About this paper

Appears in:
Pages: 3319-3325
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

EDUCATION FOR ALL IN INDIA: MAJOR ISSUES AND SOLUTION

N. Tupe

University of Pune (INDIA)
Education is an important agency of social control and social transformation. Therefore opportunity of education must be given to everyone . In this regard, the world declared on 1948, “Everyone has a right to education”. Majority of countries around the world they have taken the lesion from this universal declaration of Human Rights; and enacted laws making schooling compulsory for at least up to the elementary level. India is also included them. There is special provision of compulsory education in the Indian constitution under the article 45 and 21A.According to the constitutional provision of education, Central and state government has made serious efforts to expand the education in the country. Even though what does happen with Indian Talent today? The dropout rates of all categories of students at primary level were 25.67 and 48.80 at elementary level and 61.62 rates of drop-out were at secondary education in the year 2005 to 2006. It means that only 40 percent talent of India goes across the Matriculation. Colleges and universities are standing for Well-Come to only 13 percent of Indian youth and 90 percent are deprived from higher education. This is only a tip of the iceberg, of which only a very small parts shins. Why a huge part of the iceberg remains submerged and dark . There is need of transform in education system for effective results of education for sustainable development. There are some challenges such as teaching methods in school turn into teaching models, One way instruction designs turn into anchored instruction, lazy environment of learning turns into enthusiastic learning environment, Passive learner turns into active learner, teacher turns into facilitator, competitive exam turns into collaborative learning, summative evaluation system turns into formative evaluation and overall education system to be made for lifelong learning. Student can capable to construct the Knowledge, skills and attitude for solving their day-to-day problems without help of others in this learning situation. Students can be become self-reliant by education. Constructivist approach is considered an active, social process in which individuals actively construct knowledge. This theory proposes learning though analysis, critically reviewing, sharing, discussing, their own others` ideas and interaction. This approach is often used alongside with task-based approach or problem based learning approach in classroom practices. Students are the co-builders of knowledge and have to respond to challenges and review their own and others work/ideas critically. The major role of teachers is to design classroom activities in which students can participate in knowledge co-construction and exploration. This paper reviewed the present status of education for all in India and suggested some remedies.
@InProceedings{TUPE2011EDU,
author = {Tupe, N.},
title = {EDUCATION FOR ALL IN INDIA: MAJOR ISSUES AND SOLUTION},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {3319-3325}}
TY - CONF
AU - N. Tupe
TI - EDUCATION FOR ALL IN INDIA: MAJOR ISSUES AND SOLUTION
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 3319
EP - 3325
ER -
N. Tupe (2011) EDUCATION FOR ALL IN INDIA: MAJOR ISSUES AND SOLUTION, INTED2011 Proceedings, pp. 3319-3325.
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