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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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