Download Free The Elementary Education System In India Book in PDF and EPUB Free Download. You can read online The Elementary Education System In India and write the review.

This book focuses on the failure of elementary education since Independence, which is usually seen as the result of simplified phrases like 'lack of political will', 'because of poverty', etc. This book looks at the system as a whole: infrastructure, quality of teaching, privatisation, nutritional incentives, curriculum. It contains samples from two states namely Rajasthan and Andhra Pradesh.
This book examines the policy shifts over the past three decades in the Indian education system. It explores how these shifts have unequivocally established the domination of neoliberal capital in the context of elementary education in India. The chapters in the volume: • Discuss a range of elementary education policies and programs in India with a focus on the policy development in recent decades of neoliberalism. • Analyse policy from diverse perspectives and varied vantage points by scholars, activists, and practitioners, illustrated with contemporary statistics. • Introduce the key curriculum, assessment, and learning debates from contemporary educational discourse. • Integrate the tools and methods of education policy analysis with basic concepts in education, like equality, quantity, equity, quality, and inclusion. A definitive inter-disciplinary work on a key sector in India, this volume will be essential for scholars and researchers of education, public policy, sociology, politics, and South Asian studies.
This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state versus promarket factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The chapters in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision of superior quality of education; and their ability to address the educational needs of the poor. Further, the book looks at how the private–public dichotomy has been extended to professional identity of teachers and teaching practices as well. Rich in primary data and supported by detailed case studies, this volume will be of interest to teachers, scholars and researchers dealing with education, educational policy, school education and public policy. It will also interest policy makers, think tanks and civil society organisations.
Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ‘quality’ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.
This book pays attention to education in India as part of several overlapping stories developed along different axes: stories of dissent, contestations, appropriation and social action. It historicises the enterprise of formal education by paying attention to the numerous policy shifts. Further, it theorises the education policy discourse by analysing the ways in which education is increasingly being shaped by international/transnational knowledge production, actors and norms. Focusing on the cultural politics of education policy production, circulation and translation across different contexts, the book revisits some of the long-standing and unresolved debates on social reforms, justice, nationalism and mobility. Evolution of ideas such as mass education, national education, adult literacy and education through public-private-partnerships showcase the momentous shifts in education policy over the course of last century. Ideas, institutional and economic arrangements, administrative formulations and frameworks for implementation make frequent appearances in the cultural as well as political reading of education policy. In a departure from the traditional policy research, this work sees policy as socially and culturally constructed; connected to questions of power, context and struggle; and part of a number of processes at large.
Education specially at the primary level,contributes to a great extent to the physical,mental,emotional,social and spiritual growth of the child.Primary education promotes the sikls,knowlege,attitudes and habits.This book question the reasons behind non-universalization of primary education in India.Rampant child labour and poverty are the two most commonly cited resons in Inidia,which did not deter some of the other developing countres from making primary education compulsory.
After 70 years after independence, the tragic reality of Indian schools is that who we are, where we live, how much we earn and our gender influences the kind of education we will get. In this collection of essays the author explores the contours of a school system that is facing a crisis of legitimacy. While India aspires to march towards a knowledge driven society and economy, millions of young people are left behind. Those who can afford march out of government schools only to realize that the private schools are no better. The schools they attend leaves them with little knowledge or skill, a very low self-esteem and a bleak future. This book argues that the struggle for equality in education, is ultimately a struggle for quality – both being two sides of the same coin. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka.
"A Global Fund for Children book."--Front cover.
This volume discusses key aspects of the economics of the elementary education system in the poorer and educationally backward states of India, while also examining one high-achiever state--Tamil Nadu. Providing the first state-by-state analysis of major cost and financing issues, the book is based on data gathered from one of the most comprehensive surveys conducted in recent times in these states, which was specifically commissioned for this book. The survey covered 120,000 households and a thousand schools spread over 91 districts in eight states.Written by leading educational economists, the original essays in this volume- analyse the major cost and financing issues in elementary schooling in seven of the eight states surveyed--Assam, Bihar, Madhya Pradesh, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal;- identify recent initiatives made by the governments of these seven states;- systematically scrutinise the pattern of the public spending in elementary education;- examine enrolment in government schools and the quality of education that they impart;- study household expenditure on schooling--the costs to parents of sending children to school; and- compare government schools with private schools, showing how the private sector has began to take over the what should be the responsibility of the government, particularly in the poorer states.