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BLOG // ANUSHA RATURI
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Project Patang: Dynamics Of Inclusion
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The
idea of “inclusion”, or integration and equal access, has become a hot
topic with many educationists. In the context of schools, Section
12(1)(c) or the Right to Education Act has called for 25% reservation
in all non-minority unaided private schools to move towards greater
social inclusion of students from different backgrounds. However, many
schools are still struggling to find out how to address their specific
needs and integrate them fully.
As discussed in a previous post, Centre for Civil Society has launched afterschool learning centres named Patang,
which will provide support to both students and parents from diverse
cultures and socio-economic backgrounds. Teachers at these centres are
trained to teach based on student need and incorporate different
activities into their instruction, making it more accessible to
different students. The hope is that by providing differentiated
support after school through a more student-centric approach, students
will receive more need-based attention and will further excel in
school. Some teachers observed a marked increase in confidence, saying
students have begun asking questions in class, participating in
discussions, and their test results show significant improvements.
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FULL STORY >>
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VIDEO // PIB, SEPTEMBER 2014
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Initiatives Of Department Of School Education And Literacy, Ministry Of Human Resource Development
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This
short film released by the Press Information Bureau, Government of
India is a quick snapshot of the various initiatives of the Department
of School Education and Literacy, Ministry of Human Resource
Development - focusing on the quality of and access to education in
India's public schools.
MORE
VIDEOS
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RESEARCH // NATIONAL BUREAU OF ECONOMIC RESEARCH, SEPTEMBER 2014
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Constitutional Rights And Education: An International Comparative Study
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We
investigate whether the inclusion of social rights in political
constitutions affects social performance. More specifically, we analyze
whether including the right to education in the constitution has been
related to better “educational outcomes.” We rely on data for 61
countries that participated in the 2012 PISA tests. Our results are
strong and robust to the estimation technique: we find that there is no
evidence that including the right to education in the constitution has
been associated with higher test scores.
The quality of
education depends on socioeconomic, structural, and policy variables,
such as expenditure per student, the teacher-pupil ratio, and families’
background. When these covariates are excluded, the relation between
the strength of constitutional educational rights and the quality of
education is negative and statistically significant. These results are
important for emerging countries that are discussing the adoption of
new constitutions, such as Thailand and Chile.
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FULL STORY >>
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OPINION
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DID YOU KNOW?
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FEATURED
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Can Technology Replace The Teacher?
With
tremendous innovation in the field of education technology, will
our teachers lose the role of agents and acquire that of just
facilitators of education?
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The Per Child Cost In Delhi Is INR 14,280
This
refers to the total amount spent by the Government of NCT of Delhi
every year to educate one child from class 1 to class 8 in a government primary school.
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3rd NISA School Leaders Summit
National
Independent Schools Alliance (NISA) is holding the third national meet
of leaders budget private schools (BPS) leaders. 27 September 2014, New Delhi.
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MORE
POLLS AND DISCUSSIONS
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MORE
DYKs
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LEARN MORE
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THE RTE NEWSREEL
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Karnataka // Times of India // 12 September 2014
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RTE Introduces A Happy Chapter In Many Lives
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BANGALORE:
When the Centre introduced the Right to Education (RTE) Act four years
ago, the aim was to ensure the poorest of children had access to
quality education. For many parents, it was a dream come true - to see
their child study in an English-medium school alongside the privileged.
Taking forward the RTE series, TOI goes back to five parents who now
dare to dream big, thanks to the RTE.
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All India // The Economic Times // 11 September 2014 |
There's A Need To Review Sarva Shiksha Abhiyan And Right To Education: Smriti Irani
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Smriti
Irani, all of 38, was a surprise choice for the heavyweight HRD
ministry. And 100 days into her job and a few controversies later, she
is resigned to the idea that she will continue to attract controversies
because of her stardom. But none of that would take her attention away
from all the promises made in BJP manifesto. Excerpts from an interview
with ET.
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All India // Live Mint // 11 September 2014
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Technology, Sanitation And Female Education Tope HRD Priorities
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After
Modi’s Independence Day speech on improving sanitation and having
toilets in every school, the ministry had four rounds of discussions
with various stakeholders including states and different central
government departments, school education secretary Rajarshi
Bhattacharya said. “We had a meeting with various ministries yesterday
(10 September) and Rs.400 crore of funds (will be mobilised) for the
programme through various PSUs (public sector undertakings),”
Bhattacharya told reporters, adding that this was in addition to
private sector initiatives.
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All India // IBN Live // 11 September 2014
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Will Abide By Constitutional Modalities: Smriti Irani On School Books
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New
Delhi: HRD Minister Smriti Irani on Thursday rejected allegations that
her ministry was trying to push books written by Hindutva ideologues,
saying it will abide by "constitutional modalities" before taking any
step. Emphasising on a new education policy for the country, she said
deliberations will begin from next year on the issue and a "review"
will be carried out for efficient implementation of the Right to
Education and Sarva Siksha Abhiyan programme.
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Karnataka // Times of India // 11 September 2014
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PIL Challenges 25% Criterion
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| "Exempting
minority schools from the entire RTE Act will undermine the fundamental
right to education of a child," the petitioner said. The petitioner
pointed out that about 10 % of the private schools in Karnataka have
been declared as minorities, so they will not be obligated to follow
the minimum quality education norms and standards if they are exempted
from the entire RTE Act.
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