Color theme

Text Size

  • Increase
  • Decrease

Education Readings

Education Readings

After Deschooling, What?

by Ivan Illich, Frank Riessman (Editor), Colin Greer (Editor), Alan Gartner (Editor) HarperCollins Publishers, 1973

Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy

by June A. Gordon Routledge, 2002  
ABSTRACT: Teachers in low-income communities face serious impediments to effective teaching and learning. Through a unique blend of research and field experience, this book seeks to overcome the lack of communication and mutual understanding between teachers and students in urban schools. June A. Gordon provides nine case studies with insights as to how educators in urban settings may begin to understand the complexity of their students' lives, engaging those same students in the process of this discovery. Beyond Classroom Walls provides inspiration and assistance to urban educators, concerned community members, or parents wishing to transform the way they view their community and the profession of teaching. For a preview of this book, please visit: more...

Child Labour and the Right to Education in South Asia: Needs versus Rights?

by Naila Kabeer (Editor), Geetha Nambissan (Editor), Ramya Subrahmanian (Editor) Sage Publications, 2003
ABSTRACT: South Asia has the largest number of child labourers in the world as well as the largest number of children out of school. With contributors from policy makers, academics and activists working in the field of child labour, and practitioners involved in delivering education to children who are outside the formal schooling system in India and Bangladesh, this book brings together a range of perspectives on these issues.

Community Participation and Empowerment in Primary Education

by R. Govinda and Rashmi Diwan Sage Publications, 2003  
ABSTRACT: It is widely recognized that community participation can play an important role in promoting primary education. It also has the potential to increase awareness levels and to bring about improvements in health and living conditions. In India, too, decentralization has been identified in recent years as an essential component of the processes of educational reform and change. This has resulted in many efforts to bring community and school closer together as also to involve community members in the development of primary education programmes. This volume presents the grassroots experiences, problems encountered, and lessons learnt from initiatives launched in five Indian states.

Democratic Schools

by Michael W. Apple, James A. Beane Eklavya Publications  
ABSTRACT: In "Democratic Schools," you'll see how educators in four communities in the United States have committed themselves to preparing students for the democratic way of life. Editors Michael Apple and James Beane have gathered here narratives written by those intimately involved in each school reform effort. These stories of change attest to the power of people working together to overcome difficulties and achieve common goals in creative ways. At a time when the viability of public schools is being questioned by many, the schools in this book--Central Park East Secondary School, the Rindge School of Technical Arts, Marquette Middle School, and La Escuela Fratney--remind us that public schools play an important role in laying a firm foundation for our future as a democratic society. Being themselves living models of democratic principles in action, these schools help young people comprehend the meaning of active citizenship and teach them the knowledge and skills they need to sustain and enrich our democracy.

Deschooling Society

by Ivan Illich  
ABSTRACT: The author calls for a "cultural revolution" and urges a radical examination of the social myths and institutions by which we presently live our lives. He scores the present educational structure in America as a sacred cow which suits people for a life of consumption rather than action. In its stead he proposes a "deschooled" society; legal protection from the obligatory, graded curriculum; laws forbidding discrimination on the basis of prior schooling; the formation of skill centers where useful skill can be learned, taught by those best equipped to teach them; and peer-matching by which the learned may share their knowledge with those seeking instruction. Central to the scheme of "deschooling" is the idea of an educational voucher system--in which economic credit units allow the learner to choose what he will learn, from whom he will learn, and why he will learn. In this way, Illich hopes to humanize our increasingly technological society and destroy the "school myth".

Development in practice: Primary Education in India

A World Bank publication, 1997

Divasvapna (Day Dreams)

by Gijubhai Badheka National Book Trust India, 1916

Education and Children with Special Needs : From Segregation to Inclusion

by Seamus Hegarty and Mithu Alur Sage Publications, 2002
ABSTRACT: This important book discusses the principles and practice of moving from segregated education to integration and then inclusion in the context of educating children with disabilities in present day India. The actions to be taken are examined at two levels: the level of the system and that of the school. The contributors accordingly discuss a number of important issues including legislative measures, administrative and financial support, equality of opportunities, teacher training, classroom organisation, curriculum modification and parental involvement. Examples of inclusive schooling at work are also provided. Besides providing a timely overview of the state of play with regard to educating the disabled in India, the volume also presents experiences from various other countries.

Education, Development And Underdevelopment

by Sureshchandra Shulka formerly at Jamia Millia Islamia, New Delhi and Rekha Kaul, University of Delhi  
ABSTRACT: The book provides a good critique of education as it is being imparted today and serves to raise important issues which should be of serious concern to educationists, sociologists, policy-makers, political scientists and all those involved with development issues.

Educational Policies in India - Analysis and Review of Promise and Performance

by K. Sudha Rao NIEPA, 2002

Elementary Education in India: Status, Issues and Concerns

by D. Jagannatha Rao Viva Books Private Limited, 2010
ABSTRACT: D. Jagannatha Rao, former bureaucrat and renowned educationalist, has authored a book entitled 'Elementary Education in India: Status, Issues and Concerns' that aims to provide teachers, academicians, educational planners and administrators with a holistic picture of the challenges facing the education system in India especially in the context of the recent passage of the Right to Education Act. more...

Elementary Education in Rural India

by A Vaidyanathan, Madras Institute of Development Studies, Chennai P R Gopinathan Nair, Centre for Development Studies, Thiruvananthapuram. Sage publications, 2001  
ABSTRACT: This collection of original essays by eminent scholars provides an in-depth and systematic analysis of the present educational scenario in rural India. Based on data drawn from eight states, it focuses on the vast and persistent disparities in educational progress across and within regions, the nature and extent of these disparities, their underlying causes, and possible remedies. The contributors stress the need for policies to be location and need-specific. They also emphasise the importance of allowing flexibility to local elected bodies in the management of schools in their area, and the necessity for teachers to be made accountable to the communities they serve.

Equality, Quantity And Quality – an Elusive triangle in Indian education

by J.P Naik Allied publishers, 1975  
ABSTRACT: The simultaneous pursuit of equality of opportunity and improvement of standards in the face of scarce resources confronts Indian education with a dilemma common to many countries. Equality and quality are relatively new values for education in India stimulated by the British system and the influence of the ideals of nationalist leaders like Gandhi, but they only gain ground slowly. The modernization process has introduced some changes into class and caste structures in the social and economic context of education, but the situation of the rural masses remains essentially unchanged. In the drive for equality of opportunity, there has been a visible advance in the enrolment of girls, though this may not reflect a real change in status. Regional disparities within the country also continue. The major obstacle here is the lack of resources.

Gender & Social Equity in Primary Education

Research Coordinated by Vimala Ramachandran: European Commission  
ABSTRACT: This book highlights the complexities of gender and social equity in primary education in India. It makes an assessment of the District Primary Education Programme and supplements this with six qualitative micro-studies from different states for a more extensive analysis. For a summary of this book, please visit: more...

Getting Children back to School

by Vimala Ramachandran Sage Publications, 2003
ABSTRACT: Despite the widespread acceptance of the vital importance of elementary education, there is still a great deal that remains to be done to actualise the goal of universal elementary education in India. A significant proportion of children, especially girls and those from underprivileged backgrounds, either drop out at an early stage or learn very little. The quality of education in government schools also leaves a great deal to be desired. Firmly rooted in the belief that every child has a right to basic education, this volume explores strategies and alternatives to keep children in school, reach out to those outside the schooling system, and improve the quality of elementary education. To this end, it brings together case studies of innovative educational programmes from the voluntary sector which influence, support and strengthen basic education, particularly forward and backward links.

Going to School in India

by Lisa Heydlauff and Nitin Upadyhe Charlesbridge Publications Inc., 2005
ABSTRACT: Every child has the right to go to school and be inspired. Every child has the right to participate in lessons that can change their lives. Every child has a dream of going to a school that makes learning fun and helps them to become who they want to be. And every child knows exactly what they would change about going to school, if they could-we just have to ask. Going to School in India is a celebration of what school can be, through the eyes and voices of children. With stunning images, an exciting commentary and splashes of colour, this book celebrates the spirit of learning together, playing together and being together that is the essence of the school-going experience in India, from Ladakh to Kerala and from Nagaland to Kutch.

How Children Fail

by John Holt Penguin Books, 1990  
ABSTRACT: In his groundbreaking book, John Holt, draws upon his observations of children both in school and at play to identify ways in which our traditional educational system predestines our young people for failure. Holt argues that children fail primarily "because they are afraid, bored, and confused." This, combined with misguided teaching strategies and a school environment that is disconnected from reality and "real learning", results in a school system that kills children’s innate desire to learn.

How Children Learn

by John Holt Penguin Books, 1990
ABSTRACT: "Children do not need to be made to learn", Holt maintains, because each is born with what Einstein called "the holy curiosity of inquiry". For them, learning is as natural as breathing. First published in 1967, How Children Learn has become a classic for parents and teachers, providing an "effective, gentle voice of reason".

Improving Schools in Difficulty

by Paul Clarke Continuum International Publishing Group, 2005 
ABSTRACT: For the last few years there has been wave after wave of reform aimed at improving the lot of the schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions, the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty. For a preview of this book, please visit: more...

India: Economic development and social opportunity

by Jean Dreze and Amartya Sen, Oxford University Press, 1996  
ABSTRACT: India's success in reducing endemic deprivation since Independence has been quite limited. Recent diagnoses of this failure of policy have concentrated on the counterproductive role of government regulation, and on the need for economic incentives to accelerate the growth of the economy. This book argues that an assessment of India's failure to eliminate basic deprivations has to go beyond this limited focus, and to take note of the role played in that failure by inadequate public involvement in the provision of basic education, health care, social security, and related fields, Even the fostering of fast and participatory economic growth requires some basic social change, which is not addressed by liberalization and economic incentives. The authors also discuss the historical antecedents of these political and social neglects, including the distortion of policy priorities arising from inequalities of political power. Following on from this, the book considers the scope for public action to address these earlier biases and achieve a transformation of policy priorities.

India Education Report: A Profile of Basic Education

by Prof. R. Govinda, Oxford University Press, 2002
ABSTRACT: It is a unique volume presenting, for the first time, a comprehensive overview of the status of basic education in India that goes beyond the usual statistics. It is more than fifty years since the Indian constitution made a commitment to provide free and compulsory education for all up to the age of fourteen. Although the country has made significant strides in quantitative terms, the promise of providing education for all has remained unfulfilled. ‘The India Education Report’ is a unique volume presenting, for the first time, a comprehensive overview of the status of basic education in India that goes beyond the usual statistics on literacy and school enrolment. A key feature of this report is that its contributors are all independent experts who present a critical but purposeful analyses of the scale and complexity of the issues involved. This volume will interest educators, policy-makers, non-governmental organizations, social science researchers, as well as international donor agencies and other bodies actively involved in supporting the provision of education for all.

Pedagogy of the Oppressed

by Paulo Freire Penguin UK, 1996  
ABSTRACT: Dedicated "to the oppressed, and to those who suffer with them and fight at their side," Freire includes a detailed Marxist class analysis in his exploration of the relationship between the colonizer and the colonized. Rooted in his own experience helping Brazilian adults to read and write, the book remains popular among educators in developing countries. According to Donaldo Macedo, a former colleague of Freire and University of Massachusetts professor, the text is still revolutionary, and he cites as evidence students from totalitarian states risking punishment to read Pedagogy of the Oppressed. The book has sold over 750 000 copies worldwide and is one of the foundations of critical pedagogy.

Political Agenda of Education

by Krishna Kumar Sage Publications, 2005  
ABSTRACT: In this revised edition, the author sharpens the focus and range of the original, arguing as his main thesis that colonialist and nationalist ideas and practices in education in India are not antagonistic. The new edition incorporates the complex terrain of gender, enriching the earlier discussion of caste, class and religion. It draws upon biographies and cultural history to highlight the revolutionary context in which girls' education made its reluctant start in the 19th century. In the new section on women's education, the author brings into focus the same set of linkages - between the emerging system of education and its policies, the social structure and ethos - which makes this an innovative study of educational ideas and practices. There are also some important additions to the discussion of caste and identity. For a preview of this book, please visit: more...

Prejudice and Pride

by Krishna Kumar Penguin Group India, 2002  
ABSTRACT: Though India and Pakistan have a common past, the story of the freedom struggle is recounted in their school textbooks in vastly differing ways. In this, the first book of its kind, Krishna Kumar explains how the history texts of both countries selectively narrate incidents or refrain from doing so for various ideological and cultural reasons. In order to show how widely the two perceptions vary, the author compares the textbooks currently used in Indian and Pakistani schools. He examines the representation of major episodes—like the 1857 rebellion, Independence and Partition—and the portrayal of personalities like Gandhi and Jinnah. While the Pakistani texts, for example, depict Gandhi as a Hindu leader, Indian textbooks elevate him to a mythic status. Similarly, while the Pakistani books project Jinnah as a semi-divine visionary, the Indian ones refer to him with resentment.

Public Provisioning for Elementary Education in India

by Praveen Jha, Subrat Das, Siba Sankar Mohanty and Nandan Kumar Jha Sage Publications, 2008  
ABSTRACT: Public Provisioning for Elementary Education in India focuses on elementary education in the context of the ongoing efforts towards Universalizing Elementary Education (UEE) in the country. The book tracks budget expenditures and budgetary and planning processes in the current flagship programme of Sarva Shiksha Abhiyan(SSA) across the four selected States of Andhra Pradesh, Bihar, Gujarat and Rajasthan. It addresses the causes of the fiscal crisis in states in the era of economic reforms, and the policy measures required for improving the flow of public expenditure on education. This book offers important insights for policymakers, academia and social activists interested in 'Input--Process--Output--Impact' of state intervention in the education sector in general and elementary education in particular.

Public Report On Basic Education In India

Oxford University Press, Second Impression 2000
ABSTRACT: The PROBE report contains a wealth of knowledge on the impoverished primary education scene in India. It is must read for anyone interested in childrens' education in India. Based on extensive field surveys, the report also offers many insights as well.

Teach Your Child How To Think

by Edward De Bono, Penguin UK, 1993  
ABSTRACT: Some parents may be confused by this busy primer, while others will agree with the author's premise that creative thinking skills can be directly taught. De Bono, a business and educational consultant, asserts that this manual is equally applicable to teaching children or senior executives. Crammed with exercises, games and diagrams, the book stresses that thinking involves "operacy"--the skills of doing or making things happen--as well as devising mental patterns more effective than the mind's routine habits. De Bono takes a no-nonsense approach, pointing out that much thinking is inefficient and that many highly intelligent people are not good thinkers. He urges the use of speculation, hypotheses, provocation and other techniques as a way to get out of mental ruts and generate ideas.

Teachers and Texts: A Political Economy of Class and Gender Relations in Education

by Michael W. Apple Routledge, 1988  
ABSTRACT: Apple critically examines current trends in educational policy and draws on the issues of gender, class and economic pressure implicit in the battle for control of the curriculum. For a preview of this book, please visit: more...

Teacher: The Testament of an Inspired Teacher

by Ashton-Warner, Sylvia  
ABSTRACT: The author sets forth her unprecedented teaching method and recreates the life of the schoolroom in which for twenty-four years she guided the youngest children through their first lessons in reading, writing, singing, dancing, end/joying - and living with each other.

Teaching and Learning: The Culture of Pedagogy,

Prema Clarke, The World Bank, New Delhi Sage Publications, 2001  
ABSTRACT: While there is broad agreement about the influence of culture on pedagogy, the ways in which culture defines teachers’ thoughts and action is rarely examined. Using cultural models developed in the fields of psychology and social anthropology, this book explores the culture of pedagogy evident in the classroom. Prema Clarke critiques the prevailing norms of teaching and learning which tend to emphasize only the lower order skills of students, characterized by memorization and repetition. Arguing for a shift towards more complex forms of thinking - such as, analysis, synthesis, reasoning, and creativity - the author outlines a Programme of educational reform, which especially focuses on the professional development of teachers.

Teaching Thinking

by Edward De Bono, Penguin UK, 1988  
ABSTRACT: Is thinking a matter of intelligence or a skill that can be taught deliberately? Can thinking be taught directly as a curriculum subject in schools? Edward de Bono has done more than anyone to pioneer the direct teaching of thinking as a skill. In the USA and elsewhere around the world an increasing number of schools are putting thinking on to the curriculum. Research shows that even as little as seven hours' instruction can have a significant effect on the performance of pupils. Teaching knowledge is not enough. In order to survive and thrive in a complex world every youngster leaving school needs to be equipped with basic thinking skills. Just being good at argument and critical thinking is not enough.

The Open Classroom: A Journey Through Education

by K. T. Margaret Orient Blackswan, 1999  
ABSTRACT: K.T. Margaret, who has worked as a teacher for 30 years, believes that life is an open classroom and education a process that takes place continuously through a person's life. Inspired by the initiatives of social activists worldwide in the field of education, she struggled through her own experiment to discover creative alternatives even while working within a flawed system. Through this account of her personal journey she shows that education goes beyond the mechanics of teaching and learning, to enrich the teacher and the taught.

Totto-Chan: The Little Girl at the Window

by Tetsuko Kuroyanagi Translated by Dorothy Briton Kodansha International, 1984  
ABSTRACT: This engaging series of childhood recollections tells about an ideal school in Tokyo during World War II that combined learning with fun, freedom, and love. This unusual school had old railroad cars for classrooms, and it was run by an extraordinary man-its founder and headmaster, Sosaku Kobayashi-who was a firm believer in freedom of expression and activity. In real life, the Totto-chan of the book has become one of Japan's most popular television personalities-Tetsuko Kuroyanagi. She attributes her success in life to this wonderful school and its headmaster.

Universalisation of School Education: The Road Ahead

by V. P. Niranjanaradhya Books for Change, 2004

What is Worth Teaching?

by Krishna Kumar Orient Blackswan, 2004
ABSTRACT: This collection of lectures deals with the character of school knowledge or the curriculum. They relate the school curriculum to the structure of the educational system and the political and economic conditions under which the system functions. The author writes that education in India mostly take place through fractured discourse. On one side is the language used by planners and sociologists of education. On the other side is the language of teachers, pedagogues and psychologists. Neither is intrinsically capable of capturing the tension that every child in India has to cope with in order to be educated. For a preview of this book, please visit: more...

Why Children Can’t Read

by D McGuiness Free Press, 1997  
ABSTRACT: McGuinness explains why so many children fail to learn to read and spell, and provides a solution to the literacy crisis. With several fairly new, experimental methods, results can be astounding. For example, parents who used the Phono-Graphix method during a two-year period were surveyed with the following results: twenty-six percent of the children had previously been diagnosed as learning disabled, but none were learning disabled afterward. The book includes diagnostic tests and techniques to pinpoint individual learning deficiencies and guidance on how to deal with the emotional problems of children or adults with severe reading delays. Suggestions are offered about what parents can do to help their children before they go to school, along with practical ways to help develop skills that are important in learning to read. The book also includes advice about how to work with the school system and how to evaluate a remedial reading program in a school or private clinic.

Primary School Teachers: The Twists and Turns of everyday practice

In this booklet Vimala Ramachandran, Suman Bhattacharjea and K M Sheshagiri  e look at the ways in which conditions on the ground affect how teachers perceive and implement their work. more

Analysis of State Budgets:

Elementary Education by the Foundation and Accountability Initiative
ABSTRACT: This analysis examines trends in elementary education spending in India. It focuses on Government of India’s (GOI) Sarva Shiksha Abhiyan (SSA) and state government allocations and expenditures for elementary education since 2005-06. Click here for the report.

Some Issues in School Education: Position papers from Azim Premji Foundation:

Education for All: Global Monitoring Report 2011:

State of the World's Children 2011:

Annual Status of Education Report (Rural), 2010:

PAISA Report 2010:

Para-Teachers in India: Status and Impact

by Geeta Gandhi Kingdon, Vandana Sipahimalani-rao
ABSTRACT: Para-teachers, sometimes called "contract teachers", are being hired in increasing numbers in many Indian states. While hiring conditions, tenure, remuneration, and qualifications vary considerably across states, the use of para-teachers has generated debate about their impact on the quality of elementary education. Based on a critical literature review of available studies and new evidence from the SchoolTELLS survey conducted by the authors and their collaborators, this paper summarises the proof regarding the functioning and impact of para-teachers in elementary schools in India. None of the studies reviewed evaluates the causal impact of para-teachers, but they do suggest that despite poorer training, para-teachers may be more cost-effective than regular teachers. The questions of career progression and equity for teachers, nonetheless, also need to be addressed.
Economic and Political Weekly Vol." 45 No.12
March 20 - March 26, 2010
Pages 59-67

The Neglected Teacher

A symposium on the need to reform teacher training and education. more...
Seminar #592
December, 2008

Community Caretaking and Women Volunteer Teachers in Mumbai Slums

by Anju Saigal
ABSTRACT: Despite increasing emphasis on civic participation in governance, how and why people participate in civil society and what meanings they ascribe to their actions have received scarce attention. Addressing the gap, this paper ethnographically investigates women’s roles as volunteer teachers in their slum localities in Mumbai. Examining the meanings of their community-based teaching roles, the paper illustrates that women interpreted their engagements as community caretaking, which was grounded in interpersonal relationships and a desire for social upliftment of the disadvantaged. Illuminating civic participation from the standpoint of disadvantaged women, it reveals women’s citizenship action as a complex and negotiated process, intersected by class and gender constructs.
Economic and Political Weekly Vol. 43 No. 42
October 18 - October 24, 2008
Pages 69-75

Teaching Economics in Schools

by Sukanya Bose and Arvind Sardana
ABSTRACT: The curricular changes based on the National Curriculum Framework (2005) have enfolded Economics education at the school level. This article reviews in detail the imperative for and the main elements of the change, and argues that the issues involved merit the attention of professional economists.
Economic and Political Weekly Vol. 43 No. 32
Pages 54-60

An Empirical Study of the Mid-Day Meal Programme in Khurda, Orissa

by Anima Rani Si and Naresh Kumar Sharmass
ABSTRACT: The mid-day meal programme was initiated as a means of achieving universal primary education of satisfactory quality for all schoolchildren below the age of 14 by increasing enrolment, improving attendance and retention, and simultaneously improving nutritional status. This paper attempts to investigate some of these aspects based on primary data collected from Khurda district of Orissa. Data was collected from schools as well as from a sample of households of schoolchildren. The investigation includes a study of the organisational structure of the programme and also examines the cooked meals and dry ration variants.
Economic and Political Weekly Vol. 43 No. 25
June 21 - June 27, 2008
Pages 46-55

Science Education and Research in India

by Gautam R Desiraju
ABSTRACT: Many aspects of the Indian scientific development are extremely unsatisfactory, lacking in both quality and quantity. Although the outreach of teaching and research programmes has increased considerably, populist political themes are favoured and special institutions have been created where research is undertaken independent of the university system. This article reviews the present scene in science education, and identifies the major problems and the challenges confronting the institutions involved in education and research. It suggests that the government should restrict itself to broad policy issues rather than be involved in day-to-day affairs and the university should be re-established as the primary agency for education and research.
Economic and Political Weekly Vol. 43 No. 24
June 14 - June 20, 2008
Pages 37-43

Experience and Science in Geography Education

by Yemuna Sunny
ABSTRACT: By examining geography textbooks and students’ responses, an attempt is made here to substantiate a problematic of science education. The decontextualised nature of science education contradicts everyday life experiences. This situation does not enhance a dialectic relationship between science and experience. It is argued that cognition by itself cannot address the issue of science “enculturation"; instead, it needs to be addressed through some essential relationships of science. These include relations between common observations and reflections beyond appearances as well as relations of science that modify and control nature.
Economic and Political Weekly Vol. 43 No. 24
June 14 - June 20, 2008
Pages 45-49

Learning Teacher: Reviewing the Narrative of a Teacher's Journey

by Alex M. George
ABSTRACT: Text narratives dominate academic discussions and debates. Rarely do activities, experiments, audios, films or digital materials enter our classrooms. In the school classrooms, textbooks dominate, where again one rarely finds maginative use of illustrations, cartoons and images. In higher education, just as in academic discussions of every journal, we rely on the written word or assume that it alone can create ripples of academic discourses. It is an even rarer event to have a film being made with academics in mind. The film under review (ironically through the written word) Teacher's journey opens up and demands us to visualise the possibilities of exploring academic discourses in a distinct manner. It combines the documentation of a teacher's practice and an enabling tool for teacher educators to interact with their students. Contemporary Education Dialogue. more...
Vol.5, No.2, Spring 2008
Pages 291 - 295

Growing Up Hindu and Muslim: How Early Does It Happen?

by Latika Gupta
ABSTRACT: This study, based on interactions with children in a school in Daryaganj, Delhi, reveals that children very early on show explicit identification and communicated prejudices towards the "other" religion practised in their neighbourhood. This has important implications for educational policy, curricular choices, pedagogy and teacher training. While the present curricular material does not acknowledge cultural identity in childhood, the new National Curriculum Framework suggests that schools engage with children’s socialisation at home and in the neighbourhood.
Economic and Political Weekly Vol. 43 No. 06
February 09 - February 15, 2008
# Pages 35-41

Enrolling and Retaining Slum Children in Formal Schools

by Ratan Khasnabis and Tania Chatterjee
ABSTRACT: India is yet to achieve the goal of universalisation of elementary education or 100 per cent enrolment and retention of children with schooling facilities in all habitations. Despite the government’s attempt to achieve this goal through the Sarva Shiksha Abhiyan, which has a special focus on girl children, students belonging to disadvantaged families still do not attend classes regularly. This paper examines various reasons for poor attendance behaviour of students in formal schools. On the basis of a study in the eastern slums of Kolkata, it finds that retaining the students in a formal school is far more difficult than enrolling them, particularly if the students are from very poor economic backgrounds.
Economic and Political Weekly Vol. 43 No. 22
June 02 - June 08, 2007
# Pages 2091-2098

Can Information Campaigns Raise Awareness and Local Participation in Primary Education?

ABSTRACT: A central plank of public policy for improving primary education services in India is the participation of village education committees, consisting of village government leaders, parents, and teachers. This paper reports the findings from a survey in a rural district in Uttar Pradesh. Rural households, parents, teachers and VEC members were surveyed on the status of education services and the extent of community participation in the public delivery of education services. Most parents do not know that a VEC exists, public participation in improving education is negligible, and large numbers of children in the villages have not acquired basic competencies of reading, writing, and arithmetic. Based on the findings of the baseline survey, this paper also describes a set of information and advocacy campaigns that have been designed to explore whether local participation can increase, and future research plans to evaluate the impact of these interventions.
Economic and Political Weekly Vol. 42 No. 15
April 14 - April 20, 2007
Pages 1365-1372

The Kothari Commission and Financing of Education

by Jandhyala B G Tilak
ABSTRACT: The Education Commission (1964-66) chaired by D S Kothari made a valuable set of recommendations on financing education in India, many of which are still relevant for education planning but have not received much official attention. A review of the premises of the recommendations, the visionary approach adopted by the commission and their current relevance are attempted in this paper and will hopefully be useful for the preparation of the Eleventh Plan.
Economic and Political Weekly Vol. 43 No. 10
March 10 - March 16, 2007
Pages 874-882

Crafting An Education

A symposium on introducing craft learning in modern education. more...
Seminar #570
February 2007

The Elusive Triangle

A symposium on access, equity and excellence in Indian education. more...
Seminar #565
September 2006

Education and Livelihoods

A symposium on relating learning to the world of work. more...
Seminar #563
July 2006.

Are we learning?

A symposium on ensuring quality elementary education. more...
Seminar #536
April 2004

Redesigning Curricula

A symposium on working a framework for school education. more...
Seminar #493
September 2000

Education for all in India with focus on Elementary education: Current status, recent initiatives and future prospects

by Arun C. Mehta
ABSTRACT: Free and compulsory education to all children up to the age of fourteen years is the Constitutional commitment in India. At the time of adoption of the Constitution in 1950, the aim was to achieve the goal of Universalisation of Elementary Education (UEE) within the next ten years i.e. by 1960. Keeping in view the educational facilities available in the country at that time, the goal was far too ambitious to achieve within a short span of ten years. Hence, the target date was shifted a number of times. Till 1960, all efforts were focused on provision of schooling facilities. It was only after the near realization of the goal of access that other components of UEE, such as universal enrolment and retention, started receiving attention of planners and policy makers. It is the Quality of Education, which is at present in the focus in all programmes relating to elementary education in general and primary education in particular. more...

Backward and forward linkages that strengthen Primary Education

by Vimala Ramachandran  


Partnerships in Education

Recently there has been an increasing push by the Government towards engaging the private sector as partners for achieving the goal of universalization of elementary education. This move has generated a rousing debate between those who believe in its merits and those who oppose it on philosophical and practical grounds. more...

Right to Education Legislation

The Right to Education Act has a long and chequered history, having been subjected to numerous rounds of heated debate and philosophical and semantic alterations. It was tailored into existence in the period following the passage of the 86th Constitutional amendment in 2002, which declared Education a fundamental right of all children in the age-group of 6-14. A participatory process of inviting comments from members of the public yielded several different drafts of the bill in the subsequent years until finally, in 2008, the Union Cabinet stamped its seal of approval on it and it was placed before the Rajya Sabha which passed it in July 2009. The bill then proceeded to the Lok Sabha, where it was passed in August 2009. Click here to read its turbulent journey till the Parliament of India. more...