Education Ministry Monday in Luanda launched Angolan Virtual School «EVA» project aimed to complement the teaching system with contents linked to all subjects, ranging from 4th to 12th grade.
The platform is meant to facilitate teachers and students to follow up the educational life.
The initiative is part of cooperation with the Technology Company “SISTEC”, which delivered the project to education minister, Pinda Simão.
With the link «http: // school, intelnet.co.ao», the page will comprise more than 8 thousand contents.
The page will include information and knowledge for teachers to improve their performance.
According to Pinda Simão, the EVA is an instrument produced by Education Ministry to improve the quality of education in Angola.
«The initiative is also intended to broaden the training and information capacity as well as increasingly expand the capacity of the learners», he said.
The minister further stressed the importance of the project, adding that it helps conduct autonomous learning, seen as a methods of distance learning with the help of technology.
In turn, the director of SISTEC, Rui Santos, explained the creation process of the EVA.
According to him, the process lasted 12 years with the cooperation of the National Institute of Educational Research and Development (INIDE), by providing the contents.
Rui Santos also announced that the tests were carried out in three provinces of Angola to ensure the consolidation of process, namely in Luanda, Benguela and Huíla.
Resumen: La esperanza de una reanudación temprana de las actividades académicas en los campus universitarios por parte de los estudiantes y sus padres se desvaneció el jueves, cuando la reunión de conciliación entre el gobierno federal y la Unión de Universidades Universitarias (ASUU) sigue estancada.
The hope of early resumption of academic activities on university campuses by students and their parents was dashed thursday as the conciliation meeting between the federal government and the Academic Staff Union of Universities (ASUU) remains deadlocked.
The parties have agreed to resume meeting in a week’s time.
The meeting which was conveyed thursday by the Minister of Labour and Employment, Senator Chris Ngige, in his office, had in attendance; the Minister of Education, Malam Adamu Adamu, and his team, the Director General, Budget Office of the Federation, Mr. Ben Akabueze; Chairman of the Salaries and Wages Commission, representatives of the National Universities Commission (NUC), members of ASUU led by its National President, Dr. Debo Ogunyemi, and senior staff of the Ministry of Labour and Employment.
Ngige in his opening remarks accused ASUU of not following the proper procedure before embarking on strike.
According to him, «There must be a mandatory letter of 15 days to labour ministry, to education before going on strike.»
He insisted that all agreements were supposed to be domiciled in ministry of labour in order to track implementation as agreement gives room to renegotiation.
The minister said: «Two days ago, we met here on the ban of ASUU by the Kogi State Government and thereafter, on the sideline, we touched the current ASUU strike which has led us to where we are. Today, we are going to discuss the issue of that strike. We don’t want to apportion blames because if we do, we will not resolve the issues. Also, we don’t want to be legalistic because if we do, the strike should not have occurred without the mandatory notice as required by the Trade Dispute Act.
«If we want to apportion blames, certain things have also been done by the government side that went to do the negotiation in the National Assembly and made political agreement with them, and that collective bargaining agreement was not domicile in this ministry. This is the ministry which is the only agency that has the mandate to resolve labour issues between employers and employees as per the Nigerian constitution. In all, government is desirous to attend to the issues raised and is not trying to show any bad faith. The issues are well known to all of us because they are a product of the 2009 agreement whose fallout was the memorandum of understanding (MoU) signed in 2013 with which government was supposed to release some funds.
«Last November, we all agreed that the funds released should be audited forensically and that why that is going on, some amount of money should be released. One or two things happened and due to laspses to Labour administration, there were some trajectory that made it impossible for some of the conditions not to have been fulfilled.
«The Babalakin committee is working on those issues and I know that ASUU members, as knowledgeable men are aware that ILO conventions permits that there should be renegotiation and that was why we allowed the Ministry of Education go ahead with the renegotiation of the CBA.»
However, before the parley went into a technical session, Ngige noted that government is desirous to many of the issues raised by ASUU, hence the decision to call the conciliation meeting to look into a possible renegotiation between the two sides in line with the International Labour Organisation Convention.
He said it was based on this that he, as the chief conciliator, urged the Ministry of Education to go ahead with the renegotiation so that students can go back to school and conclude their examinations.
He gave an insight into the modality of the meeting that it will not leave any room for apportioning of blames, and that it would not be legalistic for a melting point to quickly be reached.
But Ogunyemi, in his response, disagreed with Ngige, stressing that the minister had taken side with his education counterpart, Adamu.
He insisted that ASUU informed relevant ministries before embarking on strike, noting that there was a letter dated July 10 to inform the major stakeholders.
The ASUU president said in the last 10 months, the union had written 10 letters trying to reach out to relevant stakeholders after suspending the seven days warning strike in November last year.
He clarified that the strike is not a fresh action and that they are open to suggestions.
After their opening remarks, the meeting later went into a technical session, which lasted for hours.
While briefing the media afterwards, Ogunyemi said there was progress in the discussions but that it was unfortunate that it was not finalised because the leadership of ASUU had to go back and brief its members on the terms given by the government and come back in a week’s time when the meeting would resume with a further resolution of the universities teachers.
He, however, did not give a hint of government’s proposal but said the strike would continue and that the union would revert to the government next week.
On whether the strike will be called off before then, he said: «The leadership of the union did not call the strike, our members called the strike and they will decide when to suspend the strike.
«So, when our members decide otherwise, it will be off,» he said.
On his part, Ngige said: «Within the last 48 hours, government has been working. The Minister of Education, Minister of Finance, Attorney General of the Federation and we have taken some government positions which we have communicated to ASUU for them to take back to their members to see if that can be adequate enough for them to call off the strike.
«The major issue is that we want the strike called off so that our children in school can write their degree and promotion exams. ASUU graciously said they will come back to us on a date within the next one week. It will not be later than one week so that we then take it from there.»
Meanwhile, the federal government has disclosed that it has demanded the details of the expenditure of N30 billion from ASUU, as a precondition for the release of N23 billion being requested for, by the striking union.
It also refused to back down from its insistence that the universities would not be excluded from the Treasury Single Account (TSA), despite the opposition of ASUU, which declared an indefinite strike last Monday, following the non implementation of the 2009 agreement.
The Minister of Education, Adamu, while, speaking before the Senate Committee on Tertiary Education yesterday, however expressed hope that the strike would be called off next week, as negotiations are currently ongoing.
«They (ASUU) asked for N23 billion to be paid. But we said the condition for that N23 billion to be released, was for them to account for the N30 billion they had taken, and they were not able to account for it,» he said.
Adamu did not reveal when the N30 billion was given to the universities.
«The Minister of Finance undertook to do the audit from the ministry, and we agreed that the result will be known in six months. During that six months, government undertook to be paying them N1.5 billion each month during the time they are waiting for this. And their grouse was the forensic audit promised by the Minister of Finance had not been done and the money promised had not been paid,» he added.
Resumen: Jo-Ann Archibald se convirtió en uno de los pocos graduados indígenas del programa de educación para maestros de la Universidad de Columbia Británica. A partir de allí dedicó su carrera docente en escuela pública, y eventualmente en el sector universitario, desde donde trabajó para incluir en los planes de estudios del sistema educativo, la cultura, la lengua y las maneras indígenas de saber . De igual manera ayudó a cambiar la forma en que la universidad más grande de la provincia involucró a las comunidades indígenas, apoyó a sus estudiantes y dio prioridad al contenido indígena en cada área temática. De igual manera ayudó a establecer una nueva metodología para la educación indígena y a crear cursos de educación para maestros y estudiantes de doctorado, por lo que elaboró una propuesta para nuevos maestros en conocimiento indígena, y un programa de doctorado en educación indígena. Sobre los cambios que considera que todavía son necesarios, señala que se necesita hacer mucho más en la preparación de los maestros de educación básica para que estén mejor formados en cuanto el impacto de la colonización, para entender cómo eso ha impactado a generaciones de indígenas y para pensar cómo podrían empezar a trabajar con las familias y comunidades indígenas, incluyendo más conocimiento indígena en su práctica. Por otra parte señala que si bien en los post-secundarios se han asumido realmente la Indigenización de la academia, y han asumido una gran parte de la formación para la reconciliación, necesitamos tener muchos más profesores indígenas.
Jo-Ann Archibald remembers her experience as a Sto:lo First Nations member in Chilliwack public schools in the 1950s to late 1960s as one that required straddling two completely different worlds. But the world of school rarely acknowledged Indigenous people or culture.
“When I got to high school, there was a little bit about ‘Indian people,’ but it was always negative,” said Archibald, who retired last month as an education professor from the University of British Columbia after 35 years.
“It was the ‘Indian problem,’ or it was history and it was the ‘fierce Indian people’ fighting the British or the French. So there was nothing ever to be proud of.”
Yet Archibald went on to become one of the few Indigenous graduates from the University of British Columbia’s teacher education program. She dedicated her teaching career in the public school system, and eventually at UBC, to including Indigenous culture, language and ways of knowing into the curriculum.
On developing Indigenous-led school courses:
My first job was in the North Vancouver School District, and they were interested in developing some curriculum [in 1972] that was related to Squamish people. So I was on the committee to start that. At that time it was a rather innovative approach, because there wasn’t that much happening [with Indigenous curriculum] in the public schools.
In 1976 [while teaching in Chilliwack], the Coqualeetza Cultural Centre started documenting a lot of their [Sto:lo] culture and language, because it had been oral up to this time. And that work became part of the [public and band] elementary school curriculum that was used in Chilliwack, and I would say in the province that was among the first [Indigenous-created curriculum] to really start as a comprehensive curriculum in the elementary grades. There were units in each grade level from Grades 1 to 7.
On her graduate studies experience:
There was nothing in the [Masters of Education] program that was Indigenous. It was all western, mainstream stuff. But I would always try and look at it from an Indigenous perspective, and always did my assignments on Indigenous topics.
It was about 1989-90 when I went into my PhD. I found ways to make my own learning meaningful. I chose to go into these programs knowing they wouldn’t have much Indigenous [content]. But I figured if I wanted to stay working at UBC, I needed to have the doctoral degree.
I think that helped motivate me as I continued working with UBC, to make institutional change. That’s been probably my consistent theme of what I do: try and change the university or the kindergarten to Grade 12 system to make the systems more responsive, respectful of Indigeneity.
On her involvement with NITEP — then the Native Indian Teacher Education Program, now known as UBC’s Indigenous Teacher Education Program, for Indigenous students who want culturally relevant teacher training:
The opportunity arose to work with NITEP students [in 1981]. I really enjoyed my interactions with NITEP. I always wished that I had gone through that kind of teacher ed program, because it was Indigenous and there were Indigenous people, and you could be in your home community.
I became the director of NITEP [In 1985]. My goal was to keep on strengthening the Indigenous component, through the coursework, through expanding the field centres [satellite campuses near or in Indigenous communities], to just making sure that we could have community-based centres. That was the principle: whenever a new field centre was started, we always worked with the Indigenous communities [and elders] of the area.
I always felt that NITEP students — the majority were women with children — were very committed to improving their lives and their communities, and doing that as a teacher. So I always was amazed by what they were able to persist in, because they experienced what I did, but even more intense because many came from rural communities.
On the available supports for UBC Indigenous students in the 1980s & 1990s:
In 1987, Verna Kirkness started what was called the First Nations House of Learning. Eventually the First Nations House of Learning provided more student services, especially when the First Nations Longhouse was opened in 1993. But until that time, it was only NITEP [and UBC Faculty of Law’s Indigenous program].
In 1993 I became the director of the First Nations House of Learning. I still did a little with NITEP, but my energies were focused on the wider university at that time, and providing the student services in the longhouse.
On changes she helped introduce at UBC, first as director of First Nations House of Learning:
The grade point average for entry into faculties was very high, and when you looked at what happened to Indigenous students in high school, the graduation rates probably would have been in the 50 per cent range.
And some are older learners and they have work experience. We convened a committee of Indigenous faculty and the university admissions, and we set about establishing an Aboriginal admissions policy.
Another important aspect was work with the other deans, associate deans within the faculties on: ‘How can we increase not only the [Indigenous] students, but [Indigenous] courses or programs?’
Then as associate dean of Indigenous Education:
[In the mid 2000s], the faculty of education was in the process of revising its total teacher ed program. [A mandatory Indigenous] course was always talked about. There was interest among more faculty members to ensure we had the Indigenous course.
Also at the time, the BC Teachers’ College, the teacher accreditation body, were recommending a three-credit or equivalent Aboriginal ed course in each teacher ed program. That also helped reinforce why we needed Aboriginal ed, but I know we started the program at least a year before that accreditation change happened.
I was able to work [along with other faculty] to establish a peer support program for graduate students we called SAGE [Supporting Aboriginal Graduate Enhancement]: a province-wide network for any graduate student doing Indigenous research.
Then we started an annual Indigenous grad student conference, and that’s been going on for 15 years.
I helped to establish some new Indigenous methodology and education courses for masters and doctoral students, and put together a proposal for a new masters in Indigenous knowledge, and [a] doctoral program in Indigenous education, which I hope is still working its way through being approved.
I’ve helped contribute to increasing the number of Indigenous faculty members. Because that’s another area that I think has been lacking — very few Indigenous tenure-track faculty members. In education, we started out at four [Indigenous faculty members], and got to 10.
On what changes are still needed:
We need to do a lot more in K-12 with teachers to get them better prepared to know more about the impact of colonization, to understand how that has impacted generations of Indigenous people. And to think about how might they start to work with Indigenous families and communities, how might they include more Indigenous knowledge in their practice.
We have now 11 per cent of the K-12 population that are Indigenous, and it will increase. We need to do better as far as the graduation rate.
I believe the post-secondaries have really taken on Indigenizing the academy, and have taken up a lot of the reconciliation, wanting to talk more about how to address the [Truth and Reconciliation Commission’s] Calls to Action. We need to have many more Indigenous faculty members. We need to go through the whole system: K-12, undergraduate and graduate in order to have more faculty members.
At the same time, we have to keep educating non-Indigenous faculty members, so that they can be more responsive in how they teach. And they can do it knowing they have no Indigenous students in their courses: it’s for everybody. It’s part of who we are as Canadians.
Estados Unidos / 16 de agosto de 2017 / Por: Josephine Lister / Fuente: https://blogs.scientificamerican.com/
The science, technology, engineering and math (STEM) industries are booming. In the U.S. the STEM industries account for more than half of the sustained economic expansion, while in the U.K., the tech industry grew 32 percent faster than any other industry.
In a time when young people face an increasingly hostile and competitive job market, doesn’t it make sense to teach them the skills for the industries that have an excess of job opportunities? Unfortunately, science education is struggling to keep up with the fast developments happening in the world, as Kristiina Kumpulainen, professor of pedagogy at the University of Helsinki, explains, “Society and the demands of the workforce are changing at a rapid rate, as is our perception of what to teach children and what they need to know to survive.”
Education needs to keep up with industry demands in order for there to be a seamless cohesion between a child’s education and their adult life. Kumpulainen goes onto say, “the world of children and young people outside of schools has changed, and so the school environment, teaching methods and the content aren’t relatable or inspiring to them any longer, which creates motivational problems.”
The most effective way of getting pupils excited about what they’re learning is to link it to real-life situations and opportunities. The challenge of engagement affects the whole of education, and STEM subjects in particular are often perceived as difficult, boring or simply not for them. Schools operate separately from the rest of the world, so of course it is difficult for young people to understand and see how what they’re learning links to real life, which in turn makes it challenging to be motivated and passionate.
A fundamental issue that needs to be addressed is young people’s perceptions of STEM subjects. The disinterest in science and technology fields starts very young; all you have to do is look at the media children consume. Science-related characters are often portrayed as geeky or nerdy, and are almost always male. Instantly this implies that science is not a subject for girls, and children who are interested in science don’t necessarily see it as a positive trait. We are limiting our young people by not showing them what they could be and encouraging them to follow any passions they may have.
There are ways to counter this perception though. One example is Detective Dot, a children’s app which teaches coding through storytelling. Children become members of the CIA (Children’s Intelligence Agency) and help Dot to solve problems through learning and then applying coding and STEM skills. Creator of Detective Dot, Sophie Deen, wanted to provide STEM materials that promote diversity and that are gender neutral – encouraging every child to explore a range of industries, skills and interests that aren’t limited by gender.
Schools also need to counter these negative stereotypes by helping to introduce a love for science early on. Science for Tots, a project being trialled in Finnish preschools by HundrED, focuses on teaching science in a holistically rich way through exploration and play. The goal of the experiment is to teach children STEM skills through discovery, and to create positive feelings of achievement and wonder at a young age, in the hopes that this will build a long-lasting love for science and give the foundation skills they will need going forward.
Another effective means of inspiring young people in STEM is to link the subject to industries, allowing students to see the wealth of opportunities in the sector. “Education is everyone’s responsibility,” says Kerrine Bryan, STEM ambassador and founder of Butterfly Books. “We should be making sure that students know how subjects relate to the industry. What they are learning at school relates to real-life things, and knowing that helps them to make important decisions, such as what further education subjects they want to study or what skills they want to go into.”
Therefore, we need industries to partner with schools. Professionals can offer work experience, mentor or even provide talks on what they’re currently working on. By adopting this practice, students will have a clearer idea of what working in STEM industries involves, which will revitalize science as a subject and give the lessons meaning.
Collaboration in all walks of life is a great way to innovate and develop ideas and should therefore become a natural way for science teachers to work together in order to improve their practices. For example projects like Scientix, which providesan online portal for science teachers across Europe, helps teachers to collaborate and learn from each other’s practices. The online tool also encourages linking science materials to real-life practices. Industry professionals upload information on their current work practices and developments to the platform, so that teachers can be informed on the latest contemporary advances in their chosen field. Teachers can then invigorate their work by incorporating the contemporary information into their classes.
If we are going to make science classrooms exciting learning environments for today’s youth, science education needs to break out of schools, out of books and out of gender and racial constructs, moving away from both traditional practices and traditional perceptions of who science is for. Only then will the sciences catch up with the world that they are supposed to be educating for.
Education is the great ePqualizer. It opens the door to a good-paying job, and a secure future. We need to give help, hope and opportunity to people who want to get a basic education to learn the skills they need to join the workforce and build a better life for themselves and their families.
That journey starts with opening the doors to adult basic education and English language learning. These programs should be within reach for everyone, from new Canadians and recent immigrants, to students preparing for university and adult learners upgrading their skills for work.
The previous government put up barriers to a basic education when they introduced tuition fees for Adult Basic Education and English Language Learning in 2015. Fees were set by each institution, but could cost up to $1,600 per semester of full-time studies, which is the same as the average cost for an arts and science degree program.
Many people could not afford to pay these new tuition fees. As a result, enrolment in Adult Basic Education and English Language Learning programs dropped 35% from more than 10,000 students a year to just under 6,700 students a year.
We cannot afford to shut thousands of people out of opportunity. Families can’t afford it. And B.C.’s economy can’t afford it. Our long term economic growth depends on an educated and skilled workforce.
This is why our government is removing the roadblocks to education by eliminating tuition for adult basic education and English language learning starting September 1, 2017. This change will open the doors to tens of thousands of British Columbians to upgrade their education and skills each year.
By investing in education and opportunity for people, we are making a long-term investment in our economy and our future.
We will continue to make changes that give families relief from high costs and fees, and invest in better services that give people help and hope for a better life.
Source:
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In the 1950s, the slide rule was the most commonly used classroom tool for mathematical and engineering calculation, but by the mid 1970s, the newer technology – the electronic scientific calculator – made the slide rule almost obsolete. Since then, there has been an explosion of new technologies hitting the classroom for engineering and mathematical learning including the computer, the iPad and more recently 3D printers.
3D printing is a well-established industrial technology for prototyping and manufacturing, particularly popular with the aerospace and defence sectors. Also known as additive manufacturing (AM), 3D printing is the process of making a solid 3D object from a digital computer aided design (CAD) file. The printer adds successive layers of material together until the final object has been created. This is different from traditional manufacturing methods like CNC machining, which removes material from a solid block using rotating tools or cutters.
3D printing is a rapid production method with minimal waste material. Its design flexibility means users can manufacture bespoke objects for a low cost. These advantages have made it increasingly popular as a production method in the manufacturing industry.
“Exciting and innovative projects are a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the skills shortage”
Understanding and using this growing technology can benefit children’s learning, particularly in science, technology, engineering and mathematics (STEM) subjects but also beyond these more traditional fields in music, design technology, history, geography and biology. In 2013, a pilot project introduced 3D printers into 21 schools to investigate learning through 3D printing. This project highlighted the need for robust training and good technical support for the widespread incorporation of 3D printing into the curriculum to be successful.
This project confirmed the potential for 3D printers as a teaching resource, providing that teachers can access adequate training for the technology. Many of the schools reported increased pupil motivation when engaged in 3D printing projects. Exciting and innovative projects are also a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the STEM skills shortage. Since the pilot project in 2013, 3D printing has become more accessible and popular as a classroom technology.
The rise of 3D printers in schools
The increasing numbers of 3D printers in schools is not only due to the increasing recognition of 3D printing being a relevant and engaging educational tool, but also relates to the number and availability of low cost 3D printing machines. It is now possible for schools to buy a 3D printer for around £500, whereas previous versions were cost prohibitive. The decreasing price tag is drastically improving the technology’s pick up in the education sector.
Advances in resources available for teachers and other education professionals are also making 3D printing more widely accessible. Teachers can now download design software and access it via tablets and mobile phones. Easy tutorials for beginners are available for those without basic knowledge of the technology.
3D printing software is considerably more user friendly than it was two years ago, which makes it ideal for younger children to grasp. Innovative apps for mobile phones and tablets make it easy and efficient to create designs and send them to a 3D printer for production. These apps build up students’ skills using design platforms. However, the primary reason the technology is able to positively influence the learning process in design is the ability to learn through trial and error.
Developing new skills
Using 3D printing as a production method enables students and pupils to move from the conception of an idea to producing a physical object with relative ease. The technology provides the ability to produce a part quickly, which is an advantage for students learning about design, particularly the limitations and constraints of the different technologies. Interrogating a physical object can make it easier for pupils to spot mistakes in designs. This allows them to gain valuable problem solving skills in a creative, hands-on way; without the ability to print prototypes, it would be considerably more difficult for students to identify weaknesses in their designs and improve upon them.
In recent years, the price of consumer 3D printers has dropped as the market has expanded. This makes the purchase of a machine easier to justify in the education sector, but for those schools that feel unable to justify the cost of owning a 3D printer despite recognising the benefits it can offer to learning, a purchase is not always necessary. Facilities such as the Fabrication Development Centre (FDC) at the Renishaw Miskin site, near Cardiff, contains five 3D printers that local schools use during their design and technology lessons.
Believed to be the only facility of its kind in the UK that is attached to a manufacturing site, Renishaw’s FDC enriches pupils’ learning experience further by showing them how industrial metal additive manufacturing machines are made and used to produce medical devices and dentures within the co-located Healthcare Centre of Excellence. This gives students the opportunity to see Renishaw manufactured metal 3D printers in action — producing objects such as dental frameworks and facial implants. Students are able to relate their learning in the classroom with practical applications in industry, a link that may otherwise be difficult to grasp.
3D printing has a number of benefits to a wide range of school subject areas, from design and technology to physics and even model building for subjects such as biology and geography. A major hurdle to overcome in the education sector was mastering 3D printing machines. However, the emergence of simple software packages and the availability of online tutorials have greatly improved accessibility to the technology. With the reduction in cost of materials and printers, and schools’ focus on active learning and addressing the skills gap, it would be logical for 3D printers to become a widely used educational tool in years to come. Who knows, they might even prove as popular as the electronic calculator.
Spending on social services in India grew by 11.5 per cent to Rs 11,18,094 crore in 2016-17, but the country needs to strengthen social infrastructure by investing in health and education as it is emerging as a knowledge-based economy, Economic Survey said today.
The mid-year survey, tabled in Parliament, also said that although India’s social policies have focused on welfare of the people, challenges remain in overcoming social and economic barriers to advance capabilities of the marginalised, women and other weaker sections of the society.
The total expenditure on social services, including art and culture, family welfare, housing, urban development, welfare of SCs, STs and OBCs, besides health and education, was Rs 10,02,591 in 2015-16, it said.
Expenditure on education has grown from 2.8 per cent in 2014-15 to 3.2 per cent of the GDP in FY17, while health sector saw it going up up from 1.2 per cent in 2014-15 to 1.5 per cent in the last fiscal, Economic Survey said.
«The expenditure on social services by the Centre and States as a proportion of GDP which remained stagnant in the range of 6 per cent during 2011-12 to 2014-15, recorded an increase of 1 percentage point during 2015-16 and 2016-17,» the survey tabled said.
As percentage to GDP, the expenditure on social services was at 7.4 per cent during the fiscal.
While expenditure of education during the fiscal stood at Rs 4,74,672 crore as against Rs 4,23,171 crore previous fiscal, health sector saw expenses of Rs 2,21,466 crore compared to Rs 1,91,141 crore in FY16, as per the survey.
«India is emerging as a knowledge based economy, poised for double digit growth, and needs to strengthen social infrastructure by investing in health and education,» said the survey authored by Chief Economic Adviser Arvind Subramanian.
Stating that on the Global Hunger Index (GHI) 2016, India ranks 97 out of 118 developing countries with prevalence of stunting among children aged below 5 years at around 39 per cent, the survey said it requires effective investments in social infrastructure in order to achieve the Sustainable Development Goals (SDGs).
Besides, the survey said, India’s rank in Human Development Index (HDI) is at 131 out of 188 countries as per HDR, 2016, leaving much to be desired.
It said the government is committed to achieving SDG for health that ensures healthy lives for all at all ages by 2030. Towards this, it has formulated the National Health Policy, 2017, which aims at attaining the highest level of good health and well-being, through preventive and promotive health care orientation. PRJ RKL SA
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