Education is crucial for developing human resources and societies. It transmits cultural heritage while preparing people for the future. Education opens opportunities and enables people to respond constructively to changing situations. Teachers play a vital role in shaping students and societies by imparting knowledge, skills, values, and discipline. In ancient India, teachers were seen as holy figures who imparted both secular and spiritual wisdom. Reflection on curriculum allows improvement.
In this ppt i can covered some topics like What is Education ?, Education Today, Challenges in Present Education System, What we have to do:, IMPORTANCE OF EDUCATION IN LIFE, SIGNIFICANCE OF EDUCATION, ENSURE A PRODUCTIVE FUTURE, SPREAD AWARENESS, BOLSTERS CONFIDENCE and add some best animations, sounds and effects. I hope this ppt helpful for you.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
In this ppt i can covered some topics like What is Education ?, Education Today, Challenges in Present Education System, What we have to do:, IMPORTANCE OF EDUCATION IN LIFE, SIGNIFICANCE OF EDUCATION, ENSURE A PRODUCTIVE FUTURE, SPREAD AWARENESS, BOLSTERS CONFIDENCE and add some best animations, sounds and effects. I hope this ppt helpful for you.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
The first thing that strikes about education is knowledge gain. Education gives us knowledge of the world around us. People debate over the subject of whether education is the only thing that gives knowledge. Some say, education is the process of gaining information about the surrounding world while knowledge is something very different.
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
B.ED
Contemporary India and Education
Unit 1 - Education
Education - Definition , Meaning , Concept of education
Modern concept , Indian concept , Western concept , Broader concept , Narrow concept
This presentation is about the problems faced in Indian Education. By knowing the problems of Indian education only the obstacles in the path of universalization of education can be stopped and India can become a developed country and can compete with the other advanced nations. The problems of unemployment will also be solved if there is compulsory education for all.
Education is the basic foundation all that we learn in life and all that we learn for life. Educating people is like carving a beautiful stature out of stone.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
The first thing that strikes about education is knowledge gain. Education gives us knowledge of the world around us. People debate over the subject of whether education is the only thing that gives knowledge. Some say, education is the process of gaining information about the surrounding world while knowledge is something very different.
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
B.ED
Contemporary India and Education
Unit 1 - Education
Education - Definition , Meaning , Concept of education
Modern concept , Indian concept , Western concept , Broader concept , Narrow concept
This presentation is about the problems faced in Indian Education. By knowing the problems of Indian education only the obstacles in the path of universalization of education can be stopped and India can become a developed country and can compete with the other advanced nations. The problems of unemployment will also be solved if there is compulsory education for all.
Education is the basic foundation all that we learn in life and all that we learn for life. Educating people is like carving a beautiful stature out of stone.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
The Teacher,
Taken from Indian National Education by Srimath Swami Chidbhavananda
Department of English, Vivekananda College, Madurai.
https://www.vivekanandacollege.ac.in/english/
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Education and its Importance
N.Ramakrishnan
Principal
Government college of Education for Women, Coimbatore
2.
3. Education and its Importance
• History has established beyond doubt the
crucial role played by human resources in the
development of nations, and the development
human resources is the main function of
education.
• Education is one of the fundamental needs of
human beings. In the history of mankind,
education has formed a continuum and a
basis for the development of human society.
4. • Though development of attitudes, values and
capabilities both of knowledge and skills,
education provides strength and enables
persons to respond to changing situation and
enables them to cause and contribute to
societal development.
• Education has the dual function of transmitting
to the new generation the heritage of the part
with its accumulated wisdom and preparing it
for the present and the future that the emergent
needs of society and individual hold before us.
5. • At the same time, a fully satisfying life has
many other facts – intellectual, physical,
vocational, social, aesthetic, spiritual –
that have to be taken into account.
• Education as a basic human need opens up
unlimited possibilities calling for
responses that are constructive, creative
and challenging.
6. • Since independence UEE (Universalisation of
elementary education , has been long accepted
as a pre-condition to socio-economic and
political development of any society.) has been
an important and basic goal of educational
development in India.
• There is an urgent need to measure
performance essentially on the basis of
enrolment retention; girls and children of poor
and illiterate families need special remedial
programmes.
7. • In this direction concerted efforts have been
made to provide free and compulsory
education to all children up to the age of 14
which is a directive principle of the Indian
Constitution under Article 45.
• Education is the indispensable instrument
for the propagation of science and
technology which is fundamental to the
success of developing countries current
endeavors.
8. EXPERT VIEWS ON EDUCATION
• Education has been widely discussed and
interpreted by different thinkers, philosophers
and educationists with reference to its aims,
functions and implementations.
• It is complex idea. Hence, divergent options
and views have been expressed by the Indian
as well as the western thinkers about education
in different ages with reference to their
philosophies, needs and temper of the social
order.
9. Indian Concept of Education
• According to Upanishads, hindu vedha
• “Education is that whose and product is
salvation”.
• Salvation (Latin salvatio; Greek sōtēria; He
brew yeshu'ah[) is being saved or protected
from harm[1] or being saved or delivered
from some dire situation.
• In religion, salvation is stated as the saving
of the soul from sin and its consequences.
10. • According to Swami Vivekananda,
• Education means “The manifestation of
divine perfection already existing in man”.
• Aurobindo considered education as “Helping
the growing soul to draw out that is in it”.
• Mahatma Gandhi,
• the champion of basic education thinks of
education, as a means to developed man.
• He says, “By education, I mean an all-round
drawing out of the best in child and man
body, mind and spirit”.
11. • According to the report of Indian
Education Commission (1964-66),
• “Education ought to be related to
the life, needs and aspirations of
the people; and thereby made
powerful instrument of social,
economic and cultural
transformation”.
12. TEACHER
• PLACE OF THE TEACHER
• “Teachers are the real architects of the
nation”.
• The greatness of a country does not
depend on lofty buildings, gigantic
projects and large armies. The ultimate
test of a nations greatness is the qualify of
her citizens.
13. • If a nation possesses men of sterling
character and unimpeachable patriotism,
she is bound to make rapid progress on
all fronts.
• Young men are entrusted to the care of
the teaching profession and it is,
therefore, the duty of the teacher to
impart the right type of education to
students in order to make them right type
of citizens.
14. • Teachers can play a vital role in shaping the
future of India by paying attention to the
young men entrusted to their care”.
• The importance of a teacher is as the
presence of the sun.
• Since Vedic periods, teachers have played an
important role in the society.
• Society has these teachers the highest respect
because they were committed to bringing
about the comprehensive and harmonious
development of the student personality.
15. • Even during the Buddhist and Jain
periods, teacher occupied a very respect
place in society.
• Teaching is essentially a spiritual process
involving the contact of mind with mind.
• A good teacher is a powerful and abiding
influence in the formation of character.
16. • The influence of a teacher indirectly
extends over many generations; it
transcends national and geographical
boundaries, and it advances the cause of
civilization and world order.
• The world today is rapidly changing and
so in India, new goals are being set up
and new techniques are being devised in
order to achieve readjustment of society
to new situations.
17. • Teachers are expected not only to keep up
with the changes initiated in society but
to keep up also with the changes that are
being made continuously in the
techniques of education.
• Hence, there is great need for teachers to
possess a broad, deep and through
understanding of life. In short as is the
teacher, so is the school; the school is,
what the teacher makes it.
18. • The place and importance of the teacher in
society need not be overemphasized. He
imbibes, interprets and disseminates the
culture and traditions of the past.
• He plays a vital role not only as an interpreter
of culture and dispenser of knowledge but also
acts a builder of attitudes, values and beliefs.
• The young boys and girls in modern India
look to the teacher for interpretation of culture
and traditions and also for values, ideas,
beliefs, discipline, wit, fact, resourcefulness
and above all a way of life.
19. • The role of teacher in forming loyalties, values
and attitudes which are a necessary part of the
development of a national, social and cultural
entity is being increasingly realized.
• Evans (1971) has rightly said “the importance
of teacher seems to derive from two aspects of
his role:
• (a) as a conveyor of a message and
• (b) as a model whose attitudes, feelings and
values are consciously transmitted to the
pupils”.
20. • Teachers occupy a place of paramount
importance in any system of education. No
other aspect of education is so vital for its
progress as the teachers.
• They are the pivot of the educational system.
• The whole system of education revolves
around them. It is they who have to select and
interpret the curriculum and aids of
instruction.
• They have to influence our boys and girls by
their conduct and behavior.
21. • Dr. Radhakrishnan has aptly remarked,
“The teachers place in society is of vital
importance. He acts as the point for the
transmission of intellectual tradition and
technical skills from generations to
generations and helps to keep the lamp of
civilization burning”.
• But only those teachers who are well
trained can play a vital part in education
as well as in society.
22. • The secondary Education Commission
has rightly stated: “We are however,
convinc2ed that the most important factor
in the contemplated educational
reconstruction is the teacher, his personal
qualities, his educational qualifications,
his professional teaching and the place
that he occupies in the school as well as
in the community”.
23. TEACHERS AS HOLY PERSONS AND TEACHING AS A
HOLY DUTY
• Dr. Veda Mitra (1964) has observed in
education, “In ancient India teaching was
considered to be a holy duty when a
Brahmana was bound to discharge
irrespective of the consideration of the
fee.
• The teacher succeeded in creating an
image of being a very useful member of
society.
24. • Teachers were expected to devote their
lives to the course of teaching in the
missionary spirit of self sacrifice, and the
society laid down the principle that both
the public and the state would help the
learned teacher, and educational
institutions very liberally”.
• He taught both secular as well as
religious arts and sciences.
25. • The relationship between the teacher and his
pupils were regarded as filial in character.
• The teacher was regarded as the spiritual and
intellectual father of his students.
• It was the function of the teacher to lead the
students from the darkness of ignorance to the
light of knowledge.
• “The lamp of learning was concealed under a
cover and the teacher removed it and let out
the light”.
26. TYPES OF TEACHERS
We find three kinds of teachers in ancient India
namely
1. Upadhyaya
2. Acharya
3. Guru
• An “Upadhyaya” was one he who taught only a
portion of the Vedas.
• An “Acharya” taught the Vedas after having
performed only the ceremony of Upanayana. An
Acharya was ten times more than the “Upadhyaya”.
27. INSTRUCTION
• Instead of just lecturing in the classroom, teachers
are facilitators of learning, providing students with
the information and tools they need to master a
subject.
• At times, teachers act like tutors, working with
small groups of students or individual students
within the classroom or after class.
• Teachers also play the role of evaluators, constantly
assessing students' abilities through formal and
informal assessments, providing suggestions for
improvement and assigning grades.
28. STUDENT INTERACTION
• Perhaps the most important roles teachers fill involve
interacting with students.
• Teachers must be leaders in the classroom and in the
school, earning the respect of students and setting a
positive example.
• They must be disciplinarians, doling out fair and
consistent punishments to students who break the rules.
• At the same time, teachers must show care and concern
for students.
• A teacher has the power to build up or tear down a
student's self-esteem and make a student's day or ruin it
in an instant.
29. • At the same time, teachers must show care
and concern for students.
• A teacher has the power to build up or tear
down a student's self-esteem and make a
student's day or ruin it in an instant.
• When interacting with students, a teacher
must fill the role of a counselor, a surrogate
parent, a nutritionist and someone who has
the best interests of every child at heart.
30. CREATION
• Because teachers must use the curriculum,
they should have input in its creation.
• A teacher can gauge whether an activity will
fit into a specified time frame and whether
it will engage students.
• If multiple teachers will use the curriculum,
allow as many of them as possible to
provide input during the creation stage.
31. • As teachers provide input, they will
gain ownership in the final product
and feel more confident that the
curriculum was created with their
concerns and the needs of their
particular students in mind.
32. IMPLEMENTATION
• Teachers must implement the curriculum in
their own classrooms, sticking to the plan
that has taken so much time, careful
planning and effort to create.
• When a teacher fails to properly implement
a strong curriculum, she risks not covering
standards or failing to implement effective
practices in the classroom.
33. • That does not mean a teacher cannot
make minor changes. In fact, a strong
curriculum is designed to allow a teacher
to be flexible and to insert a few
personalized components or choose from
among a selection of activities.
34. SOCIETY
• A society is a group of people involved in
persistent social interaction, or a large social
grouping sharing the same geographical or social
territory, typically subject to the same political
authority and dominant cultural expectations.
• Societies are characterized by patterns of
relationships (social relations) between individuals
who share a distinctive culture and institutions; a
given society may be described as the sum total of
such relationships among its constituent members. In
the social sciences, a larger society often
evincesstratification or dominance patterns in
subgroups.
35. • Information society: A society in which
information is a good that one can exchange, buy,
sell, store, transport, process. The society of the
digital divide.
• Knowledge society: A human society, in which
knowledge should bring justice, solidarity,
democracy, peace... A society in which knowledge
could be a force for changing society. A society
which should provide universal and equitable
access to information (UNESCO).
• The Knowledge Society needs new kinds of
Knowledge, that cannot reduce to traditional
disciplines
36. REFLECTION
• Reflecting on a curriculum allows teachers and
others involved in the process to find any
weaknesses in the curriculum and attempt to
make it better.
• Teachers reflect on curriculum in multiple ways,
such as keeping a journal as they implement the
curriculum, giving student’s surveys and
reviewing the results or analyzing assessment data
and individual student performance.
• Not only can reflection serve to improve a
specific curriculum, it may guide the creation of
new curriculum.