Resources
Explore this section to look at the rich repository of resources compiled and generated in-house by RRCEE. It includes curriculum materials, research articles, translations, and policy documents, including commission reports, resources for teachers, select articles from journals and e-books. These all are collated under in user friendly categories, with inter-sectional tags. These resources are both in Hindi and English and cover a wide range of topics.
Nothing succeeds like success!
WE are tired of listening to or writing about the hoary perennials in education. True, there is a lot that is terribly wrong but there are also many interesting initiatives happening around the country for us to celebrate and learn from.
Dealing with deprivation
THE recently released National Curriculum Framework for School Education (NCF) has once again reiterated the need to provide for ‘equal opportunity to all,not only in access but in the conditions of success ’ (N CERT: 2000; earlier stated in NCERT, 1998:4). It specifically raises the concern of educational deprivation of communities such as the Scheduled Castes (dalits) and Scheduled Tribes (adivasis).
Looking at literacy
A curriculum is at best a statement of intent, which not only reflects the philosophy of its framers but their conception of society as well. In a way it conceptualizes their understanding of the present based on which a plan for the future is formulated. All of this may not be articulated in the curriculum though. Therefore, the renewed thrust in the last two decades on adult and elementary education, to be precise on developing literacy and numeracy skills, needs to be located in the context of socio-political and economic changes.
Reforming Education Financing
EDUCATION is one of the dominant sectors of the Indian economy in terms of enrolment of children, employment of adults and investment of financial resources. While school education has a broad base, higher education suffers from a narrow base covering only about 5% of the relevant age group population. With the expansion of school education, the pressure on the higher education system to expand is expected to continue in India.
Where do children go after class VIII?
WHERE do children go after class eight was the question that haunted us while running the Hoshangabad Science Teaching Programme (HSTP) over thirty years (1972-2002) in rural government middle schools of Madhya Pradesh. Since the programme ran in a substantial number of schools – about 2000 – at the time (it was inexplicably withdrawn in 2002 by the Madhya Pradesh government) and the class eight test was a board examination, the issue was anything but minor.
Learning and Society in a post-industrial era
SOCIETY has changed significantly, however, the changes in social institutions, more so in education, are much less significant. Though there is no shortage of education reforms, few of them seem to have responded to and matched the changes in the larger context. This essay attempts to discuss the changes in society and their implications for education.
Using Technology for Education
The most important challenge is how to provide essential public services such as education and health to large parts of our population who are denied these services at present. Education is the critical factor that will empower the poor to participate in the growth process and our performance in this area has been disappointing. Literacy is still less than 70% and while the Sarva Shiksha Abhiyan has expanded access to primary schools in terms of enrolment, it has yet to provide quality education.
Re-imagining Education
FOR long years now we have lamented the crisis of our education system – its divorce from the larger society, its production of unemployable persons, its questionable orientation, its poor functioning, and the continued exclusion of the poor and the disadvantaged. Much of the narratives of the crises have become commonsensical although thorough research on each of the themes is awaited.
Learning and Livelihood
THE decade of the 1990s showered both unprecedented national and international attention and funding on universal elementary education (education for all). This period also witnessed a growing disillusionment about adult literacy programmes with policy-makers and administrators arguing that it was important to shut the tap before mopping the floor. Though some constituencies continued to emphasise the relevance of adult learning, the focus by and large shifted to elementary education.