Development Of Education In India Research Articles

INFLUENCE OF SOCIAL FACTORS ON ADOLESCENT LEARNERS OF SCHOOL EDUCATION IN INDIA

Human beings and Society are profoundly entangled. Society is essentially a convoluted web of relationships, norms, institutions and cultures created by human beings. Human beings as social creatures, depends on society for various aspects of their lives, including socialisation, cooperation and the accomplishment of their needs and desires. Through socialisation process Human beings learn how to behave in society which begins in early childhood of life and continues throughout life, shaping individuals beliefs, values, behaviours and their identities. This paper delves into the multifaceted relationship between social factors and school education development in India. Despite notable advancements, education in India continues to be influenced by various social dynamics, including socioeconomic status, caste, gender, and cultural beliefs. These factors have a significant impact on access to education, the quality of learning and educational outcomes. It is essential for policymakers, educators and stakeholders to comprehend these social factors in order to address the persistent disparities and ensure equal education opportunities for all. By analysing existing literature and empirical evidence, this paper aims to shed light on the comprehensive nature of social factors that affect school education in India and proposes strategies to mitigate their challenges consequences for promoting inclusive and fair educational opportunities. KEYWORDS: Society, Socialisation, Social factors, Norms, Values, Adolescence, School Education, Social change, Well-being

Development of Indian Education during 1854 to 1882: A Historical Review

Lord Dalhausie played a big role in changing the era of the present politics of that time. Though in education point of view woods dispatch at the time of Lord Dalhausie was remarkable but apart from this there were so many things he did for Britisher’s point of view, but it helped Indians also in long run. Opportunity for educational development in India was one of the many things during Dalhausie period and in the next three decades. In this paper, the development of Indian Education during 1854 to 1882 is reviewed and divided into three heads i.e. primary education, secondary education, and higher education. The paper not only consists of the development during the 1854 to 1882 phase but also elaborated its beneficial effect in long run.

The Beginnings of the Grants-In-Aid System to Fund School Education in United Provinces in Modern India

The second half of the nineteenth century saw the advent of a change in the hitherto followed traditional system of education in India. The East India Company, tasked with the administration of a vast territory, gradually went from a policy of non-intervention and detachment, towards active reform in the structure of education in India, based on the English model. This paper attempts to capture the early stirrings of modern educational development in India. It seeks to streamline years of structured proposals and policies, ranging from the Charter Act of 1813, to Wood’s Dispatch of 1854, coupled with individual efforts of many officials, that ultimately brought about a grants-in-aid system, to establish modern learning on secular grounds. The system, which sought to achieve the uniform development of educational institutions on non-religious grounds, through grants-in-aid provided by the Government, seemed just and participative, but also suffered from limitations on diverse and vernacular interests.
 Even though the education system in India saw further development to reach its present form, this paper highlights the crucial and imperative understanding we must possess, of the ideals and the means that went into introducing modern education in the country.

Educational Philosophy of Pandith Madan Mohan Malaviya and Its Relevance on Contemporary System of Education

Madan Mohan Malaviya was an Indian educationist and political leader who made significant contributions to the development of education in India during the colonial period. This research paper explores Malaviya's educational philosophy and its relevance to contemporary education in India. The paper begins by examining Malaviya's views on education as a means of promoting social and national progress. It then analyses his vision for an education system that combined the best of Indian and Western traditions. Malaviya's emphasis on character-building, moral education and the cultivation of social responsibility is also discussed. The paper goes on to explore Malaviya's ideas on teacher training and the role of the teacher in society. Malaviya believed that teachers had a crucial role to play in shaping the character and values of their students, and that teacher education should be based on a combination of theory and practice. Finally, the paper considers the relevance of Malaviya's educational philosophy to contemporary education in India. While Malaviya's ideas were developed in a very different historical context, many of the principles that he espoused, such as the importance of character-building and the role of teachers as moral guides, remain relevant today.

Jan-Peter Hartung and Helmut Reifeld (eds). Islamic Education, Diversity and National Identity: Dini Madaris in India Post-9/11. New Delhi: Sage Publications. 2005. 331 pages. Indian Rs 380.00. Paperback.

This book deals with a current subject, particularly reflecting the fallout from the 9/11 events in the USA. For years dini madaris (religious schools) have contributed to Muslim educational development in India as well as across the border in Pakistan. As a consequence of 9/11, these religious schools have come under the spotlight with respect to their curriculum and whether they are turning out fanatics bent on destabilising the existing political and economic order, domestically as well as internationally. This has become all the more important because in the western world-view these religious schools encourage an extremely narrow frame of mind. Such schools, according to the western world-view, promote violence (i.e., terrorism), have hidden sources of funding, operate secretly, and impact significantly on the political front.

The Role of Corporate Social Responsibility (CSR) in Development of Education in India

The Role of Corporate Social Responsibility (CSR) in Development of Education in India

EDUCATION DEVELOPMENT IN INDIA POLICY AND PROSPECTS WITH REFERENCE TO NEW EDUCATION POLICY

EDUCATION DEVELOPMENT IN INDIA POLICY AND PROSPECTS WITH REFERENCE TO NEW EDUCATION POLICY

The Role of Corporate Social Responsibility (CSR) in Development of Education in India

The Role of Corporate Social Responsibility (CSR) in Development of Education in India

Pemerkasaan Peranan Diwan al-Sadarat dalam Pentadbiran Mughal Era Awrangzib (1658-1707) Revitalization of Diwan al-Sadarat’s Roles in Mughal Governance During Awrangzib’s Reign (1658-1707)

Diwan al-Sadarat is one of the important institutions which supervise the aspects of education and religion in Mughal Empire. Although the role of Diwan al-Sadarat have deteriorated before, but the revitalization efforts were implemented after Awrangzib ruled the Mughal Empire in 1658. Based on this statement, this article aims to examine Awrangzib’s efforts to revitalize Diwan al-Sadarat for ensuring this institution will play the vital and significant role as a main department of the empire. This study applied a qualitative methods like historical study and content analysis to collect and analyze data base on primary and secondary sources. The findings of research show that Awrangzib succeeded in revitalizing the role of Diwan al-Sadarat which driven by various factors like his commitment and political will to restore the Diwan al-Sadarat, the involvement of Muslim scholars in supporting the ruler, and the restructuring the governance of Diwan al-Sadarat. In that reign, Diwan al-Sadarat played a significant role in enhancement of education and religion, like supervised the development of education in India, provided the grants for educational institutions, managed the religious officers appointment and madad al-ma‘ash.

Istoriya obrazovaniya v Indii v pedagogicheskoj koncepcii Dzh. P. Najka

The article describes in detail the process of formation, development and reform of education in India. The great scientific and practical contribution of the Indian scientist J.P. Naik is that in his works he revealed the priority directions for the development of education in India taking into account the interests of the poorest segments of the population. He believed that all general education institutions should devote more time to participation in social welfare and national development programmes. At the heart of the education system, the scientist singled out a humanistic basis.

Concentration of Institutions and Urban Bias in India

Higher education development in India shows signs of concentration and urban bias. As in many countries, the permeation of market processes and proliferation of private higher education institutions seem to have contributed to increased regional inequalities. Relying on the concentration ratio, a measure developed by a CPRHE/NIEPA research study, this article discusses the nature and extent of regional inequalities in the current provision of higher education and identifies locations to be prioritized for establishing new institutions to level off regional inequalities in the future.

A Study of Job Satisfaction Among College Teachers with Special Reference to Constituent Colleges in Patna District

The study examined the development of education in India. All the factors which influence excellence in the field of education are the quality, competence and character of teachers apart from the infrastructure, cognitive and non-cognitive qualities of students and parental support.

Elitism and its challengers: Educational development ideology in postcolonial India through the prism of film, 1950–1970

This article examines the ideological foundations of state-led educational development in India, as reflected in documentary films produced by the Films Division of India, the institution tasked with spreading the government’s vision for developing India. An analysis of documentaries concerned with educational development made from 1950 to 1970 shows contradictory educational visions that reflect the different understanding various groups of actors within the government had about the role education would play in Indian society. These tensions and contestations echo present-day debates about Indian education and help illuminate the dynamics currently at play in the gap between state rhetoric and the delivery of education in India.

Free and Compulsory Primary Education in India Under the British Raj: A Tale of an Unfulfilled Dream

Attempts to make free and compulsory education accessible to Indian children began a little more than a century ago. A strong consciousness for the need of free and compulsory Primary Education in India was highly moved by enactment of the Compulsory Education Act in 1870 in England. Education has been formally recognized as a human right since the adoption of the Universal Declaration of Human Rights (UDHR) in 1948. This has since then been reaffirmed in numerous global human rights treaties. Ultimately, universalization of elementary education has been one of the most important goals of educational development in India since independence. The Right of Children to Free and Compulsory Education Act (RTE Act), 2009, came into force from April 1, 2010, pursuant to the Eighty-Sixth Amendment to the Constitution of India (2002), which guarantees elementary education as a fundamental right. This article attempts to delve into the checkered history of development of the free and compulsory primary education in India under the British Raj. The history of compulsory and free primary education during the British Rule in India is an uphill journey replete with suggestions, advocacies, demands, experimentations, attempts, promises, and movements within legislative framework. The British rulers adopted a good number of policies on education, but these were framed in tune with the needs of the colonial power. Consequently, compulsory and free primary education remained an unfulfilled dream during the British Raj, in spite of the stirring efforts of the Indians.

Higher Education Development in India and China: South Asian, Sinic, and Pan-Asian alternatives

This study investigates the development of higher education in India and China over three time periods: that of colonial India and semi-colonial China, that of the Cold War during which India was “non-aligned” and “new China” embraced Communism, and the period after India’s neoliberal economic reforms and China’s “reform and opening-up”. Our study focuses on the second period when the rationales for post-independent higher education policies were intimately connected to sovereignty. A historical cross-comparative analysis is being employed to discern similarities and differences between India’s and China’s development of higher education systems. The purpose of our study is to contextualize the sociopolitical philosophies that guided the development and transformation of higher education systems in India and China with reference to their vision as non-Western civilizations. We utilize this historical analysis to discuss whether India and China will remain peripheral in the global system of knowledge production, or provide distinct South Asian, Sino, and/or Pan-Asian alternatives in the future.

Indian Council for Legal Education (ICLE) & National Accreditation Agency for Legal Education (NAALE): For Development of Legal Education in India and for Amelioration of Prevailing Afflictions in the Field

Law, being a professional field, education in law has to be reckoned as Professional Education. The unique genre, has been suffering lack of proper direction since the British period in India. Both the regulating agencies, the University Grants Commission (UGC) and Bar Council of India (BCI) have failed to bring desired improvements to the field. The National Assessment and Accreditation Council (NAAC), without developing appropriate exclusive parameters for law, (mis-)accredits law colleges/universities applying common parameters for general institutions. The cumulative result is the prevailing deplorable conditions in legal education. Several important Committees, Commissions etc., from pre- and post-independence periods, have been highlighting existing lacunae in education in law and have recommended measures for improvements. In this context, this paper argues the case for establishing two independent national authorities- Indian Council for Legal Education (ICLE) and National Accreditation Agency for Legal Education (NAALE) - for ameliorating afflictions pervading Indian legal education.

A study on comparative growth and development of medical education in India and Karnataka

India has witnessed rapid growth in its number of medical colleges over the last few decades particularly in recent years. One of the most important features of this growth has been expansion in the private medical colleges. At the present point of time it is relevant to trace historically and geographically the changing role of the public and private sectors in the Indian medical education system. During the last two decades (1990 to 2014), private medical colleges have increased by 405 percent compared to 72 percent for government medical colleges and currently, private sector owns more than half of the total medical colleges and student enrolment. Interestingly, this growth has occurred primarily in economically better-off and healthier states of India (having three-fourth of the total private medical colleges), while the low –income states are lagging behind though they have poor health indicators. The unequal distribution of medical colleges has resulted regional differences in the access to doctors in the country.

Development of Women Education In India

Women education is a catch-all term for a complex set of issues and debates surrounding education system. Women education in India has also been a major preoccupation of both the government and civil society as it can play a very important role in the development of the country. It includes areas of gender equality and access to education and its connection to the alleviation of poverty. Education is a milestone of women empowerment because it enables them to suspend to the challenges, to confront their traditional role and change their life. The development of women's education in rural area is very slow. This obviously means that still large womenfolk of our country are illiterate, weak, backward and exploited. Women education also involves issues of single-sex education and religious education, in that the division of education along gender lines as well as religious teaching on education have been traditionally dominant and are still highly relevant in contemporary discussions on education of females as a global consideration.

Does financing universal elementary education reduce interstate disparity?

Purpose – The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the impact of additional funding on the progress of elementary education across states. Fourth, the author demonstrates how funding under SSA reinforces rather than reduces interstate disparity in school funding. Finally, the author concludes with certain policy implications for reforming federal transfers in Right to Education (RTE)-SSA, which can easily be extended to Rashtria Madhya Shiksha Abhiyan (RMSA) to be more responsive to educational inadequacy, effort and capacity across states. Design/methodology/approach – The author uses box plots for illustrating interstate disparity across various indicators on financing and growth of elementary education. Box plots are good at portraying extreme values and illustrate differences between distributions. Because the thrust of the paper is examining difference in distribution across and within states, box plots appropriately portray the distribution of both. Further, coefficient of variation is estimated in education funding and its impact variables. Findings – Interstate disparity in additional to the funding of SSA through discretionary transfers is examined by looking at two principles of inter-governmental transfers, viz., adequacy and absorptive rates. In a way, it appears that the educationally backward states getting the highest shares and also as per the requirement of the child population, but not necessarily so in terms of their relative proportions of enrolment, schools and teachers. Yet another revelation is that actual absorptive rates are much less than apparent absorptive rates. Unambiguously, additional resources coming from the Center for Development of Education can have a positive influence only after states have achieved a certain threshold level of absorptive capacities. As evidenced, fiscal disability is not compensated by transfers via SSA, as matching shares are uniform across states. Research limitations/implications – One significant limitations of the study is its use of administrative data. Often, administrative data from developing countries especially on social sector like education report inflated figures. The study uses primarily such but published secondary data sources. Practical implications – Finally, the author suggests certain policy implications for reforming federal role in the current RTE-SSA, which can easily be extended to RMSA, a CSS in secondary education, to be more responsive to state effort and capacity. Social implications – Though SSA attempts to address regional imbalance, the accumulated initial advantage of better-off states with uniform norms under SSA funding widens the interstate disparity rather than reduce it. It is, hence, mandated to look at building capacities and enable states for a level-playing field. Originality/value – It adds value to existing studies in two ways: rarely studies examine SSA expenditures and its impact on development and financing of elementary education, and examine a question on horizontal equalization mechanism whether additional allocation under SSA induce or reduce interstate disparity.

Challenges for Holistic Engineering Education Development in India

The new challenges for engineering education go more than the need to keep students abreast of cutting edge technology and calls for a better equilibrium in the various areas of engineering. There is considerable concern that upholding of the old standard by engineering institutions will all but degrade the quality of engineers as well as difficulty in adapting to the growing difficulties of the worldwide marketplace globally. This requires the new development model for the holistic growth of engineering education. However, adaptation of new development model will not be easy since lots of our research universities are faced with monetary pressures. Indian government has made significant contribution toward this growth phase for the development of nation. This paper addresses for an assessment study of the methods developed by reputed engineering institutions in India to lay the foundation for future engineering education. The looking forward segment provides suggestions and plans for engineering education in India. DOI: http://dx.doi.org/10.11591/ijere.v3i1.5580