Thursday, July 2, 2015

Every reform in education means to strengthen free market economy shaping in as knowledge economy saffron branded.Maharashtra begins the Experiment! It is the very theory of the knowledge is being misused to push the Cent percent Hindutva agenda. Please finish the inherent inequality in education first!

Every reform in education means to strengthen free market economy shaping in as knowledge economy saffron branded.Maharashtra begins the Experiment!

It is the very theory of the knowledge is being misused to push the Cent percent Hindutva agenda.

Please finish the inherent inequality in education first!

Palash Biswas

Please finish the inherent inequality in education first!

Those who had been deprived of the right to education and have it now,are being systematically deprived once again and it is all about the knowledge economy in the greatest  Emerging market managed by the governance of fascism!

Every reform in education means to strengthen free market economy shaping in as knowledge economy saffron branded.

We support uniformity in education system.Every child of this nation should have quality education.But then you have to finish the knowledge economy which promotes inherent inequaty and injustice.Education with religious bias not wanted whatsoever the religion of the student or the teacher.

You may not ban religious pattern of education for minorities to promote the religion of the majority.

You should promote every Indian language as national language and should not impose linguistics and aesthetics of your choice to sustain Manusmriti Hegemony!

It is always has been claimed that the dominant view today is of a global knowledge-based economy, driven by the application of new technologies, accelerating the shift to high-skilled, high-waged European economies. This view is reflected in the expansion of higher education and the key role of higher education in national and European economic policy. The Lisbon agenda seeks to make the European Union "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion". Not only is education believed to hold the key to international competitiveness but to the foundations of social justice and social cohesion.

It is the very theory of the knowledge is being misused to push the Cent percent Hindutva agenda.

Mind you,the right to education is a universal entitlement to education. This is recognized in the International Covenant on Economic, Social and Cultural Rights as a human right that includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.

The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve the quality of education.

In all countries, however, quality content should include several pivotal areas. These include literacy, numeracy, life skills and peace education — as well as science and social studies. Literacy, or the ability to read and write, is often considered one of the primary goals of formal education.

  • Right to education - Wikipedia, the free encyclopedia

    The right to education is a universal entitlement to education.

  • Right to Education Act - Wikipedia

    The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, ...

  • Right to Education Project

    A resource on the status of the right to education as outlined by the United Nations, supporting the work of the UN Special Rapporteur on education. Includes ..

    1. The Education is intended to develop basic learning skills, reading, writing, arithmetic and life skills, necessary for the children to survive and improve the quality of life. During childhood, developments in the domains of literacy and numeracy take place through acquisition of basic learning competencies (BLC).

    Madrasas to be de-recognised in Maharashtra; Congress calls the move unconstitutional

    Madrasas which do not teach primary subjects such as English, Maths and Science would be considered as "non-schools" and children studying in them as "out of school" students, Maharashtra government today said.

    In a controversial move, the BJP government in Maharashtra on Thursday decided to de-recognise Madrasas which give students education only on religion without imparting formal education like teaching English, Maths and Science subjects.

    The registered Madrasas not teaching primary subjects will be classified by the state government as "non-schools" and children studying in them will be considered "out of school" students.

    The move has raised the hackles of Muslim leaders as well as the opposition parties in the state.

    "Madrasas are giving students education on religion and not giving them formal education. Our Constitution says every child has the right to take formal education, which madrasas do not provide," State Minorities Affairs Minister Eknath Khadse said.

    "If a Hindu or Christian child wants to study in a Madrasa, they will not be allowed to study there. Thus, Madrasa is not a school but a source of religious education. Thus we have asked them to teach students other subjects as well. Otherwise these Madrasas will be considered as non- schools," Khadse said.

    He said the Principal Secretary of Minority Affairs department Jayshree Mukherjee has written a letter to Principal Secretary of School Education and Sports Nand Kumar in this regard.

    Khadse said the School Education department has planned a survey of students that are not taking formal education on July 4.

    "Students who are studying in Madrasas that do not provide formal education will be treated as out of school students. Our only aim behind doing this is to ensure that every child of the minority community gets a chance to learn and come into the mainstream, get good paying jobs and have a prosperous future," Khadse said.

    The minister said that out of a total 1,890 registered Madrasas in the state, 550 have agreed to teach the four subjects to students.

    "We are even ready to pay Madrasas for giving students formal education and are ready to provide them teaching staff as well," Khadse said.

    Asaduddin Owaisi, who is the President of AIMIM, questioned the rationale behind the government decision, and asked whether students being imparted Vedic studies will also be considered out-of-school children.

    "There are many Madrasas that are teaching Maths, English and Science. Many Madarasa students have gone ahead and cracked civil service exam", he said.

    Jamiat Ulema-e-Hind General Secretary Maulana Mahmood Madani said that whatever happened is "unacceptable".

    Calling the move unconstitutional, Congress spokesperson Sanjay Nirupam said, "No child should be discriminated along religious lines. We are going to take the issue in the state Assembly."

    Saffron surge in education

    K N Panikkar, Jan 11, 2015, DHNS

    Agenda at work: As feared, the BJP agenda of saffronisation in education has begun in right earnest

    The Ministry of Human Resource Development is mired in controversies. The reasons for controversies are several; but none of them are related to any positive attempt to advance a progressive and scientific education. 
    Instead, the controversies are around the ministry's evident but undeclared attempt to lead the nation towards an irrational and unscientific mode. The educational developments during the last 60 years had several weaknesses and deficiencies, but it had one saving grace: it was secular in character. Under the stewardship of Smriti Irani, the Indian education appears to be poised to lose that character.

    It is not wholly unexpected, though. During the previous ministry of the National Democratic Alliance ( NDA), presided over by Murli Manohar Joshi, had set out to implement a revivalist agenda. Given the precarious existence of the then government, Joshi was cautious and therefore, conceded some space for discussion. The sweeping success of the BJP has altered the situation. The Rashtriya Swayamsevak Sangh (RSS) has taken over the ministry.  Irani is acting out the role of a spokesperson.

    The ideological work is central to the agenda of the RSS. Like the fascists in Germany, the RSS' motto is to "catch them young" for which education is the most effective instrument. Two methods were employed by the RSS to reach out to the young and impressionable. The first was to start schools of their own and second, to infiltrate the existing institutions. Vidya Bharati, an RSS outfit, runs about 50,000 schools and about one lakh Ekal Vidyalayas are under its control. The ministry under Irani plans to increase their number considerably. Given the type of textbooks taught in these schools, the influence of the RSS in the ministry would have long term communal consequences.

    A glimpse of what these books would do to the history and culture can be had from the textbooks prepared by Dinanath Batra, an RSS activist. Batra is the history "expert" of the Sangh Parivar. Following a communal interpretation of the past, he completely erases the distinction between history and mythology and romanticises the achievements of the Hindus. To him, India is Hindu which he tries to establish by invoking a Hindu past.

     In other words, he legitimises the RSS version of history in a manner easily accessible to children. The ministry provides administrative support to propagate this version of history. Towards that end, Irani picks people of Hindutva persuasion to fill all important positions in the field of education. The Indian Council for Historical Research (ICHR) is a good example. The new chairman has been chosen for his Hindutva leanings, rather than his scholarly achievements. One of his early calls in the Council has been the prestigious annual Azad Memorial lecture. This year's lecture was delivered by an obscure scholar from Europe. The main burden of the lecture was a plea for using "the Ramayana and the Mahabharata" as sources for the study of ancient Indian history. The lecture argued that the only way to understand the modern Indian culture is by interrogating the epics!

    History is of particular interest to the Sangh Parivar because their conception of the Indian nation is based on a communal interpretation of the past. The secular history is anathema to them. The ministry is therefore gearing up to give another dose of Hinduised history. The purpose is to define the nation as Hindu by painting everything in saffron. Murli Manohar Joshi started the process by rewriting the NCERT textbooks and Irani is planning to take a few steps forward on the lines suggested by Dinanath Batra. History is being turned into a series of fables.

    The first indication of change in the perspective of the ministry was the abrupt termination of the teaching of German in Kendriya Vidhyalayas during mid-semester. What prompted this change was not respect for rules, as is made out to be, but the eagerness to Hinduise the curriculum. The teaching of foreign languages which opens the minds of our children to other cultures is a positive part of our education. It can only strengthen nationalism and not weaken it.

    The importance of Sanskrit as classical language is indisputable. So also teaching it in the schools. But it need not be at the expense of foreign languages. It is rumoured that Irani's ministry is planning to make Sanskrit a compulsory language in the schools which would automatically remove foreign languages from the syllabus. The role of a classical language in school curriculum needs more careful academic consideration.

    Our institutions of higher learning have been on a downhill path for quite some time. One of the reasons for this is the infringement of the autonomy of these institutions. The record of the NDA government in this aspect is most deplorable. They have tried to force their intellectual agenda and transform these institutions into their fiefdoms. The first NDA government met with partial success. 

    If some of the appointments made by the present government are taken into account, the indication is that it plans to follow a similar path with greater vigour. Yet, given the liberal tradition still active in our institutions of higher learning, change can take place only very slowly. That proffers some hope for the survival of the secular ethos in higher education.

    But not so in school education which is much more vulnerable to political manipulation. It appears that the MHRD is conscious of this which perhaps accounts for its moving into school education swiftly and urgently. Dinanath Batra may succeed in imparting saffron colour to school education more easily.

    The Hindutva educational agenda is not capable of providing sufficient inputs for the development and modernisation Prime Minister Narendra Modi has been advocating. Irani's ideas are backward looking, conservative and obscurantist. They are not her independent ideas, but imposed by the RSS. In a multi-cultural, multi-religious society, education can cope with the demands of modernity, only if it is based on secularism and democracy. The educational reforms contemplated are communal and divisive.
    Education is a matter of national concern as it is integral to the type of society we wish to construct. The Hindutva programme would only alienate the minorities and spread disquiet among them. It would also generate a conservative and obscurantist society. Modi is yet to clarify the nature of modernity he intends to usher in. If it constitutes the making of a rational society, the educational programme pursued by Irani's ministry is counterproductive.  But then, does Mody have a modern agenda?
    (The writer is a noted scholar and an eminent historian)  Controversies and contentious issues so far during HRD Minister Smriti Irani's tenure June 2015: HRD Ministry forces Delhi University to roll back the Four Year Under-graduate Programme, started during UPA regime. 

    July 2015: Ministry appoints Sudershan Rao Yellapragada, a retired professor of history, as Chairman of the Indian Council for Historical Research, raising many an eyebrow. On assuming charge, Yellapragada vows to support research on ancient Hindu texts to pass on "new knowledge" to the "coming generations". 

     July 2014: UGC revises duration and nomenclature of higher education programmes and issues fresh notification, threatening institutions that any deviation from the prescribed format will attract action against them.

    August 2014: UGC asks Indian Institute of Science, Bangalore, to scrap FYUP but later allows it with changes in nomenclature and structure of the programmes offered by the institute.

    August 2015: UGC, IIT standoff 
    with ministry over duration and specification of programmes.
    September 2014: Prime Minister Narendra Modi's televised address to schoolchildren on Teacher's Day. 
    Congress as well as a section of academicians and intellectuals question government's motive. 
    September 2014: Central Board of Secondary Education seeks students to write essays or poems on Pandit Deendayal Upadhyay to mark the 98th birth anniversary 
    of BJP ideologue.

    October 2014: The NCERT chief Parvin Sinclair resigned, half-way into her tenure, amid allegations that HRD Minister was upset with her for initiating review of national curriculum framework in the last leg of her regime. Her resignation was immediately accepted by minister.

    October 2014: The HRD Ministry asks the IITs to examine demand of people associated with RSS for a separate canteen for vegetarian students in their campuses. 

    November 2014: Smriti Irani announces decision to junk teaching of German as third language in Kendriya Vidyalayas and orders probe into signing of MoU between KV Sangathan and Germany's cultural institution Goethe-Institute and Max Muller Bhawan. Though ministry clarified Sanskrit will not be compulsory, Irani's decision effectively makes the language a must of KV students. 

    November 2014: HRD Ministry appoints Vishram Ramchandra Jamdar, CEO of Kinetic Gears, Nagpur based manufacturing company, as chairman of VNIT (Visvesvarya National Institute of Technology), Nagpur. Jamdar, having RSS background, had praised Irani earlier.

    December 2014: HRD Ministry asks schools and higher educational institutions to observe 'Good Governance Day' on December 25 to the mark birth anniversary of former Prime Minister A B Vajpaee and freedom fighter MM Malviya. Parliament witnesses Opposition 

    uproar over schools being ordered by Centre to remain open on Christmas Day. 
    December 2014: IIT-Delhi director Raghunath K Shevgaonkar resigns halfway into his tenure, amid speculation that he was being pressurised to settle arrears for former faculty of the institute and now BJP leader Subramanian Swamy. 


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