Education Portal for Students in India

Health Education in India – Health education in India is a state government liability with the national health policy laying down the necessary health policy in India. The central council of health and welfare plans the various health care projects and health department reform policies.

The administration of health industry in India with the technical needs of the health sector is the responsibility of the ministry of health and welfare India. There are many schools, colleges and universities which provide health education in India. These educational institutes provide all facilities to their candidates during health education programs.

The main objective of health education programs is to inspire students to preserve and improve their health and trim down the health related risk behaviors. Health education is very necessary these days because the amount of people falling to common sicknesses increases year per year.

Health education promotes one’s responsibility to one’s health by addressing health concerns such as nutrition, exercise, fitness, disease prevention, growth and development, environmental and social health, conflict resolution and violence protection. To make a healthy society, health education is divided into many parts like health education for kids, adult health education, community health education and many more.

Lots of health education activities are held by government and NGOs. Through health education activities people are made aware about their health. Health education is today’s need. It helps to create a healthy society. Poor health is frequently caused by unhealthy environment, by lack of information and by wrong health services.

Sex and sexuality Mental health Occupational health education Health communication The arts and health Personal change Healthy eating User involvement Drug and tobacco education Ethical issues in health education Developing the evidence base

: Health Education
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Who takes care of education in India?

Ministry of Education » About MoE » About MoE Education plays a significant and remedial role in balancing the socio-economic fabric of the Country. Since citizens of India are its most valuable resource, our billion-strong nation needs the nurture and care in the form of basic education to achieve a better quality of life.

This warrants an all-round development of our citizens, which can be achieved by building strong foundations in education. In pursuance of this mission, the Ministry of Education (MoE) was created on September 26, 1985, through the 174th amendment to the Government of India (Allocation of Business) Rules, 1961.

Currently, the MoE works through two departments:

Department of School Education & Literacy Department of Higher Education

While the Department of School Education & Literacy is responsible for development of school education and literacy in the country, the Department of Higher Education takes care of what is one of the largest Higher Education systems of the world, just after the United States and China.

1. The Dept of SE & L has its eyes set on the “universalisation of education” and making better citizens out of our young brigade.
2. For this, various new schemes and initiatives are taken up regularly and recently, those schemes and initiatives have also started paying dividends in the form of growing enrolment in schools.

The Dept of HE, on the other hand, is engaged in bringing world class opportunities of higher education and research to the country so that Indian students are not finding lacking when facing an international platform. For this, the Government has launched joint ventures and signed MoUs to help the Indian student benefit from the world opinion.

Formulating the National Policy on Education and to ensure that it is implemented in letter and spirit Planned development, including expanding access and improving quality of the educational institutions throughout the country, including in the regions where people do not have easy access to education. Paying special attention to disadvantaged groups like the poor, females and the minorities Provide financial help in the form of scholarships, loan subsidy, etc to deserving students from deprived sections of the society. Encouraging international cooperation in the field of education, including working closely with the UNESCO and foreign governments as well as Universities, to enhance the educational opportunities in the country.

Last Updated by admin on Friday, 17 September 2021 – 12:12pm : Ministry of Education
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Who is responsible for health care in India?

Private and Public – The health care system in India is universal. That being said, there is great discrepancy in the quality and coverage of medical treatment in India. Healthcare between states and rural and urban areas can be vastly different. Rural areas often suffer from physician shortages, and disparities between states mean that residents of the poorest states, like Bihar, often have less access to adequate healthcare than residents of relatively more affluent states.

State governments provide healthcare services and health education, while the central government offers administrative and technical services. Lack of adequate coverage by the health care system in India means that many Indians turn to private healthcare providers, although this is an option generally inaccessible to the poor.

To help pay for healthcare costs, insurance is available, often provided by employers, but most Indians lack health insurance, and out-of-pocket costs make up a large portion of the spending on medical treatment in India. On the other hand private hospitals in India offer world class quality health care at a fraction of the price of hospitals in developed countries.

This aspect of health care in India makes it a popular destination for medical tourists. India also is a top destination for medical tourists seeking alternative treatments, such as ayurvedic medicine. India is also a popular destination for students of alternative medicine. International students should expect to rely on private hospitals for advanced medical treatment in India.

Local pharmacists can be a valuable resource for most minor health ailments. Knowing the Indian health care system and taking reasonable health and safety precautions should help ensure that your time in India is a healthy and enjoyable one! To learn more about the various insurance plans available for students going to India, please see the following plans: : Healthcare System in India
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Who is responsibility for health education?

Health promotion and disease prevention are more relevant today than ever before considering some of the key issues affecting the US Healthcare system. According to CMS, national healthcare expenditures rose 9.7% in 2020 to $4.1 trillion, accounting for 19.7 percent of the gross domestic product (1). Changes in the nation’s healthcare reimbursement model over the last five years that encourage higher-quality and lower-cost value-based care have helped to spur an increase in preventative medicine by incentivizing medical practices and healthcare organizations. For example, there are several questions from the (CG-CAHPS) Clinician & Group Survey pertaining to whether or not specific preventative methods were taken by a patient’s care team to ensure optimal health. Some of these questions include:

• Whether or not the care team spoke with the patient regarding a healthy diet and healthy eating?
• Whether or not the care team discussed exercise or physical activity with the patient?
• If the care team talked about specific health goals?
• If the patient was asked about things that make it challenging for them to take care of their health?
• If the care team discussed all the patient’s prescription medicines?
• If the care team asked about feelings of sadness, emptiness or depression?
• Whether the care team discussed subjects that worry or cause the patient stress?
• If the care team discussed any of the patient’s personal problems such as a family problem, alcohol use, drug use, mental or emotional illness?

Focusing on Health Promotion and Education Health promotion is the process of enabling individuals to improve and increase control over their health(4). It goes beyond the treatment and cure and covers a spectrum of social and environmental interventions intended to prevent the root causes of poor health. Strategies Involved with Health Promotion and Education Health Promotion includes a wide range of activities focused on disease prevention and improving the quality of life for those in poor health. It involves non-medical interventions such as lifestyle change, health education, better nutrition, physical activity, and avoidance of exposure to harmful substances such as alcohol and cigarette smoking.

Strategies for health promotion focus on activities such as social marketing, and practice-based education directed to patients in the waiting room using health promotional literature, audiovisual material, and multimedia. The benefit of health promotion in the clinical environment is that it is focused on the needs of the patient, whether it is literature to assist with smoking cessation or information regarding diet or exercise programs for patients with heart disease.

However, health promotion is not just the responsibility of healthcare organizations and medical practices. According to the World Health Organization, there are three key elements to health promotion:

1. Good Governance Effective health promotion requires the government to make health promotion and disease prevention a priority in policy and factor its implications into all the decisions.
2. Health literacy Individuals should be given the ability to acquire the information they need to make healthy choices. (Whether it is healthcare services or the food they eat)
3. Healthy Cities Strong leadership and commitment are essential to building healthy communities.

Health promotion and education is an important piece to a much larger and deeper puzzle that is facing the US healthcare system today. It is not solely the responsibility of providers, but also the government, local leadership, healthcare organizations, and ultimately the patient who can help prevent illness and the chronic diseases that have cost the country billions and the lives of so many. Please let us know if you have comments or questions, and subscribe to our Email Updates, so that you can be assured to receive Thinking Thursdays TIPs and other articles from our blog. References:

1. https://www.cms.gov/research-statistics-data-and-systems/statistics-trends-and-reports/nationalhealthexpenddata/nhe-fact-sheet.html
2. https://www.commonwealthfund.org/publications/issue-briefs/2020/jan/us-health-care-global-perspective-2019
3. https://www.healthypeople.gov/2020
4. https://www.who.int/news-room/questions-and-answers/item/health-promotion

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Who has the power in education?

Education is primarily a State and local responsibility in the United States. It is States and communities, as well as public and private organizations of all kinds, that establish schools and colleges, develop curricula, and determine requirements for enrollment and graduation.

The structure of education finance in America reflects this predominant State and local role. Of an estimated $1.15 trillion being spent nationwide on education at all levels for school year 2012-2013, a substantial majority will come from State, local, and private sources. This is especially true at the elementary and secondary level, where about 92 percent of the funds will come from non-Federal sources.

That means the Federal contribution to elementary and secondary education is about 8 percent, which includes funds not only from the Department of Education (ED) but also from other Federal agencies, such as the Department of Health and Human Services’ Head Start program and the Department of Agriculture’s School Lunch program.

Although ED’s share of total education funding in the U.S. is relatively small, ED works hard to get a big bang for its taxpayer-provided bucks by targeting its funds where they can do the most good. This targeting reflects the historical development of the Federal role in education as a kind of “emergency response system,” a means of filling gaps in State and local support for education when critical national needs arise.

The original Department of Education was created in 1867 to collect information on schools and teaching that would help the States establish effective school systems. While the agency’s name and location within the Executive Branch have changed over the past 130 years, this early emphasis on getting information on what works in education to teachers and education policymakers continues down to the present day.

1. The passage of the Second Morrill Act in 1890 gave the then-named Office of Education responsibility for administering support for the original system of land-grant colleges and universities.
2. Vocational education became the next major area of Federal aid to schools, with the 1917 Smith-Hughes Act and the 1946 George-Barden Act focusing on agricultural, industrial, and home economics training for high school students.

World War II led to a significant expansion of Federal support for education. The Lanham Act in 1941 and the Impact Aid laws of 1950 eased the burden on communities affected by the presence of military and other Federal installations by making payments to school districts.

• And in 1944, the “GI Bill” authorized postsecondary education assistance that would ultimately send nearly 8 million World War II veterans to college.
• The Cold War stimulated the first example of comprehensive Federal education legislation, when in 1958 Congress passed the National Defense Education Act (NDEA) in response to the Soviet launch of Sputnik.

To help ensure that highly trained individuals would be available to help America compete with the Soviet Union in scientific and technical fields, the NDEA included support for loans to college students, the improvement of science, mathematics, and foreign language instruction in elementary and secondary schools, graduate fellowships, foreign language and area studies, and vocational-technical training.

• The anti-poverty and civil rights laws of the 1960s and 1970s brought about a dramatic emergence of the Department’s equal access mission.
• The passage of laws such as Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973 which prohibited discrimination based on race, sex, and disability, respectively made civil rights enforcement a fundamental and long-lasting focus of the Department of Education.

In 1965, the Elementary and Secondary Education Act launched a comprehensive set of programs, including the Title I program of Federal aid to disadvantaged children to address the problems of poor urban and rural areas. And in that same year, the Higher Education Act authorized assistance for postsecondary education, including financial aid programs for needy college students.

In 1980, Congress established the Department of Education as a Cabinet level agency. Today, ED operates programs that touch on every area and level of education. The Department’s elementary and secondary programs annually serve nearly 18,200 school districts and over 50 million students attending roughly 98,000 public schools and 32,000 private schools.

Department programs also provide grant, loan, and work-study assistance to more than 12 million postsecondary students. Despite the growth of the Federal role in education, the Department never strayed far from what would become its official mission: to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.

The Department carries out its mission in two major ways. First, the Secretary and the Department play a leadership role in the ongoing national dialogue over how to improve the results of our education system for all students. This involves such activities as raising national and community awareness of the education challenges confronting the Nation, disseminating the latest discoveries on what works in teaching and learning, and helping communities work out solutions to difficult educational issues.

Second, the Department pursues its twin goals of access and excellence through the administration of programs that cover every area of education and range from preschool education through postdoctoral research. For more information on the Department’s programs see the President’s FY 2022 Budget Request for Education,

One final note: while ED’s programs and responsibilities have grown substantially over the years, the Department itself has not. In fact, the Department has the smallest staff of the 15 Cabinet agencies, even though its discretionary budget alone is the third largest, behind only the Department of Defense and the Department of Health and Human Services.

In addition, the Department provides over $150 billion in new and consolidated loans annually. Last Modified: 06/15/2021
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What is the role of government in health care in India?

It is the responsibility of the government to prevent and treat illness, provide proper health facilities like health centres, hospitals, laboratories for testing, ambulance services, blood bank and so on for all people.
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Who is responsible for caring for health?

Responsibility for health: personal, social, and environmental Most of the discussion in bioethics and health policy concerning social responsibility for health has focused on society’s obligation to provide access to healthcare. While ensuring access to healthcare is an important social responsibility, societies can promote health in many other ways, such as through sanitation, pollution control, food and drug safety, health education, disease surveillance, urban planning and occupational health.

Greater attention should be paid to strategies for health promotion other than access to healthcare, such as environmental and public health and health research. Keywords: responsibility, public health, environmental health, access to healthcare Lifestyle plays a major role in most of the illnesses in industrialised nations.

Six of the 10 leading factors contributing to the global burden of disease are lifestyle related: unsafe sex, high blood pressure, tobacco use, alcohol use, high cholesterol and obesity. Lifestyle‐related illnesses also contribute to the rising costs of healthcare.

• Spending on healthcare accounts for about 16% of the gross domestic product in the USA, or US$1.9 trillion.
• Although smoking has declined steadily there since the 1960s, smoking‐related medical expenses are still about US$75.5 billion per year.
• Obesity, which has been climbing in the past two decades, accounts for about US$75 billion in healthcare costs there each year.

Alcoholism and drug addiction in the USA account for annual healthcare costs of about US$22.5 billion and US$12 billion, respectively., Federal government spending on healthcare relating to HIV/AIDS is over US$13 billion per year. Given the well‐documented relationship between lifestyle, disease burden and healthcare costs, it makes economic and medical sense to hold individuals morally responsible for their health‐related choices.

• While this view has a great deal of intuitive appeal, it also faces numerous objections.
• First, holding individuals entirely responsible for their own health conflicts with medicine’s obligation to treat the sick and society’s obligation to take care of vulnerable people.
• Second, it is unfair to hold individuals responsible for their own health if they cannot make sound health‐related choices because of ignorance, mental incompetence, addictive behaviors or cultural pressures.

Third, it would be exceedingly difficult to implement a system that holds individuals responsible for their own health, since diseases and disabilities result from a complex interplay of genetic and environmental factors. Although individuals should play an important role in maintaining their own health, they should not be held entirely responsible for it.

• Assuming that responsibility for health rests either with individuals or with society, it follows that society should also help to promote health and prevent disease.
• Assuming that society is partly responsible for the health of its members, however, does not settle the question of how it should fulfil this responsibility.

Most of the discussion in bioethics and health policy has focused on society’s obligation to provide access to healthcare. Undoubtedly, ensuring access is an important social responsibility, but there are many other ways in which societies can promote health, such as through sanitation, pollution control, food and drug safety, health education, disease surveillance, urban planning and occupational health.

Greater attention should be paid to strategies of promoting health other than access to healthcare, such as environmental and public health and health research. In recent years, some scholars and professionals have begun to draw attention to a variety of other methods that societies can use to promote health.

,, These other methods address strategies for preventing disease through public or environmental health, or through health research. (For a partial list of strategies for health promotion, see Table 1.) Table 1  Strategies for health promotion

Access to care	Public health	Environmental health	Health research
Primary care	Surveillance	Sanitation/hygiene	Applied research
Specialists	Health education	Pollution control	Basic research
Emergency care	Infection/pest control	Food/drug safety	Policy research
Drugs	Vaccination	Housing/urban planning
Medical devices	Disaster preparedness	Occupational health

Since there are many different methods that a society can use to take responsibility for health, and resources are scarce, questions about priority‐setting naturally arise. Where should society invest its resources? Which areas need the most money? Access to healthcare usually draws the lion’s share of society’s resources.

In 2006, the US federal government budgeted more than US$530 billion (20% of the federal budget) for Medicare and Medicaid, health programs for the poor and for senior citizens, respectively. By comparison, in the same year it budgeted US$28.4 billion for the National Institutes of Health, which funds biomedical research and education; US$7.9 billion for the Environmental Protection Agency, which protects the air, soil and water from pollution; US$5.98 billion for the Centers for Disease Control, which help to promote public health at national level; US$1.48 billion for the Food and Drug Administration, which helps to ensure the safety of foods, drugs, cosmetics and medical devices; and 0.47 billion for the Occupational Safety and Health Administration, which sets workplace safety standards—for a total of US$44.23 billion, or less than 10% of the amount allocated to government healthcare programs.

Although promoting access to healthcare is a very important function of the government, society should consider placing a greater emphasis on other strategies for health promotion. There are several arguments for focusing more on these and less on access to healthcare.

1) Many of the other strategies are highly cost‐effective. Many of them focus on ways of managing the social and physical environment to prevent illnesses. Food and drug regulation, health education, pollution control, occupational health, pesticide/chemical regulation, and disease surveillance/epidemiology deal with disease prevention.

Prevention is generally more cost‐effective and medically efficacious than treatment, and it avoids unnecessary pain and suffering. It is far better—economically, medically and ethically—to prevent obesity than to try to treat it once it occurs. In addition, many of the other strategies help potentially all people, not just those who happen to be sick.

Everyone can benefit from clean air and water, sanitation, safe food, control of infection and pests, urban planning and disaster preparedness. Cost‐effectiveness is always an important consideration in social policy but becomes paramount when resources are extremely scarce. If a village must choose between building a reservoir for potable water and building a health clinic, the water may take precedence over the clinic, because more lives can be saved by ensuring access to clean water than by ensuring access to the health clinic.

(2) Many of the other strategies address problems that are beyond the ability of individuals to deal with. While individuals often have the ability to take care of their own health, they lack the ability to promote health at the population or environmental level.

• Government action is required to monitor diseases, control infections, engage in urban planning, guarantee the safety of food and drugs, minimize pollution and sponsor basic biomedical research.
• Even people who emphasize personal responsibility would admit that society should promote environmental health and public health, and even those who believe in a minimal government would admit that public health institutions are necessary to prevent sick people from harming healthy people.3.

Many of the other strategies are compatible with and may even encourage individual responsibility for health. One of the problems with emphasizing social responsibility for health is that this may encourage individuals to take less responsibility. Making society responsible for the health of individuals can further add to the passivity and dependence that happen when one becomes sick.

1. Even though modern medical ethics emphasizes patients’ autonomy, many people seek medical care to receive a pill or some other intervention that will make them well.
2. Many of the other strategies for health promotion can empower individuals to take responsibility for their own health.
3. Education in safe sex, for example, provides individuals with information about how to avoid sexually transmitted diseases.

Urban planning can give individuals the ability to make healthy choices concerning transportation, work and recreation by allowing them to choose walking or other forms of exercise. People may still choose to drive a car to work or engage in unsafe sex, but they at least have the option of making a healthy choice.

• Responsibility for health should be a collaborative effort among individuals and the societies in which they live.
• Individuals should care for their own health and help to pay for their own healthcare, and societies should promote health and help to finance the costs of healthcare.
• Though access to care tends to dominate discussions of social responsibility for health and often receives the largest portion of society’s resources, one should not forget the importance of environmental health, public health and health research.

These other strategies can be highly cost‐effective and may even encourage personal responsibility, by creating social and physical environments that enable individuals to maintain health and avoid disease. Recognizing the importance of these other methods still leaves important ethical and political questions unanswered, such as how to decide the appropriate level of government funding for access to care, public health, environmental health and health research.

I encourage others to address these issues. This research is supported by the intramural program of the National Institute of Environmental Health Science, National Institutes of Health. It does not represent the views of those organisations. Competing interests: none declared.1. Easthope G. Lifestyle, health and disease,

New York: Routledge, 2006 2. World Health Organization The world health report: reducing risks, promoting healthy life, Geneva: WHO, 2002 3. National Coalition on Health Care Facts on the costs of health care. http://www.nchc.org/facts/cost.shtml (accessed 20 Jun 2007) 4.

1. Centers for Disease Control and Prevention (CDC) Smoking costs nation $150 billion each year in health costs, lost productivity.
2. Http://www.cdc.gov/od/oc/media/pressrel/r020412.htm (accessed 20 Jun 2007) 5.
3. Centers for Disease Control and Prevention (CDC) Obesity costs states billions in medical expenses.

http://www.cdc.gov/od/oc/media/pressrel/r040121.htm (accessed 20 Jun 2007) 6. The Marin Institute Health care costs of alcohol. http://www.marininstitute.org/alcohol_policy/health_care_costs.htm (accessed 20 Jun 2007) 7. Open Society Institute Tackling drug addiction.

Http://www.soros.org/initiatives/washington/events/hivprevent_20051208/initiatives/baltimore/focus_areas/drug_addiction (accessed 20 Jun 2007) 8. Avert org. HIV & AIDS in the USA. http://www.avert.org/aids‐usa.htm (accessed 20 Jun 2007) 9. Cappelen A, Norheim O. Responsibility in health care: a liberal egalitarian approach.

J Med Ethics 2005 31 476–480.10. Wikler D. Personal and social responsibility for health. Ethics Int Aff 2002 16 47–55.11. Callahan D, Koenig B, Minkler M. Promoting health and preventing disease: ethical demands and social challenges. In: Callahan D, ed. Promoting healthy behavior.

• Washington, DC: Georgetown University Press, 2000153–170.12.
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• Justice, health, and healthcare.
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Robert J, Smith A. Toxic ethics: environmental genomics and the health of populations. Bioethics 2004 18 493–514.15. Daniels N, Kennedy B, Kawachi I. eds. Is inequality bad for our health? Boston: Beacon Press, 2000 16. Resnik D, Roman G. Health, justice, and the environment.

1. Bioethics.
2. In press 17.
3. Office of Management and Budget Budget of the United States Government—FY 2007.
4. Http://www.whitehouse.gov/omb/budget/fy2006/tables.html (accessed 20 Jun 2007) 18. Kass N.
5. An ethics framework for public health.
6. Am J Public Health 2001 91 1776–1782.19.
7. Pellegrino E, Thomasma D.
8. The virtues in medical practice,

New York: Oxford University Press, 1993 20. Parsons T. The sick role and the role of the physician reconsidered. Milbank Mem Fund Q Health Soc 1975 53 257–278.21. Lanningham‐Foster L, Nysse L, Levine J. Labor saved, calories lost: the energetic impact of domestic labor‐saving devices.
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Which department is responsible for health?

Department of Health (DoH) – Overview.
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Which level of government is responsible for delivering health care and education?

Comprehensiveness – The provincial and territorial plans must insure all medically necessary services provided by:

hospitals physicians dentists, when the service must be performed in a hospital

Medically necessary services are not defined in the Canada Health Act. The provincial and territorial health care insurance plans consult with their respective physician colleges or groups. Together, they decide which services are medically necessary for health care insurance purposes.
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WHO is responsible for health and safety in University?

2. (a) Deans and Directors have overall responsibility for health, safety and wellbeing within their School or Service.
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What are 3 Responsibilities of the WHO?

What we do WHO works worldwide to promote health, keep the world safe, and serve the vulnerable. Our goal is to ensure that a billion more people have universal health coverage, to protect a billion more people from health emergencies, and provide a further billion people with better health and well-being. For universal health coverage, we:

focus on primary health care to improve access to quality essential services work towards sustainable financing and financial protection improve access to essential medicines and health products train the health workforce and advise on labour policies support people’s participation in national health policies improve monitoring, data and information.

For, we:

prepare for emergencies by identifying, mitigating and managing risks prevent emergencies and support development of tools necessary during outbreaks detect and respond to acute health emergenciessupport delivery of essential health services in fragile settings.

For health and well-being we:

address social determinants promote intersectoral approaches for health prioritize health in all policies and healthy settings.

Through our work, we address:

human capital across the life-course noncommunicable diseases preventionmental health promotion climate change in small island developing states antimicrobial resistance elimination and eradication of high-impact communicable diseases.

: What we do
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Who is currently in charge of education in India?

Dharmendra Pradhan, a member of the Council of Ministers, is the current education minister. Dharmendra Pradhan is an Indian politician who serves in the Indian government as the Minister of Education and the Minister of Skill Development and Entrepreneurship.
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Who is more responsible parents or teachers?

Parents are More Important Than Teachers in a Child’s Education There are a lot of important people in a child’s life, but none more so than their parents. Parents are the first and most important educators in a child’s life. They are the ones that lay the foundation for their education. Teachers may come and go, but parents are always there.

1. That’s why parents are more important than teachers in a child’s education.
2. There’s no denying that teachers play an important role in a child’s education.
3. They are the ones who provide the instruction and guidance that helps children learn and grow.
4. However, there is one person who is even more important than teachers when it comes to a child’s education – their parent.Parents are the first educators of their children.

From the moment they are born, parents start teaching their children about the world around them. They instill values and beliefs in their children that will stay with them for life. They also provide support and encouragement, which is essential for helping children thrive academically.While teachers play a vital role in a child’s education, it is ultimately the responsibility of parents to ensure that their children receive a quality education.

1. This means being involved in their child’s schooling, supporting them at home, and making sure they have access to resources like books, tutors, and extracurricular activities.
2. By taking an active role in their child’s education, parents can ensure that their child gets the best possible education – one that will set them up for success in school and in life.

There is no denying that parents are the first and most important teachers in a child’s life. From the moment a baby is born, they begin to learn from their parents – whether it’s about language, manners, or even just how to love and be loved. And as children grow older and enter formal education, the role of parents in their education only becomes more crucial.While teachers play a vital role in a child’s academic development, it is ultimately up to parents to ensure that their child receives the best possible education.

• This means being involved in every step of the process, from choosing the right school and teacher, to helping with homework and providing moral support.Of course, this isn’t always easy – especially for working parents who already have limited time with their kids.
• But even small gestures like asking about your child’s day or reading together can make a big difference in their educational journey.So if you want your child to succeed in school (and in life), remember that you are their most important teacher.

Investing time and energy into their education now will pay off tenfold down the road.
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Who is responsible to educate children?

For decades we have lived in a society where sending children to government schools has simply been the accepted way of doing “education.” For most families, there has been no real thought about alternatives. But consider, just because something is mainstream, does that make it good or right? How much do parents know about what their children are being taught in schools? The pioneering non-traditional educator, Marva Collins, insisted that “It is important for parents to know what their children are learning” (Collins and Tamarkin, 1982, p.170).

Nevertheless, I submit that when most students are dropped at the front door of the school or step foot on a school bus, parental involvement in the content of their children’s education ends, They may be involved in parent-teacher meetings or extracurricular activities, but not directly in the education of their children.

Even U.S. law, the Department of Education Organization Act of 1979, confirmed that, “parents have the primary responsibility for the education of their children, and States, localities, and private institutions have the primary responsibility for supporting that parental role” (Title I, Section 101(3)).

• The advent of the 2020 Coronavirus outbreak has turned the education world upside down.
• Many parents were forced into a position of facilitating their children’s education for the first time in their lives, and there have been some shocking revelations.
• Some are appalled by the realization that their children don’t spend that much time at school actually learning.

The total may be less than half the time that students are physically present at the school (Webster, 2020). Others have seen the masks removed on the true motivations of teachers’ unions, which is far from the best interest of student. Some used Coronavirus to advance demands such as defunding police, additional wealth taxes, and Medicare for all before schools could reopen (UTLA, 2020, p.11).

Then there are those parents who are realizing the amazing prospect of having a positive influence on their children through the direct involvement in their children’s education, and they very well may chose homeschooling moving forward (Ray, 2020). Points to Consider What is the worldview foundation for the education of today’s children? Do parents assume that the public school teach a “neutral” worldview? The fact is, in an attempt rid the school of sectarian religious influence, the government has established the religion of secular humanism (Whitehead & Conlan, 1978, p.40-41), and cannot, therefore be “neutral” in any sense of the word (Cox, 2003, p.387).

For those of Christian faith traditions, this should be particularly concerning. The statistics are frightening. The sheer amount of time children will spend in school over the course of a K-12 education could be as high as 14,000 hours (Anderson, 2016, p.2).

• Coupling that amount of time with the secular humanistic worldview of the public school programs leads some authors to claim a near certain likelihood of negative spiritual impacts (Blumenfeld & Newman, 2014, p.152; Garris, 2016, Chapter 4, para.1).
• Barna Group research lends credibility to this assertion by revealing that “88% of the children raised in evangelical homes leave church at the age of 18, never to return” (Allotta, 2013, p.43).

How can a few hours of religious instruction at church each week compete with 35 hours of indoctrination in secular humanism? Even if parents take the time to provide direct religious instruction, there is little chance that their children will remain uninfluenced by the brute force of humanistic ideology, not only taught in school, but permeating our society in media and popular culture.

1. According to some estimates, as many as 90% of Christian families with school age children send those impressionable minds to public centers of indoctrination (Anderson, 2016, p.111).
2. To quote Voddie Baucham (2007), “We cannot continue to send our children to Caesar for their education and be surprised when they come home as Romans.” Conclusion I propose that for Christian parents to send their children to educational institutions is an abdication of their biblical parental authority as outlined in Scripture.

Deuteronomy 6 clearly states that children are to be instructed in the things of the Lord by parents from the time they awake, until they return to sleep, and at all times in between. There is zero possibility of fulfilling this expectation God laid out when children are physically separated from their parents for a large portion of their waking hours.

Ephesians 6:4 confirms the parental responsibility, and specifically the father’s responsibility, to raise the children “in the nurture and admonition of the Lord.” Other Scriptures, such as Proverbs 22:6, reinforce this principle. What I believe is needed today is a revolution in education by Christian families in the United States, perhaps even around the world.

No amount of tinkering will be able to fix our public school system (Gatto, 2017, p.17) as it was founded, not for the advancement of education, but for the advancement of societal change, and change that is inconsistent with biblical principles, at that (Rushdoony, 1963, p.150).

1. Since the years of its inception, “Government education has become terminal, but it will be a while before the carcass is abandoned” (Schanzenbach, 2006.p.105).
2. Like our Founding Fathers of 244 years ago, it is time we throw off the slave-making chains of the “tyranny” of public schooling (Cox, 2003, p.298) to which we have subtly become accustomed.

Perhaps a Declaration of Educational Independence is in order. References Allotta, J.A. (2013). Discipleship in education: A plan for creating true followers of Christ in Christian schools, Available from ProQuest Dissertations and Theses database. (UMI No.3608107) Anderson, C.M.

(2016). Education is discipleship: So who’s really discipling your kids? Phoenix, AZ: For It Is Written Ministries. Baucham, V. (2007). Family driven faith: Doing what it takes to raise sons and daughters who walk with God, Wheaton, IL: Good News Publishers Blumenfeld S., & Newman, A. (2014). Crimes of the educators: How utopians are using government schools to destroy America’s children,

Washington, D.C.: WND Books. Collins & Tamarkin (1982). The Marva Collins’ Way: Return to excellence in education & quality in our classrooms, New York, NY: St. Martin’s Press Cox, W.F. (2003). Tyranny through public education: The case against government control of education,

• Fairfax, VA: Allegiance Press Department of Education Organization Act, PUBLIC LAW 96-88 § Section 101(3). (1979).
• Garris, Z.M. (2016).
• Thinking biblically about education: Why parents should abandon government schools and take back control of education,
• Retrieved from Amazon.com Gatto, J.T. (2017).
• Dumbing us down: The hidden curriculum of compulsory schooling,

Gabriola Island, BC: New Society Publishers United Teachers of Los Angeles, (May, 2020). The Safe and Equitable Conditions for Starting LAUSD in 2020-21, Retrieved from https://www.utla.net/sites/default/files/samestormdiffboats_final.pdf,p.11. Ray, B.D.

1. Aug, 2020).
2. Big Growth in Homeschooling Indicated This “School Year” Retrieved from https://www.nheri.org/big-growth-in-homeschooling-indicated-this-school-year/ Rushdoony, R.J. (1963).
3. The messianic character of American education,
4. Nutley, NJ: Craig Press.
5. Schanzenbach, D.W. (2006).
6. Faithful parents faithful children: Why we homeschool.

Minneapolis, MN: River City Press. Webster, M.J. (May, 2020). Minnesota parents tell us what they really think of online learning. Retrieved from https://www.startribune.com/minnesota-parents-tell-us-what-they-really-think-of-online-distance-learning-kids-school-survey/ Whitehead, J.W., & Conlan, J.

(1978). The establishment of the religion of secular humanism and its first amendment implications. Texas Tech Law Review, 10(1), 1-66. About the author : Dr. Pietersma is a retired military intelligence officer and currently an education researcher holding a Doctor of Education degree from Regent University with a research emphasis on homeschooling and Christian education.

He homeschools his two children and directs a homeschool auxiliary based out of Cheyenne, Wyoming. He is also a freelance writer and is available for speaking engagements. Questions can be directed to Douglas via e-mail ( [email protected] ) or phone (307-214-6164).
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What is the role of government in health and education?

What is the role of the Government in healthcare? – GK Q&A Answer: The Government plays an important role in providing healthcare facilities to its citizens. Many citizens in India who are poor do not have access to proper healthcare facilities. Hence, the government provides family welfare centres, healthcare centres, and builds more hospitals and medical colleges.
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Which government department provides healthcare in India?

Ministry of Health and Family Welfare. GOI.
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What is the health care system in India?

India has a multi-payer universal health care model that is paid for by a combination of public and private health insurance funds along with the element of almost entirely tax-funded public hospitals. The public hospital system is essentially free for all Indian residents except for small, often symbolic co-payments in some services.

• At the federal level, a national publicly funded health insurance program was launched in 2018 by the Government of India, called Ayushman Bharat,
• This aimed to cover the bottom 50% (500 million people) of the country’s population working in the unorganized sector (enterprises having less than 10 employees) and offers them free treatment at both public and private hospitals.

For people working in the organized sector (enterprises with more than 10 employees) and earning a monthly salary of up to ₹21,000 are covered by the social insurance scheme of Employees’ State Insurance which entirely funds their healthcare (along with unemployment benefits), both in public and private hospitals.

People earning more than that amount are provided health insurance coverage by their employers through either one of the four main public health insurance funds which are the National Insurance Company, The Oriental Insurance Company, United India Insurance Company and New India Assurance or a private insurance provider.

All employers in India are legally mandated to provide health insurance coverage to their employees and dependents as part of Social Security in India, As of 2020, 300 million Indians are covered by insurance bought from one of the public or private insurance companies by their employers as group or individual plans.

• Indian nationals and foreigners who work in the public sector are eligible for a comprehensive package of benefits including, both public and private health, preventive, diagnostic, and curative services and pharmaceuticals with very few exclusions and no cost sharing.
• Most services including state of the art cardio-vascular procedures, organ transplants, and cancer treatments (including bone marrow transplants) are covered.

Employers are responsible for paying for an extensive package of services for private sector expatriates (through one of the public or private funds) unless they are eligible for the Employees’ State Insurance, Unemployed people without coverage are covered by the various state funding schemes for emergency hospitalization if they do not have the means to pay for it.

In 2019, the total net government spending on healthcare was $36 billion or 1.23% of its GDP. India had allocated 1.8% of its GDP to health in 2020–21. Since the country’s independence, the public hospital system has been entirely funded through general taxation. The National Health Policy was endorsed by the Parliament of India in 1983 and updated in 2002, and then again updated in 2017.

The recent four main updates in 2017 mentions the need to focus on the growing burden of non-communicable diseases, on the emergence of the robust healthcare industry, on growing incidences of unsustainable expenditure due to health care costs and on rising economic growth enabling enhanced fiscal capacity.

In practice however, the private healthcare sector is responsible for the majority of healthcare in India, and a lot of healthcare expenses are paid directly out of pocket by patients and their families, rather than through health insurance due to incomplete coverage. Government health policy has thus far largely encouraged private-sector expansion in conjunction with well designed but limited public health programmes.

According to the National Health Accounts report, the total expenditure on health care as a proportion of GDP in 2018 was 3.2%. Out of 3.2%, the governmental health expenditure as a proportion of GDP is just 2%, and the out-of-pocket expenditure as a proportion of the current health expenditure was 42.06% in 2019 while expenditure of the government and health insurance funds increased to 57%.
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Who controls higher education in India?

Administration – The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2015, India has 760 universities and 38,498 colleges. There are three types of universities: Conventional Universities, Deemed Universities and Institutions of National Importance.

• While Conventional Universities are established through Act of Parliament or State Legislatures, Deemed Universities award degrees through the notification of the central government.
• Institutes of National Importance are those that have been awarded the status by Parliament.
• The education system of India falls broadly under the Ministry of Human Resource Development (MHRD).

Amongst the branches of the MHRD, the Department of Higher Education is responsible for overseeing the growth of the higher education sector. The Department aims to improve quality of and access to higher education for all sections of the population. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020.

• Rashtriya Uchattar Shiksha Abhiyan – A total of 316 state public universities and 13,024 colleges will be covered under the Rashtriya Uchattar Shiksha Abhiyan, a plan to manage funding for higher education. This is a scheme to develop state university by central govt funding (60% for general category states, 90% for special category states, 100% for union territories).
• Scheme of Integrating Persons With Disabilities In The Mainstream Of Technical And Vocational Education – Caters to around 50 polytechnics in the country and provides them with grants-in-aid aimed at facilitating greater integration of disabled individuals into higher education.
• Scheme of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) – The purpose of this scheme is to raise the quantity and quality of teaching staff across schools and colleges. It also aims to create better institutional frameworks in order to cultivate change in the positive direction.

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Who is currently in charge of education in India?

Dharmendra Pradhan, a member of the Council of Ministers, is the current education minister. Dharmendra Pradhan is an Indian politician who serves in the Indian government as the Minister of Education and the Minister of Skill Development and Entrepreneurship.
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Who is responsible for higher education in India?

The Department of Higher Education, MoE, is responsible for the overall development of the basic infrastructure of Higher Education sector, both in terms of policy and planning.
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Who is the head of education department in India?

Education Minister – Shri Dharmendra Pradhan Hon’ble Education Minister +91-11-23782698/23782387 +91-11-23382365 (FAX) E-mail: ministersmgovin For Appointment/Invitation: app-hrdgovin

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