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Foundation of Education Notes PDF Free
Foundation of Education Notes PDF Free
PHILOSOPHY OF EDUCATION
MEANING OF PHILOSOPHY:-
The word ‘philosophy’ is made up of two Greek words, phil and sophia.
It is the study which deals with the ultimate realities of the universe and the general
causes and principles of those things that human being observes and experiences.
MEANING OF EDUCATION
ETYMOLOGICAL MEANING OF EDUCATION:-
E means out of and duco means I lead out of i.e., educo means I lead out of
(ignorance).
Education is the process of empowering the individual so as to enrich himself and the
society.
DEFINITIONS :-
GANDHIJI :- “by education I mean an all round drawing out of what is best in the
child and man - body, mind and spirit”.
Educational philosophy enables a teacher to solve many of the problems they face in
an efficient manner, it gives sufficient enlightenment to them
1) Philosophy determines what is worth living and educational educates the man
to live a life which is worth living.
2) All educational movements in the history of education have gone a long way
to prove that they were led by the great philosophers.
4) Philosophy decides the goals of life and education equips one with the means
of attaining these goals.
5) Philosophy clarifies and enlightens on many of the educational issues and the
problems.
9) Philosophy indicates the values to the pursued in life and education inculcates
these values in the individual.
10) Philosophy has an impact on the aims, curriculum method of teaching, role of
means of acquiring knowledge vary according to the beliefs of the several schools
of
nature of values, the kinds of values and the values worth possessing. As
philosophy
is a quest for truth, so it is also a search for the good and the beautiful. This leads
both
and all forms of schooling are immersed in the value dimension of life.
experience. Logic is also connected with axiology, since there are values which
are
distinctly logical. Logic referring to the correct reasoning, examines the rules of
valid
thinking, proper planning and successful methods. Aims of education refer to what
The philosophical aims of education have the following characteristic. They are
IDEALISM:-
Salvation / Moksha
NATURALISM:-
Adjustment to environment.
PRAGMATISM:-
the potentialities of the learners to the fullest possible extent. Self- realization is
not
conceived as the ability to attain the selfish ends but involves the production of a
pure
The educational practice must be judged from the social efficiency it can develop.
In
the social efficiency, career competency, moral mastery, and the likes. The
secondary
education commission:”no education is worth the name which does not inculcate
the
abilities necessary for living graciously and efficiently with one’s allow men.
There are many other aims of education which are determined by the
philosophical
educational aim.
educational theories.
Q6) WRITE ABOUT FIVE IMPORTANT AIMS OF EDUCATION?
Ans) The following specific aims of education are discussed here:
It has almost been widely accepted as the aim of education since the time of sophists
400
Teacher and school can play important role in importing education for character
Criticized on various ground arbitrary division of life requirement, too much stress on
science and biological existence
1) Rousseau believed that true education is something that happens from within.
2) Inherently defective.
EXTREME FORM:-
4) Narrow citizenship.
a) LIBERAL VIEW
THEORY OF VALUES
SUBJECTIVE THEORY OF VALUES- states that value lies only with the
subject (person) and not with the object.
OBJECTIVE THEORY OF VALUES.- states that value lies only with the
object and not with the subject.
COMBINED THEORY OF VALUES - states that value lies both with the
subject and the object.
CLASSIFICATION OF VALUES
2) According to him, truth, goodness and beauty are the ultimate values which
man must seek and try to live by.
3) Ancient Indian thinkers have also advocated these values and declared satyam,
shiva, sundaram as the basis good life.
4) SOCIAL VAUES:- The satisfaction that we get from friendship love, family
and members in group are to be included in the social values.
IDEALISM
Plato laid the foundations for the Idealism
Idealism is old as Vedas.
Idealism contends that spiritual aspects are the chief aspects of human life.
According to Kathopanishad, an idealist is one who possesses supreme
knowledge by concentration of mind.
The mental or spiritual is higher than the material, physical world.
Ideal means – perfected form of an idea or ideas.
Idealism shifts the emphasis from natural and physical facts of life to the
spiritual side of human experiences.
The word Idealism is derived from two distinct sources – the idea and the
ideal.
Idea means - true and testified knowledge
Ideal means – perfected form of an idea or ideas.
Idealistic philosophers
Eastern Idealists
Vedic Seers
The Upanishads and Gita
Swami Dayanand
Swami Vivekananda
Mahatma Gandhi
Rabindranath Tagore
Sri Aurobindo
Western Idealists
Intuition or recollection; Truth is possible for some good minds; most people on
the level of opinion.
Nature of Value
Human nature is governed by moral imperatives drawn from the absolutes in
reality
Formal and informal education aims first at the formation of character and then
toward the development of human talent and social good. Transmission of culture
Universal education - Emphasizes educational for all Plato in his Republic, outlined
that education should be imparted according to the needs of the individuals.
Moral education
Religious education
Strict discipline
Cultivation of inner values through moral religious instruction.
Believes in inner discipline
Does not believe in free discipline
Restraints freedom
NATURALISM
Oldest philosophy
By nature there is no reality
Material world is the real world emphasizes ‘matter’ and the physical world.
Nature is only answer for all philosophical problems.
Schools of Naturalism
Schools of Naturalism
Biological Naturalism
Mechanical Naturalism
Man is merely a machine
Physical Naturalism
Physical Naturalism
Naturalist Philosophers
Aims of Education
CURRICULUM
Two stages as earlier stage and later stage
Methods of Teaching
Free discipline
Against discipline
Teacher
PRAGMATISM
Pragmatism is like a great house openly hospitable to all manner of travelers
willing to demonstrate their use of philosophy as a practical, social instrument. Once
admitted, they are free to move without restriction, among its many rooms as they
choose
An American philosophy
• According to James, the term ‘pragmatism’ is derived from the Greek word,
‘pragma’ which means action – from which the words practical and practice
have come.
• Charles Pierce is considered as the Father of Pragmatism.
• Pragmatism is also called as progressivism or progressive education.
Pragmatist philosophers
William James
Charles, S. Pierce
John Dewey
W. H. Kilpatrick
Margret H. Mead
Principles of Pragmatism
Socially useful
Curriculum should be dynamic
Priority is given social sciences, biology, sociology, psychology, literature,
mathematics, physical training, hygiene and sciences are also considered.
EXISTENTIALISM
Nature of person:
Man’s existence:, the starting point for all existence is the recognition
of the individual existence
Dualism of mind and body with special emphasis on mind
Nature of Reality:
An independent, physical universe exists and it may prove threatening to the
realization of personal goals
Spiritual reality may or may not exist
Nature of knowledge:
A tendency toward skepticism, it a willingness to acknowledge the
possibility of achieving truth
Self-knowledge: they consider ‘know thyself’ as the basic premise of this
philosophy. Self-knowledge is the key to all truth and knowledge.
Nature of value:
A variety in moral standard is inevitable.
Persons are free to choose their own moral standard, but some moral standard
as an anchor to personal life is imperative.
Man is not complete: Man is not complete; he is in the process of ‘becoming’.
Man has to meet the challenge. He is capable of shaping his own life.
Freedom and responsibility: Each man has the responsibility of creating his
own values and in doing so, he has freedom and responsibility.
Man is primary and society is secondary.
Aims of education
The primary aim of education is the making of a human person as one who
lives and makes decisions about what he will do and be.
Educational and social development is mainly meant for the existence of man,
free from pain and suffering.
The aim of education is to lead an authentic life, i.e. the life, which is based on
harmony and responsibility.
Education for life – education is the preparation for the state of being.
Make human person who can make decisions about him.
To make the individual a person of human touch – this philosophy follows a
humanistic approach
Existentialism and Curriculum
• Mainly liberal because liberal learning is most likely to lay a foundation for
human freedom
• Almost as much as pragmatism, rejects the so - called spectator theory of
knowledge
• Schools should try to immerse their students in life
Teacher
Methods of teaching
Democratic ideas must pervade the school environment in which the students
grow.
Discipline here is self-discipline.
Self-discipline can be achieved self-respect and mutual respect.
Harmony of thoughts, words and actions will make the child self disciplined in
his social and personal life.
The concept of responsibility also will help the child to have self-discipline.
Aims of Education
None of the educational philosophies deny ‘education for individual
development’ and ‘education for social efficiency’.
The important objectives can be listed as health, command of fundamental
processes, worthy home membership, vocation, citizenship, worthy use of
leisure and ethical character.
Another aim of education is ‘education for complete living’.
Curriculum
Like Mahatma Gandhi, Tagore discovered the greatness of Indian culture and put his
ideas into practice.
The child should enjoy complete freedom to develop according to his nature.
Flexibility in teaching.
Basically Gandhi was a politician, but he was also a great thinker as he had ideas on
many aspects of human life and activity.
True education should result not in material power but in spiritual force.
Dignity of labor.
Religious education
Spiritual training
Women’s education
Aesthetic sense
The nineteenth century India has produced a galaxy of great men who has enriched
our national life by their talent and personality. Swami Vivekananda was one of them.
Among the contemporary Indian philosophers of education, Sri Aurobindo Ghosh has
presented the most original contributions. He has presented a unique model for
education.
To Aurobindo, the real meaning of life is to rise above “ego”. True education helps
man to this goal.
Education should help man to realize that his vital, mental, psychic, supra-mental,
and supreme spiritual being.
Man is a conscious power of divine. The real aim of education is the evocation of this
divine power.
Aims of education:
- Concern for man and environment: Man and nature are inseparable. The right
education should develop deep affection in all people.
- Religious spirit with scientific temper: Religion, scientific temper and nature go
together.
- Teachers should behave with students friendly but not with authority.
Meaning:
Sociology is the systematic study of Society. It studies social phenomena, social organizations
and cultural patterns. According to Duncan, sociology is the scientific study of dynamic
processes of interactions of persons and the resulting patterns. It involves the study of human
social life, groups and societies. It is concerned with all the collective activities, namely,
economic, social, political and religious.
Nature of sociology:
- Science of society
Scope of Sociology:
The scope of sociology is very wide. As a matter of fact, the subject matter of all social
sciences is society. What distinguishes the various social sciences from one another is their
view point.
Sociology alone studies social relationships and the whole society itself. According to Green
“The focus of attention on relationships makes sociology a distinctive field, however closely
allied to certain other sciences it may be.
The fields of sociology are:
Sociology of education
Urban sociology
Social psychology
Sociology of the family
Sociology of community
Industrial sociology
Economic sociology
Criminal sociology
Human relations
Sociology of Gender
Cultural sociology
Medical sociology
Sociology of religion
Ethnic conflicts
Sociology of stratification
In future we may have some new specifications in sociology.
From the side of education, social development of the child is one of the main
functions of education. Through the social development of the child, it contributes to
the development of the society. Education forms a powerful tool to develop
individuals of society into dynamic and responsible citizens. It moulds their behavior
according to the ideals of the society and makes them able to achieve a harmonious
adjustment with society.
From the side of sociology, society determines and formulates the pattern of its
education according to its needs, ideals and ambitions. The changing pattern of the
society brings about corresponding changes in the educational process. Thus, the
society has large influence on education.
Meaning of Socialization:
Socialization is the process whereby an individual learns to behave in accordance with social
traditions and mores, i.e., customs and conventions of a community.
The child develops according to the environment in which he lives and grows. As a social
being, he, by his own nature, tries to adopt the culture of the society and acquires the culture.
This is called socialization.
Process of Socialization:
Socialization is a process which begins at birth and continues until the death of
the individual. It is a life-long process.
Man is believed to be superior to animals because of socialization.
Socialization brings balance to the personality of an individual because social
personality is a very important component of personality.
Socialization teaches the individual to control himself in the interest of society
and to realize his responsibilities towards others.
Socialization is promoted by the influence of individuals on each other by
means of imitation, suggestions and sympathy.
Social institutions and associations also contribute to the individual’s
socialization, as he is influenced by social processes such as praise, blame, co-
operation, awards and rewards, conflict, punishments etc.
Education is the most prominent means of socialization.
Methods of Socialization:
1. Affective method:
2. Operant method
3. Observational method
4. Socio-cultural method
5. Apprenticeship method
6. Cognitive method
Agencies of Socialization:
The process of socialization is transmitted through the social groups of family, peer group,
school, religion and mass media. The groups are known as agencies of socialization.
Family:
1. Physical development
2. Emotional balance
5. Moral development
6. Recreational functions
7. Language development
8. Conceptual development
Peer group:
- The peer group consists of brothers, sisters and friends. Peer group is the source of
informal education.
- Peer group can have deep influence on the habits, interests, thinking of the peers.
School:
School is the only place in the world which brings people of different religions,
cultures, castes, sex etc. together at the formative years of their life.
Religion:
- Mass media:
Mass media such as news papers, radio, TV, because of their technical capabilities
contribute significantly to socialization process. In recent times, Internet and
associated applications have globalized the socialization process.
Characteristics:
Meaning:
(iv) It involves changes in both material aspects of culture & ideals, customs
of people.
(vi)The extent of Social change may vary considerably from one culture to
another, depending on the degree of isolation from other people and the
successful functioning of established ways.
(iii)Men enter into educational institutional from the society and they enter
the world of work as qualified persons.
(ii)It is an effort made with the objective of bringing out radical changes in
economic bases, technological systems, industrial levels and social
organizations.
(iii)It is to bring a less advanced nation at par with the far advanced
countries.
(vi) Hence technical, economic, social, industrial and political factors are
to be changed radically.
(vii) A society can become modernized, if it does not lose its identity and
makes full use of the discoveries and innovations in the field of science
and technology and using the natural resources profitably for improving
the living conditions of people.
(g)Wide gap between the elite and the mosses should be lessened.
(vi)It produces the skilled personnel to occupy different positions in life who
would contribute for the growth of national wealth through their creative
abilities and productive efforts.
Indianization is restricted to India only, modernization takes place through out the
world.
Indianization can lead to the progress or harm to the society, whereas modernization is
always beneficial to the society.
Social Stratification:
Social stratification is the process by which individuals and groups are ranked
in a hierarchy of status.
It is social in nature.
Criteria for stratification include: birth, wealth, occupation, polity and even
education.
The basis for attaching different status for different individuals need not be
rational – reasons may be superstitions, practices of the past etc.
1. Education and Social stratification are mutually related to each other in a two-fold
relationship.
2. Education forms a cause of Social stratification; e.g., people with higher education
tend to get better employment and hence more income, compared less educated or
illiterates, leading stratification.
4. Education is the driving force of social mobility, which breaks the barriers of
stratification.
Social Mobility:
- Social mobility is the movement of a person or persons from one social status
to another – Wallace and Wallace
- Social mobility is the movement of person or persons from one social group to
another social group. – Child F.
- Vertical mobility can take place in two ways: upward mobility and downward
mobility.
The Vedic or Aryan system of education was based on the authorization of society
.people are organized into four varnas they are Brahma, Kshatriya, Vysya &sudhra in
Vedic period the student life began with upanayana &the centre f learning was called
gurukula. The environment of gurukula contributed in the development of student.
Duties of student;-
- It was the usual rule for the Brahmin to go begging for his teacher & gurukula.
It helps in the complete organization of personality &a deeper loyalty to the
gurukula system.
- Another duty f the student in the gurukula was to go to the forest cut &collect
fuel &fetch it to the gurukula for tending the sacred fire.
- A student had to quit his bed before sunrise before his teacher .If the sunrises
and he sleeps out of willful laziness, he had to mutter gayatri mantra &fast for
whole day.
- A student had to offer his prayer thrice a day.
- A student had to take regular bath everyday at the time of bath he had to
mutter the hymns.
- The student had to follow certain regulations in respect of dress they use
hamper silken & woolen clothes the dress was white & spotless.
- He should take food with due permission of guru.
- A student should lie on the bare ground and sleep on lower bed than that of his
guru.
- Age of student begins his education varied from time to time.
- The students uniform& equipment prescribed upanayana, ajina for Brahmins it
is a skin of blackbuck, kshatriya ajina it is a skin of spotted dear then the ajina
for is made up of goat.
Vasa are a lower garment made of fiber of alasi plant or kusa grass or karpas .This
dress should be woven or manufacture in the home of student. This dress is
manufacture in the home of student different caste use different vasa of different
colors .thus the student also required handle a danda for different caste use different
types of danda & mekhala.
Curriculum;-
During the Vedic period education centered on religion hence the curriculum is
dominated by the study of Vedas, Upanishads, puranas it includes literature grammar
puranas hethu vidya arts, crafts, dhanurvidya shabda vidya, silpa vidya, physical
education is there. The vidyas or the branches of knowledge were designed in such a
manner that it helped a brahmachari student to release from worldly bondage & obtain
highest knowledge for self realization.
- They spend their time throughout their life with all observances & ultimately
try to liberate the soul from bondage.
- Jains train the individual / disciple with respect to their code of conduct.
- To adopt their tritaratnas they have
- Right faith(samjog-darsana)
- Right knowledge(samjog-jnana)
- Right conduct(samjog-aritra)
- To attain good conduct five vows are to be adopted
- Ahimsa
- Satyam
- Asetyam
- Brahmacharyam
- Aparigraha
- To attain liberation from bondage I.e. to overcome passions like anger, pride,
infatuation, greed & so on.
- Liberalism in education should be maintained.
- To make the student self-reliant & self-restraint.
Curriculum;-
In this curriculum was dominated by the study of Vedas & Vedic literature,
spiritual and moral lessons.
- Muslim education neglected Vernaculars. There was no place for all round
development of the personality.
- Reading Quran and other doing other persin works Calligraphy, Geometry,
Astronomy, Medicine etc.
Ans : In 1854 Charles Wood one among the directors of East India Company
,reported the progress of Indian Education upto 1854.He recommended the following
recommendations
Departments of education
Grant in aids
Introduction of examination
Q:Write a note on HUNTER’S COMMISSION
Ans: The general working of the Indian universities was not included in the
field of commissions enquiry . This commission of 1882 is popularly called as
“Hunters commission .Sir Williams Hunter was the member of the viceroy executive
council .
This was the first commission which recommended bifurcation of courses ie general
and vocationalisation
This commission was appointed on Feb 1882 and submitted in march 1883
Ans In 1928 the education committee was reorganize and the chairmen of this
committee was a Sir Philip Hartog.
Ans : In 1944 ie few years before India’s independence Sir John Sargent an
educational advisor to the government of India prepared a scheme for education of
Indians and submitted a report to Central Advisory Board of Education thus the
recommendations by Sargent Committee are as follows
Every pupil within an average group of 6-14 years should be provided free and
compulsory education .
Every pupil within an average group of 6-14 years should be provided free and
compulsory education .
Hunter commission
This was the first commission which recommended bifurcation of courses ie general
and vocationalisation
This commission was appointed on Feb 1882 and submitted in march 1883
Ans : After Independence India emerged as a sovereign democratic and republic state
,as the result the concept and goals of education were clearly defined for the nation ,so
a to give a new shape to our educational system
This commission felt that the present system of education was defective in many ways
The examination system was defective with regards to following fields of education
The curriculum
The standard of teaching
Technical staff and their services conditions
The examination system and
Professional education which includes agriculture etc.
Ans This commission’s report recommended four major goals keeping in view the
needs of democratic India
It is necessary that the children future citizens of this great country must ,
acquire the high ideals of democracy . To achieve this end, there should be
development in their intellectual , moral and social qualities .The commission felt that
education should aim at developing the following qualities for building democratic
citizenship among the students
o CLEAR THINKING :-
Education can help them to develop a clear thinking and should
writing
problems
o TRUE PATRIOTISM
They must come forward to serve the nation with the best of
country wholeheartedly .
good of society
o SPIRIT OF TOLERANCE :-
Education can cultivate in our young an open-mindedness
3. DEVELOPMENT OF PERSONALITY :-
Firstly every child is born with a certain talent ,secondly the child should
be given training so that its interest are fully developed ,thirdly they can be able to
contribute to the development of their heritage .Importance to be given to subjects
like art ,craft, music etc at secondary school curriculum .
Ans : The scope of the commission was wider than the secondary education
commission (1952-53) and it reviewed the entire system of education
Prof.D.S.Kothari,Chairman of University Grants Commission, was appointed as
chairmen of this commission .This commission consisted of 17 members .
The major recommendations of the commission in respect of secondary
education are as follows :-
Kothari didn’t changed all the suggestion by Mudaliar commission but found some
faults in it ,which are as follows :-
EDUCATION [NCF-2005]
Ans The national policy on education (1986) proposed the national curriculum
framework ,to derive a vision of national development .The POA (1992) elaborated it
by emphasizing relevance flexibility and quality through the following character tics/
features .
Perspective :
- Reducing the curriculum load as “learning without burden”.
-Teaching of maths should e4nchance the child’s ability to think and learn
Science
Social Sciences:-
- School curricula from the pre-primary stage to the senior secondary stage need
to be reconstructed to realize the pedagogic potential of work as a pedagogic
medium in knowledge acquisition developing values and multiple- skill
formation.
Art:-
- Health and physical education are necessary for the overall development of
learners.
School and Classroom Environment
- Availability of minimum infrastructure and material facilities and support for
planning a flexible daily schedule ,are critical for improved teacher
performance
-A school culture that nurtures children’s identities as ‘learners’ enhances
Ans :Education is dynamic in nature .It has passed from many ages and stages in the
process of evolution ,it is no end to it .Our country has reached to a development stage
of economic and technique .
In order to meet challenges and to enter the 21st century Govt of India in January
1985 announced a new policy in the field of education known as National Policy Of
Education though the man of today inherits the culture and sociology of their yester
years but the scientific ,technology economic and social frame will not be the same
.hence this policy was introduced to improve the quality of education in all directions
by making the benefits available to all people
The minister of HRD promised he would present in the Monsoon session a program
of action for NPE and according to this policy
- The main aim of the NPE was “Education is unique investment in present and future
- Common school system was recommended in this policy and if the child not
financially
- every pupil should be able to access the facilities for higher education
RECOMMENDATIONS OF NPE:-
The following are the recommendations of NPE for the reconstruction of education in
India .
Recommendation on education for equality
The ones who framed NPE realized there existed wide disparities in the
field of education and to remove them they suggested few options
-Incentives were given to families for the children to attend regular classes
SC.
on priority bases .
Minorities Education
- Greater attention will be paid to these education of these group on
the basis of equality and social justice these were allowed to
disabled .
Adult Education
- Adult literacy received special attention during the last ten years of
administration.
,the central and state governments are organizing mass media and
awareness among learners about the socio economic reality and the
SECONDARY EDUCATION
Q3 :PROGRAM OF ACTION
Ans : Modified National Policy of Education states that education should have the
main aim for all for which it would help in the normal development of material and
spiritualism
The relation between economy and education:- education should give the ultimate
growth of national self reliance
POA -1992 also aims at developing a national system of education upto
a given level of universalization
It also gives stress on the educational opportunities early they didn’t gave stress on
women education but now they are enhancing the reservation .
POA- Stress on all round development of the child .It gave stress on early childhood
care and education and recommendation day care centre’s and encouraged play
methods .
quality of education
Examination System
Sub-unit: 7.1: Democracy – definition, meaning, process, types & role of education
2. Democracy means “rule of the people”. Democracy involves open discussion, direct
voting, policy formation in all realms of social life.
Process:
1. Democracy is form of government: Govt. by the people, for the people, of the people.
Types of democracy:
1. Direct democracy
2. Indirect democracy
Role of education:
2. Serves each individual with justice and provides equal opportunities for all.
4. Develops respect for and appreciation of talent, training, character and excellence in
all fields of human endeavor.
- Education should develop in children mutual respect for all and sense of
fraternity.
Educational provisions:
2. It is the development of loyalty to the country as a whole which makes all Indians rise
above their personal and group interests.
3. Loyalty to the country, mutual understanding, tolerance, spirit of co-operation and co-
existence are the essential requirements of national integration.
2. All the commissions on education since independence stressed the role of education
in National integration.
4. Education promotes appreciation of cultural diversity and understanding the need for
unity in diversity.
1. The child Rights Convention (CRC) was approved by UNO on 20th November 1989.
2. CRC is an international treaty that recognizes the human rights of chidren, defined as
persons up to the age of 18 years.
c) Liberty
e) Freedom of expression
g) Fair trial.
(a) Right to survival, (b) Right to protection, (c) Right to development & (d) right to
participate.
2. Right to survival:
Goals:
3. Right to protection:
4. Right to Development:
- Right to Education,
5. Right to participation:
- Freedom to seek, receive and impart information and ideas of all kinds,
- Freedom of thought,
2. Goals:
- Article 17: Access to national and international mass media for promotion of
social, spiritual, cultural development of child,
4. The problems of drop-outs, minority children etc. are also considered in CRC.
1. An act to put into effect the right to free and compulsory educationof equitable
quality to all children in the age group of 6 to 14 years was enacted in 2006, and is
known as “Right to Education Act 2006”.
(a) Every child who has attained the age of 6 years shall have the right to participate in
full time elementary education and to complete it.
(b) A non-enrolled child in the age group 7 to 9 years has the right to be admitted to an
age-appropriate grade in a neighborhood school.
(c) Non-enrolled child in the age group of 9 to 14 years has the right to be provided
with special programs within neighborhood school.
(d) A child who, though enrolled, is not able to participate in elementary education, has
the right to be provided with suitable conditions to enable participation.
(e) No child shall be held back in any grade or expelled from a school until she
completes elementary education.
UNIT – IX: ECONOMICS OF EDUCATION
3. Economics deals with our wants, our efforts and our satisfaction with our
activities in the business of life. It is the science that studies human behavior
as a relationship between ends and scarce means. \\
Meaning:
6. Educational planning
Capital:
Capital is anything that involves costs but yields flow of income over time. Capital is
the basis for production of income.
5. The human capital can be developed through education, job training, medical
facilities, public health, nutrition, housing and social services.
(i) Human capital has longer gestation period than physical capital.
(v) Marginal returns may vary between persons with the same qualifications.
(vii) Human capital is mobile and is subject to salary and status considerations.
(ix) Productivity of the human capital is influenced by the social and cultural
environment.
2. It is the ability to observe critically and objectively and appraise the conduct of men
everywhere irrespective of the nationality or culture to which one belongs.
2. The Universal Declaration of Human Rights has stated that education shall promote
understanding, tolerance and friendship among all nations, racial or religious groups.
Delor’s report:
2. Salient features:
(b) Education should provide access to knowledge for all and help people to
understand the world and to understand others.
(c) Schools must contribute to the advancement and integration of minority groups.
- Effects of technical progress should change both private and community life.
- New links between educational policy and development policy to strengthen the
base of knowledge and skills.
1. Learning to know
2. Learning to do
4. Learning to be
3. Characteristics of globalization:
- developing the idea of global family through love of humanity, non-violence and
welfare of all people,
2. impact on curriculum:
- Distance education.