Neil Postmans Arguments on Societys Losses Brought on by...

Neil Postman, writer, educator, critic and communications theorist, has written many books, in addition to his recent book Technopoly. He is one of Americas biggest and most visible cultural critics, who attempts to analyze culture and history in terms of the effects of technology on western culture. For Postman, it seems more important to consider what society loses from new technology than what it gains. To illustrate this, Postman uses the Egyptian mythology called The Judgment of Thamus, which attempts to explain how the development of writing in Egyptian civilization decreases the amount of knowledge and wisdom in the society. He traces the roots of technology to show how technology impacts the moral and intellectual attitude of people. Postman seems to criticize societies with high technologies, yet he seems naive to the benefits technology has given society. Postman is a man who is caught in a changing world of technology who can be considered fairly conservative in his views regarding technology. His lucid writing style stimulates thoughts on issues in todays technological society; however because of his moral interpretations and historical revisions, his ethos is arguable. For every good insight he makes, he skips another mark completely. Postman divides history into three types. He begins his argument with discussion of tool-using cultures. In these cultures, technology has an ideological bias to action that is not thought about by users. He says that this

Literature Review On Children s Learning Essay - 2445 Words

Literature Review Learning stories are about children’s learning which are a form of assessment and documentation for the teacher and parents to know the child’s interests, achievements and progress. According to Hatherly (2006), The Learning Stories approach to assessment has been praised by a number of writers. As example, Smith (2003, p. 12), states: â€Å"Learning Stories seem to have extraordinary power to excite and engage teachers, parents and children. Parents have become much more interested in and convinced of the extraordinary learning achievements of children in their early childhood centres.† Some early childhood teachers have describe the value of Learning Stories for facilitating understandings of literacy (Hatherly, 2006) and for promoting communication between teachers, children, and families (Ramsey, Sturm, Breen,Lee Carr, 2007). For a number of early childhood teachers in New Zealand, the Learning Stories framework has been a welcome revelation of the power of documentation to support children s learning and enhance reciprocal, respectful relationships with families (Hatherly 2006). According to Southcott (2015), in her research she pointed out the importance of teachers’ knowledge about learning stories. The learning in learning stories is twofold: teachers come to understand how their own thinking is being shaped at the same time as they learn about children’s thinking. It becomes a learning story nested within a learning story. Learning stories featureShow MoreRelatedThe Increase Of Globalisation Over The Years Has Made Our World Increasingly Interconnected1195 Words   |  5 PagesLiterature review-NEED TITLE The increase of globalisation over the years has made our world increasingly interlinked. The way in which we communicate, live our lives.....everything has become more and more interrelated. Consequently, we have adapted to this way of life by creating groups, starting as early as our families, to working collaboratively at school with our friends, which continue to develop within our communities and onto the work place. Within these groups exist collective life whichRead MoreLiterature Review On Children s Dietary Intake863 Words   |  4 PagesRachel Tuskan 09/30/2014 Research Methods I Literature Review Outline I. Introduction a. Breakfast in the Classroom (BIC) provides breakfast at no charge to students as part of the School Breakfast Program. It is provided from the cafeteria kitchen in containers that keep food at the right temperature, or students pick up food from carts as they enter class. b. I’m interested in making it possible for all school children in the United States to receive a nutritious breakfast or else many wouldRead MoreHow To Be an Active Leaner in a Group Environment 1639 Words   |  7 Pagesactive learner in a group environment, I will be doing this by using different theories and relevant experiences of both myself and others. It will specifically focus on the Bandura’s social learning theory and situated learning by Lave and Wenger. The essay itself will consist firstly of a Literature review where I will be using third party sources for support, next there will also be a critical analysis section which will further develop my ideas and allow me to share my own experiences. LastlyRead MoreEffect of Domestic Violence on Children692 Words   |  3 PagesPS 103 ASSIGNMENT 1 DOMESTIC VIOLENCE ID: S99003183; URIAM ROBATI ABSTRACT Domestic Violence has a great effect on children. Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence whichRead MoreThe Relationship Between Literacy Achievement And Social Communication Essay1686 Words   |  7 Pages The Relationship Between Literacy Achievement and Social Communication: A Review of the Literature Capstone Research Paper SLP 6070 Research Methods Nova Southeastern University July 24th, 2016 Priya Singh â€Æ' Abstract Schools are social environments in which students learn through collaboration with their teachers and peers (Zins, Bloodworm, Weissberg, Wallberg, 2003). From a preschool to high school, students are forced to collaborate to lead to the sharing of resources and ideasRead MoreThe Development Of Empathy And How Children Show Their Feelings Essay1177 Words   |  5 PagesThis literature review focuses on the development of empathy in early childhood, and how children show their feelings in everyday activity. How do you measure empathy? Which methods do you use to observe and measure empathy? What is the best way to improve empathetic and prosocial behavior in young children? These are a few of the questions I had going into this review. We know that teaching empathy is important, because teaching children to care is something that impacts their actions towards othersRead MoreThe Importance Of Choosing And Completing An Experiential Learning Task1662 Words   |  7 Pagescompleting an experiential learning task led to many avenues of exploration. Reading the required Lazloffy Habekost’s (2010) supplemental literature to this assignment made me realize how important is vivo exposure is to the current challenges people encounter daily. Reading all the literature available on one subject and applying it to exams, projects, and presentations but, diving in and witnessing from a first-hand experience is significantly beneficial towards the learning process. UltimatelyRead MoreEssay On Social Interaction895 Words   |  4 PagesSocial interaction is something that is seen in everyone’s lives. Though it is not thought of when thinking of children, but they need it for their social development. Studies contained in this literature review explore the different ways that social interaction is and has been seen through out the years. Future studies can be performed with the used of these studies. Such as the observations that will be performed as an assi gnment for the future. Social interactions of preschoolers with their teachersRead MoreAre Bilinguals Smarter Than Monolinguals Essay833 Words   |  4 PagesAre Bilinguals Smarter Than Monolinguals? A Review of the Literature Luke James Walkington La Trobe University Are Bilinguals Smarter Than Monolinguals? A Review of the Literature ‘Bilingual’ people are differentiated from ‘Monolingual’ people by their frequent communication with two or more languages (Barac amp; Bialystok, 2012). Bilinguals are thought to be smarter than Monolinguals (Rubio-Fernà ¡ndez amp; Glucksberg, 2012). Smartness is a measure of successfulness in their educationRead MoreStudents With Disabilities : Instructional Practices For Literacy Essay1188 Words   |  5 Pages Students with Disabilities: Instructional Practices for Literacy A Review Of The Literature Alicia M. Genco Charleston Southern University â€Æ' Abstract Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum

Differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based Essay Example For Students

Differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based Essay There are a number of differences between Bernardo Bertoluccis movie The Spider Stratagem and the story on which it is based, Jorge Louis Borges The Theme of The Traitor and The Hero; however, overall Bertolucci does a pretty accurate portrayal of the essence, at least, of Borges story. Besides changing the setting of the plot, there is also much more information relayed in the movie. This is very much due to that the story is simply a suggestive piece, while the movie had to fill in all of the blanks. In the movie, Bertolucci had to add characters, motivations, and many vast details that are left out of the story. To begin with, Borges is very vague in his ideas on the semantics of his story. He begins filling in the details somewhat with the story taking place in Irelandà ¢Ã¢â€š ¬Ã‚ ¦. But Borges himself says that this is simply, for narrative convenience. Borges 72 Borges then expands on his idea within an Irish backdropà ¢Ã¢â€š ¬Ã‚ ¦ Bertolucci keeps the story intact, and simply transplants it to Italy in the twentieth century. The names are all changed; but that is because Borges chose Irish names which would not work in the new setting. The entirety of Borges story is written in vague possibilities of ideas. He uses for example a number of times throughout the story and only offers these examples to give the reader an ideaà ¢Ã¢â€š ¬Ã‚ ¦ not the actual plot. It is more the plot than the setting which concerns Borgesà ¢Ã¢â€š ¬Ã‚ ¦ and Bertolucci does exact Borges plot with his movie. At the beginning of the story, Borges says that our narrator is writing an autobiography of his great-grandfather, the hero. However, in the movie, Bertoluccis narrator is summoned to his father not great-grandfathers hometown by his fathers ex-mistress. Borges does not mention an ex-mistress. He has no interest in knowing about his father. It is only in concern of the health of this ex-mistress that he actually chooses to stay. She has a propensity for fainting on cue. It is for her that he actually undertakes the pursuit of the truth of who the traitor was that caused the death of his father, as opposed to in Borges story where the narrator undertakes the truth for the purposes of his biography. Bertolucci had to take some artistic licenses with character motivations in order to make the movies pace keep going. Bertolucci also had to fill in the roles of the other conspirators because Borges does not discuss these individuals other than the one charged with finding out who the traitor was. Bertolucci chooses three simpletons who were basically just sheep that his hero directed. In Borges story, the conspirator who discovered that the hero was the traitor is the one who suggests the elaborate scheme to make a martyr of the traitor. But Bertolucci chooses to allow the traitor himself to suggest this conspiracy. This is an interesting and slightly more dramatic choice. Bertolucci kept many of Borges ideas on the execution of the assassination and the literary ironies that the characters employ. However, he had to explain exactly the method in which the martyr was shot. The shooting takes place in a theaterà ¢Ã¢â€š ¬Ã‚ ¦ so Bertolucci came up with the idea that the shooter should be on stage. Bertolucci employs one of the simpletonsa singer to shoot the martyr from stageà ¢Ã¢â€š ¬Ã‚ ¦ so as to preserve the mystery of who the shooter could have been. The police could not solve the case, and, as planned, all of the peopleincluding the ex-mistress believe it to have been a government person. There is a vast difference for the audience in getting the story from the movie or from the book. The story deals more with the semantics of the literary devises that play into the plot. Borges is focused on the irony and the conceptual paradoxes involved, rather than the exact feelings of the characters involved in making this incredible plot come to life. In watching the movie, the audience gets a much better sense of the tangibility of the characters and situation. .ua5a63c9578ab076e6ecb6314e5afdd63 , .ua5a63c9578ab076e6ecb6314e5afdd63 .postImageUrl , .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text-area { min-height: 80px; position: relative; } .ua5a63c9578ab076e6ecb6314e5afdd63 , .ua5a63c9578ab076e6ecb6314e5afdd63:hover , .ua5a63c9578ab076e6ecb6314e5afdd63:visited , .ua5a63c9578ab076e6ecb6314e5afdd63:active { border:0!important; } .ua5a63c9578ab076e6ecb6314e5afdd63 .clearfix:after { content: ""; display: table; clear: both; } .ua5a63c9578ab076e6ecb6314e5afdd63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5a63c9578ab076e6ecb6314e5afdd63:active , .ua5a63c9578ab076e6ecb6314e5afdd63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text-area { width: 100%; position: relative ; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5a63c9578ab076e6ecb6314e5afdd63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5a63c9578ab076e6ecb6314e5afdd63:hover .ctaButton { background-color: #34495E!important; } .ua5a63c9578ab076e6ecb6314e5afdd63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5a63c9578ab076e6ecb6314e5afdd63 .ua5a63c9578ab076e6ecb6314e5afdd63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5a63c9578ab076e6ecb6314e5afdd63:after { content: ""; display: block; clear: both; } READ: Spanglish: The Need For Money EssayOverall, Bertolucci does a great job of exacting Borges plot in the medium of cinema. The artistic licenses that Bertolucci took did not in any way shape or form affect the atmosphere or theme of the story. It is all there for the audience to pick upà ¢Ã¢â€š ¬Ã‚ ¦ just maybe not quite as succinct as Borges story. If Borges had actually taken the time to turn this idea into a full-fledged bookà ¢Ã¢â€š ¬Ã‚ ¦ it would quite possibly have turned out very different from this. However, given the story that Borges did write, it is not even debatable whether or not this movie does justice to his story. It does.

Rte 2009 free essay sample

Knowing how to read is knowing how to walk. Knowing how to write is knowing how to ascend. Feet, arms, wings, all these are given to man by his first and most humble schoolbooks. 1 The Right to food, Right to Information, and Right to education are considered to be fundamental and crucial rights for social well-being. Education as we all know is one of the most powerful instrument for reducing poverty and inequality. It would also play an important role in improving Indias competitiveness in the global economy. So quality education will go a long way in bringing in economic and social development in India. The historic act the Right to Education (RTE) act was passed by Indian parliament on 4th August 2009 and the act came into force on April 1, 2010 with this India became one of the 135 countries to implement free and compulsory education for every child. Salient features of the act are: All children in the age group of 6 to 14 years will be given free and compulsory education. We will write a custom essay sample on Rte 2009 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Any time of academic year, a child can go to a school and demand hat this right is respected. Private educational institutions have to reserve 25% seats to the economically weaker children. The school needs to have certain minimum infrastructure facilities, teachers, etc. The government need to develop some policies for developing the backward schools as well. The state government should establish primary schools within walking distance of one km neighbourhood and at a distance of three km in case of VI to VIII class students. The Right to Education Act A history Just after the Indian constitution was framed after the independence, the article 45 stated that The state shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. The recent historical details of the Right to Education Act are as follows: In 2002 the 86th Constitutional Amendment was passed. In 2003, the first draft of the Right to Education bill was circulated for public review. In 2004, the second draft of the bill, drafted after consideration of the feedback to the first draft, was posted on the Education Department website. In June 2005, the Central Advisory Board of Education (CABE) committee drafted the ‘Right to Education Bill and submitted to the Ministry of Human Resource Development (MHRD). MHRD sent it to the National Advisory Council (NAC) where Mrs. Sonia Gandhi was the Chairperson. The NAC sent the Bill to the Prime Minister for his observation. In July 2006, the finance committee and planning commission rejected the Bill citing the lack of funds and a Model bill was sent to states for the making necessary arrangements. (Post-86th amendment, States had already cited lack of funds at State level) The States promptly sent the model bill back to the Centre citing lack of funds. The bill was virtually buried for two years. In February 2008, the Ministry of Human Resource Development circulated another draft of the bill. In August, the Union Cabinet referred the Right to Education Bill to the Group of Ministers (GoM), a high-powered group of ministers formed to look into operationalising the Fundamental Right to Education. On October 31, the Union Cabinet cleared a revised draft of the bill, as yet unreleased to the public. The GoM had passed on the draft to the Cabinet earlier that month. On December 15, the Right of Children to Free and Compulsory Education Bill was introduced in the Rajya Sabha and released to the public on the Rajya Sabha website. The Rajya Sabha referred the bill to the Department-related Parliamentary Standing Committee on Human Resource Development. 2009 On February 18, the Standing Committee released its report of recommendations and placed it before both the houses of Parliament, which were in session at the time. On February 26, the Parliament ended its budget session without passing the bill. On July 20, the Rajya Sabha passed the bill with minor changes to the 2008 draft bill. On August 4, the Lok Sabha passed the bill. On August 26, the President gave her assent to the bill. 2010 From 1 April, 2010 The Right of Children to Free and Compulsory Education Act 2009 came into existence with much fanfare and an address by Prime Minister Manmohan Singh. RESPONSIBILITIES ASSIGNED BY RTE A) STATE: * The state should ensure the availability of neighbourhood school for each and every child (within three years of commencement of the act). In cases of unavailability it is the duty of state to arrange transport facilities to the nearby school. * Ensuring the non enrolled children in the age group of 7-9 are enrolled to the programs in their neighbourhood schools within one year of commencement of the act. And the children who are in the age group of 9-12 at the time of commencement of the act should be enrolled to similar programs in the neighbourhood school, if available, in failing that to any other school to enable then to get admitted to an appropriate grade in the neighbourhood schools within three years of commencement of the Act. * Regular monitoring of enrolment, participation and attainment of success by every child . And also to make sure that the child completes the elementary education. * To ensure that economic, social, cultural, administrative, locational, linguistic, gender arriers prevents the children from getting the elementary education. * The state should enforce the government and aided schools to provide pre-school education or an alternative facility for the children of the age group of 6-9. B) CENTRAL GOVERNMENT: * To provide financial assistance to the State Governments in accordance of the pre decided formulae and frequent conversations for the implementation of this act. * To govern the performance of the appropriate bodies, there by developing a national frame work for the enactment of the act and enforcing quality norms for the training and qualifications of the primary school teachers. Provision of technical assistance for the promotion of innovations and advanced researches through proper authorities. C) LOCAL AUTHORITIES: * Maintain a record of the children below 14 years of age with special reference to weaker and disadvantaged sections. * Ensuring all the children in the age group of 6 to16 of the jurisdiction are enrolled to the nearby primary schools for the primary education. * Filling up the gaps of additional schools, teachers and other facilities. * Monitoring the overall implementation of the act. Plans referred under section 22 (1), (2) amp; (3) i. e. , to develop a School development plan for the schools under its territory for catering the preliminary education needs of the neighbourhood children. D) SCHOOLS: Responsib ility of Schools to provide Free and Compulsory Education Schools shall provide free and compulsory elementary education to children entitled under Section entitled under Section 3 to the extent and in the manner specified below: * State schools, except schools of specified categories, and fully aided schools to all admitted children. Aided schools, other than fully aided schools to at least such proportion of their admitted children. * State schools of specified categories, and unaided schools, to at least 25% children admitted to class 1 after the commencement of this Act, from among children belonging to weaker sections randomly selected by the school, and for the continued education of such hildren in the School thereafter till completion of elementary education or till they seek transfer from the school, whichever is earlier. * For every child admitted and educated in pursuance of (iii) of sub-clause (1), the appropriate government shall reimburse to the school at a rate equal to the per child expenditure in state schools/fully aided schools and state funded preschools, or the actual amount charged per student by such school, whichever is less, in such manner as may be prescribed. It shall be the duty of every school to supply to the appropriate government or to an authority designated by such government, su ch information as the appropriate government may direct to be furnished for the purposes of Section 5(3). * Prohibition of Screening Procedures and Capitation Fees No child or her family shall not be subjected to any screening procedure by a school while deciding about admission to the school at the elementary stage, nor shall the family be required to make any payment in the nature of capitation fee. Admission to Schools to be Generally done at the Commencement of the Academic Year but not to be Denied at Other Times Children shall be admitted to schools as far as possible at the commencement of the academic year, or within such period thereof as may be prescribed: * A child admitted later in the academic year, who has not come on transfer from another school, shall complete the class with the next batch of students, unless the school is of the opinion that the child has made sufficient progress in the remaining part of the academic year to merit promotion to the next class along w ith the regular batch of students. E) TEACHERS: * Regularly attend school for its full duration Transact and complete the curriculum in accordance with the principles laid down in clause 29, * Transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority, * Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the SMC constituted under Section 22, * Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child, * Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed, and * Perform such other functions as the appropriate government or the appointing authority may specify, consistent with the provisions of Section 20. Advantages ) â€Å"Tens of m illions of children will benefit from this initiative ensuring quality education with equity,† 2) Without India, the world cannot reach the Millennium Development Goal (MDG) of having every child complete primary school by 2015, which the UN has set. 3) It contains specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a ‘disadvantage owing to social, cultural, economical, geographical, gender or such other factor. ‘Which many other countries who have adopted this policy don’t have. 4) The act will not only help reduce poverty but will also reduce the unemployment in our country, for which India is very well known. ) Especially states like Uttar Pradesh, Bihar, Rajasthan, Jharkhand are specially looked into under this act as they are doing very poor as far as education is considered and it is said that  this Act will change the educational landscape of these states and the cou ntry as a whole. 6) After the implementation of the rte act the centre is trying to bring in the later group of including the students of secondary level (9th and 10th) under this act. 7) The RTE has adopted a learning process which will be comprehensive, which will also include social skills as an important curriculum, therefore help children in their complete development. 8) The implementation will increase the countries status in the coming years with an increase in the HDI (Human Development Index). 9) The Right to education Act will make the country alluring for tourists and trade. Disadvantages There is a popular Sanskrit Sloka:-â€Å"Anna Chinta Chamatkara Katare Kavita Kutah† i. e. you cant read, write, think or enjoy poetry when you are hungry or when your stomach is empty. Families who are incapable of ensuring a minimum of 2 meals for their family would find it hard to accept this act. Those parents who can’t afford two meals a day for them and their kids cant think of RTE, as it doesnt have any relevance to them. A family who cannot satisfy their basic needs, how can they afford to send their children’s to school, therefore we suggest that the government should take an extra step of providing the children with at least two meals a day. The government has declared that parents who are unwilling to send their children to school will be punished, but What about those persons who are employing the minors in their homes? Even, the academicians who are shouting in the meetings have working minors in their homes. Who will punish them? Unless and until the educated segments of the society implement it in real sense, RTE will remain as a dream. The rte covers only children in the age group between 6 and 14, clearly excluding and violating the rights of the 0-6 and 14 to 18 year olds, these age groups are given no importance. The previous government activities which implemented schools in some rural areas have been ineffective and corruption-ridden. Many reputed NGO’s have been complaining that the act is not very well framed, and they feel the government should have consulted them before implementing the RTE; after all they were the people working for child welfare before the government involved themselves. States such as Uttar Pradesh which is well known for its corruption ridden state government has failed to implement the RTE Act; the centre should take appropriate action against state governments who fail to implement the act. The act should not be based on age group but on basic schooling. RTE IN NEWS Pre-school education may come under RTE ambit New Delhi, July 20, DHNS: The Centre is now seriously exploring ways to bring pre-school education under Right to Education Act to provide free and compulsory education to children between the age group of four and six. The move has been initiated following a recommendation made by National Advisory Council (NAC), headed by UPA chairperson Sonia Gandhi, which stressed that bringing pre-school education under the ambit of RTE Act would ensure continuity in the child’s education. A sub-group of Planning Commission set up to prepare the next five year plan on elementary education is examining the possibility of widening the reach of the RTE Act to include children between the age of four and six. Another sub-group of the Central Advisory Board of Education, set up by the HRD Ministry recently to examining the possibility of extending the law to cover secondary education up to class 10, will be asked to look into the inclusion of pre-school learning. Sources said that Prime Minister Manmohan Singh has directed that a final decision on increasing the ambit of the RTE should be taken by the end of July. The inclusion of children between the ages of four and six would mean reworking the ambit of the Ministry of women and child development, which is implementing a pre-school education programme for children below the age of six through its Integrated Child Development Schemes (ICDS). According to sources, the Ministry does not want to give up its pre-school education programme. It has already initiated efforts to strengthen its pre-school education programme across the country and has marked it as an important agenda item for discussion at a meeting with state ministers, which began here on Wednesday. However, the NAC has favoured a comprehensive national policy for early childhood and pre-school education underlining that the policy must identify and propose appropriate curricular modules, promote age-appropriate learning and develop pre-school teacher-training modules and mechanisms. REFERENCE: http://www. deccanherald. com/content/177898/pre-school-edn-may-come. html FAQs Significance of the act and what does it mean for India? The Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. This Act serves as a building block to ensure that every child has his or her right (as an entitlement) to get a quality elementary education, and that the State, with the help of families and communities, fulfils this obligation. Few countries in the world have such a national provision to ensure both free and child-centred, and friendly education. What is ‘Free and Compulsory Elementary Education? All children between the ages of 6 and 14 shall have the right to free and compulsory elementary education at a neighbourhood school. There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals, transportation) to be borne by the child or the parents to obtain elementary education. The government will provide schooling free-of-cost until a child’s elementary education is completed. How RTE is Useful? Despite of having many disadvantages there are various befits of having this act, which have been stated below: 1) Help to Poor Students:-Now, any student can claim for education with the provision of required facilities, what he needs is a little support of the government and some enthusiastic social workers. ) Expectations from Private Schools:-The Act also orders the Private schools to reserve 25 per cent seats for children from the weaker and disadvantaged sections which is an intelligent step which the government has taken. All the schools have been asked to admit such students without admission tests and other documental requisites. Also, the schools cant refuse the entry of students with reasons like late or early admission, full seats etc. 3) Financial Help from Government:-The Finance Commission has provided a sum of Rs 25,000 crore to the states for implementation of the Act. The education minister Mr. Sibbal has further announced that the government has full arrangements of the funds required for efficient implementation of the Act. Conclusion: All of us might be wondering, in an economy like ours, a democracy, a people’s economy, and a rapidly developing economy, would this act bring a change to our people, or would it remain a dream and fade away like all other acts which were previously implemented have due to the corruption ridden system in our country. Promises and rules should be kept and made, but only if one can keep them and abide by them. As far as the RTE act is concerned, it has been a turning point in the life of us Indians, despite of which section we come from, be it the lower middle or higher class, the proper and rightful implementation of this act will affect all of us positively. With the implementation of the act, every child will enjoy the right for primary education. With the enactment of this rule, the living conditions of people below the poverty line are expected to improve. Also Literacy in India has had a steady growth till independence. The literacy rate is expected to grow tremendously in the coming years which would lead to a decrease in child labour and increasing job opportunities through the education provided to them. Pratham a very well known NGO, known for helping the government in implementing the act, conducted a survey in around 14000 villages, covering an estimated 700000 children revealed that 96. 5% of all children in the age group of 6-14 have been enrolled into schools as per the act. A very important problem that has come to our notice is that the government is finding it difficult to find teaching staff for the schools, and are yet to discover ways to raise efficient faculties, the government should find ways to overcome this issue within the time frame allocated by them. Even though the government has given a start to this act, it is very essential to study and take every step from here onwards cautiously and with utmost care. RTE can be said as the seed towards a shining and developed India, free of poverty and unemployment. If implemented properly, India is sure to have a very bright future. 3REFERENCES: ELECTRONIC REF. :- 1- 2- 3- 4- 5- 6- 7- 8-