History Of Education In India Research Articles

The Impact of the National Education Policy on Higher Education in India

The implementation of the National Education Policy (NEP) of 2020 is a pivotal point in the history of education in India, particularly with regard to the field of higher education. The purpose of this study is to investigate the implications of the National Education Policy (NEP) on higher education institutions across the country in a comprehensive manner. The research is to reveal the consequences of the policy on the quality, accessibility, and relevance of higher education by conducting a thorough investigation of the structural changes, curricular reforms, technology integration, and inclusive practices that have been implemented. By shedding light on its intended results, prospective problems, and the overarching effect on the higher education system in India, the research aims to give significant insights into the transformative trajectory established by the National Education Policy (NEP).

STUDENTS’ KNOWLEDGE ON NATIONAL EDUCATION POLICY 2020 AT HIGHER EDUCATION LEVEL

National Education Policy 2020 is one of the most important issues in the history of education in India. This educational policy has brought about a holistic change in all levels of education which we all need to be knowledgeable of especially the students. Hence this research was to study the knowledge of higher education level students towards National Education Policy (NEP) 2020. A descriptive type survey method of research and a qualitative approach was used. 200 higher education students as samples through a Convenience Sampling technique were taken and data were collected through a self-developed standardized questionnaire contained with close-ended questions. The qualitative analysis method was used for data analysis, and percentage calculation was done. It was found that 35.71 % of HEI students have Low knowledge 32.46 % have high knowledge, 29.22% have average knowledge, and 2.59 % have Very Low and Very High knowledge of National Education Policy 2020. KEYWORDS: Knowledge, National Education Policy 2020, Students, Higher Education.

Geographic Education in Indian Schools: Development, Trends, and Issues

Geographic Education in Indian Schools: Development, Trends, and Issues Dr. Chirom Shantikumar Singh Abstract Geography as a school subject was introduced by the British in the later part of the nineteenth century. Thereafter, it has gone through several changes and evolved with the evolving history of education in India. The present study has been designed to track down the evolutionary history of geographic education in India at the school level. With a systematic review of geography curriculum of Indian school education, the author tries to examine the present status and trends of geography in India. Based on the problems and issues encountered, attempt has been made to highlight some suggestions and recommendations for future improvement of geographic education in India. Full Text: PDF DOI: 10.15640/jges.v8n2a1

Indigenising Social Work Education: An Analysis

The present paper is a review based article written on the needs of social work education in Indian context. The researcher had made an attempt to critically review the research works and articles written by scholars on the topics of social work education in India and the need to make it indigenised and more applicable to Indian communities. The researcher had used the reviews which have been studied while doing his doctoral research review work. The researcher had written this article with the reflections from his own practice and experiences while working as an assistant professor in department of social work. The article focuses on social work education and its need to make it suitable, application and relevant in Indian context. The studies made and reviews written on the particular topic were critically studied during the PhD research work. The research gap thus found out that, there is urgent need to redesign the social work curriculum and develop new theories that can fit the India society. The article had travelled right through the history of social work education in India to the contemporary challenges of social work education in India.

Schools for European and Eurasian children in India: Making of the official policy in colonial India and its contemporary significance

The history of education in India has been looked into with a view which has been narrow in its expanse, often missing out on many social categories which had a relatively limited, yet important, presence in colonial India. Sufficient attention has been paid to the official policies of the British Indian government (starting from Macaulay’s Minute). However, a critical analysis of it is assumed to be provided by the nationalist discourse, which is popularly perceived as almost an antithesis of colonial education. In the entire process, the discussion on education broadly gets limited to two sections – the ruler and the ruled, thereby eschewing the diversity within the realm of those seeking and providing education. In this paper, an attempt will be made to understand the emerging importance of ‘Europeans and Eurasians’ as a social category with a peculiar position in colonial India. Though technically part of the ruling ‘race’, their economic standing was not always congruent with their assumed racial superiority. Termed as ‘poor whites’ their presence in India posed challenges to the British government especially after the 1857 mutiny. Employed in the ‘communication network’ of the British Raj, their presence in postal, railways and telegraph departments was imperative for its successful working. The first part of the paper seeks to explore the making of these European and Eurasian communities in India. An official stand regarding schooling of European and Eurasian children was formulated for the first time through Canning’s Minute of 29 October 1860. Analysis of this Minute is vital to understand the very nature of education extended along with religious overtones providing these schools with a distinct identity and status. Using archival sources, this paper seeks to explore the making of distinct schools for them at hill stations and in the plains. Many of these hill schools still exist and have become a symbol of ‘modernity’. Quite ironically their association with the colonial past provides them with a certain elite reputation in independent India (where nationalism is closely tied to education). Analysis of this opens up scope to investigate the ways in which ‘modernity’ is not only understood but professed and adapted through such an educational setup.

Empowering The Underprivileged: The Social Justice Mission For Clinical Legal Education In India

<p>The 1960s and 1970s were an important time in the history of legal education in India, when the legal aid movement and various legal aid committees’ reports started to draw attention to the importance of experiential learning, or learning on the job, in legal education. The main aim of involving law students in the national legal aid movement was to make them feel more responsible for the considerable part of the Indian population who, because of their socio-economic status, couldn’t access justice. The history of how India’s clinical programs were introduced has a lot in common with the history of clinical programs in other parts of the world. There was a desire to create a pool of lawyers, who would serve as soldiers in the fight for social justice for underprivileged groups in the country.</p><p>While some prestigious universities started their clinical programs in the 1970s, most of the regulators of legal education took a long time to include clinical papers in the curriculum. In 1997 the Bar Council of India introduced four practical papers in the curriculum. The spirit of public service, and the widespread poverty in a country, has always been central to the push for clinical programs everywhere. But in India, the legal aid committees’ and other statutory bodies’ reports calling for clinical programs to support social justice, were always ignored. The National Knowledge Commission’s working group on legal education specifically mentioned the need to introduce students to issues relating to poverty, social change and social exclusion, through clinical legal education.</p><p>After the introductory section, the second section discusses the introduction of clinical programs with their roots in the search for social justice in the United States and India. The third section discusses the continuous deliberation by various bodies, commissions and committees about the need to introduce clinical programs with a social justice perspective in India. The fourth section discusses the social justice-based clinical programs in China and South Africa. This section tries to highlight some of the clinical models focused on serving underprivileged groups, that have been introduced and implemented in these two countries and which ~ after local modifications ~ could serve as a template for programs in Indian law schools. The fifth section tries to search for clinical models best suited to India with reference to clinical programs in China and South Africa. Several examples of clinical activities in a few Indian law schools have been highlighted in this chapter to explain these models’ effectiveness and suitability for Indian circumstances. The sixth section sets out some suggestions for law schools and stakeholders of legal education in India as to how to further the country’s social justice mission of clinical legal education.</p>

Education for Knowledge Organization: The Indian Scene

SUMMARY This paper briefly traces the history of library education in India and examines the status of bibliographic organization and control in the country as a major factor influencing the nature and content of courses in knowledge organization. The two basic documents from the University Grants Commission—the first one issued in 1965 and the recent one in 2001—that have influenced university-level course contents are examined. Finally, the nature of changes that are being brought about in recent years in some universities are highlighted.

DSP Education in India

Digital signal processing (DSP) technology has been at the heart of many technological advances not only in industry but in our daily lives as well. According to industry projections, the DSP market is expected to grow to about thirteen billion US Dollars by the year 2002. In order to keep pace with the rapidly expanding DSP applications, it is essential to make DSP an integral part of the curriculum in engineering institutions, and more importantly, to have it taught by adequately trained teachers. In this article, we trace the history of DSP education in India, outline the current status, discuss some concerns, and present a suggestion.

History of Education in the Far East

THE HISTORY OF EDUCATION in India should be a record of high value to educators, and statesmen also, for India has the second largest educational task in the world. It is a subcontinent almost as large as Europe, excluding Russia, and on it live over 350,000,000 people that speak 225 different languages and dialects, belong to the Hindu, Moslem, Buddhist, Christian, Sikh, Jain, Zoroastrian, and tribal religions, and have for many centuries lived and thought in Oriental ways. The country presents language, religious, administrative, and financial problems on a remarkably large scale. The country has been for some two centuries largely controlled by an Occidental people; it therefore offers opportunity to study the development of education when two different civilizations come in contact and often in conflict. In the realm of what may be termed colonial policies in education, the policies of the British government deserve the closest scrutiny from their inception until now. For the student of education through missionary effort, the history of Christian education in India is distinctly enlightening. Human nature being what it is, an Occidental can think of the Orient only in Occidental terms and from an Occidental background. He cannot think in Oriental terms (background and experience) and is for that reason much limited in his ability to grasp the Oriental side of the history of Indian education. His stress is unavoidably laid on the progress of Occidental forms of education among these Oriental peoples. Of course, if he has learned one of the major Indian languages, he is exceptionally well equipped to grasp something of the significance of education in India during the centuries before Occidental forms were introduced. But probably more than 99 percent of the Occidental students of the history of education in India are compelled to gather what they can of the Oriental interpretation from the writings of those Indians that have expressed themselves in English.

A Comparative Survey of Educational Aims and Methods in British India and British Tropical Africa

The fact that the Yearbooks of Education, 1932, 1933, edited by Lord Eustace Percy, devote a large portion of their space to education in British dependencies, and that the whole of the Educational Yearbook, 1931, of the International Institute of Teachers College, Columbia University, is devoted to a study of Colonial systems of education, with a liberal apportionment of space to British Colonial policy, shows the widespread interest that is now being taken in the education of the more primitive or indigenous races for which the more advanced countries are acting as trustees. The articles on British Tropical Africa and British India in the Yearbooks of Education, 1932 and 1933, and the survey of education in Tanganyika Territory in the Columbia University Yearbook, afford material for a comparison of educational aims in Africa and India, which may be of interest to the reader, as it certainly has been a source of profit to the writer of this article. The time has not yet come for passing any judgement on British educational policy in the African colonies, and it would be rash to predict the results of plans that have not yet matured and are constantly being adapted to changing conditions and newly discovered needs. But it is possible to survey as a whole the history of education in India from the date of Macaulay's Minute up to 1920, when education passed from the control of the central British Government to the charge of Ministers responsible to Provincial Legislative Councils. This history reveals risks to which tropical races brought into educational contact with western civilization are exposed, and suggests, by its record, of failure as well as success, means whereby these risks, so far as they are real in Africa, may be minimized. Sir Philip Hartog and Mr. Rivers-Smith are so well qualified for the work they have done in these Yearbooks, and have been so cautious in their presentation of the Indian and African situation, that no careful reader of their articles is likely to suppose that conclusions drawn from the one country are necessarily applicable to the other. But there is very much to be gained from a comparative study.