Education

The country which is powerful and wealthy are educated. There is not a single country in this world in which about everybody is not educated. According to Global education report, around 29 crore people are illiterate in India which is largest in the world. Of all the illiterate people, about 34% are from India which is a matter of shame. We thought why we couldn’t make india literate in 66 years??? The first reason is we have left education to governments and industrialists. If there was a peoples movement, people would have taught voluntarily, religious organisations would have took up this task, policical workers too would have joined and India would have bee completely literate. JLS will persuade those youth who would study themselves and also teach children. Our members will teach in those remote vilages and areas where the level of education is low. The second reason is the continuance of two types of education in india. As long as those english medium public schools which charge huge fees . all the government jobs and social status are reserved only for this. Due to this, the children of villages, poor and deprived, have got a lower level of education. They think what will they do after studying. They will not get jobs, then how will they be able to feed themselves and their families. Who will improve this condition in India??? After the implementation of “the right to education act.” It has been the emphasis of government to provide education to socially and economically backward women and children. It is the right of every indian to be educated. It is the duty of the government to see education is given to all irrespective of lingual or social differences. Inspite of all these, the rural people are not yet aware of education and also if they are, they only educate boys but not girls. JLS will camp at village to village and make people aware about education.

Education is a fundamental human right: Every girl and boy in every country is entitled to it. Quality education is critical to development both of societies and of individuals, and it helps pave the way to a successful and productive future. When all children have access to a quality education rooted in human rights and gender equality, it creates a ripple effect of opportunity that influences generations to come.
Jan Lakshya Society has developed a framework for rights-based, child-friendly educational systems and schools that are characterized as "inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children". Within this framework:
The school is a significant personal and social environment in the lives of its students. A child-friendly shool ensures every child an environment that is physically safe, emotionally secure and psychologically enabling.
Teachers are the single most important factor in creating an effective and inclusive classroom.
Children are natural learners, but this capacity to learn can be undermined and sometimes destroyed. A child-friendly school recognizes, encourages and supports children's growing capacities as learners by providing a school culture, teaching behaviours and curriculum content that are focused on learning and the learner.
The ability of a school to be and to call itself child-friendly is directly linked to the support, participation and collaboration it receives from families.
Child-friendly schools aim to develop a learning environment in which children are motivated and able to learn. Staff members are friendly and welcoming to children and attend to all their health and safety needs.

All social systems and agencies which affect children should be based on the principles of the Convention on the Rights of the Child. This is particularly true for schools which, despite disparities in access across much of the world, serve a large percentage of children of primary school age.
Such rights-based — or child-friendly — schools not only must help children realize their right to a basic education of good quality. They are also needed to do many other things — help children learn what they need to learn to face the challenges of the new century; enhance their health and well-being; guarantee them safe and protective spaces for learning, free from violence and abuse; raise teacher morale and motivation; and mobilize community support for education.
A rights-based, child-friendly school has two basic characteristics:
It is a child-seeking school — actively identifying excluded children to get them enrolled in school and included in learning, treating children as subjects with rights and State as duty-bearers with obligations to fulfill these rights, and demonstrating, promoting, and helping to monitor the rights and well-being of all children in the community.
It is a child-centred school — acting in the best interests of the child, leading to the realisation of the childés full potential, and concerned both about the "whole" child (including her health, nutritional status, and well-being) and about what happens to children — in their families and communities - before they enter school and after they leave it.