UNIT---V

POLICY FRAMEWORK ON EDUCATION PRE-INDEPENDENT INDIA...

VEDIC SYSTEM: Vedic system of Education Vedas are known as Sruthi. Vedas means knowledge of wisdom.

1. Aims of Education The spiritual personality is the central core of the vedtha philosophy. Respect the

individual personality, Development of inhernt potential and noble virtues of students

along with instilling the sense of social responsibilities is the main aim of education.

2. Curriculum The vedic curriculum consists of vedas Upanishads, Siksha, Kalpa, Uyakarna,

Niraktha, Ramayana and Mahabartha, Punchakavya, Artha sastra, Dharma Sastra

etc. The teacher did not teach everything to all this Pupils. Depending upon the

aptitude and ability of each pupil the teacher taught the appropriate things.

3. Gurukula System of education Children had to spend their student days called Brabhacharya and the residency

of Guru called Ashram . At the age of seven intiation ceremony called Upananaya.The

pupil is accepted by the the teacher after a probationary period of a year.

All the facilities like free food ,clothes and stay were provided in the Ashram.

Students wre highly respectful for the teacher and helped the teacher's family .

4. Methods of Teaching Oral explanation, recitation , memorisation, and demonstration. Sanskrit was

the medium of instruction. Students used Sravana (hearing)Manana(reflection) and

Nididyasara (meditation) are the methods to master the knowledge. Disscussion

and debates were also held.

5. Teacher

The teacher called Guru was a man of character. He was the living

role model for his disciples.

According to Upanishads, introspection, teacher's Diksha (guidance )

devotion to God and the teacher are the necesssary for one's self realisation

Merits and Demerits of Vedic Education

1.Education for all learners

2. Teaching Learning process took place in natural surroundings. 3. Pupils lived a simple and pure life of Brahmacharya by avoiding things of luxury. 4. There was intimated relationship between the teacher and education was

imparted accordingly. 5. Teachers commanded high respect and diginity were treated alike

irrespective of their social status.

Demerits

1. Education was provided only to Brahmins. 2. Women Education was not given any importance 3. Medium of Instruction was Sanskirt and not given any importance.

4.Some considered the service rendered by Pupils in the household

activities of the teacher as slavery.

5, Vedas wre given importance in the curriculum.

BUDDHIST SYSTEM:

Buddhist system of Education:

The religion was founded by lord Buddha

1. Aims of Education

In this system of education no importance was given for vedas and rituals

but good conduct and simple life.

2. Curriculum

Buddhist curriculum consists of subject utility in practical life like medicine ,

astronomy, Mathematics,sculpture,painting etc.were given importance .The basic

skills of 3 RS (Reading,Writing,and arithmatic) was also given importance.

3.System of Education:

Buddha Bikshus living in monastries were the teachers pupils after

completion of the initiation ceremony called pappaja without any discrimination

of castes,joined the Buddha Viharas (Temples) and spent 12 years in

learning.Those who wished to became teachers took the ritual 'Upasamwatha'

at the age of 20 with the permission of their parents.women were given equal

opportunity to learn students paid fees for their education food and stay.

4. Methods of Teaching:

oral expositims , group discussions and debates meditation,were the several

teaching learning followed pali is the language of the people .It is used as a medium

of instruction.

Teacher:

➢ Buddha Bikshus were the teachers.

➢ They lived in Monasteries.

➢ Students had the freedom to study the subjects of their choice .

➢ Students undertook travel under the leadership of buddhist monks and

took part in seminars and debates.

Merits of Buddhist system of Education:

➢ students were admitted for education without any discrimination of sex and caste.

➢ Vedas and rituals were claimed(oppose).

➢ Subjects of human utility like medicine,painting

sculpture,mathematics and astronomy were given importance.

➢ People's language of pali was employed as a medium of instruction.

➢ Buddha Bikshus were the teachers.

➢ Righteous conduct and pure life were stressed.

JAINISM SYSTEM:

JAINISM SYSTEM OF EDUCATION:

The word Jainism finds its root jina which means conquerer.The religion

Mahavira (599-527 B.C).

Jainism also refuses to believe in god.Further it supports the concept of

Brahman in God.

Further it supports the concept of Brahman. Hence jainism could be

considered as a midway

Aims of Education:

Development of personality of each individual student in the aim of education. It

does not have any predetermined absolute gods. It believes in the development.

System of Education:

Residential living of the pupils along with the teacher was stressed.it is also like a

gurukula system of Education.

Methods of Teaching:

Debate and discussion were used as the methods of Instruction memorisation was

gives a prime place in learning .Mother tongue was the medium of instruction. No

prescribe books only through oral.

Teacher:

According to Jainism high qualities were expected of Teachers .strict

discipline for the students.

Development of Education during the Pre-independent Period:

Macaulay's Minute(1835):

English as the medium of instruction.

Recommended that the object of educational policy in India should be

spreading western knowledge through the medium of English.

The Wood's Despatch (1854):

• It initiated modern educational system assured advancement of western knowledge .

It recommended the use of english as the medium of instruction . • • Establishment of universities at madras,calcutta and bombay.

Organisation of a network of graded school all-over India.

• Recommendations included introduction of the system of grants-in-aid,training

of teachers encouragement of educated employment and women's education.

Indian Education commission 1882: / Hunter's commission:

• Giving free education to a certain percentage of the poor. English as the medium of

instruction. • • Scholarship facilities for the students studies abroad.

• Special educational facilities for muslims and women ,backward

classes,tribes and other low classes.

The Sargent Plan (1944):

The Central Advisory Board of Education(CABE) was called upon to

prepare a post-war educational developmental plan. Ths is the first official

attempt to plan a national system of education for India.

Pre-primary education for the age group 3 and 6.

Universal,compulsory and free primary or basic education for all

children between 6 and 14.Junior basic(6-11) and senior basic(11-14)

High School education for 6yrs to Selected children between 11 and 17.

A three year university course for selected students after higher

secondary examination. Full time and part time technical,commercial

and art courses on an adequate scale.

Development of public library.

• Full provision for the proper training of teachers.

• Organisation of compulsory physical education and medical inspection. Creation of

employment bureaus. • • Educational facilities for the physically and mentally handicapped children.

Provision of social and recreational activities.

Basic Education:

Every school is to function with the available local materials and

resources.All schools subjects are to be taught through a chosen handicraft

. Through weaving and spinning were given importances ,other rural crafts

were also equally acceptable as medium of teaching .Pupils are to become

proficient in their mother tongue and a handicraft.

Earing while learning,developing skills adequately in a handicraft at the end

of eight year education so as to take it up as one's own vocation are the hall

marks of basic education (Wardha system of Education in 1937) Aims of

Education:

Education is an all round development physical,intellectual,aesthetic moral

and spiritual . It is to impart training in citizenship build character give

professinonal training and impart culture.

Curriculum:

Crafts as an essential part of curriculum,craft not as an additional subject

but as the medium of education .craft bias to education will bring into play

the priniciples of co-operative activity,individual responsibility,initiative

accuracy and emotional catheris(extreme or end).

Methods of Instruction:

Craft was given a central place in education.Craft is not learnt as a subject along with

other subjects of study .In basic education all subjects are to be taught through a chosen

craft using the correlation approach.This will integrate all knowledge and encourage

self-activity rather than rote memory.Self-Experiences is gained through

crafts. Basic education is referred to as “craft-centred education”.

Educational Planning:

Gandhiji wanted free and compulsory primary education between the ages

of 7 to 14 for the whole mass of Indian population.

Role of the teacher:

Teachers should have not only professional training and proficiency in

subject matter but devotion and dedication in their work.students should consider

their teachers as substitute parents and show utmost respect and reverence.

Characteristics of Basic Education:

• Free and compulsory education for all boys and girls between the ages 7-14. Chosen

craft as the centre of Education. • • Gandhiji recommended the principle of correlation .he wanted all knowledge to be

correlated with craft. • • Productivity of educational process-self supporting aspect of education. Simple

co-operative community living. • • Mother tongue of the child should be the medium of instruction.

Emphasis on religions and moral training.

Relevance of Gandhiji basic education in the present-day context:

1. Contributions of Gandhiji to Indian Education:

Child – centred approach to education and making craft the centre and

medium of educational experiences are the unique contributions of gandhiji to

modern educational thought.

2. Impact of Gandhiji on modern indian education:

Kothari commission's recommendation to include work experience at all

levels of Indian education it desires its roots from basic education. Similarly basic

education had emerged in the form of SUPW - Socially Useful Productive Work in

the Recommendations of Eshwar Bhai patel Committee.

The emphasis of National Policy on Education(1986) NPE. On vocationalising

secondary Education, Kothari Commission's recommendations to provide vocational

stream of education along with the general stream are all nothing but other forms of

basic education. The truth is though the name of 'Basic Education'' might have vanisha

from the horizon of Indian education Vocationalization of education seems to reappear

in different guides under different names..

UNIT-VI

POLICY FRAMEWORK ON EDUCATION POST INDEPENDENT INDIA

SYLLABUS:

Major recommendations on kothari commission (1964-1966) -Eshwar bhai

patel committee(1977) -Malcom Adiseshiah commission (1978) -New educational

policy (1986) -Programme of action (1992)-Sachar commission(2005)-National

curriculum framework(2005)- National knowledge commission(2005).

KOTHARI COMMISSION(1964-1966):

It was introduced by D.S.Kothari . He was a chairman of UGC. The

commission was concentrated on primary level to university . He

introduced the (10+2+3) pattern. He mainly focused on three languages

forms(hindi, English, Mother tongue).

Educational Structure:

❖ Hindi is an official language .

❖ Three languages formula

❖ School curriculum based on students needs

❖ Separate secondary schools for girls.

❖ Vocationalization courses in higher secondary

❖ Uniform pattern of education(10+2+3)

❖ Pre-school education for 1 to 3 yrs.

ISHWAR BHAI PATEL COMMITTEE (1977):

Shri Ishwar Bhai J.Patel consists of 30 members. He was vice-challencor of

gurajarat university. His main objective is SUPW. To inculate to learners linking

with love and dignity of the labours.

Major Recommendations:

❖ To develop the democratic citizenship.

❖ To develop the leadership training

❖ Improvement in vocational education.

❖ To provide opportunities for students to participate social activities

inside and outside the classroom.

❖ Program should be organized on the bases of community development.

❖ Curriculum should be based on the work centered curriculum .

❖ In primary classes 20% hour of will be allotted for SUPW .

❖ Secondary classes 6hrs/per week

❖ Higher education has minimum % will be allotted.

MALCOM ADISESHIAH COMMITTEE (1978):

Objectives:

❖ Vocational education

❖ Removal of unemployment

❖ Removal of poverty.

❖ Rural development

❖ Adult literacy.

Major Recommendations:

❖ Learning must be based on SUPW.

❖ Vocational courses.

❖ Related to the rural occupational area.

❖ General spectrum

❖ Curriculum based on needs of the students.

❖ Priority will be given for the vocational courses.

❖ Credit system for XI and XII

❖ Semester pattern is also introduced for class of XI and XII

❖ Clustering school also introduced.

NEW EDUCATIONAL POLICY (1986):

Objectives:

❖ Delinking decrease from jobs.

❖ Minimum levels of learning.

❖ National testing service.

Major Recommendations:

❖ Establishments of national system of education.

❖ Education for equality.

❖ Problem of central and state partnership in education.

❖ Univerlisation of elementary education.

❖ Promotion of adult education.

❖ Pace-setting school

❖ Vocationalization of education.

❖ Raising the status of teachers.

❖ Role of community and voluntary organization.

Features:

❖ To strengthen the equity of freedom and self dependence.

❖ To promote national unity and spirit of excellence.

❖ To develop broad national outlook among the youngsters.

Schemes:

❖ Universalization of elementary education.

❖ National testing service.

❖ Operational of black board

❖ Navodhaya schools.

PROGRAMMES OF ACTION(1992):

Recommendations:

Whether implementation of educational policy 1986 is done.

Objectives:

Whether they providing quality of education.

At primary level:

❖ Education to all.

❖ Completion primary education at the age of 6 to 14.

❖ Standard education.

At secondary level:

❖ Improving quality of education.

❖ Introducing computer knowledge and skill.

At higher education:

❖ Giving opportunity over serious problem like social, economic,

cultural and moral.

In general :

❖ Removing regional and social disparities.

❖ Giving importance to women education

❖ Free and compulsory education.

❖ Facilities for special children

❖ All peoples must be educated.

Recommendations:

❖ Establishing pre-primary schools and balwadi.

❖ Initiative operational blackboard.

❖ Introducing Navodhaya schools in atleast district or state.

❖ SUPW is integrated with curriculum primary level.

❖ Introducing open universities and distance education

❖ Special attention to students welfare.

❖ Atleast everyone should educated on MLL.

❖ Importances to the “Grading system”

❖ Three languages formula.

❖ Educational administration should be decentralized.

SACHAR COMMISSION: (2005):

It was implemented in Dr.Manmohan singh period.This committee was

headed by chief justice of delhi highcourt Rajendra Sachar. It was developed

mainly for muslims. Name of the muslims school is called as Madarasa .It

recognized by UGC. In the school they learnt a quran other spiritual values.

NATIONAL KNOWLEDGE COMMISSION (2005):

It was implemented by the 13th June 2005 by the P.M Dr.Manmohan singh.

The main aim is transferring india into knowledgeable society. It focuses on

vocational studies, educational agriculture , industries , etc…….

Major Recommendations:

❖ To build excellence in the educational system.

❖ To promote knowledge in science and technology.

❖ To check whether the human rights is equal to all or not.

❖ Give importances to agriculture and industries.

❖ To promote libraries.

❖ Teaching of English should be introduced from the standard I along,

with the first language.

❖ Connected 5000 institutions across over one network.

❖ To introduced more universities.

❖ Establishment of national science, social science, to suggested policy

initiatives.

NATIONAL CURRICULUM FRAMEWORK (2005):

It was implemented by CABE(central advisory board of education)

AIM:

We should not burden to the students “without books to study” Yashpal

committee (1993).

Languages:

❖ Three languages formula.

❖ Mother tongue is medium of instruction.

❖ Curriculum should be multilingual proficiency.

❖ It roles to focus on all skills.

Mathematics:

Reason out and problem solving capacity.

Science:

Thinking process, curiosity and creativity.

Social Science:

To promote thinking process, decision making and critical reflection

Other areas:

Art:

• It covers music ,dance and visual arts.

Health and physical education:

• It covers the nutrition and physical activities.

Work and education:

• Based on social needs and create social reforms.

Education reforms:

❖ Content based is transform to problem based and competency based.

❖ Examination should be a shorter duration.

❖ Changes in a pattern of questions.

❖ No public exam till classes 8th std.

❖ Public exam till 10th std is optional.

Syllabus:

❖ Topics to be relevant to stage of children

❖ Inter disciplinary among the subjects.

❖ Content also based on need of the children with disability.

❖ There is a linkage between school and college.

❖ Using potential of media and new information technology.

❖ Encouraging creativity in all areas.

UNIT-VII

EDUCATIONAL PLANNING AND FINANCING

SYLLABUS:

Five year plans-educational policy making and budgeting-Funding system of

education: public, fees, students, loans, educational cess and external aids.

FIRST FIVE YEAR PLAN: (1951-55):

It was introduced in the period of P.M Jawaharlal Nehru

Recommendations:

• Primary sector is agriculture.

• Education sector is university.

• Allocate amount is Rs.101.15 lakhs but spend is 43 lakhs.

• Each state and expenditure is Rs.62 lakhs.

• Many ITTS and UGC are introduced in 1956.

• To strengthen the higher education in the country.

Drawbacks:

Primary and secondary education are not implemented.

SECOND FIVE YEAR PLAN (1956-1961):

• It was introduced by Mahalandois

• Give importances to growth in industrialization.

• 5 street plan were formed all over india,

• Atomic energy , tata institute and statistical institute of foundational

research were found.

• Development of secondary education and higher education.

• 307 expenditure are spent for education.

THIRD FIVE YEAR PLAN (1961-1966):

• This plan is also called as “Gadgil yojna “

• The main target of this plan was to make the economy independent and

to reach self active position of take off.

• Due to china war , this plan could not achieve its growth target of 5.6%

• Plan holiday was from 1966 to 1969.

• The main reason behind the plan holiday was the indo-pakistan war and

failure of third plan.

• During this plan annual plans were made and equal priority was given

to agriculture its allied sectors and the industry sector.

FOURTH FIVE YEAR PLAN (1969-1974):

• There were two main objective of this plan i.e growth with stability

and progressive achievement of self-reliance.

• During this plan the slogan of “Garibi hatao” is given during the 1971

elections by Indira Gandhi.

• This plan failed and could achieve growth rate of 3.3% only against the

target of 5.7%

FIFTH FIVE YEAR PLAN (1974-1979):

• In this plan top priority was given to agriculture, next came to

industry and mines.

• Overall this plan was successful which achieved the growth of

4.8% against the target of 4.4%

• The draft of this plan was prepared and launched by the D.P.Dhar .

This plan was terminated in 1978.

Rolling plan :

This plan was started with an annual plan for 1978-1979 and as a continuation

of the terminated fifth five year plan.

SIXTH FIVE YEAR PLAN (1980-1985):

• The basic objective of this plan was poverty eradication and

technological self reliance.

• It was based on investment yojna, infrastructural changing and

trend to growth model.

• Its growth target was 5.2% but it achieved 5.7%.

SEVENTH FIVE YEAR PLAN ( 1985-90)

• Objectives of this plan include the establishment of the self

sufficient economy, opportunities for productive employment.

• For this first time the private sector got the priority over public

sector.

• Its growth target was 5.0% but it achieved 6.0%

ANNUAL PLANS:

Eighth five year plan could not take place due to volatile political

situation at the Centre. So two annual programmes are formed in 1990-91 & 1991-

92.

EIGHTH FIVE YEAR PLAN (1992-1997):

• In this plan the top priority was given to development of the

human resources i.e employment, education and public health.

• During this plan Narasimha Rao government launched new

economic policy of India.

• This plan was successful and got annual growth rate of 6.8%

against the target of 5.6%.

NINTH FIVE YEAR PLAN (1997-2002):

• The main focus of this plan was “growth with justice and equity”

• It was launched in the 50th year of independence on India.

• This plan failed to achieve the growth target of 7% and grow only

at the rate of 5.6%

TENTH FIVE YEAR PLAN (2002-2007):

• This plan aims to double the per capita income of india in the

next 10 yrs.

• It aims to reduce the poverty ratio 15% by 2012.

• Its growth target was 8.0% but it achieved only 7.2%

ELEVENTH FIVE YEAR PLAN (2007 -2012):

• It was prepared by the C.Rangarajan

• Its main theme was “faster and more inclusive growth”

• Its growth rate target was 8.1% but it achieved only 7.9%

TWELFTH FIVE YEAR PLAN (2012-2017):

• Its growth rate target is 8%

• It main theme is “faster , more inclusive and sustainable growth”

• It is the current five year plan of India.

FUNDING SYSTEM OF EDUCATION:

1950 -levels of education were expanded.

1960 – rate of growth increase in higher education and decreases in school

education.

1970- rate of growth decreases in all levels of education.

✓ Public:

• Educational enterprise consists of public and private sectors.

• The public sector consists of central government and the state

government.

• The private sector consists of educational trusts, social and religious

organizations.

• The government institutions are under the responsibility of the

government

• funding , management of the institutions are fully under the

responsible of government.

• Government aided or grant receiving institutions are mostly funded

by the government but are managed by private enterprises.

• Private institutions are recognized by the government but do not

receive any funds, Suppose the government provided funds to the

students , the management and administration is not responsible.

• Totally private institutions are not recognized by the public

authorities or government.

• Three levels of education

✓ Central government level

✓ State government

✓ District level

• State government is the responsibility of the whole school

education.

✓ Fees, and educational loan:

• Amount limits-Rs.10 lakh

• Wider collateral options

• Loan tenure-15yrs.

Features of education loan:

✓ Get tax benefits under section 80 (E) of income tax act on India.

✓ Doorstep service

✓ No margin money required.

✓ Flexibility or collateral security.

✓ Loan up to 100% of educational expenses.

✓ Education cess:

Education cess is an additional levy on the basic tax liability.

✓ External Aids:

• GPE mobilizes development financing from public and

private donors.

• Provide quality of education .

UNIT-VIII

Language policy in education

SYLLABUS :

Language policy during the pre-independent and post independence in

India – language policy as specified in Indian constitution – Great thinkers and

medium of institutions – Tagore , Gandhiji, and Vivekananda.

Language policy during the pre-independence:

Muslims ruled in India, they concentrate more on Urdu language for all

government work.

Sanskrit and other native language Hindi also occupy that place.

British teaches in English.

• Lord Macaulay and Lord William Bentick:

They also stressed the medium of English.

• Wood Despatch (1854):

Medium of instruction is English and also planned to keep the state

language also but it was a failure one.

• 1st education commission i.e hunter commission: Medium of instruction is

English but education gives through Indian language.

• Calcutta university commission (1917): Adopted, Medium of instruction is

Indian language upto higher secondary stage. In 1935, Regional language

become the medium of instruction but some Christian missionaries made

medium of instruction was English. In 1942, a British ruler accepted, Indian

language as the 1st compulsory language and English as the 2nd compulsory

language for education but English as the medium of instruction for higher

education.

Post independent period:

1. Radhakrishnan commission (1948) :

• This is the first education commission. They introduced three language

formula in education. Every student should be taught three languages

at the secondary stage.

✓ Regional / state language.

✓ National language.

✓ International language.

• Higher education should be given in regional language and union

language.

• The teaching of English is continued in the secondary and higher

secondary stage.

• At the higher secondary stage, medium of instruction should be Indian

language but not Sanskrit.

2. Lakshmana Mudaliar commission (1952):

This commission has given two types of recommendations:

✓ On account to the 1st, the following three language wil be taught to the

students

Mother tongue/state language.

English language.

One other Indian language different from mother tongue.

✓ Two language formula should be adapted.

Mother tongue/ state language.

English/ any other Indian language.

✓ Every child should be taught other Indian language from 6th or 5th. This

language should be the same Indian language of south india. In hindi

speaking areas, National language is hindi.

3. Kothari commission (1964-1966):

The language teaching at different stages should be the following,

✓ Three language should be taught to the students and teaching of four

language should not be compulsory.

✓ At lower stage, only mother tongue/ state language should be taught.

✓ In higher level classes, union language must be taught along with

mother tongue.

✓ At the high school stage, the student should be taught mother tongue,

union language and other modern Indian language.

✓ At the higher secondary stage, the study of atleast two language must

be compulsory. There should not be compulsion of language at the

higher education.

Language policy as specified in Indian constitution:

Article 343: On account to this, the official language of the union can be

“hindi”.

Article 351: For a period of 15 years, from the commencement of this

constitution “English” shall be continued for official purpose.

Views of Vivekananda:

• At the level of classroom instruction, he imparted the use of AV aids.

• The application of educational technology in the spread of literacy. In

higher form of education, he had more attitude to English as medium

of instruction and as a subject of study.

• Recommending free and compulsory education.

• Inclusion of subject on the cultural heritage of india in school

curriculum.

• Social service is a component of education.

• Insisted on learning of western technology.

Gandhiji:

• Craft was given a central place in education.

• Craft was the medium of instruction and i.e why the basic education is

referred to “Craft-Centered Education”.

• Free and compulsory education for all boys and girls between the age

group of 6-14 years.

• Choose craft as the center of education.

• All knowledge to be correlated.

• Mother tongue of the child should be the medium of instruction.

• He has stressed on the teaching of mother tongue because it is an

effective instrument for expression and communication of ideas and

gaining of more knowledge.

• The mother tongue is to be used as medium of instruction in schools.

Tagore:

• He wanted children to learn education through music, fine arts,

painting, drama, dance, craft etc.

• He wanted science to be taught at the higher level of education and

world history to be learned by all the children.

• Teaching three mother tongue but he was not against teaching of

English at higher level.

UNIT-IX

MIDDAY MEAL SCHEME AS A SOCIALISATION PROCESS

SYLLABUS:

Objectives of midday meal scheme- benefits of midday meal scheme on

education- Midday meal scheme as a socialization process with special reference to

Tamilnadu .

MIDDAY MEAL SCHEME:

The Midday meal scheme is a school meal programme of the government of

india .It was started in the 1960s by K.Kamaraj in Tamil nadu and later expanded

by the M.G. Ramachandran in 1982.

It provide lunch free f cost to all school going children in all working days.

In 1995 government of india implemented the National programme of nutritional

support to primary education (NP-NSPE).

Objectives:

➢ Considering the importances of nutrition for school students health.

➢ To help the poor children cannot have a meal in a day.

➢ To enhance the health and cognitive development of school children

➢ To develop the intellectual development among the students.

➢ To help the children who are suffering from malnutrition.

➢ To develop the health and efficiency of the children

Benefits:

➢ To increase the attendance of the pupils in school

➢ Reduce the wastage and stagnation

➢ Universalisation of free education to all.

➢ Literacy rate is high

➢ Intellectual development is high.

Socialization process in Midday Meal Scheme:

Higher education of funds, the state has also worked on community participation

in providing school mid-day meals. The state has constituted vigilance committees

at panchayat level to supervise mid-day meals. these committees are very active in

Tamil nadu and the committees carry out to check schools thrice in a week .the

committee members including parents of students apart from teachers and local

representatives.

UNIT-X

Emerging Trends in Education

Syllabus:

Impact of globalization , liberalization and privatization on education- life-

long learning and on-line learning

Online learning:

Online learning focuses on specific learning objectives and outcomes. The learner

should be actively engaged and made to feel the real-life experiences through

simulation. The online courses aims to help students focus on the right content.

E-LEARNING:

E-learning is learning that takes place in an electronically stimulated environment

.e-Learning, Web-based training, Internet-based training and computer-based

training are the next generation instructional methods being developed today. E

learning can include training, the delivery of just-in-time information and guidance

from experts .e-learning can be done using an internet connection, a network, an

intranet or a storage disk. It uses a variety of media like audio, text, virtual

environment, video and animation to present the learning content and as such the

learner could gain rich learning experiences.

Benefits of e-learning

✓ Web based learning programme is a lot less expensive to maintain compared

to what is required to pay for instructors and training personnel in the

classroom style.

✓ E-learning lets the user learn the subject at his own pace .One can go through

the learning materials following his own preferred sequence.

✓ One can learn a subject faster (compared to the time required in the

traditional classroom approach)

✓ Learning materials can be updated easily and quickly.

✓ Learner can work from any location at any time.

✓ It can be easily managed for large group of students.

✓ It saves money and time.

E-TUTORING

Students’ getting instructional facilities through online services is called E-

TUTORING.

Students should have computer and internet connection to avail this facility.

Students need to register themselves with the agency which provides this service,

by paying the requisite fees. After enrolling as a provider them username and

password .The individual student who wish to learn a particular topic in a subject or

the entire subject itself should first get access to the service provider at the time of

his choice and reveal his personal identity and educational needs. Web-camera is

needed to interact with the tutor .

Benefits of e-tutoring:

✓ Saves time and money.

✓ Convenience

✓ Subject specialists

✓ It can be activated anytime and anywhere.

✓ Multiple subjects at one place

✓ Highly individualized and customized

✓ Security ,as it provide individual password and username

✓ Direct approach

✓ Flexibility

E-BOOK:

E-books are usually read on mobiles and computers. It is in the form of digital

media equivalent to printed books. E-books are produced from pre-existing hard-

copy books, generally by scanning .The e-books are available for free or for cost.

Benefits:

✓ Cost efficient

✓ Saves time

✓ Can be accessed anytime anywhere

✓ Easily available

DIGITAL LIBRARY:

A digital library is a library in which wide range of collections are stored in digital

formats as opposed to print, micro form or other media and accessible by computers

.The digital content may be stored locally, or accessed remotely via computer

networks. A digital library is an information retrieval system of digitally stored

content.

Benefits:

✓ No physical boundary

✓ Round the clock availability of information

✓ Low maintenance cost

✓ Multiple accesses

✓ Quick information retrieval

✓ Preservation and conservation is easy.

✓ Digitized materials contain audio videos and animation

BLENDED LEARNING:

Blended learning is a term increasingly used to describe the way e-learning is

being combined with traditional classroom methods and independent study to

create a new, hybrid teaching methodology. It represents a much greater change

in basic technique than simply adding computers to classrooms. It represents, in

many cases, a fundamental change in the way teachers and students approach the

learning experience.

Benefits:

✓ Offers 24/7 access to training resources

✓ Provides personalized training experiences.

✓ Reduction in training costs.

LIFE-LONG LEARNING:

According to UNESCO it is defined as a creative process which

continues to life and aims at integrating all kinds of learning experience for

developing the total human personality.

Education is a life-long learning process which is not limited to the

four walls of a classroom . Education is received by a person at school or

college is never completed but he may be learning of certain skills abilities

thoughts and knowledge through out his life.

Meaning of Life-long learning:

It means education which spread over the total span of an individuals

life.it covers entire education from birth to death. It needs formal , informal

and non-formal education. It involves the total development of the personality

of an individual in combination of social nation and international

responsibilities.

It not only impart information but also develops skills , attitudes,

interest, body, mind and character. It is not only academic but also vocational

and cultural content of the life long education have to be developed under the

following areas.

➢ Functional literacy.

➢ Developing body, mind and character.

➢ Vocational training

➢ Training in citizen ship

➢ Training in cultural enrichment

➢ Training for making adjustment with changing society and

changing environment.

Liberalisation

liberalisation does not uniformly affect all segments of a population and its

effects on poverty reduction are not always experienced in the short term.

Developing country governments must pay attention to these differential impacts in

order to mitigate the inequities that trade liberalisation is likely to exacerbate in

developing countries. Policy impacts on children need to be traced from the changes

they generate on macroeconomic variables (from consumer prices to individual

household livelihoods) and the complexity of differential intra-household effects.

Such analysis is important if policies are to compensate for any negative impacts

and to harness the benefits of liberalisation to improve the conditions of children

living in poverty.

The impact of trade liberalisation on children is likely to vary between:

• girls and boys

• young children and adolescents

• children in rural and urban localities

• children in in rich and poor households

• children whose households are involved in particular economic sectors.

Globalization

Globalization has its own characteristics and values, either positive or

negative. Globalization is a vast and deep concept having effects and side effects on

society. It has various causes. The main cause of globalization on developing

countries is including three parameters like international market, trade,

multinational production, and international finance. Every country in the world has

accepted the policy of globalization and related concepts in current scenario.

Urbanization means spreading the scope and size of particular city to surroundings

and it called as sub-burn area. Modernization rise in society due to the acceptance

and implementation of new trends in the society. Globalization describes the

interplay across culture of macro-social forces. These forces include religion,

politics, and economics. Globalization refers to the widening, deepening and

speeding up of global interconnection process. Family is a first victim of these

symbol. A group of people where the socialization of children taking place and all

the social, economical, cultural process held up called as a family. There are various

types of families in society. Family is the main backbone of society. Family is the

first school of man. Basic knowledge and information get to man first only in

family which affected by above modern

process.

• Globalization on child development

• Globalization can be defined as the processes by which the constraints of

geography on economic, cultural, and social organization progressively

recede (Watson, 1995). ... In light of these changes, the impact of

globalization on child development merits research attention.

Impact of Globalisation:

➢ The people are take over schools , colleges and universities . it will

modernise education based on IT.

➢ Globally, rich people or organisation will invest money on education and

take over the educational institutions.

➢ Global society will emerge due to globalisation.

➢ Local institutions will come forward to work on world education.

➢ global culture or cross cultural will be promoted through educational

content.

➢ Students, educational professionals and workers will work hard for

global labour markets.

Privatization:

➢ The term privatization has become into 1980 s subsequent on

economic reforms.

➢ It refers to the transfer of government services or assert to the private

sector.

➢ According to Levin , privatization as the transfer of activities , asserts

and responsibilities from government to private individual and

agencies.

✓ Private institutions are profit motivated and they charges heavy fee.

✓ Privatization of education has resulted in a steep decline in the quality

if higher education

✓ It led to competition among institution.

✓ It has resulted in the better management of educational institutions.

✓ It opened the gate for foreign corporate universities in India.

.