Recent Posts

The Rural Student

The Rural Student In Rural School.

Sports or education

Education Learning Outcomes in Sports Games via TLM.

Rural sports

Many children enjoy playing in rural sports.

Rural Student

Discipline of rural children.

The Rural Teachers

Teachers, guardians and children

Tuesday, February 18, 2020

Rural education In India- upgrade system

Rural education
upgrade the rural education system

       Rural education was completely the responsibility of the states before 1976. The amendment made by the Constitution in 1976, which put education in the concurrent list, had far-reaching consequences. The basic, financial and administrative measures required the sharing of new responsibilities between the states and the central government.

       While there was no major change in the role and responsibility of the states in the field of rural education, the central government also accepted a greater burden of strengthening the national and integrated form of rural education. This includes maintaining the qualifications and standards of teachers at all levels and assessing and maintaining the educational needs of the country.

     The central government has continued the task of formulating educational policies and programs under its leadership and monitoring its implementation. These policies include the 1986 National Education Policy and the Action Program, which was updated in 1992. The revised policy provides for the formulation of such a national rural education system. This includes bringing uniformity in education, making adult education program a mass movement, making education accessible to all, maintaining the quality of basic (primary) education, special emphasis on girl education, establishing modern schools like Navodaya Vidyalayas in every district of the country, To make secondary education vocational, giving a wide variety of information in the field of higher education and inter-discipline The installation of new free universities in research, state efforts have been made to strengthen the All India Council for Technical Education and promote sports, physical education, yoga and adopt a competitive evaluation process. In addition to this, a decentralized management framework has also been suggested to ensure greater participation of people in rural education. A detailed strategy has also been provided in the POA to formulate various policy standards for agencies engaged in the implementation of these programs.

       The national education system laid down by the NPE under rural education is based on a national curriculum framework that has a provision for having a uniform curriculum along with other flexible and sector-specific components. While education policy emphasizes on providing more opportunities for people, it also seeks to strengthen the current system of higher and technical education. The education policy also emphasizes to invest at least 6 percent of the total national income in the field of education.
The Central Rural Education Advisory Board (CBSE) is the apex body constituted to advise the Central and State Governments in the field of education. It was formed in 1920 and dissolved in 1923 to reduce expenditure. It was re-constituted in 1935 and the Board remained in existence till 1994. Despite the fact that in the past important decisions have been taken on the consultation of CABE and it has provided a platform for extensive discussion and examination on academic and cultural subjects,

    The role of CABE increases even more due to the socio-economic changes taking place in the country and the current needs of review of National Education Policy. Therefore, it is a matter of importance that the Central and State Governments, academics and representatives of all sections of society should increase mutual discussions and create such a participative process of decision-making in the field of education so that our policy of federal structure Reinforce. The National Education Policy 1986 (as amended in 1992) also has this provision CABE will also have an important role in reviewing education development and determining necessary changes to monitor the system and programs. It will carry out its work through appropriate systems designed to ensure mutual coordination and interaction in various areas of human resource development.

       education Free and compulsory education bill and other matters related to primary education, girl education rural education and uniform school system, uniform secondary education, autonomy to higher education institutions, integration of cultural education in school curriculum, running outside the government-run system Regulatory arrangements for textbooks and parallel textbooks for schools and higher and higher Providing financial assistance to Niki education.

      Meen Education Committees were formed in September 2004. The reports from them were discussed in the 53rd meeting of CABE held in New Delhi on 14-15 July 2005. Necessary measures are being taken to identify action points emerging from all these reports and to formulate an action plan to implement them within a certain period of time. With this, it has been decided to set up three permanent committees of CABE-

    Based on the recommendation of the meeting of Rural Education CABE held on 6-7 September 2005, a monitoring committee has been constituted by NCERT to monitor the process of preparation of syllabus for textbooks. Steps have been taken to improve the functioning of accredited and affiliated institutions through the net line by accepting applications and taking action and bringing transparency in other matters.

      As a registered society under the Committee Registration Act, 1860, for easy access to the smallest amount of donations (donations) received from India and abroad for the implementation of various projects and programs related to the field of rural education. India Assistance Fund ”. On January 9, 2003, the function organized on the occasion of "Pravasi Bharatiya Divas" was duly launched. This fund will be able to receive donations/contributions and assistance from private organizations, individuals, corporate (industry), central and state governments, NRIs and people of Indian origin for all activities and activities related to the field of education.

        In compliance with the commitment to provide more resources for rural education, there has been a huge increase in the allocation made during the last years. The prescribed plan outlay for education increased from Rs 151.20 crore in the First Five Year Plan to Rs 43,825 crore in the Tenth Plan (2002-2007) Expenditure on education as compared to Gross Domestic Product (GDP) increased from 0.64 percent in the year 1951-52 to 3.74 percent in the year 2003-04 (as per the budget estimates). The plan outlay of Rs 43,825 crore for the Tenth Five Year Plan is 1.76 times higher than Rs 24,908.38 crore of Ninth Five Year Plan. Of this, Rs 30,000 crore has been given to the Department of Primary Education and Literacy and Rs 13,825 crore to the Department of Secondary and Higher Education. During the year 2005-06, the plan outlay for the Department of Primary Education and Literacy was Rs 12,531.76 crore and the plan outlay for the Department of Secondary Education was Rs 2712.00 crore. The expenditure on various areas of education during the plan period is given in Table 10.1
Primary education-

Education for all campaign-

       The Sarva Shiksha Abhiyan (SSA) scheme as a national scheme is being implemented in all the districts of the country. SSA aims to provide useful and relevant primary education to all children in the age group of 6 to 14 by 2010. The goals of SSA are as follows

(i) All children in the age group of 6-14 years in all schools, education guarantee scheme centers/bridge courses by 2005.
(ii) Abolition of all types of gender and social discrimination at the level of primary education by the year 2007 and basic education level by 2010.
(iii) Education for all by 2010. Emphasis on primary education of satisfactory quality with special focus on education for life.
This program will be implemented all over the country and special attention will be paid to the educational needs of girls, students belonging to SC / ST and students living in difficult conditions.
This program of education includes the opening of new schools in the populated areas where there are no schools yet, and opening and improving new schools through additional rooms, toilets, drinking water, maintenance, and school improvement grants. From the beginning of the Sarva Shiksha Abhiyan to December 2006, about 1.81 lakh new schools have been opened. 1,49,683 lakh new school buildings and 6,50,442 lakh additional rooms have either been completed or are nearing completion and 8.14 lakh new teachers have been appointed under SSA by 31.3.2007. The government provided Rs 576.45 crore for the Eleventh Plan for SSA.

     The Sarva Shiksha Abhiyan has succeeded in drastically reducing the number of school dropouts. In March 2007, this number stood at about 70 lakhs as against 3.20 crore children leaving school in 2001-02. During the same period, enrollment of girls at the primary level increased by 19.2 percent and at the upper primary level by 15 percent. Currently, 67 lakh children are enrolled in alternative schools that have been opened in small and remote residences. And provide education to working children, families from elsewhere and urban disadvantaged children. There is a provision in SSA to pay special attention to girls and children of weaker sections of the society. Under this, many other programs are being run including the provision of free textbooks for such children. There is also a provision to provide computer education in rural areas under SSA to bridge the education gap.

Education Guarantee Scheme and Alternative and Unique Education-

       The Education Guarantee  The scheme provides for a separate scheme for each child who is still left out of school education.
EGS focuses on such inaccessible population areas, where there is no formal school within a one-kilometer radius, and there are at least 15-25 children in the age group of 6–14 years who do not attend school. An EGS school can also be opened for 10 children in exceptional areas like hilly areas.

     The introduction of alternative education has been made for children from underprivileged sections of society, child laborers, street children, migrant children, children in difficult circumstances and children above 9 years of age. EGS and AIE pay special attention to adolescent girls across the country.
In the populated areas (residential areas) where the schools are there, but either the children did not get admission in them or left the middle school after being admitted, such children may not be able to adjust to the traditional school system. To bring such children back to school, policies of organizing school return camps and bridge courses have been implemented. Bridge courses and school retreat camps can be residential and non-residential as per the needs of children.

Mid-day meal scheme-

    The National Nutrition Cooperation Program for Elementary Education was launched from August 15, 1995, with a view to increasing enrollment, retention and attendance as well as improving nutrition levels among children. The centrally sponsored scheme was first launched in 2408 blocks in the country. By the end of the year 1997-98, NP-NSPE was implemented in all blocks of the country. In 2002, it was not only extended to children from government, government-aided and local bodies' schools from class one to five.

      Children studying in EGS and AIE centers were also included under this. The scheme includes - Grant assistance of Rs 50 per quintal for carrying 100 grams of food grains and food grains per child every school day. In September 2004, the scheme was amended by the government, aided schools and EGS / AIE The system of providing cooked mid-day meals with 300 calories and 8-10 grams of protein to all the children of classes one to five studying in the centers. Interpretation of went Apart from giving free grain, the central assistance given under this revised scheme is as follows.

    (A) Cost of cooking one rupee per child per school day, (b) Transport grant for special classified states increased from Rs. 50 per quintal to Rs.100 per quintal, (c) Grain, transport grant and kitchen aid. Management, monitoring and evaluation cost assistance at the rate of two percent, (d) Provision for providing mid-day meal during summer vacation in drought-affected areas. The scheme was again amended in July 2006 to assist in kitchen costs, which is as follows.

      (A) At the rate of per child/school day for the North East region states, the contribution of NER states is Rs. 1.80 per child/school day, and (b) Rs. 1.50 per child/school day for other states and union territories. And the remaining Rs. 50 per child/school day. These states and union territories will provide

The objectives of the mid-day meal scheme are-
(i) Improvement in the nutritional status of children studying in class I to V in government, local bodies and government-aided schools, and EGS and AIE centers.
(ii) Encourage poor children from disadvantaged sections to attend classes regularly and concentrate on classroom activities.
(iii) To provide nutritional support to primary level children in drought-affected areas during summer vacation.
Provision of assistance in a phased manner to replace food items and kitchen equipment at a normal cost of Rs 5000 per school. Flexibility in spending on the following items based on the actual needs of the schools (the total general assistance for the State / UT would be Rs 5000 per school). Can keep
(A) cooking equipment (stove, stove, etc.)
(B) Container for storage of food grains and other materials
(C) utensils for cooking and feeding
States / UTs for management, monitoring and evaluation (MME) at the rate of 1.8 percent of the total assistance on (a) free food grains, (b) transportation costs and (c) cost of cooking. Provision of assistance to Another 0.2 percent of the above amount will be used by the central government for management, monitoring, and evaluation.
In order to ensure transparency and accountability, all schools and centers where this program is being implemented are asked to display information on a discretionary basis. This information includes -

(ii) Quantity of food grains used

(iii) Other purchased, used portions

(iv) Number of children receiving mid-day meal

(v) Daily menu

(vi) A roster of community members involved in the program
Officials of State / UTs of Revenue Department, Rural Development, Education and other related areas like Women and Child Development, Food, Health are asked to inspect the schools in which the program is being implemented. Inspection of 25 percent primary schools / EGS and AIE centers has been recommended every quarter.

Food Corporation of India-

It is the responsibility of FCI to ensure that sufficient foodgrains are continuously available in FCI depots (in the case of northeastern states food grains should be available at the main distribution centers). It is permissible to raise food grains for a month/quarter in a month in advance so that the supply of food grains remains uninterrupted.
There is an order to issue food grains of the best quality which will, in any case, be of Fair Fair Quality (FAQ). The FCI appoints a nodal officer in each state to deal with various problems in the supply of food grains under the MDM program. District Officer / District Panchayat Chief ensures The food is of at least FAQ and is released only after inspection by a joint team of nominees by FCI and District Magistrate and/or District Panchayat Chief.
The State Government / UT by the Department of School Education and Literacy, Government of India. It is asked to file periodic information on (i) coverage of children and institutions, (ii) cost of cooking, transportation, construction of kitchen shed and receipt of kitchen items. Monitoring by Social Science Research Institutes 41 social science research institutes identified for monitoring the Sarva Shiksha Abhiyan has also been assigned the task of monitoring the Mid-Day Meal Scheme.

District Primary Education Program-

     The Sponsored  Primary Education Program (DPEP) was started in 1994. Its objective was to revitalize the primary education system and fulfill the goal of universalization of primary education.
According to the program norms, the investment limit per district for a period of 5-7 years is Rs 40 crore. This includes 33.3 percent on construction works and 06 percent on management expenditure. The balance is for quality improvement programs
85 percent of the project cost is borne by the Central Government and the remaining 15 percent is borne by the respective State Governments. The central government's share comes through aid from abroad. Currently, foreign aid is about Rs 6938 crore, out of which Rs 5137 crore is in the form of loan from International Development Agency (IDA) and the remaining Rs 1801 crore as a grant.
Major achievements of DPEP-

(i) DPEP has opened more than 1,60,000 schools so far, with around 84,000 Alternative Learning Centers (AS). In these alternative learning centers, 35 lakh children are taking education, while the other two lakh children are availing various types of bridge (bridge) courses. (ii) The school structure prepared under DPEP is remarkable. 52,758 school buildings; 58,604 additional classes; 16,619 resource centers; 29,307 repair works; The construction of 64,592 toilets and 24,909 drinking water facilities have either been completed or is in progress.
(iii) The Gross Enrollment Ratio (GER) in the Phase-I states during the last three years has been 93 to 95 percent. After adjusting the admission in alternative schools/education guarantee centers, the GER in the year 2001-02 is more than 100 percent. The districts which come under DPEP and where DPEP is applicable at different stages, the Gross Enrollment Ratio (GER) including Alternative Schools / Education Guarantee Schools (AS / EGS) is more than 85 percent. (1) There has been a significant improvement in the enrollment of girls. The enrollment of girls has increased from 48 to 49 percent as compared to the total enrollments in DPEP Phase-I districts, while in DPEP districts it has increased from 46 to 47 percent at various stages. (1) The total number of differently-abled children currently enrolled is 4,20,203, which is about 76 percent of the total number of differently-abled children in DPEP states of 5,53,844. (1) Village Education Committees / School Management Committees have been formed in all project villages / residential areas/schools. (2) Approximately 1,77,000 teachers, including part-time teachers, education workers, have been appointed. (3) 3380 resource centers have been established at the block level and 29,725 centers at the group level to provide education-related support and teaching training facilities.

National Bal Bhavan-

Rashtriya Bal Bhavan is an autonomous organization fully funded by the Ministry of Human Resource and Development which functions under the Department of School Education and Literacy. Since its formation in 1956, Bal Bhavan has progressed progressively throughout the country. At present, there are 68 State Bal Bhavan and 10 Child Centers affiliated to National Bal Bhavan. Through the affiliated Bal Bhavans and Bal Kendras, Bal Bhavan has access to school dropouts, socially and economically backward class children, street children, and special children. Many schools in Delhi have subscribed to Rashtriya Bal Bhavan and it is through this joint effort of formal and informal institutions that great success has been achieved in creative growth of children.
Rashtriya Bal Bhavan is working for the overall development of children by engaging them in various activities in a stress-free environment without discrimination of their gender, caste, religion, color, etc. Some of these major activities are Clay modeling, paper match, music, dance, drama, painting, craft, museum activity,
Indoor-outdoor sports, home management, traditional arts and crafts, educational and innovative sports/chess, science is interesting, etc. Some of the special attractions of National Bal Bhavan are - Mini Train, Minizu, Fish Corner, Science Park, Funny Mirror, Culture Craft Village. The National Bal Bhavan has a National Training Resource Center (NTRC) which trains teachers in various activities. The main objective and focus of this center are to train teachers in all-round development and personality development of children as teacher communities are skilled in understanding the socioeconomic, emotional, intellectual and psychological needs of children. NTRC also aims to make teaching and learning an enjoyable experience for both teachers and students.

     The Rashtriya Bal Bhavan has also introduced a scheme to recognize, respect and care for those creative children without distinguishing them in their socio-economic status. The motive behind "The Balashree Scheme" scheme is that creativity is a human possibility which is directly related to self-expression and self-development. Under this scheme, to identify children with creativity in the age group of 9-16 years in four creative areas, ie creative arts, creative performance, creative scientific discovery, creative writing. The scheme has been operational since 1995 and since then children have been recognized and awarded for excellence in their creative fields. These honors have been conferred on him by either the President or his wife at a colorful event held at Rashtrapati Bhavan.

      Additionally, Rashtriya Bal Bhavan organizes some local, national and international events such as workshops, trekking programs, talk shows, camps. Apart from this, Earth Day, Environment Day, etc. is also celebrated. Organizes International Children's Assembly, Youth Environmentalist Conference, Education for All and All India Conference of Chairpersons and Directors under the supervision of Ministry of Human Resource and Development Apart from all this, the National Bal Bhavan sends its children from different parts of the country to different countries under the cultural exchange program and these children serve as youth ambassadors for the socio-cultural distinctiveness of the sub-continent. Along with this, the children of the National Bal Bhavan, the children of affiliated Bal Bhavans across the country and the member schools/institutions of the National Bal Bhavan also participate in the international painting competition on the theme of global problems.

Tuesday, January 7, 2020

12th physics model question paper 2020 pdf

 Physics model question paper 2020

12th chemistry model question paper 2020 pdf

12th chemistry model question paper 2020 

Monday, January 6, 2020

12th Bio model question paper 2020 PDF

      12th Bio model question paper 2020 PDF

Thursday, January 2, 2020

problems of primary education at the rural aria

Condition and direction of school education in rural India-

The situation of schooling in rural India is worrisome

What is in this report-
In this report, based on a survey of nearly three and a half million rural households and 16,000 schools in 596 districts across the country, the data on the access, achievement and basic needs of the schools in primary schools has been prepared.
These figures give some important trends about the interaction of school education with individuals and society.
According to the report, positive growth has been recorded in schools such as enrollment and infrastructure, but the poor condition of students in skills like reading and counting raises questions about the process and impact of schooling.

The meaningful changes seen in rural areas are the result of the implementation of the Right to Education Act on the ground. This is the reason that almost all government schools have recorded an increase in enrollment. These figures are encouraging, but it would not be appropriate to draw any conclusions about the reality of primary education in villages.

  • The enrollment of children in the age group of six to 14 years is about 95%.
  • The percentage of out-of-school girls between 11 and 14 years of age is only 4.1.
  • In contrast, enrollment figures in private schools ranged between 30–31% between 2014 and 2018.
Enrollment in government schools due to increase in the number of schools, appointment, and training of teachers, improvement in basic facilities like toilets and playgrounds and initiatives to bring children to school since 2009 Right to Education Act Increased
But even today the enrollment percentage of children in one-fourth of government schools is 60 and below. This includes children who are unable to go to school if they do not get the right to free and compulsory education and whose families cannot bear the economic burden of education and who help elders in domestic and agricultural work in exchange for an education.


  • It has also been revealed in this report that what is the condition of the achievement of the children coming to primary schools.
  • In the year 2008, about 85% of the students studying in class VIII could read only the book of class 2, while in 2018 their number has come down to about 73%.
  • In the year 2018 survey, only 44% of eighth-grade children were able to solve the question of dividing by one digit into three digits, while in the year 2012 this figure was 48%.

Children in private schools are better-

Children in private schools are better than children in government schools in terms of children's educational achievement.
The 2018 statistics show that the percentage of children of Class V who possess Class 2 reading skills is 44 in government schools and 66 in private schools.
In its favor, the logic of infrastructure of private schools, monitoring of teachers and dedicated management is not enough. It is sure that the parents of the children of private schools can afford education. Children are gaining skills due to learning both at home and at school On the other hand, private schools in villages are not as comfortable as urban private schools. They charge low fees and are equipped with simple resources. It is lacking in the context of children and parents of government schools.

Cultural difference is also a big reason-

In addition, there is a cultural difference in children's achievement and learning that becomes active before admission to the school. The right to education is also unable to bridge this cultural gap. Here the fact has to be kept in mind that as soon as the parents of the children studying in the private school of the village get a chance. They get their child admitted to the city school. Therefore, India is becoming such a geographical unit, where there is a deep gap in the process and outcome of the education rights in villages in terms of equality and quality of educational opportunities. Wealth and poverty are not the only reasons. Gender, caste, region, language, and religion are also joining them to create a complex structure that is promoting it.
Today, in the situation of villages in the country's economy, it is clear that in terms of employment and livelihood, the villages are not able to stop the people. There is continuous migration of large populations from the villages. When this population goes outside the village, then there will be a crowd of people in the city who need jobs.
But they do not have the capacity to meet the employment conditions of the modern economy. The children who participated in ASAR-2018 and whose achievement statistics emphasize the possibility of their failure in the future are moving away from the goal of self-reliance, as literacy-intensive jobs are currently more available.

Major problems of primary education at the rural level-
  • Even today there are rural schools where even basic facilities like rooms and desk-benches are not fully available.
  • In many schools, children are seen sitting under the verandahs and trees. During the summer season, children also have to wander for drinking water.
  • Toilets have been built in schools, but due to lack of water, it becomes difficult to maintain cleanliness in them.
  • Under the Sarva Shiksha Abhiyan, there is a provision to make books available to children free of cost, but there is no better situation in this direction. Even after three months of the commencement of the education session, children studying in first to the eighth grade could not get textbooks.
  • The modalities of mid-day meal operations in rural schools are also questioned. A lot of teachers' time is wasted in feeding children in schools. The lack of a concrete plan for the implementation of the mid-day meal scheme at the official level is a major deadlock.
  • There are many rural schools in the country where Educet equipment has been installed with the aim of providing better education to children. But these devices installed at a huge cost have become a mere showpiece in most schools.
  • The image of rural government schools has become that of the children of poor and illiterate children, who are completely dependent on the mercy of teachers.
  • Even today a large part of the education budget is spent on teachers' salaries and administration in schools. Yet India has the largest number of teachers taking leave without permission in the world.
  • It is often seen in rural schools that teachers do not come and one in four government schools has some teachers on leave every day.
Education is placed in the concurrent list in the constitution and its main responsibility is on the states. In such a situation, it is necessary that all the states solve their challenges according to their circumstances in their own way. It has happened and different results came out In states where the development of school education was done better, the education-related challenges of poor children were given priority. But even today the situation is that at the primary and secondary level a large part of the middle class sends their children to private schools to get English education.

Rural Aria Compulsory Education-
  •  The constitution is promised free and compulsory education. The target of completing it in ten years was also set, which could not be met.
  • All children should go to school and everyone should get quality education… These are not two streams but mutually related and unavoidable conditions. One cannot be satisfied by completing any of these.
  • Children's failure cannot be blamed only for the institutional reasons for school. Blame is often attributed to a lack of resources and an inefficient attitude of teachers. But it is also certain that the solution to this problem cannot be found by just blaming them.
  • The solution to this problem is that instead of doubting the teachers and monitoring their actions, trust them and steps should be taken to make them competent and efficient.
  • In addition to reducing the burden of the curriculum, changes in the policy of pass-fail or the plethora of resources on the pretext of child-centered education, one has to consider how to reduce the gap between village and city in the education process.
In order to raise the educational level in rural areas, the standard of primary education will have to be increased. But neither the public representatives nor the officials of the education department show enough interest in this direction. Despite providing many facilities from the government, there is not much change in the situation on the ground.

Saturday, December 28, 2019

Importance of education in rural areas

   Rural school means-
                Rural school means. Under the Act, Rural Education the Govt has enacted the Right to Education Act. to open schools from Rural Education classes 1 to 5.


The condition of rural education in India is very critical, the government continues to practice day-to-day education.
Due to which the situation of education is fragile.
The condition of education in rural areas is not satisfactory even in this revolutionary period of education. It is our misfortune that while the whole world is touching the sky-high in the field of education, the condition of education in the rural areas of our country is still worrying.
Revolutionary change in the education of rural areas. However, the government is doing everything possible to fully educate our country which is commendable. Its effect is also seen in rural areas. But its result is still insufficient in rural areas. Let's discuss in detail the importance, problem, solution, and impact of this.

Importance of education in rural areas-
          Our country is an agricultural country and rural areas are mostly dependent on agriculture. If the people of rural areas will be educated, then they will be able to strengthen their economic condition by using the new technology of agriculture. Will be able to serve our country not only in the field of agriculture but in every field
If people from rural areas get higher education and become doctors, then they will be able to serve the society and country by opening hospitals in their area. With which their economy will also improve. This will lead to the development of society and the country.
People can get higher education and serve society by setting up private schools in their own areas where there is a shortage of schools. This will improve the education situation in rural areas and people will also get employment.

Importance of education in rural politics-
         Education is also important in the politics of rural areas. If the head, ward members and the committee are educated, then they will be able to use the schemes of the government properly, and the public will be able to take advantage of it. Taking full advantage of the schemes, you will be able to fully develop your areas
If the sarpanch and his Panch Panchayat are educated, then they will be able to solve the social problems of the people easily by strengthening the legal system in their jurisdiction. With which people will be able to solve mutual conflicts and other problems easily.
If the Panchayati Raj officials are educated, then they will be able to use the schemes run by the government to improve the education situation.

Impact of education in rural areas-
          The economy of rural areas was mainly based on agriculture. Agriculture was being practiced here by traditional methods. In which labor was given priority. Women and men used to participate in the days. Being a labor-intensive lifestyle, people here did not give much importance to education. Due to which the condition of education in rural areas is not good.
After the formation of the new education policy in 1986, the government laid special emphasis on the Sarva Shiksha Abhiyan. And carried out several campaigns. Which started showing a positive impact on society and people started accepting the importance of education.

Impact of education after migration to cities-
       Due to the economic condition of the rural areas, people had to leave the village for their livelihood and migrate to the cities. Seeing the educated atmosphere of the city, education had a great impact on the people coming from the village.
After seeing and understanding the lifestyle of educated people and the benefits of education, people realized that education is very important for human beings. After that, people in rural areas also started paying more attention to their children's education.
After taking the influence of education from the city, when people started getting their children educated, their lifestyle started changing. After seeing this, those people who were not going to the city were affected and those people also started focusing on the education of their children.

Wednesday, December 25, 2019

Education Program- Developing communities

Developing communities using education- 
         Vocational skills such as tailoring, computer training, and carpentry are also taught to senior students for the purpose of girls' education and women empowerment and students are also encouraged to pursue secondary education.

Alumni meetings have recently been started with the aim of maintaining a relationship between the alumni and the school. Alumni share their experiences with other students to encourage them to pursue secondary education and pursue their mission.

Groups of alumni continue to hold regular meetings with parents and children to raise awareness about the importance of education.

        Uniforms, shoes, books, stationery, bus service, and mid-day meals are provided to the students to diagnose any reasons which may prevent the children from going to school. To ensure a healthy body and mind Creative activities such as yoga, meditation, sports and dance, music and painting are an essential part of the school curriculum.

       Children may face some negative effects in homes. The Art of Living program for children is organized regularly to address these potential negative effects of Art Excel students. External medical facilities and a mobile device Dispensaries have also been provided.

           In order to make students aware of the political system of the country and to fulfill them with leadership skills, a cabinet of students is organized which are chosen by the students themselves. Through this system, children are aware of the democratic system of Indian governance. We practically gain knowledge. This cabinet also handles the responsibility of running small classes and together The daily work of Yaly Yoga offers donation.

Free School Education Program-
           It was the first rural school established by Shri Ravi Shankar in 1971. It started when some local children were seen playing in the dust near the Art of Living Center. When finding that those children did not have access to education, then at that moment they decided to do something about it.

A local volunteer was appointed so that along with taking care of the children, giving them basic lessons in hygiene, teaching them educational games and feeding them one nutritious meal in the afternoon. This arrangement would be a great attraction for children and their parents. The center became one that continues until today. As the school has progressed, it has resulted in the formation of a formal educational institution and students and education. The number of duties has also increased.


Monday, December 16, 2019

Education Or Business

Education Or Business -Student-India

    A person does not desist from going to any extent for his selfishness, just how he should be benefited financially and whether in a moral or ethical way. Take this situation in any field, whether it is in the field of education or health sector because if the facilities of our country or state are not well in both the areas, then our country or state will not be oriented towards development in the future.

The future of the country is fully related to the health of the people and education of the next generation. If the public is uneducated or patient then the all-round development of the future of the country will be a failure. For the past several decades, our governments have been making a lot of efforts to improve primary education and health services. But the results remain negligible.

The entire future of our country is the students of Phulwari and the new young generation of the country. If we do not take any important steps in the field of education and healthcare, reforms as soon as possible, tomorrow we can never be groomed, because the truth is bitter but later its fruit also seems to be happy. On the contrary, if both the above areas are quickly rectified by our central and state governments, then our India will soon be at the forefront of the developed countries.

Parents do not consider it appropriate to get their child admitted to government schools. Because the atmosphere of the government campus became such that it was no longer possible to get modern education. Even then, why not a government teacher has remained as a government servant only.

 The duty of government teachers ends in completing the registrar of nutrition or there is less enthusiasm for teaching children in government teachers, often seen somewhere.

Rural education In India

Rural education In India- upgrade system

Rural education upgrade the rural education system         Rural education was completely the responsibility of the states before 1...