This companion gives a comprehensive overview of the history of primary education in India. It presents an analytical narrative of the progress of primary education as a national endeavour in colonial, post-colonial and contemporary India, and studies its transformative policy journey culminating in the adoption of education as a fundamental human right. The book looks behind and beyond stated policy goals and outcomes to examine the processes involved in implementing positive change and discusses the underlying socio-political factors affecting education in India. The author also shares reflections on the reform measures needed to achieve the goal of education for all in India. Rich in archival resources, this companion will be essential reading for scholars and researchers of history of education, education, Indian history, colonial history and South Asian history. It will also be useful for policymakers, organizations and professionals working in the field of education.

This volume examines key aspects of the elementary education system in the poorer and educationally backward states of India. Providing the first state by state analysis of major cost and financing issues, the book is based on data gathered from one of the most comprehensive surveys conducted in recent times, which was specifically commissioned for this book. In a country where administrative records-concerning enrolment, drop-out, retention and repetition-are unreliable as a source of data, surveys and analyses of the type reported in this volume help policy-makers and scholars get a better picture of the ground realities.

This book compares primary education in urban and rural China and India. It focuses on how the sociocultural context including educational policy, educators and parents’ beliefs, and the conditions under which teaching and learning occur shape classroom pedagogy and determine children’s attainment. This in-depth, authentic, comparative analysis of the two largest educational systems in the world is a must-read for scholars interested in the teaching and learning in these two rapidly developing Asian cultures. A common set of questions has been addressed in diverse contexts. The empirical work on which this book is based is most impressive – videotaping of mathematics and language lessons, interviews with parents and educators questionnaires with parents, teachers and children and tests of children’s mathematics attainment – and this done in 3 locations in China, 3 in India and 12 schools in total.

This Book Focuses On The Seven Facets Of Management Of School Education In India. Put Together These Make A Valuable Resource For Those Concerned With Planning And Management Of School Education.

As our society is becoming more and more complex day by day due to the trends of modernisation, urbanization, secularization, globalization etc., new problems of education are coming into focus. It is in this context that new researches in sociology of education are called for. This comprehensive work lays down the basic concepts of sociological foundations of education in India context as required to be understood by every specialist of the subject. It lays down the fundamentals of education required to be understood by every scholar and student of the subject alike. It will definitely provide invaluable guidance to young educational researchers and teachers.

Part I of this book, which comprises the bulk of the volume, consists of a bibliography of approximately 650 publications on child education. The publications include articles from 58 Indian journals and newspapers published in the English language. The bibliography also references books, research reports, and doctoral theses that have been reviewed in journals and newspapers. The bibliography has both an author and a subject index. Full bibliographic information is provided in both indexes. Part II of the book includes a description of a proposed children's university, which would house children from around India, include several centers of research on problems related to child development, and sponsor cultural centers for each Indian State. Also included are: (1) an essay concerning the problems and potentials of research on children's reading; (2) excerpts from the Indian Constitution that concern issues relating to children; (3) statistics on school enrollment and adult literacy in India; and (4) a list of 79 specialists in the field of child education. (BC)

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question barely received any attention. The book identifies justiciability—or, more broadly, enforceability—as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the State; otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability remains unfulfilled. It deals with the possible alternative means the State may provide for the poor to claim the benefits under Article 21A, and identifies the grievance-redress mechanism created by the ‘Right of Children to Free and Compulsory Education Act, 2009’ as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

Nongovernmental organizations working in education in India are professional resource centers and innovators able to reach children who are educationaly disadvantaged. The Indian government could improve the effectiveness of primary education by increasing its collaboration with such organizations.