Denmark identifi ed education to be one of the most important parameters to cope with the fast changing world and submitted its
National Plan of Action for Education for All (EfA) in 2003 with special reference to integration through education. It is worth noting that there has been a reasonable degree of consensus among political parties regarding strategic issues in the fi eld of education. In various international comparative surveys on educational performance at the institutional level Danish students have shown an average performance with regard to reading literacy, a little above average in mathematical literacy but signifi cantly below average in science (OECD PISA 200) whereas in social science subjects, citizenship (IEA Civics Study) and the like Danish students have retained the fi rst position.
The Danish Constitution stipulates that all children belonging to the compulsory education age (between the age of 7 and 16) have a right to free education in the Danish Folkeskole or basic school.
The Folkeskole is the Danish municipal primary and lower secondary school comprising of a one year pre-school class with no centrally formulated aims or any curriculum guidelines; the only aim is to make the pupils accustomed to the daily school routines (Collier Project, 2006). After completion of the 9th year the 10th form in the school is regarded as a supplement at the time of transition from basic school to upper secondary education. In addition to this, vocational colleges offer all kinds of continuing education and training programmes for adults that are not only in demand by the labour market, but also provide them with general and personal qualifi cations that open up the individual’s potential for lifelong learning and active citizenship (Collier Project, 2006).
While we cannot rely on education systems, be they formal or non-formal, to solve all social, cultural, economical problems in society they certainly have a very signifi cant role in equipping children to live better lives, and thus also preparing them to be more aware of and alert to potential risk situations as well as recovery, if and once they have to encounter a diffi cult situation. ‘Education is, particularly, an important channel through which gender oppressive relations may be addressed and gender equity achieved, thus promoting
development in general’ (Okkelmo, 1999, p. 66). But there are many problems within education systems in many parts of the globe that act as hindrances to achieve the desired end. Most of the countries in South Asia including India follow more or less the same procedure where education systems are
focused on rote and academic learning;
are authoritarian, top-down taking litt le account of local socio-economic and cultural environments;
pay litt le or no att enti on to the need for providing livelihood and life skills to the students and thus are not capable of equipping them for the world-of-work;
do not reach out to the poorest of the poor and view them from a defi cit lens; children from minority groups and remote areas, especially those aff ected by HIV (Human Immunodefi ciency Vi-rus)/AIDS (Acquired Immune Defi ciency Syndrome) oft en remain isolated from the educati on system;
girls are oft en marginalized in the teaching–learning process, cur-ricula and teachers are gender biased and school environments are unsafe and places of sexual harassment from either teachers or fellow male students (Devine & Jensen, 2008).
It has been specifi ed in the Constitution of India that all children (from 6-14 years of age) should have equal access to free and com-pulsory education while keeping in mind the specifi c needs of the disadvantaged sections of society. Knowledge of the Constitution, citizens’ rights and duties, India’s cultural heritage and a spirit of togetherness are considered essential in such a scheme along with protection of environment and conservation of natural resources.
The aim of the curriculum has been explained as preparing a child for life in the sense that relevant knowledge is to be imparted and appropriate skills, competencies, moral and social values developed along with creative potential and a scientifi c approach. It has been
said that the incorporation of human rights and citizens’ fundamental duties into the curriculum as well as teacher-education programmes as recommended by Justice Verma’s Committee can be an approach to assist pupils learn to live together which happens to be one of the four pillars of learning identifi ed by the International Commission on Education in the Twenty-fi rst Century.
In 1976, education has been transferred to the concurrent list from the state list through a constitutional amendment, the objec-tive being to promote meaningful educational partnerships between the central and state governments. In 1979-80, the Department of Education of the Government of India launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group including drop-outs, working children, children from areas without easy access to schools etc. Under NFE programme, about 40 percent of the centre in states and 10 percent of the centre in union territories are exclusively for girls. The Government has reserved seats for scheduled castes and scheduled tribes (SC/STs) in all areas of education.