Revolution and Evolution in Educational System
Prof.M.S.Rao asked:
REVOLUTION AND EVOLUTION IN EDUCATIONAL SYSTEM
BY PROF.M.S.RAO, ACADEMIC GUIDE, ICFAI UNIVERSITY, INDIA
“ Education is for improving the lives of others and for leaving your community and world better than you found it”, Martin Wright Edelman.
WHAT IS EDUCATION AND SOCIETY:
Education provides the man with information, imagination, knowledge, ideas, values, ethics, reasoning and over all makes the man complete man. Education brings refinement, adds to intelligence, and makes independent and confident man. It is only the human beings who can get armed and equipped with education, which is missing in animals. Education does not mean only reading and writing but also thinking, learning, reasoning, practical experiences and so on. Education is a learning process from cradle to grave. It is education that has brought out many changes in this world and transformed the entire civilization since time immemorial. Ariel and Will Durant quoted, “Education is the transmission of civilization”.
The growth of society solely depends on the type of educational system adopted. Education makes tremendous impact on the society. The quality of the society depends on the quality of educational system implemented. Some one correctly said, “Better institutions are essential if we are to lead better lives”. Right education makes the people build character, values, ethics, and prepares the society and country as a whole to catch up with the rest of the world. Right education is the legacy or the gift, which we pass on to our next generations. George Peabody said, “Education: a debt due from present to future generations”.
EFFECTS OF EDUCATION ON SOCIETY:
Kerala is the first state in India, which attained cent per cent literacy. It encouraged other states to contribute their best so as to attain total literacy. Rather Kerala has become a model state and ideal state to be emulated by the rest of the country in providing importance to education.
No nation can develop without proper education. And India too developed as a society and as a nation for the last 60 years. India has now vast human resources and it has the thirst highest technical manpower in the world. Although the effects of education in the society are tremendous, yet there are grey areas, which needs to be addressed. India as a nation has developed politically, culturally, economically and socially but yet much needs to be focussed in a right direction.
“Education is the most powerful weapon which you can use to change the world”, said Nelson Mandela. It is very obvious that no weapon is superior to education. Apart from education, the influence of technology has brought out significant changes in the society. If technology is used in the right direction and if it is coupled with education, we can expect miracles in the society as a whole.
EDUCATION AND EXPERIENCE:
“Education is when you read the fine print. Experience is what you get if you don’t”, said Pete Seeger. All human beings make many mistakes resulting in bitter and, of course, experience. If an individual is educated, he knows the things because he reads the fine print. He tends to make a few mistakes in his life. Where as if an individual is not educated he tends to make more mistakes because he does not know the fine print. An uneducated individual believes in trial or error method. If he succeeds in his trial, he pursues or else he drops. The uneducated man mostly believes in observation and practical knowledge. The success rate is far higher in educated man rather in an uneducated man. Education brings down the complexities in one’s life thereby making life easier, simpler and comfortable. John Dewey rightly said, “Education is not preparation for life; education is life itself”.
PROBLEMS IN PRESENT EDUCATION:
India is the second largest populated country in the world and unfortunately it is nowhere near in number qualitatively. It may be again due to huge population and the type of administrative and political system we have. There is stress on cramming, memory and mugging up. One who mugs up and puts in examination paper is treated as a meritorious candidate. It does not encourage imagination, creativity and originality. There is no effective emphasis on practical aspects of life. It is mostly beset with theoretical aspects and concepts, which any one can read even without going to institutions.
School children are loaded with many books and they find it highly stressful. Education, in fact, should be filled with entertainment and fun so that student can discover the joy of learning, which is missing now. Children find it horrible to go to schools because of too much of study. Even at home children engage themselves so much on school homework. Such things do not promote the relations between parent and child at home. Inadequate infrastructure and inexperienced teaching staff are another bane. Unfortunately, in India, both the primary and secondary level education is still struggling to survive qualitatively. The views and opinions of the students are not being respected. Students are always imposed whatever is there in the textbooks resulting in lack of imagination and innovation. R W Emerson rightly said, “The secret in education lies in respecting the student”. Only when students are respected and valued, they will try to think creatively, innovatively and out of the box. Students should be provided with more freedom of thought.
It is very unfortunate that the teachers are not paid handsomely. Best brains are pursuing other careers for monetary benefits and for better prospectus. It is a pity that those who stick to teaching profession either due to their aptitude and taste and temperament towards teaching or because there is no other alternative (TINA factor) career.
Pandit Nehru’s policies and Kothari commission have brought some significant changes in the education but still there is no healthy and constructive impact. There is commercialization of education, and a few fly by night operators entered into this sacred field and spoiled the standards.
TOOLS AND TECHNIQUES TO OVERCOME:
Teaching faculty must undergo regular training to update and upgrade their skills and abilities. Encouraging regular workshops or seminars or courses related to teaching methodologies can enhance and sharpen their skills. Such seminars will encourage the teaching faculty to exchange and gather more information.
“He who opens a school door, closes a prison”, Victor Hugo. Children from the age of 6 to 14 are to be admitted in schools to provide education, as this is the best age to tune them for creating interest in education. Child labor has been abolished but unfortunately it is not enforced effectively. Children should be encouraged by various innovative ways and means to get into educational institutions.
Content and curriculum in the educational system needs to be addressed. Streamlining the educational system on national basis from Kashmir to Kanyakumari will raise the educational standards. There are disparities in the educational system in various states and efforts must be made to fill those gaps.
Govt. levies 2 per cent educational cess and authorities must ensure that the funds go in a right direction to create strong educational infrastructure. Nobody is against the levy of 2 per cent cess but the right application and mobilization of the resources will bring right results rapidly.
Focussing more on vocational education is the need of the hour. Presently there is a vast gap between industry and academics. Infosys has come out with ‘Campus Connect’ initiative to bridge the gap between the industry and academics and it is a step in right direction. The corporate leaders have a vital role in funding the educational system. They make money for themselves, pay handsome salaries to their employees and paying dividends to their shareholders and all the people who are involved in the business are earning one way or the other. But what are they contributing for the education and society? It is a well admitted fact that the helping hands are far better than praying lips. Corporate, whether big or small, can wholeheartedly come forward to contribute their best for bringing Indian educational system on par with global standards.
It is essential to bring reforms in education from time to time as the tools and techniques involved in teaching are changing rapidly due to the influence of technology.
For professional qualifications like engineering, management, medicine, computers etc., the students should be engaged in the practical education and project works from the first year itself. Such activities will build more confidence in the minds of the students as they grasp the needs of the industry and thereby fine-tuning as per the industry expectations. Fee structure needs to be rationalized and the deserving students should be provided with scholarships.
Providing interest free educational loans will help the deserving and poor students. Also, it is desirable to encourage non-professional degree holders to get vocationalized. “Education is not filling a pail, but the lighting of a fire”, said William Butler Yeats. Education must ignite the minds of the students and it must move the students from comfort zone to effective zone. The students in the comfort zone will not achieve as much as that of in effective zone.
CONCLUSION:
There is a strong need to streamline the present educational system. The problems in the educational system need to be addressed immediately. Education should focus on ethical, social, vocational and academic aspects. Education builds man and man in turn builds nation. A strong nation can be built only when there is a strong character education. Abraham Lincoln aptly said, “Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing”. Hence the essence of any education is the strong character. The evolutionary approaches and revolutionary changes in the present educational system are the need of the hour. We must build a nation where youngsters have a vision to think beyond their geographical boundaries. There should be scope for the students to expand intellect, reinforce mind and make them to stand on their own feet.
MESSAGE:
Education and character are two sides of the same coin and one without the other is meaningless. Money may come and go but it is the character that counts from beginning to the end of life. Any individual when equipped with character education can excel in any part of the world. To put it in the words of Martin Luther King Jr. “The function of education is to teach one to think intensively and to think critically . . . . . intelligence plus character . . .. That is the goal of true education”.
T H E E N D
Caffeinated Content
REVOLUTION AND EVOLUTION IN EDUCATIONAL SYSTEM
BY PROF.M.S.RAO, ACADEMIC GUIDE, ICFAI UNIVERSITY, INDIA
“ Education is for improving the lives of others and for leaving your community and world better than you found it”, Martin Wright Edelman.
WHAT IS EDUCATION AND SOCIETY:
Education provides the man with information, imagination, knowledge, ideas, values, ethics, reasoning and over all makes the man complete man. Education brings refinement, adds to intelligence, and makes independent and confident man. It is only the human beings who can get armed and equipped with education, which is missing in animals. Education does not mean only reading and writing but also thinking, learning, reasoning, practical experiences and so on. Education is a learning process from cradle to grave. It is education that has brought out many changes in this world and transformed the entire civilization since time immemorial. Ariel and Will Durant quoted, “Education is the transmission of civilization”.
The growth of society solely depends on the type of educational system adopted. Education makes tremendous impact on the society. The quality of the society depends on the quality of educational system implemented. Some one correctly said, “Better institutions are essential if we are to lead better lives”. Right education makes the people build character, values, ethics, and prepares the society and country as a whole to catch up with the rest of the world. Right education is the legacy or the gift, which we pass on to our next generations. George Peabody said, “Education: a debt due from present to future generations”.
EFFECTS OF EDUCATION ON SOCIETY:
Kerala is the first state in India, which attained cent per cent literacy. It encouraged other states to contribute their best so as to attain total literacy. Rather Kerala has become a model state and ideal state to be emulated by the rest of the country in providing importance to education.
No nation can develop without proper education. And India too developed as a society and as a nation for the last 60 years. India has now vast human resources and it has the thirst highest technical manpower in the world. Although the effects of education in the society are tremendous, yet there are grey areas, which needs to be addressed. India as a nation has developed politically, culturally, economically and socially but yet much needs to be focussed in a right direction.
“Education is the most powerful weapon which you can use to change the world”, said Nelson Mandela. It is very obvious that no weapon is superior to education. Apart from education, the influence of technology has brought out significant changes in the society. If technology is used in the right direction and if it is coupled with education, we can expect miracles in the society as a whole.
EDUCATION AND EXPERIENCE:
“Education is when you read the fine print. Experience is what you get if you don’t”, said Pete Seeger. All human beings make many mistakes resulting in bitter and, of course, experience. If an individual is educated, he knows the things because he reads the fine print. He tends to make a few mistakes in his life. Where as if an individual is not educated he tends to make more mistakes because he does not know the fine print. An uneducated individual believes in trial or error method. If he succeeds in his trial, he pursues or else he drops. The uneducated man mostly believes in observation and practical knowledge. The success rate is far higher in educated man rather in an uneducated man. Education brings down the complexities in one’s life thereby making life easier, simpler and comfortable. John Dewey rightly said, “Education is not preparation for life; education is life itself”.
PROBLEMS IN PRESENT EDUCATION:
India is the second largest populated country in the world and unfortunately it is nowhere near in number qualitatively. It may be again due to huge population and the type of administrative and political system we have. There is stress on cramming, memory and mugging up. One who mugs up and puts in examination paper is treated as a meritorious candidate. It does not encourage imagination, creativity and originality. There is no effective emphasis on practical aspects of life. It is mostly beset with theoretical aspects and concepts, which any one can read even without going to institutions.
School children are loaded with many books and they find it highly stressful. Education, in fact, should be filled with entertainment and fun so that student can discover the joy of learning, which is missing now. Children find it horrible to go to schools because of too much of study. Even at home children engage themselves so much on school homework. Such things do not promote the relations between parent and child at home. Inadequate infrastructure and inexperienced teaching staff are another bane. Unfortunately, in India, both the primary and secondary level education is still struggling to survive qualitatively. The views and opinions of the students are not being respected. Students are always imposed whatever is there in the textbooks resulting in lack of imagination and innovation. R W Emerson rightly said, “The secret in education lies in respecting the student”. Only when students are respected and valued, they will try to think creatively, innovatively and out of the box. Students should be provided with more freedom of thought.
It is very unfortunate that the teachers are not paid handsomely. Best brains are pursuing other careers for monetary benefits and for better prospectus. It is a pity that those who stick to teaching profession either due to their aptitude and taste and temperament towards teaching or because there is no other alternative (TINA factor) career.
Pandit Nehru’s policies and Kothari commission have brought some significant changes in the education but still there is no healthy and constructive impact. There is commercialization of education, and a few fly by night operators entered into this sacred field and spoiled the standards.
TOOLS AND TECHNIQUES TO OVERCOME:
Teaching faculty must undergo regular training to update and upgrade their skills and abilities. Encouraging regular workshops or seminars or courses related to teaching methodologies can enhance and sharpen their skills. Such seminars will encourage the teaching faculty to exchange and gather more information.
“He who opens a school door, closes a prison”, Victor Hugo. Children from the age of 6 to 14 are to be admitted in schools to provide education, as this is the best age to tune them for creating interest in education. Child labor has been abolished but unfortunately it is not enforced effectively. Children should be encouraged by various innovative ways and means to get into educational institutions.
Content and curriculum in the educational system needs to be addressed. Streamlining the educational system on national basis from Kashmir to Kanyakumari will raise the educational standards. There are disparities in the educational system in various states and efforts must be made to fill those gaps.
Govt. levies 2 per cent educational cess and authorities must ensure that the funds go in a right direction to create strong educational infrastructure. Nobody is against the levy of 2 per cent cess but the right application and mobilization of the resources will bring right results rapidly.
Focussing more on vocational education is the need of the hour. Presently there is a vast gap between industry and academics. Infosys has come out with ‘Campus Connect’ initiative to bridge the gap between the industry and academics and it is a step in right direction. The corporate leaders have a vital role in funding the educational system. They make money for themselves, pay handsome salaries to their employees and paying dividends to their shareholders and all the people who are involved in the business are earning one way or the other. But what are they contributing for the education and society? It is a well admitted fact that the helping hands are far better than praying lips. Corporate, whether big or small, can wholeheartedly come forward to contribute their best for bringing Indian educational system on par with global standards.
It is essential to bring reforms in education from time to time as the tools and techniques involved in teaching are changing rapidly due to the influence of technology.
For professional qualifications like engineering, management, medicine, computers etc., the students should be engaged in the practical education and project works from the first year itself. Such activities will build more confidence in the minds of the students as they grasp the needs of the industry and thereby fine-tuning as per the industry expectations. Fee structure needs to be rationalized and the deserving students should be provided with scholarships.
Providing interest free educational loans will help the deserving and poor students. Also, it is desirable to encourage non-professional degree holders to get vocationalized. “Education is not filling a pail, but the lighting of a fire”, said William Butler Yeats. Education must ignite the minds of the students and it must move the students from comfort zone to effective zone. The students in the comfort zone will not achieve as much as that of in effective zone.
CONCLUSION:
There is a strong need to streamline the present educational system. The problems in the educational system need to be addressed immediately. Education should focus on ethical, social, vocational and academic aspects. Education builds man and man in turn builds nation. A strong nation can be built only when there is a strong character education. Abraham Lincoln aptly said, “Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing”. Hence the essence of any education is the strong character. The evolutionary approaches and revolutionary changes in the present educational system are the need of the hour. We must build a nation where youngsters have a vision to think beyond their geographical boundaries. There should be scope for the students to expand intellect, reinforce mind and make them to stand on their own feet.
MESSAGE:
Education and character are two sides of the same coin and one without the other is meaningless. Money may come and go but it is the character that counts from beginning to the end of life. Any individual when equipped with character education can excel in any part of the world. To put it in the words of Martin Luther King Jr. “The function of education is to teach one to think intensively and to think critically . . . . . intelligence plus character . . .. That is the goal of true education”.
T H E E N D
Caffeinated Content
Education in India
Sonu Yadav asked:
EDUCATION IN INDIA
India has an ancient tradition of education.The world’s first university was established in
Tashkila in 700 B.C. Indian mathematicians introduced the zero, the decimal system and the
method of multiplication.
PRIMARY EDUCATION
India has made huge progress in terms of increasing primary education attendance rate andexpanding literacy to approximately two thirds of the population..The National Council ofEducational Research and Training (NCERT) is the apex body for school education in India.
SECONDARY EDUCATION
The National Policy on Education (NPE), 1986, has provided for environment awarenes,science
and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system.Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.
Tertiary education
India’s higher education system is the third largest in the world, after China and the United States..Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education.
Women’s Education
Women have much lower literacy rate.The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947.the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms.Private education Because of poor quality of public education, 27% of Indian children are privately educated.Private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and dramaMost teachers in private schools are female, graduates and reasonably experienced..
ONLINE DEGREES
Online degrees courses in business, education, information technology, real estate and even healthcare allow you to advance your career without disrupting your life. You can study at home, on your own time, at your own pace. A perfect choice for the working professional, online courses are practical, focused, and relevant to your career.Electroniclearningis a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies..E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Goals of e-learning
E-Learning lessons are generally designed to guide students through information or to help
students perform in specific tasks. Information based e-Learning content communicatesinformation to the student
Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronousAsynchronous activities use technologies such as blogs, wikis, and discussion boards.Synchronous activities involve the exchange of ideas and information with one or more
participants during the same period of time.
Benefits of eLearning versus traditional classroom settings
eLearning allows people to avoid travel, thus reducing the overall carbon output.eLearningis
a more environmentally friendly solution. 2.Quality education, made affordable…3.Convenience and flexibility to learners:
ONLINE EDUCATION IN INDIA
online learning programs are gaining popularity day by day.In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers.
Added Benefits of Online Learning Program In India
Online learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers.
1 No need to actually live on campus or near the university
2. Great flexibility in the type of course you choose to study
3. A wide range of online programs to choose from.
Types of Degrees Available
1.Associate Degree
2.Bachelor’s Degree
3.Master’s Degree
4.Doctorate Degree
5.Degree Resources
ONLINE UNIVERSITY
we provide information on various career courses, important educational institutes like IITs, IIMs, JNU, DU and other MBA colleges.we have details on online education and different distance-learning courses andspreading numerous opportunities available to the Indian students already pursuing education in India…here some top 10 online university
1.Nalanda Open University (Patna Bihar)
2.All India Institute of Medical Sciences (Delhi Delhi)
3.Indira Gandhi National Open University (Delhi Delhi)
4.Guru Jambheshwar University (Hisar Haryana)
5.Maharshi Dayanand University (Rohtak Haryana )
6.Shri Mata Vaishno Devi University (Jammu Tawi Jammu & Kashmir)
7.Manipal Academy Of Higher Education (Manipal Karnataka)
8.University Of Mumbai (Mumbai Maharashtra )
9.Birla Institute Of Technology & Scinece (Pilani Rajasthan )
10.University Of Lucknow (Lucknow Uttar Pradesh).
Caffeinated Content
EDUCATION IN INDIA
India has an ancient tradition of education.The world’s first university was established in
Tashkila in 700 B.C. Indian mathematicians introduced the zero, the decimal system and the
method of multiplication.
PRIMARY EDUCATION
India has made huge progress in terms of increasing primary education attendance rate andexpanding literacy to approximately two thirds of the population..The National Council ofEducational Research and Training (NCERT) is the apex body for school education in India.
SECONDARY EDUCATION
The National Policy on Education (NPE), 1986, has provided for environment awarenes,science
and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system.Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.
Tertiary education
India’s higher education system is the third largest in the world, after China and the United States..Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education.
Women’s Education
Women have much lower literacy rate.The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947.the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms.Private education Because of poor quality of public education, 27% of Indian children are privately educated.Private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and dramaMost teachers in private schools are female, graduates and reasonably experienced..
ONLINE DEGREES
Online degrees courses in business, education, information technology, real estate and even healthcare allow you to advance your career without disrupting your life. You can study at home, on your own time, at your own pace. A perfect choice for the working professional, online courses are practical, focused, and relevant to your career.Electroniclearningis a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies..E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Goals of e-learning
E-Learning lessons are generally designed to guide students through information or to help
students perform in specific tasks. Information based e-Learning content communicatesinformation to the student
Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronousAsynchronous activities use technologies such as blogs, wikis, and discussion boards.Synchronous activities involve the exchange of ideas and information with one or more
participants during the same period of time.
Benefits of eLearning versus traditional classroom settings
eLearning allows people to avoid travel, thus reducing the overall carbon output.eLearningis
a more environmentally friendly solution. 2.Quality education, made affordable…3.Convenience and flexibility to learners:
ONLINE EDUCATION IN INDIA
online learning programs are gaining popularity day by day.In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers.
Added Benefits of Online Learning Program In India
Online learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers.
1 No need to actually live on campus or near the university
2. Great flexibility in the type of course you choose to study
3. A wide range of online programs to choose from.
Types of Degrees Available
1.Associate Degree
2.Bachelor’s Degree
3.Master’s Degree
4.Doctorate Degree
5.Degree Resources
ONLINE UNIVERSITY
we provide information on various career courses, important educational institutes like IITs, IIMs, JNU, DU and other MBA colleges.we have details on online education and different distance-learning courses andspreading numerous opportunities available to the Indian students already pursuing education in India…here some top 10 online university
1.Nalanda Open University (Patna Bihar)
2.All India Institute of Medical Sciences (Delhi Delhi)
3.Indira Gandhi National Open University (Delhi Delhi)
4.Guru Jambheshwar University (Hisar Haryana)
5.Maharshi Dayanand University (Rohtak Haryana )
6.Shri Mata Vaishno Devi University (Jammu Tawi Jammu & Kashmir)
7.Manipal Academy Of Higher Education (Manipal Karnataka)
8.University Of Mumbai (Mumbai Maharashtra )
9.Birla Institute Of Technology & Scinece (Pilani Rajasthan )
10.University Of Lucknow (Lucknow Uttar Pradesh).
Caffeinated Content
Education for All: Trend and Out Reach at Tamilnadu in India
Joseph asked:
Education for All: Trend and out reach at Tamilnadu in India
The world convention on to Meet fundamental Learning requirements was adopted by the World Conference on Education for All at Jomtien, Thailand, in March 1990. The meeting design comprehensive review of policies concerning basic education. The Education for All (EFA) 2000 appraisal is a major global attempt that aims to enable the participating countries to
(i) Construct a comprehensive picture of their progress towards their own Education for All goals since the 1990 Jomtien Conference,
(ii) Identify priorities and promising strategies for overcoming obstacles and accelerating progress, and
(iii) Revise national plans of action accordingly.
EFA indicators which are grouped according to the following six ‘Intention Magnitude’:-
1. Expansion of early childhood care and development;
2. Universal access to and completion of primary education;
3. Improvement in learning achievement;
4. Reduction of adult illiteracy rate;
5. Expansion of provision of basic education and training in essential skills required by
Youth and adults; and
6. Increased acquisition by individuals and families of the knowledge, skills and values
organized for better living.
For this purpose a National Assessment Group was constituted in the Department of Education, Ministry of Human Resource Development consisting of senior officials of the Department concerned with EFA and representatives of specialized national institutions, like NCERT, NIEPA and NCTE. During its deliberations, the Group felt that the Indian exercise should be carried out in a larger perspective which takes into account the following important developments:
The wide range of programmes initiated for achieving Universalisation of Elementary Education after formulation of National Policy of Education, 1986;
The massive effort made in the form of literacy campaigns to reach education to the masses; and
Enormous amount of activities in the field of primary education witnessed in the country on an unprecedented scale in the 1990s through projects and programmes specifically focused on EFA.
The EFA 2000 exercise is, therefore, seen not merely as a stock taking exercise but also as an effort to review and fine-tune strategies and programmes of basic education.
It is with this dual perspective in view that it has been planned
(1) to make the exercise quite comprehensive covering every dimension of basic education;
(2) to get the various component areas reviewed by independent experts from across the country; and
(3) to evolve a plan of action for the next phase, probably the final phase, of the national effort to reach the goal of EFA.
India’s EFA Assessment 2000 Country Report draws upon the following three documents:
i. Report of progress made with respect to the 18 EFA Indicators as identified in the General and Technical Guidelines given by the EFA Forum Secretariat;
ii. The State of the Art Review (Synthesis) on Learning Achievements; and
iii. The State of the Art Review on Learning Conditions.
The Department of Education in the Ministry of Human Resource Development has taken the initiative to commission twenty-four sub-sectoral studies on various aspects of EFA in India which seek to capture the varied experiences that have emerged from the projects, programmes and schemes undertaken during the last decade. The findings of these studies are proposed to be disseminated widely in India and abroad with a view to enrich the EFA 2000 Assessment exercise and provide useful inputs for policy makers, planners and administrators who are working towards achieving the goals of EFA.
Education for All – frame work
The goal of EFA in India are to be viewed in relation to the stage of education development that obtained on 1990 ¾ the year of world declaration on EFA. By then, fairly large expansion of in all parts of the country. Other sectors of education like adult education Non – formal education had also developed fairly well. Therefore, the main challenges in education in 1990s related to EFA have been the following: Access to basic education for the unreached segments and uncovered habitations
Qualitative improvement in content and processes of education; to make them more responsive to learning needs of individuals-children, youth and adults, families, community and development in different sectors of social and economic life. Consolidation and newer orientation wherever required in different areas of education through innovative programmes and changed role of educational personnel. Community participation in education; making education a people’s movement. Evolving effective and efficient management structures in education.
All goals and targets of EFA to be fulfilled in 1990’s have to be assessed in terms of the nature of the programmes, the degree to which they have led to achievement of the goals of EFA, and the promise they hold for making the processes and supportive structure sustainable. Thus, when EFA programmes were implemented in 1990’s,a new framework for development of basic education in the country was emerging which had the following broad features.
Holistic Approach
The holistic approach adopted for planning and implementation of EFA programmes is characterized by:
- A holistic view of basic education with grater linkages and integration between pre – school, primary education, non – formal education and adult education;
- Relating programmes of education with national concerns such as nutrition and health care, environment, small family norm and life skills education.
- Collaboration of different departments and sectors of development with primary education.
Education Grantee Scheme
The EGS centers in Tamil Nadu deserves special mention as an important new initiative in the 1990s.the remarkable success of EGS drawn the attention of planners and policy maker. The EGS centers covered 6-11 age groups who did not battened school. The key factors on which EGS hinges are community demand and government guarantee. By projecting community demand as a start-up point, EGS addresses the issue of enrollment and retention. The EGS is seen as successful mode of reaching the unreached or ‘Hard to reach’.
Education Grantee Scheme in Tamil Nadu (2004-2005)
ACTIVITIES
Administration arrangement: The coordinator have appointed.
Capacity building All the staff/ teachers have completed the strategy planning work shop.
Equivalence strategy The special effort is being taken to enroll the school drop out children.
Duration The short duration of the programme is 60-75 days.
School hours Two to three hours
Number of children per class 25 – 40 is high and low is 10-20
Teacher qualifications, Training and honorarium As per the government norm
Academic support and supervision The separate supervisors for every eight to ten schools
Teaching – Learning Materials The material prepared separately
Collaboration with NGOs Many EGS centers running by NGOs
A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION IN INDIA
In accordance with the constitutional commitment to ensure free and compulsory education for all children up to the age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy since independence (NPE), 1986 and the Programme of Action (POA) 1992. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE and the POA. These included the scheme of Operation Blackboard (OB); Non Formal Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State specific Basic Education Projects like the Andhra Pradesh Primary Education Project (APPEP); Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan; National Programme of Nutritional Support to Primary Education (MDM); District Primary Education Programme (DPEP).
Why Elementary Education
Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well – being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.
Constitutional, Legal and National Statements for UEE
The Constitutional, legal, and national policies and statements have time and again upheld the cause of universal elementary education.
Constitutional mandate 1950 – “The state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education to all children until they complete the age of 14 years.”
National Policy of Education 1986 – “It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century.”
Unnikrishnan judgment 1993 – “Every child/citizen of this country has a right to free
education till he completes the age of fourteen years.”
Education Ministers” resolve 1998 – “Universal elementary education should be pursued in the mission mode. It emphasized the need to pursue a holistic and convergent
approach towards UEE.”
National Committee’s Report on UEE in the mission mode 1999 – UEE should be pursued in a mission mode with a holistic and convergent approach with emphasis on preparation of District Elementary Education Plans for UEE. It supported the fundamental right to education and desired quick action towards operationalization of the mission mode towards UEE.
The Scenario so Far
Consequent to several efforts, India has made enormous progress in terms of increase in institution, teachers, and students in elementary education. The number of schools in the country increased four fold – from 2, 31, 000 in 1950-51 to 9, 30,000 in 1988-99, while enrolment in the primary cycle jumped by about six times from 19.2 million to 110 million. At the upper Primary stage, the increase of enrolment during the period was 13 times, while enrolment of girls recorded a huge rise of 32 times. The Gross Enrolment Ratio (GER) at the Primary stage has exceeded 100 percent. Access to schools is no longer a major problem. At the primary stage, 94 percent of the country’s rural population has schooling facilities within one kilometer and at the upper primary stage it is 84 percent.
The country has made impressive achievement in the elementary education sector. But the flip side is that out of the 200 million children in the age group of 6 -14 years, 59million children are not attending school. Of this, 35 million are girls and 24 million are boys. There are problems relations to drop – out rate, low levels of learning achievement and low participation of girls, tribal and other disadvantaged groups. There are still at least one lakh habitations in the country without schooling facility within a kilometer. Coupled with it are various systemic issues like inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, large number of teacher vacancies, poor quality of education and inadequate funds.
In short, the country is yet to achieve the elusive goal of Universalisation of Elementary education (UEE), which means 100 percent enrolment and retention of children with schooling facilities in all habitations. It is to fill this gap that the government has launched the Sarva Shiksha Abhiyan.
Sarva Shiksha Abhiyan (SSA)
The Sarva Shiksha Abhiyan is a historic stride towards achieving the long cherished goal
of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary
Education to all children in the 6-14 age groups by 2010.
The SSA is an effort to recognize the need for improving the performance of the school system and to provide community owned quality elementary education in the mission mode. It also envisages bridging of gender and social gaps.
OBJECTIVES OF SARVA SHIKSHA ABHIYAN
All children in school, Education Guarantee Centre, Alternative School, ‘Back to School’ camp by 2003;
All children complete five years of primary schooling by 2007;
All children complete eight years of schooling by 2010;
Focus on elementary education of satisfactory quality with emphasis on education for life;
Bridge all gender and social category gaps at primary stage by 2007 and at
Elementary education level by 2010;
Universal retention by 2010.
Structure for Implementation
The Central and State governments will together implement the SA in partnership with the local governments and the community. To signify the national priority for elementary education, a National Sarva Shiksha Abhiyan Mission is being established with the Prime Minister as the Chairperson and the Union Minister of Human Resource Development as the Vice Chairperson. States have been requested to establish State level Implementation Society for UEE under the Chairmanship of Chief Minister Education Minister. This has already been done in many States.
The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts but would only try to bring convergence in all these efforts. Efforts will be made to ensure that there is functional decentralization down to the school level in order to improve community participation. Besides recognizing PRIs / Tribal Councils in Scheduled Areas, including the Gram Sabha, the States would be encouraged to enlarge the accountability framework by involving NGOs, teacher, activists, women’s organizations etc.
Coverage and Period
The SSA will cover the entire expanse of the country before March 2002 and the duration of the Programme in every district will depend upon the District Elementary Education Plan (DPEP) Prepared by it as per its specific needs. However, the upper limit for the programme period has been fixed as ten years, i.e., up to 2010.
Strategies central to SSA programme
Institutional reforms – As part of the SSA, institutional reforms in the States will be carried out. The state will have to make an objective assessment of their prevalent education system including educational administration, achievement levels in schools, financial issues, decentralization and community ownership, review of state Education Act, rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, education of girls, SC/ST and disadvantaged groups, policy regarding private schools and ECCE. Many States have already affected institutional reforms to improve the delivery system for elementary education.
Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise that financing of elementary education interventions has to sustainable. This calls for a long – term perspective on financial partnership between the Central and the State governments.
Community ownership – The programme calls for community ownership of school based interventions through effective decentralisation. This will be augmented by involvement of women’s groups, VEC members and members of Panchayati Raj institutions.
Institutional capacity building – The SSA conceives a major capacity building role for national and state level institution like NIEPA/NCERT/NCTE/SCERT/SIEMAT. Improvement in quality requires a sustainable support system of resource persons.
Improving mainstream educational administration – The Programme will have a community based monitoring system. The Educational Management Information System (EMSI) will correlate school level data with community based information from micro planning and surveys. Besides this, every school will have a notice board showing all the grants received by the school and other details.
Habitation as a unit of planning – The SSA works on a community based approach to planning with habitation as a unit of planning. Habitation plans will be the basis for formulating district plans.
Accountability to community – SSA envisages cooperation between teachers, parents and PRIs, as well as accountability and transparency.
Education of girls – Education of girls, especially those belonging to the scheduled castes and scheduled tribes, will be one of the principal concerns in Sarva Shiksha Abhiyan.
Focus on special groups – There will be a focus on the education participation of children form SC/ST, religious and linguistic minorities, disadvantaged groups and the disabled children.
Pre Project phase – SSA will commence throughout the country with a well planned pre project phase that provides for a large number of interventions for capacity development to improve the delivery and monitoring system.
Thrust on quality – SSA lays a special thrust on making education at elementary level useful and relevant for children by improving the curriculum, child centered activities and effective teaching methods.
Role of teachers – SSA recognizes the critical role of teachers and advocates a focus on their development needs. Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum related material development, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers.
District Elementary Education Plans – As per the SSA framework, each district will prepare a District Elementary Education Plan reflection all the investments being made in the education sector, with a holistic and convergent approach.
Components of SSA
The components of Sarva Shiksha Abhiyan includes appointment of teachers, teacher training, qualitative improvement of elementary education, provision of teaching learning materials, establishment of Block and Cluster Resource Centers for academic support, construction of Classrooms and school buildings, establishment of education guarantee centers, integrated education of the disabled and distance education.
Conclusion
Non-government Organization
Non – government organizations, commonly referred to as voluntary agencies in India, also participate in EFA programmes. For instance, a large number of voluntary agencies are implementing non – formal education programmes to meet the educational needs of out of school children. Many of them focus on socially and economically back ward areas and marginalized sections of the society and on education of girls. The current decade has seen the emergence of a number of EFA programmes supported by international agencies. These include support multi – lateral agencies including UN bodies, the World Bank and the ADB. Five UN agencies have supported the development of a joint initiative with the government of India and state governments on community based primary education. Assistance from UN agencies and bilateral dononars is in the form of grants, while the World Bank provides concessional loan assistance through IDA. Matching contributions in cash and kind are provided by central and state governments for such projects. The last three five year plans have witnessed significant shift in the expenditure of the department of education in the central government towards primary and adult education and away from tertiary education. That the central government is paying serious attention towards achievement of the goal of EFA is brought out by these actions of government.
education
Education for All: Trend and out reach at Tamilnadu in India
The world convention on to Meet fundamental Learning requirements was adopted by the World Conference on Education for All at Jomtien, Thailand, in March 1990. The meeting design comprehensive review of policies concerning basic education. The Education for All (EFA) 2000 appraisal is a major global attempt that aims to enable the participating countries to
(i) Construct a comprehensive picture of their progress towards their own Education for All goals since the 1990 Jomtien Conference,
(ii) Identify priorities and promising strategies for overcoming obstacles and accelerating progress, and
(iii) Revise national plans of action accordingly.
EFA indicators which are grouped according to the following six ‘Intention Magnitude’:-
1. Expansion of early childhood care and development;
2. Universal access to and completion of primary education;
3. Improvement in learning achievement;
4. Reduction of adult illiteracy rate;
5. Expansion of provision of basic education and training in essential skills required by
Youth and adults; and
6. Increased acquisition by individuals and families of the knowledge, skills and values
organized for better living.
For this purpose a National Assessment Group was constituted in the Department of Education, Ministry of Human Resource Development consisting of senior officials of the Department concerned with EFA and representatives of specialized national institutions, like NCERT, NIEPA and NCTE. During its deliberations, the Group felt that the Indian exercise should be carried out in a larger perspective which takes into account the following important developments:
The wide range of programmes initiated for achieving Universalisation of Elementary Education after formulation of National Policy of Education, 1986;
The massive effort made in the form of literacy campaigns to reach education to the masses; and
Enormous amount of activities in the field of primary education witnessed in the country on an unprecedented scale in the 1990s through projects and programmes specifically focused on EFA.
The EFA 2000 exercise is, therefore, seen not merely as a stock taking exercise but also as an effort to review and fine-tune strategies and programmes of basic education.
It is with this dual perspective in view that it has been planned
(1) to make the exercise quite comprehensive covering every dimension of basic education;
(2) to get the various component areas reviewed by independent experts from across the country; and
(3) to evolve a plan of action for the next phase, probably the final phase, of the national effort to reach the goal of EFA.
India’s EFA Assessment 2000 Country Report draws upon the following three documents:
i. Report of progress made with respect to the 18 EFA Indicators as identified in the General and Technical Guidelines given by the EFA Forum Secretariat;
ii. The State of the Art Review (Synthesis) on Learning Achievements; and
iii. The State of the Art Review on Learning Conditions.
The Department of Education in the Ministry of Human Resource Development has taken the initiative to commission twenty-four sub-sectoral studies on various aspects of EFA in India which seek to capture the varied experiences that have emerged from the projects, programmes and schemes undertaken during the last decade. The findings of these studies are proposed to be disseminated widely in India and abroad with a view to enrich the EFA 2000 Assessment exercise and provide useful inputs for policy makers, planners and administrators who are working towards achieving the goals of EFA.
Education for All – frame work
The goal of EFA in India are to be viewed in relation to the stage of education development that obtained on 1990 ¾ the year of world declaration on EFA. By then, fairly large expansion of in all parts of the country. Other sectors of education like adult education Non – formal education had also developed fairly well. Therefore, the main challenges in education in 1990s related to EFA have been the following: Access to basic education for the unreached segments and uncovered habitations
Qualitative improvement in content and processes of education; to make them more responsive to learning needs of individuals-children, youth and adults, families, community and development in different sectors of social and economic life. Consolidation and newer orientation wherever required in different areas of education through innovative programmes and changed role of educational personnel. Community participation in education; making education a people’s movement. Evolving effective and efficient management structures in education.
All goals and targets of EFA to be fulfilled in 1990’s have to be assessed in terms of the nature of the programmes, the degree to which they have led to achievement of the goals of EFA, and the promise they hold for making the processes and supportive structure sustainable. Thus, when EFA programmes were implemented in 1990’s,a new framework for development of basic education in the country was emerging which had the following broad features.
Holistic Approach
The holistic approach adopted for planning and implementation of EFA programmes is characterized by:
- A holistic view of basic education with grater linkages and integration between pre – school, primary education, non – formal education and adult education;
- Relating programmes of education with national concerns such as nutrition and health care, environment, small family norm and life skills education.
- Collaboration of different departments and sectors of development with primary education.
Education Grantee Scheme
The EGS centers in Tamil Nadu deserves special mention as an important new initiative in the 1990s.the remarkable success of EGS drawn the attention of planners and policy maker. The EGS centers covered 6-11 age groups who did not battened school. The key factors on which EGS hinges are community demand and government guarantee. By projecting community demand as a start-up point, EGS addresses the issue of enrollment and retention. The EGS is seen as successful mode of reaching the unreached or ‘Hard to reach’.
Education Grantee Scheme in Tamil Nadu (2004-2005)
ACTIVITIES
Administration arrangement: The coordinator have appointed.
Capacity building All the staff/ teachers have completed the strategy planning work shop.
Equivalence strategy The special effort is being taken to enroll the school drop out children.
Duration The short duration of the programme is 60-75 days.
School hours Two to three hours
Number of children per class 25 – 40 is high and low is 10-20
Teacher qualifications, Training and honorarium As per the government norm
Academic support and supervision The separate supervisors for every eight to ten schools
Teaching – Learning Materials The material prepared separately
Collaboration with NGOs Many EGS centers running by NGOs
A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION IN INDIA
In accordance with the constitutional commitment to ensure free and compulsory education for all children up to the age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy since independence (NPE), 1986 and the Programme of Action (POA) 1992. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE and the POA. These included the scheme of Operation Blackboard (OB); Non Formal Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State specific Basic Education Projects like the Andhra Pradesh Primary Education Project (APPEP); Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan; National Programme of Nutritional Support to Primary Education (MDM); District Primary Education Programme (DPEP).
Why Elementary Education
Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well – being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.
Constitutional, Legal and National Statements for UEE
The Constitutional, legal, and national policies and statements have time and again upheld the cause of universal elementary education.
Constitutional mandate 1950 – “The state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education to all children until they complete the age of 14 years.”
National Policy of Education 1986 – “It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century.”
Unnikrishnan judgment 1993 – “Every child/citizen of this country has a right to free
education till he completes the age of fourteen years.”
Education Ministers” resolve 1998 – “Universal elementary education should be pursued in the mission mode. It emphasized the need to pursue a holistic and convergent
approach towards UEE.”
National Committee’s Report on UEE in the mission mode 1999 – UEE should be pursued in a mission mode with a holistic and convergent approach with emphasis on preparation of District Elementary Education Plans for UEE. It supported the fundamental right to education and desired quick action towards operationalization of the mission mode towards UEE.
The Scenario so Far
Consequent to several efforts, India has made enormous progress in terms of increase in institution, teachers, and students in elementary education. The number of schools in the country increased four fold – from 2, 31, 000 in 1950-51 to 9, 30,000 in 1988-99, while enrolment in the primary cycle jumped by about six times from 19.2 million to 110 million. At the upper Primary stage, the increase of enrolment during the period was 13 times, while enrolment of girls recorded a huge rise of 32 times. The Gross Enrolment Ratio (GER) at the Primary stage has exceeded 100 percent. Access to schools is no longer a major problem. At the primary stage, 94 percent of the country’s rural population has schooling facilities within one kilometer and at the upper primary stage it is 84 percent.
The country has made impressive achievement in the elementary education sector. But the flip side is that out of the 200 million children in the age group of 6 -14 years, 59million children are not attending school. Of this, 35 million are girls and 24 million are boys. There are problems relations to drop – out rate, low levels of learning achievement and low participation of girls, tribal and other disadvantaged groups. There are still at least one lakh habitations in the country without schooling facility within a kilometer. Coupled with it are various systemic issues like inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, large number of teacher vacancies, poor quality of education and inadequate funds.
In short, the country is yet to achieve the elusive goal of Universalisation of Elementary education (UEE), which means 100 percent enrolment and retention of children with schooling facilities in all habitations. It is to fill this gap that the government has launched the Sarva Shiksha Abhiyan.
Sarva Shiksha Abhiyan (SSA)
The Sarva Shiksha Abhiyan is a historic stride towards achieving the long cherished goal
of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary
Education to all children in the 6-14 age groups by 2010.
The SSA is an effort to recognize the need for improving the performance of the school system and to provide community owned quality elementary education in the mission mode. It also envisages bridging of gender and social gaps.
OBJECTIVES OF SARVA SHIKSHA ABHIYAN
All children in school, Education Guarantee Centre, Alternative School, ‘Back to School’ camp by 2003;
All children complete five years of primary schooling by 2007;
All children complete eight years of schooling by 2010;
Focus on elementary education of satisfactory quality with emphasis on education for life;
Bridge all gender and social category gaps at primary stage by 2007 and at
Elementary education level by 2010;
Universal retention by 2010.
Structure for Implementation
The Central and State governments will together implement the SA in partnership with the local governments and the community. To signify the national priority for elementary education, a National Sarva Shiksha Abhiyan Mission is being established with the Prime Minister as the Chairperson and the Union Minister of Human Resource Development as the Vice Chairperson. States have been requested to establish State level Implementation Society for UEE under the Chairmanship of Chief Minister Education Minister. This has already been done in many States.
The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts but would only try to bring convergence in all these efforts. Efforts will be made to ensure that there is functional decentralization down to the school level in order to improve community participation. Besides recognizing PRIs / Tribal Councils in Scheduled Areas, including the Gram Sabha, the States would be encouraged to enlarge the accountability framework by involving NGOs, teacher, activists, women’s organizations etc.
Coverage and Period
The SSA will cover the entire expanse of the country before March 2002 and the duration of the Programme in every district will depend upon the District Elementary Education Plan (DPEP) Prepared by it as per its specific needs. However, the upper limit for the programme period has been fixed as ten years, i.e., up to 2010.
Strategies central to SSA programme
Institutional reforms – As part of the SSA, institutional reforms in the States will be carried out. The state will have to make an objective assessment of their prevalent education system including educational administration, achievement levels in schools, financial issues, decentralization and community ownership, review of state Education Act, rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, education of girls, SC/ST and disadvantaged groups, policy regarding private schools and ECCE. Many States have already affected institutional reforms to improve the delivery system for elementary education.
Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise that financing of elementary education interventions has to sustainable. This calls for a long – term perspective on financial partnership between the Central and the State governments.
Community ownership – The programme calls for community ownership of school based interventions through effective decentralisation. This will be augmented by involvement of women’s groups, VEC members and members of Panchayati Raj institutions.
Institutional capacity building – The SSA conceives a major capacity building role for national and state level institution like NIEPA/NCERT/NCTE/SCERT/SIEMAT. Improvement in quality requires a sustainable support system of resource persons.
Improving mainstream educational administration – The Programme will have a community based monitoring system. The Educational Management Information System (EMSI) will correlate school level data with community based information from micro planning and surveys. Besides this, every school will have a notice board showing all the grants received by the school and other details.
Habitation as a unit of planning – The SSA works on a community based approach to planning with habitation as a unit of planning. Habitation plans will be the basis for formulating district plans.
Accountability to community – SSA envisages cooperation between teachers, parents and PRIs, as well as accountability and transparency.
Education of girls – Education of girls, especially those belonging to the scheduled castes and scheduled tribes, will be one of the principal concerns in Sarva Shiksha Abhiyan.
Focus on special groups – There will be a focus on the education participation of children form SC/ST, religious and linguistic minorities, disadvantaged groups and the disabled children.
Pre Project phase – SSA will commence throughout the country with a well planned pre project phase that provides for a large number of interventions for capacity development to improve the delivery and monitoring system.
Thrust on quality – SSA lays a special thrust on making education at elementary level useful and relevant for children by improving the curriculum, child centered activities and effective teaching methods.
Role of teachers – SSA recognizes the critical role of teachers and advocates a focus on their development needs. Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum related material development, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers.
District Elementary Education Plans – As per the SSA framework, each district will prepare a District Elementary Education Plan reflection all the investments being made in the education sector, with a holistic and convergent approach.
Components of SSA
The components of Sarva Shiksha Abhiyan includes appointment of teachers, teacher training, qualitative improvement of elementary education, provision of teaching learning materials, establishment of Block and Cluster Resource Centers for academic support, construction of Classrooms and school buildings, establishment of education guarantee centers, integrated education of the disabled and distance education.
Conclusion
Non-government Organization
Non – government organizations, commonly referred to as voluntary agencies in India, also participate in EFA programmes. For instance, a large number of voluntary agencies are implementing non – formal education programmes to meet the educational needs of out of school children. Many of them focus on socially and economically back ward areas and marginalized sections of the society and on education of girls. The current decade has seen the emergence of a number of EFA programmes supported by international agencies. These include support multi – lateral agencies including UN bodies, the World Bank and the ADB. Five UN agencies have supported the development of a joint initiative with the government of India and state governments on community based primary education. Assistance from UN agencies and bilateral dononars is in the form of grants, while the World Bank provides concessional loan assistance through IDA. Matching contributions in cash and kind are provided by central and state governments for such projects. The last three five year plans have witnessed significant shift in the expenditure of the department of education in the central government towards primary and adult education and away from tertiary education. That the central government is paying serious attention towards achievement of the goal of EFA is brought out by these actions of government.
education
Sex Education Among Children in India
Chanchal Malviya asked:
SEX EDUCATION AMONG CHILDREN
The reason we boast sometimes on Indian culture, is because it has rich values, values that are of high morale and unique to the world. Values are something on which our life thrives. We find organizations thriving on values, families stand united on its values, and the very humanity stands on human values. Without values, an individual would have no identity. We deliver value when we execute pride in holding our national symbols. We deliver value when we show respect to our elders. We owe value when we look at each female with the respect as high as that for a mother. And it is these values, that brings in us courage to hold against the odds. It is these values that help us to go ahead in life along with our family, with our friends, with our colleagues, with the society and with the nation all together. No doubt, values are as important as our life itself.
One of these great Indian values is about educating our children to hold against the most devastating ****** feelings towards opposite gender, the so called ‘Sex’. *** is a powerful temptation and it requires very strong values to hold upon it. However, it is now days challenged by educated section of society, particularly the followers of western culture, in the name of exposing the mystery to the curious and immature child.
The conclusion made by these literates is that it is a prevention methodology, which would make the next generation safe from the perils of ***. Universally, prevention is better than cure, goes as a law, but the question remains – Is *** education a prevention, cure or an experiment the result of which is either not known or is deliberately being forced in the society? What if you have educated a child in *** and he fails to hold his temptations thereafter? What would you call that situation – the prevention failed or the medicine failed? Let us try to understand prevention in a better way. If I am not mistaken, prevention is a boundary, a boundary that tells you what lies on the other side. At a broad level, there are three types of boundaries:
• First, we are completely aware what lie on the other side of the boundary. For example, nearly every one knows the after effect of smoking.
• Second, we are partially or unaware of the negative factors and accept the boundaries as a part of cultural values, with the awareness of the positive factors within the boundary. For example, if we do exercise, we say it is a preventive measure from bad health. The details of bad health may not be known in completeness to the doer, but there is a straight conception that fits to his mind – exercise is good for health.
• Third, we are completely unaware of positive or negative factors on either side of the boundary. For example, doing some rituals as a religious practice.
If *** education is a prevention boundary, it should find a place in one of the above category. First, why do we need this education? A simple answer is that we do it sometimes. Second, how do we do *** (even with our spouse): in privacy or publicly? Do we discuss it out openly with friends and expose our spouse to them? If answers to these questions is ‘No’ and convincingly ‘No’, then the first boundary lies with the adults itself – how can they talk *** with their children or students, when we cannot practice it before them? We have to understand a very important aspect here. If we dare to talk such things with children, we are breaking away the boundary of respect and regard straight away (they or we not able to talk *** with each other signifying that there is some regard that produces this shyness or hesitation). We are undoubtedly introducing a concept that would teach our children to go beyond this boundary and easily practice sex, the barriers being broken and broken by teachers and parents first. During childhood, *** is a curiosity and hence is not known to them completely. All they know is that it is considered wrong by elders and is practiced between parents. Curiosity can take shape of temptation and temptations would lead to doing the wrong, if children are not taught of values that can help them prevent the temptation. Talking to them about *** would kill their curiosity and give birth to educated temptation. Thus, *** education so seeming to be an experimented cure, would necessarily lead to side effect of practicing *** as an educated practitioner. *** education would in fact as a catalyst in producing sexual practices, and can in no way be a preventive measure. This education has no relation with feelings like temptations. Temptations can be only held by practice of cultural values, may be as a fear to breach the respectful barrier. Preventive measures are healthier and positive aspects, and can be talked and propagated positively towards everyone. Holding to values and teaching our children to remain in boundaries is actually a preventive measure and would protect majority of them from committing the hazard.
The proposed solution is still experimentation – the world is yet to see a generation that would be protected from practicing *** early during childhood and teenage after getting educated on ***. The proposed solution of *** education is thus very much risky and it can totally devastate the society if it fails to deliver the purpose, provoking children to enter premature sexual relations.
The intuition and notion of *** education as a solution started to create the awareness towards the deadly disease ‘AIDS’. It is a disease born out of *** and can spread out of various reasons which includes unsafe sex, blood transfusion, etc. The first unseen and politicized mistake is acceptance by the society that people need to be aware of this disease and should adapt to safe *** practices. At this point it seemed unquestionably correct, as adults were to be educated for usage of condoms. Unfortunately, this was the stepping stone towards growing errors. The ground error is that it is accepted that adults cannot hold from doing extra-marital and pre-marital affairs. And the true solution negated is – people not educated on values and importance of holding on values. It is here values plays its importance and Indian value in this term is very much known to the society – no extra-marital affairs and no pre-marital affairs – complete honesty with the partner and thus complete dedication towards their home leading to a life that is happy and supported by your relations and respected by outsiders – No possibility of AIDS in existence.
But more ground fact is that above values cannot be achieved unless it is inculcated in people when they are still ripe, when they are as young as children. Childhood is a state where you shape up your character. It takes huge effort for adults to change their nature, but not for a child. Values inculcated in children can help them grow to a brighter and healthier personality. This seems to me so simple to execute, simple because it can very easily get passed on to following generation as family values. In fact, it is still a part of Indian culture, which by the weapon of *** education, being totally devastated under the umbrella of the word ‘EDUCATION’. What is wrong in asking our children to respect elders and consider every woman as respectable as our own mother and sister? It is all about building this strong and positive perception in our little gems. In fact, would we dare to call our little angels as angels and gems, the moment we realize that he has adopted to means like *** which is not suitable to his age, which his mind would not absorb to the fullest of the concept, where there would be every chance for him to slip towards experiencing it because now the education is exposing the vulnerable ****** and ecstatic feelings which is yet in abnormal form of curiosity in the child – would we still dare to call our children as angels and gems. Will he not start challenging his patience by thinking the same about his relations? Will he then enjoy respect and regards towards any of the opposite gender? And I wonder why it is not thought that once *** goes into the education stream of children, children would by natural manner start talking about it among them. A child boy will talk to a child girl about their *** knowledge – a boundary that protects every child (at least most of them), from sexual pitfalls at early age would be totally destroyed. Is this what our modern parent expects from their children? As long as children do not talk about sex, they would fear to break the boundary and majority of the generation can be saved. But once, this is broken, majority of the generation would be devastated.
I sometimes ponder, why is human so weak to not realize the problems of practices like *** education? Why didn’t they look at societies which has already experimented this as a solution? We can very well go into the western education system where *** is a compulsory education and try to quantify and derive statistics on whether it has actually helped children from doing ***. The facts would be un-amazingly opposite to what is being proposed. They are exposed to *** as an adoptable practice, they are aware of how to protect from sexual disease, for instance by using condoms, and they simply enter into actually doing it. Why don’t we realize a simple thing, children would experiment everything if they are given the freedom? As responsible adults, we are to guide children about wrong and right and not expose them to the wrongs and the means to do the wrongs without getting harmed.
It would be surprising to understand that foundations of such human weaknesses are laid down by modern western thinkers, who adopt the theory and practice of allowing children to do what they wish. These thinkers believe that children require information about everything that they see and hear and if not provided they will get it from wrong sources, and hence, as responsible parents and elders we should share with them all problems like sex, deaths, hazards, etc. Truly speaking, there is a very thin boundary between good and bad, between right and wrong, so thin that once you cross, there is nearly no regret, no comeback. People often start smoking or drinking, with an attitude to taste – how it feels – and the boundary is broken. Next time, it is not the first time and they do it with the intention that it would be the last time and the action repeats. Why can’t we straightaway put into the minds of our children to keep away from these things by letting them realize that it is bad – very bad? Some parents agree to this as the impact of smoking is quite visible to them. How can it happen that all other behaviors of life don’t have similar negative impacts? It is seriously required to define the boundary of right and wrong in all that we do. For instance, philosophers and psychiatrists are now provoking people to talk *** with children. They believe that they will learn it from wrong sources and stealthily, which would create negative behavior in them. How silly? Why can’t children be allowed to consider it wrong as long as they are children? Why aren’t they allowed to learn about such things as they grow in boundaries and learn to practice it only in right manner at right time? Why are these great thinkers so eager to take away the opportunity of self – development from these children, which nature has provided them? Nature doesn’t allow children to do *** and hence it is wrong for them as long as they are children. What is wrong in telling them that it is wrong and bad when actually it is wrong at their stage? They automatically will learn its importance and usage when they grow and such children will respect *** and practice it religiously as a part of married life.
Accepting that children would learn *** from wrong sources, is actually an acceptance to the happenings in the society around – cultural degradation in social environment remains unchallenged and in fact attains maturity by allowing the upcoming generation to get educated on it and practice it untimely. Children would grow physically weak, and to much greater extent mentally weak if they endeavor to unfold their temptations through sexual education. The next generation is being challenged for their superiority of behavior and the induced *** education would surely overthrow the master culture of respect and regard.
We need to help our children to enhance their resistive power, their tolerance power, their patience, their understanding to respect and regard the values taught by parents and teachers. We cannot simply accept that our children would learn from wrong source about habits that are tempting, if we do not allow them to learn from us. We cannot make our children so weak that they go for anything that fulfills their mental desires and curiosity. We need to develop in them right from their childhood a habit to hold on temptations, so that they get matured enough to handle toughest situations in life. Indian culture have always taught children to grow up by practicing patience, yoga, respect towards elders, and all positive aspects that can create a great individual. Isn’t it necessary for our society to have stable families with respectable practices?
If Indian values and practices that taught children of such high attitude are considered as Stone Age by modern tutors, this would be unfortunate for the country. It is so simple to understand that people of Stone Age were used to living in nudity, and if we have grown rich in knowledge and understood the importance of clothes in societies, we have to respect clothes. Clothes are the first indication of boundaries against *** and children are to be protected from media which breaks this boundary. Let us promise to help our upcoming generation to become strong mentally, brace enough to fight these petty temptations and grow powerful in their thinking so that they are capable of doing great tasks.
SEX IN HINDUISM
Swami Vivekanand said, “In west, every woman other than mother is a wife. Among Hindus, every woman other than wife is a mother.” I do not know other religion, than Hinduism, which teaches values of so high regard. Such high values exist because *** was never neglected in Indian philosophy – it was rather researched to be a powerful source of energy in any individual. It was understood that any energy has to be utilized in the boundary of natural law and hence, *** was to be practiced by recognized partners, only for specific purpose and within age boundaries. It was recognized that mastering *** required immense control on the self and practicing it only with partners required even greater control on self. Going beyond this to practice it only for the purpose of reproduction, to meet the purpose of nature, was even tougher. Thus, this natural power of every creature was considered as a natural power and as usual, every natural power in Hindu philosophy holds a Deity in its name. Thus, ‘Kamadeva’ (Deity of lust) came into being. *** became a concept of worship and anything worship-able was never misused.
Sex as a study went deep to unfold all its secrets for Ayurvedic practitioners. But for the common people, it remained a respectable action. This is one major reason, why we do not find any major disease related to *** known in Indian societies. People often quote examples of ‘Khajuraho’ as a symbol of Hindu *** – which is very wrong – why was such sensual images created in caves? Were such caves a general practice of production? How many books of Hindus describe *** as openly as ‘Khajuraho’? The answers to these questions, clarifies, that there must have been some purpose behind ‘Khajuraho’ which is lost in the past.
Hinduism has never taught utilizing any natural power in negative fashion – unlike modern science. And *** is one such power that exists in Hinduism within natural human boundaries.
It is often seen that one bad belief by virtue of its natural capacity draws another bad belief. If *** education among children is an attempt to molest the future of nation, the Long Leaders by virtue of their devastating attitude build one after another similar attitude – producing Reservation into system that can eradicate the unity of the nation and prove the critics that Casteism is a part of not only Hinduism, but also of Hindu nation – in which case, the concept of Secularism would be lost and immediately the Hindus would get attached to it.
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SEX EDUCATION AMONG CHILDREN
The reason we boast sometimes on Indian culture, is because it has rich values, values that are of high morale and unique to the world. Values are something on which our life thrives. We find organizations thriving on values, families stand united on its values, and the very humanity stands on human values. Without values, an individual would have no identity. We deliver value when we execute pride in holding our national symbols. We deliver value when we show respect to our elders. We owe value when we look at each female with the respect as high as that for a mother. And it is these values, that brings in us courage to hold against the odds. It is these values that help us to go ahead in life along with our family, with our friends, with our colleagues, with the society and with the nation all together. No doubt, values are as important as our life itself.
One of these great Indian values is about educating our children to hold against the most devastating ****** feelings towards opposite gender, the so called ‘Sex’. *** is a powerful temptation and it requires very strong values to hold upon it. However, it is now days challenged by educated section of society, particularly the followers of western culture, in the name of exposing the mystery to the curious and immature child.
The conclusion made by these literates is that it is a prevention methodology, which would make the next generation safe from the perils of ***. Universally, prevention is better than cure, goes as a law, but the question remains – Is *** education a prevention, cure or an experiment the result of which is either not known or is deliberately being forced in the society? What if you have educated a child in *** and he fails to hold his temptations thereafter? What would you call that situation – the prevention failed or the medicine failed? Let us try to understand prevention in a better way. If I am not mistaken, prevention is a boundary, a boundary that tells you what lies on the other side. At a broad level, there are three types of boundaries:
• First, we are completely aware what lie on the other side of the boundary. For example, nearly every one knows the after effect of smoking.
• Second, we are partially or unaware of the negative factors and accept the boundaries as a part of cultural values, with the awareness of the positive factors within the boundary. For example, if we do exercise, we say it is a preventive measure from bad health. The details of bad health may not be known in completeness to the doer, but there is a straight conception that fits to his mind – exercise is good for health.
• Third, we are completely unaware of positive or negative factors on either side of the boundary. For example, doing some rituals as a religious practice.
If *** education is a prevention boundary, it should find a place in one of the above category. First, why do we need this education? A simple answer is that we do it sometimes. Second, how do we do *** (even with our spouse): in privacy or publicly? Do we discuss it out openly with friends and expose our spouse to them? If answers to these questions is ‘No’ and convincingly ‘No’, then the first boundary lies with the adults itself – how can they talk *** with their children or students, when we cannot practice it before them? We have to understand a very important aspect here. If we dare to talk such things with children, we are breaking away the boundary of respect and regard straight away (they or we not able to talk *** with each other signifying that there is some regard that produces this shyness or hesitation). We are undoubtedly introducing a concept that would teach our children to go beyond this boundary and easily practice sex, the barriers being broken and broken by teachers and parents first. During childhood, *** is a curiosity and hence is not known to them completely. All they know is that it is considered wrong by elders and is practiced between parents. Curiosity can take shape of temptation and temptations would lead to doing the wrong, if children are not taught of values that can help them prevent the temptation. Talking to them about *** would kill their curiosity and give birth to educated temptation. Thus, *** education so seeming to be an experimented cure, would necessarily lead to side effect of practicing *** as an educated practitioner. *** education would in fact as a catalyst in producing sexual practices, and can in no way be a preventive measure. This education has no relation with feelings like temptations. Temptations can be only held by practice of cultural values, may be as a fear to breach the respectful barrier. Preventive measures are healthier and positive aspects, and can be talked and propagated positively towards everyone. Holding to values and teaching our children to remain in boundaries is actually a preventive measure and would protect majority of them from committing the hazard.
The proposed solution is still experimentation – the world is yet to see a generation that would be protected from practicing *** early during childhood and teenage after getting educated on ***. The proposed solution of *** education is thus very much risky and it can totally devastate the society if it fails to deliver the purpose, provoking children to enter premature sexual relations.
The intuition and notion of *** education as a solution started to create the awareness towards the deadly disease ‘AIDS’. It is a disease born out of *** and can spread out of various reasons which includes unsafe sex, blood transfusion, etc. The first unseen and politicized mistake is acceptance by the society that people need to be aware of this disease and should adapt to safe *** practices. At this point it seemed unquestionably correct, as adults were to be educated for usage of condoms. Unfortunately, this was the stepping stone towards growing errors. The ground error is that it is accepted that adults cannot hold from doing extra-marital and pre-marital affairs. And the true solution negated is – people not educated on values and importance of holding on values. It is here values plays its importance and Indian value in this term is very much known to the society – no extra-marital affairs and no pre-marital affairs – complete honesty with the partner and thus complete dedication towards their home leading to a life that is happy and supported by your relations and respected by outsiders – No possibility of AIDS in existence.
But more ground fact is that above values cannot be achieved unless it is inculcated in people when they are still ripe, when they are as young as children. Childhood is a state where you shape up your character. It takes huge effort for adults to change their nature, but not for a child. Values inculcated in children can help them grow to a brighter and healthier personality. This seems to me so simple to execute, simple because it can very easily get passed on to following generation as family values. In fact, it is still a part of Indian culture, which by the weapon of *** education, being totally devastated under the umbrella of the word ‘EDUCATION’. What is wrong in asking our children to respect elders and consider every woman as respectable as our own mother and sister? It is all about building this strong and positive perception in our little gems. In fact, would we dare to call our little angels as angels and gems, the moment we realize that he has adopted to means like *** which is not suitable to his age, which his mind would not absorb to the fullest of the concept, where there would be every chance for him to slip towards experiencing it because now the education is exposing the vulnerable ****** and ecstatic feelings which is yet in abnormal form of curiosity in the child – would we still dare to call our children as angels and gems. Will he not start challenging his patience by thinking the same about his relations? Will he then enjoy respect and regards towards any of the opposite gender? And I wonder why it is not thought that once *** goes into the education stream of children, children would by natural manner start talking about it among them. A child boy will talk to a child girl about their *** knowledge – a boundary that protects every child (at least most of them), from sexual pitfalls at early age would be totally destroyed. Is this what our modern parent expects from their children? As long as children do not talk about sex, they would fear to break the boundary and majority of the generation can be saved. But once, this is broken, majority of the generation would be devastated.
I sometimes ponder, why is human so weak to not realize the problems of practices like *** education? Why didn’t they look at societies which has already experimented this as a solution? We can very well go into the western education system where *** is a compulsory education and try to quantify and derive statistics on whether it has actually helped children from doing ***. The facts would be un-amazingly opposite to what is being proposed. They are exposed to *** as an adoptable practice, they are aware of how to protect from sexual disease, for instance by using condoms, and they simply enter into actually doing it. Why don’t we realize a simple thing, children would experiment everything if they are given the freedom? As responsible adults, we are to guide children about wrong and right and not expose them to the wrongs and the means to do the wrongs without getting harmed.
It would be surprising to understand that foundations of such human weaknesses are laid down by modern western thinkers, who adopt the theory and practice of allowing children to do what they wish. These thinkers believe that children require information about everything that they see and hear and if not provided they will get it from wrong sources, and hence, as responsible parents and elders we should share with them all problems like sex, deaths, hazards, etc. Truly speaking, there is a very thin boundary between good and bad, between right and wrong, so thin that once you cross, there is nearly no regret, no comeback. People often start smoking or drinking, with an attitude to taste – how it feels – and the boundary is broken. Next time, it is not the first time and they do it with the intention that it would be the last time and the action repeats. Why can’t we straightaway put into the minds of our children to keep away from these things by letting them realize that it is bad – very bad? Some parents agree to this as the impact of smoking is quite visible to them. How can it happen that all other behaviors of life don’t have similar negative impacts? It is seriously required to define the boundary of right and wrong in all that we do. For instance, philosophers and psychiatrists are now provoking people to talk *** with children. They believe that they will learn it from wrong sources and stealthily, which would create negative behavior in them. How silly? Why can’t children be allowed to consider it wrong as long as they are children? Why aren’t they allowed to learn about such things as they grow in boundaries and learn to practice it only in right manner at right time? Why are these great thinkers so eager to take away the opportunity of self – development from these children, which nature has provided them? Nature doesn’t allow children to do *** and hence it is wrong for them as long as they are children. What is wrong in telling them that it is wrong and bad when actually it is wrong at their stage? They automatically will learn its importance and usage when they grow and such children will respect *** and practice it religiously as a part of married life.
Accepting that children would learn *** from wrong sources, is actually an acceptance to the happenings in the society around – cultural degradation in social environment remains unchallenged and in fact attains maturity by allowing the upcoming generation to get educated on it and practice it untimely. Children would grow physically weak, and to much greater extent mentally weak if they endeavor to unfold their temptations through sexual education. The next generation is being challenged for their superiority of behavior and the induced *** education would surely overthrow the master culture of respect and regard.
We need to help our children to enhance their resistive power, their tolerance power, their patience, their understanding to respect and regard the values taught by parents and teachers. We cannot simply accept that our children would learn from wrong source about habits that are tempting, if we do not allow them to learn from us. We cannot make our children so weak that they go for anything that fulfills their mental desires and curiosity. We need to develop in them right from their childhood a habit to hold on temptations, so that they get matured enough to handle toughest situations in life. Indian culture have always taught children to grow up by practicing patience, yoga, respect towards elders, and all positive aspects that can create a great individual. Isn’t it necessary for our society to have stable families with respectable practices?
If Indian values and practices that taught children of such high attitude are considered as Stone Age by modern tutors, this would be unfortunate for the country. It is so simple to understand that people of Stone Age were used to living in nudity, and if we have grown rich in knowledge and understood the importance of clothes in societies, we have to respect clothes. Clothes are the first indication of boundaries against *** and children are to be protected from media which breaks this boundary. Let us promise to help our upcoming generation to become strong mentally, brace enough to fight these petty temptations and grow powerful in their thinking so that they are capable of doing great tasks.
SEX IN HINDUISM
Swami Vivekanand said, “In west, every woman other than mother is a wife. Among Hindus, every woman other than wife is a mother.” I do not know other religion, than Hinduism, which teaches values of so high regard. Such high values exist because *** was never neglected in Indian philosophy – it was rather researched to be a powerful source of energy in any individual. It was understood that any energy has to be utilized in the boundary of natural law and hence, *** was to be practiced by recognized partners, only for specific purpose and within age boundaries. It was recognized that mastering *** required immense control on the self and practicing it only with partners required even greater control on self. Going beyond this to practice it only for the purpose of reproduction, to meet the purpose of nature, was even tougher. Thus, this natural power of every creature was considered as a natural power and as usual, every natural power in Hindu philosophy holds a Deity in its name. Thus, ‘Kamadeva’ (Deity of lust) came into being. *** became a concept of worship and anything worship-able was never misused.
Sex as a study went deep to unfold all its secrets for Ayurvedic practitioners. But for the common people, it remained a respectable action. This is one major reason, why we do not find any major disease related to *** known in Indian societies. People often quote examples of ‘Khajuraho’ as a symbol of Hindu *** – which is very wrong – why was such sensual images created in caves? Were such caves a general practice of production? How many books of Hindus describe *** as openly as ‘Khajuraho’? The answers to these questions, clarifies, that there must have been some purpose behind ‘Khajuraho’ which is lost in the past.
Hinduism has never taught utilizing any natural power in negative fashion – unlike modern science. And *** is one such power that exists in Hinduism within natural human boundaries.
It is often seen that one bad belief by virtue of its natural capacity draws another bad belief. If *** education among children is an attempt to molest the future of nation, the Long Leaders by virtue of their devastating attitude build one after another similar attitude – producing Reservation into system that can eradicate the unity of the nation and prove the critics that Casteism is a part of not only Hinduism, but also of Hindu nation – in which case, the concept of Secularism would be lost and immediately the Hindus would get attached to it.
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