Inderjit PPT ON LEARNING WITHOUT.pptx
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The Yashpal Committee report from 1993 had five parts: an introduction outlining the committee's objectives and methodology; an analysis of problems with the prevalent curriculum load; the roots of those problems; recommendations to address the issues; and an appendix. The report found that the education system focused too much on exams, treated textbooks as truth, discouraged observation, tried to teach too much too quickly, and the problems were not just in urban areas. It recommended greater teacher involvement in curriculum/textbooks, no admission tests for pre-school, less homework for primary levels, and more use of audio/video materials. However, the report was criticized for lacking clarity/logic and that the committee had no school teaching experience.
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LEARNING WITHOUT BURDEN
The document summarizes the report titled "Learning Without Burden" submitted by the Yashpal Committee to the Indian government in 1993. The committee, chaired by Professor Yashpal, studied the prevalent school curricula and textbooks in India. The report identified several problems with the curriculum load on students, including joyless learning, an excessive focus on examinations, and treating textbooks as the sole source of truth. It also examined the roots of these problems, such as the isolation of experts developing curricula from classroom realities. The report recommended greater involvement of teachers in curriculum development and reducing homework and tests for young students.
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The document summarizes the Yashpal Committee report from 1992-1993 that studied the prevalent school curriculum and textbooks in India. The committee identified several problems with the education system including excessive curriculum loads, a lack of joy in learning, and centralized control over curriculum. The committee determined the roots of these problems were an overemphasis on information over knowledge, convention of only teaching textbooks, and a competitive social environment that lacked academic focus. The committee's recommendations included greater teacher involvement in curriculum/textbooks, reducing testing at early levels, limiting homework, using more audio/visual materials, and improving teacher-student ratios.
KOTHARI COMMISSION(1964-1966)
The appointment of the education commission of 1964-1966 popularly known as ‘KOTHARI COMMISSION’ was a significant event in the history of education in free India.
In 1964, Dr. D.S Kothari was requested to give advise to the government on the action to be taken for the development of education at all the levels and he submitted a report in 1966.
Kothari Commission was an ad-hoc commission setup by the Government of India.
Kothari Commission was formed on 14 July, 1964.
It was formed under the Chairmanship Daulat Singh Kothari. He was the then chairman of University Grants Commission (UGC).
The Commission spent about 100 days in visiting universities,colleges and schools and held discussions with teachers ,educationists,administrators and students.
In a span of 21 months, the Commission had interviewed 9000 people who were working as scholars, educators and scientists.
The Report was submitted by the Kothari Commission on 29th June 1966 to
M.C.Chagla, the then minister of education.
It constituted 12 task forces and 7 working groups for studying the various problems of education in the country.
Task Forces:
1) Task Force on school Education
2) Task Force on Higher Education
3) Task Force on Technical Education
4) Task Force on Agricultural Education
5) Task Force on Adult Education
6) Task Force on Science Education and Research
7) Task Force on Teacher Training and Teacher’s Status
8) Task Force on Student welfare
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
The report is divided into four sections-
Section I : Deal with general problems
Section II : Deal with Education at different stages and in different sectors
Section III : Deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : Consists of supplementary papers.
1. The education system at the national level was aligned in 10+2+3 pattern, as
recommended by the Kothari Commission.
2. One of the most important recommendations of the Kothari Commission was the
National Policy on Education. The Bill was passed in the Parliament under the
leadership of former Prime Minister of India, Indira Gandhi.
3. It has been reported that even the National Policy on Education in 1986 (which was
formulated under the leadership of former Prime Minister of India, Rajiv Gandhi), was influenced by recommen
Elementary
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- The National Policy on Education was first introduced in 1968 to promote education across India. Major policies were introduced in 1968, 1986, and a draft in 2017.
- Key goals included compulsory education for all, improving teacher training, and increasing educational opportunities for women, scheduled castes, and tribes.
- The Kothari Commission from 1964-1966 examined India's entire education system and recommended the 10+2+3 structure as well as increasing access to education.
- The National Curriculum Framework was published in 1975 and revised in 1988, 2000, and 2005 to make learning more child-centered
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- The National Policy on Education was established in 1968 to promote education across India. Major policies included in 1968, 1986, and a draft in 2017.
- The Kothari Commission from 1964-1966 examined India's entire education sector and recommended the 10+2+3 education structure that is still used today.
- National Curriculum Frameworks published in 1975, 1988, 2000, and 2005 aimed to make education more child-centered, connected to life outside school, and reduce the focus on rote learning.
- The National Knowledge Commission was formed in 2005 to strengthen domestic research, innovation, and
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- Key goals of education policy include compulsory education, improving teacher training, equalizing opportunities across groups, and promoting regional languages and culture.
- The Kothari Commission from 1964-1966 examined India's entire education sector and standardized a national pattern, including the 10+2+3 structure still used today.
- National Curriculum Frameworks published in 1975, 1988, 2000, and 2005 aimed to shift learning away from rote memorization and
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The document summarizes the report titled "Learning Without Burden" submitted by the Yashpal Committee to the Indian government in 1993. The committee, chaired by Professor Yashpal, studied the prevalent school curricula and textbooks in India. The report identified several problems with the curriculum load on students, including joyless learning, an excessive focus on examinations, and treating textbooks as the sole source of truth. It also examined the roots of these problems, such as the isolation of experts developing curricula from classroom realities. The report recommended greater involvement of teachers in curriculum development and reducing homework and tests for young students.
4.burden
The document summarizes the Yashpal Committee report from 1992-1993 that studied the prevalent school curriculum and textbooks in India. The committee identified several problems with the education system including excessive curriculum loads, a lack of joy in learning, and centralized control over curriculum. The committee determined the roots of these problems were an overemphasis on information over knowledge, convention of only teaching textbooks, and a competitive social environment that lacked academic focus. The committee's recommendations included greater teacher involvement in curriculum/textbooks, reducing testing at early levels, limiting homework, using more audio/visual materials, and improving teacher-student ratios.
KOTHARI COMMISSION(1964-1966)
The appointment of the education commission of 1964-1966 popularly known as ‘KOTHARI COMMISSION’ was a significant event in the history of education in free India.
In 1964, Dr. D.S Kothari was requested to give advise to the government on the action to be taken for the development of education at all the levels and he submitted a report in 1966.
Kothari Commission was an ad-hoc commission setup by the Government of India.
Kothari Commission was formed on 14 July, 1964.
It was formed under the Chairmanship Daulat Singh Kothari. He was the then chairman of University Grants Commission (UGC).
The Commission spent about 100 days in visiting universities,colleges and schools and held discussions with teachers ,educationists,administrators and students.
In a span of 21 months, the Commission had interviewed 9000 people who were working as scholars, educators and scientists.
The Report was submitted by the Kothari Commission on 29th June 1966 to
M.C.Chagla, the then minister of education.
It constituted 12 task forces and 7 working groups for studying the various problems of education in the country.
Task Forces:
1) Task Force on school Education
2) Task Force on Higher Education
3) Task Force on Technical Education
4) Task Force on Agricultural Education
5) Task Force on Adult Education
6) Task Force on Science Education and Research
7) Task Force on Teacher Training and Teacher’s Status
8) Task Force on Student welfare
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
The report is divided into four sections-
Section I : Deal with general problems
Section II : Deal with Education at different stages and in different sectors
Section III : Deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : Consists of supplementary papers.
1. The education system at the national level was aligned in 10+2+3 pattern, as
recommended by the Kothari Commission.
2. One of the most important recommendations of the Kothari Commission was the
National Policy on Education. The Bill was passed in the Parliament under the
leadership of former Prime Minister of India, Indira Gandhi.
3. It has been reported that even the National Policy on Education in 1986 (which was
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This document discusses the history and key aspects of education policy in India. It outlines the following:
- The National Policy on Education was first introduced in 1968 to promote education across India. Major policies were introduced in 1968, 1986, and a draft in 2017.
- Key goals included compulsory education for all, improving teacher training, and increasing educational opportunities for women, scheduled castes, and tribes.
- The Kothari Commission from 1964-1966 examined India's entire education system and recommended the 10+2+3 structure as well as increasing access to education.
- The National Curriculum Framework was published in 1975 and revised in 1988, 2000, and 2005 to make learning more child-centered
Elementary
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- The National Policy on Education was established in 1968 to promote education across India. Major policies included in 1968, 1986, and a draft in 2017.
- The Kothari Commission from 1964-1966 examined India's entire education sector and recommended the 10+2+3 education structure that is still used today.
- National Curriculum Frameworks published in 1975, 1988, 2000, and 2005 aimed to make education more child-centered, connected to life outside school, and reduce the focus on rote learning.
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- The National Policy on Education was established in 1968 to promote education across India. Major policies included in 1968, 1986, and a draft in 2017.
- Key goals of education policy include compulsory education, improving teacher training, equalizing opportunities across groups, and promoting regional languages and culture.
- The Kothari Commission from 1964-1966 examined India's entire education sector and standardized a national pattern, including the 10+2+3 structure still used today.
- National Curriculum Frameworks published in 1975, 1988, 2000, and 2005 aimed to shift learning away from rote memorization and
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The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
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Syllabus
Chapter-1
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Different educational policies of pakistan
The document discusses different education policies in Pakistan from 1947 to 1972. It summarizes the key recommendations and features of the First Education Conference in 1947, the National Commission on Education in 1959, the New Education Policy in 1970, and the Education Policy in 1972. The conferences and policies focused on issues like compulsory primary education, promoting science and technical education, implementing religious education, and nationalizing private educational institutions. However, many of the policies faced challenges in full implementation due to the country's conditions and resource constraints at the time.
Educational policiec 8913 syeda mehvish dildar
The document discusses different education policies in Pakistan from 1947 to 1972. It summarizes the key recommendations and features of the First Education Conference in 1947, the National Commission on Education in 1959, the New Education Policy of 1970, and the Education Policy of 1972. The conferences and policies focused on issues like compulsory primary education, promoting science and technical education, implementing religious education, and nationalizing private educational institutions. However, many of the policies faced challenges in full implementation due to various administrative and socio-political factors prevailing in the country at the time.
Jayashreee...
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge in textbooks, and providing a stimulating school environment. The NCF of 2009 emphasized changing negative teacher approaches, moving beyond an exam-focused education, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to empower teachers to drive national development through education.
Kanaka....ppt
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to allow for integrated learning, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF 2009 focused on improving teacher education programs by emphasizing teaching skill development, reducing an exam focus, and providing flexible training for in-service teachers. Both frameworks aimed to better prepare teachers to drive national development through education.
National Curriculum Frameworks - 2005
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
1.npe1986
The document outlines the National Policy of Education 1986 in India and the National Curriculum Framework 2005. The National Policy of Education 1986 aims to adopt a common 10+2+3 educational structure, develop a national curriculum framework, promote equality, and strengthen research. It focuses on early childhood education, elementary education, school facilities, and non-formal education. The National Curriculum Framework 2005 provides the framework for syllabi, textbooks, and teaching practices. It aims for lifelong learning, democratic values, creativity, life skills, independent thought, and holistic development of children.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Inderjit PPT ON LEARNING WITHOUT.pptx
- 1. Submitted To: Submitted By: Manpreet Kaur Inderjit Singh Roll No 23194
- 2. • In 1992 the Minister of Human Resource Development constituted an eight- member committee under the chairmanship of Professor Yashpal and the National Advisory Committee was appropriately named after its Chairman. • The committee mainly studied the prevalent syllabus and textbooks prepared by NCERT and CBSE. • On July 15, 1993, the Commission submitted a report titled Education without Burden to the government. INTRODUCTION
- 3. • First part: Introduction-It states the objectives of forming the committee and discusses its working methodology. • Part Two: The problem of curriculum load. In this the prevalent school education and its problems have been discussed. • Part Three: The Roots of the Problem. • Part Four: Recommendation – Solution to the problem. • Fifth Part: Appendix. FIVE PARTS OF THE REPORT
- 4. joyless education examination system As textbook 'truth' language textbooks discourage observation Course Structure teach everything start early not just an urban problem PROBLEM OF CURRICULUM LOAD
- 5. knowledge vs information Separation of experts from classroom realities centralized character 'Leave the lesson' conference competition based social ethos Lack of academic ethos ROOTS OF THE PROBLEM
- 6. Greater participation of teachers in designing curriculum and preparing textbooks. There should be no test or interview for admission to pre-school. There should be no homework and project work at the primary level. Extensive use of audio-video materials and implementation of teacher-student ratio 1:40. COMMITTEE RECOMMENDATION
- 7. This report lacks clarity and logical sequence. • None of the members of the committee had any experience of teaching at the school level, which was why they could neither understand the nature of the problem, nor its causes, nor could they suggest any meaningful solution. YASHPAL COMMITTEE EVALUATION 1992-93
- 8. THANK YOU