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Need of Quality in Basic Education: A Study of Uttar Pradesh.
The National Policy on Education, as revised in 1992, had emphasized the need for a substantial improvement in thequality of education to achieve essential levels of learning. The Programme of Action, 1992, stressed the need to lay down Minimum Levels of Learning (MLL) at primary and upper primary s...
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| Format: | Journal Article |
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MAN AND DEVELOPMENT
2012
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| LEADER | 02203nam a22001217a 4500 | ||
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| 999 | |c 121178 |d 121178 | ||
| 100 | |a Tyagi, R.C. and Siddiqui, Tarannum |9 49614 | ||
| 245 | |a Need of Quality in Basic Education: A Study of Uttar Pradesh. | ||
| 260 | |c 2012 |a MAN AND DEVELOPMENT | ||
| 300 | |b Volume 34, No.1 March 2012 | ||
| 520 | |a The National Policy on Education, as revised in 1992, had emphasized the need for a substantial improvement in thequality of education to achieve essential levels of learning. The Programme of Action, 1992, stressed the need to lay down Minimum Levels of Learning (MLL) at primary and upper primary stage. This need emerged from the basic concern that irrespective of caste, creed, location or sex, all children must be given access to education of comparable standards. The MLL strategy for improving the quality of elementary education was seen as an attempt to combine quality with equity. A strong focus on quality issues in elementary education underpins all efforts under SSA, which has increasingly become centre point, as the programme advances. The quality issue in elementary education revolves around the quality of infrastructure and support services, opportunity time, teacher characteristics and teacher motivation, pre-service and in-service education of teachers, curriculum and teaching-learning materials, classroom processes, pupil evaluation monitoring and supervision. To improve the education of our children, only intentions and efforts are not enough. We need the combination of vision, commitment and develop professional research orientation for nation building. This is truer in case of Uttar Pradesh where there is a high degree of population, high degree of poverty, low literacy rate, high rate of student and teacher absenteeism, high degree of teacher-student ratio and erratic behaviour of parents. This paper is based on the concurrent evaluation of Sarva Shiksha Abhiyan (SSA) which runs running all over the country. However, the special focus of this paper is an evaluation of the programme in three districts of UP, namely Sitapur, Barabanki and Hardoi | ||
| 942 | |c JA | ||
| 952 | |0 0 |1 0 |4 0 |7 0 |9 117925 |a MGUL |b MGUL |c JA |d 2017-01-18 |l 0 |r 2017-01-18 |w 2017-01-18 |y JA | ||