India has the largest student population in the world with over 13.5cr pupils in primary education followed by China at over 12.1cr pupils at this level. With a literacy rate of 61% India ranks a disappointing 172nd on this front. Educating such a large population is not only an expensive task but also a very difficult one. Of the nearly 200 million children in the 6 to 14 age group, more than half do not complete eight years of elementary education, as never enrolled or dropouts. Of those who do complete eight years of schooling, the achievement levels of a large percentage, in language and mathematics, is unacceptably low.

Problems to be sought out:

Firstly, there is the problem of access. School education is simply unavailable to the vast number of children in the country. During the last few decades, there has been some progress in improving enrolment. The gross enrolment ratio (GER) from Classes I to VIII was 94.9 per cent and from Classes I to XII, 77 per cent. Even these enrolment figures are generally rigged and exaggerated for various administrative and political purposes. Moreover, the attendance has generally been found to be at least 25 per cent below enrolment and the drop-out rate from Classes I to X was 61.6 per cent; and in a State like Bihar it was above 75 per cent. Among those who drop out, the percentage of children belonging to the
Scheduled Castes in the country as a whole was 70.6 and of the Scheduled Tribes, 78.5. In Bihar, the figure was close to 90 per cent for both the categories. The net result is that a sizeable percentage, as much as 30 per cent, of children in the school-going age in India are out of school; the percentage is as high as 50 in Bihar (1.5 crores out of three crore children in the school going age-group).
Only 53 per cent of all habitations have a primary school On an average, an upper primary school is 3 km away in 22 percent of habitations More than 50 percent of the girls in the country do not enrol in schools When working outside the family, children put in an average of 21 hours of labour per week, at the cost of education 60 million children are thought to be child labourers. More than 35 million children in the 6-14 age group are out of school Only 45.8 percent girls complete education in rural areas as compared to 66.3 percent boys. In urban areas, 66.3 percent girls complete education as opposed to 80.3 per cent boys.

Necessity of compulsory education:

In essence, a citizen is only free when he can make a meaningful challenge to his fellow citizens or Government’s attempt to curtail his natural freedom. For this to happen, he needs a certain degree of education. Without it, a citizen may never come to know of his other rights; nor would he have the resources to adequately enforce them.
The Supreme Court has explained why education should be compulsory. A free educated citizen could meaningfully exercise his political rights, discharge social responsibilities satisfactorily and develop a spirit of tolerance and reform. Therefore, education is compulsory. Primary education to the children, in particular, to the poor, weaker sections, Dalits and Tribes and minorities is mandatory. The basic education and employment-oriented vocational education should be imparted so as to retrieve them from poverty and, thus, develop basic abilities to live a meaningful life, the principal means and primary duty of the State for stability for the democracy, social integration and to eliminate social tensions.

Article 21 of Indian Constitution

Education is one of the basic elements, for the success of democratic system of any Government. An educated citizen may choose better representatives, to form the Government. Education provides human dignity to a person, to develop himself as well as contribute towards the development of his country. The framers of our constitution realising the importance of education, impose a duty on the State under Article 45, as one of the Directive Principles of State Policy, to provide free education to all children until they complete the age of 14 years, within 10 years from the commencement of the Constitution. The object was to abolish illiteracy from the country. It was expected that the elected Governments of the country would honestly implement this directive. But, this right was not recognised by many of the States. The Hon’ble Supreme Court held that right to free education falls in the ambit of “right to life” enshrined by Article 21 of the Constitution.

Unfortunately, that goal of the Constitution imposed by Article 45, could not be achieved within 10 years but succeeded after five decades, in the form of Constitution (86th Amendment) Act, 2002. By this Amendment, Article 21A was inserted in Part III, providing free and compulsory education to the children between the age of 6 to 14 years. Even after the lapse of around six decades of independence, illiteracy has a high ratio in the country.
With intense public pressure, government relented to introduce Right to Education Bill in December 2002 and introduced 86th Amendment Act (2002) via Article 21A (Part III) “The State shall provide free and compulsory education to all children of the age of 6 to 14 years in such manner as the state may, by law, determine”. Thereby the fundamental right given in Article 21 was diluted by excluding children aged 0-6 years from the purview of the Bill, thereby depriving around 170 million children below six years of their right to education. The original Right to Education Bill, 2002 was rigorously debated and several modifications were ultimately introduced in the parliament in 2009. The RTE Act provides the legislative framework for Universalisation of Elementary Education (UEE). The bill was adopted after 8 years of intense and sustained pressure by civil society organizations.
The citizen of the this country have a fundamental right to education and it flows from Article 21. This right is, however, not an absolute right. Its content and parameters have to be determined in the light of Articles 45 and 41. In other words, every child/citizen of this country has a right to free education until he completes the age of 14 years. Thereafter his right to education is subject to the limits of economic capacity and development of the State.
Right to education is not stated expressly as a Fundamental Right in Part III of the Constitution of India, However, having regard to the fundamental significance of education to the life of an individual and the nation, right to education is implicit in and flows from the right to life guaranteed by Article 21. That the right to education has been treated as one of transcendental importance in the life of an individual is recognised all over the world. Without education being provided to the citizens of this country, the objectives set forth in the preamble to the Constitution cannot be achieved. The Constitution would fail.

Right to free education is fundamental right from six to fourteen years of age:

Of late, in the year 2002 after 52 years of the enforcement of the Constitution, the Parliament has made the fundamental right to education, free and compulsory for the children of the age 6 to 14 years by Constitution (86th Amendment) Act, 2002. This Amendment has inserted Article 21A and clause (k) in Article 51A with the substitution of Article 45 of the Constitution.
The RTE Act requires surveys that will monitor all neighbourhoods, identify children requiring education, and set up facilities for providing it. The World Bank education specialist for India, Sam Carlson, has observed: “The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrolment, attendance and completion on the Government. It is the parents’ responsibility to send the children to schools in the US and other countries.”

The Right to Education of persons with disabilities until 18 years of age is laid down under a separate legislation – the Persons with Disabilities Act. A number of other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty are made in the Act.
The Central and the State Governments shall have concurrent responsibility for providing funds for carrying out the provisions of this Act. This Act is an essential step towards improving each child’s accessibility to secondary and higher education. The Act also contains specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a disadvantage owing to social, cultural, economical, geographical, linguistic, gender or any such factor. With the implementation of this Act, it is also expected that issues of school drop out, out-of-school children, quality of education and availability of trained teachers would be addressed in the short to medium term plans.

The enforcement of the Right to Education Act (External website that opens in a new window) brings the country closer to achieving the objectives and mission of the Millennium Development Goals (MDGs) and Education for All (EFA) and hence is a historic step taken by the Government of India.

The Right to education act lays down the norms and standards related to:

Pupil Teacher Ratios (PTRs), Buildings and infrastructure, School-working days, teacher-working hours.
It had a clause for “No Detention Policy” which has been removed under The Right of Children to Free and Compulsory Education (Amendment) Act, 2019.
It also provides for prohibition of deployment of teachers for noneducational work, other than decennial census, elections to local authority, state legislatures and parliament, and disaster relief.
It provides for the appointment of teachers with the requisite entry and academic qualifications.
It prohibits Physical punishment and mental harassment, Screening procedures for admission of children, Capitation fee, Private tuition by teacher Running of schools without recognition.
It focuses on making the child free of fear, trauma and anxiety through a system of child friendly and child centred learning.

Benefits of Right to Education Act, 2009

RTE has been a part of the directive principles of the State Policy under Article 45 of the Constitution, which is part of Chapter 4 of the Constitution. And rights in Chapter 4 are not enforceable. For the first time in the history of India we have made this right enforceable by putting it in Chapter 3 of the Constitution as Article 21. This entitles children to have the right to education enforced as a fundamental right.

Right to compulsory education:
The word ‘compulsion’ is not to be related to the student or the parents. Parents cannot be penalized for being too poor to send their children to school. The word, ‘compulsion’ has to be understood in relation to the State and the obligation of the State to provide for free education.

The Supreme Court has held that so many children drop out of, or are, absent from, school before they turn fourteen, “free education” alone cannot solve the problem. The current patchwork of laws on compulsory education is insufficient. Monetary fines do not go far enough to ensure that Article 21A is upheld. The Statement of Objects and Reasons for Article 21A states that the Constitution of India in a Directive Principle contained in Article 45, has made a provision for free and compulsory education for all children up to the age of fourteen years within ten years of promulgation of the Constitution. We could not achieve this goal even after 50 years of adoption of this provision. The task of providing education to all children in this age group gained momentum after the National Policy of Education (NPE) was announced in 1986. The Government of India, in partnership with the State Governments, has made strenuous efforts to fulfil this mandate and though significant improvements were seen in various education indicators, the ultimate goal of providing universal and quality education still remains unfulfilled. In order to fulfil this goal, it is felt that an explicit provision.

Every generation looks up to the next generation with the hope that they shall build up a nation better than the present. Therefore education which empowers the future generation should always be the main concern for any nation. It is now an undisputed fact that right to education can be realized on a national level only through compulsory education, or better say, through free compulsory primary education. However due to the widespread poverty and various prejudices in the society, the efforts to develop an educational system in India with full access, equality and quality of education has not been achieved. The inability to check the dropout rates among the marginalized sections of the population is another cause of worry.

This scheme help many of people in this crisis, to at least not suffer from hunger. With this central government scheme state government also help needy. Everyone is helping to each other because in this situation every one is trapped or suffer from this situation. In this pandemic mostly affected person is daily wages worker who are totally depend on their daily earnings for their needs, but right know situation is not good they can’t earn daily. So government try to help them. At least they do not suffer from her.

Under the government launched scheme 203 lakh tonnes of grains will be distributed among 81 crore people for the next five months, from July to November 2020.

The Union Cabinet chaired by Prime Minister Narendra Modi has approved the extension of Pradhan Mantri Garib Kalyan Anna Yojana for another five months, from July to November 2020.

Under the government launched scheme 203 lakh tonnes of grains will be distributed among 81 crore people for the next five months. The step to extend the scheme was announced by PM Modi on June 30, 2020.

The Union Minister Prakash Javadekar while announcing the approval of extension mentioned that it is the biggest program in the world that will run for eight months and will include every section of the society.

• The approval for the extension of Pradhan Mantri Garib Kalyan Anna Yojana is in view of the need for continuous support to needy and poor.

• 120 lakh ton grains were used for the distribution of grains in the last three months and now, 203 lakh tons of grains will be given in the coming five months

• The approval for the extension of Pradhan Mantri Garib Kalyan Anna Yojana is in view of the need for continuous support to needy and poor.

• 120 lakh ton grains were used for the distribution of grains in the last three months and now, 203 lakh tons of grains will be given in the coming five months.

Union Minister Prakash Javadekar also informed that the cabinet has approved the extension of the time limit for availing free cylinders under the Ujjwala scheme for three months.

He added that 7 crore 40 lakh women were registered under Ujjwala Scheme and they were promised three free cylinders. The validity to avail those free cylinders has been extended till September 2020 so that they can enjoy the benefits of the scheme. The total cost will be Rs. 13,500 crore.

• By Tushar Soni

“Superstition is the death of a thinking mind”.

The interpretation of the ‘superstition’ dictionary is a more credible belief, an irrational fear of irreverence or misunderstanding, misunderstood ‘. It is completely unsatisfactory, because it fails to put proper emphasis on the catastrophic effects of beliefs and beliefs on the lives of large numbers of people worldwide – even today. Superstitions do nothing, but they can hurt. It can destroy the lives of those who find a fortress upon him.
Superstitions come from ancient animism that can be described as false religion. While all major world religions have some element of superstition about them, especially at the beginning, their basic teachings are rooted in the personal leadership they create and in all cases tend to set one’s soul and mind free of fear and prejudice. The animism, however – still being adopted in tropical Africa and remote parts of Asia – is completely different. It is based on the false notion that every element of nature has its familiar spirit, and in order to live in harmony with nature, the individual is committed to pleasing the owner of false gods. Life becomes a series of ‘restricted boundaries’ and there can be no hope of improvement, because those minds suffer from this abuse daily and nightly. What are some of these effects? Here are a few examples.

Many ancient peoples engage in fear of the dark. Jews in biblical times and Native Americans in the 19th century were victims of alien robbers. many thousands were killed because they refused to offend the ‘night winds’ by fighting back in the dark. Toda, in a tropical region of Africa, caused much animosity in the remote forest villages because of superstition. The fertility beliefs and rituals of women’s and teenage pregnancy and adolescence undermine the meaning – and all of this is done to confirm the ‘production’ of a man and the ‘man’ of man, as a need for the right spirit. Citizens who are extremely intelligent and less scared, raise money by fearing their own people, by dropping out the necessary donations and making the necessary ceremony – all for the sake of making money. The town can easily believe in the policies– not only by paying taxes, but also because people are afraid to take reasonable steps to improve their situation for fear of offending the spirits. When a new line of fish was built near Accra in Ghana as part of a lucrative development program, locals spend thousands of pounds of sacrifices to enrich the local ‘sea gods,’ for fear their catch will be poor.

But countries with European and Asian countries have their own superstitions, are presented as myths, or exploited as financial rackets by infidels. Some are harmless, or some can seriously damage someone’s ignorance of life or damage it to their pocket. an event that the Germans use their ‘black’, ‘hot’ myth to ensure good behavior for their children on Christmas. children are told that sweating is going all over the house before Christmas and it will hit any disabled child! Most British superstitions are harmless. Most people won’t walk down the stairs – it’s either because they think the ladder might go down or the painter to lift his jar! Many British people ‘touch the wood’ when they find themselves asserting in a negative way that it is impossible – perhaps because the trees were so important to British magic. And too many people, if they spill salt, throw some on their left shoulders. The vision says that it gets in the eyes of demons. and no doubt the Chinese, Malays and Indians have many similar habits. None of these are particularly harmful – but there are some superstitions that can be harmful.

At best , superstition is no more than eccentricity at worst, a dangerous threat to serene and untrammeled living. Most of it belong to our dim ancestry, and as the human race evolves, so will superstition decrease, and, in the end, disappear.

On April 10, 2020 a 27 year old M.phil student from Jamia Millia Islamia, Safoora Zargar was booked under UAPA ( Unlawful Activities Prevention Act ), for her alleged role in North-East Delhi riots which took place on February 23, 2020 in which more than 50 people were killed. She was associated with Jamia Coordination Committee (JCC) and was part of the Anti – Citizenship Amendment Act protests organised by University Students in December and January.

On April 10, 2020 she was arrested and on April 21, 2020 her bail was rejected even though she was pregnant and was reportedly suffering from Poly Cystic Ovarian Disorder.

Safoora came into limelight after three weeks of her arrest when #SafooraZargar started trending on twitter. This trend started after BJP Leader Kapil Mishra tweeted saying not to connect her pregnancy with him in response to a tweet which said protesters like Safoora are denied bail and people who incited hate are enjoying freedom, and after that what happened on Twitter is a clear picture of the Indian Society and their treatment towards women. Her child who hasn’t entered the world was abused brutally and was called a bastard’s child. She was given contraceptive advices on Twitter and many more derogatory slangs were used for her.

Safoora was portrayed as an unmarried pregnant woman even though she is married since 2018 was a result of IT Cell’s hard work. The people who preached feminism a few days back were doing analysis of her character like anything. You can’t match their hypocrisy level because one day they will share stories of ‘BoisLockerRoom’ on their Instagram stories and the other day they don’t give a woman the liberty to conceive in a way she wants.

On one hand her name was maligned on social media for ridiculous reasons, on the other hand she was denied bail stating various baseless resons.

On June 4, 2020 her bail plea was rejected by Additional Session Judge of Patiala House Courts, on the grounds of
‘Prima facie evidence to show there was conspiracy’. While dismissing the bail petition, Judge Dharmendra Rana said:
“When you choose to play with embers, you cannot blame the wind to have carried the spark a bit too far and spread the fire. The acts and inflammatory speeches of the co-conspirators are admissible u/s 10 of the Indian Evidence even against the applicant/accused.”

The reliance of the court on metaphors rather than on law clearly shows the inability of the authorities in proving the accused as guilty.

When a judge uses metaphor instead of law to justify his decision then it’s high time we should realise that we need to reconsider our entire judicial system.

On June 23, 2020 finally she was granted bail by the Delhi High Court on humanitarian grounds.
Based on the Centre’s concession, a bench of Justice Rajiv Shakhdher granted regular bail to Safoora on furnishing a personal bond of ₹10k and on the following conditions:
• She should not indulge in activities she is being investigated for.
• She should refrain from hampering investigation.
• She has to take the permission of the concerned court before leaving the territory of Delhi.
• She has to get in touch with the Investigating Officer once in every 15 days through a phone call.

This whole process took more than 2 months, the courts didn’t even took the present scenario of the pandemic into consideration and prisoned a pregnant woman without strong evidences shows the insensitiveness of the Indian System towards a pregnant woman.

Welcome everyone today my topic is about Technology. So, you can see that now technology became a daily part of our life. Technology has changed our lives in many ways, like development in economics, or helps us to gain knowledge on machines or anything. As technology has advantages but also have disadvantaged to like influencing the value of society or deplete natural resources. Like it said, everything in the world has advantages and disadvantages likewise technology comforts our life, but internally it’s also causing disadvantage to us.

So what is the exact definition for technology? So technology is nothing but the sum of techniques used for production or services for our development. In current times we people produce desired products to solve our problems or fulfill the need for ourselves. The main problem caused by technology is unemployment. As we know that in every company and factory or any workplace the machines have been set up to finish the work fast and easy, so by using machines

the labor is having many problems so this leading to unemployment. Also, because of technology, there are social sites which are a very common problem in youngsters nowadays as it is increasing loneliness and depression among themselves. However, we should always remember that innovations had been made for our help not to make victims of technology. It always depends on how do we are going to use technology. The way we use the technology we get benefits in that way.

So how we should use the technology that will not harm us? There are some thoughts on how we can use technology without hurting ourselves or others.

First, the main point and most important point is we should use the right technology because this decision impact whether technology is a blessing or a curse to our productivity.

The second way is using automation tools as it can reduce more than half of our efforts that we are doing manually.

Third use the technology when you need it most because if we always use technology we will get dependent on it, and we will always seek help from technology.

Fourth point use your calendar app for organizing your time of using technology. For example, if I am social sites most of the time then, I should reduce the use of social sites as it has a slow and severe impact.

Hence, there are many details but these details are most valuable.

In the last, I want to say that it depends on us do we need to depend on technology or not. On the one hand, if it can save a life it can also take life. Thank you for reading my article I hope to find it useful and enjoyed it.

Please let me know in the comment what you think about technology. Thank you and have a nice day.