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19.5.12

STFI மாநாடு - வரவேற்பு குழு தலைவரின் உரை

Mr. President, Dignitaries in Dais and Fellow Delegates from all over India, across the length and breadth of India from Kashmir to Kanyakumari.

A warm welcome to each one of you on behalf of the Reception Committee of the 5th All India Conference of School Teachers Federation of India, now being held in Kanyakumari, the southern most tip of India, from 17th to 19th May 2012. Kanyakumari has a special place in topography of India. Kanyakumari bears India. There is not only the confluence of the three seas – the Indian Ocean, the Arabian sea and the Bay of Bengal. Kanyakumari is a starting wetness to the whole world of a universal human hood, a global peculiar perception and nobler values of life such as love, sharing, tolerance, gender justice , all launched in an epigrammatic style of first two lives, I knew the Sacred known and its architect . The sage Thiruvalluvar who has exaltingly transcended all man made differences – stands in a majestic colossus of a 133 ft. stature on the shore of Kanyakumari.

There is no poet in the world who magnificently sung about the need of and the contextual relevance of Education.

          "எண்ணென்ப ஏனை எழுத்தென்ப இவ்விரண்டும்
                கண்ணென்ப வாழும் உயிர்க்கு.”
              

                “கற்க கசடறக் கற்பவை கற்றபின்
                கற்றபின் நிற்க அதற்குத் தக."


 Education is the very pont human life.

And an educated human person ought to rep hold the nobler valued life in keeping with the nature of education imparallel to him or her.

Again it is in Kanyakumari that often see Swami Vivekananda, the great reformer who proclaimed to the whole world that education is basically man-making or woman-making , character forming and value building, th realisation of the perfection in the human person.

Kanyakumari district enjoys the highest rate of literary, almost a near 100% primary education, and 90% pre-secondary secondary education. There is no village without nil one school, but at least a few schools, with teachers as well, thanks to the works done by teachers / while state of Travancore and early Christian Missionaries.

It is in this districts and in this coastal belt of Kanyakumari that I have right in front of a mini India, sons and daughters of Mother India of all when, of all language and all regions, assembled here, overflowing in number for th 5th All India Conference of the School Teachers Federation of India. Indue I am delighted and I am more than proud to welcome not over my dear delighter, but in the words of one of great nationalist and freedom poets Sarojini Naidu, to welcome more than India itself. So welcome to more the Indians.

This conference thus symbolizes national unity or integration and seeks to promote the constitutionally guaranteed values of secularism, equality and peaceful – coloistence. We are thus assembled here as great nation builders, building a strong, fertile and vibrant India, through the mist potent weapon of Education.

Now, friends education liberates, education enlightens, education empower, education is the greatest equalizer and leveler, removes all differences and discrimination. In other worlds education makes each one of us a man, woman, a working citizen of this great level of our Indian.

Especially at a time when serious intro spectrum, critical contemptation and meaningful national debate ought to probe into every inspect of primary and secondary education, it is induced a rare privilege for the Reception committee, the Tamilnadu Post graduate Teachers Association, Tamilnadu High and Higher Secondary School Graduate Teachers Association, Tamilnadu Primary School Teachers Federation, Tamilnadu Idainilai Asiriyar Sangam, and the Teachers Association, Pondichery (The Union Territory of Pondichery) to host th 5th A India Conference of Teachers Education in Kanyakumari.

Thousands of primary and secondary school teachers representing the while nation and even beyond are assembled here at this Sacred Poet of Mother India that hold for all left with for the and courage and with as much overflowing enthusiasm and equally will dup concern about the worst orchestration threats on education in general and primary and secondary in particular.

This Conference is, therefore, bring to address some of our basic concern relation to public funding of education, the impunding menace/dangers of privatization and more than anything else the commodification and commercialization of even primary and pre-primary education.

True the Hon’ble Supreme Court of Indian has, in an ambiguous terms, reprehend the provisions of the Right to Education Act. Except in the case of minority – run institutions, 25% of the seats must be set apart of for the pierest of the poorest and lowliest of the lowliest The so-called elite institutions that brht of an achievement index for above the national average, ought to the it as a challenge and contribute to the growth of primary education in India,not at the expense of public funding by the Govt. in the form of subsidies, as the Act has provided for, but through a willing parhupntion though its own financial resources.

Access to education, educational institutions, equity in education and above all inclusiveness in education ought to be our national guiding fres And is people involved in the process of education, we should o n all fairrus address. These issues threadbare.

It was Kotharis way but in the middle sixties demanded that at least 6% of the GDP must be set apart of education. But in after twenty five years, our fund allocation, compared to the global scenario, provides a very dismal figure. For instance (2,000-12)

MALAYSIA 8%

SWITZERLAND 5.8

US 5.7

FRANCE 5.6

MEXICO 5.3

SOUTH AFRIC 5.3

THAILAND 5.2

CHILE 4.2

BRAZIL 4.2

INDIA 4.1

RUSSIA 3.8

India still lags behind many of the countries.

And this conference is also giving to hold a National education Seminar on

“Quality Education for All:

Problems and Prospcts”

In the backdrop of the Right to Education Act.

In not mrely economically – backward but caste – ridden country and community how to achieve the goal of quality education for all is a very serious question that we ought to address ourselves

The principal architect of Indian Constitution Dr. BR. Ambedkhar was quite apprehensive of its working and this is evident from his last speech delivered in the constituent Assembly on w25th of November 1949.

“On the 26th of January 1950, we are going to enter into a life of contradictions. In politics we will have equality and in social and economic if we will have inequality In Politics, we will be recognizing the principle of one man one vote and one man one value In our social and economic life, we shall, by reason of our social and economic structure, continue to deny the principle of one man one value How long shall w continue to live this life of contradictions.

Perhaps with your permission I may add not just contradictions, but rank hypocrisy.

Will the Right to Education Act, upheld by the Hon’ble Supreme Court of India show us the why to resolve the contradiction, expect the hypocrisy and pave the way for “one man one value and one woman one value”

Try And Run with public funding of education, keeping the meacre of privatization in education under cjecl, commodification, commercialization of and corruption in the corridors of educational institutions, access to, equity and inclusiveness in education, perhaps the biggest challenge in creating an academic ambiance in our educational institutions that will hold lift. The banner of one Human Person One Value, one Man one value, and one women one value.

This is the challenge that we face in India, this is the problem and what are the prospects is going to our central focus today, tomorrow and day after tomorrow.

And down in South, the Greatest social reform are who all though his public like of nearly 8 decades fight for this One Human Person One Value can did and declared.

My work in the mancipation of the society. Iam for the eradication of the high and the low. I want to restore dignity and respect for all men. I want equal justice and equal treatment and equa opportunities of all. The exemption of self-respect and restoration of dignity to mankind in the dedicated task of mine

Onisty education for all is nothing other than the redemption of self – respect, and restoration of dignity to every boy child and every girl child and to every man and every woman, well to every human person

Whether or not India becom a knowledge is Super Power by the year 2020, while we demand is that let us striv to become a student super power by imparting quality education for all our children enlting nurses all man made differences.

Let one conclude the work of Prof Snkden Thrno, former Chairman UGC.

In the current approach to planning “inclusive economic growth” is intended to occupy centre-stage, with inclusive education in its major component, Inclusiveness is (higher) education would mean, above all, incrensed access to education for groups that currently have only limited access, The identification of such group with their specific constraints is critical for developing a policy of inclusive education . In the present contract exclusive from access to (higher) education course in multiple a\ways and in reflected in the disparities observed not only between the poor and the non-poor, but also across social groups classified according to nst, religion, ethernityand gender.

He 8th in: An inclusive poor-poor policy in this use will involve measures for all poor irrespective of caste, ethernity, reigion and gender, with priority for unage labour, landless and marginal farmer households. In short, a genuine inclusive policy will require a judicious combination of a compensating affirmative action policy and a poor-poor policy. The unpersaling policy in news for giving a fair save in educational institutions – public as well as forivat- for parhindar pihi groups, with supplementary measures of economic assistance for the poor within enter of these such groups The poor-poor policy, on the other hand, must cover all the poor irrespective of cast, religions and gender background. The introduction of both these facts of policy, which is the un way for inclusiveness in higher education, would demand a comprehensive change in the orientation of the present policy.

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