Education
Dr. Priya Ranjan Trivedi staying at A 15, Paryavaran Complex,
New Delhi 110030 (INDIA), Mobile : +91-9818097247 has designed a Masterplan Paradigm for the overall development of Housing in the
following manner :
2.1 Principles
We support :
A) a vision of education as a life-long process of intellectual,
physical, emotional, ethical and cultural development, taking
place in a variety of formal and informal settings, and aimed at
empowering people to live purposeful, satisfying lives, to help
develop communities that are peaceful, just and ecologically
sustainable, and to extend that ethical commitment to the other
peoples of the world. Lifelong education can enable all citizens
to make a lifelong constructive and creative social
contribution;
B) a vision of lifelong education, within which each person may
be called on to become a teacher sharing skills, knowledge and
insights with others;
C) the right of all people to have access to educational
experiences appropriate to their needs, abilities and
aspirations, and to adequate financial support while undertaking
formal educational programme;
D) the right of all children to an education;
E) the right of all people who are committed to home-schooling
to choose to educate their children at home;
F) major programme to create jobs, and the development of a
rational approach to workforce planning at the national level,
so that all people may participate in socially useful and
satisfying forms of work;
G) the maintenance and strengthening of a quality public
schooling sector;
H) the right of parents and citizens organisations, community
groups and academic and student unions to play a significant
role in setting directions, priorities, curricula and the
running of the public education system. This will assist the
development of an education system appropriate to a
multicultural India, which places more value on a sense of
community and enriching personal relationships than on motives
of competition and profit which presently permeate our society;
and
I) the important roles played by professional associations,
private providers, community groups and business in providing
educational opportunities.
Recognising that in a technological society, empowerment of the
individual relies on his/her ability to effectively use
communication technology and information systems, we will
support education policies to enhance the opportunity for all
Indians to become scientifically and technologically literate.
2.2 Goals
2.2.1 General
We will work to:
A) provide a quality public education system with guaranteed
access for all;
B) develop a national work-force planning capacity based on
sound research, and reflecting national industry and employment
objectives which are built on the fundamental principles of
social justice, sustainability and increasing national
self-reliance;
C) develop lifelong education and training options which enable
people to change occupations as they mature and grow older;
D) provide additional incentives and provision for a continuous
cycle of in-service training for teachers at all levels of
education, including tertiary teaching;
E) develop the associationist principle, leading over time to a
diminution in the role, authority and scale of centralised
educational bureaucracies, and an increased level of democratic
and responsible community involvement and authority in setting
the educational objectives and curriculum content of our
schools; and
F) increase emphasis in education on such aspects as:
understanding human relationships and psychological processes,
physical and emotional health and well-being, dignity and self
esteem,
the development of an ethical commitment and of caring
attitudes to other people and to the planet,
the importance of cooperation and social benefit rather than
competition and profits as social goals,
a sense of responsibility for the well-being of future
generations, and
adaptability and flexibility.
2.2.2 Tertiary Schooling
We will work to:
A) implement a policy of free tertiary education;
B) extend access to tertiary education through development of
more decentralised campuses, through the use of distance
delivery modes and through open access programmes;
C) conduct environmental audits and environmental development
plans in all tertiary institutions; and
D) encourage all tertiary institutions to include environmental programmes among their courses.
2.2.3 Primary and Secondary Schooling
We will work to:
A) review the current National Statements in the key learning
areas to ensure that:
l there is a balanced concern in school curricula for all
dimensions of human development - intellectual, physical,
emotional, ethical and cultural;
there is a balance between such emphases as personal
development, intellectual understanding, technical and
technological competence, vocational skills and learning for
democratic citizenship;
critical perspectives and processes are integral to all areas
of the curriculum in schools;
l there is emphasis on global interdependence;
all curriculum areas reflect a commitment to the development
of a more peaceful, just, democratic and ecologically
sustainable world for all people; and
B) increase democratic participation in the decision-making
processes within schools and within home-based and
community-based educational settings;
C) guarantee the right of all children to education which
promotes freedom of thought;
D) guarantee the right of parents to choose to educate their
children at home or in other settings without being bound by
compulsory registration, provided they can demonstrate a
commitment to ensuring a balanced education for their children;
and
E) encourage the development of local, community-based and
democratically controlled public schools, through provision of
capital and recurrent funding to such schools on a demonstrated
needs basis, provided those schools reflect the principles of
the national education policy.
2.2.4 Ethical Commitment to Other Peoples of the World
We will work to:
A) extend the fundings available through international
organisation for educational projects aimed at enhancing
international cooperation and understanding, and at promoting
social justice and sustainability within communities and
countries overseas through the unconditional funding of projects
devised by and for the people of those communities and
countries;
B) ensure that educational links with other societies, through
such appropriate development means as training schemes,
exchanges, admission of overseas students, development projects
and consultancies, are characterised by justice, equity and
cultural sensitivity;
C) develop educational material and methods for future-vision
building; and
D) provide increased financial support for the activities of
Development Education Centres.
2.3 Short Term Targets
2.3.1 General
We will work to:
A) allocate increased resources to all levels of formal
education, but with particular attention to supporting the
renovation of the primary sector;
B) extend Open Learning opportunities so that people of various
ages in all locations may have access to quality educational programmes of formal and informal study;
C) retain appropriate centralised conditions of employment for
teachers, including the principle of tenure;
D) extend funding and other support to community groups,
non-government organisations, business, private providers and
others offering appropriate community education programmes and
facilities, including those catering to interest areas and
segments of the population not catered by conventional and
formal educational provision;
E) provide additional funding for students who are physically
and/or intellectually disabled, or who are disadvantaged by
location and/or distance.
2.3.2 Tertiary Schooling
We will:
A) work to increase democratic participation in the
decision-making processes within tertiary institutions;
B) allow the collection of fees from students for amenities and
services, provided any fees collected are under the democratic
control of the student body.
2.3.3 Primary and Secondary Schooling
We will support a review of the profiles developed in each area
of the National Curriculum to ensure that they reflect the
intentions of the National Statements, are supportive of sound
educational principles, and are not used to promote an
unwarranted technical, vocationally-driven notion of educational
attainment.
2.3.4 People Requiring Special Consideration
We consider that the following groups of people should receive
special consideration:
people in remote areas; and
people from economically and socially disadvantaged
backgrounds.
We will work to:
A) raise awareness within the community of the educational needs
of these special groups;
B) guarantee equity of access and participation in appropriate
curricula;
C) establish and maintain conducive educational environments;
D) guarantee equitable resource allocation;
E) provide specialist support services; and
F) actively encourage such specialists to take up teaching and
other positions within educational institutions.
2.3.5 Education for Sustainability
We will work to:
A) develop a national strategy for environmental education which
addresses the complete range of environmental education in the
formal and informal education sectors, with some emphasis on
locally based action;
B) encourage Indian industry to ensure that its vocational
practices are environmentally sound, and that vocational
training (and other education) are to world best practice
standards and to the best available environmental standards
(which may be in advance of existing world best practice); and
C) provide support for schools which develop organisational
practices to minimise their environmental impacts (for example,
energy use), and ensure that maintenance and refurbishment of
infrastructure is environmentally sound.
