CHALLENGES_IN_EDUCATION

Sections

1.1.1 Introduction
1.1.2 Objectives
1.1.3.1 Salient features of Gurukula system of Education
1.1.3.2 Merits of the Gurukula system of Education
1.1.4.1 Features of Buddhist system of Education
1.1.4.2 Educational implications of Buddhist education
1.1.5.1 Practical teachings of Jainism
1.1.5.2 Aims of Jain system of Education
1.1.5.3 Curriculum of Jain system of Education
1.1.5.4 Methods of Jain system of Education
1.1.6.1 Charter Act of 1813
1.1.6.2 Macaulay’s Minutes (1833)
1.1.6.3 Wood’s Despatch (1854)
1.1.6.4 Hunter Commission (1882)
1.1.6.6 Zakir Hussain Committee Report (1937)
1.1.6.7 Sargent Report (1944)
1.1.7 LET US SUM UP
1.1.8 UNIT END EXERCISES
1.1.9 ANSWERS TO CHECK YOUR PROGRESS
1.1.10 SUGGESTED READINGS
1.2.1 INTRODUCTION
1.2.2 OBJECTIVES
1.2.3.1 UNIVERSITY EDUCATION COMMISSION (1948-49)
1.2.3.2 SECONDARY EDUCATION COMMISSION (1952-53)
1.2.3.3 KOTHARI COMMISSION (1964-66)
1.2.3.4 NATIONAL POLICY ON EDUCATION (1986)
1.2.4 VOCATIONALISATION OF EDUCATION
1.2.5 SOCIALLY USEFUL PRODUCTIVE WORK
1.2.6 COMMUNITY AND SOCIAL SERVICE
1.2.7 LET US SUM UP
1.2.8 UNIT END EXERCISES
1.2.9 ANSWERS TO CHECK YOUR PROGRESS
1.2.10 SUGGESTED READINGS
1.3.1 INTRODUCTION
1.3.2 OBJECTIVES
1.3.3.1 SIGNIFICANCE OF THE DIRECTIVE PRINCIPLES OF STATE
1.3.4 IMPORTANT ARTICLES IN THE CONSTITUTION AND THEIR
1.3.5 RESPONSIBILITIES OF CENTRAL GOVERNMENT ON
1.3.6 FUNCTIONS OF THE STATE GOVERNMENT ON EDUCATION
1.3.7 LET US SUM UP
1.3.8 UNIT END EXERCISES
1.3.9 ANSWERS TO CHECK YOUR PROGRESS
1.3.10 SUGGESTED READINGS
1.4.1 INTRODUCTION
1.4.2 OBJECTIVES
1.4.3.1 POSITION OF RELIGIOUS EDUCATION IN A SECULAR STATE
1.4.3.2 AIMS OF RELIGIOUS EDUCATION
1.4.3.3 PRECAUTIONS WHILE INTRODUCING RELIGIOUS EDUCATION
1.4.4 MORAL EDUCATION
1.4.5 WHY MORAL EDUCATION?
1.4.6 WHAT CONSTITUTES MORAL EDUCATION?
1.4.7 SRI PRAKASA COMMITTEE ON RELIGIOUS AND MORAL
1.4.8 LET US SUM UP
1.4.9 UNIT END EXERCISES
1.4.10 ANSWERS TO CHECK YOUR PROGRESS
1.4.11 SUGGESTED READINGS
1.5.1 INTRODUCTION
1.5.2 OBJECTIVES
1.5.3 IMPACT OF REGIONAL IMBALANCE ON INDIAN POLITY
1.5.4 IMPORTANT REASONS FOR REGIONAL IMBALANCE
1.5.5 POSITIVE AND NEGATIVE (DANGEROUS) IMPACT OF
1.5.6 REGIONAL IMBALANCES IN EDUCATION
1.5.7 EDUCATIONAL DEVELOPMENT IN NORTH EASTERN REGION
1.5.8 EDUCATIONAL DEVELOPMENT IN NORTHERN REGION
1.5.9 EDUCATION SUITED TO DIFFERENT ENVIRONMENTS
1.5.10 LET US SUM UP
1.5.11 UNIT END EXERCISES
1.5.12 ANSWERS TO CHECK YOUR PROGRESS
1.5.13 SUGGESTED READINGS
2.1.1 INTRODUCTION
2.1.2 OBJECTIVES
2.1.3 DEMOCRACY
2.1.4 METHODS OF EDUCATING THE STUDENTS IN A DEMOCRATIC
2.1.5.1 MAIN FEATURES OF SOCIALISM
2.1.5.2 IMPLICATIONS OF SOCIALISM IN EDUCATION
2.1.6.1 CHARACTERISTICS OF SECULAR OUTLOOK
2.1.6.2 PRESENT SITUATION IN INDIA
2.1.6.3 ROLE OF EDUCATIONAL INSTITUTIONS IN PROMOTING
2.1.7 LET US SUM UP
2.1.8 UNIT END EXERCISES
2.1.9 ANSWERS TO CHECK YOUR PROGRESS
2.1.10 SUGGESTED READINGS
2.2.1 INTRODUCTION
2.2.2 OBJECTIVES
2.2.3 ROLE OF THE TEACHER IN PUPIL DEVELOPMENT
2.2.4 TEACHERS TOWARDS COMMUNITY DEVELOPMENT
2.2.5.1 ROLE OF EDUCATION IN DEVELOPING NATIONAL
2.2.5.2 ROLE OF THE TEACHERS IN PROMOTING
2.2.6.1 INTERNATIONAL UNDERSTANDING IN THE SCHOOL
2.2.6.2 ROLE OF TEACHERS IN INTERNATIONAL UNDERSTANDING
2.2.7 ELIMINATION OF SOCIAL TENSIONS AND CONFLICTS
2.2.8 LET US SUM UP
2.2.9 UNIT END EXERCISES
2.2.10 ANSWERS TO CHECK YOUR PROGRESS
2.2.11 SUGGESTED READINGS
2.3.1 INTRODUCTION
2.3.2 OBJECTIVES
2.3.3.1 IMPORTANT EDUCATIONAL FUNCTIONS OF THE HOME / FAMILY
2.3.4.1 FUNCTIONS AND ROLES OF THE SCHOOL IN THE SOCIETY
2.3.4.2 MEASURES TO BE TAKEN BY THE SCHOOL
2.3.5.1 RESPONSIBILITY OF THE COMMUNITY IN EDUCATION
2.3.6.1 RADIO AS AN AGENCY
2.3.6.2 TELEVISION AS AN AGENCY OF EDUCATION
2.3.6.3 PRESS AS MEDIUM OF EDUCATION
2.3.6.4 THE MOTION PICTURES
2.3.7 LET US SUM UP
2.3.8 UNIT END EXERCISES
2.3.9 ANSWERS TO CHECK YOUR PROGRESS
2.3.10 SUGGESTED READINGS
2.4.1 INTRODUCTION
2.4.2 OBJECTIVES
2.4.3.1 CHARACTERISTICS OF FORMAL EDUCATION
2.4.3.2 LEVELS OF FORMAL EDUCATION SYSTEM
2.4.3.3 ADVANTAGES OF FORMAL EDUCATION
2.4.3.4 LIMITATIONS OF FORMAL EDUCATION
2.4.4.1 CHARACTERISTICS OF NON-FORMAL EDUCATION
2.4.4.2 AIMS OF NON-FORMAL EDUCATION
2.4.4.3 ACADEMIC OBJECTIVES OF NON-FORMAL EDUCATION
2.4.4.4 ADVANTAGES OF NON-FORMAL EDUCATION
2.4.4.5 AGENCIES OF NON-FORMAL EDUCATION
2.4.5 BROAD COMPARISON BETWEEN FORMAL AND NON-FORMAL
2.4.6 LET US SUM UP
2.4.7 UNIT END EXERCISES
2.4.8 ANSWERS TO CHECK YOUR PROGRESS
2.4.9 SUGGESTED READINGS
2.5.1 INTRODUCTION
2.5.2 OBJECTIVES
2.5.3.1 CONTINUING EDUCATION FOR PERSONS IN SERVICE OR
2.5.3.2 CONTINUING EDUCATION FOR ILLITERATE AND SEMI
2.5.3.3 CONTINUING EDUCATION FOR LITERATE ADULTS
2.5.3.4 AGENCIES OF CONTINUING EDUCATION
2.5.4.1 CHARACTERISTIC FEATURES OF OPEN UNIVERSITY
2.5.4.2 PHILOSOPHY OF OPEN UNIVERSITY SYSTEM
2.5.4.3 OBJECTIVES OF OPEN UNIVERSITY SYSTEM
2.5.4.4 NEED FOR OPEN UNIVERSITY SYSTEM
2.5.4.5 METHODS OF TEACHING IN OPEN UNIVERSITY SYSTEM
2.5.5 LET US SUM UP
2.5.6 UNIT END EXERCISES
2.5.7 ANSWERS TO CHECK YOUR PROGRESS
2.5.8 SUGGESTED READINGS
3.1.1 INTRODUCTION
3.1.2 OBJECTIVES
3.1.3.1 EDUCATION FOR ALL—FOR WHOM?
3.1.3.2 EDUCATION FOR ALL – HOW ?
3.1.3.3 NEW INITIATIVES, SCHEMES AND PROJECTS UNDERTAKEN
3.1.4 NATURE AND CAUSES OF WASTAGE AND ITS REMEDIAL MEASURES
3.1.5 NATURE AND CAUSES OF STAGNATION AND ITS
3.1.6 LET US SUM UP
3.1.7 UNIT END EXERCISES
3.1.8 ANSWERS TO CHEK YOUR PROGRESS
3.1.9 SUGGESTED READINGS
3.2.1 INTRODUCTION
3.2.2 OBJECTIVES
3.2.3.1 ADVANTAGES OF CO-EDUCATION
3.2.3.2 DISADVANTAGES OF CO-EDUCATION
3.2.4.1 PROBLEMS OF EXAMINATIONS
3.2.4.2 MERITS AND DEMERITS OF EXAMINATIONS
3.2.4.3 MODERN REFORMS OF EXAMINATION
3.2.5.1 CHOICE BASED CREDIT SYSTEM (CBCS)
3.2.5.2 GRADE SYSTEM
3.2.5.3 CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)
3.2.5.4 QUESTION BANKS
3.2.5.5 RE-EVALUATION AND RETURNING OF MARKED ANSWER
3.2.5.6 MULTIPLE SETS OF QUESTION PAPER
3.2.5.7 OPEN BOOK EXAMINATIONS
3.2.6.1 NEW TRENDS IN SUPERVISION AND INSPECTION
3.2.7 LET US SUM UP
3.2.8 UNIT END EXERCISES
3.2.9 ANSWERS TO CHECK YOUR PROGRESS
3.2.10 SUGGESTED READINGS
3.3.1 INTRODUCTION
3.3.2 OBJECTIVES
3.3.3 HISTORY OF HIGHER SECONDARY EDUCATION
3.3.4 OBJECTIVES OF HIGHER SECONDARY EDUCATION
3.3.5 GENERAL AND VOCATIONAL SPECTRA
3.3.6 NEEDS OF RURAL INDIA
3.3.7 SOCIAL IMPACT
3.3.8 LET US SUM UP
3.3.9 UNIT END EXERCISES
3.3.10 ANSWERS TO CHECK YOUR PROGRESS
3.3.11 SUGGESTED READINGS
3.4.1 INTRODUCTION
3.4.2 OBJECTIVES
3.4.3 WOMEN IN HIGHER EDUCATION - INDIAN CONTEXT
3.4.4.1 GENDER WISE AND CLASS WISE ENROLMENT
3.4.4.2 FACULTY WISE ENROLMENT OF FEMALE STUDENTS
3.4.5 HURDLES IN THE HIGHER EDUCATION OF WOMEN
3.4.6 SUGGESTIONS TO OVERCOME THE HURDLES
3.4.7 WOMEN AND DISTANCE EDUCATION
3.4.8 EMPOWERMENT OF WOMEN THROUGH HIGHER EDUCATION
3.4.9 STRATEGIES FOR THE EMPOWERMENT OF WOMEN
3.4.10 WOMEN IN HIGHER EDUCATION - GLOBAL PERSPECTIVE
3.4.11 LET US SUM UP
3.4.12 UNIT END EXERCISES
3.4.13 ANSWERS TO CHECK YOUR PROGRESS
3.4.14 SUGGESTED READINGS
3.5.1 INTRODUCTION
3.5.2 OBJECTIVES
3.5.3 PROBLEMS OF TEACHER EDUCATION
3.5.4 CLASSIFICATION OF TEACHER EDUCATION
3.5.5 AGENCIES OF TEACHER EDUCATION
3.5.6 TRAINING TEACHERS FOR PRIMARY, SECONDARY AND
3.5.7 PRE-SERVICE AND IN-SERVICE TRAINING FACILITIES
3.5.8 CODE OF CONDUCT FOR TEACHERS
3.5.9 LET US SUM UP
3.5.10 UNIT END EXERCISES
3.5.11 ANSWERS TO CHECK YOUR PROGRESS
3.5.12 SUGGESTED READINGS
4.1.1 INTRODUCTION
4.1.2 OBJECTIVES
4.1.3 GENERAL AIMS AND OBJECTIVES OF HEALTH EDUCATION IN
4.1.4 RESPONSIBILITIES OF SCHOOLS WITH RESPECT TO HEALTH
4.1.5 COMMON AILMENTS OF CHILDREN
4.1.6 COMMUNICABLE DISEASES AND THEIR PREVENTION
4.1.7 FIRST AID
4.1.8 SEX EDUCATION
4.1.9 LET US SUM UP
4.1.10 UNIT END EXERCISES
4.1.11 ANSWERS TO CHECK YOUR PROGRESS
4.1.12 SUGGESTED READINGS
4.2.1 INTRODUCTION
4.2.2 OBJECTIVES
4.2.3 THE FOOD NUTRIENTS
4.2.5 PRESERVATION OF NUTRIENTS
4.2.6.1 PLANNING BALANCED DIETS
4.2.8 LET US SUM UP
4.2.9 UNIT END EXERCISES
4.2.10 ANSWERS TO CHECK YOUR PROGRESS
4.2.11 SUGGESTED READINGS
4.3.1 INTRODUCTION
4.3.2 OBJECTIVES
4.3.3 MEANING OF POPULATION EDUCATION
4.3.4 OBJECTIVES OF POPULATION EDUCATION
4.3.5 NEED FOR POPULATION EDUCATION
4.3.6.1 IMPACT ON SOCIAL DEVELOPMENT
4.3.6.2 IMPACT ON ECONOMIC DEVELOPMENT
4.3.6.3 IMPACT ON EDUCATION
4.3.7 CORRELATING SCHOOL SUBJECTS WITH POPULATION EDUCATION
4.3.8 LEARNING EXERCISES FOR POPULATION EDUCATION
4.3.9 SMALL FAMILY NORM
4.3.10 FAMILY WELFARE PROGRAMMES
4.3.11 LET US SUM UP
4.3.12 UNIT END EXERCISES
4.3.13 ANSWERS TO CHECK YOUR PROGRESS
4.3.14 SUGGESTED READING
4.4.1 INTRODUCTION
4.4.2 OBJECTIVES
4.4.3 MEANING OF PHYSICAL EDUCATION
4.4.4 IMPORTANCE OF PHYSICAL EDUCATION
4.4.5 AIMS AND OBJECTIVES OF PHYSICAL EDUCATION
4.4.6 FUNCTIONS OF PHYSICAL EDUCATION TEACHERS
4.4.7 HINTS TO PHYSICAL EDUCATION TEACHERS
4.4.8.1 MINOR GAMES
4.4.8.2 MAJOR GAMES
4.4.8.3 INDIGENOUS GAMES
4.4.8.4 LEAD UP GAMES
4.4.9 LET US SUM UP
4.4.10 UNIT END EXERCISES
4.4.11 ANSWERS TO CHECK YOUR PROGRESS
4.4.12 SUGGESTED READING
4.5.1 INTRODUCTION
4.5.2 OBJECTIVES
4.5.3 OBJECTIVES OF ENVIRONMENTAL EDUCATION
4.5.4 SCOPE OF ENVIRONMENTAL EDUCATION
4.5.5.1 Natural environment
4.5.5.2 MAN MADE ENVIRONMENT (NON-LIVING COMPONENT OR A
4.5.6 CORRELATION OF ENVIRONMENTAL EDUCATION
4.5.7 SCHOOL PROGRAMMES FOR THE CONSERVATION AND
4.5.8 ROLE OF TEACHER
4.5.9 LET US SUM UP
4.5.10 UNIT END EXERCISES
4.5.11 ANSWERS TO CHECK YOUR PROGRESS
4.5.12 SUGGESTED READING
5.1.1 INTRODUCTION
5.1.2 OBJECTIVES
5.1.3.1 IDEALISM AND AIMS OF EDUCATION
5.1.3.2 IDEALISM AND CURRICULUM
5.1.3.3 IDEALISM AND METHODS OF TEACHING
5.1.3.4 IDEALISM AND THE TEACHER
5.1.4.1 NATURALISM AND AIMS OF EDUCATION
5.1.4.2 NATURALISM AND CURRICULUM
5.1.4.3 NATURALISM AND METHODS OF TEACHING
5.1.4.4 NATURALISM AND TEACHER
5.1.5.1 PRAGMATISM AND AIMS OF EDUCATION
5.1.5.2 PRAGMATISM AND CURRICULUM
5.1.5.3 PRAGMATISM AND METHODS OF TEACHING
5.1.5.4 PRAGMATISM AND TEACHER
5.1.6.1 REALISM AIMS OF EDUCATION
5.1.6.2 REALISM AND CURRICULUM
5.1.6.3 REALISM AND METHODS OF TEACHING
5.1.6.4 REALISM AND ROLE OF TEACHER
5.1.7 LET US SUM UP
5.1.8 UNIT END EXERCISES
5.1.9 ANSWERS TO CHECH YOUR PROGRESS
5.1.10 SUGGESTED READINGS
5.2.1 INTRODUCTION
5.2.2 OBJECTIVES
5.2.3.1 AIMS OF EDUCATION
5.2.3.2 GANDHIJI AND CURRICULUM
5.2.3.3 METHODS OF TEACHING
5.2.3.4 VIEWS ABOUT TEACHER
5.2.3.5 GANDHI AS NATURALIST, PRAGMATIST AND IDEALIST
5.2.3.6 MAHATMA GANDHI AND BASIC EDUCATION
5.2.4.1 AIMS OF EDUCATION
5.2.4.2 CURRICULUM
5.2.4.3 METHODS OF TEACHING
5.2.4.4 VIEWS ABOUT TEACHER
5.2.4.5 SHANTHINIKETAN OR VISHWA BHARATI
5.2.5.1 AIMS OF EDUCATION
5.2.5.2 CURRUCULUM
5.2.5.3 METHODS OF TEACHING
5.2.5.4 ROLE OF THE TEACHER
5.2.6 LET US SUM UP
5.2.7 UINT END EXERCISES
5.2.8 ANSWERS TO CHECK YOUR PROGRESS
5.2.9 SUGGESTED READINGS
5.3.1 Introduction
5.3.2 Objectives
5.3.3 Curriculum and education
5.3.4 Flexibility of the curriculum
5.3.5 Curriculum Reconstruction in India
5.3.6 Curriculum and National goals
5.3.7 Principles of curriculum construction
5.3.8 Involvement of teachers in curriculum planning and implementation
5.3.9 LET US SUM UP
5.3.10 UNIT END EXERCISES
5.3.11 ANSWERS TO CHECK YOUR PROGRESS
5.3.12 SUGGESTED READINGS
5.4.1 INTRODUCTION
5.4.2 OBJECTIVES
5.4.3 IMPORTANCE OF SCIENCE EDUCATION
5.4.4 ADVANTAGES OF SCIENCE EDUCATION
5.4.5 SCHEMES FOR IMPROVEMENT OF SCIENCE EDUCATION
5.4.6.1 DEVELOPING SCIENTIFIC OUTLOOK
5.4.6.2 ROLE OF THE TEACHER IN DEVELOPING SCIENTIFIC
5.4.7.1 IMPORTANCE OF DEVELOPING SCIENTIFIC ATTITUDE
5.4.7.2 CHARACTERISTICS OF PERSONS WITH SCIENTIFIC ATTITUDE
5.4.7.3 TECHNIQUES FOR DEVELOPING SCIENTIFIC ATTITUDE
5.4.7.4 ROLE OF TEACHER IN DEVELOPING SCIENTIFIC ATTITUDE
5.4.8 LET US SUM UP
5.4.9 UNIT END EXERCISES
5.4.10 ANSWERS TO CHECK YOUR PROGRESS
5.4.11 SUGGESTED READINGS
5.5.1 Introduction
5.5.2 Objectives
5.5.3 Concept of Institutional Educational Planning
5.5.4 Objectives of Institutional Planning
5.5.5 Characteristics of Institutional Planning
5.5.6 Areas of Institutional Planning
5.5.7 The Human relationships in Educational Institution
5.5.8 Modern management techniques in educational institutions
5.5.9 Let us sum up
5.5.10 Unit – End Exercises
5.5.11 Answers to check your progress
5.5.12 Suggested Readings
6. Socio-Scientific Approach - Of all the approaches, the socio scientific
7. Rapport between the Management and Employees - There is need to
8. Coordination between the Administrative Wings and the Technical
9. Worker Participation - Any good management allows its workers to
10. Cost-Benefit Analysis - Any management is also concerned with the
11. Democratic Management - The manager should take his subordinates
12. Liasion with the Public - Any good management will always have good
13. Economic Management - Management should be efficient and economical
14. Collaborative Thinking and Cooperative Performance - These two
17. Enumerate the objectives and characteristics of Institutional Planning
18. Explain the interpersonal relationships in educational institution
19. Discuss the modern management techniques in educational institutions

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