INSTITUTE OF ADVANCED STUDIES IN EDUCATION
ASSIGNMENT
ON
CONTEMPORARY INDIA AND EDUCATION
(B.Ed./1/CC/102)
Topic: Constitutional Provisions on: UEE, USE And RTE
Submitted by,
Submitted to, Group-3, Roll no 71-80
Dr. Vanlaltanpuii Lallawmpuii
Assistant Professor Lalmawizuali
Lalmuanhlui
Lalmuankimi
Lalmuansangi
Lalneihpuii
Lalnempuia
Lalngaihawmi
Lalngaihsaki Fanai
Lalnithangi
Universalisation of Elementary Education (UEE)
Elementary Education is the basic requirement for success of democracy and progress
of a country. It lays the foundation for total development of a child-physical,
intellectual, social, moral and emotional development. It is designed to meet the basic
needs of an individual and is the first phase of compulsory education that children obtain
during the first years of starting schooling. In India, elementary education is defined as
the education from classes I-VIII, and covers children from the age of 6-14 years. It is
further divided into upper primary and lower primary with upper primary stage covering
classes VI-VIII in the age group of children between 11-14 years and lower primary
stage covering classes I-V with children in the age group of 6-11.
Universalisation of primary education is a provision to provide free educational
opportunities to all children of the society irrespective of caste, creed and sex. The
Directive Principles of State Policy envisage that the state shall endeavour to provide
free and compulsory education for children up to 14 years of age within a period of 10
years from the date of the commencement of the Constitution, yet majority of States in
India are still struggling and are still far away from this goal.
Universalisation of elementary education in India means making education available to
all children in the age group of 6-14 years or in classes I-VIII. Opportunities for this
education may be provided through formal or non-formal means of education. It
signifies that education is for all and not for a selected few. This concept accepts that
education is the birthright of every child.
Stages of Universalization:
From a study of the development of Universal Elementary Education in progressive
countries of the world, it has been realized that the goal can be achieved through the
following five stages.
1. Universalization of Provision: -
It means that elementary schooling is to be provided to all children between the
age group of 6-14 years in the country and that a school should be within a
walking distance from the home of every child. It enables the parents to send
their children to schools.
2. Universalization of Enrolments: -
After looking to the provision, the next step is the Universalization of Enrolment.
This means that all children between the age group of 6-14 be enrolled by the
primary schools. The Kothari Commission felt that the problem of enrolment in
class I is of great significance. In all advanced countries, the enrolment in class
I is homogenous and almost all children of the prescribed age groups are there
in this class. But in our country, the picture is extremely different. Enrolment in
class I have always been heterogeneous, i.e., this class consists of children of
different age groups.
3. Universalization of Retention: -
After the enrolment of the students in a school, it is essential to see that they
progress regularly from year to year. In other words, we must see that there is no
stagnation in the school. Again, we must see that the child does not leave the
school before the completion of prescribed courses, to ensure that there is no
wastage.
4. Universalization of Participation: -
Education, like most human decision, is a problem of priorities in every
community. In assessing their various responsibilities, not enough schools and
administrations, and school boards have recognized the vital importance of
community in taking active part in the programme of universalization of
elementary education. In order to utilize community participation in the
programme of universalization of Elementary Education
5. Universalization of Achievement: -
Universalization of enrolment alone cannot help in the success. It is important to
assess the achievement of the students. This can be possible only by the
programme of continuous and comprehensive evaluation. If CCE is introduced
both in formal and non-formal setting, the objectives of education for all can be
achieved successfully.
Problems of Universalization:
1. Provision/Access: -
• A large number of schools going children are not even able to access
school due to small and scattered habitation and it is not possible to open
schools in areas where the population is small
• Poor infrastructure- Some schools especially in rural and remote tribal
areas have poor classrooms, no compounds and no drinking water
facilities.
• Parents are not certain about the safety of the girl child travelling to school
even if it is only ½ km away from home.
• Planning and its implementation- The planning made by the government
are not implemented successfully due to ignorance and financial
constraints and also the planning is not practical.
• Inadequate funds- Due to meagre funds, it is not possible to fulfil all the
needs and requirements to open a school in every area where the need
arises.
2. Socio-Economic Barriers: -
• Poverty- Families living in poverty often prioritize short-term survival
over education, leading to lower enrolment rates. Children may be
required to work or help with household chores instead of attending
schools.
• Opportunity costs- Even when education is free, the indirect costs of
schooling such as uniforms books and transportation can be prohibitive
for poor families, discouraging enrolment.
• Child Labour- In regions where child labour is prevalent, children may be
forced to work rather than attend school, leading to low enrolment rates.
3. Cultural and Social Factors: -
• Gender disparities- Cultural norms and gender biases often result in lower
enrolment rates for girls. In some communities, early marriage or
household responsibilities are prioritized over girls’ education.
• Caste-based discrimination- Children from lower castes, tribal
communities, and other marginalized groups often face discrimination
and are less likely to attend school or complete their education.
4. Dropout rates: -
• High Dropout rates: Despite efforts to enrol all children in school, dropout
rates remain high, particularly after the primary level. Factors contributing
to this include economic pressures, lack of interest due to poor quality of
education, and the need for children to contribute to household income.
• Relevance of education: - For many children, especially those in rural and
poor urban areas, the education provided does not seem relevant to their
lives. The curriculum often fails to connect with the realities of their socio-
economic environment, leading to disengagement and dropout.
5. Teacher shortages and quality: -
• Insufficient teachers: There is a significant shortage of qualified teachers
in many regions, particularly in rural and undeserved areas. This leads to
high student-to-teacher ratios, which adversely affects the quality of
education.
• Teacher absenteeism: Teacher absenteeism is a widespread problem,
particularly in government schools. This is often due to poor working
conditions, low salaries, and lack of accountability.
• Quality of teaching: Many teachers lack the necessary training and
professional development opportunities, leading to ineffective teaching
methods and poor student outcomes.
Elementary education plays a significant role for the development of children and also
for the nation at large. It is the foundation of advanced learning. In addition, when a
population is educated, the nation does not suffer many losses due to innovativeness of
its people who are able to bring about economic development both at the grass root
levels and national levels.
UNIVERSALIZATION OF SECONDARY EDUCATION (USE)
Universalization of Secondary Education (USE) refers to the effort to ensure that
every child, regardless of their socio-economic status, gender, or geographic location,
has access to and completes secondary education. This educational policy is crucial for
building a more equitable society, reducing poverty, and fostering economic
development by preparing young people for higher education and the workforce.
Secondary education serves as a bridge between basic education and higher
education or vocational training, making it a critical stage in a child's educational
journey. Universalizing access to secondary education is seen as a key factor in
achieving Sustainable Development Goals (SDGs), particularly SDG 4, which aims to
"ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
MEANING OF UNIVERSALIZATION OF SECONDARY EDUCATION (USE) :
The Universalization of Secondary Education (USE) refers to the goal of making
secondary education accessible to all children within the relevant age group, typically
around 14 to 18 years, regardless of their socio-economic background, gender, or
location. This concept is rooted in the belief that every child deserves the opportunity
to complete their education beyond the elementary level, thus preparing them for higher
education, vocational training, or direct entry into the workforce.
KEY ELEMENTS:
1. Access: Ensuring that secondary education is available and accessible to all,
particularly in under-served and remote areas.
2. Equity: Addressing disparities in access to education among different social groups,
ensuring that marginalized communities, including girls, economically disadvantaged
children, and those with disabilities, have equal opportunities to attend and complete
secondary education.
3. Quality: Improving the quality of education at the secondary level by enhancing
teacher training, curriculum development, and educational infrastructure.
CORE COMPONENTS OF THE CONCEPT:
1. Access for All: Ensuring that secondary schools are available to all children,
including those in rural, remote, and marginalized communities. This often
involves expanding infrastructure, reducing geographic barriers, and offering
financial support to disadvantaged students.
2. Equity in Education: The universalization process must address inequalities in
education. This includes ensuring that girls, children with disabilities, and students from
economically weaker sections have the same opportunities to attend and succeed in
secondary school as their more privileged peers.
3. Quality Education: Simply enrolling students in secondary education is not enough;
the quality of education must be high. This includes ensuring that curricula are relevant,
teachers are well-trained, and educational resources are adequate to meet the learning
needs of all students.
4. Retention and Completion: Universalization also involves keeping students in school
until they complete secondary education. This includes addressing factors that lead to
dropout rates, such as economic pressures, social norms, or poor educational quality.
5. Global Goals: USE aligns with global educational objectives, such as those outlined
in the Sustainable Development Goals (SDG 4), which emphasize the need for inclusive
and equitable quality education and lifelong learning opportunities for all by 2030.
KEY REASONS FOR THE IMPORTANCE OF USE:
1. Economic Development:
Skilled Workforce: Secondary education equips students with the essential
knowledge and skills needed for various forms of employment, contributing to the
development of a skilled workforce. This is crucial for economic growth and
competitiveness in the global economy.
Higher Productivity: A well-educated population tends to be more productive,
leading to higher incomes and improved standards of living.
2. Social Equity and Inclusion:
Reducing Inequality: Universal access to secondary education helps bridge the
gap between different socio-economic groups by providing all children, regardless of
their background, the same educational opportunities. This is essential for reducing
social and economic inequalities.
Empowerment of Marginalized Groups: Secondary education is particularly
important for the empowerment of girls and marginalized communities, giving them the
tools to improve their socio-economic status and participate more fully in society.
3. Personal Development and Lifelong Learning:
Foundation for Higher Education: Secondary education provides the necessary
foundation for higher education and lifelong learning. It equips students with critical
thinking skills, problem-solving abilities, and the capacity for self-directed learning,
which are essential for success in the modern world.
Holistic Development: Secondary education also fosters the holistic
development of individuals by promoting moral, social, and emotional growth, which
are crucial for personal well-being and responsible citizenship.
4. Promotion of National Development:
Civic Participation: Secondary education plays a crucial role in promoting civic
awareness and participation, which are essential for a healthy democracy. Educated
citizens are more likely to be informed about their rights and responsibilities and to
participate in the political process.
Nation Building: An educated population is better equipped to contribute to
nation-building by fostering social cohesion, reducing crime rates, and supporting
sustainable development initiatives.
The universalization of secondary education is not just an educational goal; it is
a cornerstone of broader social and economic development. By ensuring that all children
have access to and complete secondary education, societies can reduce inequalities,
promote economic growth, and empower individuals to reach their full potential. The
significance of this goal is recognized globally and is an integral part of efforts to
achieve sustainable development and social equity.
STAGES OF UNIVERSALIZATION OF SECONDARY EDUCATION:
The process of universalizing secondary education typically involves multiple
stages, each aimed at progressively increasing access, equity, and quality of secondary
education for all students. These stages are designed to ensure that all children,
regardless of their socio-economic background, gender, or location, can complete
secondary education.
Below are the key stages in the universalization of secondary education, along
with relevant references to illustrate these concepts:
1. Policy Formulation and Planning:
Objective Setting: The first stage involves setting clear national or regional goals
for universal secondary education. This includes defining what "universalization"
means in terms of access, retention, and completion rates.
Framework Development: Developing a comprehensive framework that outlines
the strategies, resources, and timelines needed to achieve universal secondary
education.
2. Infrastructure Expansion:
School Construction and Upgradation: Building new secondary schools,
especially in rural and underserved areas, and upgrading existing primary schools to
include secondary education facilities.
Improving Accessibility: Developing infrastructure that makes schools more
accessible, such as transportation facilities, especially for students in remote areas.
3. Ensuring Equity and Inclusivity:
Targeting Marginalized Groups: Implementing policies and programs that
specifically address the needs of marginalized and disadvantaged groups, such as girls,
children from economically weaker sections, and those with disabilities.
Scholarships and Financial Assistance: Providing financial support to families to
cover school fees, uniforms, textbooks, and other expenses to reduce economic barriers
to secondary education.
4. Quality Improvement:
Curriculum Development: Revising and modernizing the secondary education
curriculum to ensure it is relevant, inclusive, and aligned with current and future job
market needs.
Teacher Training: Enhancing the quality of teaching through improved teacher
training programs, continuous professional development, and better teacher recruitment
practices.
5. Retention and Dropout Prevention:
Monitoring and Support Systems: Establishing systems to monitor student
attendance and performance, and providing academic and psychological support to at-
risk students to prevent dropouts.
Flexible Learning Options: Offering alternative education pathways, such as
vocational training or evening classes, to accommodate the needs of students who may
be unable to follow a traditional education model.
6. Community and Parental Engagement:
Raising Awareness: Conducting awareness campaigns to highlight the
importance of secondary education and to mobilize community support for educational
initiatives. Encouraging and facilitating greater parental involvement in their children’s
education to enhance student retention and success.
7. Evaluation and Feedback:
Continuous Monitoring: Implementing robust monitoring and evaluation
mechanisms to assess the progress of universalization efforts, identify challenges, and
make necessary adjustments.
Policy Adjustments: Using data and feedback to refine policies and programs,
ensuring they remain effective and responsive to changing needs and circumstances.
The universalization of secondary education is a complex, multi-stage process
that requires careful planning, resource allocation, and continuous evaluation. Each
stage builds upon the previous one to create a comprehensive system that not only
provides access to secondary education but also ensures that it is equitable, inclusive,
and of high quality. The success of these stages is critical for achieving the broader goals
of social equity, economic development, and national progress.
The universalization of secondary education is a fundamental goal that
significantly impacts individual and societal development. By ensuring that every child
has access to and completes secondary education, countries can achieve substantial
progress in economic growth, social equity, and overall human development. This
comprehensive approach addresses various dimensions, including access, quality,
equity, and retention, to create a robust educational framework.
Right To Education (RTE) 2009
The Right to Education in India
The Indian constitution has provisions to ensure that the state provides education
to all its citizens. The Indian constitution in its original enactment defined education as
state subject. Under Article 42 of the constitution, an amendment was added in 1976
and education became a concurrent list subject which enables the central government
to legislate it in the manner suited to it.
Nearly eight years after the Constitution was amended to make education a
fundamental right, the government of India from 1st April 2010 implemented the law
to provide free and compulsory education to all children in age group of 6-14 years.
The 86th Constitutional amendment making education a fundamental right was
passed by Parliament in 2002. The Right of Children to Free and Compulsory Education
Act, a law to enable the implementation of the fundamental right, was passed by
Parliament last year. Both the Constitutional amendment and the new law came into
force from 1st April 2010.
Features of RTE Act, 2009:
(i) Right of children to free and compulsory education till completion of
elementary education in a neighborhood school.
(ii) It makes provisions for a non-admitted child to be admitted to an age-
appropriate class.
(iii) It specifies the duties and responsibilities of appropriate Governments, local
authority and parents in providing free and compulsory education, and
sharing of financial and other responsibilities between the Central and State
Governments.
(iv) It lays down the norms and standards relating inter alia to Pupil Teacher
Ratios (PTRs), buildings and infrastructure, school-working days, teacher-
working hours.
(v) It provides for rational deployment of teachers by ensuring that the specified
pupil teacher ratio is maintained for each school, rather than just as an
average for the State or District or Block, thus ensuring that there is no urban-
rural imbalance in teacher postings. It also provides for prohibition of
deployment of teachers for non-educational work, other than decennial
census, elections to local authority, state legislatures and parliament, and
disaster relief.
(vi) It provides for appointment of appropriately trained teachers, i.e. teachers
with the requisite entry and academic qualifications
(vii) It prohibits (a) physical punishment and mental harassment; (b) screening
procedures for admission of children; (c) capitation fee; (d) private tuition by
teachers and (e) running of schools without recognition.
(viii) It provides for development of curriculum in consonance with the values
enshrined in the Constitution, and which would ensure the all-round
development of the child, building on the child’s knowledge, potentiality and
talent and making the child free of fear, trauma and anxiety through a system
of child friendly and child centered learning.
Achievement of RTE Act:
▪ The RTE Act has successfully managed to increase enrolment in the upper
primary level (Class 6-8).
▪ Stricter infrastructure norms resulted in improved school infrastructure,
especially in rural areas.
▪ More than 3.3 million students secured admission under 25% quota norm under
RTE.
▪ It made education inclusive and accessible nationwide.
▪ Removal of “no detention policy” has brought accountability in the elementary
education system.
▪ The Government has also launched an integrated scheme, for school education
named as Samagra Shiksha Abhiyan, which subsumes the three schemes of
school education:
o Sarva Shiksha Abhiyan (SSA)
o Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
o Centrally Sponsored Scheme on Teacher Education (CSSTE).
Problems of the Right to Education Act, 2009
(i) In a developing nation with a large population, reducing child labour is the most
significant problem that the RTE Act faces.
(ii) It’s more difficult than it seems to enrol all of these children in school because
of the involvement of numerous government agencies. As a result, the RTE Act’s
successful implementation is fraught with difficulties.
(iii) Low learning levels and a shortage of skilled teachers remain its primary flaws.
(iv) Additionally, to conform with provision 12(1)(c) of the RTE law, private schools
must set aside 25% of their seats for less fortunate children.
(v) Another major problem that the law still needs to solve is a system of inclusive
schools.
(vi) The lack of special provisions for children who need access to school the most—
girl children, SC/ST groups, and minority communities—is a fundamental
shortcoming.
(vii) Because distinct communities are not given enough attention, no plans exist to
meet their unique needs.
References: -
Fanai, L. (2010). A supplementary reading material on universalization of elementary
education (unpublished manuscript CTE 2010)
Mizoram Educational Forum (2016). Issues and Trends in Contemporary Indian Education.
Published by Lengchhawn Offset
Government of India, Ministry of Education. (2009). Rashytriya Madyhamik Shikha
Abhiyan: Framework for implementation
Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic
development
World Bank (2005). Expanding opportunities and building competencies for young
people: A new agenda for secondary education
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved
school systems keep getting better. Mckinsey & company
Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic
developement
https://byjus.com/free-ias-prep/sarva-shiksha-abhiyan/
https://www.drishtiias.com/to-the-points/Paper2/right-to-education
https://schooleducation.mizoram.gov.in/page/rte-act
https://byjus.com/free-ias-prep/right-education-act-rte/
