Radhakrishnan commission
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Here you can read complete recommendations given by Dr.S Radhakrishnan and it is the first commission set up in independent India. The committee highlights the development of higher education.
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Indian education commision
This is the brief presentation about Indian Education commission which is really helpful from exam point of view.
Kothari commission
The Kothari Commission (1964-1966), chaired by Daulat Singh Kothari, was tasked with comprehensively reviewing India's entire educational system and recommending policies. Key recommendations included: adopting a 10+2+3 educational structure; implementing a common school system; emphasizing science, vocational, and teacher education; strengthening social/national integration through language policy and curriculum reform; and promoting equality of educational opportunity. The commission aimed to link education with national development, productivity, and modernization while also cultivating students' social, moral, and spiritual values.
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This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
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The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
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The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
Secondary Education Commission (Mudaliar commission) 1952-53
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Indian education commision
This is the brief presentation about Indian Education commission which is really helpful from exam point of view.
Kothari commission
The Kothari Commission (1964-1966), chaired by Daulat Singh Kothari, was tasked with comprehensively reviewing India's entire educational system and recommending policies. Key recommendations included: adopting a 10+2+3 educational structure; implementing a common school system; emphasizing science, vocational, and teacher education; strengthening social/national integration through language policy and curriculum reform; and promoting equality of educational opportunity. The commission aimed to link education with national development, productivity, and modernization while also cultivating students' social, moral, and spiritual values.
Higher education
This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
Secondary or Mudhaliar commission
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Mudaliar commission
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
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The document provides an overview of the National Curriculum Framework 2005 (NCF 2005) in India. It outlines the guiding principles of NCF 2005 which aim to reduce the burden of learning on students and encourage a more holistic learning approach. The summary highlights that NCF 2005 recommends softening boundaries between subjects, implementing a three-language formula in schools, and shifting away from rote learning methods. It also emphasizes the importance of integrating local knowledge, arts, physical activity, and community involvement into the curriculum.
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2. During the Buddhist period (600 BC-600 AD), education was centered in monasteries and aimed at spiritual goals as well as subjects like medicine and crafts. Teaching methods included discussion and debate.
3. In the medieval period under Muslim rule (1100-1800 AD), the Maktab-Madrasha system provided primary education in maktabs and higher
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2. The primary centers of education were maktabs for basic education and madrasas for higher education, where students were provided with food, clothing, and other necessities free of cost.
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The most important system of education in medieval period was the Buddhist system of education. Buddhist education came into the existence in the 5th century B.C. Buddhist system of education was monastic. All castes were admitted to Buddhist sangh. The history of education in Buddha period is inter-related with the history of monasteries and Vihara because there were no independent educational institutions or centers, other than those religious centers. Those centers were highly responsible for the spread of Buddhism in India by 600B.C.
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The National Policy on Education of 1968 was formed based on recommendations from the Kothari Education Commission from 1964-1966. The policy aimed to transform the education system to be more closely related to people's lives, expand access to education, raise quality at all levels, emphasize science and technology, and cultivate moral and social values. Key aspects of the policy included making primary education free and compulsory, improving teacher status and training, adopting a three-language formula in secondary schools, developing regional languages and Hindi, and equalizing educational opportunities. The policy sought to bring education closer to serving national development goals.
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1) National integration in India aims to promote unity among people of different cultures, races, castes and religions in the country. It encourages sharing of ideas and values to strengthen emotional bonds between people.
2) India is a diverse country with many regions, languages and cultures. Maintaining unity amid this diversity is important for national integrity. However, forces like communalism, racism and religious fanaticism have led to tensions and violence between groups.
3) Measures like expanding education, encouraging migration and interaction between groups, and promoting national symbols through media can help strengthen national integration in India's multi-lingual society. Teachers and students have an important role to play as well through
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EDUCATION SYSTEM IN VEDIC PERIOD
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.
2. Teachers held high status and lived with students, teaching individually through methods like listening, reflecting, and realizing the deepest meanings. The curriculum covered diverse topics through rituals and ceremonies. While rigorous, Vedic education was also rigid and lacked freedom of thought.
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Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
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This PPT prepared by Teacher Educators from Thiagarajar College of Preceptors- Madurai for B.Ed trainees.
U.e c(1948 49)
whole some explanation on "university education commission{1948-49} along with the recommendations given by the commission.
Revamping Teacher Education: suggestions from Prof Poonam Batra Committee Rep...
The document outlines proposals to revamp teacher education in India to better prepare students for the future, as outlined in several reports and committees. It discusses increasing the duration of teacher education programs to two years, requiring university affiliation, locating programs in multi-disciplinary environments, attaching schools to teacher education institutions, and allowing exchange of faculty between schools and teacher education institutions. The proposals are meant to be implemented in phases over five years to strengthen teacher education and align it with recommendations from the Justice Verma Commission and other reviews.
icse board.pptx
The Indian Certificate of Secondary Education (ICSE) is a private board established in 1958 that conducts the ICSE examination for 10th grade and the Indian School Certificate (ISC) examination for 12th grade. It is governed by the Council for the Indian School Certificate Examinations (CISCE). The CISCE oversees curriculum, examinations, affiliation of schools, and other activities. Schools must meet requirements regarding infrastructure, staff qualifications, academic hours, and more to be affiliated with the CISCE. The ICSE curriculum and examinations focus on developing well-rounded students through a balanced course of study including compulsory and optional subjects.
Introduction to Secondary education
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
Written report
The document discusses the teacher education curriculum in the Philippines. It describes the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) programs which prepare students to be teachers. The BEEd focuses on teaching grades 1-6 while the BSEd focuses on teaching specific subjects in grades 7-12. Both programs include general education courses, professional education courses in child development, teaching methods, field experience, and content area courses in subjects like English, science, and math. The goal is to develop competent teachers with knowledge, skills, values and attitudes to be effective educators.
Kothari education commission's report
The Kothari Education Commission report from 1964-1966 analyzed India's education system and made recommendations. It suggested a uniform 10+2+3 pattern of education across India with 10 years of general education, 2 years of higher secondary, and 3 years of undergraduate education. It emphasized vocational education, improving teacher quality, increasing literacy, and using education to promote national integration, development, and democratic values. The report helped establish many foundations of India's modern education system.
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COMMITTEES AND RECOMMENDATIONS RELATED TO SCHOOL SUBJECTS
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This document outlines a webinar presentation on methodological issues in teacher education research. The presentation discusses key topics like teacher education, research methodology, and research ethics. It notes several methodological challenges in research on teacher education in India, such as economic and political realities, bias, lack of innovative methods, and weak qualitative research. The objectives are to learn about the research scenario in teacher education, key research problems, methodology issues, and ethics. The presentation covers these topics and provides examples of ethical principles and how teachers can apply ethical research practices.
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This is an innovative method of presenting the content in the form of different shapes and colours in an effective way. This is the task of assignment given to my M.Ed student of II semester and it has really presented in a creative manner. Hope this will be helpful in understanding the content in an easy way.
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Information and Communication Technology
This is a concept map gives details about the evolution of ICT in the technological era. This was completed by one of my student which is assigned as an assignment. It's all about presenting the content in an unique manner.
Impact of web based instruction (wbi)
Web-based instruction is increasing in use for education and training due to its flexibility and broader accessibility. It has the potential to integrate different media types like audio, video, graphics and text to deliver instruction in various forms. Web-based learning allows for more interaction between teachers and students and provides ready access to information. It uses the World Wide Web as an instructional delivery system and web-based learning environments utilize web resources to create a context that supports learning.
M learning pedagogical affordances
The document discusses m-learning (mobile learning) and pedagogical affordances. It defines m-learning as using mobile devices like smartphones, tablets, and laptops for learning on the go. Pedagogical affordances refer to the opportunities for teaching and learning provided by an environment or technology. Specifically for m-learning, some pedagogical affordances include idea sharing, interaction enabled by features like cameras and audio recording, as well as solving problems using mobile tools in creative ways. The document emphasizes that instructional designers must understand these affordances to effectively design mobile learning experiences.
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Here is a detail about stakeholders their roles and responsibilities in developing e-learning. You can also watch video on this and the link is https://youtu.be/EY0T2hLCFxY
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The document discusses the semantic web and its applications in e-learning. It provides an introduction to the semantic web, noting that it allows information to be expressed in a precise, machine-interpretable format. It then discusses two key areas where the semantic web can be applied in e-learning: software to support instructor tasks and software to interpret the structure of distributed, self-organized learning. The document goes on to describe the components that make up the semantic web architecture, including URIs, XML, RDF, ontologies, and various other layers.
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Library Consortia
This document discusses library consortia and the e-ShodhSindhu consortium in India. It defines a consortium as a cooperative arrangement between groups to share resources for common goals and users. Library consortia allow libraries to share resources like collections, catalogs, and services. The e-ShodhSindhu consortium merged previous initiatives to provide universities and colleges access to over 15,000 journals and databases. Its goal is to support students, faculty and research with quality electronic resources for free.
Models of e-learning
This document discusses several models of e-learning:
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e-learning
It is useful for both teachers and students as a learner. Anybody can learn anything at anytime and anywhere. It is a self-study tool for meaningful and purposeful learning.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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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
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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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The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
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Radhakrishnan commission
- 1. RADHAKRISHNAN COMMISSION (1964-66) Dr. Sushma N Jogan Assistant Professor, Dept. of Education, VSKUB
- 2. Recommendations: 1. Aims of education:
- 4. 3. Standard of teaching: I. Admission Ii. Maximum number of arts and science faculties Iii. working days - 180 Iv. Refresher course V. Occupational institutions Vi. Seminars for PG students
- 5. 4. Courses of study: i. The general as well as specific interest ii. Master degrees are to be honoured iii. The course should develop mastery over the content iv. Student’s effective use of language, instruction of basic ideas of science and appreciation of higher values.
- 6. 5. Research and training: i. Increase facilities for post graduate research and training. ii. Ph.D student should have depth knowledge of subject. iii. University teachers should devote to their duty in teaching as well as acquire new methods in research work. i. Agriculture, Education, Commerce, Engineering, technology, law and medical education 6. Professional Education:
- 7. 7. Religious of education: i. Start with few minutes of silent meditation ii. I year: lives of the great religious leaders like Buddha, Confucius, Zoroaster, Socrates, Jesus, Shankara, Mohammed, Kabir, Nanak, Gandhi etc. be taught. II year: selection of some of a universal character from the scriptures of the world III year: central problems of philosphy of religion i. Regional language ii. Three language formula (Most important for competitive exam) 8. Medium of instruction:
- 8. 9. Examination Appointment of paper setters, examiners and the system of scoring. No grace marks Viva-voce examination for professional degrees. 70% or more 1st class, 55% to 69% 2nd class and at least 40% for third class. Physical education for all: Except NCC Social Service Student’s union free from political activities Advisory board for student welfare Construction of hostels. 10. Student’s welfare:
- 9. 11.Women’s education: i. Same facilities as of men colleges. ii. Curriculum should be prepared for them so as to consider them as a citizen. The hierarchy from The Visitor The Chancellor The Vice-Chancellor The Executive council The Academic council The Board of Studies (BOS) The faculties The finance should be allocated by UGC. UGC came into power from 1956. 12.Administration and finance:
- 10. 13. Rural Universities Special attention is paid to the development of higher education in rural areas. In the rural colleges, the general studies should be combined with the practical course student discipline Appointment of VC Inter university Board Educational Research Council 14. Miscellaneous