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(
    [id] => 8628
    [paper_index] => EW201607-01-001090
    [title] => EDUCATIONAL POLICIES IN KARNATAKA: A STUDY ON HK-REGION
    [description] => <div>1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Beth Savan (2004), Community&ndash;university partnerships: Linking research and action for sustainable community development observed that Community-based research. Pp.25-29.</div>

<div>2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Jandhyala B G Tilak ( 2012), Higher Education Policy in India in Transition&rdquo;</div>

<div>3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Kartar Singh., Rural Development: Principles, Policies and Management, 1986, P. 25.</div>

<div>4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; K N Panikkar ( 2011), India&#39;s Education Policy: From National to Commercial: found that Post independence, India&#39;s leaders, particularly Abul Kalam Azad,</div>

<div>5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Gitanjali Sen and Rakesh Basant (2010 ), Who Participates in Higher Education in India? Rethinking the Role of Affirmative Action&rdquo;.</div>

<div>6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ibid.</div>

<div>7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Dr. M. Kunharnan, &quot;Tribal Development in India. Retrospect and Prospect &quot;, Budgeting for whom. Update quarterly No. 1, April-June 1997.</div>

<div>8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; P.D Kulkami, &quot;Tribal Welfare some Problems of Implementation&quot;, Published in Souvenir : National Seminar on We(lhre of Tribes and Denoiifie Conzrnunities with Reference to Fourth Plan, Bhopal, 1 964, p. 1 22.</div>

<div>9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Dr. Prakash Chandra Mehta, Tribal Development in 2oth century, Siva Publishers, Udaipur, 2000. p.20.</div>

<div>10.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ibid. p.22.</div>

<div>11.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ibid.</div>

<div>12.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Verrier, Elwin, The Aborginals, Oxford University Press, New Delhi,1943.</div>

    [author] => Basavaraj Bheemaraya
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    [doi] => 
    [year] => 2016
    [month] => July
    [volume] => 4
    [issue] => 7
    [file] => eprapub/EW201607-01-001090.pdf
    [abstract] => <p>Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state, and local. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. There are three kinds of schools in Karnataka viz. government (run by the government), aided (financial aid is provided by the government) and un-aided private (no financial aid is provided). In majority of these schools, the medium of instruction is either English or Kannada. The syllabus taught in the schools is either of CBSE, ICSE, NIOS or the state syllabus (defined by the Department of Public Instruction of the Government of Karnataka). The curriculum includes subjects like science, social studies and mathematics apart from language related subjects. In order to maximize attendance in schools, the Karnataka Government has launched a midday meal scheme in government and aided schools in which free lunch is provided to the students. At the end of the secondary education, the students pursuing the state syllabus have to pass an examination called as SSLC to move on to the next level.</p>

<p>KEYWORDS: Education, school, infrastructure, empowerment, educational management</p>

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    [journalname] => EPRA International Journal of Economic and Business Review(JEBR)
    [short_code] => IJES
    [eissn] => 2347-9671 (O), 2349-0187(P)
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