National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
The source of these slides is National Education Policy 1998-2010 original document and I present as an M.Phil scholar in my classroom so I share it with all of you just for guidance no one can use these slides in the original form without my permission. If you like, please give your feedback.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
The source of these slides is National Education Policy 1998-2010 original document and I present as an M.Phil scholar in my classroom so I share it with all of you just for guidance no one can use these slides in the original form without my permission. If you like, please give your feedback.
education policies and development in pakistan 1947 to 2009Rashna Asif
This presentation is all about the education policies and development that implement or not implement in Pakistan. all the policies discuss briefly. in this ppt slides, all policies from 1947 to 2009 discuss briefly.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
education policies and development in pakistan 1947 to 2009Rashna Asif
This presentation is all about the education policies and development that implement or not implement in Pakistan. all the policies discuss briefly. in this ppt slides, all policies from 1947 to 2009 discuss briefly.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
LANDMARKS IN THE HISTORY OF EDUCATION IN KERALA(4).pdfAnie Kuriyan
This presentation explores the major landmarks in the evolution of education in Kerala. It discusses the important educational institutions present in the medieval period in Kerala, the role of Christian missionaries and the important non governmental agencies.
THE INTRODUCTION OF WESTERN EDUCATION ACTED AS A CHANGING FACTOR OF KERALA SOCIETY. THE ROLE OF CHRISTIAN MISSIONARIES INCLUDING CATHOLIC AND PROTESTANT MISSIONARIES PROVIDED LOT OF CONTRIBUTION TO THE EDUCATION OF KERALA.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter 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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Education System in Subcontinent during Muslim Rule
• Islamic system of education is based on religion (Islam)
• it is natural system of education.
• Its content of education is based on shareeah.
• The demand for education was mostly confined to that minority of
population which embraced the religion of Islam.
• As Persian was the court language, the demand for education in that
language significantly increased.
• It was considered a religious duty to receive and communicate
instruction.
3. The objectives of Islamic Education
Acquisition of Knowledge: The chief aim of Islamic education was to spread the
light of knowledge.
• The Prophet Mohammed (PBUH) “gain knowledge even if it be in China”.
• Prophet Mohammed preached to the people that distinction between essential
duty and wrong action, religion and irreligion could be accomplished only though
knowledge and as such remarked.
Propagation of Islam:
The spread of Islam was considered as religious duty.
• There was a notion that only a religious propagator could be
Ghazi.
• The beliefs of Islamic religion were taught in the form of
philosophy, literature and history in Madrasahs.
4. • Islamic Social Morals Progress::
• A special system of morals based on Islamic education.
• This was reflected in their thinking and living.
• In the observance of the rules of conduct rigorous practice was
provided.
• Preservation and Spread of Muslim Culture:
• پھیالؤ اور تحفظ کا ثقافت Muslim educational system worked for the
preservation and transmission of culture.
• Study of the authentic work was compulsory.
• Rules and regulations pertaining to their culture were strictly followed.
5. Educational Institutions:
• Maktab (primary grade)
• Madrasha (higher grade).
Maktab
• The ‘Maktabs’ were it attached to mosques.
• There was a special method of admission to the Maktabs.
• This was followed by the study of the thirteenth chapter of the Quran
which contained verses of daily prayer,
• By the time the students finished their primary education they got
some practical knowledge.
6. • Madrasha:
• After completing the study at Maktab, the students were eligible for
the admission to Madrasah.
• No formal ceremony was observed on this occasion.
• There was provision for both secular and religious education in the
Madrasah.
• The total duration of the course was ten to twelve years in all.
• The medium of instruction in these institutions was the court language,
Persian.
• But the study of Arabic was made compulsory for the Muslim
students.
7. Education System in Subcontinent during British Rule
• Before the British Rule, Education was instructed over and done with
a chain of elementary schools – Maktabs for elemnetry and
Madrasas for higher education.
• The education provided in such institutions were based on old texts.
Education system suffered because the company had stopped giving
institutions grants which were earlier given to the institutions by
muslims Rulers.
8. Introduction of Western Education
• East India Company
• Christian Missionaries
• English East India Company showed a very little interest in promotion
of education in subcontinent.
• First Educational Institutes East India Company
• The Calcutta Madrasa
• Sanskrit College
• Fort William College
9. Christian Missionaries
• Activities of Christian Missionaries compelled British to promote
Western Education in Subcontinent.
• Main English Missionaries
• Charles Grant
• Christian Missionaries wanted to promote Western Education in India
because they thought that modern education would destroy the faith
of the Indians for the own religions and they would follow Christianity
10. Charles Grant
• Charles Grant is considered as the father of modern education in
subcontinent.
• He is known so because of his efforts that the Charter Act of 1813
came into existence. This acts promotes the modern education in
India as it sanctions about one lakh rupees for education.
• Charter Act of 1813
• This act was the first step taken by British rulers for the purpose of
educational development in subcontinent.
• Under this act, one lakh rupees were sanctioned to promote
education in India.
• However, this act had failed.
11. Failure of Charter Act of 1813
• The Charter Act had failed because of following reasons
• It failed to state the language for medium of instruction for
educational institutes.
• It was also ambiguous about the means of expanding English
education in India.
• It was not stated that education should be given to all or a selected
few.
12. Macaulay’s system of education –
Main Provisions
• This system clearly stated that Western Education has to be promoted
in India through the medium of English language alone.
• Under this system, Persian was abolished as the court language. On its
place, English language was made the court language.
• Under this system, the printing of English books was made free and
these were widely available in markets at very low prices.
13. Macaulay’s system of education
• Implementation For the implementation of this system in India
following steps were taken by the government:
• Forty two schools were set up by 1842.
• Each educational zone had one government school.
• For example: Bengal was divided into nine educational zones under
Lord Auckland
14. Wood’s Despatch
• This was a written document for the propose of promoting education
in subcontinent.
• This was introduced by Charles Wood in 1854.
• It was the first comprehensive plan for the spread of education in
subcontinent.
• It was considered as the ‘Magna Carta of English education in
subcontinent.
15. • Wood’s Despatch –
Main Provisions
• It asked the government of India to provide education to all Indians
not to the selected few.
• Graded schools were established in hierarchy as
• Universities
• Colleges
• High Schools
• Middle Schools
• Primary Schools
16. • English was recommended as the medium of instruction for higher
studies and Indian local languages at school level.
• Emphasis was given on female and vocational education and on
teachers’ training.
• Education instructed in the government institutions was to be secular.
• A system of grants-in-aid was recommended for the institutions that
satisfied certain conditions to encourage private enterprise.
• Universities were to be set up at Calcutta, Madras and Bombay
17. Dawo Bund Movement
• The original idea of establishing a madrasa for teaching religious
subjects was that of a practicing sufi and a reputed saint, Haji
Muhammad Abid of Deoband.
• Maulana Muhammad Yaqub, a leading educationist, was appointed as
the headmaster. On April 14, 1866, the madrasa started functioning in
a small mosque.
• The madrasa at Deoband followed the Madrasa-i-Rahimiyah in its
emphasis on Hadith, but it also incorporated many features of the new
educational institutions established by the British, e.g., division of
students in regular classes, attendance registers and written
examinations.
18. • By 1931, 900 students were enrolled in the madrasa, including 43
foreign students.
• Maulana Muhammad Qasim Nanotvi, who joined the madrasa few
years after its establishment, was very active during the war of 1857,
and for a period of time even established his own government in the
area.
• Maulana Mahmud-ul-Hasan, who remained head of the
institution for 23 years, encouraged contacts between Aligarh
and Deoband.
19. • It also played the role of a unifying force for them, since apart
from the opposition of the Deobandi teachers and students, so
many ulema from the same institution supported Quaid-i-Azam,
and took active part in the Pakistan Movement under the
supervision of Maulana Shabbir Ahmad Usma
20. Aligarh Movement
• Aligarh Movement was an significant Reform Movement of 19th
century.
• It was started to end the socio-religious evils of the Muslim Society.
• Its founder was Sir Sayyed Ahmed Khan who got a lot a lot of
achievement in his mission .
• He was a liberal and a great scholar who studied his religion deeply
and tried to put an end to false rites.
• He introduced educational reforms .
• His movement is known a Aligarh movement , because its main
center was at Aligarh in Uttar Pradesh
21. Causes f Aligarh Movement
• Superstition and false rites had become part of Islam as a result of
this the Muslims had forgotten the real faith.
• Initially Muslims believed in the principle of equality but know they
had given up this principle.
• They ill-treated the below class people and the slaves.
• After the decline of the Mughal Empire the Muslims had lost political
power, their interest were in risk.
22. Objectives of Aligarh Movement
• To create an atmosphere of mutual understanding between the
British government and the Muslims.
• To persuade Muslims to learn English education.
• To produce an intellectual class from amongst the Muslim public.
• To bring a social and cultural reform amongst the Muslim public.
• To maintain, and as far as possible promote the political and
economical importance of Muslims in the affairs of the country to the
extent that was possible in a country under foreign rule.
23. Principal of Aligarh Movement
• The teachings given in the Quran are only real and should be followed
honestly.
• (Allah) is Almighty. Remember him always.
• Teachings in religious book except the Quran, should be considered
wisely.
• All Muslims are equal. Do not hate the slaves or low class people.
• Do not hate other religion. Respect them . Jehad or religious war is
unjustified.
24. • 1859: Built Gulshan School in Muradabad.
• 1863: Set up Victoria School in Ghazipur.
• 1864: Set up the Scientific Society in Aligarh. This society was
involved in the translation of English works into the native language.
• 1866: Aligarh Institute Gazette. This imparted information on history;
ancient and modern science of agriculture, natural and physical
sciences and advanced mathematics.
•
.
25. • 1870: Committee Striving for the Educational Progress of Muslims.
• 1875: Muhammadan Anglo-Oriental School (M. A. O.), Aligarh, setup
on the pattern of English public schools. Later raised to the level of
college in 1877 and university in 1913.
• 1886: Muhammadan Educational Conference.
• This conference met every year to take stock of the educational
problems of the Muslims and to persuade them to get modern
education and abstain from politics.
26. Nadva- tul-'Ulema Movement
• The main work of the organization was the establishment of a
Dar-ul-Uloom at Lucknow.
• Shibli Nomani, Syed's co-worker for many years, was
associated with the institution.
• Under his influence it gained importance, but in 1914 he was
forced to resign.
• Shibli Nomani wrote extensively on Islam, highlighting those
periods and personalities that offered leadership, and provided
inspiration to the Muslims, empowering them to take their
proper place in the world.
27. • His writings include the series "Heroes of Islam“
• The first book of this series was "Al-Mamoon", a biography of
Mamoon-ur-Rasheed.
• Further books in the series included the biographies of Imam
Abu Hanifa, Imam Ghazali and Maulana Roomi
• Shibli tried to refute western allegations against Islam and
Muslims.
• His basic purpose remained to train and educate Muslim youth
so that they could unite and lead their nation out of
despondency.
28. • A magnificent building was constructed for the Dar-ul-Uloom with a
grant from the State of Bhawalpur.
• The tradition of training in literary craftsmanship and style of modern
Arabic was inherited by the institution.
• The Dar-ul-Musannifin, or "Academy of Authors", at Azamgarh,
manned by the former students of the Nadva, is a byproduct of the
institution.
29. or a thousand years, Lahore had been a great cultural and
intellectual center of the Muslims. Under the Mughals, Lahore
boasted of rapid progress in the domains of education and
learning.
30. Jamia Millia Islamia
• The movement of Jamia Millia Islamia is a struggle for education and
cultural regeneration.
• It will prepare a proposal for Indian Muslims which may focus on
Islam.
• It will lay the foundation of the thinking that true religious education
will promote patriotism and national integration among Indian
Muslims, who will be proud to take part in the future progress of
India, which will play its part in the comity of nations for peace and
development.
• The objective of establishment of Jamia Millia Islamia will be to lay
down the common curriculum for Indian Muslims taking into account
the future challenges and will prepare the children to be masters of
future".
31. • In 1928 the Staff members of Jamia Millia Islamia under the aspiring
leadership of Dr. Zakir Husain resolved to form the Anjuman-e-Talimi
Milli (later to be known as Anjuman-e-Jamia Millia Islamia). whose
members signed a pledge to serve Jamia for at least 20 years on a
salary of not more than Rs. 150 per month. The following signed the
pledge in the first instance.
• The prominent members of this movement were Maulana Mehmud
Hasan, Maulana Mohamed Ali, Hakim Ajmal Khan, Dr. Mukhtar
Ahmad Ansari, and Abdul Majid Khwaja.
32. Crisis
• Born out of political crisis, it seemed for a while, Jamia would not
survive the heat of the intense political struggle for the independence
of subcontinent.
• Suddenly Jamia saw itself in a great crisis. Some thought it had
achieved its mission, as others believed that the institution had lost
its raison discourage with the end of the non-cooperation and the
Khilafat movements.
• Even the little financial assistance, that the Khilafat had been giving
it, also dried up. As even prominent people started deserting it,
Jamia’s total collapse virtually became an imminent possibility
33. Overall status of education at the lime of independence
• At the time of the country's birth in 1947, large-scale human
migrations took place: an estimated 4.7 million left Pakistan for
India while 6.5 million came to Pakistan with a net gain in
population of 1.8 million.
• The largest demographic changes occurred in the Punjab,
which gained 5.2 million and lost 3.6 million.
• The second largest to suffer demographic changes was Sind,
which lost most of its Hindu population, which had controlled
more than 90 percent of its economy and held important
positions in bureaucracy, education, and the professions.
34. • There are two systems of education in Pakistan: traditional and
modern.
• The traditional system, which focuses on Islam, has experienced an
exponential growth since the 1970s, influenced by the wave of Islamic
fundamentalism from Iran.
• In the late 1990s, the traditional Islamic schools,
called madrassahs, came increasingly under the influence of the anti-
West Taliban movement in Afghanistan.
35. • A critical examination of the modern formal education system
extending from primary to the university levels by experts ranging
from the World Bank to those in research institutes in Pakistan has
found the colleges in the country "sub-standard, bureaucratic,
government-controlled, poor and ineffective," to estimate Tariq
Rahman of the National Institute of Pakistan Studies of the Quaid-I-
Azam University.