Education is most important for a nation or a society. Only a literate community, with a sizable chunk of educated people in its fold can flourish prosper and develop in the modern world. Education is the foundation of the structure, which the society is. On the basis of this foundation only the future of a country or a nation is largely determined and its standard is destined by the standard of education its citizens are being imparted. In India, Education has a strong tradition, having its roots in history. During the ancient period, our educational institutions were reputed all over the know world. The tradition and values of education passed on to the medieval period. the Muslims, Turks and Mughals later developed the educational institutions further . The Vedic, Brahmanic and Buddhist values were merged with the Islamic values were merged with the Islamic values and norms and thus a new institution of education, learning and research was established. However, the modern education, was cultivated, nursed and developed to new heights under the British only. Till now, we follow the British system of education. The present study is research based, covering all the aspects covering all the aspects concerning the development and expansion of education in India and its future as well. There was a dearth of a comprehensive and exhaustive work on the subject. This book would fill the void. It must be helpful to scholars, researchers, teachers and students alike.
Encyclopaedia of Education (3 Volumes Set)
Rs. 2000
Additional information
| ISBN | 8188583316 |
|---|---|
| Year of Publication | 2004 |
| Binding | HardBound |
| Pages | |
| Edition | |
| Language | English |
Preface
SECTION-I
EDUCATION POLICIES
1. The 1967 Policy
Committee's Report. Transformation of the system . National Unity. Neighbourhood School. Languages. Language Teaching. The Link Language. Sanskrit. Science and Research. Agriculture and Industry. Work-Experience. Characterization. Equal Opportunities. Pre-primary. Primary Level. Ten year System. Higher Secondary Level. Higher Level. Own-time Education. Literacy for Adults. Girls' Education . Educating Weaker Sections. Educating the Handicapped. Improvement Process. Teachers' Status. New Methods. The Curricula. Reforms in Examination. Institutional Improvement. Welfare and Discipline. Development of Talent. Organisation. Voluntary Effort. Institutions of Minorities. Local Authorities. Role of Union Government. Role of State Governments. Immediate Action. Priorities. The Expenditures. The Success. The Evaluation
2. The 1979 Policy
Post Development . Education Policy. Primary Level. Adult Education. Secondary Level . Higher Level. Under-graduate Level. Extension Programmes. The Structure . Technical Education. Research . Agriculture Education. Medical Education. Art and Culture . Physical Education. The Medium . Three Language Formula. Language. Reforms in Examination. Development of Books . Various Opportunities. Teacher Training . Participation of the Community . Minority Education. The Investment. Review and Evaluation
3. The 1986 Policy
Education Policy and After . Role of Education. National System. Meaningful partnership. For Equality. Disparities. Women's Equality. Education of Scheduled Castes. Education of Scheduled Tribes. Backward Sections and Areas . Minorities. The Handicapped. Adult Education. Reorganisation of Education . Childhood Care. Primary Education. Child- Centered Approach. School Facilities. Non-Formal Education. The Resolve. Secondary Level. Vocational Education. Higher Level. Open University and Distance Learning. Delinking Degrees from Jobs. Rural University. Technical and Management Education . The Thrusts. Research and Development. Promoting Efficiency . Management Functions. The System. Reorienting the Content and Process. Cultural Perspective. Value Education Technology. Practical Experience. Environment. Teaching of Mathematics . Education of Science. Physical Education and Sports. The Youth Factor. Evaluation Process. Teachers Training . The Management . National Level. State Level . District and Local Level. Aided Institutions. The Resources. Review. The Future. New Educational Policy
SECTION -II
NEW ASPECTS
4. Distance Education
The Definition . The Philosophy. The Growth. Scene in India. The Advamtages
5. Non-formal Streams
The Concept and Need . Formal Education . The Characteristics. The Objectives. The Nature. the 8-14 Age Group . The 15-35 Age Group . The Organisation. Kothari Commission's View
6. Open Universities
The Definition. The Development. System of Education. New Education Policy and Open University. I. G. N. O. U. Conclusion
SECTION-II
MORE ASPECTS
7. Teachers' Training
Teachers' Education. Types of Training . The Problems. Suggestions. The Conditions. Kothari Commission's Views . The Equality. Housing facilities . Additional Income. Promotion. The Expansion. Removing Isolation. Eradication of Isolation. Qualitative Improvement. Training Institutions. General Conditions. Expansion in the Facilities. In-service Training . Professional Preparation. Determination of Standards. As a Profession
8. Organisation and Administration of Schools
Educational Administration. At the Central Level. At the State Level . At the Local Level . The Problems. Educational Planning and Administration. Inspection. Supervision. Suggestions. Planning and Administration. Improving the Efficiency
9. Ideal Schools
Navodaya Schools. The Characteristics . The Development . Evaluation. Merits . Demerits
Bibliography