Education as a system
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Education is a tri-polar system of Teacher, Learner and Learning Environment- Teacher means-the administrative part and management part .i.e. Administrative committee, head of the institution, teachers, non-teaching staff- Learner means learner and related aspects- Learning environment means school atmosphere, home atmosphere and social atmosphere
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Sadler Commission Report (Calcutta University Commission Report)
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India that were not resolved by a prior commission in 1902. In addition to examining university education, the Sadler Commission provided recommendations for secondary education as it recognized the impact of secondary schooling on higher education. Some of its major recommendations included establishing boards of education at the provincial level, introducing an intermediate stage between school and university, and expanding access to education for women and Muslims.
Indian University Commission 1902
Indian University Commission 1902- Indian University Act of 1904- Contributions of Lord Curzon to Indian Education-Shimla Educational Conference and After Effects- The First University Act in Indian History-
Hunter Commission Report: The First Education Commission in Indian Histroy
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Macaulay's Minutes of 1835
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Education as a system
- 2. As a System, Education is a Large Network of Different Stake Holders
- 3. The Two Major Parts of the Educational System ADMINISTRATION MANAGEMENT Educational System
- 4. ADMINISTRATION MANAGEMENT Policy Making Financial Support Curriculum Framing Monitoring Appointment Review Execution of the Policy Institutional Planning Co-Ordnation Distribution of Work Organizing Government Concerned Minister Concerned Officials Administrative Committee of Institutions Head of the Institution Teachers Office Staff Students Teachers Students Office Staff
- 5. The Factors which Determine the Effectiveness of Educational System
- 6. Effective Policy Making By the Administrators
- 7. Commitment of the Administrators to Listen to the Needs of the Institutions
- 8. Administrators Alertness in Making the Curriculum Unique & Accurate
- 9. Systematic Monitoring by the Administrators
- 10. Appointment of Quality Faculty by the Administrators
- 11. Systematic Review By the Administrators at the End of Each Academic Year
- 12. Systematic Institutional Planning by the Head of the Institution
- 13. Proper and Balanced Work Distribution by the Head of the Institution
- 14. Effective Co- ordination of the Works of Different staff
- 15. Proper Organization of Educational Activities
- 16. Commitment of the Teachers
- 17. Experience of the Teachers
- 18. Team Spirit of the Teachers
- 19. Creativity of the Teachers
- 20. Commitment of the Office Staff
- 21. Technical Knowledge of the Office Staff
- 22. Academic Knowledge of the Office Staff
- 23. Active Involvement of Parents
- 24. Attitude of the Students
- 25. Aptitude of the Students