Awc Continuing Education Non Credit Teaching Interest Form: Fill & Download for Free

Right to education is not a fundamental right under the Constitution of India but it is mentioned in the Directive Principles of State Policy. The Constitution has asked the Government to take adequate steps under the provision. Although the goal has not been reached so far literacy rate has improved.During colonial rule Education particularly higher education started in 1857 when Universities were set up at Bombay, Calcutta and Madras. However English medium instructions were confined to upper classes and other people attended vernacular schools. However, after enactment of the Constitution education and health came under the Concurrent list of governance and both the Central and State Governments initiated measures to improve educational facilities. One can say that education of the masses became a priority throughout the world in the 20th century. However certain sections of the society like women and both men and women of SC and ST communities were deprived of basic educational skills like reading, writing, mathematics and general knowledge. The following changes were noticed during the period of planned development in India.a. Pre-primary Education:The Planning Commission of India has stressed the Universal Elementary Education, so that the entire system of education becomes beneficial to the nation. This is why pre-primary education is to be concerned less with education than with the health care of the children and their mothers. Without which the entry of children into the primary school becomes defective and irregular.Based on the number of children in the village area the Panchayat concerned can build a proper school for pre-primary education. The HRD Ministry of the Government of India have to work with the State Governments and the latter with the local Panchayat to evolve suitable mechanisms to provide educational and health facilities for all the children of the locality.Anganwadi is a type of rural child care centre in India. They were started by an Indian Government in 1975 as part of Integrated Child development Scheme program to combat child hunger and malnutrition. As of 31st January, 2013 as many as 13.3lac Anganwadi and mini- Anganwadi centres are operational out of 13.7lac sanctioned AWCs and Mini-AWCs.These centres provide supplementary nutrition, non-formal pre-school education, nutrition and health education, immunisation, health check and referral services, of which the last three are provided in convergence with public health system.b. Primary Education:The Sarba Shikshya Abhiyan (SSA), the District Primary Education Programme (DPEP), the Mid-Day Meal Scheme (MDMS), the Teacher Education Scheme (TES) and the Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS) have worked well in the country and they are still working well in many states. The number of children attached to primary school education has grown by leaps and bounds, although the number of drop outs on the way is still high.Quoting from the Planning Commission document ‘the number of habitations that had a primary school within a distance of one Kilometre was 10.71lac (87%) and the number of habitations that had an upper primary school within a distance of 3 Kilometres was 9.61lac (78%). There are only one lac habitations yet to be covered for primary (Standards 1-5, Age 6 to 11 years) and upper primary schools (Standards 6 -8, Age 7-14) according to Planning Commission document.The progress of enrolment in primary schools is as below.Year 1969Lower Primary 54.4 millionUpper Primary 12.5 million2007Lower Primary 135.4 millionUpper Primary 56.7 millionHowever, social and gender disparity existing at the primary and upper primary levels cause concern even now in states like Bihar, Rajasthan, Jharkhand, MP, Gujarat and UP. Since education is closely connected with socio economic conditions in a region, problem of child labour, child marriage and parents’ male child preference play a deleterious part in many regions of the country.The goal of universal primary education is sought to be achieved through five essential steps.Universal access, 2. Universal Enrolment, 3. Universal Retention, 4. Universal Achievement and 5. Equity.With its implementation the drop-out rates have been reduced from 32 million in 2001-02 to 7 million in 2005-06.c. Secondary Education:There are two types of secondary education in India, secondary (Standards 9 & 10) and higher secondary (Standards 11 & 12).The higher secondary classes used to be part of college education until the 1970s. But now in many states of India, the intermediary classes have been shifted to the high school.In almost all countries of the world school education lasts for 12 years and it is free. Those who are genuinely interested and are capable of understanding higher studies go to college. The inordinate rush to college which we see in India is undesirable and wasteful.The total enrolment in 102000 secondary schools and 50000 higher secondary schools is 37 million in 2004-05. However, what is needed is vocational education at the high school level, preferably from 9th standard onwards up to 12th standard. The high school graduate will emerge a useful citizen after 12 years of schooling and with practical skills in several fields.Enrolment of students in 2004-05: In MillionYear 2004-05 SecondaryBoys 14.2Girls 10.1Total 24.3Year 2004-05 Higher SecondaryBoys 7.4Girls 5.3Total 12.7However the dropout rate during the year was almost 62%. The dropout ratio will be reduced if vocational education and training in Information and Communication Technology (ICT) is given for use in daily life.d. Tertiary Sector:India had less than 24 universities and about 500 colleges (both Government and Private) at the time of independence in 1947. At present it it has become more than 30000 colleges and 600 universities and 15 million students undergoing higher education. However as jobs are linked to degree students go for higher education even if jobs are inadequate. The major problems faced in centres of higher learning are:1. Infrastructure facilities, 2. A large number of colleges are linked to a single university which is unable to monitor college activities, 3. Lack of new methods of teaching and evaluation is not commensurate with growth of knowledge and education 4. The credit and semester system is to be introduced for better results, 5. The evaluation has to be continuous, 6. Decentralisation in management has not taken place even though this concept was reiterated in the National Education Policy, 1986, 7. Spread of professional education through private agencies permitted by National Policy of Education is affected by corruption affecting spread of education.Concluding Remarks:Despite all such problems steps taken by UGC, AICTE and NCERT, SCERT, CBSE and private professional bodies and management associations will give results in the long run. Soon after the new Government was formed after conclusion of Lok Sabha elections in May, 2019 the draft National Education Policy, 2019 was placed in public domain from 1st June to 30th June inviting suggestions from public for improvement of educational system. The document sets deadlines for achieving various goals. The higher education institutions are expected to be divided into research universities, teaching universities and autonomous colleges. All schools are to be provided with computers with internet connectivity and other infrastructures such as safe drinking water, separate toilets and hand washing facilities. The regulatory regime will be in place between 2024 -2029. From the above it is evident that higher education seems to be given priority over school education, which is the need of the time.Source: Development of Education in India 1947–2012, Vil'anilam, JV. 2012. August, New Delhi: Government of India, 2012, Yojana.Examining the Draft National Education Policy 2019. Dey Kumkum, 2019. engage epw, Mumbai: s.n., June 19, 2019, Economic & Political Weekly.