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Dr. B.R. Ambedkar made many contributions towards advancing education and social reform in India. He was the first untouchable to earn a college degree in India. He went on to earn master's degrees in economics from Columbia University in the United States. Upon returning to India, Ambedkar fought against untouchability and the oppression of Dalits, founding the Dalit Buddhist movement. Later in life he wrote extensively about Buddhism and converted to the religion himself. He passed away in 1956 after making immense contributions towards educational reform and Dalit rights in India.
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The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
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1. Education has played an important role in ancient India, contributing greatly to fields like mathematics. The Vedic period saw education as free and managed by Brahmins, with the goals of spiritual liberation, character building, and preparing students for their roles in society.
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- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
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The Constitutional provision of education and social justice
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1. Education has played an important role in ancient India, contributing greatly to fields like mathematics. The Vedic period saw education as free and managed by Brahmins, with the goals of spiritual liberation, character building, and preparing students for their roles in society.
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Vedic education originated from ancient Hindu scriptures known as the Vedas. It focused on spiritual knowledge and moral development through studying sacred texts. Education was provided through residential schools known as gurukuls and followed a structured system involving different stages of a student's life. The goals of Vedic education were moksha (liberation), formation of character, and preservation of culture. While it emphasized spiritual learning and women's education, it also lacked secular subjects and mass education. Overall, Vedic education placed a high value on the teacher-student relationship and moral development of students.
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The document discusses the Right to Education Act (RTE) in India. It notes that the RTE Act provides every Indian child ages 6 to 14 the right to free and compulsory elementary education. It specifies the roles and responsibilities of governments, local authorities, and parents in providing this education. The RTE Act also lays out standards for infrastructure, teachers, curriculum and more to ensure quality education. While a landmark law, full implementation of the RTE Act faces challenges such as teacher shortages, lack of awareness, and inadequate infrastructure.
Wardha Scheme of Basic Education : 1937.
With the help of our insightful PowerPoint presentation on the Wardha Scheme, explore the revolutionary period in Indian education. Discover the revolutionary ideas that gave rise to this educational framework during the Indian independence movement. Investigate the principles of Mahatma Gandhi and other influential personalities who influenced the Wardha Scheme, promoting an inclusive and comprehensive approach to education. Learn how this innovative educational system places a strong focus on self-sufficiency, community involvement, and practical skills. This presentation illuminates a significant period in India's educational history and is perfect for educators, history buffs, and individuals who are enthusiastic about educational reform. Discover the core of the Wardha Scheme and its enduring influence on the country's educational system.
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Gandhiji believed that true education improves character rather than just enabling students to earn more. He saw education as drawing out the best in body, mind and spirit. As the architect of India's freedom, Gandhiji experimented with satyagraha and truth. His educational philosophy proposed Basic Education - an education for life through life based on Indian culture and crafts. It aimed to provide minimum standards and develop students holistically through their basic needs and potentials. However, Basic Education faced challenges in implementation like lack of resources and commitment.
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The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
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The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
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The document discusses the development of the education system in India following the Charter Act of 1813. Some key points:
1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools.
2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English.
3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India.
4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.
Budhhist period education ppt
The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.
The university education commission (1948 49)
It is the first education commission in independent India, to study the problems of university education in India.
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Under British colonial rule in India, the education system underwent significant changes. Initially, the British allowed traditional Indian systems like Sanskrit pathshalas and madrasas to continue. However, over time they instituted policies to introduce Western-style education to create a class of subordinates to aid their administration. Major education policies and commissions transformed the medium of instruction to English and prioritized secular subjects over religious teachings. This disrupted traditional Indian education but also exposed Indians to modern science and ideas that contributed to the independence movement.
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Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
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The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
Buddhist education
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
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Dr ambedkar Philosophy- Educate, Agitate and Organize
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Education is the fountain head for the advancement of any society. An individual is empowered with creative thinking, knowledge, reasoning and compassion for fellow being through education, closing avenues of education from ones reach is nothing but blinding the person. He found that such an unkind act was performed over a section of the society called Dalits and shudras and thereby subjugated them to permanent disadvantage in all aspects of life and personality growth. He stressed the role of education in overcoming caste oppression. He identified the denial of education of shudras, women and untouchables as an important element in perpetuating caste system. He considered the development of education among the oppressed sections as an important weapon to escape from caste inequalities and to generate consciousness among the oppressed sections to fight back the oppression. He himself said, “Education is something which ought to be brought within the reach of every one. The object of primary education is to see that every child that enters the portals of a primary school does leave it only at a stage when it becomes literate continuous to be literate throughout the rest of his life.” An Ambedkar idea for the untouchables was ‘to raise their educational standards so that they may know their own conditions, have aspirations raise to the level of highest Hindu and be in position to use political power as a means to that end’. This is best reflected in Ambedkar’s famous slogan‘ Educate, Agitate and OrganizeSpecific hazards and mitigation
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This document provides an overview of Babasaheb Ambedkar's life and contributions. It discusses his early life and education. It then outlines his work establishing organizations to advocate for Dalit rights and fight against the caste system through non-violent protests. It also summarizes his role in establishing separate electorates for untouchables and his work as an economist advocating for a free market system. Finally, it notes that Ambedkar was the chairman of the drafting committee for the Indian constitution and his role in establishing guarantees of civil liberties and abolishing discrimination.
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Discussion Board Week 7: Curriculum: Foundations, Principals and Issues (Chapters 6 and 7)
by Allen C. Ornstein and Francis P. Hunkins
rabindranath tagore on education
1. Rabindranath Tagore was a renowned Indian philosopher and poet who established an experimental school called Visva-Bharati in 1921 based on his philosophy of education.
2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
Rabindranath tagore.ppt
Rabindranath Tagore was a Bengali polymath who reshaped literature and music in Bengal and India. He wrote many novels, short stories, songs, and poems. His most famous works were Gitanjali and Gora. Through his writings, he addressed topics of nationalism, spirituality, and social issues. He founded Visva-Bharati University to educate Indians and promote international understanding. Tagore was awarded the 1913 Nobel Prize in Literature, becoming the first non-European laureate, in recognition of Gitanjali and his work renewing Bengali art by resisting strict forms. His works had a profound impact yet remain more widely known within Bengal than outside of it.
Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Nature, concepts and purposes of curriculum
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the total learning experience, both planned and unplanned. Teaching is described as a three-phase process of planning, implementing, and evaluating lessons. Learning theories include behavioral and cognitive approaches. The relationship between teaching and learning is that teaching is the cause and learning is the effect, with the quality of one impacting the other.
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Basic principles of curriculum development
This document outlines Tyler's model for curriculum development which includes determining educational purposes, organizing learning experiences to meet those purposes, and evaluating whether the purposes were achieved. It discusses that purposes can be determined by studying learners, contemporary life, and subject specialists. Learning experiences should give opportunities to practice objectives, be satisfying, and be appropriately challenging. Experiences should contribute to multiple objectives and developing thinking abilities. Organization of experiences requires continuity, appropriate sequencing, and integration. Evaluation assesses changes in student behavior from early and later assessments to determine if objectives were realized.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
The Nature and Scope of Curriculum Development
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Curriculum its meaning, nature and scope
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
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- 1. TOPIC CONTRIBUTION OF AMBEDKAR TOWARDS CURRICULUM PREPARED BY MANDEEP KAUR
- 2. Dr. Babasaheb Ambedkar contribution . His life and Education. Contribution. Untouchability. Dalit Movement. Political career. Conversion to buddhism. Death.
- 6. Completing his matriculation degree in 1907, he admitted himself to Elphinstone College in 1908, again creating history by becoming the first untouchable to enter university. He graduated from the same in 1912 with a degree in economics and political science. He secured a job at the Baroda state government but did not continue the same for long as he was awarded a Baroda State Scholarship, which provided him the opportunity to gain postgraduate education at Columbia University in New York City. To pursue the same, he moved to America in 1913. He completed his MA in June 1915, majoring in Economics, with Sociology, History, Philosophy and Anthropology as other subjects of study. Two years henceforth, he gained a PhD in Economics. Meanwhile, in 1916, he enrolled for a bar course at Gray’s Inn. However, due to the termination of the scholarship, he had to return to India.
- 12. In 1950, Ambedkar traveled to Sri Lanka to attend a convention of Buddhist scholars and monks. After his return he decided to write a book on Buddhism and soon, converted himself to Buddhism. In his speeches, Ambedkar lambasted the Hindu rituals and caste division. Ambedkar founded the Bharatiya Bauddha Mahasabha In 1955. His book "The Buddha and His Dhamma" was published posthumously.
- 18. Since 1954-55 Ambedkar was suffering from serious health problems including diabetes and weak eyesight. On 6 December, 1956 he died at his home in Delhi. Since, Ambedkar adopted the Buddhism as his religion, a Buddhist-style cremation was organized for him. The ceremony was attended by hundreds of thousands of supporters, activists and admirers.