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  • Education for all in India with focus on Elementary education: Current status, recent initiatives and future prospects
    by Arun C. Mehta

    ABSTRACT: Free and compulsory education to all children up to the age of fourteen years is the Constitutional commitment in India. At the time of adoption of the Constitution in 1950, the aim was to achieve the goal of Universalisation of Elementary Education (UEE) within the next ten years i.e. by 1960. Keeping in view the educational facilities available in the country at that time, the goal was far too ambitious to achieve within a short span of ten years. Hence, the target date was shifted a number of times. Till 1960, all efforts were focused on provision of schooling facilities. It was only after the near realization of the goal of access that other components of UEE, such as universal enrolment and retention, started receiving attention of planners and policy makers. It is the Quality of Education, which is at present in the focus in all programmes relating to elementary education in general and primary education in particular.

  • Backward and forward linkages that strengthen Primary Education by Vimala Ramachandran

    ABSTRACT: It is widely acknowledged that a significant proportion of children, especially those from underprivileged backgrounds and girls, either drop out of primary school or even if they attend school, learn very little. Moreover, there is a wide gap in learning achievements between government schools and private/aided schools. The active participation of children in primary education hinges on a plethora of factors. Besides access, a range of demand and supply issues influence why children choose to attend school regularly. Thus far, policy-makers and education administrators have focused mainly on the formal school system and on improving access to education. The creation of 'backward and forward' linkages is essential to creating an environment where every child not only goes to school but benefits from it.

  • Private schools for less privileged’ by Anuradha De, Claire Noronha and Meera Samson

    ABSTRACT: The 1990s saw a surge in parental demand for education which prompted a new phenomenon, the growth of small fee-charging private schools for the less privileged. While this development has been welcomed by the education bureaucrats, there has been little research on these schools, which often because they remained ‘unrecognised’ even missed statistical surveys. This paper reports a small field study of these schools in one district each of Haryana, Uttar Pradesh and Rajasthan.

  • Elementary Education in Rural India edited by A Vaidyanathan
    Madras Institute of Development Studies, Chennai
    P R Gopinathan Nair Centre for Development Studies, Thiruvananthapuram, Sage publications - 2001

    ABSTRACT: This collection of original essays by eminent scholars provides an in-depth and systematic analysis of the present educational scenario in rural India. Based on data drawn from eight states, it focuses on the vast and persistent disparities in educational progress across and within regions, the nature and extent of these disparities, their underlying causes, and possible remedies. The contributors stress the need for policies to be location and need-specific. They also emphasise the importance of allowing flexibility to local elected bodies in the management of schools in their area, and the necessity for teachers to be made accountable to the communities they serve

  • TEACHING AND LEARNING :The Culture of Pedagogy, PREMA CLARKE The World Bank, New Delhi,
    Sage Publications 2001

    ABSTRACT: While there is broad agreement about the influence of culture on pedagogy, the ways in which culture defines teachers’ thoughts and action is rarely examined. Using cultural models developed in the fields of psychology and social anthropology, this book explores the culture of pedagogy evident in the classroom. Prema Clarke critiques the prevailing norms of teaching and learning which tend to emphasize only the lower order skills of students, characterized by memorization and repetition. Arguing for a shift towards more complex forms of thinking - such as, analysis, synthesis, reasoning, and creativity - the author outlines a Programme of educational reform, which especially focuses on the professional development of teachers.

  • Education, Development And Underdevelopment edited by SURESHCHANDRA SHUKLA formerly at Jamia    Millia Islamia, New Delhi
    REKHA KAUL University of Delhi.

    ABSTRACT: The book provides a good critique of education as it is being imparted today and serves to raise important issues which should be of serious concern to educationists, sociologists, policy-makers, political scientists and all those involved with development issues

  • Equality, Quantity And Quality – an Elusive triangle in Indian education
    J.P Naik (1975) Allied publishers, Bombay

  • Educational Policies in India- Analysis and Review of Promise and Performance,
    Editor K. Sudha Rao NIEPA 2002

  • Why Children Can’t Read - D McGuiness :
    Free Press, 1997

  • India: Economic development and social opportunity - Jean Dreze and Amartya Sen,
    Oxford University Press, 1996

  • Development in practice: Primary Education in India
    A World Bank publication, 1997

  • India Education Report: A Profile of Basic Education
    Edited by Prof. R. Govinda, Oxford University Press, 2002-06-19

  • Annual Report 1999-2000: Ministry of HRD, Government of India
    Dept. of Elementary Education & Literacy and Dept. of Secondary & Higher Education

  • Public Report On Basic Education In India
    Oxford University Press, Second Impression 2000

  • Annual Report 2000 - 01, Department of Elementary Education and Literacy, Government of India (2001)

  • Karnataka : Financing Education In the Context Of Economic Restructuring
    Report Number 24207- IN India Document of the World Bank

  • Gender & Social Equity in Primary Education:
    Research Coordinated by Vimala Ramachandran: European Commission

  • How Children Fail
    John Holt, Penguin Books, 1990

  • How Children Learn
    John Holt, Penguin Books, 1990

  • Divasvapna (Day Dreams)- Gijubhai Badheka.
    National Book Trust India, 1916

  • Teach Your Child How To Think- Edward De Bono,
    Penguin UK, 1993

  • Teaching Thinking - Edward De Bono,
    Penguin UK, 1988

  • Pedagogy of the Oppressed – Paulo Freire,
    Penguin UK, 1996

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  • Human Development in Karnataka 1999 : Planning Dept., Government of Karnataka Articles

  • Document of World Bank: POLICY RESEARCH WORKING PAPER 2530
    THE ROLE OF NONGOVERNMENTAL ORGANIZATIONS IN PRIMARY EDUCATION: A Study of Six NGOs in    India: SHANTI JAGANNATHAN

  • Document of World Bank Report No. 20347-IN
    Expanding and Improving Upper Primary Education in India
    May 8, 2001: Education Sector Unit

  • UN Document: India Report on Follow-Up to the World Summit for Children, 1995.

  • Strategy for Improving Education at the Pre-School and Primary Level: Challenges of Primary Education in India

  • Child Labour and Education Policy in India
    Shantha Sinha, Secretary Trustee, M. Venkatarangaiya Foundation, 98, Marredpally West,
    Secunderabad, India -500096.
    The Administrator, Vol: XLI, July-September 1996, pp.17-29

  • Elementary Education in India
    Tara Beteille, ICICI Social Initiatives Group (Jan 2002)

  • Analytical Review of 4 LAP Country Case Studies
    Technical report prepared by the International Literary Institute, Philadelphia, USA, April 2002.

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