Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Orientation to the programme of New Revised Curriculum of B.Ed Programme of Kannur University( Two Year Programme) with special emphasis on Language Across Curriculum, presented in a workshop for B.Ed students of Keyi Sahib Training College and GBCTE Thalassery.
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
The Recommendations of University Education Commission 1948-49 | By Durlav Ka...Durlav Kalita
University Education Commission is the first Education commission of Independent India. Government of India appointed this commission in 1948 to study about higher education of India. The commission is given many valuable recommendations in its report submitted in 1949.
In India the Guru or the teacher is held in high esteem.
Indeed, there is an understanding that if the devotee were presented with the guru and God, first he would pay respect to the guru, since the guru had been instrumental in leading him to God.
Thanks a lot to who create this PPT.
---poulomi pavini
Here is a presentation about frictional force for eight standard students. definition, different types, advantages and disadvantages of friction is discussing here
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. About the Commission
• First education commission of independent India.
• Government of India appointed this commission in 1948.
• Chairman- Dr. S. Radhakrishnan.
• Inaugurated by Abdul Kalam Azad, the then minister of
Education.
• This Commission consists of 10 members
3. MEMBERS OF THE COMMISSION
1. Dr. S. Radhakrishnan, Splading Professor of Eastern Religious and ethics at the
University of Oxford. (Chairman).
2. Dr. Tara Chand, Secretary and Educational adviser to the Government of India.
3. Dr. James F. Duff, Vice Chancellor, University of Durham.
4. Dr. Zakir Hussain, Jamia Millia Islamia, Delhi, now vice chancellor of Muslim
University Delhi.
5. Dr. Arthur E Morgan, Former president of Antioch college, First Chairman of
Tennesee Valley Authority, President of Community service Inc.
4. 6. Dr. A. Lakshmanaswami Mudaliar, Vice Chancellor of University of Madras.
7. Dr. Meghnad Saha, Palit professor of Physics Dean, Faculty of science, and
President of Post-graduate Council of Science, University of Calcutta.
8. Dr. Karm. Narayan Bahl, Professor of Zoology, University of Lucknow.
9. Dr. John J. Tigert, formerly Commission of education of the United States,
President Emeritus of the University of Florida.
10. Shri Nirmal Kumar Sidhanta, Professor of English and Dean , Faculty of arts,
University of Lucknow. (Secretary)
5. DR S RADHAKRISHNAN
• A distinguished scholar
• Former vice chancellor of Banaras Hindu University.
• Second President of India
6. • AIM- To study the problems of university education in India and to
suggest improvements for the development of university education.
Reconstruction of universities are essential for the socio economic
development after independence.
• METHOD OF STUDY- Prepared the questionnaire and sent to the
people, about 600 questionnaires is returned with suggestions. Visited
various Universities and interviewed a number of teachers, students and
staffs and studied their problem.
• Submitted report in 1948
8. 1.AIMS OF UNIVERSTY EDUCATION:
According to the commission, the Universities should take
into account the changes in the Socio-Political Scenario of India
and formulate the aims of education. Training for Leadership,
Social efficiency, development of knowledge and wisdom, love
for higher values of life, cultural progress etc should be the most
important aims of university education in the independent india.
9. 2. TEACHING STAFF :
Quality of university education depends upon quality
of teachers, attempts should be made to improve their
quality and qualification. Their pay-scales and service
condition should be descent band digrified, Teachers must
be given leaves for higher studies both in India and
abroad.
10. 3. DURATION OF THE COURSE AND WORKING DAYS:
Admission to the universities should be after 12
years of school course. The first degree should be after 3
years of collegiate education. The working days in college
should be 180 days excluding examination days. Maximum
number of students for a teaching university and affiliated
college should be fixed at 3000 and 500 respectively.
11. 4. RESEARCH FACILITIES:
The commission stressed the importance of research
at the higher levels of university education. “The
Universities shall attract brilliant promising young man by
offering them decent salaries so that their creative faculties
are not blunded in the most productive period of their life
by privation”. The commission said “Every university
should have certain number of research fellowships to
encourage research”.
12. 5.REFORM OF EXAMINATION SYSTEM:
There should be reform in the organization and
method of examination essay type questions should be
supplemented by objective type of questions and oral
tests.
13. 6.PROFESSIONAL EDUCATION:
Professional education in the fields of Agriculture,
Commerce, Education, Engineering and Technology, Law,
Medicine, Business administration, Public administration and
industrial relations should be started and developed.
15. 8.MEDIUM OF INSTRUCTION:
The commission suggested that in addition to the mother
tongue and Hindi, English should be taught at the secondary and
university levels. English should be the medium of instruction
for higher Education
16. 9. RELIGIOUS AND MORAL INSTRUCTIONS:
The commission stressed the importance of religious and
moral instructions. Students must be able to understand the
basic principles of all religious in order to develop a spirit of
religious tolerance and secularism. Moral instruction should
also aim at the development of secularism
17. 10. SCHOLARSHIPS:
Scholarships and stapends should be given to
meritorious and financially handicapped students. NCC
social service and such other schemes should be introduced
as co curricular activities in colleges.
18. 11.RURAL UNIVERSITIES:
The commission emphasized the vital need for
establishing rural universities surrounded by rural colleges to
meet the needs of rural reconstruction in Agriculture and
Industry.
19. 12. EDUCATION TO WOMEN:
The commission also pointed out the need for
establishing colleges for women with adequate facilities and
conducive atmosphere.
20. MERITS OF THE RECOMMENDATIONS
Recommended that new universities should be established in
rural areas for meeting the requirements of the village people.
Commission has recognized the necessity of introduction of
some kind of religious and moral education in universities in
order to control the violent waves of materials of present day
civilization.
21. Commission rightly perceived the various inadequate of the
existing university education and draw the attention of the people
towards them and has given important suggestions for meeting
them.
Commission has emphasized the importance of study of
humanities and development of the spirit of universal
brotherhood.
22. The commission has defined the aims and objectives of
university education for the first time.
Commission recommended for the enhancement of pay scales of
teachers in order that better persons may come to teach in
universities and may prevent the falling of education standards.
23. Commission tried to raise the standard of Indian university
education on apart with the international standard of higher
education.
It harmonise the oriental occidental cultures:- Many systems
prevalent in the west were freely adopted in the sphere of
education without spoiling the spirit of Indian culture.
24. DEMERITS OF THE RECOMMENDATIONS
Its views on religious and moral education was vague and
ambigious.
Though the commission frankly criticized the defects of the
then existing system of education its suggestions for reform of
the system was not all satisfactory.
The suggestions on establishment of rural universities were not
much effective.
25. Commission has not chosen to study deeply the problems of
medium of instruction.
The commission has not given much attention on women
education.
Importance of education in fine arts has also been ignored by the
commission.
26. Some of the recommendations were mere repetitions of the
recommendations of previous commissions.