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Tough hurdles for RTE Act
Children moving frequently likely to perform poorly in school
Campus Notes
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Tough hurdles for RTE Act THE Right to Education (RTE) Act has marked a new dawn in the country’s history. While analysing the news content and articles, one can find that on the one hand, various sections of the media have welcomed the Act; on the other hand, a certain section of the media has raised eyebrows regarding hurdles and complications in implementing the Act. But in principle, the whole media has described this much-awaited Act as commendable. As a matter of fact, education is not only essential but also compulsory for nation building, as it leads to the overall growth of a child. It is an undisputed fact that liberation from oppression and anomaly is the primary function of education. No doubt education acts as a force towards the formation of an oppression free society. It not only provides us job and livelihood but also develops our personality, shaping our character and making us mannered and cultured. Further, it expands the intellect of mind and develops a feeling of self-reliance and self-confidence. Education also inculcates the quality of leadership. It makes us gregarious and co-operative and promotes team spirit. It is the cornerstone of democracy and the soul of an egalitarian society. Further, education helps develop the right kind of attitudes and values in the individuals to fulfil their social obligation. However, to implement the Right to Education Act, at least 15 lakh teachers will be required. Since there is a less number of teachers, the question is this: how this Act will be implemented? The total number of estimated students in the age group of 6-14 age is around 22 crore. The total number of recognised schools is 13 lakh, in which there are seven lakh teachers. Out of these, three lakh teachers are untrained or under training. If a teacher teaches 100 students, then even by that ratio, there will be a need for at least 15 lakh additional teachers, which is a big challenge for the government. To provide free and compulsory education to all the children in 28 states and seven union territories, the Finance Commission has allocated a sum of Rs 25,000 crore. The Centre has earmarked Rs 15,000 crore in one go for the year 2010-11 for implementing this Act. How will the aim of distributing funds between the Centre and the states in the ratio of 55:45 be achieved is a matter of grave concern. The government needs strong determination to implement the Act at the grassroots level. Therefore, the Centre, union territories, district- and village-level units of administration will have to work together to achieve the desired results. For several decades, NGOs have been running non-formal centres and night schools. Most of these schools and centres run for a couple of hour and poor children, especially girls, attend when they are through with their work. The Act not only provides every child the right to be educated but also clearly lays down what a proper school actually should be. It is now compulsory for every school to get a certificate of recognition after complying with norms and standards specified in this Act. The Act has also assigned this responsibility to private schools that they would provide free education to 25 per cent of children of the deprived segment of society. However, a number of public schools have already challenged this Act and have filed a petition describing this Act as “unconstitutional”. Under such circumstances, the planning of the government to bring about equality and development in the field of education will remain incomplete. Since media is a link between government, society, parents, guardians, leaders, bureaucrats and policy makers, it should play a positive and creative role by highlighting the importance, relevance and utility of this Act. It should not only educate people about the Act but also motivate and persuade all the stakeholders about the implementation of the same.
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Children moving frequently likely to perform poorly in school
Frequent relocations in childhood are related to poorer well-being in adulthood, especially among people who are more introverted or neurotic, according to a new study. The researchers tested the relation between the number of childhood moves and well-being in a sample of 7,108 American adults who were followed for 10 years. “We know that children who move frequently are more likely to perform poorly in school and have more behavioural problems. However, the long-term effects of moving on well-being in adulthood have been overlooked by researchers,” said the study’s lead author, Shigehiro Oishi, of the University of Virginia. The study’s participants, who were between the ages of 20 and 75, were contacted as part of a nationally representative random sample survey in 1994 and 1995 and were surveyed again 10 years later. They were asked how many times they had moved as children, as well as about their psychological well-being, personality type and social relationships. The researchers found that the more times people moved as children, the more likely they were to report lower life satisfaction and psychological well-being at the time they were surveyed, even when controlling for age, gender and education level. The research also showed that those who moved frequently as children had fewer quality social relationships as adults. The researchers also looked to see if different personality types—extraversion, openness to experience, agreeableness, conscientiousness and neuroticism—affected frequent movers’ well-being. Among introverts, the more moves participants reported as children, the worse off they were as adults. This was in direct contrast to the findings among extraverts. “Moving a lot makes it difficult for people to maintain long-term close relationships. This might not be a serious problem for outgoing people who can make friends quickly and easily. Less outgoing people have a harder time making new friends,” said Oishi. The findings showed neurotic people who moved frequently reported less life satisfaction and poorer psychological well-being than people who did not move as much and people who were not neurotic. Neuroticism was defined for this study as being moody, nervous and high strung. However, the number and quality of neurotic people’s relationships had no effect on their well-being, no matter how often they had moved as children. In the article, Oishi speculates this may be because neurotic people have more negative reactions to stressful life events in general. The findings are reported in the June issue of the Journal of Personality and Social Psychology, published by the American Psychological Association. — ANI
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Campus Notes GURU Nanak Dev University will hold the combined entrance test for the five-year integrated MBA and MCA courses on June 24. The last date for submission of online application forms is June 15. The prospectus and other guidelines are available on the university websites, www.gndu.ac.in and www.gnduadmissions.org. The test coordinator, Dr Hardeep Singh, said the candidates must have secured not less than 50 per cent marks in 10+2 or in the three-year diploma course of the State Technical Education Board or in any equivalent examination. He said the candidates seeking admission to MCA (FYIC) or MBA (FYIC) should submit online application forms by selecting Department of Computer Science & Engineering and/or Guru Nanak Dev University College, Basti Nau, Jalandhar, where the course is to be taught.He said admission to these courses would be held on the merit of the entrance test and only a limited number of candidates would be called for interview/ counselling scheduled for July 11 and July 12.
B.Tech admission
goes online
Guru Nanak Dev University is going to make admission to the four-year B.Tech (Sugar & Alcohol Technology) course through online submission of application forms up to June 15 based on the results of 10+2 (non-medical) examination. The counselling will be held on June 29. Dr Raj Sukhwinder Singh Kaler, Head of the Department of Applied Chemical Sciences and Technology, said the candidates having at least 50 per cent marks in 10+2 (non-medical) were eligible to join the four-year B.Tech course. He said the admission to B.Tech (Textile Chemistry), another course being run by the department, would be held through CET counselling conducted by PTU, Jalandhar. Highlighting the importance of the four-year B.Tech (Sugar & Alcohol Technology) course, he said skilled professionals from this field were in great demand among co-operative and private sugar industries of Punjab, Haryana and western Uttar Pradesh.
English (compulsory)
re-exam on June 12
Guru Nanak Dev University will hold a re-examination for BA/B.Sc Part-II students on June 12 after their English (compulsory) paper was cancelled. The examination was conducted on March 31 at Centre No. 2, SMDRSD College, Pathankot. Dr R. K. Bedi, in charge, examinations, said the examination would now be held at the Centre No. Amritsar-29 (Guru Nanak Bhawan, Sangat Hall) on the university campus at Amritsar from 1 pm to 4 pm. He said any student who gave a miss to the examination would not be given another chance to re-appear. —
Contributed by P. K. Jaiswar
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Admission
Deadline Indian
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THE Right to Education (RTE) Act has marked a new dawn in the country’s history. While analysing the news content and articles, one can find that on the one hand, various sections of the media have welcomed the Act; on the other hand, a certain section of the media has raised eyebrows regarding hurdles and complications in implementing the Act. But in principle, the whole media has described this much-awaited Act as commendable.
