lower KG for 3-4 years & upper KG for 4-5 years old.
d) Primary School:- This education includes of 1st to 5th standard or class for 6-10 years old.
e) Middle School:- It includes 6th to 8th standard or class for 11 to 14 years old.
f) Secondary School:- It includes 9th & 10th standard or class from 14 to 16 years old.
g) Higher/Senior Secondary School:- It includes 11th & 12th standard or class for 16 & 17 years old. This is when
students choose an academic area of their choice to focus.
Type of Schools:-
a) Public/Government Schools:- These schools are funded & run by Government. However, the public education
system faces serious challenges, including lack of infrastructures, insufficient funding, a shortage of staff &
scarce facilities.
b) Private Schools:- These schools are funded & run by private managements. Since many government schools do
not provide adequate education, Indian parents aspire to send their children to private schools.
c) International Schools:- There are international schools in all major cities of India. They are attended by
emigrants & Indian children.
d) National Open Schools:- These schools provide education upto Higher Secondary level for children whose
schooling have been interrupted & have been unable to complete formal education.
e) Special Needs School:- These schools provide Non-formal education & vocational training to children with
disabilities.
Types of School by means of ownership:- Schools in India are owned either by Government (Central/State/Local
Government Bodies) or by the Private Sector (Individuals/Trusts or Societies). On the basis of ownership,
Contemporary Indian Schools have the following types:-
i) Government Schools:- These schools are run by the Central Government or State Government, Public Sector
Undertaking or Autonomic Organizations & are wholly financed by the Government. The types of schools are
For e.g. State Government Schools, Kendriya Vidyalayas, Navodya Vidyalayas, Sainik Schools, Military
Schools, Air Force School, Naval Schools & Ashram Schools.
ii) Local Body Schools:- These Schools are run by Municipal Committees/Corporation/Notified Area
Committees/Zila Parishad/Panchayat Samitis/Cantonment Boards, etc. The types of school are For e.g. Schools
run by Municipality Council, Delhi Cantonment Board, etc.
iii) Private Aided Schools:- These schools are managed privately but receive regular maintenance grant from the
government, local body or any other public authority. They follow the same rules & regulations as that of the
Public Schools. They are also called Semi-Government Schools.
iv) Private Unaided Schools:- These schools are managed by an individual or a private organization & do not
receive maintenance grant, either from Government or Local body or any other public authority. They also
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 follow Government rules & regulations. However, the fee structure for the students may vary from Public
Schools.
Types of Schools by means of Educational Board Affiliation:- According to Affiliation, Contemporary Indian
Schools can be placed in two main types: National Board & International Board.
i) National Boards Affiliated Schools:-
a) Central Board of Secondary Education (CBSE):- CBSE was established in 1962. There are currently
about above 15,000 schools affiliated to CBSE, New Delhi. It gives affiliations to both public & private
schools. It conducts final examination for class 10 th & 12th. It is recognized by the Indian Government, State
Government & by the Universities & Colleges in India.
b) Council of Indian School Certificate Examination (CISCE):- It is a private, Non-Government Education
Board in India. Some schools are affiliated to this Board. It conducts the ICSE (Indian Certificate of
Secondary Education) for class 10th & ISC (Indian School Certificate Examination for class 12 th in India.
The Board was set up in 1956, at the meeting of the Inter-state Board of Anglo-Indian Education. It is
recognized as a body conducting Public Examinations in India.
c) State Government Boards. Most of the schools of a state are affiliated to their respective State Government
Boards. These educational boards are regulated & supervised by the State Apex Organization for Secondary
& Senior Secondary Education. A portion of the curriculum of these boards focuses superficially on
imparting knowledge about their particular state. Majority of Indian Schools are affiliated to the State
Government Boards. Every state has its own Educational Board. The oldest State Board is the UP Board.
d) National Institute of Open Schooling (NIOS):- NIOS Board is related to Distance Education. It was
established by the Ministry of Human Resource Development of the Government of India in 1989, to
provide education inexpensively to remote areas. It provides a number of vocational, life-enrichment &
community-oriented courses, besides general & academic courses at Secondary & Senior Secondary Level.
ii) International Educational Boards:- There are some International Educational Boards, which give affiliation
to Indian Schools. These are:-
a) International Baccalaureate Organization (IBO):- IBO was founded in 1968. It is an International Non-
Government, Non-Profit Educational Organization based on Geneva, Switzerland. IBO World Schools in
India offer three IBO Programmes—Primary Years Programme, Middle Years Programme & IB Diploma
Programme. There are number of schools in India which offer one or more of the three IBO Programmes.
These Programmes are recognized by the ‘Association of Indian Universities’, as an entry qualification to
all the Indian Universities.
b) Cambridge International Examination (CIE):- It provides International qualifications offering
examinations & qualification in more than 160 countries. This board under Cambridge Assessment was
founded in 1858, as a department of the University of Cambridge. There are many schools in India affiliated
to this Board.
Functioning of Public & Private Schools in India:- Education in India is provided by the public as well as private
sector with control & funding coming from three levels. Central, State & Local. Government Schools function
under Government Control while Private Schools are controlled by their respective management committees.
i) Effective School Functioning:- For schools to function effectively, two aspects of school functioning must be
managed efficiently:
o) The General Management of School
p) The academic support & supervision
There is a difference between the functioning of Public & Private Schools, depending upon the above
mentioned two aspects. The primary difference between private & public school is their source of funding.
Private Schools usually charge tuition fee for each student. Private schools do not receive Government
funding, therefore they depends only on tuition cost to support their schools. Public schools receive per pupil
funding from the Government. Some Private Schools require students to submit their grades, test scores & an
application before admission.
ii) Administration of Private & Public School:-
 Government Schools have a lot of paper work. Even for the smallest of the smallest things, paper work is
must. Private schools are relatively less formal.
 Private schools have better super-subordinate or Head-Teacher equations. Since there is ‘behave else get
fired’ rule, teachers are well behaved. Their managements are strong & exercise pressure on them.
In Government Schools, Head teacher relations are many times ruined by School politics & personal ego.
There is something called ACR (Annual Confidential Report), but heads rarely use them against their
subordinates.

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iii) Infrastructure:- In this respect, private schools are a very ahead of Government Schools. Infrastructure is their
special mark.
Government Schools have limited funds. Even for a little needs like chairs, RO, etc. they have to look for
sufficient funds. They often depend upon the donation from Panchayat or other sources for pretty needs.
iv) Work Environment:- Generally, Private schools have better work environment than Public Schools. Their
respective functioning can be seen by the following points:-
a) For Students:-
 Private Schools have a very competitive environment while Government schools don’t have this.
 Private schools make students really care about scores; Government schools do not care about it.
 Private schools may or may not provide meal but Government Schools provide for midday meal to the
students.
 Private Schools can be several kilometers far from home, but Government schools are often in
surrounding areas.
 Private Schools don’t give incentives to backward sections of society whereas Government schools give
many types of incentives to SC/ST/OBC, girl students, etc.
 Private Schools are not open for all. One may face entrance test, cut off, etc. Government schools are
open for each & everyone.
b) For Parents:-
 Private schools are costly. Rich people can afford their expenditure. The functioning of Government
school is simple. There is no expenditure on books, uniforms or tuition fee, etc. All expenditure is borne
by the Government.
 Parents are relatively indifferent to their child’s education if, he is in Government school.
 Private Schools make one come to their door, but Government schools come at your doorstep. This is
main difference between the functioning of these two types of schools.
c) For Teachers:-
 Getting a job in Government schools is difficult as compared to Private schools.
 Salary for Government teachers is way better than Private Schools.
 Each rupee is accounted for in Government Schools. One cannot avoid from paying tax, etc.
 Government teachers do a lot of non-teaching work too, like election duties, census, general awareness,
& everything for which the Government requires a large work force.
 There is service security in Government schools instead of Private schools.
There may be exceptions, but quality of education is generally better in private schools. Students, who are
good in studies, opt for Private schools. Government schools generally get students from the weaker
section from the society. There is a general perception that bad quality of education in Government schools
is only, because of teacher’s incompetency. In Government schools, more often, students, parents, &
Government itself don’t pay needed attention to education & all blame is put on teachers.
v) Controlling Authorities:- The schools are managed by any of the educational authorities, like:-
a) Government Schools:-
 The Central Government
 The State Government
 The Local Bodies like Municipalities & Panchayat Samities
 The Universities
b) Private Schools:- The Private Managements.
In India, the Government is managing some central schools throughout the country for the sake of Central
Government employees & their dependents. State Government also has contol on their Government
Schools directly. Both Central & State Government hence manage & maintain many of the schools, accord
recognition to privately managed schools & provide finances to the schools by way of grant-in-aids.
The University Education Departments also manage some schools called Demonstration Schools or the
Experimental Schools. The private Educational Enterprises manage many schools, either taking grant from
the Government or without taking the grant-in-aid even. The management of the private schools may be
controlled by some Religion Organizations like Dev Samaj, Khalsa Diwan; The Registerecd Trust Boards;
Certain Individuals. The schools managed by the private bodies also have a Managing Committee. The
individuals, who run Private Schools, usually control all the administration & finance or the school. They,
many a times, run these schools in accordance with their own wishes. Many individuals have profit motive
in establishing a school.
vi) Internal Functioning of the School:- In Internal functioning of the school, the following set of positions are
clearly visible:-
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 a) The Head of the School:- It may be Headmaster, Principal or Superintendent. He is the in charge of all
internal administrative functions of the school. He is answerable to the managing Body or the State
Education Department, as the case may be. He implements all the educational policies & programs
determined by him.
b) The Assistant Head:- Next is the Assistant Headmaster or Vice Principal, who is the senior most school
teacher. He assists the head of the school in day-today routine matters of administrative & academic nature
& acts as head of the institution in his absence.
c) The Teachers:- Next comes the teachers. They are varied like-class teachers, subject teachers, technical
teachers, art & craft instructors, physical education instructors & others. Subject teach different subjects to
the classes as per the time table as per their qualification.
d) The Ministerial Staff:- To help the Head, there are a number of persons in the staff. They help them in the
maintenance of accounts, preparation of school budgets, collection of fees, maintenance eof school records
& other routine matters of the school.
e) Class IV employees or Sevadars:- It includes lower staff like attendant, the peons, sweepers, the water
boys, gardeners, etc.
Problems of Contemporary Indian Schools:- However, private & public schools have different operations but
still there are some common problems which the school face:-
i) Problems of Government Schools:-
i) Lack of Trained Teachers:- In some states of Indian, Government Schools are plagued or stricken with
suboptimal (substandard) quality of teaching personnel’s. The RTE Act permissions that school should
have some graduate teachers in upper primary schools & higher secondary teachers in primary schools.
There is lack of qualified teachers in most of the Government schools This is because teaching is not high
on youngsters career list. When even call center jobs turn out to be more well-paid, than teaching, then
what would attract a young college graduate to take up teaching.
ii) High Dropout Rate:- There is a high dropout rate in Government schools. Traditionally, underprivileged
Indian families engaged their children to supplement the family incomes. Once these young minds get used
to bringing in money doing petty jobs, teachers, find it very difficult to keep them, especially in secondary
schools. Their interest in school becomes weak. No amount of convincing can convince them to continue
schools.
iii) Lack of Basis Infrastructure:- Most Government Schools lack even the most basic infrastructure.
Classrooms & computers are not repaired. There is no electricity & teaching aid in the schools. There is
lack of basic sanitation facilities in almost all rural Government schools. Lack of sufficient funds is the
reason behind it.
iv) Steady Rise in Private School Enrolment:- The number of rural students enrolling in Private Schools has
increased. People prefer private schools. Perhaps people think that these schools provide quality education.
v) Over Packed:- The Government Schools are over-packed. The teacher-student ratio is higher as compared
to private Schools. Maximum numbers of primary schools have the teacher student’s ration of 50:1. It is
difficult to handle 50 students at a time for a teacher.
vi) Lack of Monetary Funding:- Though the RTE Act came out in 2009, three consecutive budgets of 2013,
2015, 2017 did not allot enough budget for implementation of the act. Small increase in budget is
insufficient for a significant change. Only about 3% of GDP is used for Government. Education at present.
This reflects the lack of monetary funding that the Government is continuing to do got the education sector
& hence, there stands no scope for improvement.
vii) Traditional Examination Pattern:- There is hardly any rigid examination pattern that is annually followed
in Government Schools. Students are promoted every year to the next class without written or oral tests.
This continues because mostly students leave school by the mid of 5 th or 6th standard. Teachers cannot fail
the student according to RTE Act (Right to Education). Those who continue till class 10 th are then
registered to the Local Boards. This obstructs the quality of education in Indian Government Schools.
viii)Multiple Roles:- Government School Teachers are given multiple roles like election officer, Surveyor,
Census clerk & such like Government duties are assigned to them from time to time. They have little time
for teaching. This lowers the quality & standard of education in Government schools. Nobody cares for
this.
ix) Problem of Rural Government Schools:- The main problem, India now faces, is that all the pedagogical
innovations are fit to improve the quality of urban education while the rural learners & their education
remain largely neglected. With 65% of the population residing in rural India, education there truly
deserves much more attention, especially when it is plagued or stricken with many problems. The
problems are given below:-

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 a) Non permanence of teachers:- Most of the schools is rural areas are rub by the Government They
appoint ad-hoc teachers, instead of permanent ones, who are poorly paid as compared to full time
trained teachers. This non-permanence of teachers is de-motivating. Career prospects are nil for them.
They move away to more permanent jobs when they find opportunity.
b) Lack of quality teacher training:- There are many private institutes in India, but the quality of training
they provide is unsatisfying. Continuous professional development is a motivator for teachers & enough
attention is needed in this regard.
c) Late or Blantly Absent:- Lack of accountability of teachers & school authorities has raised the rate of
absenteeism. School development & management committees, comprising of parents & members of the
local community, have been given the responsibility of overseeing or supervising teachers & their
duties. But this system is not successful.
x) Exemption from TET:- Several Indian states have exempted the candidates from Teacher’s Eligibility
Test (TET), as only 10% of the aspirants clear it. This wrong move, is an attempt to quickly fix the issue of
shortage of teachers, has worsen the quality of education in the states even further. Quality of teachers is
necessary for quality education in schools.
ii) Problems of Private Schools:- The privately managed institutions are, in general, in disrepute or disrespect.
Leaving aside the so called Big Public School, the private schools face the following problems:-
a) Financial Problems:- Private Schools, generally suffer from financial problems. As the nation’s resource
have become limited, & there is trend towards socialization, the donations to the private schools have
become very difficult to obtain. They also cannot charge high fees. Faced with this problem, these schools
try to cut their expenditure. For it, they appoint low qualified teachers at low salaries. They avoid
equipping of their labs & purchasing of furniture, etc. This lowers the quality of education.
b) Lack of originality:- The Private Schools suffers from lack of originality & more often follow a dull
routine. The Governmental interference in their matters is one of the factors responsible for it. Since the
Government gives the grant-in-aid to these schools, it forces them to work according to certain rules &
regulations which prevent them from experimentation.
c) Low quality Managements:- The managements of quite a good number of private schools are low quality.
Persons will no academic qualifications, to find a place in them. Such persons put great obstacles in the
progress of these schools.
d) Profit Motive Attitude:- Some individuals, who run the private schools, usually control all the
administration & finance of the school. They, generally have profit motive in establishing the school.
e) Political Interference:- The political influence ruins the working of many private schools. The politicians
in such schools make the management of the school as a ground of their political activity.
f) No personality development:- Too much emphasis on examination results, result in the neglect of the
personality development of the child.
Conclusion:- The private school have done great service to the nation. It goes their credit that inspite of the
Government lack of interest, it sincerely, seriously & consistently worked towards providing sufficient education
& consistently worked towards providing sufficient education to our children. Government should help these
schools by offering them more financial aid & granting them more freedom in managing their own matters.
The real picture of Indian schools can only be changed when the Government takes a call not only with fancy
names like ‘Teach India’, but literally going to rural areas & ensuring the education is catered at its best to the
children. To change the present scenario, may take years, but it is high time now to begin the initiative to make the
nation a real literate one.

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2. What is RTE-2009 Act? Evaluate the Right to Education Act-2009.
A. Introduction:- Education is a human right. Every child deserves it. Education plays a major role in the character
formation of the child & succeeding development of the personality. That is why; the Right to Education has got
considerable recognition in the nation as well as international areas. The Indian Constitution itself was amended so
as to include Right to Education as a Fundamental Right. RTE is very important act for a country like India, where
Free & Equal Education needs a lot of emphasis. The RTE is a detailed & comprehensive piece of legislation
which included provisions related to schools, teachers, curriculum, evaluation, access, & specific division of duties
& responsibilities of different stakeholders. With RTE, the Government has made the Right to Education a
Fundamental Right for all the children in the age group of 6 to 14 years. It means that the Government will be
responsible for providing education to every child upto the 8 th standard free of cost, irrespective of race, gender,
nationality, ethnic or social origin, religion or political preference, age or disability.
Right to Education (RTE):- The right to education is a fundamental human right. The RTE is an Act of the
Parliament of India, enacted on 4 th August 2009. The Act describes the modalities of the importance & imparting
of free & compulsory education for children between 6 to 14 years under Article 21A of the Indian constitution.
This entitles the children of India to have the Right to Education enforced as a Fundamental Right. This act serves
as a building block to ensure that every child has his Right to get a quality elementary education & that the state,
with the help of families & Communities, fulfill the obligation.
Objectives of RTE:- The RTE Act 2009 has the following objectives which shows its importance:-
a) Right of Every Child:- To provide full time elementary education of good quality to children in a formal
school until the completion of elementary education.
b) Compulsory Education:- To provide compulsory education. It means to cast an obligation on the appropriate
Government to provide & ensure admission, attendance, & completion of elementary education.
c) Free Education:- To provide free education to target children. It means no child, other than a child, who has
been admitted by his parents to a school, which is not supported by the appropriate Government, shall be liable
to pay any kind of fees or expenses which may prevent him from pursuing & completing education.
d) Duties & Responsibilities of Authorities:- To provide the duties & responsibilities of the appropriate
governments, local authorities, parents, schools & teachers in providing free & compulsory education.
e) Grievances Redressal Mechanism:- To provide a system for protection of the right of children &
decentralized grievances redressal mechanism.
Salient Features of RTE Act-2009:- Main features of the Act are given here:-
i) Free & Compulsory Education to all:- It laid emphasis on free & compulsory education to all the children of
India. It stresses that every child in the age group of 6-14 years has the right to free & compulsory education.
That no child shall be held back, expelled & required to pass the Board Examination till the completion of
elementary education. All children between the ages of 6 and 14 shall have the right to free and compulsory
elementary education at a neighborhood school.
ii) Right of Special Training to Left out of education:- A child above 6 years of age, if first time enrolled or
could not complete his elementary education, should be admitted to an age appropriate class. Then he shall in
order to be at same level with others, have a right to receive a special training, in such a way & within such
time limits, as may be prescribed. Provided further that a child so admitted to elementary education shall be
entitled to the education till the completion of elementary education, even after 14 years of age.
iii) Proof of age admission:- For this purpose of admission to elementary education, the age of a child shall be
determined on the basis of the birth certificate, issued with the provisions if Births, Deaths & Marriages
Registration Act, 1856 or on the basis of such document, as may be prescribed. No child shall be denied
admission in a school for lack of age proof.
iv) Prohibits any type of exploitation:- The act prohibits donation, capitation fee, screening test/interview of child
or parents, physical punishment or mental harassment, private tuition by teachers, and running schools without
recognition.
v) Certificate Award:- A child, who completes elementary education, shall be awarded a certificate.
vi) Fixed student-teacher ratio: - It calls for a fixed student-teacher ratio.
vii) Development of Curriculum:- The Act provides for development of curriculum in coordination with the
values protected in the Constitution, for the all- round development of the child, building on the child’s
knowledge, potentiality and talent and making the child free of fear, trauma and anxiety through a system of
child friendly and child centered learning.
viii)Reservation system:- It provides 25% reservation for economically weak communities in admission to class
one in all private schools.

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 ix) Parents as a member of the committee:- All schools, except private unaided schools, are to be managed by
school management committees with 75% parents & guardians as members.
x) Fulfilling norms & standards:- All private schools will have to apply for recognition, failing which they will
be penalized with closure of the school for not meeting the norms & standards
xi) Profession degree of teachers:- School teachers will need sufficient professional degree within 5 years or else
will lose job. In this way, The Act provides appointment of appropriately trained teachers. Norms and
standards of teacher qualification and training are clearly laid down in the Act.
xii) Improved Infrastructure:- School infrastructure (where there is a problem) to be improved within 3 years, else
recognition will be cancelled.
xiii) Financial burden will be shared:- The Act specifies the duties and responsibilities of appropriate
Governments, local authority in providing free and compulsory education, and sharing of financial and other
responsibilities between the Central and State Governments. The Central and state governments shall share
financial responsibility for RTE. The central government shall prepare estimates of expenditures. State
governments will be provided a percentage of these costs.
xiv)Medium of Instructions:- Child’s mother tongue will be used as medium of instructions & comprehensive &
continuous evaluation system of child’s performance will be employed.
xv) NCPRC Supervision:- There is provision for establishment of commissions to supervise the implementation of
the act. The National Commission for Protection of Child Rights (NCPCR) & State Commission monitors the
implementation of the act.
Importance of RTE Act 2009 :-
i) The RTE Act provides Right of Free & Compulsory Education for every child in the age group 6 to 14 years in
India.
ii) It made Education a fundamental right permanently.
iii) This act fulfilled the promise made by the Government in Article 45 of the constitution (within 10 years of
time).
iv) It provides for children 6-14 years of age the Right to free & compulsory admission, attendance & completion
of elementary education which is free from any stress, fear, & anxiety.
v) Warm, Welcoming & encouraging Approach:- There are several prohibiting physical punishment, detention &
exclusion, etc. which need to be fore fronted to ensure that we move towards a system that, as the NPE-1986
states, provides ‘a warm, welcoming & encouraging approach for children to learn.’
vi) To ensure a teaching learning environment free form burden, stress or anxiety; with clear implications for
curriculum reform.
vii) It motivates children to deepen & widen their learning by reviewing the testing & school grading systems.
viii)The RTE Act has also laid down the responsibilities of teachers., Teacher accountability system would need to
ensure that children are learning & that their right to learning in an environment that is free from stress &
anxiety is not violated.
ix) 25% seats to poor child—The Act requires that all private schools (except the minority institutions) to reserve
25% of seats for the poor & other categories of children.
x) It prohibits all unrecognized schools from the practice & makes provision for no donation or capitation fees &
no interview of the child or parents for admission.
xi) The Act presents a provision for special training of school drop-outs to bring them at the same level with the
students of the same age.
xii) For quality education, the norms for the teacher’s training & qualification are also clearly mentioned in the act.
xiii) There is a provision for the establishment for commissions to supervise the implementation of the Act.

Implementation bottlenecks (Obstacles) of the RTE-2009:- It is reality that even after many years of independence,
there are number of problems existing in Indian Education System. There are major problems of challenging
number of out of school children, high drop-out rates, poor infrastructure facilities, unmanageable pupil-teacher
ratio, high degree of qualitative differentiation in the education received by various socio-economic level of society
& above all, shockingly low learning results off children. The current situation presents a miserable picture. Even
today, 46% schools do not have urinals for girls. There are number of vacancies for teachers across country. Lack of
infrastructure & finance are big problems. In this situation, the implementation of the Act & to meet its provisions
looks impossible. Hence, some issues are given which are proving bottleneck (obstacles) in the implementation of
the Act.
i) Neglect of Pre-Primary Education:- The RTE Act provides for free & compulsory education to all children of
India in the age group 6-14 years. so, the Act deliberately ignores the Pre-Preliminary children from it. There is
a considerable global as well Indian research that establishes without doubt that early years of schooling from
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 Pre-primary right upto the end of the primary is the most important phase of a child’s development. Investing in
these early years is very important. Government should pay special attention to this part of education system.
Govt. should enhance financial as well as academic resources to this part & create good quality schools
accessible to all children. If the Govt. abandons this space, it is the poor & the marginalized who will suffer the
impact & burden of this neglect.
ii) Financing:- In the financing sector, the Act provides for sharing it with the States, with the Centre contributing
55% of the total expenditure. It has been estimated that the implementation of this Act will require expenses in
crores in the next 5 years. It is very difficult for the States to allocate the money for their quota into their
education sector. Their resources are less & limited. The implementation of the provisions of the Act will be
impossible in this situation. While initially, it was stated that the Centre & State Governments would have
parallel responsibility for providing funds; now final responsibility is of the State Government. The Act states,
‘Notwithstanding anything, the State Government shall be responsible to provide funds for the implementation
of the provisions of the Act.” It looks the deliberate attempt of the central government to put all responsibilities
on the state government.
iii) Other challenges:- There are many other challenges, like parents in the low income group send their children to
work for adding income to the family, issues like marriages & migration of people for earn living, etc. also
needs to be addressed to successfully implement the Act.
iv) Concept of Free Education:- The RTE Act has defined ‘free’ education in detail but still it is not
comprehensive. The act should have simply & clearly banned all types of fees & payments to schools without
any qualification & also should have made it compulsory for them to provide all necessary learning materials
such as textbooks & stationary, uniform & midday meal to every child. In a sense, the interpretation of ‘free
education’ has been left by the Act to the bureaucracy & administrative system.
v) Only Government Obligation:- The Act makes it obligatory upon Government to provide free elementary
education to every child completely free & compulsory. The Act also makes it compulsory for the Government
to Act. No compulsion on parents to send their children to school is indicated in the Act, though the 26 th
Constitutional Amendment makes it a Fundamental Duty of every parents ‘to provide opportunity of education
to their child.’
vi) Faulty concept of neighborhood School:- In the RTE Act, the concept of neighborhood school as promised, is
not the same the one that is understood by educationists & suggested by the Kothari Commission. The Act
really misleads people on the issue. The geographical limits of the neighborhood are left to be decided later.
vii) Lack of Norms about infrastructure:- The quality of education is defined in terms of norms given in the Act.
While the norms referring to teachers, the number of working days/hours of school, etc is clearly defined in the
Schedule, most other norms such as teaching-learning equipment, library, playgrounds, play materials, size of
classroom, etc. are not defined. These shall be provided as required.
viii)Role of Private Sector:- The Act not only allows the existence of private schools but also promotes their
growth. According to the Act, private schools, which don’t receive any financial aid from the State, have to
admit poor neighborhood children to the extent of 25% of the admission in class 1 st, whose tuition fees will be
refunded by the State of the School on the basis of its per capita expenditure per student.
ix) Complex type of Administration:- The RTE Acts provides a complex type of Administration. Its different
layers of administration, starting from the central, state, & local Government & school management committees
have been given the main responsibilities of monitoring free & compulsory education. However, going by the
past experience in a seemingly decentralized mechanism, the higher levels of government tend to abandon their
responsibilities & leave the whole task to the lowest unit. It will stop the implementation of the Act.
x) No justifiable Right:- The Act is meant to operationalize the 86th Amendment which made education is
Fundamental Right. But, according to the act, it may not be possible for any person to approach the court in this
regard, as any prosecution requires prior sanction of the appropriate government, which is in fact means
prohibition of prosecution.
xi) Case of Untrained Teachers:- In determining the eligibility of a teacher, the Act says ‘Any person possessing
such minimum qualification, as laid down by an academic authority, authorized by the Central government, by
notification, shall be eligible for an appointment of a teacher.’
Criticism:-
a) Hastily Drafted:- There is a general complaint that the Act has been hastily drafted. A large number of group or
organizations active in education have not been consulted.
b) Quality of Education Sacrificed:- The framers of the Act have not considered the quality of education provided
by the Government system. While it remains the largest provider of elementary education in the country
forming 80% of all recognized schools, it suffers from shortage of teachers, infrastructural gaps & several
habitations continue to lack schools altogether. There are also frequent allegations of Government schools being

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 riddled with absenteeism & mismanagement & appointment are based on political convenience. Despite the
appeal of free lunch food in the Government Schools, many parents send their children to private schools.
Average school teacher salaries in private rural schools in some states are considerably lower than that in
Government Schools. As a result, supporter of low cost private schools, critiqued Government schools as being
poor value for money.
c) Private schools discrimination against weaker section:- Children attending the private schools are seen to be at
an advantage, thus discriminating against the weakest sections, who are forced to go to Government schools.
Furthermore, the system has been criticized as catering to the rural elites who are able to afford school fees in a
country where large number of families live in absolute poverty. The Act has been criticized as discriminatory
for not addressing these issues.
d) Public-Private Partnership:- In order to address these quality issues, the Act has provisions for compensating
private schools for admission of children under the 25% quota which has been compared to school vouchers,
whereby parents may ‘send’ their children in any school, private or public.
e) Barrier for Orphans:- The Act provides admission for children without any certification. However, several
states have continued pre-existing procedures insisting that children produce income & caste certificates, BPL
cards& birth certificate. Orphan children are often unable to produce such documents, even though they are
willing to do so. As a result, schools are not admitting them, as they require the documents as a condition to
admission.
f) No facility for disabled:- The disabled are left out of this Education Act, About 20 million children with
physical & other disabilities have been excluded for any benefit.
g) Carelessness of promoting student to next class:- The automatic promotion of the students to the next class,
without any terminate examination may be counterproductive. As per the Act, every student will be promoted to
the next class automatically. This can & is promoting laziness & insincerity among children towards their
studies & carelessness & negligence among the teachers.
Duties & Responsibilities of a Teacher:- Instructions to Headmaster & Teachers: Duties & responsibilities of
Teachers RTE Act-2009
i) Ch-2, Section-4:- If a child of 6 years does not enroll in any school; if he does not finish elementary education
then the child should be given admission into the class according to his age. In order to mainstream those
children, there is a need of a special training to them. It should be time specific.
ii) Section-16:- It declares that no student admitted into the school should be retained in the same class or removed
from school till he completes the elementary education.
iii) Section-23:- It declares that only those candidates who have the educational qualification as instructed by the
NCTE are eligible for becoming teachers.
iv) Section 24:- It declares that teachers should be come to school in time. They should complete the syllabus in
time & should assess the standards of the pupils in learning & conduct remedial classes if needed.
v) Section-29:- It instructs the teachers to complete the educational planning according to the instructions of the
section. The academic authority while laying down the curriculum & the evaluation procedure under sub-
section(1), shall take into consideration, the following namely:-
a) Conformity (obedience) with the values enshrined in the constitution
b) All round development of the child
c) Building up child’s knowledge, potentiality & talent
d) Development of physical & mental abilities to the fullest extent
e) Learning through activities discovery & exploration in a child—friendly & child—centered manner;
f) Medium of instruction shall, as per a practicable in child’s mother tongue;
g) Making the child free of fear, trauma & anxiety & helping the child to express views freely;
h) Comprehensive & continuous evaluation of child’s understanding of knowledge & his ability to apply the
same
i) Teacher should take up classroom transaction basing on the plan he prepared & teaching-learning material
developed in order to achieve the targeted academic standards.
vi) Further under sub-section (1), (2) & (3) of section 24 of the Act ‘Duties of Teachers’ envisages that:
a) Maintain regularity & punctuality in attending school
b) Conduct & complete the curriculum in accordance with the provisions of sub-section (2) of section 29;
c) Complete entire curriculum with the specified time;
d) Asses the learning ability of each child & accordingly supplement additional instructions, if any, as
required;
e) Hold regular meetings with parents & guardians & apprise them about the regularity in attendance, ability
to learn, progress made in learning & any other relevant information about the child;

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Conclusion:- The Right to Education Act (RTE Act) passed by The Indian Government in 2009, is undoubtedly an
important step in the history of Indian Education System. This Act made revolutionary changes in the traditional
system by making the education free and compulsory for every child up to 14 years of age as a fundamental right in
India. After five years of the enforcement of this act, the goal of it is still unachieved. There are so many reasons of
not fulfilling the aim of it. This Act has imposed responsibilities upon the Government both Central and State,
parents, teachers and principals. The role of the teachers and principals is very crucial and wide in every field like,
admission, retention, examination .As a result, there are several good initiatives, but these are insufficient to make a
difference to the existing education system. As from the reviews of researches related to RTE Act 2009, it has been
cleared that teachers attitude and their motivation are the core factors towards achieving the norms of RTE Act
.Teachers satisfaction with respect to salary, respect and other perks are essential, So that they could have the
positive attitude towards the RTE act and could make best possible efforts with full motivation. Practically there is
need to put all the actions in a realistic way. It is not possible for any one organization to address all the concerns
related to the implementation of the RTE Act, but it is possible to work with teachers, principals, parents,
community, and government through collaborative efforts.

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