Elementary Education in India
In this fast paced, postmodern and post-pandemic world of globalization and commercialization, the second most populous country fortunately stands tall with the second largest school system. Education, derived from Latin word “ēducātiō” means to bring up or to draw out the best potential in the being of mankind. This noun, known for the acquisition of knowledge is a tool for empowerment. It helps students to build proper skills and plays a key role in the national development. The education system in India has evolved from the indigenous ways to modern tools and techniques. From education at home, in temples, Paathshalas and Gurukuls to the smart classrooms and Google Classroom. In the present world, Education is the catchphrase of the times. And if not, then it is definitely the Noun of the 21st century which can be better expressed in the phrases-
Education breeds Confidence, Confidence breeds Hope, Hope breeds Peace!
Elementary education is a system that lasts for 8 years in India. People from 6–14 years complete the following stages- I-Vth grade (Primary education) and VI-VIIIth grade (upper primary education). The historical perspective of elementary education in India dates back to the Constitutional Mandate of 1950 which stated- “The State shall endeavor to provide for a period of ten years from the inception of the Constitution, for free and compulsory education for all children until they reached the age of fourteen.”
To curb illiteracy, Article 45 of the Directive Principles of State Policy mandated free and compulsory education to all children in India. The elementary education has the basic foundation in the years 1986 (National Education Policy) and 1992 (Programme of Action). The objectives behind the Elementary Education in India are to identify life as an Individual, all round education, harmonious development and promotion of spiritual, moral, cultural, mental and physical development of students to cater to their needs and requirements.
School Activities
Simply being a bookworm in this fiercely competitive scenario does not suffice. To help the students in boosting their confidence and caliber, to help them exhibit and flaunt their multifarious talents along with academics, the school organizers encourage the student participation in activities like sports, games, debates, speeches which can be brought under the umbrella term of co-curricular and extra-curricular activities. These ace up the talents of students, thus, giving future leaders to the association and the country at large. Inclusion of students at the elementary level is an activity that caters to diminish discrimination among students on grounds of faith, identity or expression. Inclusion as a practice to be religiously followed goes beyond teachers and also requires strong commitment of other stakeholders in the system of elementary education such as families and the government.
Curriculum in Elementary Education
One of the most essential aspects is the curriculum which can either make or break the rapport or the esteem of an education system. Classifying it further into an Idealistic Curriculum and the Pragmatist Curriculum which have their respective jargons like Spiritual development and interaction along with utility and integration.
Universalisation of Elementary Education
The educational term is a constitutional provision which is a national commitment goal in India. It seeks to promote and provide free and compulsory education to all students from 6–14 years. It upholds the causes of economic development and accelerates mass literacy. In the present scenario, universalization acts as a watchdog that the school facilities are provided judiciously and utilized sustainably.
Challenges to Elementary Education
As a system of education in a vast country like India, this concept faces a lot of challenges in various domains like social, political, cultural and historical. The challenges range between the lack of facilities, qualified teachers and updated curriculum to the lack of infrastructure and access to everyone. The remedy to these challenges could be possible with the collective efforts of the government and the school administration.
To conclude, the elementary school education needs to be taken into serious and systematic consideration in terms of organization. Committing more time and resources towards the implementation of policies can advance the successful inclusion of children with special requirements and preferences because the school students, the teachers and the school administration are the elements that mutually create the perfect blend in the teaching learning process and achievement of students who are the future of the country and the citizens of tomorrow!
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