About the Book The book includes a comprehensive study and analysis of the development of Education system in India from the Vedic times to the modern times. The book is divided into six sections – Education in ancient India ; Education in mediaeval India ; Education in India during of the British period ; Education in station Independence epoch ; Contemporary educational jobs and Issues ; Educational Statistics. Graphs. and Figures.

The book may be utile to all those interested in the development of Education in India.

US $ 35
11th January 2004

About the Author J. C. Aggarwal. a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks. Delhi Administration has written extensively on Education. History and modern-day personal businesss. Before fall ining Delhi Administration. he taught in a Post-graduate Teacher Training College.

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Contentss Unit I Education in Ancient and Medieval India

Education System in the Vedic Period
Introduction: Rich Educational Heritage of India ; Time periods of Ancient Indian Education ; Beginnings of the Vedic Age Education: Vedic Literature ; The Vedas ; Significance of the Vedas as the Chief Source of Information ; Philosophy of Life in the Vedic Age and Education ; Significance of Education in Ancient India and Ultimate Objective ; Main Features of the Vedic Education ; Aims. Ideals and Aims of Vedic Education ; Education of Women ; Teacher every bit Spiritual every bit Well as Intellectual Guide ; Process of Instruction ; Admission and Evaluation System ; Autonomy of Educational Institutions ; Studentship ; Vocational and Professional Education ; Curriculum ; Evaluation of the Vedic System of Education

Subsequently Vedic Education ( 1200 B. C. to 200 B. C. ) )
Main Source of Education During the Later Vedic Age ; Upanishads ; The Smritis ; The Bhagwad Gita ; Educational Implications ; Main Features of the System of Education ; Institutes of Learning ; Eligibility for Higher Education ; Women Education ; Sanskrit as the Medium of Instruction ; Teacher’s Duties and Qualifications ; Studentship ; Convocation or Farewell Address ; Curriculum: Subjects of Study ; Process of Instruction ; ‘Yoga’ ; Universal Education ; Most Outstanding Scholars of the Later Vedic ; The Gurukul System of Education ; Sanskars ( Ceremonies or Rituals ) Associated with the System of Education in the Vedic Period ; Comparison between the Educational Objectives in Vedic India and Modern India

The Buddhist Education
Introduction ; Beginnings of Information About Buddhist Education ; Philosophy of Buddhism and Teaching of Buddha ; Basic Principles of the Philosophy of Education as based on the Philosophy of Buddhism ; Main Features of Buddhist Education ; Educational Implications of Buddhist Philosophy

Religion-Oriented Ancient Education: Institutes of Higher Learning in Vedic and Buddhist Period Religion Environment and Education in Ancient India ; Comparison Between Vedic/Brahmanical System of Education and Buddhist System of Education ; Centres of Higher Learning/Universities in the Vedic and Buddhist Period ; Important Centres of Learning ( Temple Colleges ) in South India ; Seats of Higher Learning in India ( other than Temple Colleges ) ; Overview of Ancient Indian Education System

Unit II Education in Medieval India

Education in Medieval Period With Emphasis on Muslim Education Introduction ; Chief Characteristics of Muslim Education ; Chief Features of Primary and Elementary Muslim Education ; Development of Muslim Education During the Rule of Various Dynasties and Rules ; ‘The Madrasahs’ or ‘Madrasas’ ; Centres of Learning of Muslim Education ; A Critique of Muslim Education

Hindu System of Education During the Medieval Period
Introduction ; Chief Features of Hindu System of Education in India during the Medieval Period ; Higher Education in Medieval India ; Concluded Observations

Unit of measurement III Education in India During the British Time period

Macaulay’s Minute ( 1835 )
Brief Life Sketch of Macaulay ( 1830-1853 ) ; Essence of Macaulay’s Minute ; Fortunes Leading to Macaulay’s Minute ; Infusions from Macaulay’s Views which became the Basis of the System of Education in India ; Appraisal of Macaulay’s Minute: Evergreen state He the Torch Bearer or Evil Genius? ; Acceptance of Macaulay’s Minute and Lord William Bentinck’s Resolution of March ; Downward Filtration Theory of Education ; Oriental – Anglicist or Occidental Controversy on the System of Education in India and Macaulay’s Minute ; Adam’s Reports ; Indigenous System of Education in India at the Beginning of the British Rule in India

Forests Despatch ( 1854 ) and Indian Education Commission ( 1882 ) Terminology of Wood’s Despatch ; Fortunes Leading to Wood’s Despatch ; Essence of the Report: Policy Declaration ; Main Recommendations/Policy Decisions ; Merits of the Despatch ; Demerits and Shortcomings of the Despatch ; Impact of Wood’s Despatch ; Evaluation of the Despatch Views of Educationists ; The Despatch – A Magna Charta of Education or Not

Lord Curzon’s Educational Policy and National Education Movement Arrogance of Lord Curzon: Curzon – the Most Hated Viceroy by the Indians ; Chief Educational Events During Curzon’s Period ; Educational Conference ( 1901 ) ; Indian Universities Commission ( 1902 ) ; Indian Universities Act ( 1904 ) ; Government Resolution on Government Policy ( 1904 ) ; Measures for the Improvement of Education ; Critical Evaluation of Lord Curzon’s Contribution to Education

Growth of National Consciousness: National Education Movement Introduction ; Phases of National Education Movement ; Mrs Annie Besant on National Education ; Spread of National Education Movement ; Sad End of the Movement ; National Universities

Gokhale’s Bill. Government Resolution on Education and Sadler Commission ( 1917-1919 ) Gokhale’s Efforts and Bill for Compulsory Primary Education ( 1910-12 ) ; Infusions from Gokhale’s Resolution. 1910 ; Gokhale’s Second Attempt ( March 18. 1912 ) ; Impact of the Bill ; Government Resolution on Education Policy ( 1913 ) ; Sadler Commission or Calcutta University Commission ( 1917-1919 ) ; Essential Features/Main Recommendations of the Sadler Commission ; Evaluation of the Sadler Report: Fore-runner of the New Pattern of Education 10+2+3.

Government of India Act ( 1935 ) and Wardha Scheme of Education Government of India Act ( 1935 ) ; Commissariats in the Act for Education ; Significance of the Act in the Context of Development of Education ; The Wardha Scheme of Education ( 1937 ) ; Origin of the Scheme ; Wardha Scheme of Education at a Glance ; Evaluation of the Wardha Scheme of Education

Sargent Report ( 1944 )
Terminology of the Sargent Report ; Acceptance of the Basic System of Education ; Chief Features and Major Recommendations of the Sargent Report ; Targets

Overview of the System of Education During the British Rule
Introduction ; Phases of Development of Education in India During the British Rule ( 1800-1947 ) : Policy Documents and Committees and Commissions ; Demerits/Limitations/Negative Effects of the System of Education During the British Period ; Merits of the system of instruction

Unit of measurement IV: Education IN POST INDEPENDENCE ERA
University Education Commission ( 1947-48 )
Appointment of the University Education Commission ; Major Observations and Recommendations ; Evaluation of the Recommendations of the Report of the University Education Commission

Secondary Education Commission ( 1952-53 )
Appointment of the Secondary Education Commission ; Major Recommendations of the Commission ; Aims of Secondary Education ; Significant and Structure of Secondary Education Harmonizing to Secondary Education Commission ; Curriculum at the Secondary Phase of Education Harmonizing to the Secondary Education Commission ; Diversification of Courses at the High and Higher Secondary Stage ; Multipurpose or Multilateral Schools ; Evaluation of Report and Its Impact

Education Commission ( 1964-66 )
Introduction ; Fortunes Leading to the Appointment of the Commission. Its Composition and Footings of Reference ; Essence of the Report Needed Educational Revolution ; Major Recommendations of the Kothari Commission ; Qualitative and Quantitative Programme ; Evaluation of the Commission and Its Recommendations ; Implementation of the Recommendation of the Education Commission ; National Structure of Education – Proposed by Kothari Commission ; Education Commission on Curriculum Reform ; Education Commission and Teachers ; Education Commission and Three Language Formula ; Miscellaneous Recommendations

National Policy on Education – NPE ( 1986 ) and Programme of Action ( 1986 ) Need for Formation and Contents of the National Policy of Education ; Formation of the NPE ; Policy Indicators and Main Features of NPE ; National Policy of Education and Early Childhood Education and Care ( ELEC ) ; Evaluation of the NPE ; Implementation of the Policy: Program of Action ( 1986 ) ; Main Schemes Launched as a Consequence of the Programme of Action ( 1986 ) in Pursuit of the NPE ( 1986 ) ; National Policy of Education and Reconstruction of Curriculum ; Navodaya/Jawahar Vidyalayas ( Pace-Setting Schools )

Modified National Policy of Education ( 1992 )
Formulation of the National Policy on Education ( 1992 ) ; Major Original Provisions and Revised Policy Changes

UNIT V: Contemporary Educational Problems and Issues
Universalisation of Elementary Education ( UEE )
Meaning of Universalisation of Elementary Education ; Significance of UEE ; Non-fulfilment of Constitutional Commitment to Universal Elementary

Education ; Progress in UEE since Independence ; Causes and Problems for Non-fulfilment of Constitutional Provisions Regarding UEE ; Measures for the Achievement of the Goal of UEE ; New Initiatives in Universalisation of Elementary Education ; Drop-outs at the Elementary Phase of Education – A Major Issue in UEE ; Schemes for Universalisation of Elementary Education: Tenth Five Year Plan ( 2002-2007 )

Women’s Education
High Status and Widespread Education of Women in Ancient India ; Importance of Women’s Education ; Progress of Women Education ; Teachers ; Slow but Encouraging Progress of Girls and Women Education ; Measures for the Promotion of Women’s Education ; Committees and Commissions on Women Education ; NPE ( 1986 and 1992 ) and Programme of Action ( 1992 )

Distance Learning
Meaning of Distance Education and its Terminology ; Chief Characteristics of Distance Education ; Correspondence Education. Open Education. Formal Education and Distance Education ; Main Objectives of Distance Education ; Merits and Limitations of Distance Education ; Brief History of Distance Education in India ; Distance System of Education at Work ; Open System of Education ; Problems of Distance Education and Measures for Strengthening it ; Summarizing Up ; Some Well Known Open Universities of the World

National and Emotional Integration
Meaning of National and Emotional Integration ; Why National and Emotional Integration: Need for National and Emotional Integration ; effects of Lack of National and Emotional Integration ; Favorable Factors for National and Emotional Integration ; Barriers to National and Emotional Integration ; Role of Educational in Developing National Integration ; Appointment of the Emotional Integration Committee ( 1961 ) and Its Recommendations ; Programmes Undertaken for Promoting National Integration

Medium of Direction
Importance of the Medium of Instruction ; Mother-Tongue as the Medium of Instruction ; Demerits. Restrictions and Defects of Foreign Medium of Instruction ; Opposition to Hindi as Medium of Instruction Can there be a Uniform Medium of Education in India? ; Documents on the Medium of Instruction ; Present Position of Medium of Instruction: Popularity of English as the Medium of Instruction ; Multilingual Education and UNESCO

Education of Weaker Sections
Meaning of Weaker Sections ; Why Promotion of Education of the Weaker Section’s Children? ; Education of the Scheduled Castes ; Present Status of the Education of SCs ; Education of the Scheduled Tribes ; Other Backward Classes ( OBCs ) and Their Education ; Popularizing Education Among the Weaker Sections

Adult Education
Meaning and Definition of Adult Education ; Need for and Objectives of Adult Education ; Major Attempts Made in India in the Field of Adult Education ; National Literacy Mission – NLM ( 1988 ) ; NPE ( 1986 and Modified 1992 ) on the Scope of Adult Education ; The Role of Schools and Universities in Adult Education ; Role of Voluntary Organisations in Adult Education ; Illiteracy and Its Eradication ; Causes of Slow Progress in Adult Education and steps for the Expansion of Adult Education

Quality Control in Higher Education
Meaning of Quality Control in Education ; Why Quality Control in Higher Education? ; Main Factors Exercising Quality Control in Education ; Administration and Management of Higher Education ; Quality Higher Education – National Assessment and Accreditation Council ( NAAC ) ; Autonomy in Higher Education ; Qualitative Improvement in Higher Education – NPE and Programme of Action ; Qualitative Improvement Programmes for Higher Education in the Tenth Five Year Plan ( – )


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