Contemporary India and Education, through education, these innate powers of man are developed, his knowledge and art skills are increased and his behavior is changed and he is made a civilized, cultured and capable citizen. This work is started informally by the family right from the birth of a human being and then formally starts by sending him to school.

Meaning of education

Education does not mean only school education. The broad meaning of education also cannot be accepted as the real meaning of education, because it makes education more liberal than necessary. Where the child’s interests, abilities and capabilities are ignored in the narrow sense of education, it becomes difficult for the child’s social and spiritual development in the broader sense. Therefore, the above three meanings of education cannot be accepted. In fact, the real meaning of education lies in the coordination of narrow and broad meanings of education. By coordinating both the meanings, education becomes a process which, keeping in mind the individual abilities, capabilities and interests of the child, develops his mental, social, cultural, spiritual and moral and brings about such a change in his thoughts and behavior that it changes his self. It is beneficial for oneself, society, nation and the entire world.

Note: Almost all the topics of the B.Ed. programme have been described in detail on our website; this analysis is available to you in both Hindi and English, for which you can go to the menu and select the B.Ed. programme.

Definitions of education

(1) According to Socrates, “Education means to bring to light the universally accepted ideas of the world present invisibly in every human mind.

(2) According to Plato, “Education develops in the body and soul of the student the beauty and perfection of which he is capable.”

(3) According to Aristotle, “Education develops human power, especially mental power so that man can become capable of contemplating the ultimate truth, Shiva and beauty.

What is the relationship between society and education?

There is an interdependent relationship between society and education, but before we think about this mutual relationship between society and education, it is necessary that we are familiar with the real meaning of society in the context of education. In sociological language, society is an abstract concept, it is a web of social relations, but in general usage, a particular society made up of social relations is called society. In sociological language it is called a society. Today, in almost all the nations of the world, it is considered the responsibility of the state to arrange education and from this point of view, the entire people of a particular state is the society of that state. Today, when we talk about society in the context of education, we mean the entire population of a particular state or nation. When we study such a society, we study only the social relations or social interactions of its constituents, individual-individual, individual-group and group-group. The fact is that as is the society, so is its education and as is the education of a society, so is the society it becomes. The explanation of which is presented as follows-

Society’s influence on education

Every society arranges its education according to its beliefs and needs and the beliefs and needs of the society depend on its geographical, social, cultural, religious, political and economic situation. The changes taking place in the society also change its form and needs and according to them the form of its education also keeps changing. Here the description of all this is presented further in brief.

1. Geographical position and education of the society

The life of any society is affected by its geographical location. Then it is natural that his education also gets affected by it. In societies whose geographical conditions are such that humans have to struggle hard to survive, most of the people have neither time nor money for education, as a result there is no system of public education in them and the field of education is limited. is also limited. On the contrary, in societies whose geographical location is favorable for humans and natural resources are abundant, people have both time and money for education, as a result they have proper system of education. This fact is also well known that in a country where natural resources are available. Similar industries flourish there and education arrangements are made there to suit them. Emphasis is on agricultural education in agricultural-dominated countries and industrial education in industrial-dominated countries.

2. Structure and education of society

Different societies have different forms. In some societies there are castes and caste differences, in some there are castes but there is no caste difference and in some there are no castes at all. Similarly, in some societies there is a distinction between elite and lower classes and in some societies there is not. This form of a particular society affects its education. Take our Indian society, when there was a rigid caste system, Shudras were deprived of higher education and today, when caste discrimination is not believed, the slogan of providing equal facilities of education to every section of the society is raised.

3. Culture and education of society

Culture has been seen and understood in different ways in different disciplines, but in the modern perspective, culture of a society means its methods of living and eating habits, behavioral patterns, conduct, thoughts, customs, art. Skills, music-dance, language-literature, religion-philosophy, ideals-beliefs and values are specific to the person in which he believes and which are his own identity. The culture of a society has the greatest influence on its education. The objectives of education of any society are decided on the basis of its religious philosophy, ideals, beliefs and its aspirations. In its educational curriculum, utmost importance is given to its language, literature and religious philosophy and in the educational institutions, As per practice norms are adopted.

4. Religious status and education of the society

Religion is a part of culture but here it has been taken separately because religion has had the greatest influence on education since the beginning. The second thing is that now scholars have different opinions regarding religion, some are in favor of considering it as the basis of education and some are in favor of keeping education away from religion. From the point of view of religion, societies can be divided into two classes – one in which a particular religion is followed and the other in which many religions are practiced. The education system of these societies is different. In the education of societies following a particular religion, the education of their own religion is given place; Like in Muslim countries. In other types of societies, it is not possible to teach any particular religion; a liberal approach is adopted in them; Like- in our country India. In some societies, religious education is not given any place; Like in Russia.

5. Political situation and education of the society

The political situation of the society also affects its education. For example, in countries with autocratic governance system, blind patriots are prepared through education, whereas in countries with democratic governance system, education prepares individuals for independent thinking and free expression. Along with this, there is one more thing and that is that the society which is politically secure has broad objectives of education and the society which is politically insecure focuses only on increasing military power and production.

6. Economic status and education of the society

The economic condition of the society also affects its education. Education of economically prosperous societies is multi-purpose. They arrange compulsory and free education for each of their members, spread public education and gather many resources for all this; Like America. Progressive societies lay more emphasis on mass education and vocational education; Like India, the economically backward society is neither able to think about compulsory and free education, nor about mass education, nor about vocational education; Like- Bangladesh. The economy of the society also affects its education. The possibilities of education are less in agricultural based economies, relatively more in commercial based economies and highest in industrial based ones.

7. Sociosocial change and education

We know that society is changeable. The history of the world is witness to the fact that along with the society, the nature of its education also changes. Take our Indian society only. In ancient times, its material needs were less and the spiritual aspect was strong, hence in the field of education, more emphasis was given on the education of religion and ethics, but today its material needs have increased and the spiritual aspect has become weak, hence science and technology in education. Is being given more importance. Till yesterday, women lived only as housewives, hence they were given education only in writing, reading and domestic work, today they work shoulder to shoulder with men in every field, hence all types of education are accessible to them like men. . Whenever there is a social revolution, it brings about radical changes in education.

Impact of education on society

On the one hand, if it is true that society influences education, on the other hand it is also true that education determines the nature of the society and affects its cultural, religious, political and economic status. Education is the cornerstone of human society; It creates society, changes it and develops it.

1. Control over education and geographical location of society.

There was an era when man was called a slave of geographical conditions, but today man has succeeded in controlling his geographical conditions through education. Gone are the days when rivers and mountains used to be obstacles in our path. Construction of airplanes became possible through education and by flying in airplanes we not only cross rivers and mountains but also cover huge distances in a very short time. Through education, we are becoming successful in controlling every geographical situation.

2. Nature of education and society

It is only through education that man acquires information about his society, the world and the entire universe. On the basis of this knowledge, he decides the objectives of his life and to achieve these objectives, he creates different societies. A true Vedanti man does not differentiate between any human being, nor even between any two things in the world, he sees everything as Brahman. But a person who is estranged from God limits everything on the material scale only and makes many kinds of distinctions between humans. In this way, the nature of society of people of different ideologies is different. On one hand, education protects the form of society and on the other hand it brings about necessary changes in it.

3. Education and culture of society

Every society transmits its culture to its members only through education. In this way education preserves the culture of a society. When a man becomes educated, he changes his culture on the basis of his experiences. In this way education develops the culture of the society. The development of culture cannot be imagined in the absence of education.

4. Education and religious status of society

We are seeing that some society makes provision for education of a particular religion in its education, some adopts a liberal approach in this field and makes provision for education of different religions of the world and some society does not give place to religion in its education. Doesn’t give at all. As a result, in the first type of societies, religious fanaticism is found, in the second type of societies, religious liberalism is found and in the third type of societies, on the one hand, religious fanaticism and superstitions have started ending with the education of physical sciences and on the other hand, religious fanaticism and superstitions have started ending. Due to social anarchy, man has started becoming inclined towards basing his education on real religion. Due to lack of education, people cannot understand the real nature of religion.

5. Political situation of education and society

Through education, man’s knowledge is increased and his conduct is given definite direction. It is only through education that one develops the power to think and differentiate between truth and falsehood. It is only through education that political awareness comes in the society and people become aware of their rights and duties. Through this, national and international sentiments are developed in them. Without proper education, a person can only be made a blind follower of the nation and not a conscious citizen.

6. Education and economic condition of society

There was an era when only human qualities were developed in humans through education, but it cannot be said that education to solve the problem of food, clothing and shelter was not given at that time. It is possible that proper schools were not established for this at that time, but this education must have continued in the families and communities, otherwise how would there have been development in this area? Today education is the foundation of the economic condition of the society. Today all societies try to make a person proficient in any business or production work through education. It is being seen that the better the system of this type of education is in the society, the faster it is growing in the economic field. Without education we cannot develop in the economic field.

7. Education and social change

On one hand, it is true that society changes through education, on the other hand, it is also true that social changes occur through education. Through education, a person learns the language, lifestyle, eating habits and customs of his caste and becomes familiar with its values and beliefs. This leads to his mental development and he always keeps thinking about himself, society and the universe. By living in the society, he experiences new things and becomes familiar with the needs and problems of the society. To fulfill these needs and solve problems, he thinks and searches for their solutions and thereby influences the society. Sometimes one person changes the entire society. All this is not possible in the absence of education. Education is a basic requirement for social revolution.

Relationship between sociology and education

Society and social groups are studied in sociology. Under this, how a person impacts a particular group and how a particular group impacts the individual is studied. Along with this, other social elements that determine a person’s behavior like culture, civilization, values, etc. are studied. Education is also a social process by which human behavior changes. Therefore, education comes under the study area of sociology and since both are related to human behavior, there is a deep relationship between them.

What changes have to be made in human behavior depends on the philosophy, structure, civilization, culture, religion, politics and economic condition of that society and it is studied holistically in sociology. In this way sociology is the basis for determining the form of education. On the other hand, education is the foundation stone of the complete development of man. Only through proper education a society develops in the field of knowledge and science. Development of society is not possible in the absence of education. In this way we can say that there is a deep connection between sociology and education. They complement each other. Sociology is the scientific study of human society, social behavior and social institutions, while education focuses on the process of facilitating learning, acquiring knowledge, skills, values and attitudes.

1- Education as a Social Institution

Education is a social institution that reflects and reinforces social structures, norms and values. Sociologists study how education systems are shaped by broader social, economic, and political forces and how they contribute to the reproduction of social inequalities. They examine how education policies, curriculum choices, and teaching methods affect individuals and society.

For example, they may analyze how changes in the economy, such as the shift from an industrial to a knowledge-based economy, affect educational curricula and the skills taught in schools.

2- Educational Inequality

Sociology examines the role of education in reproducing or challenging social inequalities. It examines disparities in educational opportunities, access, and outcomes based on factors such as socioeconomic status, race, gender, and ethnicity. Sociologists analyze how these inequalities persist through institutional practices, tracking systems, standardized testing, and resource allocation.

For example, they could examine how students from low-income backgrounds have limited access to quality schools and resources compared to their wealthier counterparts, resulting in unequal educational outcomes.

3- Socialization and Education

Education is a primary socialization agent that provides knowledge, values and norms to individuals. Sociologists study how education socializes individuals into the dominant culture, shapes their identity, and influences their beliefs and behaviors. They explore the role of schools in transmitting social expectations and ideologies, promoting social cohesion, and promoting social mobility.

For example, they may analyze how schools teach patriotism, national identity, or cultural values through curriculum, textbooks, or ceremonies.

4- School Culture and Interaction

Sociologists examine the dynamics of school culture, including the relationships between students, teachers, administrators, and other stakeholders. They analyze the impact of social interactions, peer groups, and school climate on students’ academic achievement, engagement, and overall well-being. Sociological research also examines the impact of school organization, classroom dynamics, and teacher-student interactions on learning outcomes.

Examples: They might investigate how peer groups influence students’ behavior and academic performance or analyze the role of teacher-student interactions in shaping students’ self-esteem and motivation.

5- Educational Policies and Reform

Sociologists contribute to the analysis and evaluation of educational policies and reform initiatives. They study the effects of policy decisions on educational practices, equity, and outcomes. Sociological research helps to identify systemic barriers, evaluate intervention programs, and propose changes to improve educational systems.

For example, they can assess the impact of standardized testing policies on students’ learning experiences and educational equity.

6- Education and Social Change

Education plays an important role in shaping social change. Sociologists study how education can contribute to social change, empowerment, and the development of critical thinking skills. They explore the potential of education to challenge existing power structures, promote social justice, and foster democratic citizenship.

For example, they might examine how education programs promoting gender equality or addressing racial discrimination contribute to changing social attitudes and promoting social justice.

social diversity

India is a pluralistic society. It is a great country in which many castes, religions and sects live together. People of many religions, cultures, languages and races live here. Many diversities are seen here from political, social, cultural and economic point of view. People of all religions like Hindu, Buddhist, Jain, Islam, Christian, Sikh etc. live here. In India itself, many races from various cultures, such as Sumerian, Assyrian, Babylonian, Egypt, Iran, Greece and Rome, such as Aryans, Non-Aryans, Huns, Shakas, Portuguese and French etc. came here. India is also a multidimensional country from geographical point of view. Diversity is visible in the lifestyle, food habits, customs and social, political, economic and religious systems of the people here.

India is a united nation which has its own Constitution in which important place is reserved for all religions, cultures, languages and regional peoples. Their interests are taken care of. In short, it can be said that Indian culture, developed since the very ancient history of Indian social life, has been presenting a unique form and ideal form of unity in diversity. We can call this the social diversity of India. This diversity has also established an unprecedented unity in Indian culture. Now we will study these various differences in further detail.

Variation at regional level

There is a lot of diversity in India from regional or geographical point of view. It ranges from the Himalayan peaks situated at an altitude of 8000 meters to the flat plains in the south. There are many types of land areas – islands, tropical forests, hot deserts, high deserts and large deltas etc. It has the mountainous region of the north, the plateau of the south, the desert of Rajasthan and also the Ganga-Indus plain and the coastal plain of the sea. For this reason, diversity is also found in the climate here. But the residents here continue to experience unity despite living apart among themselves. Whenever there has been a chance of contact and war with other cultures, the residents of the country have always considered themselves one.

This geographical unity prevalent in Indian culture has been linked to the feeling of Indians towards their country since ancient times. ‘Matribhumi’ has been revered as the mother goddess. Evidence of this is also found in the cultural traditions of Hindus. Every person performing religious puja starts the puja by taking his name and Gotra from ‘Bharatkhande Jambudweep’ etc. i.e. he declares that I, a person named so and so, a resident of India in Jambudweep, is performing this rites. Similarly, during the morning puja every day, the names of five sacred rivers are taken – Indus, Saraswati, Ganga-Yamuna, Narmada and Kaveri. Even in Ramayana, Lord Rama has said that mother’s birthplace is greater than heaven. This shows that Indians already have the map of India in their minds and they are proud to be its descendants, consider themselves blessed by applying its dust on their forehead. The great emperor Akbar had also written on the lofty door of Fatehpur Sikri that if heaven is anywhere, it is here. It seems that Indians were aware of this geographical unity since ancient times. There has never been any poet, litterateur, grammarian, policy maker or politician who considered any part of India as belonging to another country. Even in our oldest epics, the name of this country is found as ‘Bharatvarsha’. It is clearly mentioned in a verse of ‘Vishnupuran’ – “The entire region north of the sea and south of the Himalayas is India and its inhabitants are the children of India.”

linguistic diversity

Language is man’s most powerful medium of expression. Due to natural diversity, there is a difference of language and dialect in this country almost every ten miles. According to the 1991 census, 1652 languages were spoken in the country. Although only 15 languages are mentioned in the Indian Constitution, apart from this, three languages have been recognized in 1992. These 18 languages are used only in government work. At present 22 languages have been recognized. These languages are also not used for literary honors by the Sahitya Akademi. Apart from this, there are many languages and dialects in India, which have some literature, such as Hindi, Awadhi, Bagheli, Bhojpuri, Braj, Bundeli, Chhattisgarhi, Hadoti, Magahi, Malvi, Nimari, Pahari Rajasthani languages and many dialects. Are included. Thus, there is a lot of linguistic diversity in our country and society. According to Irawati Karve, languages of three linguistic families are spoken in Indian society –

(a) Indo-European linguistic family: 78.4 percent people in India speak Aryan language group dialects. It includes languages like Punjabi Hindi, Bihari, Bengali, Assamese, Rajasthani, Gujarati Marathi, Oriya, Kashmiri etc.

(b) Dravidian linguistic family – 20.6 percent people in India speak Dravidian language. It includes languages like Telugu, Kannada, Tamil, Malayalam, Kodagu, Gondi etc.

(c) Austro-Asian linguistic family: It includes languages like Mundari, Yondo, Juang, Bhunia, Santhali, Khasi etc.

social diversity based on religion

There is a lot of religious diversity in Indian society and life. Followers of all the major religions of the world live in India and have been trying to maintain their religious characteristics. For this reason, this society got divided into many classes from the point of view of religion. There are mainly seven religions in India – Hindu, Muslim, Christian, Sikh, Buddhist, Jain and other religions. The percentage of people following these religions is as follows –

Religion	percentage of people
Hindu- Muslim – Christian- Sikh- Buddhist- Jain- Parsiya- Other-	80.46% 13.43% 2.34% 1.87% 0.77% 0.41% 0.06% 0.72%

cultural diversity

It is natural to have cultural diversity in a huge country like India. The geographical environment of this country, religious beliefs, cultural progress, industrial progress, variations in lifestyle etc. are all expressions of its cultural diversity. Cultural diversity in India is visible in many areas like religion, costumes, food, lifestyle, music, dance, folk songs, marriage system and life rituals etc. While the influence of western civilization and culture is highly visible in the metropolitan cities, rural life also has its own Indian culture. Many religious followers are present here. The diversity of their customs, interests and desires also affects their culture. Some castes, communities and sects have personal ethos which have an organic relationship with the elements of the population of the area and according to which the cultural personality of a society also develops. Keeps happening. For example, India is divided into many landmasses and each landmass has its own specialty. Every state has its own culture, like the specialty of the urban culture of Madhya Pradesh is completely different from that of the tribal areas, even though both are residents of the same state, but their lifestyle, food habits, costumes, dialect, behaviour, customs are similar. Variations in etc. can be easily seen. Similarly, under cultural diversity, the reasons for differences in society also include diversity of religious beliefs, caste structure and cultural diversity etc.

caste social diversity

Diversity is also visible on the basis of caste in Indian society. Although this diversity is not due to natural or external reasons but is the result of Hindu culture, it is very important from the point of view of segmental division of social life. Even though the caste system is mainly associated with Hinduism in India, this type of system is also seen in many other religions in the Indian subcontinent, such as Muslim and some Christian groups. Today, in big cities, these caste restrictions have become somewhat loose, but in rural areas, these trends still exist. Generally, the major divisions on the basis of caste are seen as follows –

• Brahmin scholarly community, which included priests, scholars, legal experts, ministers and diplomats.
• Kshatriyas were high and lowly dignitaries or chieftains, including kings, high ranking people, soldiers and administrators.
• Vaishya merchant and artisan community, including merchants, shopkeepers, traders and farm owners.

Subh Rokn Tha service providing species mostly consists of manual and agricultural laborers engaged in non-polluting work.

We see that this caste discrimination is dominating the politics of the country as well. Different unions have been formed. Political parties also use casteism during elections. In the politics of Uttar Pradesh, competition for power can be clearly seen on the basis of casteism.

Tribal diversity

There are many human groups living in India even today who are far away from the effects of modern civilization. These are called tribes or forest tribes. According to the 1991 census, there are 6.78 crore tribal people living in India. Some tribes remain in a primitive state, while some have adopted modern comforts. The language of all these tribes is different, the people are different and the culture is also different. Cultural diversity is found in all these tribes. Their number in the Indian Constitution is 216, but apart from this there are many communities who are living tribal life. There are mainly four major tribes in India whose social environment is quite different from other tribes. This is the beauty of an India where all types of tribes reside and yet maintain unity in humility.

Role of teacher in socialization of children

While other institutions of the society do the socialization of the child, the school also does it. School is an important institution of socialization after family. In school, the teacher socializes the child in the following ways:

1. Transfer of culture

Socialization is very important for transfer of culture. Only when a child learns about culture, customs, beliefs, ideals, beliefs and traditions is he able to adapt socially. It is the job of the teacher to make the child aware of his larger culture.

2. Parent-teacher cooperation

The teacher should take the cooperation of parents to intensify the pace of socialization. He should know about his student’s interests, attitudes, the way he is treated at home, the socio-economic level of the family and the educational level of the parents, only then he will be able to give the students the opportunity to develop as per their personality.

3. Presentation of social ideals

Apart from the classroom, the teacher should present social ideals in the playground, cultural activities, co-curricular activities and school festivals so that socialization of the child happens naturally by imitating them.

4. Establishment of school traditions

Every school has its own ideals and objectives. Apart from this, there are also some traditions by following which students start considering themselves as members of a special class. Only teachers can do the work of establishing these school traditions. For example, teachers can give the students the knowledge that respect for elders is a school tradition and by following it, the student will not only adjust to the school environment but will also be able to adapt to the larger social environment.

5. Group work promotion

Socialization happens naturally by working in a group. Working in a group develops feelings of leadership, cooperation, imitation, humility etc. in the child. Teachers provide opportunities for group work to students through co-curricular activities in school and thus help in socialization.

6. Development of inter-cultural spirit

The school is attended by people from different families with different cultural backgrounds. Teachers inspire students to respect all cultures by giving them knowledge of the diversity of all cultures. This develops inter-cultural feelings in the students or helps in socialization in future.

7. Promote healthy competition

Socialization is based on social relationships only. Competition is also a form of relationships. But competition helps in socialization only when it is healthy. Therefore, teachers should promote healthy competition everywhere in the classroom and in the playground.

8. Healthy human relationships

Healthy human relationships have a deep impact on the socialization of the child. Therefore, the teacher should establish healthy human relationships with other children, teachers and the principal. This will also make the school environment harmonious. By living in that environment the child will definitely be socialized.

9. Ideal personality of a teacher

Teachers in school are the role models for the students. They should present the ideal form of social behavior in the classroom, playground, co-curricular and other co-curricular activities. Due to his basic tendency to imitate, the child imitates the mannerisms, actions, habits and methods of the teacher. Therefore, the teacher should not do any anti-social or inappropriate work or behavior. He should always be alert. He should think before doing any work because his behavior affects the child.

The Indian Constitution was created by a Constituent Assembly, whose president was Dr. Rajendra Prasad. On August 29, 1947, the ‘Drafting Committee’ was formed by the Constituent Assembly under the chairmanship of Dr. Bhimrao Ambedkar. After serious consideration and extensive discussion, it was accepted by the Constituent Assembly on 26 November 1949, which was implemented on 26 January 1950. That is why this national festival is celebrated every year on 26 January as Republic Day. The Indian Constitution was created by the Constituent Assembly in two years, eleven months and eighteen days. The total expenditure on its construction was Rs 6.3 crore. It contains 395 articles and 12 schedules.

Preamble of the Indian Constitution

The main features of the Preamble of the Indian Constitution are as follows

(1) We the people of India

The initial words of the preamble are – ‘We the people of India’. The meaning of these words is that we the people of India have made this Constitution. It has not been imposed on us by any external force. Our Constitution is our own creation.

(2) Fully sovereign democratic republic

‘Completely sovereign’ means that our country is completely independent in both internal and external policy. No other state has the right to interfere in our domestic or foreign affairs. The word ‘democratic’ means that the supreme power of governance lies with the people or the public, the public itself is sovereign. The meaning of the word ‘Republic’ is that the highest official of India, the ‘President’, is elected by the people and is not a king or emperor coming from lineage.

(3) Social, economic and political justice

Under the fundamental rights for social justice in the Indian Constitution, it has been clearly declared that there will be no discrimination against citizens on the basis of religion, race, caste, sex, place of birth, nor will anyone be discriminated against. For economic justice, every citizen of India will be entitled to get work according to his qualities and abilities. For political justice, all citizens will have the right to vote and all persons will be considered equal in the eyes of law.

(4) Freedom of religion and worship

Through the Indian Constitution, every citizen will have the freedom to adopt any religion or method of worship. Our Constitution is based on the principle of tolerance. There will be no discrimination on the basis of religion.

(5) Feeling of brotherhood

The Indian Constitution emphasizes on creating a feeling of fraternity among all Indians, so that the unity and integrity of the nation remains intact. The Indian Constitution provides freedom of expression of ideas except those ideas which spread treason or mutual enmity.

(6) Secularism

India has been declared a secular state in the Preamble of the Indian Constitution, which means that India has no state religion. No matter what religion a person follows, the state will have no objection. The state will neither be religious, nor irreligious, nor anti-religious, but will remain completely separate from religious principles and actions and thus will remain neutral in religious matters.

(7) Socialist state

The Indian Constitution talks about the establishment of a socialist state. Which means that without socialism, political democracy has no meaning, hence the Constitution will provide equal economic opportunities to the countrymen. The state will have control over all the means of production like land, labour, capital and organization and no individual will get the opportunity to earn private profit from the use of these factors.

Meaning and importance of fundamental rights

Those rights which, being fundamental and indispensable for a person’s life, are provided to the citizens by the Constitution and in which there can be justified interference by the state, are called fundamental rights. The fundamental rights of citizens are both the standard and protector of human freedom. These are the pillars of democracy. The Constitution of India is a democratic constitution, hence these rights have been provided to the citizens of the country by it. The importance or usefulness of the fundamental rights provided by the Indian Constitution can be explained in the following points –

(1) Through these rights, protection for the physical, mental, moral and spiritual development of the individual has been provided.

(2) These rights are above the laws passed by the State. They cannot be encroached upon by the legislature or the executive.

(3) The judiciary may take all necessary steps to protect these rights.

(4) These rights help in preventing the establishment of dictatorship of a particular party in the political life of the country.

(5) These rights establish a balance between the increasing interference of the state and the freedom of the individual.

Fundamental rights provided by the Indian Constitution

In the Indian Constitution, the fundamental rights of the citizens were kept in seven categories, but after removing the right to property from these categories of fundamental rights, now the following six types of fundamental rights have been provided to the citizens of India by the Indian Constitution –

(1) Right to equality (Articles 14-18)

(2) Right to freedom (Articles 19-22)

(3) Right against exploitation (Articles 23-24)

(4) Right to religious freedom (Articles 25-28)

(5) Cultural and educational rights (Articles 29-30)

(6) Right to constitutional remedies (Article 32)

(1) Right to equality (Articles 14-18)

Right to equality is one of the important fundamental rights of the Indian Constitution that guarantees equal rights for all regardless of religion, sex, caste, race or place of birth. It ensures equal employment opportunities in the government and insures against discrimination by the State in matters of employment on the basis of caste, religion etc. This right includes abolition of titles as well as untouchability.

(2) Right to freedom (Articles 19-22)

Freedom is one of the most important ideals pursued by any democratic society. The Indian Constitution gives freedom of expression. The right to freedom includes many rights such as:

* Freedom of expression

* Freedom of expression

* Freedom to assemble without arms

* Freedom of association

* Freedom from any kind of contradiction

* Freedom to live in any part of the country

(3) Right against exploitation (Articles 23-24)

This right seeks to prevent human trafficking, forced labor and other forms of forced labour. This also means banning the employment of children in factories etc. This constitution prohibits the employment of children under the age of 14 in hazardous conditions.

(4) Right to religious freedom (Articles 25-28)

This indicates the secular nature of Indian politics. There all religions are given equal respect. There is freedom of conscience, business, conduct and propagation of religion. The state has no official religion. Every person has the right to freely practice his faith and to establish and maintain religious and charitable institutions.

(5) Cultural and educational rights (Articles 29-30)

These rights facilitate religious, cultural and linguistic minorities to preserve their heritage and culture. To ensure the right to start without any discrimination.

(6) Right to constitutional remedies (Article 32)

The Constitution guarantees remedies if the fundamental rights of citizens are violated. The government cannot violate or curb anyone’s rights. When these rights are violated the aggrieved party can approach the court. Citizens can also directly approach the Supreme Court which can issue writs to enforce fundamental rights.

Fundamental duty

In the Indian Constitution, fundamental duties are mentioned in Article 51(a) and Part 4(a). At present the number of fundamental duties in the Indian Constitution is 11. It is the duty of every Indian citizen to follow these fundamental duties. The fundamental duty is to promote the spirit and sovereignty of the nation.

The objective of the fundamental duties is that every citizen of India should have the national interest and the independence and sovereignty of the nation at the forefront of his every work and every goal.

The fundamental duties in the Constitution of India include duties like following the Indian Constitution, respecting the national flag, respecting the national anthem and protecting and taking care of public property.

Creation of fundamental duties

In 1976, Fundamental Duties were included in the Indian Constitution during the 42nd Constitutional Amendment. These fundamental duties have been based on the fundamental duties of the Constitution of the former Soviet Union. These fundamental duties have been formulated on the recommendation of the Sardar Swaran Singh Committee.

Initially the number of fundamental duties was 10 but by the constitutional amendment in 86 of the Indian Constitution, their number was increased from 10 to 11.

So let us know what are our 11 fundamental duties as an Indian citizen –

1 Adhere to the Constitution and respect its ideals, institutions, national flag and national anthem.

2 To cherish and respect the high ideals which inspired our national movement for freedom.

3 Protect and preserve the sovereignty, unity and integrity of India.

4 Protect the country and serve the nation when called upon in case of war etc.

5 To create a spirit of harmony and brotherhood among all the people of India transcending all discrimination based on religion, language and region or class and to abandon such practices which are derogatory to the dignity of women.

6 Understand the importance of the glorious tradition of our composite culture and preserve it.

7 Protect and improve the environment, including forests, lakes, rivers and wild animals, and be compassionate towards living beings.

8 Develop scientific outlook, humanism and the spirit of learning and reform.

9 Protect public property and stay away from violence.

10 Make continuous efforts to move towards excellence in all spheres of individual and collective activities so that the nation is able to touch new heights of ever-growing endeavor and achievement.

11 Provide opportunities for education to your children between the age of 6 to 14 years (this duty was added by the 86th Constitutional Amendment Act, 2002)

Directive Principles of State Policy

Directive Principles of State Policy: Some Directive Principles of State Policy have been described in Chapter IV of the Constitution. These directive principles in the Constitution have been taken from the Constitution of Ireland. There are provisions like Directive Principles of Policy, which do not enjoy the protection of the Court. That means, bound data cannot be given by the court.

The Directive Principles of State Policy are detailed in Articles 36 to 51 of Part IV of the Constitution of India.

The Constitution lays down certain Directive Principles of State Policy which, although not legally justifiable in a court of law, are fundamental to the governance of the country, and it is the duty of the State to implement these principles in making laws. These stipulate that the State shall, as far as possible, establish a social order which includes social, economic and political justice in all the institutions of national life and shall direct public policies in such a way that adequate means of livelihood are provided to all men and women. Equal pay for equal work and within its economic capacity and development, to make effective arrangements for the attainment of the right to work, education and public assistance in the case of unemployment, old age, sickness and other cases requiring incapacitation or disqualification. to help. The State shall endeavor to secure for the workers a living wage, humane conditions of work, a decent standard of living and full participation of workers in the management of industries.

In the economic sphere the State should formulate its policy so as to own and control the distribution of material resources which serve the public interest, and to ensure that the accumulation of wealth and means of production results from the functioning of the economic system. Not to cause public harm. The directive principles of state policy are described as follows-

Social and economic justice

The Directive Principles of Policy direct the State to promote public welfare and establish such a social system in which socio-economic and political justice is ensured to every individual, these are the instructions which were implicit in the Preamble of the Constitution according to which the State Duty to provide socioeconomic and political justice to its citizens.

Economic justice

The Directive Principles of State Policy under Article 39 specifically direct the State to conduct its policy in such a manner that all citizens, male and female, have the right to adequate means of livelihood and ownership of the material wealth of the community. And control should be distributed in such a way that it best serves collective interests.

The purposes for which the State may nationalize the means of production under this section. The economic system should run in such a way that wealth and means of production do not become central to the common good.

There should be equal pay for equal work for both men and women

The health of employees and the tender age of children should not be misused and citizens should not be forced by economic necessity to take up employment which is not suitable for their age and strength.

Children should be given opportunities and facilities for healthy development in a free and dignified environment and children and young persons should be protected from exploitation, morally and economically.

Participation of employees in the management of industries

Article 43 requires the State to take steps to ensure, by appropriate legislation, the participation of employees in the management of undertakings and founders or other organizations engaged in any industry.

Right to work, education and public assistance in certain conditions

Article 41 of the Constitution of India directs the State to secure for every person, within the limits of his capacity and development, the right to work and education and to public assistance in cases of unemployment, old age, sickness, disability and infirmity. The seeker will provide the work.

To provide living wages to laborers and to promote cottage industries

Article 46 requires the State to ensure to its employees working conditions ensuring a living wage, a decent life and its full enjoyment, and social and cultural opportunities, and shall, in particular, endeavor to promote cottage industries in villages. Will do.

Promotion of educational and economic interests of the weaker sections of the society

Article 46 calls for the State to promote with special care the educational and economic interests of the weaker sections of the people, particularly the Scheduled Castes and the Scheduled Tribes, and shall safeguard them from all forms of exploitation and social justice.

Provision for free and compulsory education for children 46th Amendment Act 2002

By this amendment a new article has been placed in place of State Article 45. The article provides that the State shall provide for early childhood care of all children of the age of 6 years to provide opportunities for education.

Efforts to raise the standard of living

Under Article 45, the first duty of the State has been given to make efforts to improve public health, to raise the nutritional level and standard of living of the people and in particular to curb the use of intoxicants and drugs injurious to health. Try to prohibit the use except. To achieve this goal, the NDPS Act 1985 has been enacted by the Parliament of India.

Equal justice and free legal aid

It was added to the Constitution by the 42nd Constitutional Amendment of 1976. Article 39(a) directs the State to ensure that the legal system functions in such a way as to make it accessible to all on the basis of opportunity and in particular to the benefit of any citizen who is entitled to access justice because of economic or any other disability. Do not be deprived of the opportunity and arrange for free legal aid in some other way through appropriate legislation.

Organization of Gram Panchayats

Article 40 of the Constitution of India directs the State to take steps to organize Gram Panchayats and to confer upon them such powers and authorities as may be necessary to enable them to function as units of self-government.

Agriculture and animal husbandry

Article 48 of the Constitution of India directs the State to endeavor to organize agriculture and animal husbandry on modern and scientific systems and shall in particular provide for the testing and improvement of the breeds of both cows and calves and other milch and draft animals and their Will take steps to prohibit slaughter.

Environmental protection and protection of wild animals

Article 48 requires that the State shall endeavor to protect and improve the environment of the country and to protect its wildlife. In the case of MC Mehta vs Union of India, it has been held that under the directive principle of Article 48A, it is the duty of the Central and State Government to take appropriate steps for the protection of the environment. Has the power to give orders to be followed.

National Commission for Protection of Child Rights

NCPCR was constituted as a statutory body in March 2007 under the Commissions for Protection of Child Rights (CPCR) Act, 2005. It is working under the administrative control of the Ministry of Women and Child Development.

The National Commission for Protection of Child Rights (NCPCR) emphasizes the principles of universality and integrity of child rights and officially recognizes the voice of urgency in all child-related policies of the country. For the Commission, the safety of all children in the age group of 0 to 18 years is of equal importance. Therefore, the policy defines priority activities for extremely vulnerable children. This includes concentration on areas that are backward or communities with certain circumstances or children, etc. The NCPCR recognizes that addressing only a few children may result in the exclusion of many vulnerable children who may fall within the defined or targeted categories. In putting this into practice, the task of reaching all children is jeopardized and societal tolerance of child rights violations continues. In fact, this program will also impact the target population. Therefore, it is believed that, by creating a greater environment in the interest of protection of child rights, the children who are targeted emerge and gain confidence in securing their rights.

Similarly, for the Commission, all rights enjoyed by children are seen as mutually-reinforcing and interdependent. Therefore the issue of determining the category of rights does not arise. A child can acquire all the rights upon his 18th year depending on his access to all entitlements since birth. Therefore, policy intervention is considered important at all stages. For the Commission, the rights of all children are of equal importance.

Functions of National Commission for Protection of Child Rights

The functions of the Commission in this Act are as follows:

1. The Commission will protect child rights.
2. To investigate and review the protection of child rights provided or under any law at a particular time and to recommend measures for their effective implementation.
3. To submit to the Central Government annually or as the Commission thinks fit, reports on the working of those security provisions.
4. To investigate violations of child rights and recommend initiation of action in such cases.
5. To examine the factors that lead to deprivation of rights of children affected by terrorism, communal violence, riots, natural disasters, domestic violence, HIV/AIDS, prostitution, abuse, harassment and exploitation, pornography and prostitution and to provide appropriate remedial measures. Recommend measures.
6. To deal with cases involving children in need of special care and protection, including children in distress, marginalized children, disadvantaged children, children in labor, adolescents, children without families and children of prisoners, including Also recommending appropriate remedial steps for them.
7. To study conventions and other international documents and to review from time to time the existing policies, programs and other activities on child rights and to make recommendations for their effective implementation in the interest of children.
8. To conduct research in the field of child rights.
9. To spread child rights literacy in various sectors of the society and to spread awareness about the protection provisions available for these rights through publications, media seminars and other means.
10. Any juvenile detention home or any other residence or institution where children are kept or detained for treatment, reformation or protection, whether under the Central Government or a State Government or under any other authority, including any social To investigate or order the investigation of such institutions, including institutions run by the organization and, if necessary, to take remedial action against such institutions.
11. To investigate complaints and send notices on our behalf in the following cases.
12. Violation and deprivation of child rights.
13. ii. Non-implementation of laws available for the protection and development of children.

14.iii. Non-compliance with policy decisions, guidelines or instructions that mitigate the hardships of children and ensure their welfare, and provide relief to such children or discuss such matters with appropriate authorities.

15. Any other work which it considers necessary for the promotion of the rights of children, and such matters as may become known to it for the above purposes.

Powers of National Commission for Protection of Child Rights

While investigating any case, the Commission will have all the powers of a civil court under the Code of Civil Procedure 1908 and in particular in the following cases –

1. To issue summons to any person from any part of India and ask him to appear and examine him on oath.
2. Expressing the need to search for and produce a document.
3. Obtaining evidence on affidavits.
4. To demand any public record or its copy from any court office.
5. To order the formation of commissions to examine witnesses or documents.
6. To send cases to magistrates who have judicial authority to hear them.

Right to Education

After attaining independence, the members of the Constituent Assembly which was formed to frame the Constitution of independent India were freedom fighters who had spent precious years of their lives in jail cells, who had made many sacrifices to achieve independence. Had made sacrifices and renunciations. He sincerely wanted that through the Constitution, the people of India should get all the rights, facilities and opportunities which are necessary for their progress and development, but at that time the economic condition of independent India was very pathetic and it was not possible that the country’s Children, women, backward classes, Dalits, tribes etc. should get all those facilities in the form of constitutional rights, for which huge amount of money was required. Therefore, the framers of the Constitution made provision for fundamental rights in the Constitution for the development and security of life of the citizens, physically, mentally, morally, spiritually etc., which were placed above the laws passed by the state and it was provisioned that they should not be violated by the legislature or the executive. Cannot be encroached upon. If this is done then the person can go to court to protect them. The framers of the Constitution mentioned the Directive Principles of Policy in the Constitution for matters related to citizens’ health, education, employment, agriculture, cottage industries, economic security, etc.

This is very important for the establishment of a public welfare state in the country. Under these directive principles, Article 45 of the Constitution states that “The State shall, within a period of ten years from the coming into force of the Constitution, make arrangements to provide free and compulsory education to children up to the age of fourteen years.”

In 2002, by the 86th Constitutional Amendment, a new Article 21(A) was added to the Constitution, which stated that-

“The State shall provide for free and compulsory education to all children of the age of 6 to 14 years in such manner as the State may determine by law.”

In this way education was made the fundamental right of children. Along with this, by the same 86th Constitutional Amendment, a new fundamental duty 51 (A) was added to the fundamental duties mentioned in Part 4 (A) of the Constitution, in which it was said that –

“Parents or guardians should provide opportunities for education to children or their dependents between the age of 6 to 14 years.”

To make it more effective, in the light of the above paragraph, the Government of India presented the Right to Education Bill in the Parliament. After it was passed by both Houses of Parliament—the Lok Sabha and the Rajya Sabha—the President signed the bill into law on August 26, 2009. It is known as “Right of Children to Free and Compulsory Education Act-2009”. In short it is called “Right to Education Act-2009”. Government has implemented this ‘Right to Education Act-2009’ in the entire country from April 1, 2010.

Features of Right to Education Act-2009

(1) Right to free and compulsory education

Every child between the age of 6 to 14 years has the right to compulsory primary education. This education of the child will be completely free. No fees or other expenses will be charged from the child, which may create any kind of hindrance in his getting education.

(2) Special arrangements for children who do not get admission or complete primary education.

If a child is not able to take admission in a school at the age of 6 years, then he can get admission in the class according to his age even later. If he is not able to complete his primary education by the prescribed age of 14 years, he can complete his studies even after that.

(3) Transfer to other schools

If there is no provision for completing primary education in any school, then the child has the right to take transfer to any other school. Due to some other reason also the child can take transfer from one school to another. In such a situation, the school head will have to issue the transfer certificate immediately.

(4) Responsibility of establishing school

In those places where there are no schools, it will be the responsibility of the state government and its officials to establish schools within a period of three years from the implementation of the Act.

(5) Financial and other responsibilities

To fulfill this Act, the Central and State Governments will jointly arrange necessary funds. The Central Government will prepare an estimate of the expenses to be incurred on this and will provide necessary resources and technical assistance to the State Governments.

(6) Responsibility of state governments

It will be the responsibility of the state governments to ensure that every child between the age of 6 to 14 years gets free and compulsory education and there is no discrimination against the children of weaker and deprived sections. State governments will ensure availability of infrastructure including school buildings, teachers, teaching materials and will make arrangements to provide quality education to children and effective training for teachers.

(7) Responsibilities of local authorities

Local authorities will work for the spread of free and compulsory education while discharging all the responsibilities of the state government, and will open schools in those areas where there are no schools. Will keep records of children aged between 6 years to 14 years, look after the arrangements of schools and prepare educational calendar.

(8) Responsibility of parents and guardians

It will be the responsibility of every parent and guardian to enroll their children in school between 6 years to 14 years.

(9) Proof of age for admission

No child will be refused admission in school due to lack of date of birth certificate.

(10) No denial of admission even after the admission date.

Even after the admission date has passed, the school will not refuse admission to any child.

(11) Prohibition of detention and expulsion

The school will neither stop any child from attending any class nor will he be expelled from the school.

(12) Prohibition of physical punishment and mental torture

No child will be given physical punishment nor will he be given mental torture in the school.

Sarva Shiksha Abhiyan

Article 45 of the Indian Constitution states that the State shall, within ten years from the coming into force of this Constitution, make arrangements for free and compulsory education for all children up to the age of fourteen years. To achieve this goal, the Central and State Governments made many efforts. Kothari Commission emphasized equality of educational opportunities and drew the attention of the government towards the education of boys and girls belonging to backward classes, scheduled castes, tribes, minorities.

On the basis of the decisions taken in the conference of education ministers of the states held in October 1998, ‘Sarva Shiksha Abhiyan’ scheme was developed, in which the target was set to provide primary education to all boys and girls. It was accepted in November 2000. Sarva Shiksha Abhiyan is a very important program for universalization of elementary education.

Nature of Sarva Shiksha Abhiyan

• Universalization of elementary education
• Time bound program
• Quality education
• Proposal for social justice
• Establishment of national unity
• community involvement
• Cooperation at central and state level
• Value based education

Features of Sarva Shiksha Abhiyan

(1) Right to elementary education.

(2) Essentiality of public participation.

(3) Micro planning for teaching according to the mental learning level of each child.

(4) Identifying the problems of the geographical/social environment at the school/village/ward level, strengthening the village/ward education committees to solve them, and making efforts to solve the problems at the local level.

(5) Construction/reconstruction of new school buildings and construction of classrooms through village/ward education committees.

Objectives of Sarva Shiksha Abhiyan

Children aged 6-14 years-

• Take admission in school/education guarantee scheme/bridge course till 2003.
• By 2007, all children should complete five years of primary education.
• By 2010, all children should complete primary education up to class eight.
• To emphasize on quality primary education with emphasis on education for life.
• To eliminate social inequality and discrimination among all boys and girls at primary education level by 2007 and at upper primary education level by 2010.
• To make education universal by 2010.

Proposed criteria for achieving the goals of Sarva Shiksha Abhiyan

(1) School establishment

primary school

For the establishment of a primary school, settlements with a population of 300 and located outside the radius of 1.5 km from the council school will be considered unserved.

upper primary school

For establishment of upper primary school, settlements having population of 800 and located outside the radius of 3.0 km from council upper primary school/aided/subsidized school will be considered unserved.

(2) Class room

Availability of minimum one room per class based on student strength.

(3) Alternative education

Establishment of centers for alternative education for children of underserved settlements who do not meet the standards for setting up schools.

(4) Teacher student ratio

Assurance of minimum two teachers at the school level and adequate availability depending on the number of students.

(5) Text books

To provide free text books to all the boys and girls of Scheduled and Scheduled Tribe category from class one to class eight.

(6) Teaching learning tools

To provide funds as per school level for newly constructed schools in unserved settlements.

(7) Teacher training

Arrangement of training for teachers as per requirement to improve teaching-learning achievement.

(8) Girls education

Providing innovative activities for girl education, early child care and education, bridge courses for Scheduled Caste girls, computer education.

(9) Strengthening at block and Nyaya Panchayat level

To do micro planning at block and Nyaya Panchayat level to help in solving the problems of availability of resources in schools.

(10) Enrollment in schools

To conduct micro planning by conducting family survey to increase enrollment in schools.

Measures for qualitative improvement in the classroom

• Teaching based on child psychology
• Motivation towards teaching and knowledge of subject matter among teachers.
• School level support by community
• Creation and use of teaching materials by teachers
• Basic development of children.

Components or schemes of Sarva Shiksha Abhiyan

Initially this campaign was run independently; But later all those programs and schemes which were being run for the spread and development of primary education were added to it. These schemes are as follows-

(1) Education Guarantee Scheme

In unserved settlements where it is not possible to establish a standard primary school, an Education Guarantee Center is established for a minimum of 25 children to provide education to children in the age group of 6-8 years. At these centres, children are admitted to school after passing classes 1-2. According to the Right to Education Act 2009, a provision has been made to convert them into primary schools.

(2) Alternative Education Center

Alternative education centers are opened in settlements where the number of working children in the age group of 9-14 is at least 25. In these centres, study time is fixed as per the convenience of the children. In these centres, children are given education up to class 5.

(3) Non-residential bridge courses

A bridge course has been arranged to reconnect those children who drop out of school with formal education. These courses are conducted at the Nyaya Panchayat level. In these courses, education from class one to three is completed in six months and admission is given in school.

(4) Operation Blackboard Scheme

In 2003, Operation Blackboard scheme was also made a component of Sarva Shiksha Abhiyan. A separate budget provision is made for this scheme. Through this, the infrastructure of primary and upper primary schools is being improved. Till 2014-15, about 90 percent primary and 80 percent upper primary schools have been benefited from this scheme.

(5) District Primary Education Program

This program was started in 1994 and in 2009 it was also linked to the Sarva Shiksha Abhiyan. There is a separate budget provision for this also. This program is being run in educationally backward districts.

(6) Mid Day Meal Scheme

This scheme was started on August 15, 1995 and in 2007 it was also linked to the Sarva Shiksha Abhiyan. There is a separate budget provision for this also. By 2014-15, this scheme had been implemented in 11.58 lakh primary and upper primary schools and education guarantee centers and 10-45 crore boys and girls were benefiting from it.

(7) Kasturba Gandhi Girls School Scheme

This scheme for the development of girls’ education was started in July 2004 and in 2007 it was also linked to the Sarva Shiksha Abhiyan. There is a separate budget provision for this also. At present the Central and State Governments are spending on this scheme in the ratio of 50:50. By 2014-15, 3,593 Kasturba Gandhi Girls Schools had been opened in the country.

Special provisions under Sarva Shiksha Abhiyan

(1) For children with special needs (disabled), their disability is detected by conducting a health test in the school, so that those children can be given education on the basis of special needs.

(2) To pay attention to girls, especially to girls belonging to Scheduled Caste/Tribe and minority groups. To pay special attention to experimental projects related to girls’ education.

(3) To make efforts to increase and maintain the enrollment in education of Scheduled Caste/Tribe children.

Role of teachers in the context of universal and inclusive education

The word Sarvabhumikaran is used in Hindi for Universalization. Some people also use words like universalization, universalization and universalization etc. for this. Universalization of education means making education accessible to the general public i.e. providing opportunities to everyone to get education irrespective of differences in caste, colour, religion, gender or ability.

Universalization of education to develop national outlook, to eliminate communalism, to make democracy successful, to create political awareness, to establish social equality and social justice, to create feelings of national unity and emotional unity. It is necessary to develop and develop a sense of dedication to the society and the nation by rising above our petty and narrow interests.

In the 19th century, psychologists said that there are individual differences in children and due to this difference, there are huge differences in their abilities, capabilities and needs, hence there should be differences in the system of their education. Inclusion is broadly considered as a reform that respects the differences of learners. In which all the children of one education level are provided education together without any discrimination.

The role of teacher is very important in universal and inclusive education. The responsibility of the teacher is to provide education to the children as well as to guide them. Therefore, he should be competent, efficient, skilled, hard-working, disciplined, hard-working, dutiful and humorous. The important role of a teacher can be explained in the following points –

(1) The teacher should make proper arrangements for teaching according to the needs of different types of children.

(2) The teacher should not keep the number of children in the class more than fifteen-twenty.

(3) Teachers should identify children with special needs and understand their needs well.

(4) The teacher should carefully arrange the seats for children in an inclusive class. Seats should be allotted to disabled children in such a way that they do not face any problem in walking and getting up and down from their seats. Hearing impaired, visually impaired and orthopedically handicapped children should be made to sit in the front seats. The remaining children should be seated according to their height.

(5) The teacher should make normal and special children sit nearby so that they can cooperate with each other.

(6) The teacher should get active cooperation from all the children in his teaching.

(7) The teacher should treat all children equally. Everyone’s cooperation should be taken in the teaching-learning process.

(8) The teacher should immediately solve the problems of all the children, only then the teaching-learning process will run smoothly and the children will take interest in studies.

(9) The teacher should treat all children—normal and handicapped—with love, goodwill, sympathy and co-operation so that the children see in them the image of their parents.

(10) Teachers should be in constant touch with parents, guardians and community regarding inclusive schools, inclusive classes, teaching, learning activities and students and should get their active support.

Rastriya Madhyamik Shiksha Abhiyan

The scheme was launched in March, 2009 with the objective of increasing access to secondary education and improving its quality. The implementation of the scheme started from 2009-10. It is envisaged to achieve an enrollment rate of 52.26% to 75% in 2005-06 in the secondary phase of implementation of the scheme by providing a secondary school within a reasonable distance of any habitation. Other objectives include improving the quality of education provided at the secondary level by aligning all secondary schools with prescribed norms, removing gender, socio-economic and disability barriers, achieving secondary level education by the end of class 12 by 2017. This includes providing universal access to. year plan and achieving universal retention by 2020.

The important physical facilities provided under the scheme are

(i) Additional class room,

(ii) laboratories,

(iii) Library,

(iv) Arts and Crafts Room,

(v) toilet block,

(vi) Drinking water provision and

(vii) Residential hostels for teachers in remote areas.

The Rashtriya Madhyamik Shiksha Abhiyan (RMSA), established by the government to provide elementary education to millions of children, has been successful to a great extent and has created a need to strengthen the secondary education infrastructure across the country.

According to the Ministry of Human Resource Development – “With the successful implementation of Sarva Shiksha Abhiyan, a large number of students are passing upper primary classes and are generating tremendous demand for secondary education.”

Main objective of Rastriya Madhyamik Shiksha Abhiya

(1) To ensure that all secondary schools have physical facilities, staff and function at least as per the standards suggested in the case of local government/bodies and government aided schools, and in accordance with appropriate regulatory mechanisms in the case of other schools. yes,

(2) To provide access to secondary school level education to all youth as per norms – by providing close proximity (e.g. secondary schools within 5 Kms and higher secondary schools within 7-10 Kms) / provision of efficient and safe transport / residential facilities , according to local conditions, including free schooling. But in hilly and inaccessible areas, these rules can be relaxed to some extent. Preference can be given to setting up residential schools in such areas.

(3) To ensure that no child is deprived of quality secondary education because of gender, socio-economic, disability or other barriers,

(4) To improve the standard of secondary education, resulting in increased intellectual, social and cultural learning,

(5) To ensure that all students pursuing secondary education receive good quality education,

(6) The achievement of the above objectives will, inter alia, represent significant progress towards the common school system.

(7) To remove gender, socio-economic and disability related barriers.

(8) The scheme envisages achieving a gross enrollment ratio of 52.26% to 75% in 2005-06 for classes IX-X within 5 years of implementation, by providing a secondary school within a reasonable distance of any habitation .

Rastriya Uttchatar Shiksha Abhiyan

Rashtriya Uttchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS), launched in 2013, which aims to provide strategic funding to eligible state higher educational institutions. Central funding (in the ratio of 60:40 for general category states, 90:10 for special category states and 100% for Union Territories) will be norm based and outcome dependent. Funding will flow from the Central Ministry through State Governments/Union Territories to State Higher Education Councils before reaching the identified institutions. Funding to states will be based on a critical appraisal of state higher education plans, which will describe each state’s strategy to address issues of equity, access and excellence in higher education.

Objectives of Rastriya Uttchatar Shiksha Abhiyan

(1) Improve the overall quality of State institutions by ensuring conformity to prescribed norms and standards and adopt accreditation as a mandatory quality assurance framework.

(2) Transformative reforms were initiated in the state higher education system by creating a convenient institutional structure for planning and monitoring at the state level, promoting autonomy in state universities and improving governance in the institutions.

(3) Ensure improvement in affiliation, educational and examination system.

(4) Ensure adequate availability of quality faculty in all higher educational institutions and ensure capacity building at all levels of employment.

(5) Create an enabling environment in higher educational institutions to be dedicated to research and innovations.

(6) Expand the institutional base by creating additional capacity in existing institutions and setting up new institutions to achieve enrollment targets.

(7) To correct regional imbalances in access to higher education by setting up institutions in unserved and underserved areas.

(8) To improve equity in higher education by providing adequate opportunities for higher education to the Scheduled Castes/Scheduled Tribes and socially and educationally backward classes; Promote inclusion of women, minorities and persons with disabilities.

RUSS will create new universities through upgradation of existing autonomous colleges and conversion of colleges into a cluster. It will create new model degree colleges, new professional colleges and provide infrastructural support to universities and colleges. Faculty recruitment assistance, faculty improvement programs, and leadership development of educational administrators are also an important part of the plan. The existing central scheme of polytechnics to enhance skill development has been subsumed into RUSA. A separate component to link vocational education with higher education has also been included in RUSA. Apart from these, RUSA also supports reform, restructuring and capacity building of institutions in the participating state.

The following are the primary components of RUSA that cover key action and funding areas that should be pursued to achieve the goals:

1. Upgradation of existing autonomous colleges into universities
2. Converting colleges into cluster universities
3. Infrastructure grants to universities
4. New Model College (General)
5. Upgrading existing degree colleges to model colleges
6. New Colleges (Vocational)
7. Infrastructure grants to colleges
8. Research, Innovation and Quality Improvement
9. Equity Initiative
10. Faculty Recruitment Assistance
11. Faculty Improvement
12. Commercialization of higher education
13. Leadership Development of Educational Administrators
14. Institutional restructuring and reforms
15. Capacity building and preparation, data collection and planning

Funding process of Rastriya Uttchatar Shiksha Abhiyan

RUSA is provided by the Union Ministry of Human Resource Development directly to the State and Union Territory Governments. Funds are distributed to individual institutions from the state/UT budget. Funding to states for higher education schemes will be based on critical appraisal of state schemes. The funds from the Central Government will be 60% of the total grant, and 40% will be contributed as equal share by the State/UT.

Modern education of India after independence

India’s ancient culture and education system have been extremely glorious. Many sages, sages, saints, thinkers and philosophers have lived here from time to time. Who has created many books and creations through his knowledge. Vedas and Upanishads are considered to be one of the oldest texts in the world, from which it is known that even in ancient times, there was a lot of dissemination of knowledge in India. Gurukuls were considered the main centers of study at that time. Which with time took the form of school and college. Even in the history of Central India, there used to be many colleges like Nalanda, Takshashila, Jagaddal which were considered major centers of higher education. Where students from abroad also came to get education.

With time there have been changes in the education system of India. At that time India was also divided into many princely states. Due to which whoever was in power in India would run the governance system and education system according to his own rules. After the end of Mughal rule in India, the British took India under their control in 1830 and ruled India for about 117 years. Even during the British period, there were many changes in the education system of India. Lord Macaulay is considered the father of modern education.

What is modern education?

The journey of modern education in India has developed under many periods, which include the ancient period, medieval period, colonial period and since the independence of India, the development of higher education continues till today.

Modern education generally includes vocational, technical education and skill development education etc. which is given to any student after his secondary education. This type of education is provided by institutions like universities, vocational colleges and institutes of technology. Higher education helps in understanding social, economic, cultural, moral and spiritual subjects. Through which a student gets knowledge of all the major areas. Apart from this, higher education provides students with knowledge of all subjects as well as vocational and technical education so that they can contribute to the progress of the country.

meaning of modern education

By promoting research in modern education, the aim is to create skilled personalities in major sectors like education, science, arts, agriculture, technology and medicine in the country. The country’s first Prime Minister, Pandit Jawahar Lal Nehru, while explaining the importance of modern education, had said that “the responsibility of the university is to develop humanity, tolerance, logic, ideas and search for truth.” Higher education is provided with the aim of promoting the development of social and economic sectors.

What are the characteristics of modern education?

The form of the present education system has changed significantly from the nature and objectives of the traditional education system. The nature of modern education can be understood on the basis of some of its major characteristics, such as-

(1) The modern education system in India was introduced by the British colonialists in the year 1830. In which English language was given priority for education. Lord Thomas Macaulay had made many major changes in the education policies of India, hence he is considered the father of modern education.

(2) If we talk about the education policy of the British period, education was started for the first time through class rooms. In which subjects like Maths, Science, and Technology were given maximum priority and subjects like Philosophy, Metaphysics, Ethics and Moral Values were not given much attention.

(3) After India’s independence, basic education was made compulsory for children in the age group of 6 to 14 years and schools and colleges were built all over the country.

(4) India’s modern age education system in the 21st century has evolved from online education to skill development courses, digital learning platforms, grading systems as well as the use of education technology in classrooms and a new education policy with the introduction of a New schemes have been formed for this.

What is modern education policy?

Many changes have also been seen in India’s education policies from time to time. Where after the year 1947, many such policies were made by the government which led to progress in the field of education. Due to which, due to its modern education system and continuous development in every field, India is rapidly moving on the path from a developing country to a developed country.

When India got independence in the year 1947, after one year in the year 1948, the country’s first Education Commission was established. Whose first president was Dr. Sarvepalli Radhakrishnan. The main objective of forming this commission was to set a direction as to what India’s higher education should be like. Which is known as ‘University Education Commission’. Similarly, many commissions were formed in India for education policies which are as follows:

(1) University Education Commission (1948)

(2) Secondary Education Commission (1952)

(3) Kothari Commission (1964-1966)

(4) National Policy Education (1968)

(5) Draft National Policy on Education (1979)

(6) National Policy Education (1986)

(7) National Policy Education (1992)

(8) Sarva Shiksha Abhiyan (2000)

(9) Right to Education Act (2009)

(10) National Policy Education (2020)

multilingual education

Multilingualism is the ability to speak, understand, read, and write more than one language. This may be an individual or social capability, depending on whether an individual or community uses more than one language. Multilingualism can be classified into different types, such as additive or subtractive, balanced or dominant, sequential or simultaneous—depending on whether the languages are Importance is given along with how to consume and use. Language is a powerful means of communication, learning and cultural expression. It is also a major aspect of human development and identity. However, in a diverse and multilingual country like India, language can also pose significant challenges to education.

Importance of multilingualism

(1) Cognitive development

Research shows that learning more than one language can boost brain functions, such as memory, attention, problem-solving, and creativity.

It can also improve ‘metalinguistic awareness’, which is the ability to think critically about language structures and rules and use them skillfully.

(2) More communication skills

Development of multilingualism improves communication skills of students. Having knowledge of many languages makes it easier to communicate and with this a student can easily communicate with others and can achieve proficiency in communication.

(3) Higher linguistic understanding

Having students’ knowledge of multiple languages increases their intellectual abilities. They have knowledge of different languages which definitely benefits them in any future work. Having knowledge of multilingual not only improves understanding of language but also develops personality.

(4) Excellent managerial practice

Having knowledge of multiple languages not only increases intellectual ability but also other working abilities of the students. In which he works in an excellent manner and also achieves proficiency in their management.

(5) Promoting cultural diversity

In the process of learning different languages, students can become exposed to different cultures, viewpoints and values. It can also help them develop intercultural competence, which is the ability to communicate effectively and appropriately with people from diverse backgrounds.

With over 22 officially recognized languages and hundreds of sub-languages/dialects (each of which has its own unique cultural and historical significance), language is an important aspect of our identity.

(6) Conservation of linguistic diversity

Multilingual education can help in preserving and reviving India’s linguistic diversity and heritage.

It can also promote the linguistic rights and respect of people of different languages, especially those who are marginalized.

(7) Strengthening national unity

Multilingual education can promote mutual understanding and respect between people of different languages and different cultures.

It can also enhance social unity and harmony among diverse population groups in India.

(8) Adapting to one’s environment

Since students have knowledge of many languages, they try to adapt themselves to their environment. The student always tries to bring about qualitative changes in himself so that he can increase his working abilities.

(9) Increase in work efficiency by learning additional languages

If a student learns multiple languages, then the working capacity of the students also increases due to learning of multiple languages.

(10) Efficient multifunctionality

Multilingualism gives students the ability to do many tasks and they are able to do other tasks simultaneously with great ease. Many times people have to do many tasks simultaneously, so this proficiency can be achieved through multilingualism.

(11) More career opportunities

Multilingualism increases the vocational options of students. Due to his knowledge of multiple languages, he has professional options from which he can choose the option that suits him. So in this way this power exists in multilingualism.

Major challenges associated with multilingualism in education.

(1) Lack of resources

Implementing multilingual education will require adequate resources such as trained teachers, appropriate curriculum, quality textbooks, assessment tools and digital platforms.

However, many schools, especially in rural and remote areas, lack these resources.

(2) Lack of qualified teachers

One of the challenges of multilingualism is the shortage of qualified teachers who can teach in different languages. Becoming fluent in multiple dialects and cultures requires a lot of effort, which not everyone can afford in terms of time and money. Although being bilingual is considered a valuable skill, it does not necessarily translate into expertise in a particular field.

(3) Lack of awareness

A large number of parents, teachers, students and policy-makers are not aware of the benefits of multilingual education.

They may be victims of misunderstandings or prejudices about certain languages or dialects.

They may also prefer English as the medium of instruction, where they believe it will provide better opportunities for their children’s future.

(4) Assessment and evaluation

Developing fair and standardized assessment methods across different languages may prove difficult.

Ensuring fair and consistent assessment of students when using multiple languages can prove challenging.

(5) Transition to higher education and employment

While multilingual education may be effective at the primary level, progressing to higher education or the job market may require proficiency in a more widely spoken language, which could be potentially detrimental to those students. Who have been educated in their mother tongue.

trilingual formula

The objective of the three language formula is to bring national unity by bridging the linguistic gap between the states. However, it is not the only option available to integrate India’s ethnic diversity. States like Tamil Nadu with their language policy have not only succeeded in raising the education standard level but also promoted national integration without adopting the three language formula. Therefore, providing states autonomy in language policy appears to be a far more viable option than implementing the three language formula uniformly across India.

The new education policy is in line with the ‘Agenda 2030’ for Sustainable Development and aims to transform India into a vibrant knowledge-based society and global superpower by making school and college education more holistic and flexible to suit the needs of the 21st century. To bring out the inherent unique abilities. In the National Education Policy-2020, it was decided to emphasize on ‘three-language formula’ to promote multilingualism and national unity.

trilingual background

(1) ‘Three-language formula’ refers to the three languages Hindi, English and the regional language of the respective states.

(2) Although teaching in Hindi language throughout the country was part of a long-standing system, it was first classified as an official document in the National Policy on Education, 1968.

(3) The three-language formula is not a new topic, rather its discussion had started after independence with the report of the Radhakrishnan Commission (1948-49) constituted for suggestions related to university education. In which arrangements for education in three languages were advised. The Commission said that regional language, Hindi language and English language should be taught at the secondary level.

(4) After this, in the year 1955, Secondary Education Commission was formed under the leadership of Dr. Laxman Swami Mudaliar, which gave the bilingual formula of study of Hindi along with the regional language and proposed to make English and any other language as an alternative language.

(5) On the recommendation of Kothari Commission, ‘Three-Language Formula’ was accepted in the National Education Policy, 1968 but it could not be brought to the ground.

What is the three-language formula?

(1) First language: It will be mother tongue or regional language.

(2) Second language: In Hindi speaking states it will be another modern Indian language or English. In non-Hindi speaking states it will be Hindi or English.

(3) Third language: In Hindi speaking states it will be English or a modern Indian language. In a non-Hindi speaking state it will be English or a modern Indian language.

Need for three-language formula

(1) According to the National Education Policy, 2020, language learning is an important part of a child’s cognitive development. Its primary objective is to promote multilingualism and national harmony.

(2) The objective of the three-language formula is to eliminate the language difference between Hindi and non-Hindi speaking states.

(3) It included the study of a modern Indian language, preferably one of the South Indian languages other than Hindi and English in Hindi-speaking states.

(4) In non-Hindi speaking states, Hindi language was to be studied along with regional languages and English language.

Kothari Commission, 1964-66

On this basis, on July 14, 1964, a new commission was appointed by the Government of India in the name of ‘Education Commission’ for the development of all aspects of education at all levels and to give advice regarding the national system of education and general principles and policies. to be done.

Dr. Daulat Singh Kothari, Chairman of the University Grants Commission, was made the Chairman of this Education Commission. This commission is also called Kothari Commission after his name. Many Indian and foreign educationists were included among the members of this commission.

The purpose of the appointment of the Commission was to give suggestions for such reforms in the education system of the country, so that the education system can prove useful according to the changed circumstances and needs of the country.

Report of the Commission

The Commission started its work from October 2, 1964. The Commission visited all the states and some union territories and inspected many universities, colleges and schools and exchanged views with educationists, education administrators, teachers and students. The Commission interacted with many scientists, industrialists and people interested in the field of education, held discussions with the President, Vice President, Prime Minister, Education Minister, Chief Ministers of states and other ministers, secretaries, members of Parliament etc. and discussed the issues of education. Written evidence, comments, memoranda and answers to questionnaires were obtained to seek general opinion and suggestions. The Commission appointed 12 task forces and 7 study groups to complete its entire work. More than Rs 15 lakh was spent on the commission. After almost two years of hard work, the Commission presented its report to the then Education Minister Shri M.C. Chagla on 29 June 1966.

Important objectives of Kothari Commission

Some of the important objectives behind the establishment of Kothari Commission are listed below.

(1) To provide policies and guidelines for the development of education in India.

(2) To find and develop a common pattern of education in India

(3) To examine every aspect of the Indian education sector.

(4) Although the Kothari Commission was set up to review the entire education sector, two important areas were left out of its scope – they were legal education and medical education.

Recommendations and Suggestions of the Kothari Commission

(1) Education and national objectives

The Commission felt that education should be related to the lives, needs and aspirations of the people, so that national goals can be achieved through social, economic and cultural development. To fulfill this, the Commission suggested the following five-point program:

(1) Education should be related to productivity.

(2) Social and national unity should be achieved through education programs.

(3) The roots of democracy should be strengthened through education.

(4) Education should develop social, moral and spiritual values and beliefs.

(5) Society should be modernized through education through curiosity, ideology and constructive beliefs.

(2) Education and productivity

Science education should be made a part of school curriculum and ultimately it should be included in all the curriculum at the university level also. Special place should be given to work experience in the field of technology education and industrialization and science should be used for agriculture and other production processes.

(3) Social and national unity

Establishment of ‘Common Schools’ should be considered as a national goal for the education of the general public. These schools should be open to all without any discrimination based on caste, colour, religion, sect, color, economic or social status. There should be a system of free education in these schools and their educational level should be high.

(4) Strengthening of education and democracy

Good arrangements should be made for compulsory and free education for all children up to 14 years of age. Adult education programs should be arranged not only for the eradication of illiteracy but also for developing social and national consciousness among the citizens and raising their cultural level.

(5) Development of social, moral and spiritual beliefs

Social and spiritual beliefs should be spread in all types of schools on the basis of the suggestions of the University Education Commission and the Religious and Moral Education Committee.

(6) Modernization of education

In the present times, there has been a lot of dissemination and exchange of knowledge due to which rapid changes have taken place in the society. Education has to keep up with this change of society, hence there is a need that our education should change and develop with modernization and through this appropriate attitudes and beliefs should be developed.

(7) Status of teachers

The Commission said that inspirational and continuous efforts are necessary to improve the economic, social and professional level of teachers and to inspire future talented youth towards this profession.

(8) Education of teachers

According to the Commission, it is very important to make the education of teachers effective to bring about a revolution in teaching and to raise the standard of teaching. In the words of the Commission – “For the qualitative advancement of education, a concrete program of professional education of teachers is essential.”

(9) Extension of school education

The Commission gave several suggestions for spreading education at all three levels of school education – pre-primary, primary and secondary.

(10) Equal opportunities

The Commission gave suggestions to remove the inequalities prevailing in the Indian society and to provide equality of educational opportunities to all.

(11) Tree Language and study of languages

The Commission presented three linguistic formulas through which education should be provided through multilingualism at different educational levels.

(12) School curriculum

The Commission felt that due to the rapid development in the field of knowledge and redefinition of the basic concepts of science, the curriculum of education in the present schools is inadequate, hence there is a great need to improve it.

(13) Teaching Methods Guidance and Evaluation

The Commission felt that the main reason for today’s school education being unattractive, passive and uninspiring is the conservatism and rigidity of the education system and the administration not implementing new ideologies and methods of education in schools. The commission gave suggestions for improving the education system.

Guidance and counseling should be considered an integral part of education and it should be arranged for all students.

Similarly, the evaluation system should also be improved which is in harmony with modernity and is better from the point of view of student improvement.

(14) Higher education

Higher education should be based on searching for new knowledge and interpretation of ancient knowledge and concepts and on new needs and discoveries.

(15) Agricultural education

The Commission has talked about the spread of agricultural education in which at least one agricultural university must be established in every state.

(16) Science education

In view of the immense importance of science and technology in the modern era, they should be made an integral part of the education system. To raise the level of science and mathematics education, many higher study centers should be established. Very qualified teachers should be appointed in these centres.

(17) Adult education

The Commission has talked about adult education to increase access to education for all to eliminate illiteracy.

(18) Women’s education

The Commission gave great importance to women’s education. According to him, “The education of women is of greater importance than the education of men for the full development of our human resources, the progress of families, and the formation of the character of children who are most easily influenced in the years of infancy.”

 BY: TEAM KALYAN INSTITUTE

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