FOUNDATION OF EDUCATION :: CATEGORIES OF CHILD RIGHTS AND EDUCATIONAL IMPLICATIONS OF THE CHILD RIGHTS CONVENTION.

Motherhood is the greatest gift God gave to womankind, to know that we are instruments in God’s Creation, to know that we participated in God’s purpose and plan. Carrying a baby in our body for months and then growing them is a full-time responsible job. Motherhood is life, and hopes, and dreams; it is failures and disappointments, repentance and forgiveness. Women is a special creation of God who is bestowed with this beautiful quality of growing the future in her arms. A salute to all the mothers out there and to the mothers reading this blog of mine.

 Happy Mother’s Day!!!

Children are one-third of our population and all our future. The best inheritance we as parents could give to our children is a few minutes of our time each day, for children are the living messages we send to a time we will not see. They are the future leaders.

Children are very precious beings. They are innocent, transparent and open to life fully. All the honest truth-telling there is in the world is done by children. While we try to teach our children all about life, our children teach us what life is all about and how to find the wonders in everyday life; how to be thrilled by simple stories of the elderly uncle next door; how to experience heart-felt laughter at silly antics; how to be joyful again.

It is distressing that many children of today are robbed of their innocence by damaging influences within their lives or from the outside world. Some are forced to grow up too soon and face a risky future. Some are troubled by the breakdown of family life or peer pressure. Today we are going to discuss few very important things which we as parents and responsible citizens must know. 

The Convention on the Rights of the Child was the first instrument to incorporate the complete range of international human rights— including civil, cultural, economic, political and social rights as well as aspects of humanitarian law.

The articles of the Convention may be grouped into four categories of rights and a set of guiding principles: Survival, Protection, Development and Participation.

I. RIGHT TO SURVIVAL

Due to poverty and lack of access to basic social services, more than 10 million children under the age of 5 die of malnutrition and preventable diseases. Complications related to pregnancy and childbirth, maternal anaemia and malnutrition kills more than half a million women and adolescents each year. To counter this the United Nations have given a declaration saying, 'A World fit for children'. 

According to this, measures are taken to break the inter-generational cycle of malnutrition, poor health. Providing better facilities including adequate water and sanitary facilities. Providing access to effective, equitable, sustained and sustainable primary health care systems in all communities, to ensure the survival of child. The convention on the rights of the child incorporated the following articles:

*Article 6: It says that, it's the right of every child to life.

*Article 7: The child shall be registered after the birth. He/she acquire a Nationality and he/she has the right to know and cared by his/her parents.

*Article 8: State parties undertake to respect the right of the child to preserve his/her identity, including Nationality, name and family relations.

*Article 20: A child permanently or temporarily deprived of his/her parents have the right to be in special protection.

*Article 21: State parties should recognize the provision of adoption in the best interest of the child. 

*Article 24: Child has a right to have the best of medical facilities.

*Article 26: State parties should ensure the provision of social security including the social insurance. 

II. RIGHT TO PROTECTION

Millions of children are suffering and dying from violence, war, exploitation, abuse and discrimination. Children around the world live under different circumstances like being permanently disabled or seriously injured by armed conflict, some driven from countries to other countries as refugees. 

Suffering from manmade and natural disasters, trafficking, smuggling, sexual abuse, abduction as well as economic exploitation. The convention on the rights of the child incorporated the following articles:

*Article 19: State parties will take measures to protect child.

*Article 20: Special protection in case of permanently or temporarily deprived of parents.

*Article 22: A child under refugee status is as per International and Domestic Law.

*Article 32: The child to be protected from Economic Exploitation.

*Article 33: The child to be protected from illicit use of narcotic drugs and psychotropic substances.

*Article 34: The child to be protected from Sexual exploitation.

*Article 35: The child to be protected from Abduction.

*Article 36: The child to be protected from Exploitation prejudicial.

*Article 37: No child should be ever subjected to torture or punishment.

*Article 38: State parties to respect the rules of International Law in case of armed conflicts.

*Article 40: State parties to recognize the 'Right of child' accused as infringed the penal law.

III. RIGHT TO DEVELOPMENT

Development of the child can happen only if he/she is provided with education and a good health. If we need a world fit for the children, they should get the best access to education including the Primary Education. 

Primary education is free and compulsory and providing atmosphere for the children to develop their capacities in a safe and supportive environment. There is need to promote physical, psychological, social, emotional, spiritual, cognitive and cultural development of children as a matter of national and global priorities.

Chronic poverty is one of the biggest obstacles in this path. Globalization is having a positive impact on the development of certain sections of the society. There is need to develop measures to eliminate all forms of discrimination against girl child. For the healthy development of the child environmental problems like global warming, ozone layer depletion, soil erosion, depletion of water, hazardous waste etc needs to be addressed. 

The convention on the rights of the child incorporated the following articles:

*Article 23: State parties to ensure that a mentally or physically disabled child enjoys a decent life. 

* Article 24: The right of the child to have proper Medical facilities.

*Article 27: Right to have a standard of living adequate for the Development of child.

*Article 28: Right of the child to Education.

*Article 29: State parties must agree that education is mandatory for the all-round development, talents and personality etc.

IV. RIGHT TO PARTICIPATION

For the well-being of the children with their protection, survival, development, it is also important to help them express freely. Expressing views freely according to their capacity and self-esteem. They should acquire knowledge and skills for conflict resolution, decision-making and communication, to meet the challenges of life. The right of the child to express themselves freely must be respected and given due weight accordance to age and maturity. They have lot of creativity and energy, it must be channelized properly. Disadvantaged and marginalized children need special attention and support to access to basic services, to build self-esteem and to prepare them to take responsibility for their lives. 

The Government, Local authorities, NGO's, Parliamentarians, Legislators, Mass media, co-operative and private sector must work on providing this information/ resources of the presence of such rights to parents, children and guardians. Micro credits are a very helpful resource provided by the cooperate and private sector. 

The convention on the rights of the child incorporated the following articles:

*Article 12: The State parties must give due importance or weight to the views of the child accordance with age and maturity.

*Article 13: The child has right to express freely. 

*Article 14: The child has right and freedom of thought, conscience and religion.

*Article 15: The right of the child to freedom of association and peaceful assembly.

*Article 17: The child has the right to access mass media, information and material from a diversity of National and International sources.

*Article 31: Right to rest and leisure and undertake recreational artistic activities.

EDUCATIONAL IMPLICATIONS OF THE CHILD RIGHTS CONVENTION:

The Convention on the Rights of the child lays stress on providing quality education to children throughout the world. It feels education can reduce poverty, child labour and promote democracy, peace, tolerance and development. 

Currently more than 100 million children of primary school age, majority being girls are not enrolled in school. The reasons for this being teachers are mostly untrained and underpaid teachers, overcrowded, unhealthy and poorly equipped classrooms. 

One-third of all children in school do not complete even five years of schooling which is the minimum required for the basic literacy.

To achieve the following should be aimed:

1. Early childhood care and education should be expanded and improved.

2. Out of school children should be reduced and proper education should be provided.

3. Gender disparity should be eliminated.

4. All aspects of the quality of education should be improved including in the recognizable and measurable learning out comes especially in numeracy, literacy and essential life skills.

5. Meeting the learning needs of the children through access to appropriate learning and life skills programmes.

The following Articles in the Convention on the Rights of the child stress the need for 'Quality Education' to the child.

Article 17: The State parties should recognize the important function performed by the mass media and should ensure that the child have access to information and material from a diversity of National and International source, especially those aimed at the promotion of his/her social, spiritual and mental health. In this regard, State parties should encourage the dissemination of information in accordance with the spirit of Article 29, dissemination of children's books, fulfil needs of the child belonging to a minority group. Protection of the child from information and material injurious to his/her wellbeing as per the provisions of Article 13 and 18.

Article 28: The State parties recognizes the Right of the child to education and with a view to achieving this right progressively and based on equal opportunity. It makes primary education 'Free and compulsory' to all. Development of different forms of secondary education including general and vocational education. Make higher education, vocational information accessible to all. Take measures to encourage regular attendance at schools and the reduction of drop-out rates, teaching aids, resources, elimination of ignorance, illiteracy, access to scientific and technical knowledge. Maintaining discipline and encouraging International cooperation.

Article 29: The State parties agree that the education of the child shall be directed to:

a) Development of the child's personality, talents, mental and physical abilities to their fullest potential. 

b) Development of respect for Human rights and fundamental freedoms.

c) Development of respect for the child's parents, his/her own cultural values, language, identity etc.

d) Child to be prepared for a responsible life in a free society in the spirit of peace, tolerance, understanding, gender equality etc.

e) The development of respect for the Natural environment. 

FOUNDATION OF EDUCATION :: PRIVATIZATION, GLOBALIZATION AND EDUCATION

The term 'privatization' has come into widespread use in the 1980's because of the new economic reforms. 

Privatization is the process of transferring the ownership of an organization or enterprise from the public sector to the private sector.  Privatization is considered to bring more efficiency and objectivity to the company, something that a government company is not concerned about. India went for privatization in the historic reforms budget of 1991, also known as 'New Economic Policy or LPG policy'.

CONCEPT:

Privatization can be understood in a better sense as follows:

OBJECTIVES:

1. Privatization allows greater efficiency.

2. Revealing the true and full cost of the service provided.

3. Promotion of technological advancement.

4. Development of Capital Market.

5. Broadening the wealth and achieve widespread private ownership in society.

6. Curbing inflation.

7. Raising extra revenues for the government.

8. Eliminating hidden unemployment and reducing the power of public employee unions.

PURPOSE OF PRIVATIZATION:

1. Improve the efficiency of an organization or educational institutions. 

2. It reduce the government control over education.

3. It is used as an important strategy of economic rejuvenation by many developing and developed countries, including Britain.

METHODS OF PRIVATIZATION: 

There are three main methods of privatization.

1. Share Issue Privatization: Selling shares on the stock market.

2. Asset Sale Privatization: Selling the entire firm's or part of it to a strategic investor, usually by auction.

3. Voucher Privatization: Shares of ownership are distributed to all the citizens either for free or for a very lower price.

GLOBALIZATION:

The term 'globalization' means integration of economics and societies through cross-country flows of information, ideas, technologies. goods, services, capital, finance and people. Cross border integration is multidimensional, and it includes cultural, social, economic and political dimensions. 

Globalization is not a radical revolution that is going to completely transform education, its impact will be more on emphasis of certain trends.

1. Education must not lose its traditional goals of reading, writing, arithmetic and know-how and skill development.

2. Faced with the consequences of globalization on the individuals and societies, other goals become relevant for educational reforms.

I- More Autonomy for Individuals in a Society of Knowledge.

The society must allow every individual to develop freely. Schools must give the individuals the capacity to acquire the knowledge and interpret new values that will in turn guarantee them the ability to remain up-to date with the evolution of their environment. Every individual is unique. Maturation, growth and development of potentials might vary from child to child, but the goal is to provide information which is necessary.

II- Rebuilding the Social Link.

It is through education at school and non-formal environments that the desire and the benefits of living together is learning to work in teams and developing the individual abilities, learning, understanding of others and surroundings, our economics, social and political environment at a national or global level. Education is the manifestation of perfection already in man. Providing the right source of information at the right time in a right way for the overall development of the individual is the need of the hour.

III- More Equal Development of Society.

A society where all members have a fair share in production as well as in consumption. Education must contribute to a revitalizing society of citizens, who share the values, issues and challenges of their community, country and the world. Country is made by the people living in it, the so-called citizens. It is the responsibility of the citizens to design a better future for their future generation.

IV- A Society of Citizens.

Civics is the study of citizenship and government. Citizenship includes, being a productive member of the society and fulfilling the duties and responsibilities of a citizen. Government is made by citizens and is for the benefit of citizens. The three main components of a government are people, policy and power. To build a society of autonomous, productive, participative and committed citizens will require a radical shift in the division of tasks between different levels and types of education. 

V- An Outdated Traditional Tasks Assignment.

Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs that society traditionally used in schools. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-control. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning. However, many parents and conservative citizens are concerned with the maintenance of objective educational standards based on testing, which favors a more traditional approach. Traditionally (leaving the pre-school education) in practice every education system is a three-tier structure. In the more global world it will lose its relevance. For better educated citizens a two- tier structure will evolve. A gradual demise of secondary education or its inclusion in basic education or some redeployment of tasks between basic, secondary and higher education. Delors Commission(learning to be, to know, to do and to live together) apply to all the components of the education system. 

VI-The Tasks of Basic Education.

According to the International Standard Classification of Education (ISCED), basic education comprises the two stages primary education and lower secondary education. Globalization entails an increase in the tasks of basic education. Globalization believes in making up of citizens capable of acting and thinking autonomously about the rapid social evolution. 

VII- Higher Education: Traditional Tasks and New Social Functions.

Higher education (also called post-secondary education, third level or tertiary education) is an optional final stage of formal learning that occurs after completion of secondary education. Often delivered at universities,academies,colleges,seminaries, conservatories, and institutes of technology, higher education is also available through certain college-level institutions, including vocational schools, trade schools, and other career colleges that award academic degreesorprofessional certifications.  The traditional task of higher education to produce the codes of society should be revised to address the new demands generated by globalization. Higher education should provide a chance for everyone to educate them within the framework of lifelong learning and a chance for society to address its challenges and problems. 

VIII- Secondary Education: Reconciling the old dilemma between Terminal and Preparatory Education.

Secondary education would attach importance to the preparation of individuals to take charge of their, own lifelong learning while contributing to skill development, needed by the economy and society. Secondary education would include main languages, civilizations and cultures, how to use and adapt to the evolution of new technologies of information and communication.

ROLE OF TEACHING IN PROMOTING VALUES:

Through humanity is making spectacular advances in science and technology, there has been a considerable erosion of values in the last four decades. Integrity, honesty, uprightness and ethics have become rare commodities even among the so-called educated sections of the society. The society seems to be bursting with violence and anger, suddenly life seems to have become very cheap.

1. The National Policy on Education (1986), took this aspect of erosion of values into consideration and emphasized on equity and social justice in education to promote the country's socio-cultural identity and to contribute to national cohesion, promote tolerance scientific temper and the concerns enshrined in the Indian Constitution. 

The social values to be inculcated are friendliness, cooperation, compassion, courage, self-discipline and love for social justice. Truth, righteous conduct, peace, love and non-violence are the core universal values representing the five domains of the human personality- Intellectual, physical, emotional, psychological and spiritual. These are correlated with the five major objectives of education i.e.,  knowledge, skill, balance, vision and identity.

2. The National Curriculum Framework for School Education (2000), reemphasizes the points in the National Policy on education (1986). It takes note of the constant erosion of the essential social, moral and spiritual values over the last 50 years and the pervading cynicism at levels of the society. It lays emphasis on religion, as it is the major source of value generation, stressing on education about the various religions, keeping in mind the pluralistic nature of the Indian society and its secularism. The teacher must drive the minds to this concept that all essence of all religions is the same, though the practices differ, these differences are to be respected, it seems that education about religions may work out to be an instrument of social cohesion. There should not be discrimination on the ground of religion. Education so imparted will foster universal and eternal values, oriented towards the 'Unity and Integrity' of all our people. Such value education may help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.

3. Apart from this combative role, value education has profound positive content based on our heritage, national goals and universal perceptions. The core curriculum has listed the following values to be developed and inculcated in the students:

i. Cultural Heritage.

ii. Environment.

iii. Right to Equality.

iv. Cultural and Educational Rights.

v. Scientific Temper.

vi. Secularism.

vii. Gender Equality.

viii.  Social Justice.

ix. Right to Freedom of Religion.

x. Right Against Exploitation.

BASIC PRINCIPLES TO PROMOTE PEACE IN CLASS ROOMS:

David Warner, President- United Nations Association Toronto believes that the four important pillars of a society alongside food, shelter and health care and education. It is through education that young people learn so much more about themselves and the world in which they live, and they learn also about the various issues of the society. Our country, our planet, drugs, violence, crime, homelessness, poverty, hunger, diseases etc. We cannot give this education directly unless the government declares education as a priority and provide fund for it.

The cause of peace is through education. Imagine a world where learning is revered, and the pursuit of education is celebrated, and teachers are given huge respect. There is a universal responsibility for nations to assist each other in the quest to achieve free and compulsory quality education for all the children. By helping each other's and ourselves, nation to nation, we help to create an atmosphere for learning to occur, we create a culture of peace. 

  

Education in the broad sense is the principle means in building a culture of peace learning and practicing the skills of active non-violence of dialogue, of tolerance and solidarity, respect for human rights and the constant struggle for justice. These are the keys. Hence, the teachers, teacher's union and their activities at classroom are the privileged partners. 

The Nations of the world, gathered at the General Conference of UNESCO in 1995 declared that the major challenge at the close of the 20^th Century is to begin the transition from a culture of war to a culture of peace: 

1. A Culture of social interaction and sharing.

2. A Culture that rejects violence.

3. A Culture which guarantees everyone the full exercise of all rights and the means to participate fully towards the development of the society.

The United Nations General Assembly took up this challenge by declaring the year 2000- International Year for the Culture of Peace. 2001-2010 as International Decade for Culture of Peace and Non-violence for the children of the world.

4. Putting all the thus commitments to follow as principles in the daily life. The basic rules of the school classroom include: 

i) Respect all Life: Every individual may be belonging to any place, country, religion, gender and health concerns should be respected as an individual.

ii) Reject violence: We should follow the concepts of non-violence and reject violence.

iii) Share with others: Sharing helps in providing what piece of information you have with others, there by bringing social interaction.

iv) Listen to Understand: Presenting yourselves before listening to others and understanding the others what they want to convey helps in better social interaction and understanding.

v) Preserve the Planet: We all belong or have evolved from mother earth. It is the prime responsibility to protect it and have 'Sustainable Development' and preserving it for the future.

vi) Rediscover Solidarity: The value crisis which we are currently facing should be worked upon by rediscovering solidarity and a feeling of unity among individuals.

FOUNDATION OF EDUCATION :: ECONOMICS OF EDUCATION AND EDUCATION AS HUMAN CAPITAL

MEANING AND SCOPE OF ECONOMICS OF EDUCATION:

The word 'Economics' is partly derived from the Greek term Olkynonmia, which means household management. It includes management with respect to wealth- centered, scarcity-centered and wantlessness- centered. Economics is a welfare science.

Education seeks the help of economics to achieve national development in all fields of national life and all spheres of national development including economic  prosperity and national security. There is a relation between education and economy, the economy of a particular country influences its education, while economy of education   affects the planning of education of that society. Thus education and economy are two sides of a coin. 

We humans are the smartest creation of man out of all the creations by the ultimate power. Humans are bestowed with much developed intellectuals which the other creatures lack in them. I would like to quote here a saying by Swami Vivekananda, "Education is the manifestation of the perfection already existing in man". Education is a holistic development.

Education as a whole develops the personality to the full but also promotes the social attitudes thereby the working efficiency as dynamic and useful citizens contribute this best to social and economic welfare of the country. This has led to the concept of free and compulsory education. This is where economics of education is studied. 

The expenditure on the education that is provided and the returns we get because of the educated masses for a nation is for its own good. 

The scope includes:

1. It studies education as a human capital.

2. Determining the relationship between the expenditure and the return (form of income) over a period of time.

3. Assessing and determining the contribution of education to GNP (Gross National Product) of a country.

4. Estimating rate of returns from the educational investment.

5. Manpower planning and formulating educational planning.

6. Estimating wastage and steps to overcome it.

7. Synchronizing the educational- social system.

8. Identifying the priorities in the National Policy on education and its implementation.

9. Redistribution of resources and priorities.

10. Promoting changes in education to make it more socially relevant and economically productive.

11. Improving the techniques of educational planning and management.

EDUCATION AS A HUMAN CAPITAL:

Human Capital is a measure of the skills, education, capacity and attributes of labour which influence their productive capacity and earning potential. 

Education is regarded as a Human Capital, as it directly promotes the quality and capability of human beings. Education contributes to intellectual capital as well as to some extend to social capital. 

Education is regarded as Human Capital because:

1. Development and formation of human capital involves cost.

2. The cost of skilled human resources are incrementally to the natural product.

3. Expenditure on human resources not only increases the national product but also the national wealth.

4. Factors that have an effect on human capital formation are investment in:

    a) Formal education.

    b) Improved health.

    c) On the job training.

    d) Man power rehabilitation.

    e) Migration etc

5. Formal education enhances the economic value of human capital by raising the potential earning power and current asset value of human being.

6. Human capital ie, acquisition of skills and useful knowledge can be developed through education, job training, public health, medical facilities, nutrition, housing and social services.

7. Improvement of human capital results in qualitative growth of man power.

8. There is no consensus on this issue among economists, while Theod Schutlz considered quality manpower alone as human capital. John Stuart Mill questioned the very concept and averred that wealth existed for people and people cannot be treated as wealth.

ROLE OF EDUCATION IN HUMAN RESOURCE DEVELOPMENT:

Human being, who is a precious resource himself, facilitates the harnessing of the other natural resources. Human being, who is like an uncut diamond, has the potential to become a gem. Education and proper training facilities will enhance this process. Human resource development according to Harbison and Myers, is the process of increasing the knowledge, the skills and capabilities of all the people in a society. Human being as suggested as a uncut diamond can become a valuable resource only if he or she is trained, developed and allocated to productive work. Human resource development which is complex process, can be studied under the following categories:

A. Health.

B. Education.

C. Youth welfare.

D. Social services.

E. Games and sports.

The role of education in human resource development are listed as:

1. Universalization of Elementary education.

2. Equalization of Educational opportunities.

3. Special focus on Educationally backward communities.

4. Encourage girls and women education.

5. To eradicate gender gaps.

6. To extend adult and non-formal programmes.

7. Implementing the vocationalization of education. 

8. To strengthen the technical education.

9. To encourage the public awareness programmes.

10. More allocation of budget in education.

11. To develop value based education.

12. To develop National integration and International understanding.

13. Reduce unemployment.