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BES-122 Contemporary India Indira Gandhi andEducation National Open University School of Education Block 1 INDIANSOCIETALCONTEXTAND EDUCATION UNIT1 Nature of Indian Society 7 UNIT2 Aspirations of Indian Society 23 UNIT3 Education and Policies 39 UNIT4 Indian Society and Education 61 EXPERT COMMITTEE Prof. I. K. Bansal (Chairperson) Prof. Anju Sehgal Gupta Former Head, Department of Elementary Education School of Humanities, NCERT, New Delhi IGNOU, New Delhi Prof. Shridhar Vashistha Prof. N. K. Dash (Director) Former Vice-Chancellor School of Education Lal Bahadur Shastri Sanskrit IGNOU, New Delhi Vidhyapeeth, New Delhi Prof. Parvin Sinclair Prof. M. C. Sharma Former Director, NCERT (Programme Coordinator- B.Ed.) School of Sciences, School of Education IGNOU, New Delhi IGNOU, New Delhi Prof. Aejaz Mashih Dr. Gaurav Singh Faculty of Education, (Programme Co-coordinator-B.Ed.) Jamia Millia Islamia, New Delhi School of Education, IGNOU, NewDelhi Prof. Pratyusha Kumar Mandal DESSH, NCERT, New Delhi SPECIAL INVITEES (FACULTY OF SOE) Prof. D. Venkateshwarlu Dr. Bharti Dogra Prof. Amitav Mishra Dr. Vandana Singh Ms. Poonam Bhushan Dr. Elizabeth Kuruvilla DR. Eisha Kannadi Dr. Niradhar Dey Dr. M. V. Lakshmi Reddy Course Coordinator : Prof. M.C. Sharma, SOE, IGNOU Course Co-Coordinator : Dr. Niradhar Dey, SOE, IGNOU COURSE PREPARATION TEAM Course Contribution Content Editing Unit 1 & 2: Dr. Parveen Sharma Prof. Raj Rani Hindu College of Education Department of Teacher Education Sonipat NCERT, New Delhi Unit 3: Dr. Niradhar Dey Language Editing School of Education Dr. Sunita Sundriyal IGNOU, New Delhi Department of Education HYB Degree College, Lucknow, U.P. Unit 4: Ms. Abhilasha Gautam Department of Education Format Editing Delhi Institute of Rural Development Dr. Niradhar Dey, SOE, IGNOU Delhi Proof Reading Dr. Niradhar Dey, SOE, IGNOU Mr. Chandra Shekhar Research Assistant (ICSSR Project) SOE, IGNOU PRODUCTION Prof. N.K. Dash (Director) Mr. S.S. Venkatachalam School of Education Assistant Registrar (Publication) IGNOU, New Delhi SOE, IGNOU, New Delhi June, 2016 Indira Gandhi National Open University, 2016 ISBN: 978-81-266- All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the Indira Gandhi National Open University. Further information on the Indira Gandhi National Open University courses may be obtained from the University’s Office at Maidan Garhi, New Delhi-110068. Printed and published on behalf of the Indira Gandhi National Open University, New Delhi, by the Director, School of Education, IGNOU, New Delhi. Laser Typeset : Rajshree Computers,V-166A, Bhagwati Vihar,Uttam Ngr. (Near Sec.-2, Dwarka), N.D.59 Printed at : Raj Printers, A-8, Sector-B-2, Tronica City, Loni (Gzh.) BES-122 CONTEMPORARYINDIAAND EDUCATION Block 1 Indian Societal Context and Education Unit 1 Natureof Indian Society Unit 2 Aspirations of Indian Society Unit 3 Education and Policies Unit 4 Indian Society and Education Block 2 Policy Frameworksfor Education in India Unit 5 Development of Education in India Before Independence Unit 6 Development of School Education – 1947 to 1964 Unit 7 Development of School Education – 1964 to 1985 Unit 8 Development in School Education in 1986 andAfter Block 3 Philosophical Perspectives of Education Unit 9 Concept and Nature of Education Unit 10 Philosophical Basis of Education Unit 11 Democratic Principles of Education Unit 12 Agencies of Education Block 4 Issues and Concerns in Secondary Education Unit 13 Universalization of Secondary Education Unit 14 Equityand Equalityin Education Unit 15 Curricular Issues and Quality Concerns in Secondary Education Unit 16 Professional Development of SecondaryTeachers BES-122 CONTEMPORARYINDIAAND EDUCATION Introduction to the Course Understanding the contemporary India and education is a compulsory aspect of study for teachers in teacher education curriculum. To understand the contemporary India and its relationship with education, there is the need to understand the nature of Indian society, its cultural pluralism, languages, demography and diversity of Indian living. Achieving unity in diversity is the main goal of Indian society. It is, therefore, we believe and realise the diversity as strength and not weakness. Since its independence, India has been practicing a democratic system of State administration and in fact, it is the largest democracy in the world. The common frame of Indian society is based upon the principles and values of its Constitution which lays down the framework defining the fundamental political principles, establishes the structure, ways, powers and duties of the government institutions and sets out fundamental rights, directive principles and the duties of citizens. The educational practices in India are the reflection of its rich democratic principles. Universal nature of school education, providing equity and equality as well as quality education is really a challenge in India. The impact of globalisation on education is not only limited to a particular country but also influences the education legacy of India to a large extent. In the recent days of implementation of Right to Education Act (RTEAct, 2009) and Rashtriya MadhyamikShiskhaAbhiyan(RMSA)aretheexamplesoftheimplementation of its constitutional obligation for the nation. Catering to all of the above, the present Course highlights the historical, sociopolitical, philosophical and the issue based trajectories of Indian School Education. This Course will enable students and teachers to engage with studies on Indian society and education, acquire the conceptual tools of sociological analysis and gain a hands-on experience of engaging with diverse communities, children and schools. The major focus area of the Course is: diversity, inequality and marginalisation in the society and the implications for Education; and Policyframeworks for Public Education in India in general and Secondary Education in particular. The course has been organised into four Blocks. The first Block deals with the issues of Indian societal context and education, which further encompasses the nature of Indian society, its aspirations and proceeds towards achieving educational goals and policy frameworks for education. Second Block deals with the development of education in India. Specifically, it highlights the development of education in India before independence up to the contemporary time. Third Block discusses the philosophical and political concepts of education which are an integral part of Indian Constitution and its democratic living. The Fourth Block deals with the issues of Secondary Education. It further clarifies and debates on the issues of RMSA, equity and equality in education, curricular issues of Secondary Education and professional development of Secondary teachers.
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