Description
This is a presentation highlights on how primary education can be viewed as an effective tool for bringing social change.
Primary Education in India
“Free and compulsory education for all children until they complete the age of 14” (Constitution, article 45)
Historical Overview
Ancient India
• Education according to tasks to be performed in society;
– Brahmins: philosophy and religion – Kshatriya: warfare – Vaishya: trade – Shudras were usually deprived of educational advantages
British Rule (1858-1947)-now
• Western education system was introduced: – At independence, fewer than 15% of population was literate • After independence; expansion of provision of primary education – By 1991, the literacy rate had increased to 52% – Even though enrollment is high, 40% of students drop out before the age of 14 and learning achievement is considered low.
Some datas
21 million children out of school
2000 Male Female Urban 13.0 16.4 5.0 2006 9.5 11.2 3.7 Change 2000 to 2006 -3.5 -5.2 -1.3
Rural
Poorest 20% Second 20% Middle 20%
24.5
9.4 8.5 5.2
17.0
9.8 5.3 3.1
-7.5
0.5 -3.2 -2.1
Fourth 20%
Richest 20% Total
4.3
2.0 29.5
1.7
0.8 20.7
-2.6
-1.3 -8.7
Data sources: India MICS 2000, India DHS 2005-06.
Children out of school by:
•sex •area of residence •wealth quintile
Data source: India Demographic and Health Survey 2005-06.
Primary school attendance by state and territory
Data source: India DHS 2005-06
Gender disparity in primary school
Data source: UNESCO Institute for Statistics (UIS). 2004. Global Education Digest 2004. Montreal: UIS.
Mid Day Meal Scheme (MDMS)
Urban vs Rural Education
Education viewed as an effective tool for bringing social change
? The rural education programs continued throughout the 1950’s with support from private institutions ? The Rural Development Foundation
• A non-governmental organization • Principal goal : promote rural development mainly through education • Principal philosophy : the emphasis on high-quality affordable education for rural children
? The calculation of gross enrollment rates difficult and variable in their interpretation
? Principal challenge ? Providing rapidly its rural population with opportunities to become literate, and develop basic leadership and problemsolving skills
Rural School
Negative aspects •Resources minimal or non-existent •Lack of adequate room facilities •Short-term economic schools Positive aspects •Openness to new ideas, creativity •“Hunger” and desire to learn and teach •Even small injections of money, volunteers teachers can produce major improvements
Urban School
Negative aspects •Discourage questioning creativity •An education system focused on exams and marks •Teacher training and education institution standards have declined
Some recommendations •Teachers would benefit greatly from training in basic behavioral skills in order to deal with the different types of challenges •Instilling the right type of skills in teachers and implementing an efficient process
Women vs Men Education
The missing women
•In societies where women and men are treated equally, women outlive men •In India only 927 women for every 1000 men ?women in India are still second class citizens •973 women for every 1000 men in tribal societies •The female to male ratio has become worse in the last 70 years.
Infant mortality
•Out of every 1,000 children born, almost 70 die within a year. •Female infant mortality rates are higher than male infant mortality rates.
Costraints on girls’ attendance and achievement
•Lack of female teachers •Poor physical infrastructure •Security •Isolation •Costs combined with community traditions and with labour practices
The benefits of educating girls
•Higher Wages •Faster Economic Growth •Smaller, Healthier, and Better Educated Families •Women’s Own Wellbeing •Female Empowerment and Education •Female Education as an Investment
What works
Successful approaches to educating girls generally involve four kinds of efforts, often in a package: •Make education more affordable •Make education a practical option •Make schools more girl-friendly •Improve education quality
An empowerment approach: Mahila Samakhya
• programme of the Department of Education since 1989 • explicit commitment to the redefinition of education as an enabling and empowering tool • education must help women to question rather than accept • the greatest impact has been in the area of girls' education. • women are actively engaged in ensuring that the education system is effective
Private vs Public Education
Data from IHRS 2005
Private schools
• 3 types: - Schools that receive government grantin-aid but are privately run - Schools that receive little government funding and must follow certain regulations - Schools that are unrecognized and might not meet the criteria
Assumptions
• Private education can be more efficient and cost-effective than publicly education without diluting the quality of education • Social class inequalities in access to private education are undesirable and can be addressed through government financing of privately delivered education • Increased public funding of private education will not have a deleterious effect on public education
Explanations
• Private school choice from parents: – “Government schools are not good around here” – “The teachers are often absent ’’ • Private school students are coming from a higher socioeconomic background
Results
• The school facilities, teacher absenteeism, and English medium results suggest that parents send their children to private schools for a good reason • Private school students perform somewhat better than public school students
Cautionary notes
• Private school advantage might be caused by poorly functioning public institutions within the state • In some states public schools perform better than private schools (Kerala, Himachal Pradesh and West Bengal)
Referencies
•“Women in India. How free? How equal?” by Kalyani Menon-Sen, AK Shiva Kumar •“Gender Mainstreaming: Does It Happen in Education in South Asia?” by Chandra Gunawardena and Swarna Jayaweera •“Educating Girls in South Asia: Promising Approaches” by Barbara Herz •“The move to programme-based approaches: an effective partnership for girls’ education?” by Ted Freeman and Goss Gilroy •“Analysis of international education data” by Friedrich Huebler •“Private schooling in India: A New Educational Landscape” •“India Human Development Survey 2005” •http://doc-aea.aide-et-action.org/data/admin/le_contexte_educatif_indien.pdf •http://www.etab.ac-caen.fr/cdgaulle/vielycee/clubhuma/educat.htm •http://www.aujourdhuilinde.com/rechercher.asp?MotsClesTheme=Education
doc_304056748.pptx
This is a presentation highlights on how primary education can be viewed as an effective tool for bringing social change.
Primary Education in India
“Free and compulsory education for all children until they complete the age of 14” (Constitution, article 45)
Historical Overview
Ancient India
• Education according to tasks to be performed in society;
– Brahmins: philosophy and religion – Kshatriya: warfare – Vaishya: trade – Shudras were usually deprived of educational advantages
British Rule (1858-1947)-now
• Western education system was introduced: – At independence, fewer than 15% of population was literate • After independence; expansion of provision of primary education – By 1991, the literacy rate had increased to 52% – Even though enrollment is high, 40% of students drop out before the age of 14 and learning achievement is considered low.
Some datas
21 million children out of school
2000 Male Female Urban 13.0 16.4 5.0 2006 9.5 11.2 3.7 Change 2000 to 2006 -3.5 -5.2 -1.3
Rural
Poorest 20% Second 20% Middle 20%
24.5
9.4 8.5 5.2
17.0
9.8 5.3 3.1
-7.5
0.5 -3.2 -2.1
Fourth 20%
Richest 20% Total
4.3
2.0 29.5
1.7
0.8 20.7
-2.6
-1.3 -8.7
Data sources: India MICS 2000, India DHS 2005-06.
Children out of school by:
•sex •area of residence •wealth quintile
Data source: India Demographic and Health Survey 2005-06.
Primary school attendance by state and territory
Data source: India DHS 2005-06
Gender disparity in primary school
Data source: UNESCO Institute for Statistics (UIS). 2004. Global Education Digest 2004. Montreal: UIS.
Mid Day Meal Scheme (MDMS)
Urban vs Rural Education
Education viewed as an effective tool for bringing social change
? The rural education programs continued throughout the 1950’s with support from private institutions ? The Rural Development Foundation
• A non-governmental organization • Principal goal : promote rural development mainly through education • Principal philosophy : the emphasis on high-quality affordable education for rural children
? The calculation of gross enrollment rates difficult and variable in their interpretation
? Principal challenge ? Providing rapidly its rural population with opportunities to become literate, and develop basic leadership and problemsolving skills
Rural School
Negative aspects •Resources minimal or non-existent •Lack of adequate room facilities •Short-term economic schools Positive aspects •Openness to new ideas, creativity •“Hunger” and desire to learn and teach •Even small injections of money, volunteers teachers can produce major improvements
Urban School
Negative aspects •Discourage questioning creativity •An education system focused on exams and marks •Teacher training and education institution standards have declined
Some recommendations •Teachers would benefit greatly from training in basic behavioral skills in order to deal with the different types of challenges •Instilling the right type of skills in teachers and implementing an efficient process
Women vs Men Education
The missing women
•In societies where women and men are treated equally, women outlive men •In India only 927 women for every 1000 men ?women in India are still second class citizens •973 women for every 1000 men in tribal societies •The female to male ratio has become worse in the last 70 years.
Infant mortality
•Out of every 1,000 children born, almost 70 die within a year. •Female infant mortality rates are higher than male infant mortality rates.
Costraints on girls’ attendance and achievement
•Lack of female teachers •Poor physical infrastructure •Security •Isolation •Costs combined with community traditions and with labour practices
The benefits of educating girls
•Higher Wages •Faster Economic Growth •Smaller, Healthier, and Better Educated Families •Women’s Own Wellbeing •Female Empowerment and Education •Female Education as an Investment
What works
Successful approaches to educating girls generally involve four kinds of efforts, often in a package: •Make education more affordable •Make education a practical option •Make schools more girl-friendly •Improve education quality
An empowerment approach: Mahila Samakhya
• programme of the Department of Education since 1989 • explicit commitment to the redefinition of education as an enabling and empowering tool • education must help women to question rather than accept • the greatest impact has been in the area of girls' education. • women are actively engaged in ensuring that the education system is effective
Private vs Public Education
Data from IHRS 2005
Private schools
• 3 types: - Schools that receive government grantin-aid but are privately run - Schools that receive little government funding and must follow certain regulations - Schools that are unrecognized and might not meet the criteria
Assumptions
• Private education can be more efficient and cost-effective than publicly education without diluting the quality of education • Social class inequalities in access to private education are undesirable and can be addressed through government financing of privately delivered education • Increased public funding of private education will not have a deleterious effect on public education
Explanations
• Private school choice from parents: – “Government schools are not good around here” – “The teachers are often absent ’’ • Private school students are coming from a higher socioeconomic background
Results
• The school facilities, teacher absenteeism, and English medium results suggest that parents send their children to private schools for a good reason • Private school students perform somewhat better than public school students
Cautionary notes
• Private school advantage might be caused by poorly functioning public institutions within the state • In some states public schools perform better than private schools (Kerala, Himachal Pradesh and West Bengal)
Referencies
•“Women in India. How free? How equal?” by Kalyani Menon-Sen, AK Shiva Kumar •“Gender Mainstreaming: Does It Happen in Education in South Asia?” by Chandra Gunawardena and Swarna Jayaweera •“Educating Girls in South Asia: Promising Approaches” by Barbara Herz •“The move to programme-based approaches: an effective partnership for girls’ education?” by Ted Freeman and Goss Gilroy •“Analysis of international education data” by Friedrich Huebler •“Private schooling in India: A New Educational Landscape” •“India Human Development Survey 2005” •http://doc-aea.aide-et-action.org/data/admin/le_contexte_educatif_indien.pdf •http://www.etab.ac-caen.fr/cdgaulle/vielycee/clubhuma/educat.htm •http://www.aujourdhuilinde.com/rechercher.asp?MotsClesTheme=Education
doc_304056748.pptx