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CONTENTS |
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CONTENTS:-
1. Society and Education: In the View of Education.
2. Ancient Education: Vedic and Brahmin Period.
3. Ancient Education: Jaina and Buddhist System.
4. Education system: Medieval India.
5. Education System: British Period (1800-1853)
6. Education system : British Period (1854-1900)
7. Education System : British Period (1901-1919)
8. Education Commission: British Period (1920-1947) and Hunter commission. (1980)
9. Calcutta University Commission: Sadler Commission (1917)
10. Education Commission: Wardha Scheme (1937) and Sargent Report (1944)
11. Education Commission (Post Independence): University Commission (1948-49)
12. Secondary Education : Mudaliar Commission (1952-1953)
13. National Education Commission: Kothari Commission (1964-66)
14. New light in Education : Educational Policy (1986)
15. Revised Education Policy: Janardhan Reddy Committee Report (1992)
16. Teacher Education: Objectives and Development.
17. Educational System: Major Determination in Present System.
18. Hig.her Education: Major Problems. |
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DESCRIPTION |
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| Development of Education has traversed through a long journey amidst a variety of socio-political ideologies and aspirations, successfully delivering an educational system with a stamp of class, depth, vibrancy and relevance, strong and dynamic with vigor and clean. The present work deals with this long journey wherein, in spite of variety and change, one thing that stands out for education in India is the social amenability and acceptance that runs through its entire body structure transforming education into a social category: education for the society, and in and through the society. At no stage of its protected evolution was there an evidence of a schism between the two, each drawing strength and support from one another, nor were the individual aims of education ever at variance with the social aims: such was the hold of the one on the other. All other parameters and factors of educational development played their part in a variety of manner in consonance with the demands of changing times and contingencies, enlarging or restricting their scope, weightage and application, at least from Macaulay to Murli Manohar Joshi, remaining dead on target with unmitigating force, vibrancy and insight, using the changing ground conditions to the best of their advantage. The story of Indian Education during last one hundred and seventy years is the story of restitution and resurrection, acceptance and rejection, trail and error, vibrancy and lethargy, tradition and challenge, wherein the problems and their solutions were central, integral and constant. |
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