A good primary school is of paramount importance for children. If the basis on which the entire learning process initiated and must be carefully used. A learning atmosphere that is carefree and powerful and the absence of any form of consideration for the child and his age will benefit in any case, nothing. The learning environment must be such that the child can move freely and enjoy a good session.

Sir Jim Rose April 2009 report by the Government on the review highlights the curriculum of primary education for children and the importance of communication.A report focuses the “ability to speak” in elementary school.

The answer must be based on a methodology that addresses all aspects of learning styles of children employed are based on? a clearly structured approach to visual, kinesthetic, auditory and memory techniques. This will lead to the success of their studies.

enter the concern for the future of our children now these are created with the main task of curriculum development should be aware of these methods and techniques, including memory card and Mapping Memory by Tony Lazar and used and discussed in detail by Alan McMahon, both of “The Learning Well” and “speak well”.

These activities massively increase the education of children and confidence and a clear structure effect talk and talk and learn.

by Jennie Gandhi

Primary School in India is a solid foundation of a civilized and sophisticated Indian citizen. It’s a niche that growth and development of every citizen and the whole nation is built on. Against this spirit, the Indian government has made significant contributions in the field and has spread to various education programs reach deep within the scope of the whole nation. This ultimately to economic growth in the country as well.

Government of India, like other state governments have a particular effort to improve the situation of primary school in India. the bulk of the financial and funding from the Ministry of Education in India is used for opening new primary schools, new programs and programs for students under the age of fourteen. 80% of all primary schools known and are either managed or supported by the government and the largest provider of basic education in the country. The elementary school is not just for the full development of personality important, but also make a good basis for continuing students. But universal primary education in India was also one of the biggest challenges for the Ministry of Education in the nation. The primary school in India for a student in eight years of schooling from the age of six. To improve the situation of primary education, the government has made primary education free and compulsory.

Higher education in India is one of the most developed education worldwide. In previous decades, many steps to take to develop the initiative in the state of higher education in India. Since the last decades, in fact, a significant improvement in the level of higher education in Germany, both quantitative and qualitative has been. Many new schools and universities were started by the education system in India is an important discipline.

National Institute of Technology are among the best technical universities in India.

Madras Medical College are some of the best doctors in medical school.

IIM Kozhikode are some of the top business schools in India.

Apart from these there are many colleges and universities, other universities and institutes all other areas such as trade, economics, art, provide hotel management, media, fashion design and many others a higher quality of education for their students.

The low student-teacher ratio in most areas, particularly in rural central India. The lack of a strong infrastructure for the training of teachers leave 40% of untrained teachers. Limited services and a general lack of resources make things even worse. Education for children under 14 are free, but it is absolutely necessary, participation is generally low.

In 1994, the District Primary Education Programme (DPEP) was launched. Under this scheme, more than 160,000 new schools were opened. The initiative was funded by the government, but also the support of UNICEF. While gross enrollment rate has increased since the program was in place, the quality of education has not.

In recent years, public expenditure on education declined, despite the poor state of the system and the increasing need of improvements. In the same period, private spending on education in India has grown exponentially. A large part of this increase in terms of direct expenditure by the Indians of the country employs classes designed to improve the education of their children has grown by 1150% in the last ten years.

outside funding sources also contribute to improving the education system in India. Charity work hard to build new facilities and improving old ones. For example, an organization called Round Table India, which has existed since 1927, said one of his most important projects such as  freedom through education.  With this program, the organization works to build public schools in rural areas and provide much needed infrastructure and teaching aids such as books and accessories.

Round Table India has launched over 500 projects across India in recent years to life to improve the spending hundreds of millions of rupees to primary education. The organization often works in collaboration with other organizations around the world to achieve their goals, to help involved monitoring grants and projects and work for others in the improvement of education in India.

A member of the Round Table India is an organization called Chennai Event Management Services (CEMS), business services Travel adventure around the world. CEMS organizes events such as the famous rickshaw challenge, the international teams of participants in the race in India is like in a rickshaw.
On the way the teams will be invited to participate in local projects in India Round Table for donations to build new schools and the distribution of relief supplies to existing schools.

Those who contribute to the improvement of basic education in India in a contest in which the next CEMS giving away two free tickets for Mumbai Xpress help take rickshaw Challenge 2010, with return flight from Chennai, India, and hotel for the duration of the event. Rickshaw slots is competition, with GamingZion, information related to participation is available on the contest page rickshaw slots are available.

This theory has for many years seems less water between cultures today that have English parents. The survey found that about 62%, the schools for all children, his admission of students increased this year, while only 39% and 42% of all girls and mixed schools will each have a rise.

In recent years, the increasing use of co-education school to a threat to the survival of single-sex schools in their current form, with great satisfaction with the inevitability of the acceptance of both sexes. The most recent change, however, because of the threat of preference for co-educational institutions, and began a series of reasonable prosperity.

The Director General of the IAPS (Independent Association of Schools of preparation), David Hanson, said that the changes in preferences in some part because of the fear of many parents that basic education the state can their children to restrict a seat behind a desk.

We have many parents say they fear that the public school, your child will never be in a wheelchair,  he said.

Another reason for the turnaround is prepared to win a higher percentage of teachers in schools in relation to the primary state.
The detected published by the General Teaching Council that 28% of primary schools in England have no teachers. In addition, a study was carried out by the Council of the private schools that 29% of the male classes were taught during elementary preparation, while the number in primary schools in the country less than half, 12%.

The final reason cited by David Hanson of the IAPS the growing popularity of private primary schools, the resolution of the pressure between the sexes that may occur in mixed schools. In the absence of girls, the lack of a need for a certain way to act, or are perceived to impress the opposite sex.

Introduction

The paper sheds some light on white collar jobs in Zambia education in Zambia during the colonial era and the subsequent challenges that the country faced upon attainment of political independence. It is divided into four sections. The first section is the introduction which provides brief information on Zambian education and the definition of white collar job. The next section discusses the main features of both pre-colonial and first republic in the education sector in Zambia. The third section, which is the main thrust of the paper, discusses the origin of white collar syndrome in the education sector during the 1960’s and attempts made by the first republic in addressing white collar syndrome. The conclusion is the last and final section of this paper.

Definition of white collar syndrome and overview of education in Zambia

The term ‘white collar’ was first used by Upton Sinclair in relation to modern clerical, administrative and management workers during the 1930s. Sinclair’s usage is related to the fact that, during most of the 19th and 20th centuries, male office workers in European and American countries almost always had to wear white, collared dress shirts. In another line of thought, Kabaso Sydney (2002:27) describes the term white-collar worker to refer to, “a salaried professional or an educated worker who performs semi-professional office, administrative, and sales coordination tasks, as opposed to a blue-collar worker, whose job requires manual labor.”White-collar work” is an informal term, defined in contrast to “blue-collar work”.

Features of colonial education in Zambia

During the federation, that is the period from 1953 to 1963, segregationist and inequitable patterns of provision for African and European children persisted. In addition, the focus was on primary education, with only limited secondary teacher education for Africans. Coombe (1967) has reported that through his extensive archival research in the Zambian archives, there were deliberate moves on the part of the colonial administration in  northern Rhodesia in the 1930s and thereafter, to limit the provision of secondary education for Africans. The educational system inherited by Zambia at independence was accordingly underdeveloped. This forced the first president of Zambia, Kenneth Kaunda to launch a scathing attack on the British as quoted by Tembo (1978): As far as education is concerned, Britain’s colonial record in Zambia is most criminal. Her colonizers have left the country as the most uneducated and unprepared colony of Britain’s dependencies on the African content (p. xii). It is, therefore, not surprising that: at independence, only 110,200 Africans had completed six years in primary schools, and only 32,000 had completed the full primary course of eight years. At the secondary level, although over 8,000 Africans were enrolled in schools, only 4,420 had passed the Junior Secondary (Form II) Examination and a mere 961 had passed the School Certificate Examination. Only 107 had graduated from university, of whom four were female (Kelly, 1991: 13).

White collar syndrome in the education sector during 1960’s and attempts made by the first republic.

In Zambia the term was a replica of the Europeans and Americans. In particular the term began to be used in Zambia during the colonial era, when most Europeans started to employ Zambians to work as clericals, typist, office orderlies, cleaners and teachers in schools. The onset of the colonial period in the 1800s marked the beginning of the end for traditional African education. According to Fafunwa (1962) European forces, missionaries, and colonialists all came ready and willing to change existing traditions to meet their own needs and ambitions. Bhola (2000) has also argued that ‘the modern sector of  education may have dismissed the traditional culture of  education out of hand, and without thought borrowed indiscriminately from the West, irrelevant ideologies, missions, and methods of adult education …’. What is implied in this statement is that the current adult education curriculum in Africa is still modelled on the colonial one and as such does not serve the immediate needs of the learner in particular and the nation in general. The replacement of the traditional forms of adult education, therefore, brought about challenges to the education system in newly independent Zambia. How did these changes contributed to the white collar syndrome in the education sector? To answer this question, some historical analysis is necessary. Alexander (1971) observed that it was well known that adult education in Africa had been sadly neglected in the past. In colonial times missionaries and education administrators did not normally see the importance of continuing education. UNESCO (1964) in its report on education in Northern Rhodesia (now Zambia) wrote: An education system is a result of decisions made and designs laid down by past and present governments (p.1). Kelly (1991) admits that the above statement remains as true today as when Radford and his colleagues first wrote it in their report on the future development of the education system of what was then Northern Rhodesia. Several of the concerns that beset the demand for white collar jobs were necessitated by three factors. According to the 2000 Census of Population and Housing, Zambia’s literacy level was estimated at 55.3 %. The report further indicated that the problem of illiteracy continued to be more prevalent among females than males. The report further indicated that about 1 in every 2 females (49.8%) was illiterate as compared to almost 2 in every 5 males (39%) of the same population (MOE, 2008). The high rate of illiteracy has seen contributed to white collar job syndrome in the education sector. In that the Government had to encourage and support all those who finished their school certificates into education system, every one started to embrace adult education. According to Fafunwa (1962) “It was surprising to find a 35 year old doing grade  5, in that, Africans received education opportunities with two hands…”

The first factor was that Zambia needed many educated people to fill up positions that had or were being vacated by expatriates. Kelly (1991) explains that the colonial government had a pervasive concern about the production of an educated cadre that could not be absorbed into productive employment. Additionally, (Okafor, 1971), colonial administrators (not only in the then Northern Rhodesia but throughout Africa) generally preferred the uneducated Africans to the educated ones, who, they feared, tended to take educational planner today have their origin in events that occurred years and even decades before. In that regard, the challenges that the newly independent Zambia faced could be attributed to the education system that existed during the colonial era. The second factor was that the new government during its campaign for political independence, promised to provide more educational opportunities. A crisis of expectation was, therefore, imminent as people expected immediate delivery of more education. Thus this expectation motivated many adults to take part in adult education.

The other factor was that, apart from education being a human right, individuals themselves were keen to go to school and learn. These factors put a lot of pressure on the government to create more opportunities for learning. Indeed, the government saw this high illiteracy rate as an obstacle to economic development (Mulenga, 2000).

The third challenge was relevance of the adult education curriculum. Even after independence, the adult education curriculum available was based on the colonial model. This was the same curriculum which was said to be alienating students and stifling critical and creative thinking. In this curriculum, what was emphasised was the teaching of literacy where people learnt reading, writing and later simple arithmetic. As it has already been established, missionaries educated adults for liturgical purposes. Hence, the emphasis on literacy. Nafukho, et al, (2005) explain that the education system was changed to reflect the European social process. Colonial governments were interested in adult education in so far as they produced literate people who were used as collaborators and workers for their colonial enterprises.

According to Kabaso Sydney (2007:12) as reflected In “History of Education in Zambia” article as published by article base.com writes,” the Zambians were compared to put on smart clothes, they were put in charge of office work, in which they began to occupy professional, managerial, or administrative position. Such workers typically wear shirts with white collars. Those working in factories or doing manual labour typically had to wear blue collars, working suits and over rows and are therefore became to be called blue-collar workers

Conclusion

It has been established that history has a long lasting influence on what happens in the future. It has been shown colonial adult education positively impacted on post independent Zambia as white collar syndrome is concerned. The first republic worked out hard to fill in the workers in all vacancies that were left by the colonial government and a number of Zambians were employed on white collar jobs, thus the syndrome increased.

Each and every child has the right to education. Education is the basic tool that every individual should possess. Several NGOs and government bodies are taking up primary education as their prime concern for India. Under this, government has made primary education compulsory for every single student.

The Anganvadis have been set up by various government about private entities in almost all the villages. These are day care centres for working women. Several of Anganvadis are being maintained by the government. These Anganvadis together with NGOs are trying to fill the gap between cities and villages by providing Montessori level education to village kids. They call it “ The Butterfly Project”. This implies not only education for children at the very tender initial stages in their lives, but also gainful employment to women and in some cases even men who not only earn their livelihood but also derive immense satisfaction out of teaching the toddlers and in turn learning from them as well. Thus the concept of Anganvadis is a Career Resources only.

Recently, around 1000 delegates from 120 different countries marked their presence at World Innovation Summit for Education (WISE). The summit was 3 day long held in Doha, Qatar. They drew a 10 point docket carrying a look out for to educate all under “21st Century education”!!

The 2009 budget also involved Education Resources. It is done for the betterment of the country as a whole. Numerous Schemes related to Education have been started in Indian Interim Budget for 2009.

Under Centrally Sponsored Scheme government is trying to universalise secondary education. Major steps have already taken place.

Higher Education (HE) For maintaining and lifting up the standards of living higher education is very important. Government is trying really hard through its various programs to build a knowledge based society. The outlay on Higher education increased by 900% in the Eleventh Five Year Plan. An Ordinance has also published to establish fifteen central universities. 6 IITs are already in function at Bihar, Andhra Pradesh, Rajasthan, Orissa, Punjab and Gujarat in 2008-2009. In 2009-10 government is planning to set up 2 more IITs in Madya Pradesh and Himachal Pradesh.

Educational Loan Schemes (ELS) has been super simplified, hence the number of loan accounts have increased more than 4 times during March 31, 2004 to September 30, 2008 from 3.19 lakhs to 14.09 lakhs.

ITIs. The budget declaration made in 2004-05. 500 ITIs have been revived for quality performance. Government of India established National Skill development Corporation in July 2008 with initial investment of Rs. 1 thousand crore. This is an extension in the Interm Budget. Measures are being taken up by government to provide better Career Resources. Though there are so many Career options but until and unless Career Resources improve these options cannot be exhausted properly.

Even though this piece talks more about Education Resources, the career resources available here are equally impressive. Whether it is capital intensive industries or regular manufacturing units, India has it all. And in good measure. Be it fertilizers, textiles, leather, cement, paints and adhesives, food processing, automobiles, aircraft, ship building, agro-based industries, jewellery and cosmetics, FMCG, electronic items, household appliances, toy industry, Business Process Outsourcing (BPO), Knowledge Process Outsourcing, Telecommunications, Energy-related industries such as oil refineries, bio-mass plants, solar energy units, hydro-thermal projects, mines, retailing, real estate, the hospitality industry, and so on. The list is actually endless.

By Sadaket Malik

Gone are the days when improvised areas like of Bhalessa witnessed grim educational face. There is an irreversible tide in the sphere of education right from elementary to higher and technical sectors. This paradigm shift may be due to the upcoming of the institutions of excellence in the area.

The institutions booming in the area are to be credited in this direction.

Bhalessa- nestling amongst high mountainous and cliffy terrain of Doda in Jammu and Kashmir state of India Himalayan region, off shooting high where skies are the limits, it is most prominent township called Bhalessa.
Where spirituality attunes the skies resting aside castes, creed and colours and above all religions, it is here, that is Bhalessa. It is Bhalessa where Ruby Gems on mountainous slopes glows and glitters and marble of Thathri twinkle amidst dense, vibrant, lush green uplands it is here that Perched securely among the lofty snow-sprinkled mighty Himalayan mountain chain, the emerald blue skies peeping through the chinks of the clouds, the tall coniferous trees swaying to the rhythm of the gusts of wind, all condense into a kindly smile, forming the lovely Bhalessa.
Once upon a time, the education was rare, there was a single primary school at Kalgoni Bhalessa where in rare people got enrolled to get education. Ghulam Rasool Azad and Munshi Mohammed Anwer were the first to get education from this primary school. Both Munshi and Azad Munshi Sahib studied at the Government Primary school in Kilhotran and then were sent to Bhaderwah for further studies.
Presently the area seemed full of enthusiasm and attire to recieve education initiated by the state and centre.

Besides this, the tattering educational affairs of the area was shaped by the then Director Education Ghulam Rasool Azad who belongs from the area. Packed with outstanding achievements, Ghulam Rasool Azad left no stone unturned to revamp the education system of the area. As ill luck would have it this legendary man not remained among the people.

At this moment, Bhalessa has been revealed as a hub of education as the introduction of new institutions of higher learning and increases impetus on the information technology and professional education. IGNOU and some other organisations have started churning several industrially employable graduates from the area.

The tattering educational affairs have been altered after G R Azad era. The people seemed interested to access the rural information centres in this hilly terrain.

The setting up of Government Higher secondary schools in Gowari, Sinoo, Jakyas, Gandoh, Malanoo has had its great significance over the past five years as the people of these areas thought of higher objectives.

The local people were demanding immediate setting up of Government Degree College at Bhalessa and the government finally established the same. IGNOU and some other organizations like ITI started churning several graduates in diverse disciplines is an unprecedented growth towards the education of this hilly terrain. IGNOU set up its centre in Bhalessa in the year 2006 and was galvanized by the local masses and administration.

Apart from academic and vocational side, there has been an unprecedented growth of Maddersa’s in this improvised area. There is rising tide in madersa education, as is being witnessed today. The Madersa’s increased in number.

Interestingly, the number rose to 10. Besides nurturing the Islamic clerics from these Madersa’s including Hafiz and Ulema, these institutions seemed increasingly imparting modern education also at the pattern of other government schools under the ambit of the state government.

Innovative madrasa’s like the Jamia Gunyat ul Uloom are increasingly visible today, Jamia Gunyat ul Uloom Bhatyas established in the year 1983 and was named after Hazrat Abdul Gani Sadiqui. The madersa is managed by Gunyat Ul Uloom Trust Bhalessa is the largest Institution imparting Madersa and academic education to the students of hilly terrain of Bhalessa.

It currently has more than a thousand students on its rolls. Patterned on the Dar ul Uloom Deoband model, it is one of the few madrasas in the state of Jammu and Kashmir that provide Islamic education till the Alim Fazil or specialization level.

Besides Jamia, there are several other maddersa’s like Maddersa Asrar Ul Uloom at Neeli Bhalessa named after Shah Asrar ud Din Bagdadi (RA). Other Madersas are:-  Maddersa Anwar-e-Madina Gandoh, Maddersa Aweesya Ameenya Dhraveri, Gulshan-e-Madina at Dhadkai hamlet, Akhyar ul Uloom at Kahara, Gayas Ul Uloom at Gingota hamlet, Inam ul Uloom at Donadi, Ume-Sadiqa at Kilhotran, and Zia-ul Uloom at Thathri.

In these madrasah’s, the academic education envisaged by the state education department is being provided besides the Islamic and Arabic studies like recitation of Quran popularly known as Hifz and Ulema to become isamic clerics.

There were several forces at work help to create educational assess to assess to information to the elites inhibiting the villages nearby,  Such forces include NGOs framed by intellectual strata.

The NGO culture seemed its head high Educational Environmental social sports and cultural society Bhalessa, National Students Welfare Association Bhalessa, Kohistan Association Bhalessa. These NGOs involved themselves in mass cultivation programmes including education I mention here the contribution of these NGOs here,

Over 10 years all these NGOs started free education camping’s/ summer schools for the needy students of the area, NGO- Kohistan Association, NHRDS has to be credited in this direction as the NGO organized six free education camps in Bhalessa in early five years.

NGO National Students Welfare Association Bhalessa is having its big contribution for setting up of an IGNOU Special study centre in Bhalessa and putting forth the demand for setting up of Government Degree College at Kilhotran.

On the other hand, In the summer of 1996, a few NGOs  got together to think of ways in which they could play a role in the development of education in hilly terrain of Bhalessa Doda of J&K state. These young people shared the belief that education is a critical requisite and an effective catalyst for social and economic change in the area. Educational awareness became the agenda for the action group that emerged from this gathering, to represent the hope that had brought these individuals together and the hope that they aimed to bring into the lives of youth of the area.

The organization like Kohistan Association headed by Ghulam Hussain Bhall, National Students Welfare Association and NHRD Society headed by Basharat Hussain Malik managed free education camps for the students who were unable to perceive their education. The camps were hghly endorsed by local scholarly community like Shoket Ali Mattoo and Noor ul Hassan Wani.

As far as primary education is concerned, there are two separate educational zones controlled by ZEO Gandoh covering all area of Gandoh, Neeli, Dudwar, Gowari, Jitota upto Khaljugasar Panchayat, and ZEO Bhatyas covering areas like Malanoo, Kahara, Jakyas upto halaran village.

On being prompted by the Tehsil Administration and Sub Divisional Megistrate Bhalessa, students and teachers of all these Institutions share a single table on the eve of Independence Day celebrations where they deliver patriotic speeches.As per the preliminary survey conducted by local NGO-National Students’ Welfare Association (NSWA) Bhalessa, there are —–schools wherein the students have to stay under open air to get education. Some such schools are either having no building or damaged infrastructure.

Ironically, The Government Middle School in Manoie Bhatyas is the testimony of the state of sorry affairs as the students has to stay under the lap of nature to get instructions from their teachers. The school building is totally damaged and students in a bad weather conditions have to leave their studies. In summer it becomes difficult for innocent poor children to stay in the school owing to the inadequate infrastructure like buildings.

The infrastructure of the most of these schools is in a bad shape. Some schools are without buildings and some are lacking teachers.

Very recently, the government under the leadership of the then Chief Minister Ghulam Nabi Azad and Mohammed Sharief Niaz MLA Bhaderwah sanctioned one Degree College at Kilhotran, that too is confronting inadequate infrastructure facilities like accommodation, the college is being run from single or two rooms vacated by Government Higher secondary school kilhotran, and finally the school has become prey of inadequate infrastructure forcing the students to sit in an open air.

Sadaket Malik is a researcher in Education and can be contacted at sadaketmalik@rediffmail.com