This presentation addresses

1. Group Members: Marian Irwin, Gaynor
Lyseight Myers, Alicia Chipman, and
Sasha Harrison
EPSY 590
Final Project

2.  History and Background of India: Marian
 India’s Elementary Education: Gaynor
(Website Critique # 1)
 India’s Secondary Education: Alicia
(Website Critique # 2)
 India’sHigher Education and
conclusion: Sasha
(Website Critique # 3)

3.  Second most populous country in the world (after China)
 Population: 1.21 billion people (2011 Census): 1/6 of world’s
pop.
 50% are under the age of 25
 Occupies 2.4 % of world’s land mass and 18% of population
 By 2020, India’s average life span will be 29 years old
 More than 2,000 ethnic groups
 1,652 languages and dialects spoken
 22% of population lives in poverty with a 7.8% unemployment
 Religion: 80% Hindu, 13% Muslim, and around 2% Christian
http://en.wikipedia.org/wiki/Education_in_India

4.  Human activity: 75,000 years ago
 Maurya Empire: 4th and 3rd centuries BCE
 Fragmentation and government
 Indian Rebellion of 1857
 British Crown
 India National Congress
 Constitution republic with
parliamentary democracy

5.  Both private and public sectors
 Compulsory
 Funding: federal, state, and local
 Primary, secondary, and higher ed. levels
 15% reach high school
 7% graduate
 Illiteracy: 35%
 Economic situation

6. Website #1

7.  Goal: Promote, support, educate and
basically highlight the efforts of World Bank
(and other organizations) in the development
and growth of countries around the world – in
this case, specifically Elementary Education
reconstruction in India for all, with great
emphasis on the poor.

8.  Sarva Shiksha Abhiyan (SSA, Education for All)
 SSA is an International Development Association (IDA)
financed programme aimed to reduce the number of children
who are out of school by at least 9 million, narrow gender and
social gaps and improve quality of education.
 Sarva Shiksha Abhiyan envisages total involvement from the
communities,” says Venita Kaul, co-task team leader for the
project. “Communities will participate by appointing new
teachers, undertaking school improvement activities using the
school grant, monitoring quality, electing local
representatives to school committees through engagement in
parent-teacher’s associations.”
 “It is evident that are schools are failing the American
public.”. As Stilger & Stevenson assessed the American
education system they asked, “How can we make changes
that will reverse this process?” – they would appreciate some
of the steps taken by the Indian government.

9.  “Since education ensures equality of opportunity, the
ladder of social mobility is their for all to climb”. -
MacLeod
 By 2000, some 39 million of 200 million children aged 6 -14 –
or almost 20 percent – were not being schooled which is what
helped to spark the programme
 According to Stigler & Stevenson, Americans believe that
innate differences in intellectual ability limit what can be
expected from large numbers of the country’s citizens…
emphasis on innate abilities is harmful and is undermining the
pursuit of public education”. In a stark contrast in India,
“Girls, poor, rural and disabled children have benefited the
most from SSA,” says Kin Bing Wu, co-task team leader for the
project.
 In India, can success really be based meritocracy, or is it all
social reproduction? - Lareua’s writings

10.  SSA programme supported teacher recruitment and training,
helped develop teaching materials, and monitored learning
outcomes.
 The Activity Based Learning has been adapted replacing the
chalk & talk – children now construct their own knowledge.
This model has also been adapted in other parts of the world.
– Behaviorist vs. Constructivist learning
 The World Bank Group is committed to efforts to improve
learning outcomes and ensure strong independent monitoring
and evaluation of educational projects worldwide, sharing
lessons from other efforts with this one and bringing lessons
from SSA to other interested parties. -
-Cross Culture
 http://web.worldbank.org/WBSITE/EXTERNAL/PROJECTS/0,,contentMDK:22504167~
menuPK:64282138~pagePK:41367~piPK:279616~theSitePK:40941,00.html

11.  Universal access is achieved
 The gender gap continues to shrink
 Progress has been made on inclusion
 Higher quality yielded better transition rate
(to upper primary school – the next school level)
 Retaining first generation (drop-out rates
decreased)
 A paradigm shift in teaching methods

12. Website #2

13.  Goal: Promote the use of international
schools over traditional Indian secondary
schools
 International standards/values better than
Indian standards/values
 Indian schools : “chalk and talk”
 “stuff students with outdated information”
 Int’l
schools = “same quality” as home
countries for non-Indians

14.  “India is a multi-cultured and multi-linguistic
country. A home to people from different walks
of life.”
 “best” schools :“where cross-cultural
contact and pedagogy is practiced”
 “every student has the freedom to explore
themselves and discover a whole new world
of creativity”  (Pollock, Gutierrez)

16. Website #3
Higher Education:
http://www.education.nic.in/secondary.htm
Goal: Promote knowledge of Higher Education
1) Technical Education
2) Languages*
3) Scholarship/Education Loans*
4) Distance Learning*
5) Book Promotion
6) Minority Education
7) International Cooperation/UNESCO*
8) CABE (Central Advisory Board of Education)
9) Statistics/Budget
10) Public Grievances

17. Language and Loans
4) Languages
*English, Urdu and Sanskrit
*Globalization vs. Local
*Bourdieu: Cultural Capital and Habitus
*Bernstein & Heath: Linguistic Cultural Capital
2) Scholarship/Loans
*Symbolic-Encourage Meritocracy vs. Social
Reproduction
*MacLeod: Andrew Carnegie vs. Freddie
Piniella

18. Distance Learning and UNESCO
3) Distance Learning
*Structure vs. Agency
*Marxist Explanations: Bowles and Gintis:
Correspondence Principle
4) International Cooperation/UNESCO
*Executive Board/General Conference participation
*Lareau: Concerted Cultivation vs. Natural Growth
Conclusion:
*Primary, Secondary and Higher Education Trend
*Globalization, Cultural Models and Learning Models