Aparthoteltirol Education

The Department of Education in the Ministry of Human Resource Development has taken the initiative to commission twenty-four sub-sectoral studies on various aspects of EFA in India which seek to capture the varied experiences that have emerged from the projects, programmes and schemes undertaken during the last decade. The findings of these studies are proposed to be disseminated widely in India and abroad with a view to enrich the EFA 2000 Assessment exercise and provide useful inputs for policy makers, planners and administrators who are working towards achieving the goals of EFA.

Qualitative improvement in content and processes of education; to make them more responsive to learning needs of individuals-children, youth and adults, families, community and development in different sectors of social and economic life. Consolidation and newer orientation wherever required in different areas of education through innovative programmes and changed role of educational personnel. Community participation in education; making education a people movement. Evolving effective and efficient management structures in education.

A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION IN INDIA

In accordance with the constitutional commitment to ensure free and compulsory education for all children up to the age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy since independence (NPE), 1986 and the Programme of Action (POA) 1992. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE and the POA. These included the scheme of Operation Blackboard (OB); Non Formal Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State specific Basic Education Projects like the Andhra Pradesh Primary Education Project (APPEP); Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan; National Programme of Nutritional Support to Primary Education (MDM); District Primary Education Programme (DPEP).

Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.The Central and State governments will together implement the SA in partnership with the local governments and the community. To signify the national priority for elementary education, a National Sarva Shiksha Abhiyan Mission is being established with the Prime Minister as the Chairperson and the Union Minister of Human Resource Development as the Vice Chairperson. States have been requested to establish State level Implementation Society for UEE under the Chairmanship of Chief Minister Education Minister. This has already been done in many States.

The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts but would only try to bring convergence in all these efforts. Efforts will be made to ensure that there is functional decentralization down to the school level in order to improve community participation. Besides recognizing PRIs / Tribal Councils in Scheduled Areas, including the Gram Sabha, the States would be encouraged to enlarge the accountability framework by involving NGOs, teacher, activists, women’s organizations etc.

There has been a lot of speculation about where Reiki came from, but there has been little confirmation of most of these ideas. Some say that Reiki originated from Buddhism or that it contains Buddhist concepts or techniques. I spoke with a Japanese Reiki master who is also a Buddhist and has done historical research into Reiki in Japan. He said that he could see no connection between Reiki and Buddhism and that he felt that Reiki is religiously neutral. While Dr. Usui may have been a Buddhist,

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