Skip to main content

What are the important functions of state government towards education?

Education is primarily the responsibility of the Slate Governments, Every slate has a department of education. The machinery of educational administration in the slate is composed of the Dept. of Education headed by a Minister. The Minister is responsible to be appointed by the Chief Minister. The Minister performs his activities through the officers of the Dept. and some other agencies like the universities, the statutory bodies. He is also assisted by the Education Secretary and the Director of Educa­tion.
The important functions of state government towards education are given below :-

(1) Providing elementary education

As we have already mentioned elementary education is essentially a responsibility of the state government. It is to provide free and compulsory education to all children, from 6 to 14 years of age. During the third Five Year plan period all most all slates in India including the Punjab, have been providing compulsory education to children 6 to 11 years of age. It was during the fourth Five Year Plan period that all State Government in India were in a position lo discharge this responsibility completely.

(2) Providing higher Education

The state not only arranges for elementary education but also higher education of all types Liberal, Scientific, technical and vocational in order to train its citizens for careers in administration, industry, commerce, medicine, engineering and agriculture. For this purpose the state opens and maintains a number of high and higher secondary schools, industrial and technical institutes, polytechniques, colleges and special schools for fine arts and for the education of handicapped.

(3) Controlling the activities of universities

In every state government finances the university or universities and sees that proper standards of education and instruction are maintained in all branches. It also sees that there is co-ordination between the university and the State Education Department. It nominates its own represent alive lo the senate or legislative body of the universities functioning etc, recom­mends appointments made and looks lo the general well being of the universities.

(4) Providing adult and social education

More than seventy-five percent of our people are yet illiterate. The state government also looks to the needs of those adults who have had no schooling in their childhood. It is the responsibility of the slate lo make all these illiterate adults fit for democracy. For this purpose the state main­tains a well-organised programme of adult and social education.

(5) Opening Training Institution

The state also opens training schools and colleges for providing trained and efficient staff to educational institutions. These training in­stitutions admit matriculates for basic and elementary schools and graduates for high and higher secondary schools. The duration of training is generally two years in case of matriculates and one year for graduates. Arrangements are also made for the training of art, craft and technical instructors recently slate inspectors and headmasters for elementary school.

(6) Framing of curriculum and syllabus

The slate also prescribes syllabus and course of study for various school classes and grades. The length of each course is determined, and sometimes, even the time - schedule is prescribed, and the working days, working hours and vocations specified. Text-books are prescribed or got prepared. Some states have nationalised text-books and some have nationalized partially. Rules and regulations for admission, withdrawal and migration are also framed by the stale so that there is co-ordination and uniformity in all the educational institutions, functioning the slate.

(7) Appointing Supervisory staff

The state appoints supervisors, inspectors and education officers for regulating the activities of various institutions. The supervisory staff is responsible not only for maintaining a uniformity of standards in their respective jurisdiction but also lo see that state aids and grants are not misused by private and other agencies.

(8) Providing Financial Aids

The slate recognizes schools and other institutions run by private bodies, persons or local bodies, in accordance with set rules and regula­tions. It also provides them with suitable aids and grants to run efficiently and effectively. Financial aid is also given to universities, functioning in the state.

(9) Appointing Commissions and Committees

The state also appoints commissions and committees from lime to time, to discuss the various aspects of education and educational activities in the stale. These committees of experts suggest ways and means for a further improvement of education in various fields.

(10) Holding Examinations

Some states hold public examinations at various levels, and some states that do not hold examinations, give directions to the examining bodies like school Boards and District Educational authorities that con­duct elementary school examinations at the district level. Teacher train­ing examinations at the school level (like Junior Basic. Training) of secondary school level (like L.T.) are also held by some stales. The state education departments also award certificates to teachers who have un­dergone special orientation course at various institutes (like institute of English, state institutes of education), and recommend persons of distinction in the educational field for state Award or National Award.

Comments

Post a Comment

Popular posts from this blog

2 ENGLISH BEFORE INDEPENDENCE AND ENGLISH NOW IN INDIA and present status

ENGLISH BEFORE INDEPENDENCE AND ENGLISH NOW IN INDIA:  Place of English before Independence- 30  India inherited English‘ from the Britishers who ruled our country for more than two centuries. For over 200 years Indian intellectuals have been studying English. Today English has entered the fabric of Indian culture. English education in India began with the year 1765, when the East India Company became a political power. The first six decades of English education in India did not witness any remarkable progress. Firstly Macaulay‘s Minutes (1835) paved the way for the development of English in India by making its study compulsory. His this famous minute on education became the ‗Manifesto of English Education‘  in India. Macaulay‘s minute is very clear and unambiguous about the goals of English education in India We must at present do our best to form a class who may be interpreters between us and the millions whom we govern a class of persons, Indian in blood and color, but English
18 comments
Read more

current trends in modern english literature in India

  The 21 st  century has proved to the world that English literature is no longer the sole province of the imperial England. Although English literature started and flourished in England, it has gone on to sow the seeds of creativity in English in other parts of the world. Interestingly, the English people themselves paved the way for the unexpected developments that we witness today. When the English colonizers went to America, they began to write their own literature of the Americas. Similarly, those English men and women who went to Australia began the process of a new literature called Australian literature. And so is the case with Canada, India, and Africa. With colonization in some parts of the world, especially, Africa and Asia, there emerged a new literature which later came to be known as the Commonwealth literature, New Literature in English, postcolonial literature and so on. Not to be left out, even those countries which were not colonized by the English like Bhutan, Chin
Post a Comment
Read more

English language in the school context- an evolutionary perspective

2. GOALS FOR A LANGUAGE CURRICULUM  A national curriculum can aim for • a cohesive curricular policy based on guiding principles for language teaching and acquisition, which allows for a variety of implementations suitable to local needs and resources, and which provides illustrative models for use. A consideration of earlier efforts at curriculum renewal endowed some of our discussion with an uneasy sense of déjà vu. However, we hope that current insights from linguistics, psychology, and associated disciplines have provided a principled basis for some workable suggestions to inform and rejuvenate curricular practices. English does not stand alone. It needs to find its place 1. along with other Indian languages    i. in regional-medium schools: how can children’s other languages strengthen English teaching/learning?    ii. in English-medium schools: how can other Indian languages be valorised, reducing the perceived hegemony of English? 2.  in relation to other subjects: A langu
1 comment
Read more