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After reading this article you will learn about the Primary Education System in India:- 1. Historical Development of Primary Education 2. Aims and Objectives of Primary Education 3. Strategies for Achievement of Universalization.
Historical Development of Primary Education:
The present system of education in India can be attributed to the efforts of Christian missionaries. Their earliest efforts were confined mainly to elementary education. In different parts of the country elementary schools were established by the missionaries.
In fact, they introduced a new system of education, which exercised a vital influence on the existing system of the country. When the British Government passed the charier Act of 1813, the East-India company was directed to accept the responsibility of educating the Indians.
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During the first half of the nineteenth country, the progress of primary education was disappointing. When the charier of the East India Company became renewable in 1853, need was felt for complete survey of the whole field of education in India.
In the year 1854, the Educational Despatch, Popularly known as the Woods Despatch brought a considerable historical importance’ in the establishment of graded schools through-out India.
The Despatch rejected the Downward Filtration Theory, accepted indigenous elementary schools as the foundation of the educational system and suggested a system of grant in aid to schools which were not directly managed by government. In the year 1882, Lord Ripon appointed Indian Education commission under the chairmanship of William Hunter mainly to review the progress of primary education.
The commission recommended “Primary education be regarded as the instruction of the masses through the vernacular in such subjects as will best fit them for their position in life, and be not necessarily regarded as a portion of instruction leading up to the university.”
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The stages of primary education were divided into two like lower primary stage and upper primary stage. Provisions were made for reading, writing and arithmetic with history, geography and Science in these primary schools.
Regarding legislation and administration, the District and Local Boards were given definite power and after 1882, the management of primary education became the responsibility of the local bodies and they were to be guided by the department’s rules laid down by the government.
The year 1904 may be considered as an important landmark in the history of the educational development of India. In respect of organizational administration of the elementary schools, curriculum, appointment of teachers, management, finance etc. a beginning was made for greater changes to follow in course of time.
The period from 1904 to 1912 was though a time of attention, yet results were in no way impressive or spectacular. Then the transfer of education to the provincial control under the Montague Chelmsford Reform of 1919, led to the opening of new schemes and of new forms of management of primary education.
The Harlog Committee 1929, which was appointed by the Indian Statutory Commission to survey the growth of education in British India and paid more attention to mass education. Reviewing the progress of mass education the committee recommended some of the suggestions regarding the problems of wastage and stagnation in the field of primary education.
The Government of India Act, 1935, introduced some constitutional reforms and provincial Autonomy was given in the field of education. In 1937, Mahatma Gandhi expressed his own ides about the problem of education in India and propounded Basic Education.
Gandhi’s scheme of Universal free education, his constructive programme for mass regeneration, the acceptance of democratic way of life and the consequent growing faith in education led the way for the implementation of compulsory education.
After Independence in the year 1950, the Constitution of India in Article 45 includes a directive that, free and compulsory elementary education for all children up to the age of 14 should be provided within ten years of the commencement of the constitution.
For the qualitative development of Primary education steps were taken in different Five Year Plans and funds were allocated for the said purpose. The Government of India appointed different committees and commissions for the qualitative improvement of primary education in the country.
Aims and Objectives of Primary Education:
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The following are the aims and objectives of Primary education suggested by different committees and educational policies.
The educational policies commission (1948) has identified the following three goals for elementary education:
(i) To develop the basic skills, independence and initiative for successfully solving the problems.
(ii) To develop fully all the humane and constructive talents of each individual and
(iii) To develop social responsibility and co-operate in improvement of social institutions.
The mid-century committee on out-comes of elementary education have laid down the following broad areas of objectives for achieving the behavioral change regarding:
(i) Knowledge and Understanding.
(ii) skill and Competence.
(iii) Attitudes and Interests.
(iv) Action Pattern.
The hindustani talimi sangh have laid down the following four objectives of elementary education:
(i) To help acquiring capacity for self-reliance in every individual.
(ii) To help all children to grow up as citizens of a new social order.
(iii) To provide opportunity for the balanced and harmonious development of all his faculties.
(iv) To promote understanding of school and moral implications of life in every child.
The Indian education commission (1964-66) has recommended the following objectives of primary education:
(i) To bring all round development among the children.
(ii) To develop literacy, numeracy and technocracy through mother tongue among the children.
(iii) To develop sense of patriotism and democratic spirit of each child.
(iv) To make education free, compulsory and universal.
(v) To identify the students with cultural.
(vi) To develop vocational efficiency and enable the students for self- dependent,
(vii) To cultivate the sanitary habits among the learners.
(viii) To develop aesthetic sense among the learners.
(ix) To develop the attitude for co-operative living, co-operative work and group activities.
(x) To make students aware of dignity of labour and prepare the students for future life.
The NCERT (1977) in their syllabus for ten year curriculum has envisaged the following objective of elementary education;
(i) To acquire the tools of formal learning namely literacy, numeracy and manual skills.
(ii) To acquire habits of cooperative behaviour within the family, school and community.
(iii) To develop social responsibility by inculcating habits.
(iv) To appreciate the culture and life styles of persons of other religions, regions, countries.
The national policy on education, 1986 has laid stress on elementary education, mainly on two aspects:
(i) Universal enrolment and universal retention of children up to 14 years of age.
(ii) A substantial improvement in the quality of education.
Besides this, the NPE 1986 spell out minimum Levels of Learning (MLL) and stated that “to promote equality it will be necessary to provide for equal opportunity to not only in access, but also in the condition for success,” Elementary education cannot be accepted as complete unless children acquire MLL.
The Revised National Policy on Education (NPE), 1992 has given stress on different objectives of primary education which can be realized through child centered approach and operation Blackboard scheme. Stress was given on eradication of illiteracy which can be possible through universalization of primary education.
Strategies for Achievement of Universalization on Primary Education:
In order to solve the problems of universalization of primary education the government both central and state level have undertaken some of the strategies which are as follows:
i. The constitution (Eighty third Amendment) Bill, 1997 was introduced in the Rajya Sabha on 28” July, 1997 to make right to free and compulsory education for 6-14 years of age a Fundamental Right. Accordingly the Lok Sabha, on November 28, 2001, unaxionously passed a constitution amendment making education for children in the age group of 6-14 years of fundamental right.
In this regard the parliament passed the 26′” Amendment Act, 2002 to make elementary -education a Fundamental Right for children in the age group of 6-14 years.
ii. In order to create parental awareness and community involvement, a new scheme Sarva Shiksha Abhiyan was evolved to pursue universal elementary education in a mission mode.
iii. It is essential to ensure appropriate economic incentives like free uniforms, free learning materials and compensation to the families of children to economically and socially backward sections of society scheduled castes and scheduled tribes.
iv. The scheme of operation Blackboard was lunched in 1987-88 with the aims of providing improved infrastructure in schools.
v. District Primary Education programme was launched in 1994 as a major initiative to achieve the objective of Universalization of Primary Education.
vi. A National Programme of Nutritional support to primary education commonly called the Mid-day meals scheme launched on 15 August, 1995 is aimed at improving enrolment, attendance and retention in primary classes.
vii. The scheme of Non-formal education (NFE) was introduced in 1970-80 to target out of school children in the age group of 6-14 years who had remained out-side the formal schooling.
viii. Steps were taken the check the wastage and stagnation in primary education level.
ix. Universal Provision of girl’s education would be a major step forward to the attainment of universal compulsory primary education councils for the Welfare of women and children both at the centre and stake levels should contribute their best efforts in this direction.
x. Shicksha Karmi and Shiksha Sahayak Project aim at universalization and qualitative improvement of primary education on remote and backward areas.