workshop on Research Methodology and Data Analysis

GOVT. BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY

(Research Centre in Education, Kannur University)

Thalassery, Kannur, Kerala- 670101

Website: www.gctetly.com E-mail: gctetly@yahoo.co

Two Day National Workshop on

Research Methodology and Data Analysis

on

27^th & 28^th January 2017

Dear Friend,

Govt. Brennen College of Teacher Education, Thalaassery, (ResearchCentre in Education, Kannur University), is organizing a Two Day National Workshop on Research Methodology and Data analysis on 27^th and 28^th January 2017. It covers a wide range of areas in research methodology and quantitative data analysis. The programme is mainly meant for faculty members who are pursuing their Ph.D. in social science. Research scholars will also be permitted to attend subject to the availability of seats.

You are cordially invited to the programme. Those who are desirous to participate in the programme are required to ensure their participation by registration.

With warm regards,

Dr. T V Kunhiraman, (Principal)

Dr. Santhosh Areekkuzhiyil (Convener)

The filled in registration form has to reach the convener on or before 12^th January, 2017 (through email).

Contact details:

Email: santhoshclt@gmail.com

Mob  : 8075488565, 9447847053

GOVT. BRENNEN COLLEGE OF TEACHER EDUCATION, THALASSERY

(Research Centre in Education, Kannur University)

Thalassery, Kannur, Kerala- 670101

Two Day National Workshop on

Research Methodology and Data Analysis

On

27^th & 28^th January 2017

Registration Form

Name                                       :

Educational Qualifications      :

Designation                             :

Institution                                :

Address                                   :

Mobile No                               :

Email Id                                   :

Research Centre                      :

Research Subject & Topic       :

Signature                                 :

Date                                         :

Understanding Discipline and Subjects

Sample from the book:

LANGUAGE ACROSS THE CURRICULUM &

UNDERSTANDING DISCIPLINE AND SUBJECTS

By

Dr. Santhosh Areekkuzhiyil

Asst. Professor

Govt. Brennen College of teacher Education, Thalassery

(Research Centre, Kannur University)

Kannur, Kerala, India

Email: santhoshclt@gmail.com

09447847053

SCHOOL SUBJECT AND ACADEMIC DISCIPLINE

1. School Subject

Dewey viewed subject matter as a distinctive and specialized domain of experience for learners. Subject matter consists of a body of facts, concepts, values, and techniques that are selected, organized, and sequenced in a way that centers upon the predetermined objectives.

According to Zongyi Deng, (2013) School subject refers to ‘an area of learning within the school curriculum that constitutes an institutionally defined field of knowledge and practice for teaching and learning’. A school subject is a distinctive purpose-built enterprise, constructed in response to social, cultural, and political demands and challenges toward educative ends.

School subjects can be traditional academic subjects such as mathematics, history, and geography that could have direct affiliations with their parent academic disciplines. They can also be unconventional ones such as tourism and hospitality that have no or minimal connections with academic disciplines.

1.2. Features of School Subjects

Grossman and Stodolsky (1995) defined three features of school subjects: Statue, perceived sequentiality and scope.

(i) School subjects differ in the status they have in the school and larger community.

(ii) Sequentiality is perceived as important in school subjects, where certain knowledge and skills have to be known before proceeding to a new learning. For example in mathematics, learners should have number concept and the concept of place value before proceeding to addition, subtraction etc.

(iii) The scope of the subject refers to the different disciplinary areas included in the subjects, which can be broad or restricted. An example of broad based subject is social studies, which draws on discipline like history, political science, economics, geography etc.

2. Academic Discipline

The term ‘discipline’ originates from the Latin words discipulus, which means pupil, and disciplina, which means teaching. Discipline is defined by the Oxford English Dictionary as “a branch of learning or scholarly instruction.” A discipline is a branch of learning or domain of knowledge that is characterised by distinct objects, concepts, principles, theories, skills, tools and applications.

An academic discipline as a branch of knowledge incorporates expertise, people, projects, communities, challenges, studies, inquiry, and research areas that are strongly associated with a given academic discipline. For example, the branches of science are commonly referred to as the scientific disciplines, e.g. physics, mathematics, computer science.

---------

2.1. Characteristics of Discipline

1) Disciplines have a particular object of research (e.g. law, society, politics), though the object of research may be shared with another discipline;

2) Disciplines have a body of accumulated specialist knowledge referring to their object of research, which is specific to them and not generally shared with another discipline;

3) Disciplines have theories and concepts that can organize the accumulated specialist knowledge effectively;

4) Disciplines use specific terminologies or a specific technical language adjusted to their research object;

5) Disciplines have developed specific research methods according to their specific research requirements; and maybe most crucially

6) Disciplines must have some institutional manifestation in the form of subjects taught at universities or colleges, respective academic departments and professional associations connected to it.

Not all disciplines have all of the aforementioned six characteristics.

2.2. Typology of Discipline

 Anthony Biglan (1973) based on empirical research drew distinction between discipline based on three dimensions. First he found difference in the degree to which one paradigm exists in a discipline (hard-soft). For discipline with one important paradigm there is more consensus about method of study and content (E.g: physics) than in discipline without a single paradigm (E.g: humanities). Secondly Biglan distinguished discipline based on their degree of concern with application (pure – applied). Disciplines like education and engineering is more concerned with application to practice. Finally a distinction was drawn between disciplines concerning biological or social areas and those that are concerned with inanimate objects (life- non life).

Becher (1989) modified Biglan’s typology  based on first two dimensions, which resulted in four types of disciplines: Hard pure, Hard Applied, Soft Pure, and Soft Applied.

2.3. Strengths and weaknesses of disciplines

3. The relationships between academic disciplines and school subjects

School subjects can have different and variable relationships to academic disciplines, depending on their aims, contents, and developmental phases. Stengel (1997) identifies five possible relationships between academic disciplines and school subjects.

(1) Academic disciplines and school subjects are essentially continuous;

(2) Academic disciplines and school subjects are basically discontinuous;

(3) Academic disciplines and school subjects are different but related  in one of the three ways:

(3a) academic discipline precedes school subject,

(3b) school subject precedes academic discipline, or

(3c) the relation between the two is dialectic.

She argues further that each of the relationships implies a curricular position, reflecting particular political and moral interests.

4. Distinction between academic disciplines and school subjects

(i)                 Subjects are not, in fact, drawn directly or readily from their parent studies, and parent studies are not all disciplines.

(ii)               The disciplines are arranged for the expedient advancement of investigations and researches, but the school subjects are organized for the facilitation of learning and teaching in particular contexts.

(iii)             The formation of school subjects is driven by social and political needs.

(iv)             The school subject is a ‘transformed’ version of the academic discipline.

(v)               The academic discipline, not the school subject, is providing the frame of reference for defining and delineating what classroom teachers need to know about the subject matter they are supposed to teach.

(vi)             School subjects come first and academic disciplines later in one’s learning journey from school to university.

(The book is framed as per NCTE curriculum framework)

LANGUAGE ACROSS THE CURRICULUM

Sample from the book:

LANGUAGE ACROSS THE CURRICULUM &

UNDERSTANDING DISCIPLINE AND SUBJECTS

Dr. Santhosh Areekkuzhiyil

Asst. professor,

Govt. Brennen College of Teacher Education, Thalassery,

(Research Centre, kannur University)

kannur, Kerala

santhoshclt@gmail.com

09447847053

LANGUAGE ACROSS THE CURRICULUM

1.1. Language, Communication and Discourse

Communication is an outward extension of thought. It helps in the process of arranging thought, linking one idea to another. Communication includes both verbal (that is, language in written and spoken form) and non-verbal (that is, language in conventional symbols and ways of representation through drawing and diagrams) forms.

But in educational context, to understand the significance of language in a deeper way we need to examine it in a multi-dimensional space, giving due importance to its structural, literary, sociological, cultural, psychological, and aesthetic aspects. Formally, language is seen as the pairing of a lexicon and a set of syntactic rules, where it is systematically governed at the level of sounds, words, and sentences.

----

Communication is called for when the language user recognizes a situation which requires the conveyance of information to establish a convergence of knowledge, so that this situation can be changed in some way. This transaction requires the negotiation of meaning through interaction. This negotiation is referred to as discourse. The use of language in any classroom is interesting from an educational point of view because education itself is conducted fundamentally through the medium of language. Classroom Discourse is a special type of discourse that occurs in classrooms. Special features of classroom discourse include: unequal power relationships, turn-taking at speaking, patterns of interaction, etc. Classroom discourse is often different in form and function from language used in other situations because of particular social roles which learners and teachers have in classrooms and the kind of activities they usually carry out there.

1.2. Language across the Curriculum (LAC)

Teaching and learning cannot take place in a language free environment. Assumptions about the language and literacy background of students influence classroom interactions, pedagogical decisions and the nature of students’ learning. Thus, it is important to understand their language background and know how oral and written language can be used in the classroom to ensure optimal learning of the subject area (NCTE, 2014). Teachers should be sensitive to the language diversity that exists in the classrooms.

Language education is not confined to the language classroom. A science, social science or mathematics class is ipso facto a language class. Learning the subject means learning the terminology, understanding the concepts, and being able to discuss and write about them critically. For some topics, students should be encouraged to consult books or talk to people in different languages, or gather material in English from the Internet. Such a policy of languages across the curriculum will foster a genuine multilingualism in the school. At the same time, the language class offers some unique opportunities. Stories, poems, songs and drama link children to their cultural heritage, and also give them an opportunity to understand their own experiences and to develop sensitivity to others. Children may effortlessly abstract more grammar from such activities than through explicit and often boring grammar lessons (NCF, 2005).

1.2.1. Origins and Aims of Language across the Curriculum (LAC)

The Language across the Curriculum (LAC) movement follows the example set by the Writing across the Curriculum (WAC) movement of the 1980s, which sought to use writing as a central learning tool in classes outside the English department. Rather than relegating writing instruction to classes in literature or composition, WAC provides advice and assistance to students for the inculcation of the skills needed for writing in each curricular specialty. Similarly, LAC works with faculty to identify the specific vocabulary and genres that students need in order to function effectively in another language in their respective disciplines (Fichera & Straight, 1997).

            LAC also draws upon the content-based language instruction movement of the 1990s.  Instruction that emphasizes purposeful comprehension and communicative production yields superior receptive and expressive accuracy, complexity, and fluency. In brief, students who learn language for a purpose learn it better.

            LAC aims to facilitate the use of languages in a variety of meaningful contexts and to motivate and reward students for using their multilingual skills in every class they take at each level in the university curriculum, thus preparing them for the cross-cultural and multilingual demands and opportunities of a global society (Consortium for Languages Across the Curriculum, 1996).

1.2.2. Why Language across the Curriculum

1.2.3. Principles and Practice of LAC Approach in Classrooms

1.2.4. Benefits of LAC approach

1.2.5. Role of Subjects Teacher and Language Teachers in LAC

1.3. Classroom Discourse

Analysis of the patterns of interaction characteristic of most classrooms has shown that, on average, teachers talk for more than two-thirds of the time, a few students contribute most of the answers, boys talk more than girls, and those sitting in the front and center of the class are more likely to contribute than those sitting at the back and sides. Bracha Alpert has identified three different patterns of classroom discourse:  (i) Silent (the teacher talks almost all the time and asks only an occasional question), (ii) Controlled (as in the excerpt above), and (iii) Active (the teacher facilitates while the students talk primarily to each other). Recent attempts to reform teaching based on constructivist views of learning have called for teachers to ask fewer questions and for students to learn to state and justify their beliefs and argue constructively about reasons and evidence.

One fundamental aspect of classroom discourse is that the teacher talks most of the time. Neil Mercer (1995) notes that about 65% of the time the teacher talks and about 70% of teacher talk consists of lecturing or asking questions. In other words, there is an asymmetry in classroom talk, with teacher talk dominant.

Other content area of this Unit include……..

1.3.1. Features of Classrooms

Types of Classroom Discourses

1.4. Mother-Tongue Education (Home/First language(s) Education)

1.4.2. Minor, Minority and Tribal Languages

1.5. Acquisition of English as foreign Language/ Second language

1.6. Multilingual and Bilingual Education

contemporary India and Education

A Chapter From the Book ‘CONTEMPORARY INDIA AND EDUCATION '
by Dr. Santhosh Areekkuzhiyil
santhoshclt@gmail.com
09447847053
Publisher: Calicut University Cooperative Stores, Kerala, India

EDUCATION FOR BUILDING A NEW NATION
"Individuals may form communities, but it is institutions alone that can create a nation,"- Benjamin Disraeli.
10. 1. Programmes for Eradicating Inequalities
Education seeks to achieve two broad aims: one to provide equal opportunities for all pupils to learn and to achieve, for best possible progress and at the highest attainment. The other is to promote learners’ spiritual, moral, social and cultural development and prepare all pupils for the world of work and societal responsibilities.
Equality can be understood as parity in the enjoyment of fundamental rights and freedoms, and equality of opportunities with regards to education and work and the fulfillment of one’s potential. Equity relates to a degree of equality in the living conditions of people, especially in terms of income and wealth, that society considers desirable. Inequalities stand in the way against to the progress of any society. With different causes that are deeply rooted in history, society, and culture, inequalities are difficult to eradicate. Although difficult, education is vital to society’s movement forward. Education is an instrument for social change and development. Educational Inequality is the difference in the learning results, or efficacy, experienced by students coming from different groups. Educational inequalities in a broader perspective, results from socio cultural and economic inequalities. A lot of educational inequality is attributed to economic disparities that often falls along racial lines. Gender, caste and class may also contribute to inequalities. Gender, caste and class differences work as a divide in educational opportunities, access and retention. Poverty and malnutrition is an important offshoot of the inequality that exists in the society. It causes different physical, mental, emotional and cultural issues. After independence the central Government and state governments have initiated a number of programmes for the eradication of inequalities. 10.1.1. Poverty Alleviation Programmes of Government Poverty alleviation programmes have been designed from time to time to enlarge the income-earning opportunities for the poor. These programmes are broadly classified into: The targeted programmes fall into four broad categories: (i) self-employment programmes (ii) wage employment programmes (iii) direct cash transfers to the targeted groups and (iv) Public distribution system (PDS). There are numerous centrally sponsored schemes (CSS) under the first three categories which are designed by the Centre, administered by the Ministry of Rural Development, but implemented by the States with States generally contributing 25% to their cost. In addition, some State governments have their own schemes. The multiplicity of the programs is advocated on the grounds of multi-dimensionality of poverty and regional variations in the efficacy of the delivery system. Some of the important programmes are listed below. (i) Prime Minister’s Rozgar Yojana (PMRY)
(ii) Rural Employment Generation Programme (REGP)
(iii) National Social Assistance Programme(NSAP)
(iv) Swarna Jayanti Shahri Rozgar Yojana (SJSRY)
(v) Swaran Jayanti Gram Swarozgar Yojana (SGSY)
(vi) Indira Awaas Yojana (IAY)
(vii) Antyodaya Anna Yojana (AAY)
(viii) Pradhan Mantri Gram Sadak Yojana (PMGSY)
(ix) Annpurna Yojana
(x) Pradhan Mantri Gramodaya Yojana (PMGY)
(xi) Valmiki Ambedkar Awas Yojana (VAMBAY)
(xii) National Food For Work Programme
(xiii) National Rural Employment Guarantee Scheme (NREGS)
(xiv) Public Distribution System
(xv) Prime Minister Employment Generation Programme (PMEGP)
(xvi) Small And Cottage Industries
(xvii) Integrated Child Development Scheme (ICDS)
(xviii) Drought Prone Areas Programme (DPAP)
(xix) Desert Development Programme (DDP)
(xx) Integrated Wastelands Development Programme (IWDP)
(xxi) Mid Day meals Programme
(The detailed description of these programmes has been provided in the appendix)
10.1.2. Programmes for Eradication of Gender Inequalities
Gender inequality in refers to health, education, economic and political inequalities between men and women. Gender inequalities, and its social causes, impact India's sex ratio, women's health over their lifetimes, their educational attainment, and economic conditions. Gender inequality in India is a multifaceted issue that concerns men and women alike. The power play of patriarchy saturates every area of Indian society and gives rise to a variety of discriminatory practices, such as female infanticide, discrimination against girls and dowry-related deaths. It is a major cause of exploitation and abuse of women, with a great deal of sexual violence being perpetrated by men in positions of power.
According to the Global Gender Gap Report released by the World Economic Forum (WEF) in 2011, India was ranked 113 on the Gender Gap Index (GGI) among 135 countries polled. Since then, India has improved its rankings on the World Economic Forum's Gender Gap Index (GGI) to 105/136 in 2013. The labor force participation rate of women was 80.7 in 2013. omen's labor participation rate is about 47% in India's tea plantations, 46% in cotton cultivation, 45% growing oil seeds and 39% in horticulture. There is wage inequality between men and women in India. India is on target to meet its Millennium Development Goal of gender parity in education by 2015.
Though it is gradually rising, the female literacy rate in India is lower than the male literacy rate. According to Census of India 2011, literacy rate of females is 65.46% compared to males which is 82.14%. Compared to boys, far fewer girls are enrolled in the schools, and many of them drop out.
Although India had witnessed substantial improvements in female literacy and enrolment rate since the 1990s, the quality of education for female remains to be heavily compromised as the country continues to hold greater value for male than female.
Problems still remain in the quality of education for girls where boys in the same family will be sent to higher quality private schools and girls sent to the government school in the village. This disparity is visible in the selection of course in higher education. Whiles boys are encouraged for medical and engineering and IT related courses, girls are compelled to take liberal degree programmes, which will in turn develop and sustain an economic and social inequality
Within the framework of a democratic polity, our laws, development policies, Plans and programmes have aimed at women’s advancement in different spheres. From the Fifth Five Year Plan (1974-78) onwards has been a marked shift in the approach to women’s issues from welfare to development. In recent years, the empowerment of women has been recognized as the central issue in determining the status of women. The National Commission for Women was set up by an Act of Parliament in 1990 to safeguard the rights and legal entitlements of women.
(i) Constitutional Provisions: The principle of gender equality is enshrined in the Indian Constitution in its Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women, but also empowers the State to adopt measures of positive discrimination in favour of women.
(ii) Reservation in local self-government institutions: India passed 73rd and 74th Constitutional Amendments in 1993, which provides for 33 per cent quotas for women's representation in the local self-government institutions. These Amendments were implemented in 1993. This has had strong effects for empowering women in India in many spheres.
(iii) Reservations for female students: Under Non-Formal Education programme, about 40% of the centres in states and 10% of the centres in UTs are exclusively reserved for females. As of 2000, about 0.3 million NFE centres were catering to about 7.42 million children, out of which about 0.12 million were exclusively for girls. Certain state level engineering, medical and other colleges in some state (e.g. Odisha) have reserved 30% of their seats for females.
(iv) Unbiased Curriculum: In rural India girls continue to be less educated than the boys. the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless vs. strong, adventurous, and intelligent men with high prestige jobs). There are active discussions and initiation to have an unbiased curriculum and text books. The NCF 2005 put forward suggestions to make curriculum frame work which is not gender biased.
(v) Higher Educational Institutions for Females: There are proposal to set up an Indian Institute of Technology exclusively for females.
(vi) Recognition and Ratification of international conventions: India has also ratified various international conventions and human rights instruments committing to secure equal rights of women. Key among them is the ratification of the Convention on Elimination of All Forms of Discrimination Against Women (CEDAW) in 1993. The Mexico Plan of Action (1975), the Nairobi Forward Looking Strategies (1985), the Beijing Declaration as well as the Platform for Action (1995) and the Outcome Document adopted by the UNGA Session on Gender Equality and Development & Peace for the 21st century, titled "Further actions and initiatives to implement the Beijing Declaration and the Platform for Action" have been unreservedly endorsed by India for appropriate follow up.
10.1.3. National Policy for the Empowerment of Women (2001)
The goal of this Policy is to bring about the advancement, development and empowerment of women. The Policy will be widely disseminated so as to encourage active participation of all stakeholders for achieving its goals. Specifically, the objectives of this Policy include
(i) Creating an environment through positive economic and social policies for full development of women to enable them to realize their full potential
(ii) The de-jure and de-facto enjoyment of all human rights and fundamental freedom by women on equal basis with men in all spheres – political, economic, social, cultural and civil
(iii) Equal access to participation and decision making of women in social, political and economic life of the nation
(iv) Equal access to women to health care, quality education at all levels, career and vocational guidance, employment, equal remuneration, occupational health and safety, social security and public office etc.
(v) Strengthening legal systems aimed at elimination of all forms of discrimination against women
(vi) Changing societal attitudes and community practices by active participation and involvement of both men and women.
(vii) Mainstreaming a gender perspective in the development process.
(viii) Elimination of discrimination and all forms of violence against women and the girl child; and
(ix) Building and strengthening partnerships with civil society, particularly women’s organizations.
10.1.4. Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS)
(Intentionally kept Blank )
10.1.5. Balika Samriddhi Yojana (BSY)
The Balika Samriddhi Yojana started in 1997 is an important initiative of the government to raise the status of the girl child. The scheme's aims at changing the negative attitude of families and communities towards the girl child, to increase enrolment and retention of girls in schools, to raise the marriage age of girls and to create income opportunities and activities. A series of incentives are incorporated into the Yojana, such as a gift of Rs. 500/- to the mother on delivery of a baby girl and the condition of an annual scholarship for the girl child education. In 1999-2000 the scheme was changed to benefit the girl child. Hence now the girl child can receive: (i) A post birth grant amount of Rs. 500. (ii) Eligible for annual scholarships for education according to class. It vary from Rs 300 to Rs 1000 per annum. Part of the money given to the girl child at birth or in scholarships can be put aside for paying the premium on an insurance policy in the name of the girl child under the Bhagyashri Balika Kalyan Bima Yojna. Under this scheme the girl child can withdraw the scholarship amount and interest when she turns 18.
10.1.4. Eradication for Caste Inequalities
(Intentionally kept Blank )
10. 2. MID DAY MEAL PROGRAMME
Mid Day Meal Programme was initially launched as a Centrally Sponsored Scheme in August 1995 to support universalization of primary education and to improve the nutritional status of children at primary stage. This programme ensure the provision of cooked mid day meals of minimum 300 calories and 8-12 grams of proteins to children studying at elementary in government, local body and government aided schools and also children studying in Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE) Centres. The roots of the programme can be traced back to the Pre-Independence era, when a mid day meal programme was introduced in 1925 in Madras Corporation by the British administration. A mid day meal programme was introduced in the Union Territory of Puducherry by the French administration in 1930. Initiatives by state governments to children began with their launch of a mid day meal programme in primary schools in the 1962–63 school year. Tamil Nadu is a pioneer in introducing mid day meal programmes in India, Thiru K. Kamaraj, then Chief Minister of Tamil Nadu, introduced it first in Chennai and later extended it to all districts of Tamil Nadu. A midday meal scheme was introduced in Kerala in 1984, and was gradually expanded to include more schools and grades. 10.2.1. Initiatives by the Central Government
(Intentionally kept Blank)
10.2.2. Supreme Court Order In April 2001, the People’s Union for Civil Liberties (PUCL) initiated the public interest litigation (Civil) No. 196/2001, People’s Union for Civil Liberties v. Union of India & Others – popularly known as the "right to food" case. The PUCL argued that article 21 – " right to life" of the Indian constitution when read together with articles 39(a) and 47, makes the right to food a derived fundamental right which is enforceable by virtue of the constitutional remedy provided under article 32 of the constitution. The PUCL argued that excess food stocks with the Food Corporation of India should be fed to hungry citizens. This included providing mid day meals in primary schools. The scheme came into force with landmark order on 28 November 2001, the Supreme Court directed state governments to introduce cooked mid-day meals in all government and government-assisted primary schools within six months. (Note: The detailed Description of the Supreme Court Oder has been provided in the appendix) 10.2.3. Finances
(Intentionally kept Blank)
10.2.4. Social and Ideological Implications
(Intentionally kept Blank)
10. 3. RIGHT TO FOOD CAMPAIGN
The Right to Food Campaign is an attempt to realise the aspirations and guarantees enshrined in the Indian Constitution. Article 21 of the Constitution is a guarantee of the “right to life”, and imposes upon the state the duty to protect it. The Supreme Court has held in previous cases that the right to life includes the right to food. However, under-nutrition is widespread and even starvation deaths occur periodically in the country.
10.3.1. The Origin
The campaign began with a writ petition submitted to the Supreme Court in April 2001 by People's Union for Civil Liberties, Rajasthan. Briefly, the petition demands that the country's gigantic food stocks should be used without delay to protect people from hunger and starvation. This petition led to a prolonged; public interest litigation (PUCL vs Union of India and Others, Writ Petition [Civil] 196 of 2001). Supreme Court hearings have been held at regular intervals, and significant "interim orders" have been issued from time to time. However, it soon became clear that the legal process would not go very far on its own. This motivated the effort to build a larger public campaign for the right to food. This was the genesis of the Right to Food Campaign. The campaign’s activities now include research, dissemination, media advocacy, mobilization of public opinion and action on the ground. The campaign works on food-related issues, with a special focus on children and the destitute. The introduction of cooked mid-day meals in all primary schools and expanded coverage of destitute households in food-security schemes are some specific achievements of the campaign. Some progress has also been made towards providing nutrition and health services to all children below the age of six, under the ‘Integrated Child Development Services’. In general, the campaign has been successful in drawing greater attention to food-related issues. 10.3.2. Issues Taken Up The campaign has already taken up a wide range of aspects of the right to food. Sustained demands include: (1) a national Employment Guarantee Act, (2) universal mid-day meals in primary schools, (3) universalization of the Integrated Child Development Services (ICDS) for children under the age of six, (4) effective implementation of all nutrition-related schemes, (5) revival and universalization of the public distribution system, (6) social security arrangements for those who are not able to work, (7) equitable land rights and forest rights. Some of these demands have already been met to some extent. For instance, the Indian Parliament unanimously enacted a National Rural Employment Guarantee Act in August 2005, and cooked mid-day meals have been introduced in all primary schools following a Supreme Court order of April 2004. 10.3.3. Structure The right to food campaign is a decentralised network, which builds on local initiative and voluntary cooperation. The campaign has a small secretariat, which plays a basic facilitating role (such as maintaining the website). The annual convention sets the agenda of the secretariat. Most of the secretariat's work is done by volunteers.
10.4. EDUCATION FOR NATION BUILDING
(Intentionally kept Blank)

‘CONTEMPORARY INDIA AND EDUCATION '

A Chapter From the Book ‘CONTEMPORARY INDIA AND EDUCATION '
by Dr. Santhosh Areekkuzhiyil
santhoshclt@gmail.com
09447847053
Publisher: Calicut University Cooperative Stores, Kerala, India

EDUCATION FOR BUILDING A NEW NATION
"Individuals may form communities, but it is institutions alone that can create a nation,"- Benjamin Disraeli.
10. 1. Programmes for Eradicating Inequalities
Education seeks to achieve two broad aims: one to provide equal opportunities for all pupils to learn and to achieve, for best possible progress and at the highest attainment. The other is to promote learners’ spiritual, moral, social and cultural development and prepare all pupils for the world of work and societal responsibilities.
Equality can be understood as parity in the enjoyment of fundamental rights and freedoms, and equality of opportunities with regards to education and work and the fulfillment of one’s potential. Equity relates to a degree of equality in the living conditions of people, especially in terms of income and wealth, that society considers desirable. Inequalities stand in the way against to the progress of any society. With different causes that are deeply rooted in history, society, and culture, inequalities are difficult to eradicate. Although difficult, education is vital to society’s movement forward. Education is an instrument for social change and development. Educational Inequality is the difference in the learning results, or efficacy, experienced by students coming from different groups. Educational inequalities in a broader perspective, results from socio cultural and economic inequalities. A lot of educational inequality is attributed to economic disparities that often falls along racial lines. Gender, caste and class may also contribute to inequalities. Gender, caste and class differences work as a divide in educational opportunities, access and retention. Poverty and malnutrition is an important offshoot of the inequality that exists in the society. It causes different physical, mental, emotional and cultural issues. After independence the central Government and state governments have initiated a number of programmes for the eradication of inequalities. 10.1.1. Poverty Alleviation Programmes of Government Poverty alleviation programmes have been designed from time to time to enlarge the income-earning opportunities for the poor. These programmes are broadly classified into: The targeted programmes fall into four broad categories: (i) self-employment programmes (ii) wage employment programmes (iii) direct cash transfers to the targeted groups and (iv) Public distribution system (PDS). There are numerous centrally sponsored schemes (CSS) under the first three categories which are designed by the Centre, administered by the Ministry of Rural Development, but implemented by the States with States generally contributing 25% to their cost. In addition, some State governments have their own schemes. The multiplicity of the programs is advocated on the grounds of multi-dimensionality of poverty and regional variations in the efficacy of the delivery system. Some of the important programmes are listed below. (i) Prime Minister’s Rozgar Yojana (PMRY)
(ii) Rural Employment Generation Programme (REGP)
(iii) National Social Assistance Programme(NSAP)
(iv) Swarna Jayanti Shahri Rozgar Yojana (SJSRY)
(v) Swaran Jayanti Gram Swarozgar Yojana (SGSY)
(vi) Indira Awaas Yojana (IAY)
(vii) Antyodaya Anna Yojana (AAY)
(viii) Pradhan Mantri Gram Sadak Yojana (PMGSY)
(ix) Annpurna Yojana
(x) Pradhan Mantri Gramodaya Yojana (PMGY)
(xi) Valmiki Ambedkar Awas Yojana (VAMBAY)
(xii) National Food For Work Programme
(xiii) National Rural Employment Guarantee Scheme (NREGS)
(xiv) Public Distribution System
(xv) Prime Minister Employment Generation Programme (PMEGP)
(xvi) Small And Cottage Industries
(xvii) Integrated Child Development Scheme (ICDS)
(xviii) Drought Prone Areas Programme (DPAP)
(xix) Desert Development Programme (DDP)
(xx) Integrated Wastelands Development Programme (IWDP)
(xxi) Mid Day meals Programme
(The detailed description of these programmes has been provided in the appendix)
10.1.2. Programmes for Eradication of Gender Inequalities
Gender inequality in refers to health, education, economic and political inequalities between men and women. Gender inequalities, and its social causes, impact India's sex ratio, women's health over their lifetimes, their educational attainment, and economic conditions. Gender inequality in India is a multifaceted issue that concerns men and women alike. The power play of patriarchy saturates every area of Indian society and gives rise to a variety of discriminatory practices, such as female infanticide, discrimination against girls and dowry-related deaths. It is a major cause of exploitation and abuse of women, with a great deal of sexual violence being perpetrated by men in positions of power.
According to the Global Gender Gap Report released by the World Economic Forum (WEF) in 2011, India was ranked 113 on the Gender Gap Index (GGI) among 135 countries polled. Since then, India has improved its rankings on the World Economic Forum's Gender Gap Index (GGI) to 105/136 in 2013. The labor force participation rate of women was 80.7 in 2013. omen's labor participation rate is about 47% in India's tea plantations, 46% in cotton cultivation, 45% growing oil seeds and 39% in horticulture. There is wage inequality between men and women in India. India is on target to meet its Millennium Development Goal of gender parity in education by 2015.
Though it is gradually rising, the female literacy rate in India is lower than the male literacy rate. According to Census of India 2011, literacy rate of females is 65.46% compared to males which is 82.14%. Compared to boys, far fewer girls are enrolled in the schools, and many of them drop out.
Although India had witnessed substantial improvements in female literacy and enrolment rate since the 1990s, the quality of education for female remains to be heavily compromised as the country continues to hold greater value for male than female.
Problems still remain in the quality of education for girls where boys in the same family will be sent to higher quality private schools and girls sent to the government school in the village. This disparity is visible in the selection of course in higher education. Whiles boys are encouraged for medical and engineering and IT related courses, girls are compelled to take liberal degree programmes, which will in turn develop and sustain an economic and social inequality
Within the framework of a democratic polity, our laws, development policies, Plans and programmes have aimed at women’s advancement in different spheres. From the Fifth Five Year Plan (1974-78) onwards has been a marked shift in the approach to women’s issues from welfare to development. In recent years, the empowerment of women has been recognized as the central issue in determining the status of women. The National Commission for Women was set up by an Act of Parliament in 1990 to safeguard the rights and legal entitlements of women.
(i) Constitutional Provisions: The principle of gender equality is enshrined in the Indian Constitution in its Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women, but also empowers the State to adopt measures of positive discrimination in favour of women.
(ii) Reservation in local self-government institutions: India passed 73rd and 74th Constitutional Amendments in 1993, which provides for 33 per cent quotas for women's representation in the local self-government institutions. These Amendments were implemented in 1993. This has had strong effects for empowering women in India in many spheres.
(iii) Reservations for female students: Under Non-Formal Education programme, about 40% of the centres in states and 10% of the centres in UTs are exclusively reserved for females. As of 2000, about 0.3 million NFE centres were catering to about 7.42 million children, out of which about 0.12 million were exclusively for girls. Certain state level engineering, medical and other colleges in some state (e.g. Odisha) have reserved 30% of their seats for females.
(iv) Unbiased Curriculum: In rural India girls continue to be less educated than the boys. the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless vs. strong, adventurous, and intelligent men with high prestige jobs). There are active discussions and initiation to have an unbiased curriculum and text books. The NCF 2005 put forward suggestions to make curriculum frame work which is not gender biased.
(v) Higher Educational Institutions for Females: There are proposal to set up an Indian Institute of Technology exclusively for females.
(vi) Recognition and Ratification of international conventions: India has also ratified various international conventions and human rights instruments committing to secure equal rights of women. Key among them is the ratification of the Convention on Elimination of All Forms of Discrimination Against Women (CEDAW) in 1993. The Mexico Plan of Action (1975), the Nairobi Forward Looking Strategies (1985), the Beijing Declaration as well as the Platform for Action (1995) and the Outcome Document adopted by the UNGA Session on Gender Equality and Development & Peace for the 21st century, titled "Further actions and initiatives to implement the Beijing Declaration and the Platform for Action" have been unreservedly endorsed by India for appropriate follow up.
10.1.3. National Policy for the Empowerment of Women (2001)
The goal of this Policy is to bring about the advancement, development and empowerment of women. The Policy will be widely disseminated so as to encourage active participation of all stakeholders for achieving its goals. Specifically, the objectives of this Policy include
(i) Creating an environment through positive economic and social policies for full development of women to enable them to realize their full potential
(ii) The de-jure and de-facto enjoyment of all human rights and fundamental freedom by women on equal basis with men in all spheres – political, economic, social, cultural and civil
(iii) Equal access to participation and decision making of women in social, political and economic life of the nation
(iv) Equal access to women to health care, quality education at all levels, career and vocational guidance, employment, equal remuneration, occupational health and safety, social security and public office etc.
(v) Strengthening legal systems aimed at elimination of all forms of discrimination against women
(vi) Changing societal attitudes and community practices by active participation and involvement of both men and women.
(vii) Mainstreaming a gender perspective in the development process.
(viii) Elimination of discrimination and all forms of violence against women and the girl child; and
(ix) Building and strengthening partnerships with civil society, particularly women’s organizations.
10.1.4. Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS)
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10.1.5. Balika Samriddhi Yojana (BSY)
The Balika Samriddhi Yojana started in 1997 is an important initiative of the government to raise the status of the girl child. The scheme's aims at changing the negative attitude of families and communities towards the girl child, to increase enrolment and retention of girls in schools, to raise the marriage age of girls and to create income opportunities and activities. A series of incentives are incorporated into the Yojana, such as a gift of Rs. 500/- to the mother on delivery of a baby girl and the condition of an annual scholarship for the girl child education. In 1999-2000 the scheme was changed to benefit the girl child. Hence now the girl child can receive: (i) A post birth grant amount of Rs. 500. (ii) Eligible for annual scholarships for education according to class. It vary from Rs 300 to Rs 1000 per annum. Part of the money given to the girl child at birth or in scholarships can be put aside for paying the premium on an insurance policy in the name of the girl child under the Bhagyashri Balika Kalyan Bima Yojna. Under this scheme the girl child can withdraw the scholarship amount and interest when she turns 18.
10.1.4. Eradication for Caste Inequalities
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10. 2. MID DAY MEAL PROGRAMME
Mid Day Meal Programme was initially launched as a Centrally Sponsored Scheme in August 1995 to support universalization of primary education and to improve the nutritional status of children at primary stage. This programme ensure the provision of cooked mid day meals of minimum 300 calories and 8-12 grams of proteins to children studying at elementary in government, local body and government aided schools and also children studying in Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE) Centres. The roots of the programme can be traced back to the Pre-Independence era, when a mid day meal programme was introduced in 1925 in Madras Corporation by the British administration. A mid day meal programme was introduced in the Union Territory of Puducherry by the French administration in 1930. Initiatives by state governments to children began with their launch of a mid day meal programme in primary schools in the 1962–63 school year. Tamil Nadu is a pioneer in introducing mid day meal programmes in India, Thiru K. Kamaraj, then Chief Minister of Tamil Nadu, introduced it first in Chennai and later extended it to all districts of Tamil Nadu. A midday meal scheme was introduced in Kerala in 1984, and was gradually expanded to include more schools and grades. 10.2.1. Initiatives by the Central Government
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10.2.2. Supreme Court Order In April 2001, the People’s Union for Civil Liberties (PUCL) initiated the public interest litigation (Civil) No. 196/2001, People’s Union for Civil Liberties v. Union of India & Others – popularly known as the "right to food" case. The PUCL argued that article 21 – " right to life" of the Indian constitution when read together with articles 39(a) and 47, makes the right to food a derived fundamental right which is enforceable by virtue of the constitutional remedy provided under article 32 of the constitution. The PUCL argued that excess food stocks with the Food Corporation of India should be fed to hungry citizens. This included providing mid day meals in primary schools. The scheme came into force with landmark order on 28 November 2001, the Supreme Court directed state governments to introduce cooked mid-day meals in all government and government-assisted primary schools within six months. (Note: The detailed Description of the Supreme Court Oder has been provided in the appendix) 10.2.3. Finances
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10.2.4. Social and Ideological Implications
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10. 3. RIGHT TO FOOD CAMPAIGN
The Right to Food Campaign is an attempt to realise the aspirations and guarantees enshrined in the Indian Constitution. Article 21 of the Constitution is a guarantee of the “right to life”, and imposes upon the state the duty to protect it. The Supreme Court has held in previous cases that the right to life includes the right to food. However, under-nutrition is widespread and even starvation deaths occur periodically in the country.
10.3.1. The Origin
The campaign began with a writ petition submitted to the Supreme Court in April 2001 by People's Union for Civil Liberties, Rajasthan. Briefly, the petition demands that the country's gigantic food stocks should be used without delay to protect people from hunger and starvation. This petition led to a prolonged; public interest litigation (PUCL vs Union of India and Others, Writ Petition [Civil] 196 of 2001). Supreme Court hearings have been held at regular intervals, and significant "interim orders" have been issued from time to time. However, it soon became clear that the legal process would not go very far on its own. This motivated the effort to build a larger public campaign for the right to food. This was the genesis of the Right to Food Campaign. The campaign’s activities now include research, dissemination, media advocacy, mobilization of public opinion and action on the ground. The campaign works on food-related issues, with a special focus on children and the destitute. The introduction of cooked mid-day meals in all primary schools and expanded coverage of destitute households in food-security schemes are some specific achievements of the campaign. Some progress has also been made towards providing nutrition and health services to all children below the age of six, under the ‘Integrated Child Development Services’. In general, the campaign has been successful in drawing greater attention to food-related issues. 10.3.2. Issues Taken Up The campaign has already taken up a wide range of aspects of the right to food. Sustained demands include: (1) a national Employment Guarantee Act, (2) universal mid-day meals in primary schools, (3) universalization of the Integrated Child Development Services (ICDS) for children under the age of six, (4) effective implementation of all nutrition-related schemes, (5) revival and universalization of the public distribution system, (6) social security arrangements for those who are not able to work, (7) equitable land rights and forest rights. Some of these demands have already been met to some extent. For instance, the Indian Parliament unanimously enacted a National Rural Employment Guarantee Act in August 2005, and cooked mid-day meals have been introduced in all primary schools following a Supreme Court order of April 2004. 10.3.3. Structure The right to food campaign is a decentralised network, which builds on local initiative and voluntary cooperation. The campaign has a small secretariat, which plays a basic facilitating role (such as maintaining the website). The annual convention sets the agenda of the secretariat. Most of the secretariat's work is done by volunteers.
10.4. EDUCATION FOR NATION BUILDING
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