Speech on education in English for Students.
So hey students I know that you are educated enough to read and write properly. Today I had brought a speech on Education in English.
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| speech on Education in English. |
A Small Speech on education
Respected Principal, teachers and dear friends, I feel proud to stand on behalf of my institution and deliver this speech on education. We are lucky to have been educated by almost all the bodies of the society around us. Our parents, our school, our teachers, administration and eventually, the nation has a role to play in imparting education to us.We have progressed a lot as a nation when India attained freedom there was massive illiteracy amongst the population of India, only a few were educated due to their exclusive conditions, privileges or struggles. Education was once seen as a luxury. Education wasn’t for all, only a certain class, caste or community of people could manage to afford it. Apart from the class divide, there was caste-based discrimination, untouchables didn’t have access to classrooms. Dr. BR Ambedkar had a long fight with the untouchability of the Indian societal institution. He was denied to have drinking water and equal status like any other upper-class student in the class. India has fought a long battle, with the colonizers, the agents of orthodoxies and conservatism.
Now, according to laws, every Indian is entitled to receiving education irrespective of his/her caste, class, gender. Girls even now in a lot of areas are not allowed to go to school, there’s a need to understand that education is a necessity of human civilization. It is the tool of empowerment, independence and fighting the orthodoxies of our Indian society. Nothing but only education could liberate minds and free us from the restraints that our society keeps us locked in.
Education is going to make us people of nobility, understanding, and innovation. Education is the golden tool for development, empowerment, and freedom. There should be exclusive awareness and initiatives for imparting education to women, they have been left behind in this hyper-masculine world. Only education could fetch them jobs, get them financial independence and agency. Well, this is a universal thing for anyone, our youth needs to be imparted healthy education that makes them more civilized, humane and progressive.
Thank you for being patient listeners.
A brief Speech on Education in English
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| Speech on Education in English |
Everyday life is very fast, if we are to be actively involved in today's life, we must give education to all citizens of the nation, which will contribute to the fulfillment of the global commitment, namely "l 'education for all'.
Introduction:
It is generally accepted that education is the basis of all development. According to John Dewey, life is development and development and growth are life. If we translate this point of view in the field of education, we can say that education is considered as aiming at the complete development of the personality of the individual. Education in India has been regarded as self-education, which means a creative education of man, by which the character of the pupil is formed, the strength of mind is increased and this education helps standing up gives strength and courage during unfavorable periods of life.
It is only the full development of the individual's personality. This is how a man becomes a man through education. Education is a process of human creation. Nothing is essential to help an individual realize the nature which is inherent to him. Therefore, education is necessary for all.
India is a democratic country. Education and democracy are closely linked. The ideal of justice, equality, freedom, and fraternity is the quadruple ideal of democracy. The ideal of equality. Liberty and brotherhood are the quadruple ideals of democracy. The ideal of equality means that everyone should have the opportunity to fully develop their personal resources.
In fact, education must be used as a weapon with great potential in order to preserve democracy and spread its lofty ideals. Democracy believes in the essential dignity of every person. A man must be educated as a man because of his human nature. Education, therefore, becomes a democratic arc. Education is therefore considered essential to the success of democracy, the improvement of productivity and the achievement of desirable changes for social and national development.
The essence of education:
According to the Kothari Commission report, "India's fate is shaped in its classrooms." Education instills civic and social responsibility. India is a land of diversity and to bring unity, education is an agent of emotional integration. We cannot do without any education. Education is an essential factor in human development, it brings refinement to man. The advancement of civilization is very much influenced by the development of education.
It is now believed that the world of peace, justice, freedom, and equality for all can be achieved through education. Thus, it can be said that education is extremely necessary for all. No good life is conceivable without education.
The above philosophical description concludes that education is a basic human need. It promotes human intelligence, develops its skills, allows it to be industrious and ensures its progress. Education also directs the undeveloped abilities, attitudes, interests, desires, and needs of the individual to desirable channels. The individual can change and modify his environment with the help of education according to his needs.
Man has two aspects: biological and social. The social aspect of the human being is maintained and transmitted by education. Education not only preserves and transmits social elements from generation to generation but also contributes to the enrichment of culture. Education is a social necessity. It allows the individual to play an effective role in society in order to make it richer, better and more attractive.
Problems and prospects:
In a democratic country, education is essential for all its citizens. Until all citizens are educated, the democratic mechanism cannot function properly. Conscious of the importance of education in a democratic framework, the Indian Constitution, in its article 45, declared: "The State will strive to provide, within ten years from the entry into force of this Constitution, free and compulsory education for all children until their completion. the age of fourteen. "
Determined efforts have been made by the government since independence to achieve this goal. The Constitution of India writes for the provision of educational opportunities to all the people of the country. Education being one of the most important means of development, it is through education that one can aspire to achieve a higher status, position, and emoluments. So each individual should have an opportunity for getting an education.
The individual has the capacity to learn, so the opportunities are to be equally available. It should and need not be identical. The authors in the book “Learning to Be” (P.72) have stated that, “equal access to education is only a necessary -nor a sufficient condition for justice. Equal access is not an equal opportunity. This must comprise equal chance of success.” So we may emphasize that the problem of equality of educational opportunities in the Indian situation is a very formidable one.
Our education system is at cross-roads. The Indian Constitution laid down that there should be universalization of primary education. In the Directive of the Constitution, it was stated that within 10 years i.e., by 1960 Universal Compulsory Education must be provided for all children up to the age of 14.
But this directive has not been fulfilled till today, though we complete six decades of independence from foreign domination. At present, it is expected that this directive may be fulfilled by 2010 A.D. Sixty year in the context of a country like India is not a big slice of time. The short survey of making primary education universal may conclude with reference to the rapid growth of population and mass illiteracy.
The emphasis on mass-literacy and the consequent emergence of the nation as a world-power have depicted very clearly the importance of ‘Education for All’ in the present-day world set-up. Today, it is marked that in the world the countries which have low literacy percentage are economically backward. Now, these backward countries are realizing the importance of Education for All’ through mass literacy in their schemes of development. So in this context, the efforts of literacy of a nation like India must be examined.
India is one of the under-developed countries. It was at a very low level of development so far as the education of her masses is concerned. In the attainment of mass literacy in India, we are facing a twofold major problem.
1. One problem is that of adult education.
2. The other is that of universalization of primary education.
India is a thickly populated country. Her rate of growth of the population is tremendous. Hence, India’s targets for educational expansion remain hard to achieve. Any neglect of population control may be pathetic for the country. The population growth would ruin the economy and stifle all efforts for progress.
In 60 years, literacy has advanced from 16 to 50 percent. So at this pace, it will take more than 50 years to achieve the target of Universalisation of Elementary Education. So according to S.S. Mathur (P.306), “All other reforms and progress in other fields will surely follow if adult literacy is made universal and not only universal but persistent and not persistent but a motivating force for creating fervor and zeal and among the people for social reforms. ”
At present, the World Bank has prepared a report in cooperation with the Ministry of Human Resource Development, Research Institutions and some eminent educationists in India It is reported that at the primary stage there has been more enrolment i.e. near about 6.7 crores. So in the direction, the position of India is second in the world after China. And another 3.32 crores of primary school-going children have not yet been able to cure in the primary stage.
Therefore, the country is unable to achieve the target of universalization of primary education as a result of which the rate of economic growth of our country is a very poor one. It is always imbalanced. It is, however, hoped that mass literacy programs may attract the people of our country more if they lay stress on their economic betterment with near and distant goals.
The universalization of elementary education (UEE) was adopted as a national objective and "education for all" was considered as the international objective of promoting national well-being, individual excellence and effective democratization.
We have described above that mass literacy is one of the important needs of the country. It is hoped that through proper education, the backward people of the country will achieve individual refinement, social progress, and economic improvement. But achieving the goal of universalizing primary education at the national level and education for all at the international level poses a number of problems.
The major problems are finances. An imbalance between rural and urban areas due to illiteracy, disparities between communities with regard to the education of women, the economic conditions of backward communities and the unavailability of equipment, personnel, etc. and wasted adult literacy, etc.
The 1986 national education policy recommends giving the highest priority to solving the problem of school dropout and adopting a range of meticulously formulated strategies, based on micro-planning and applied at a local level in all the countries. , to ensure the retention of children in school. This effort would be fully coordinated with the non-formal education network.
National and international strategies and efforts:
Education in a developing society cannot remain static. He cannot remain isolated from life in general. Without change and growth in education, economic and social development cannot take place. The provision of universal primary education has therefore been accepted as a national objective. It is very crucial for spreading mass literacy, which is a fundamental condition for economic development and modernization.
Universal elementary education has led to the formulation of the “Education for All” project. The provision of article 45 of the Indian Constitution is a noble resolution for the universalization of primary education. Gigantic efforts have been made to achieve the goal of providing basic education for every child in the country through the universal provision, universal enrollment and universal retention.
Our Constitution provides for free and compulsory education, the right of minorities to create and administer educational establishments, education for the weakest sections, secular education, education for women, education in the language kindergarten to primary level, conservation of national heritage, education in the Union Territories, etc. These constitutional provisions are nothing other than our attempt to achieve the objective of the “Education for All” project.
During these 60 years of independence, we have focused on expanding primary education. Our attention has been paid to the universalization of the offer, registration, and retention. Now is the time to think about quality and quantity. It is, therefore, necessary to provide a good education for each child.
The report of the International Commission on Education under the title "Learning to be" is a masterful exposition of current educational challenges. It also gives absolute priority to primary education. The 1986 national education policy also recommended the formulation of the “Education for All” project. According to the policy, “In our national perception, education is essentially for everyone. This is fundamental for our overall development; material and spiritual "It is highly appreciated that the government. from India volunteered to tackle the Education for All project by providing education to millions of adults. The 1986 national education policy made a commitment to eradicate illiteracy, particularly in the 15 to 35 age group.
The new educational policy has resolved that: "It will give the highest priority to solving the problem of children who drop out of school and will adopt a range of meticulously formulated strategies based on micro-planning and applied at local level throughout the country . , to ensure the retention of children in school This effort will be fully coordinated with the net work of non-formal education.
Care should be taken to ensure that free and compulsory education of satisfactory quality is provided to all children up to the age of 14 before the start of the 21st century. A national mission will be launched to achieve this objective. "
In addition, the NPE 1986 also states that "minimum learning levels will be set for each level of education. Measures will also be taken to encourage students to understand the diverse cultural and social systems of people living in different parts of the country. "
The central government had appointed a committee to review the NPE, 1986 under the chairmanship of Acharya Rama Murti in May 1990, which is popularly known as the National Policy in Education Review Committee (NPERC). In his preface to the report, the Chairman of the Committee said: “It is clear that the current education system, in terms of educating the people, has outlived its usefulness, whatever it has ever had. But before we have a new model of education, we have to have a new model of development.
In a country like ours, with vast areas of delay, the economy, society, education, development, democracy and education must go hand in hand. They must be integrated into an integrated transformation and reconstruction program. A fight against poverty is basically a fight against ignorance and injustice. It includes a fight against parochial passions, inequalities, poor health and illiteracy.
For good development, democracy and education must mean emancipation. “This point of view underlines that the formulation of the“ Education for All ”project is urgent for an enlightened and humane society. In this context, the report of the National Education Policy Review Committee (NPE); 1986 says: "The need of the hour is a popular movement for a new education, not for some but for all".
Education for All envisions quality schools that allow students to reach minimum levels of learning. In this regard, the report of the Central Advisory Board of Education, Committee on NPE, 1986 notes that "disparities between schools should be eliminated as soon as possible by improving the quality of mainstream schools and by providing facilities to reach minimum learning levels ". Furthermore, he also declares that “the universalization of elementary education (UEF) must therefore be considered as a composite program comprising;
i) Access to education for all children up to 14 years of age.
(ii) universal participation until they complete primary education through formal or non-formal educational programs, and
(iii) Universal attainment of minimum learning levels (MLL) ”.
As a result, the recently launched district primary education program (DPEP) has been praised internationally for its comprehensiveness and micro-level planning. The program was launched in 1994 in 42 districts of the seven states of MP, Karnataka, Kerala, Haryana, Tamil Nadu, Assam and Maharashtra as a step towards achieving universal elementary education. During the 8th plan, it should cover 110 districts.
It provides for an expenditure of more than Rs. 1,600 crore of which approximately Rs. 1,400 crore is expected from external sources. The World Bank is to provide assistance in the six states of our country while the M.P. program is funded by assistance from the European Community.
For the effective realization of universal elementary education, the objectives include reducing existing disparities in access to education, providing alternative education systems of comparable standards for disadvantaged groups, the emphasis on education of girls, improvement of school facilities ensuring community participation in school management and strengthening of local and level capacities to ensure decentralization of educational planning.
Indian development planning has always aimed at eliminating inequalities in the development process to ensure that the fruits of development are an equal privilege for all. India is committed to achieving the target. "Education for all" by the year 2000 AD through primary education. Primary schools seek to provide universal education adapted to the real needs and priorities of communities. Notwithstanding, the quality of life of the masses has not been sufficiently improved due to the poor implementation of universal primary education.
Statistics show that in India, in 1989-1990, there were 5 48 481 primary schools, of which 4 78 781 were in rural areas and 69 690 in urban areas. The total number of primary teachers (1992-93) was 16.81,970, of which 11,894,00 were boys and 4,29666 girls. Since a large number of primary schools operate in rural areas, better primary education can be defined, which is essential for making education for all a success.
In addition to basic education, every effort should be made to promote meaningful and effective adult education. The world of educational planning has moved from a sectoral vision of primary education, non-formal education and adult education to a holistic vision. UNESCO advocated for a "two-track approach" designed to simultaneously promote literacy and basic learning for adults and the universalization of basic education (UEE) for children.
The United Nations and in application of the new educational policy of 1986, a national literacy mission was created in 1988. In quantitative terms, the mission seeks to transmit functional literacy to 80 million illiterates aged 15 to 35 ; 30 million in 1990 and an additional 50 million in 1995.
It is very worrying that half of the world's illiterate people live in India at the turn of the country, which is more dangerous for progress and development. However, in the context of the current scenario, the formation of the National Literacy Mission (NLM) as part of the NPE has been a welcome development on the Indian education scene.
Non-formal education has become an accepted alternative for children who cannot go to school full time. In our country, a number of strategies have been formulated to strengthen and broaden the non-formal education program with a view to achieving the Education for All goal by the year 2000 AD. Thus, the non-formal education program (NFE) introduced during the sixth quinquennium The plan has been implemented since.
The formulation of NPE 1986 as one of the main programs sponsored by the central government in the field of elementary education. In its current form, the program provides assistance to state governments in the proportion of 50:50 for general (mixed) NFE centers and 90:10 for girls.
100% assistance is provided to voluntary organizations to manage NFE centers. As a result, the number of NFE centers increased from 1.26 lakhs in 1986 to 2.72 lakhs in March 1992 and enrollments from 36.45 lakhs to 68 lakhs. During this period, the number of girls' centers increased from 20,500 to 81,600. In this program, more than 390 voluntary organizations also participated and received a grant in the form of assistance under the program. non-formal education since the NPE, 1986.
Based on the analysis of the efforts and strategies of the above facts, let us hope for better results in achieving the “Education For All” objective through the ENF program by formulating strategies and suggesting measures for progress. towards the UEF during this century.
Education for women’s equality is an essential part of the overall strategy for equity and social justice in education. NPE, 1986 recommends that: “Education will be used as a fundamental agent of change in the status of women. The elimination of illiteracy among women and of the obstacles preventing them from accessing elementary education and keeping it in primary education will be a priority, through the provision of special support services, and the establishment of time objectives and effective monitoring of ”
According to the 1991 census, the literacy rate for women is 39.42%, compared to 63.68% for men. The number of illiterate women at 197 million is higher than the illiterate men at 70 million, even if the female population is lower than the male population of 32 million.
There are significant rural-urban disparities between women, literacy among rural women accounts for about half of urban literacy. A number of measures have been taken to promote the education of women. The main education strategy is a separate focus for gender equality and the empowerment of women.
Women make up the majority of the world's population. The Fourth World Conference on Women, held in Beijing in September 1995, proclaimed the goals of equality, development and peace. But women are, on the whole, less literate than men; especially in developing countries. In India in 1991, less than 40% of women were literate, in Nepal, the female literacy rate was 35%, in Afghanistan 32% and in Sudan 27%.
Women represent two thirds of the world's illiterate people. Therefore, to achieve equality for women, all girls must have access to primary and secondary schools. Mere literacy is not enough; the content of education must change the values and attitudes of boys and girls. Gender bias in textbooks should be removed. Adult women also need to be literate through special programs. Vocational training is necessary for women so that they do not remain in unskilled and semi-skilled jobs.
Another aspect of the overall strategy to guarantee equity and social justice in education is the concern for the educational needs of scheduled castes and tribes, minorities and the physically and mentally handicapped.
The education system needs to be sensitive to the educational needs of these groups. It should aim to promote the equalization of educational opportunities, following which the strategy of achieving "education for all" was to be achieved by 2000A.D. and in addition, the same goal must be achieved by 2010 AD.
Conclusion:
Education brings refinement to man. True education always humanizes the person. The more educated a person, the less prejudiced, the more open, the more afraid they are of maintaining their beliefs. In this frame of reference, "education for all" has become an international objective for both developed and developing countries.
Everyday life is very fast if we are to be actively involved in today's life, we must give education to all citizens of the nation which will contribute to the fulfillment of the global commitment, namely "education for all".
The sixty years since independence are marked by an incessant process of educational reflection and planning to plant this new objective "Education for all". To enable a nation to climb the ladder of progress, the education of its people is the first condition. Because progress is a continuous and endless process. We cannot stop at a certain destination.
During these sixty years, we have progressed slowly but surely on the path of expected progress. In all areas, we have proven that progress has been made. Mobilize political leaders, bureaucracy, enlightened citizens, teachers and all those who matter in education; rendering service to this global commitment, that is to say, "education for all" in order to facilitate the mobilization of collective creativity as the true foundation of a participative and egalitarian society.
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