Role of Education in addressing needs of Marginalized Groups in India

Role of Education in addressing the needs of  Marginalized groups in Indian society : SC/ST/OBC/EBC/NT, Tribals, Women, Rural and remote region

Definition: 

The Encyclopedia of Public Health defines marginalized groups as, ‘To be marginalized is to be placed in the margins, and thus excluded from the privilege and power found at the center”.

The specific role of education in addressing the needs of the marginalized group is as follows: -

• To empower the marginalized : education is  a societal resource and a means to achieve egalitarianism
• Given equal opportunity for general, vocational, technical and professional education most citizens have equal status in the society. Education is often considered as an equalizer.
• Education brings about awareness of legal provisions that the marginalized can resort to in case of infringement of their rights.
• To create awareness about various schemes that help to combat stratification e.g.: schemes for girl child.
• To sensitize society towards the impact of stratification.
• To create egalitarian minds  by instilling human values.
• Education nurtures critical thinking, decision making and such vital life skills that will help to fight the ill effects of stratification.
• Education seeks to integrate the marginalized into the mainstream through common education system, compensatory education, Laws such as Right to Education Act.

    Provisions & Schemes for education of the marginalized:

(Source: Ref note on welfare schemes for OBCs released by Lok Sabha secretariat Nov 2014, Central Govt financial schemes published by Loksabha secretariat Aug 2013 )

• Hostel Facilities, Midday Meals, Reservations, Education Loans and Scholarships.
• Financial assistance to NGOs providing vocational training where 90% expenditure is reimbursed by government.
• Reimbursement of fees for SC/ST students.
• Scheme under National Backward Classes Finance and Development Corporation to upgrade entrepreneurial and technological skills of OBC.
• Ashram School:- residential schools for ST (over 1600  ashram schools exist) Teachers from ST community. Sensitization programs for non ST teachers. Schools teach socially useful crafts.
• Shilp Sampada Scheme for upgrading technical  and entrepreneurial skills give loans to artisans.
• Eklavya Model residential schools (EMRS) :- The objective of EMRS is to provide quality middle and high level education to Scheduled Tribe (ST) students in remote areas, not only to enable them to avail of reservation in high and professional educational courses and as jobs in government and public and private sectors but also to have access to the best opportunities in education at par with the non ST population.
• National Backward Classes Finance & Development Corporation under Ministry of Social Justice & Empowerment - educational loan for those living below double poverty line(p.a Rs. 40,000 rural areas and Rs. 55,000 urban areas).
• EBC (income upto Rs one lakh a yr) Dr. Ambedkar Central Sector Scheme of Interest Subsidy on Educational Loan for Overseas Studies for Economically Backward Classes (EBCs) effective from 2014 through Ministry of Social Justice and Empowerment.
• People in rural areas are provided with Navodaya Vidyalayas, Distance Primary Education  Program (DPEP), RTE provision primary schools within 1 km.
• People in remote areas are provided with Residential schools, ODL, use of technology, Digital India project launched in Aug 2014 plans to increase connectivity with villages.
• In  2014 the Hemanand Biswal committee recommended developing local language textbooks and teaching children in their local language with a gradual shift to Hindi or English to address issue of high dropouts.
• 3600 Kasturba Gandhi Balika vidyalayas (residential schools for upper primary girls from SC, ST, OBC communities set up where schools are far from habitation. 75% seats for SC/ST/OBC and 25% for those BPL. )  , National program for education of girls at elementary level for girls in educationally backward blocks , Kishori Shakti Yojana (vocational training for BPL girls between 15 to 18 yrs) Balika Smariddhi Yojana (scholarship for girls).

Trends in Development

Trends in GROWTH AND Development

 

1.   CEPHALOCAUDLE :-

• Development proceeds from the head downward.  
• According to this principle, the child gains control of the head first, then the arms, and then the legs.  
• Infants develop control of the head and face movements within the first two months after birth.  In the next few months, they are able to lift themselves up by using their arms. 
• By 6 to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or walk.  Coordination of arms always precedes coordination of legs.

 2.   PROXIMODISTAL :- 

• Development proceeds from the center of the body outward.
• This means that the spinal cord develops before outer parts of the body.  
• The child’s arms develop before the hands and the hands and feet develop before the fingers and toes.  
• Finger and toe muscles (used in fine motor dexterity) are the last to develop in physical development.

 3.   MATURATION & LEARNING: -

• Maturation refers to the sequential characteristic of biological growth and development.  
• The biological changes occur in sequential order and give children new abilities.  Changes in the brain and nervous system account largely for maturation.  
• These changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills.  
• Also, children must mature to a certain point before they can progress to new skills (Readiness).  
• For example, a four-month-old cannot use language because the infant’s brain has not matured enough to allow the child to talk.  By two years old, the brain has developed further and with help from others, the child will have the capacity to say and understand words.  
• Also, a child can’t write or draw until he has developed the motor control to hold a pencil or crayon.  
• Maturation patterns are innate, that is, genetically programmed. 
• The child’s environment and the learning that occurs as a result of the child’s experiences largely determine whether the child will reach optimal development.  
• A stimulating environment and varied experiences allow a child to develop to his or her potential.         

 4.  CONCRETE TO COMPLEX: -   

• Children use their cognitive and language skills to reason and solve problems.  
• For example, learning relationships between things (how things are similar), or classification, is an important ability in cognitive development.  
• The cognitive process of learning how an apple and orange are alike begins with the most simplistic or concrete thought of describing the two.  Seeing no relationship, a preschool child will describe the objects according to some property of the object, such as color. Such a response would be,  “An apple is red (or green) and an orange is orange.”  
• The first level of thinking about how objects are alike is to give a description or functional relationship (both concrete thoughts) between the two objects.  “An apple and orange are round” and “An apple and orange are alike because you eat them” are typical responses of three, four and five year old.  
• As children develop further in cognitive skills, they are able to understand a higher and more complex relationship between objects and things; that is, that an apple and orange exist in a class called fruit. The child cognitively is then capable of classification. 

5.   CONTINUOUS PROCESS: -  

• As a child develops, he or she adds to the skills already acquired and the new skills become the basis for further achievement and mastery of skills.  Most children follow a similar pattern. Also, one stage of development lays the foundation for the next stage of development. 
• For example, in motor development, there is a predictable sequence of developments that occur before walking.  The infant lifts and turns the head before he or she can turn over.  Infants can move their limbs (arms and legs) before grasping an object.  
• Mastery of climbing stairs involves increasing skills from holding on to walking alone.  By the age of four, most children can walk up and down stairs with alternating feet.  As in maturation, in order for children to write or draw, they must have developed the manual (hand) control to hold a pencil and crayon.

 6.   GENERAL TO SPECIFIC: -

• In motor development, the infant will be able to grasp an object with the whole hand before using only the thumb and forefinger.  The infant’s first motor movements are very generalized, undirected, and reflexive, waving arms or kicking before being able to reach or creep toward an object.  Growth occurs from large muscle movements to more refined (smaller) muscle movements. 

 7.   There are individual rates of growth and development.

• Each child is different and the rates at which individual children grow is different.  Although the patterns and sequences for growth and development are usually the same for all children, the rates at which individual children reach developmental stages will be different.  
• Understanding this fact of individual differences in rates of development should cause us to be careful about using and relying on age and stage characteristics to describe or label children.  There is a range of ages for any developmental task to take place.  This dismisses the notion of the “average child”.  
• Some children will walk at ten months while others walk a few months older at eighteen months of age.  Some children are more active while others are more passive.  This does not mean that the passive child will be less intelligent as an adult.  There is no validity to comparing one child’s progress with or against another child.  
• Rates of development also are not uniform within an individual child.  For example, a child’s intellectual development may progress faster than his emotional or social development.
• An understanding of the principles of development helps us to plan appropriate activities and stimulating and enriching experiences for children, and provides a basis for understanding how to encourage and support young children’s learning.

Principle of Time Table Construction

PRINCIPLES INVOLVED WHILE CONSTRUCTING THESE TIMETABLES

Ø  Principle of considering the type of school. 

The timetable is based on specific needs of the school for which it is meant for example primary, secondary, Jr. College (urban, rural), single teacher and double shift, day school, co-ed school, etc.

Ø  Principle of following Departmental Regulations.

n The regulations re obtained from the educational boards which has fixed the length of school year, duration of the school day, duration of each teaching and even the number of each teaching subjects, etc.

n  For example, in secondary school academic subjects like first language maths/science have eight periods per week, second languages and social studies has five periods per week, respectively. Non-academic subjects like Computers. P.T., Art and craft, etc., have two periods per week. Total periods per week are of 48 to 50. The duration of period varies from 30 minutes to 40 minutes.

n  Total number of working days excluding exams and unit test is 180 and total of 80 holidays including the two vacations Diwali and Christmas. The summer vacation of 30 days (excluding Sundays) is intermittent between the two academic years while the Diwali vacation is of 21 days and Christmas vacation is for 8 days. The different states of India have liberty to give any short vacation in place of Christmas vacation, e.g., in Maharashtra many schools give any short for Ganapati festival/Ramzan and Eid/Paryushan of Jains. In West Bengal a short vacation is given for Durga puja for Navratri. The other bank holidays and national holidays account for 21 days out of which only 3 days are kept as reserve holidays for any emergency.

Ø  Principle of amount of time available.

According to the type of school (day school/ shift school, etc.,) and total time available to school for maximum utility of all resources a timetable has to be planned.

Ø  Principle of incidence of fatigue.

Those subjects required more brain-work are to be placed when students are fresh and capable of doing hard and difficult work. For e.g., English and Maths to be placed in 1st to 3rd period, manual work (PT, craft, art) to be kept in last period or after break. One must take a note that P.T period is not to be kept after lunch break for scientific reason that body must rest for digestion after eating.

Principle of variety

Children have a very short span of attention and they get bored very soon. If there is variety then learning will become fruitful and meaning. For this, a change of room, of seat, of posture is an antidote against weariness. Varieties can be introduced by variation in subjects (by using a combination of different subjects for using both the left and the right hemisphere of the brain so that it gives opportunities for using the entire brain).

Analysis

Let us critically analyse the time table of any school based on principles of time-table framing:

• CLASS TIME-TABLE

•       This type of timetable displays the class timetable of each individual class.
•       It shows the distribution of subjects with teachers for each period. It also indicates the short and long breaks and the period for games and other co-curricular activities.
•       All the sections and classes in any school follow their respective class timetable. A copy of it is always displayed in that class and in the staff room.

• TEACHER TIME-TABLE

• This type gives the placement of teacher in the class at any particular time.
• It accounts for the workload of teachers and free time allocated to teacher.
• Such timetable ensures no overwork or overlapping of teacher at two different places simultaneously.
• This timetable is displayed are kept in the staff room and the copy is with headmaster.

• EXAM TIME-TABLE

•  This timetable is an important one.
• It is an indicator of assessment pattern of the curriculum.
• This timetable gives the detail information about the duration, subjects, time and location (seating arrangement) and supervision.
• This timetable is planned in advance and a copy of it is given to both students and parent.
•  Many schools give their exam schedule in the school calendar, which helps parents in preparation of their ward for exams test.
• It also helps the parents to plan the vacations.
• The school prepares for the exam in terms of getting the question papers, printing them, storing adequately for distribution during the exam as per the schedule.
• This timetable is of great importance to set deadlines for teachers in completion of portion and setting question papers.
• The exam department committee keeps a check on availability of stationeries for the exam/test.

• CO-CURRICULAR ACTIVITIES TIME TABLE

• This timetable ensures an adequate distribution of stimulus variation in terms of games, visit to audio-visual room, music period, dramatics or competitions.
• This timetable gives at glance the distribution of a variety of co-curricular activities adequately to each class and with no clashes between classes. It also takes care of the use of halls, auditoriums or extra rooms and allocation of staff to the different co-curricular activities.
• In this timetable the venue or place is of much importance, e.g., skating, judo, karate, dance, gymnastics require special spacious rooms or halls that need to be vacant at the right time for the right group.

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Semester 3 Internship - Report on records maintained in the School

Report on records maintained in school

In Semester III of Bachelor of Education. As a part of syllabus students are suppose to maintain a report of records, that is managed by their conducting schools from where Internship is taking place.

Here is the Index given for the required records.

Sr. No.	Index	Page No.
1	Assembly
2	Attendance Register
3	Proxy period
4	List of teachers
5	Muster Records
6	Other information
7	Teacher Observation
8	Fees Record
9	Register & Records
10	Admission form
11	Fee Receipt
12	Leaving certificate
13	Library format
14	Laboratory Records
15	Students Height, Weight
16	Progress Report
17	Year work
18	List of Holidays
19	Class time table
20	Unit Plan
21	Activity Record
22	Log Book of teachers
23	Notice Board
24	Sport Activity Record
25	Specimen Corrected
26	Infrastructure of school
27	Society useful productive work (Record)

Following the index, here giving the example. I have taken photocopies of these records by due authority and permission of school.

This is the stationary, you will be obtaining from your college. Here I've hidden the college name.

The Index Page

Optional - You can always choose to Acknowledge your teachers

The School Prayer

The Proxy Record

The Muster Record

Other Information : Example : Leave Application Form and Fee Record

Registers

Records: Admission Form

Records : Attendance Record Register, Stock Register

Fee Receipt and Leaving Certificate

Teachers Observation

Notices

Sports Activity

Other Informations

Teachers Timetable