Universalization of Elementary Education (UEE)

Education- Meaning
Education is to bring out the better qualities of the individual. Education is the basic
requirement for success of democracy and progress of a country.
Universalization of Elementary Education
To provide free educational opportunities to all children of the society irrespective of caste,
creed and sex
Universalization of Elementary Education (UEE)
 The Article 45 of the Indian constitution states that, “The State to endeavour to
provide free and compulsory education to all children up to age fourteen in a period of
ten years.
 National Policy of Education “ It shall be ensured that free and compulsory education
of satisfactory quality is provided to all children upto 14 years of age before we enter
the twenty first century”
 Unnikrishnan Judgement, 1993- “Every child/citizen of this country has a right to free
education until he completes the age of fourteen years’.
 The concept ‘free’ signifies that no fees will be collected from children for receiving
elementary education in educational institutions run by the government.
 The concept ‘compulsory’ signifies that all children attaining the age of 6 are to be
enrolled in class I and should continue until they complete the class VIII at the age of
14 years.
 We are committed to make education universal, free and compulsory for the age
group of 6-14 years.
 UEE also means free education. (free books and stationary, free school transport, and
free mid- day meal).
Universalisation of Elementary Education in India
Five important things: -
1. Universalisation of provision
2. Universalisation of enrollment
3. Universalisation of retention.
4. Universalisation of Participation
5. Universalisation of achievement

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 1. Universalisation of Provision
 This implies that adequate school facilities should be provided to all children
between age group 6 to 14 in the country. It means that Primary schools
should be set up within 1 km from the habitation of the child. It need to open a
large number of schools throughout the country.
2. Universalization of Enrollment
• This means every child attaining the age of 6 must be enrolled in class I of primary
school. This also means compulsory enrolment of all children attaining the age of 6 in
primary schools.
• To bring all children from every nook and corner of the country.The New Education
Policy (1986) assures to enroll all children up to age level 14 . Achievement of
Universalisation of Elementary Education (UEE) by 2015 through “Education for
All”
3. Universalization of Retention
•The success of universalization lies in the retention.
•Children must remain in school stage till the completion of school study
4. Universalization of Participation
• For Universalization of Elementary Education participation of community is quite
inevitable.
• For better and effective participation of educational administrative personnel,
educational administration needs decentralization.
5. Universalization of Achievement
• For success of UEE, achievement of learners is to be ascertained.
• The strategy is to lay down learning outcomes from learners at the elementary level.
• The outcome of the education is to be based of minimum level of learning (MLL)
common to both formal and non-formal programme
UEE is important for the following reasons
a) Eradication of poverty
b) Fostering economic progress
c) Managing the growth and population
d) Creating a clean and healthy environment
Problems responsible for failure
1. Social problems
2. Economic problems

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3. Educational problems
4. Geographical problems
5. Administrative problem
Social problems
 Apathy of parents
 Conservative attitude of parents towards co-education
 Over population
 Early marriage of girls
Economic problems
 Poverty of parents
 Lack of funds
Educational problems
 Low enrolment of SC, ST and other backward sections of the society.
 Low enrolment of girls
 Low enrollment of disabled children
 High rate of wastage
 Defective curriculum
 Uninspiring methods of teaching
 Lack of competent teachers
Geographical Problems
 Inaccessible areas
 Small and scattered habitations particularly in tribal and hilly areas.
Administrative Problems
 Inequality of educational opportunities
 Frequent transfer of teachers
 Lack of women teachers
 Lack of effective supervision
Programmes to achieve Universalisation of Education
•Sarva Shiksha Abhiyan (SSA)
•Rashtriya Madhayamik Shiksha Abiyan (RMSA)
•Rashtriya Uchatar Shiksha Abhiyaan (RUSA)

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 SARVA SHIKSHA ABHIYAN (SSA)
Sarva Shiksha Abhiyan (SSA) is the comprehensive and integrated programme of
Government of India, to attain Universal Elementary Education (UEE) in the country
which is implemented in January 2001. Launched in partnership with the State
governments and local self-governments, SSA aims to provide useful and relevant
education to all children in the 6-14 age groups by 2010.
SSA is an initiative to universalise quality elementary education in a mission mode
through district based, and decentralized. It is a significant attempt to bridge social
and gender gaps, with the active participation of the community in all aspects of
planning and delivery of elementary education programmes.
Aims of Sarva Shiksha Abhiyan (SSA)

The Ministry of Human Resource Development has clearly stated the aims of Sarva Shiksha
Abhiyan (SSA) with the following points.

1. The Abhiyan committed to provides useful and relevant education to all children of
the age group of 6 to 14 years within 2010.
2. It aims at removing the social, regional, and sex-differences through active
participation of the community people in School management.
3. It is to make children learn about their natural environment and to master over them.
4. This mission aims at full utilization of human potential, both materially and
spiritually.
5. Also, the mission aims at education development of value-based learning in children.
6. They should get the opportunity to work for well being of each other, rather than
becoming selfish individuals.

Objectives of SSA
SSA was launched in 2001 with the objectives of-
(a) All children in school, Education Guarantee Centre, Alternative School, “Back-to-
School‟ camp by 2003
(b) all children complete five years of primary schooling by 2007
(c) all children complete eight years of elementary schooling by 2010
(d) focus on elementary education of satisfactory quality with emphasis on education
for life

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 (e) bridge all gender and social category gaps at primary stage by 2007
(f) universal retention by 2010.
Its Characteristics:

The concept of Sarva Shiksha Abhiyan is more comprehensive

and integrative in nature. Thus, it needs more analysis for the identification of its basic
features. Without going into its detail, the following points are its characteristics:

1. The target of accomplishment of this program has been set in the year 2010.
2. It wants to involve the community people at all levels in making the mission a
people’s movement.
3. It believes in the decentralization of power and responsibility of the Central and State
government in regard to education for all people.
4. Also, it tries to arouse a new feeling and realization that education is an affaire of the
people and its success depends upon mass involvement.
5. It tries to develop the spirit of the partnership of the Central, State, and Local
administration in regard to primary education.
6. It gives priority to the education of the poorer, unprivileged, and downtrodden section
of people in order to bring them to the mainstream of educational development.
7. Also, it gives special emphasis to the education of women, SC, ST, physically and
mentally handicapped and the people living below the poverty line.
8. It gives equal importance to the development of quality as well as quantity of our
primary education.
9. It encourages modem child-centric methods of teaching, such as joyful learning,
learning through observation and innovation.
10. Also, it believes that creating mass-awareness and mass involvement in educations are
the key to the universalization of primary education in the country.

Components of SSA
(a) Preparatory activities for training and orientation at all level.
(b) Appointment of teachers
(c) Opening new primary and alternative schooling facility
(d) Opening of upper primary schools
(e) Constructing additional classrooms, schools and other facilities
(f) Free textbook to all girls/SC/ST children,
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 (g) Maintenance and repair of school buildings (h) Teaching Learning Equipment for
primary schools on upgradation of EGS to regular schools or setting up of a new
primary school
Contribution of SSA to UEE
• Easy Access to Elementary Education
• Improvement in Physical Facilities in the schools
• Rapid increase in enrolment
• Retention of students
• Literacy rate increased up to age of 14 years
• Quality education
• Helpful for the weaker section of society
• Availability of teachers and their professional growth

RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN

(RMSA)
National Mission for Secondary Education Launched in 2009 in India by
MHRD of Govt of India with PM Manmohan Singh.
RMSA is centrally sponsored scheme of the Ministry of Human Resource
Development, Govt of India, for development of secondary education. It was
launched with the objective to enhance access to secondary education and to
improve its quality. Its main objective was to enhance the enrollment rate from
52.26% (2005-06)to 75% within 5 years (2009-14). It aimed to provide
universal education for all children between 15-16 years age .
Objectives
1. To improve quality of education imparted at secondary level.
2. To remove Socio-economic, gender and disability barriers.
3. Universal access to secondary education by 2017 i.e., by the end of 12 th
five year plan.
4. To achieve universal retention by 2020.

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Activities taken up under RMSA

Construction of Additional Classrooms for quality improvement in the school

infrastructure and school buildings are strengthened

Laboratory construction of integrated Science Laboratory of Physics, Chemistry, Biology

and Mathematics for quality learning

Laboratory Equipment providing laboratory equipment for the newly constructed

laboratories. Providing grant for existing laboratories for the purchase of additional
equipment

Supply of Furniture and Equipment furniture of Headmaster room, Office room, Computer
room, Art/Craft, & Library

Separate Toilet blocks for boys and girls & drinking water facility for all secondary schools

Annual grants for Schools: Rs. 50,000 annual grant is given to all schools for the purchase
of teaching Learning Material, Games equipment, Music, Drawing, Art education material
and maintenance

Minor Repair grants: Every secondary school having own building will be given Rs. 25,000
annually for Minor repairs of the School

Major Repair grants for Schools: Annual Grants for major repairs to the class rooms
having own building will be given Rs.2.00 Lakhs maximum for having two sections and
Rs.4.00 Lakhs maximum for having 4 sections

Laboratory maintenance grants: For the purchase of laboratory equipment maintenance Rs.
25,000 will be provided.

Library, News Paper grants:For every secondary school library books worth Rs.1.00 Lakh
would be provided. Rs. 10,000 for every school for the purchase of magazines, news papers
and purchase of new books to the library will be provided annually.

Progress Made Under RMSA

1. It is decided to inaugurate additional class rooms in 1000 Secondary School

2. In the year 2010-11 additional class rooms to 487 Secondary Schools were sanctioned
preparaty activities for construction are under progress

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3. In-service Teacher Training: Total of 49,836 teachers were trained for 5 days in a
residential mode during the summer vacation of 2009-10 in the school subjects. In the
year 2010-11 during summer vacation a total of 38,136 teachers were trained for 5 days in
a residential mode

Important Quality Interventions:

 To reduce pupil teacher ration to 30:1 by appointing of additional teachers.
 In service teachers training.
 Science Laboratories.
 Focus on Science, Math, and English education.
 ICT enabled education.
 Curriculum reforms
 Teaching learning reforms.
Equity interventions
 Special focus in micro planning.
 Separate toilet blocks for girls.
 Special enrolment drive for the weaker sections.
 Upgradation of Ashram schools.
 Opening new schools in SC/ST/Minority high concentrated areas.
 More female teachers.
Major Heads of the RMSA
There are 4 major heads or chief-in-charge of the Rashtriya
Madhyamik Shiksha Abhiyan.

 Quality improvement. In schools, there was a promotion of

environmental education and science laboratories. In addition, RMSA
looks into the promotion of central sponsorship schemes of the population
education project, international mathematics and science Olympiads. The
state governments also provide in-service training for the teachers,
infrastructure and research inputs.

 Access and equity. RMSA does not only emphasize on providing

secondary education for the special focus groups but also gives

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 importance on removing the existing disparities in socio-economic and
gender background in the secondary level of education. By special
groups, we mean scheduled tribe and scheduled caste
groups, minority girls and CWSN children. They are also termed as the
vulnerable/ disadvantaged group. Moreover, certain strategies were
implemented to provide free access to secondary education

 Information communication technologies (ICT). Due to a rise in IT

demand in, importance is given on ITC. Components of a merged scheme
ICT in school include funding support towards computer education plans;
strengthening and reorientation of the staffs s; digitization using audio
and video cassettes with the partnership of NGOs; and management of
Internet-based education.

 Integrated education for disabled children (IEDC): It includes

several components for convergence with integrated child development
services for early interventions, Sarva Shiksha Abhiyan (SSA) for the
particular group at the elementary level, and special schools.

The Ministry of Human Resource Development directly provides funds to the state
governments.State government then release the funds to the approved implementing agencies
or institutions.

During 11th five year plan the central government provided 75% of total fund for each state, while
25% was borne by state government. Funding patterns for North Eastern States like Sikkim, Jammu
and Kashmir was 90:10

RASHTRIYA UCHCHATAR SHIKSHA ABHIYAN

(RUSA)
The Ministry of Human Resource Development is the nodal agency administering the

Rashtriya Uchchatar Shiksha Abhiyan (RUSA) program. It receives the budget targets of

participating States, reviews/ analyzes them and then gives approvals and makes

disbursements.

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 RUSA is a Centrally Sponsored Scheme (C.S.S.), launched in 2013 aims at

providing strategic funding to eligible state Higher Educational Institutions. The

Central Funding (in the ratio of 65:35 for General Category States and 90:10 for

Special Category States) would be norm based and outcome dependent. The Funding

would flow from the Central Ministry through the State Governments/ Union

Territories to the State Higher Education Councils before reaching the identified

Institutions. The Funding to States would be made on the basis of critical appraisal of

State Higher Education Plans, which would describe each State's strategy to address

issues of equity, access and excellence in Higher Education.

Vision:

To attain higher levels of access, equity and excellence in the State higher education system

with greater efficiency, transparency, accountability and responsiveness.

Key Features:

 Norm-based and performance-based funding.

 Commitment by States and institutions to certain academic, administrative and
governance reforms will be a precondition for receiving funding.
 Funds would flow from the Ministry of Human Resource Development (M.H.R.D.) to
universities and colleges, through the State governments.
 Funding to the States would be made on the basis of critical appraisal of State Higher
Education Plans (S.H.E.Ps). S.H.E.P. should address each State’s strategy to address
issues of equity, access and excellence.
 Each institution will have to prepare an Institutional Development Plan (I.D.P.) for all
the components listed under the Scheme. It will be aggregated at the State level, after
imposing a super layer of State relevant components into the S.H.E.P..
 State higher education councils (S.H.E.C.) will have to undertake planning and
evaluation, in addition to other monitoring and capacity building functions.
 S.H.E.C. will be the key institution at the state level to channelize resources to the
institutions from the State budget.

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  Two on-going Central schemes of Model Degree Colleges and submission on
polytechnics will be subsumed under RUSA.
 U.G.C. Schemes such as development grants for State universities and colleges, one-
time catch up grants, etc. will be dove-tailed in RUSA. Individual oriented schemes
would continue to be handled by U.G.C..
 Centre-State funding would be in the ratio of 90:10 for North-Eastern States, Sikkim,
Jammu and Kashmir, Himachal Pradesh and Uttarakhand and 65:35 for Other States
and Union Territories (U.Ts).
 Funding will be provided for government-aided institutions for permitted activities,
based on certain norms and parameters, and in a ratio of 50:50.
 States would be free to mobilize private sector participation (including donations and
philanthropic grants) through innovative means, limited to a ceiling of 50% of the
State share (see chapter 6 of RUSA document for more details).
 State-wise allocations would be decided on the basis of a formulaic entitlement index
which would factor in the population size of the relevant age group, G.E.R. and
Gender Parity Index (G.P.I.) across categories, State expenditure on higher education,
institutional density, teacher-student ratio, issues of access, equity and quality and
excellence in higher education, etc. Further allocation of funds would be dependent
upon performance of the state and its demonstrated commitment to the reforms
agenda.
Priorities and Strategies
The priorities of the state are:
 Quality Assurance
 Access and Equity
 Infrastructure Development
 Faculty Recruitment
 Research and innovation
I. Quality assurance
 N.A.A.C. assessment for all the institutions is mandatory. Only 12 Colleges of the
state have been accredited so far.
 Necessary grants is to be provided to help institutions within the state for undergoing
assessment.
II. Access and Equity

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  Provide greater opportunities of access to Higher Education with equity to all the
eligible persons and in particular to the vulnerable sections and rural population.
 Expand access by supporting existing institutions, establishing new institutions, to
remove imbalances that exist at present.
III. Infrastructure Development
 Thrust on infrastructure development of institutions corresponding to their academic
requirements
 Necessary grants is to be provided on a need-based to the institutions within the state.
IV. Capacity Building in Students
 Introduction of job oriented and industrially relevant courses / vocational courses
(certificate, Diploma, Degree) to build capacities in students for self employments
 Introducing Remedial classes/ Tutorials/ Career guidance
 Necessary grants is to be provided to the institutions within the state having or willing
to introduce such courses/ classes.
IV. Faculty Recruitment
 High Teacher-Student ratio adversely affect quality teaching in the institutions of
higher education.
 To promote the quality of Higher Education by lowering the Teacher-Student ratio.
 Incorporating I.C.T. based teaching - learning, virtual classroom to bridge the gaps of
shortage of teachers.
 Necessary grants is to be provided to the institutions with high Teacher-Student ratio
or institutions introducing new courses/ classes.
V. Research and Innovation
 Lack of opportunity for Research and Development/ limited publications;
 Enhancing Library resource materials and Laboratories.
 To promote Institutions/ Faculty way of providing grants and facilities that support
research in different institutions
The Important strategies of the State are mandatory National Assessment and Accreditation
Council [N.A.A.C.] assessment for all the institutions, assisting Higher Education Institutions
to apply for accreditation, equitable access to all in Higher Education Institutions with
enhanced access to the rural population, thrust on infrastructure development of colleges
corresponding to their academic requirements, lowering of the Teacher: Student ratio,
incorporating Information and Communication Technology based teaching – learning, virtual
classroom to bridge the gaps of shortage of teachers, stimulating the research culture in

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Higher Educational Institutions and strengthening of Library resource materials/
Laboratories.
With the assistance under RUSA Scheme the state envisions an increase in the Gross

Enrolment Ratio [G.E.R.], quality, access and equity in higher education and to build a

system that is not only responsible for producing bright minds but can also support

sophisticated research in a number of scientific and scholarly fields.

INTEGRATED AND INCLUSIVE EDUCATION

Mainstream Education
• A Mainstream School is any school that principally meets the needs of pupils who do not
have special educational needs. They are regular schools.
Mainstreaming of education:
Meaning:
Mainstreaming, in the context of education is the practice of educating students with special
needs in regular classes during specific time periods based on their skills. This means regular
education classes are combined with special education classes.
Mainstreaming of special education:
• Mainstreaming does not involve putting a child full-time in a special school.
• Mainstreaming does not involve placing a child full-time in a regular classroom. A student
who spends the entire day in a regular classroom with non-disabled peers is considered fully
included. Most students with mild levels of disabilities such as dyslexia or attention deficit
disorder, or with non-cognitive disabilities such as diabetes are fully included.
• Mainstreaming does not involve teaching the child outside of school.
TYPES OF MAINSTREAMING OF EDUCATION
Mainstreaming can be done in three ways.
1. Integrated Education.
2. Inclusive Education.
3. Exclusive Education.
Exclusive education is exclusion of all the students who are not able to fit in the curriculum
or in school settings for any reason. Not aim of including all students so very narrow concept.
Integrated Education

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• Definition
• Integrated Education is the educational programme in which exceptional children attend
classes with normal children on either a part or full time basis.
• It is placement of the disabled children in ordinary schools with some specialised
educational help and services.
• It does not necessarily integrate all the students who are away from the education for any
reason like physically, mentally, socially deprived or because of any cast, creed, gender, race,
ability, disability, life style etc.
Concept
• The concept of integrated education arises as outcome of National policy of education, 1986
recommended to provide equal opportunity to all not only for access but also for success.
• Integration signifies the process of interaction of disabled children with normal children in
the same educational setting.
• Integration also means ‘mainstreaming’ or ‘Normalisation’. As disabled children are treated
with normal children.
Importance
• It does not create a feeling of differentiation among disabled children.
• It helps to remove inferiority complex among disabled children.
• It provides peer group help in learning from normal children.
• It provides disabled children a chance to enjoy school life with normal children.
• It ensures social integration. It inculcates affection, love and respect for disabled children
among normal children.
• It is less expensive as special infrastructure is not required. Special learning material and
specially trained teachers are not appointed.
• Disabled or challenged students may get help from peers for learning and get motivated for
learning.
INCLUSIVE EDUCATION
• Definition:
• Inclusive education can be defined as the process of increasing the participation of students
in the cultures, curricula, and communities of local mainstream schools.
Concept:
 It includes all the students who are away from the education for any reasons like
physically or mentally challenged, economically, socially, deprived or belonging to
any caste creed, gender etc

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  It is more broader and wider concept than integrated education as it includes all the
students in mainstream education.
 For inclusive education special planning can be done in mainstream education like
special infrastructure, specially designed classes, special curriculum.
 Children with some special need can be made to sit in different classes or same
classes with catering their needs.
 Ex- Hearing impaired children can be provided with audio aids for hearing. Visually
impaired children can be provided with books in Braille.
Benefits of inclusive education.
 All the children away from education will be benefitted from education.
 Disabled or challenged students may get a support and help from normal students.
 All the students excluded from school because of some reason may get a chance to
enjoy school life with normal students.
 Disabled or challenged students get motivated for learning.
 They may get a confidence and can learn to face problems, and challenges because of
peer help.
Disadvantages of inclusive education.
 Disabled or challenged students may not get proper help from teachers and peers
which may lower down their moral.
 They may face any other problems because of inadequate facilities and teaching aids
required to meet their needs.
 They may get inferiority complex in them because of some disability.
 Gifted children may get feeling of ignorance.
Difficulties in inclusive education:

• Characteristics of individual pupils should match to facilitate participation in schooling.

• Curriculum limitations.

• No tested methods and techniques and teaching aids available to cater their needs.

• Teachers or trained staff must be enthusiastic to promote greater participation of challenged

students.

• Formal planning.

• Response of parents and students.

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 Difference between Integrated and Inclusive education

INTEGRATED EDUCATION INCLUSIVE EDUCATION

1. Main aim is not integrating all the children 1) Main aim is including all the children who are
who are away from education. So not very away from education. So broader concept.
broad concept. 2) Children with some disability are included in
2. Children with some disability are integrated normal schools but with some special facilities
in normal school only. for them.
3. No formal planning is required. 3) Formal planning is required.
4. No special infrastructure, trained staff, 4) Special infrastructure, trained staff, and special
special curriculum is required. curriculum is designed for them. Ex- Ramps for
physically handicapped children. Specially
designed classes.
5. All the students away from education are 5) All the students away from education are
not necessarily included in mainstream included in the mainstream schools.
schools. 6) Do not have their own criteria of including
6. Can have their own criteria of integrating students as main aim is to include all the
students with some disability or ability. students who are excluded from education.
7. Not very expensive as inclusive education. 7) Can be more expensive as special planning is
done for infrastructure, curriculum and trained
staff is appointed.
8. Regular curriculum is also followed by 8) Special curriculum is designed and followed for
challenged students with generally same challenged students with may be less school
school timing. timing or according to need.
9. Challenged or gifted students in any way 9) Special classrooms are designed or students are
are occupied in same normal classrooms. given special seating arrangement according to
their need.

CHALLENGES IN ACHIEVING UNIVERSALISATION OF EDUCATION

Universalization of Elementary Education is Constitutional directive. Education is every

body’s birth-right and it is binding on any government to provide facilities for education for

children who are born and reach the school-going age.

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It was stipulated to achieve Universalization within 10 years from the introduction of

Constitution and that is by 1960. But it is now more than three decades after the scheduled

time. Now the challenges with certain possible remedies to solve them have been discussed

as follows:

1. Faulty policy of government

2. Political Difficulties

3. Faulty Administration of Education

4. Dearth of Money

5.Dearth of Trained Teachers

6.Establishment and School building

7.Unsuitable curriculum

8.Wastage and Stagnation

9. Natural Obstacles

10.Social Evils

11. Language problem

1.Faulty policy of government

The constitutional directive is that states shall endeavour to provide free and compulsory
education to all children until they complete the age of 14 years. But it is a matter of regret
that the prescribed goal has not been reached as yet. The main cause for this is that the policy
of Government was based on idealism.
Basic education was accepted as the form of national education. Being inspired with this aim,
work started to convert the existing primary schools into basic schools. India is a vast country
with a very large population. Money was too much in shortage for implementation of so
expensive a scheme of conversion of a large number of Elementary Schools.
Government has also admitted this. In such a situation, the best policy would have been to
make separate treatment for the basic schools along with the general primary and middle
schools.

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(2) Political Difficulties:
Education is the basis of democracy. It is necessary to educate the citizens in order to make
democracy a success. But so far the Government of India has not been able to devote their
full attention towards education.
Main reason is that since the attainment of Independence, Government had to face the
problems of food, of inimical neighbours, the problem of Kashmir, the problem of linguistic
states etc. Those problems still exist and these problems have all along forced to allocate so
much money that Government has not been able to devote their due attention for elementary
education.
The Government is responsible to solve the political problems; the Government is also duty-
bound for smooth progress of public education. On no account, this indifference of
Government towards universal primary education could be justified.
(3) Faulty Administration of Education:
In most of the states the responsibility of universal primary education is on the authorities of
Blocks, Municipalities and Educational Districts. The progress of expansion of primary
education gets slow because of the indifference and incapability of these institutions.
In fact, it is the responsibility of the nation to educate its citizens. It is necessary that the
Government of India should take upon itself the sacred work of universal enrolment and
universal retention at the Elementary stage. In fact it is the responsibility of the action to
educate its citizens.
(4) Dearth of Money:
Inadequacy of money is a serious problem that confronts primary schools. Income of the
local institutions responsible for primary education is so much limited that they are totally
incapable of meeting the expenditure of compulsory education.
To meet the requirements of compulsory basis education it was estimated that an annual
expenditure of Rs.269.5 crores will be required. But in the First Five Year Plan the allocation
was Rs. 93 crores and this allocation was reduced to Rs.89 crores in the Second Plan. So
sincere and honest efforts should be made to educate as many children as possible so as to
banish illiteracy to the maximum extent possible. Only after abolition of illiteracy, quality of
education as a matter of importance should come.
(5) Dearth of Trained Teachers:
There is shortage of trained teachers to make Elementary Education Universal and
compulsory. Nowadays, the young teachers do not wish to work in rural areas. But the fact
remains that majority of Primary Schools are in rural areas. The chief reason of non-

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availability of suitable teachers is that teaching work is not attractive for many persons, since
the salary of primary teachers is hopelessly low.
The condition of Scheduled areas is still more miserable. The hilly and impassable jungle
areas with very poor communication and transport facilities fail to attract the present day
luxury-loving young men. Teachers should be provided with proper residence in the villages
of their work. The question of Women teachers is very much special.
So the question of teacher’s quarters, residential schools, especially residential Ashram
Schools in the Scheduled areas should be provided. The quality of teachers can be improved
by executing a training progrmme for the untrained teachers in service on basis of study-leave
basis.
(6) Establishment and School Buildings:
Even the Third and Fourth All India Educational Surveys indicate that even now there are
lakhs of villages and habitations without schools. There are nearly 4 lakhs schoolless villages
in India which are to be given schools. It is not that easy to provide necessary funds for
setting up such a large number of schools with buildings and other equipments.
In order to meet this problem of new buildings along with the existing schools in private
houses, temples, verandah of rich persons, residence of teachers etc. should be met by
construction of low cost houses of thatch or tile with local materials; looking to the weather
conditions of certain places open air stands may be taken up in the Shanti-Niketan pattern.
All the same, the Primary schools should have accommodations of their own as far as
practicable. Problem of school houses along with the problem of lack of teachers in all the
primary schools can be solved through shift system in the existing schools. In order to enrol
the additional age-group 6-14 children additional section rooms should be constructed.

(7) Unsuitable Curriculum:

The curriculum for primary schools is narrow and unsuitable to the local needs. The
curriculum should be interesting for the children for its continuance. Learning by work
should replace the emphasis on monotonous bookish knowledge. Education of craft should be
given in the primary schools in accordance with the local needs and requirements. But the
schemes of craft education in the primary schools should not of highly expensive ones.

(8) Wastage and Stagnation:

It is another major problem and great obstacle for universalization of Elementary Education.
Out of every 100 students enrolled in class – I more than half leave schools by Class IV, only

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32 pupils reach class V and only 26 reach class VIII. This is due to the lack of educational
atmosphere, undesirable environment, lack of devoted teachers, poor economic condition of
parents, absence of proper equipment etc.

In order to check such massive wastage and stagnation at the primary stage, existing
educational system and curriculum should be reformed, teaching method should be
interesting, school buildings should be adequate and neat and clean, and the parents should be
educated. These may help the problem of wastage and stagnation to be solved.

(9) Natural Obstacles:

Natural barriers are the great obstacles in the way of expansion of compulsory education. The
village and small habitations in areas of Himalayan regions, Kashmir, Garhwal, Almora with
less population are situated in distances apart.

So also the desert areas in Rajasthan, the dense forest areas in Madhya Pradesh, Orissa,
Assam and many Southern States create problems for expected enrolment. These are very
very difficult areas with lack of communication and of Education and School Organization
absence of transport. It is desirable to make provision, for schooling facilities even in small
habitations without leaving much for mobility of small children in the severe cold, heat or
heavy rains

(10) Social Evils:

Social evils like superstition, illiteracy faith in ancient conventions and customs, child
marriages, untouchability, pardah system etc. create innumerable obstacle in the expansion of
compulsory primary education. Still man; persons get their sons and daughters married at a
very minor age against the Child Marriage Prohibition Act and deprive these school-going
children of the fruits of education.

Because of illiteracy and ignorance these social evils grow. The educated young men and
women should volunteer themselves to remove these evils of society in their neighbourhood.
Against these social evils, the work of expansion of universal enrolment should not be
slackened, since social evils flourish because of illiteracy and ignorance.

(11) Language Problem:

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 1961 Census reports about 826 languages and 1652 dialects in the country. The
Constitution of India, 1950 mentions 14 languages, which can be made medium of education.
Compulsory education has not been fully introduced among the Scheduled Castes and
Scheduled Tribes and denotified tribes in the country. This is due to the hindrances of
languages as medium of education.

In the Five Year Plans the incentive programmes of free text-books, free uniform,
stipends in hostels, and conversion of Residential Ashram Schools etc. do not improve
matters much.

The responsibility of education of these castes and tribes, who are staggering under
the weight of misery and poverty for centuries, should not be left alone on Govt. Voluntary
and philanthropic organization and people should come forward to assist the Government in
this sacred and significant work of the nation.

FOUR PILLARS OF EDUCATION

Or
DELORS REPORT
Shakespeare states
“We know what we are, but know not what we may be”
Indian Society needs reconstruction .This can be accomplished with the help of educator who
are to transmit the best of Indian culture to younger generation by linking it with western
knowledge.
The Indian society needs positive social change .The teacher can develop the Forward
Looking outlook among pupils .For this purpose ,they must develop in themselves
‘occupational personality’ which is liberal in outlook & progressive its beliefs & ideas.
The Delors Report (1996) ‘Learning: The Treasure Within’
Learning: The Treasure Within, a report submitted to UNESCO, Paris by an International
Commission on Education for the 21st Century under the chairmanship of Jacques Delors of
France.
The members of this commission comprised of 14 members from different countries like
China, France , Japan, Poland etc including Dr. Karan Singh from India. The report of this
commission was published in 1996 by the name of Learning: The Treasure Within
FOUR PILLARS AS RECOMMENDED BY UNESCO

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 1. LEARNING TO KNOW
2. LEARNING TO DO
3. LEARNING TO LIVE TOGETHER
4. LEARNING TO BE

1. LEARNING TO KNOW
Learning to know implies learning how to learn by developing one's concentration, memory
skills and ability to think.
Every individual has hidden talents such as
1. Memory
2. Reasoning
3. Imagination
4. Physical ability
5. Aesthetic sense
6. Aptitude to communicate
Components
 Concentration
 Memory
 Thinking
From infancy, young people must learn how to concentrate - on objects and on other
people. This process of improving concentration skills can take different forms and can be
aided by the many different learning opportunities that arise in the course of people's lives
(games, work experience programmes, travel, practical science activities, etc.)
The development of memory skills is an excellent tool for countering the
overpowering stream of instant information put out by the media. It would be dangerous to
conclude that there is no point in people's improving their memory skills because of the vast
amount of information storage and distribution capacity available. While some selectivity is
undoubtedly required when choosing facts to be "learned by heart", there are numerous
examples of the human memory's ability to outperform computers when it comes to
establishing connections between memorized facts that apparently have very little to do with
each other. The specifically human ability of associative memorization is not something that
can be reduced to an automatic process; it has to be carefully cultivated. Furthermore,
specialists in this field agree that memory skills have to be developed from infancy and that it

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is dangerous to discontinue various traditional exercises in schools simply because they are
considered to be boring.
Thinking is something children learn first from their parents and then from their
teachers. The process should encompass both practical problem-solving and abstract thought.
Both education and research should therefore combine deductive and inductive reasoning,
which are often claimed to be opposing processes. While one form of reasoning may be more
appropriate than the other, depending on the subjects being taught, it is generally impossible
to pursue a logical train of thought without combining the two.
It Implies learning how to learn by developing acone's concentration, memory skills and
ability to think; quiring the instrument of understanding.
Learn to learn skills
 Learning to R/W comprehension
 Listening
 Observing
 Asking Questions
 Data Gathering
 Note Taking
 Accessing, Processing and Selecting Information
Teacher’s Role
1. Facilitator- One that helps bring outcomes
2. Catalyst - Person that quickly causes change/action
3. Monitor - One that keeps an eye on
4. Evaluator - One that gives judgment for improvement

Suggestions : -
Varied Curriculum: Subject matter , library activities , laboratory activities, playground
activities, co-curricular activities
Different methods of teaching
• Inductive-Deductive
• Problem Solving
• Laboratory Work

2. LEARNING TO DO

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 This question is closely associated with the issue of occupational training: how do we
adapt education so that it can equip people to do the types of work needed in the future?
Learning must transform certified skills into personal competence. It is assessed by looking at
a mix of skills and talents, social behaviour, personal initiative and a willingness to work.
These are often referred to as interpersonal skills or peoples’ skills by employers. Knowledge
along with other qualities like communication, teambuilding and problem solving skills is
most demanded by the service sector these days. Personal Competence includes life skills like
:
1. Social behavior
2. Personal initiatives
3. Willingness to take risk
4. Communication skills
5. Problem solving skills
5. Adaptability
6. Social responsibility
7. Leadership skills
One must learn how to think creatively, critically, and holistically, and how to deeply
understand the information that is presented. It demonstrates that in order to learn to live and
work with others in harmony, we must first find peace within ourselves.

3. LEARNING TO LIVE TOGETHER

Education should help in inculcating a spirit of empathy in students so that it can have a
positive effect on their social behaviour throughout their lives. Understanding each other,
resolving conflicts through dialogue and discussion should be the essential tools of present
day education.
People of the world should accept their differences but start working on the basis of their
commonalties for the survival of humankind.
Values to be developed amongst students
a) Non Violence
b) Cooperation
c) Selfless attitude
d) Developing values
e) Accepting human diversity
f) Instill an awareness of the similarities and interdependence of all people

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Role of the Teacher
Helps the students to develop an understanding of other people and appreciation of
interdependence since we live in a closely connected world.
Teaching a wide range of knowledge, skills, attitudes and behaviours to enable us to interact
with others in just, equitable and empathetic manner
Skills Needed
 Self- control
 Handling Emotions
 Critical Thinking
 Cooperation
 Relational Building
 Negotiation
 Mediation
 Problem Solving
 Decision Making

4. LEARNING TO BE
The aim of development is the complete fulfillment of man (physical, mental and
spiritual) and his development in a holistic way as an individual, member of a family and
community and as a responsible citizen.
Person's complete development - mind and body, intelligence, sensitivity, aesthetic
appreciation and spirituality. All people should receive in their childhood and youth an
education that equips them to develop their own independent, critical way of thinking and
judgement so that they can make up their own minds on the best courses of action in the
different circumstances in their lives.
Individual – Family member, Community member, Citizen, Professional, Innovator,
Creative dreamer
Educational Experiences : Aesthetic, Social , Moral, Spiritual, Logic and reasoning
Implications of FOUR PILLARS for Teachers and Teacher educator
 Teachers will be able to understand their changing role in the light of the Four Pillars,
giving them a new direction and vision. Also, this will help them in identifying
appropriate teaching learning strategies for realizing the goals related to the Four
Pillars of Education.

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 Appropriate transactional strategies in relation to the Four Pillars of Education need to
be identified and used by the teachers so that the desired objectives are achieved.
 The insight gained by the teachers will enable them to focus upon the components
related to the Four Pillars of Education while transacting the curriculum in the school.
 The research finding will be useful for teacher educators and teachers from the point
of view of incorporating the strategies related to education of Four Pillars so that the
future teachers are sensitized and equipped for addressing these issues.
 Teacher Training programmes need to be reorganized in the light of Education for
four pillars. NCT and NCERT may also take appropriate steps to revamp the
secondary school teacher education Programme, Training programmes need to be
developed to empower and enrich the professional competencies and skills of
teachers.

………………………………………………………

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