Historical & Sociological Foundations of Education (Record no. 2705)
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| fixed length control field | 19615nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240401113634.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180319b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9789386713384 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | IK |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.095 4 CHA |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Chanchal Kumar |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Amardeep Kaur |
| 9 (RLIN) | 1369 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kavita Rani |
| 9 (RLIN) | 1370 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Suman Lata |
| 9 (RLIN) | 1371 |
| 245 ## - TITLE STATEMENT | |
| Title | Historical & Sociological Foundations of Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Patiala |
| Name of publisher | Twentyfirts Century Pub |
| Date of publication | 2018 |
| 500 ## - GENERAL NOTE | |
| General note | 1<br/>EDUCATION SYSTEM IN ANCIENT INDIA: VEDIC PERIOD<br/> 1.1 Concept of education<br/> 1.2 Vedic literature<br/> 1.3 Aims of Education during Vedic Period <br/> 1.4 Education Systems in Vedic Period <br/> 1.5 Agencies of Education <br/> 1.6 Merits/Demerits of Education During Vedic Period <br/> 1.7 Educational Structure during ‘Post Vedic or Brahmnic Period’<br/>2<br/>EDUCATION SYSTEM IN ANCIENT INDIA: BUDDHIST PERIOD<br/>2.1 Philosophy of Buddhist Education<br/>2.2 Aims of Education during Buddhist Period <br/>2.3 The Buddhist System of Education <br/>2.4 Comparison Between Vedic and Buddhist Education System<br/>2.5 Centres of Higher Education <br/>2.6 Merits/Demerits of Buddhist Education<br/>2.7 Similarities Between Vedic and Buddhist Education System<br/>2.8 Dissimilarities between Vedic and Buddhist Education<br/><br/><br/>3<br/>EDUCATION SYSTEM IN MEDIEVAL PERIOD: MUSLIM PERIOD<br/>3.1 Development of Education during Muslim Period <br/>3.2 Aims of Education in Medieval (Muslim) Period <br/> 3.2.1 Main Features of Primary and Elementary Muslim Education<br/>3.3 Education System in Medieval Period<br/><br/><br/>4<br/>PROMINENT CHARACTERISTICS OF EDUCATION IN INDIA DURING COLONIAL PERIOD <br/>(SPECIAL REFERENCE TO ANGLICIST- ORIENTAL CONTROVERSY, DOWNWARD FILTERATION THEORY & BASIC EDUCATION)<br/>4.1 Introduction <br/>4.2 Anglo-Indian Controversy/Oriental-Occidental Controversy<br/>4.3 Characteristics of Macaulay’s Minute<br/>4.4 Critical Study of Macaulay’s Minute<br/>4.5 Downward Filtration Theory <br/>4.6 Bentick’s Resolution of March 1835<br/><br/><br/>5<br/>BASIC EDUCATION SCHEME (1937)<br/>5.1 Introduction <br/>5.2 The National Movement and Education <br/>5.3 Historical Background of Basic Education Scheme <br/> 5.3.1 Conference at Wardha <br/> 5.3.2 Zakir Hussain Committee (1930)<br/>5.4 Implementation of Basic Education Scheme<br/>5.5 Factor Responsible for Basic Education Scheme <br/>5.6 Objectives of Basic Education Scheme <br/>5.7 Main Features of Basic Education Scheme<br/>5.8 Curriculum of Basic Education Scheme <br/>5.9 Impact of Basic Education Scheme on Modern Education <br/>5.10 Defects of Basic Education Scheme (1937)<br/><br/><br/>6<br/>INDIAN CINSTITUTION AND STATUS OF EDUCATION <br/>6.1 Introduction<br/>6.2 Indian Society—Democratic Social Order <br/>6.3 Constitutional Provisions on Education <br/>6.4 Education and Fundamental Rights<br/>6.5 Fundamental Duties Part IV A <br/>6.6 Directive Principles of State Policy<br/>6.7 Indian Constitution and the Role of Government are Various Levels<br/> 6.7.1 Arguments in Favour of Making Education a State Subject<br/> 6.7.2 Arguments in Favour of Making Education on the Concurrent List<br/><br/>7<br/>INDIAN EDUCATION COMMISSION (1964-66)<br/>7.1 Education Commission (1964-66) or Kothari Commission<br/>7.2 Aims of Education <br/>7.3 Curriculum <br/>7.4 Development of quality Text Books <br/>7.5 Improvement in Examination System<br/>7.6 Improvement in Methods of Teaching<br/>7.7 Supervision and Inspection<br/>7.8 Vocationalization of Education<br/><br/><br/>8<br/>NATIONAL POLICY ON EDUCATION, 1986<br/>8.1 Introduction <br/>8.2 Historical Background of the Policy<br/>8.3 National Policy on Education-1986 Overview<br/>8.4 Merits of the Policy <br/>8.5 Limitations of the Policy <br/><br/><br/>9<br/>PROGRAMME OF ACTION (1992)<br/>9.1 Introduction <br/>9.2 Features of the Revised Policy on Education<br/><br/><br/>10<br/>YASHPAL COMMITTEE<br/>10.1 Introduction <br/>10.2 Recommendations <br/>10.3 Recommendations on Higher Education System in India <br/>10.4 Recommendations of Yashpal Committee <br/><br/><br/>11 <br/>NATIONAL KNOWLEDGE COMMISSION (2005) AND POLICY RECOMMENDATIONS<br/>11.1 Aims of Education <br/>11.2 The Terms of Reference of NKC<br/>11.3 Organisation/Composition of NKC<br/>11.4 Methodology of NKC<br/>11.5 NKC Recommendations <br/>11.6 Areas of Focus <br/>11.7 Access to Knowledge<br/>11.8 Knowledge Concepts <br/>11.9 Knowledge Creation <br/>11.10 Knowledge Application <br/>11.11 Delivery of Services <br/>11.12 NKC on Management of Education <br/>11.13 Suggestions Regarding the Management of Higher Education <br/>11.14 Impact/Followup of NKC Recommendations<br/><br/><br/>12<br/>RIGHT TO EDUCATION (RTE) ACT 2009<br/>12.1 Right to Education (RTE 2009)<br/>12.2 Evaluation of Rights to Education as a Fundamental Right <br/>12.3 Overview of the Right of Children for Free and Compulsory Education Act, 2029<br/>12.4 Key Features of RTE ACT <br/>12.5 Challenges to RTE Act <br/>12.6 Implementation of RTE Act 2009: the Way Ahead <br/>12.7 RTE and Role of Teacher <br/>12.8 Teacher’s Commitment and Training for RTE<br/><br/><br/>13<br/>CONTEMPORARY DEVELOPMENT OF INDIAN EDUCATION: UNIVERSALIZATION OF ELEMENTARY EDUCATION (UEE)<br/>13.1 Meaning of Elementary Education <br/>13.2 Objectives of Elementary education <br/> 13.2.1 Objectives as per Kothari Commission <br/> 13.2.2 Objectives of Elementary Education as per NCERT<br/>13.3 Historical Development of Elementary Education <br/> 13.3.1 Progress of Compulsory Education before Independence <br/> 13.3.2 Efforts of Gopal Krishan Gokhale<br/> 13.3.3 Compulsory Education Laws <br/> 13.3.4 Development of Primary Education After Independence<br/>13.4 The Punjab Primary Education Act, 1960<br/> (Punjab Act. No.39 of 1960)<br/>13.5 Salient Features of the Act <br/>13.6 Limitations of the Act and Suggestions for Improvement or Critical Appraisal of <br/> the Act<br/>13.7 Progress of Elementary Education in India after Independence<br/>13.8 Universalisation of Elementary Education <br/>13.9 Stages for Universalisation of Elementary Education <br/>13.10 New Initiatives in Universalisation of Elementary Education<br/> 13.10.1 Agencies Helpful for Universalisation of Elementary Education<br/>13.11 Strategies for Achieving Universalisation of Elementary Education <br/>13.12 Recommendations of the Janardhana Committee (1992) on U.E.E<br/><br/><br/>14<br/>RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN (RMSA)<br/>14.1 INTRODUCTION<br/> 14.1.1 Vision of RMSA <br/> 14.1.2 Goal and Objectives<br/>14.2 Approach and Strategy for Secondary Stage <br/> 14.2.1 Access <br/> 14.2.2 Quality<br/> 14.2.3 Equity<br/> 14.2.4 Institutional Reforms and Strengthening of Resource Institutions<br/>14.3 Planning, Appraisal, and Fund Flows under Rashtriya Madhyamik Shiksha <br/> Abhiyan<br/> 14.3.1 Preparatory Activities <br/> 14.3.2 Reforms in Educational Administration &Decentralization<br/> 14.3.3 Preparatory Activities at District Level<br/> 14.3.4 Strengthening of Resource Institutions at Various Levels<br/> 14.3.5 Planning Process<br/> 14.3.6 Perspective Plan and Annual Plan<br/> 14.3.7 Allocation of Resources as per Approved Plans<br/> 14.3.8 What a District Plan Must Have<br/> 14.3.9 Appraisal of District Plans <br/> 14.3.10 Supervision of Activities<br/> 14.3.11 Procedure for Release of Funds <br/> 14.3.12 Financing Pattern <br/>14.4 School Infrastructure, Learning Resources, Teachers and Others<br/>14.5 Quality Improvements in Secondary and Higher Secondary Education<br/>14.6 Coverage of Special Focus Groups <br/> (Education for Girls, Scheduled Caste and Tribal Children, Children from <br/> From Educationally Backward Minority Community and Children with Disability)<br/> 14.6.1 Girls’ Education <br/> 14.6.2 Education of Children Belonging to SC/ST/OBC/Educationally Backward <br/> Minorities<br/> 14.6.3 Education for Children with Special Needs <br/> 14.6.4 Out of School Children <br/> 14.6.5 Open Schooling System<br/>14.7 Improvement of School Facilites and Other Civil Works<br/>14.8 Management Structure For Impementation of the Scheme and integration with <br/> Current Efforts<br/> 14.8.1 Management Structure at National Level<br/> 14.8.2 Management Structure at State and Union Territory Level<br/> 14.8.3 Management Structure at School Level<br/> 14.8.4 Role of Non-Governmental Organization and Public-Private Partnership <br/> In Rashtriya Madhyamik Shiksha Abhiyan <br/>14.9 Monitoring, Evaluation And Reseach<br/> 14.9.1 Monitoring at Various Levels <br/> 14.9.2 Monitoring Methods<br/> 14.9.3 Evaluation<br/> 14.9.4 Management of Data and Maintenance of Records <br/>14.10 Transparency And Accountability role of State Governments<br/> 14.10.1 Right to Information and Proactive Disclosure<br/> 14.10.2 Annual Reports <br/> 14.10.3 Financial Audit<br/> 14.10.4 Physical Audit <br/> 14.10.5 Citizens’ Charter<br/> 14.10.6 Vigilance and Monitoring <br/> 14.10.7 Grievance Redressal<br/><br/>15<br/>RASHTRIYA UCCHATAR SHIKSHA ABHIYAN (RUSA)<br/>15.1 Background <br/>15.2 Objectives of RUSA <br/>15.3 Components and working<br/>15.4 Scheme of Funding/Funding Process<br/>15.5 Norms and Schemes of Funding <br/>15.6 Criticism<br/><br/><br/>16<br/>VOCATIONALISATION OF EDUCATION<br/>16.1 Introduction <br/>16.2 Meaning of Vocationalisation<br/>16.3 Need and Importance <br/>16.4 Principles of Vocational Education<br/>16.5 Objectives of Vocational Education<br/>16.6 Reports of Commissions and Committees on Vocationalisation of Education<br/>16.7 Slow Progress of VocationalEducation<br/>16.8 Suggested Programmes for Vocation-alisation of Education<br/> 16.8.1 Secondary Education Commission (1952-53)<br/> 16.8.2 Kothari Education Commission (1964-66)<br/> 16.8.3 National Policy on Education (1986)<br/> 16.8.4 Programme of Action (1992)<br/> 16.8.5 Special Groups for Vocational Education <br/> 16.8.6 Targets and Preparation for Development<br/> 16.8.7 Centrally Sponsored Scheme <br/>16.9 Recommendations of Janardhan Reddy Committee (1992)<br/><br/>17<br/>DECENTRALIZATION<br/>17.1 Meaning of Centralization and Decentralization<br/> 17.1.1 Factors Governing Centralization or Decentralization<br/> 17.1.2 Arguments and Influences in Favour of Centralization<br/> 17.1.3 The Case against Centralization<br/>17.2 Decentralisation<br/> 17.2.1 Factors Governing Centralization or Decentralisation<br/> 17.2.2 Decentralization as Popular Participation in Administration<br/> 17.2.3 Territorial and Functional Decentralization <br/> 17.2.4 Features of Decentralization <br/> 17.2.5 Advantages of Decentralisation <br/> 17.2.6 Disadvantages of Decentralisation<br/><br/>18<br/>AUTONOMY AND ACCOUNTABILITY IN HIGHER EDUCATION <br/>18.1 Autonomy<br/> 18.1.1 Meaning of the Team Autonomy <br/> 18.1.2 Autonomy in Higher Education <br/> 18.1.3 Quality Initiatives<br/> 18.1.4 Purpose and Assumptions of Institutional Autonomy<br/> 18.1.5 Reasons behind Institutional Autonomy <br/>18.2 Accountability in Higher Education<br/> 18.2.1 Components of Education <br/> 18.2.2 Types of Accountability<br/> 18.2.3 Methods Used For Assessing Accountability<br/> 18.2.4 Limitations to Accountability <br/>18.3 Autonomy to Institutionalize Quality and Accountability<br/><br/>19<br/>STUDENT UNREST (SPECIAL REFERENCE TO LINGDOH COMMITTEE REPORT)<br/>19.1 Student’s Unrest in India <br/>19.2 Students’ Unrest-Universal<br/>19.3 Causes of Student’s Unrest<br/>19.4 Remedies for Controlling Student Unrest<br/>19.5 Government Efforts to Understand the Problem<br/><br/>20<br/>AGENCIES OF INDIAN EDUCATION: UGC, NCERT, NCTE &NAAC<br/>20.1 University Grants Commission (UGC)<br/> 20.1.1 Constitution<br/> 20.1.2 Division <br/> 20.1.3 Functions<br/> 20.1.4 Programmes and Activities of the UGC<br/>20.2 National Council of Educational Research and Training (NCERT)<br/> 20.2.1 Functions of NCERT<br/>20.3 National Council of Teacher Education (NCTE)<br/> 20.3.1 Need for NCTE<br/> 20.3.2 Standing Committees of NCTE<br/> 20.3.3 Structure and Organisation<br/> 20.3.4 Functions of NCTE<br/> 20.3.5 Recommendations of NCTE<br/>20.4 National Assessment and Accreditation Council (NAAC)<br/> 20.4.1 Meaning of NAAC<br/> 20.4.2 Functions of NAAC<br/> 20.4.3 Why Assessment and Accreditation?<br/> 20.4.4 Process and Methods Used for Assessment and Accreditation<br/><br/>21<br/>AGENCIES OF INDIAN EDUCATION: CBSE<br/>21.1 Jurisdiction<br/>21.2 Decentralisation<br/>21.3 Objectives and Activities of the Board<br/>21.4 Financial Structure<br/><br/>22<br/>AGENCIES OF INDIAN EDUCATION: RCI (REHABILITATION COUNCIL OF INDIA)<br/>22.1 Introduction <br/>22.2 The Main Objectives of the RCI<br/>22.3 Functions (Purview) of RCI<br/>22.4 Brief Description of the RCI, 1992<br/><br/>23<br/>REALATIONSHIP BETWEEN SOCIETY AND EDUCATION<br/>23.1 Meaning and Definition of Society <br/>23.2 Relationship Between Education and Society<br/> 23.2.1 Changing Pattern of Society, Changes Educational Pattern Accordingly<br/> 23.2.2 Impact of Society on Education <br/> 23.2.3 Impact of Education on Society<br/>23.3 Functions/Duties of Society Towards Education<br/>23.4 Functions/Duties of Education towards Society<br/><br/>24<br/>SOCIALISATION<br/>24.1 Meaning of Socialisation <br/>24.2 Characteristics/Features of Socialisation <br/>24.3 Types of Socialisation <br/>24.4 Social Institutions<br/>24.5 Role of Education and Socialisation<br/>24.6 Educational Aspects of Socialisation<br/> 24.6.1 Aims of Education <br/> 24.6.2 Curriculum<br/> 24.6.3 Methods of Teaching <br/> 24.6.4 Role of Teacher<br/> 24.6.5 Discipline<br/><br/>25<br/>SOCIAL STRATIFICATION CASTE, CLASS, GENDER, RELIGIOUS STRATIFICATION AND EQUALITY<br/>25.1 Meaning of Social stratification <br/>25.2 Definition of Social Stratification<br/>25.3 Origin of Stratification <br/>25.4 Types of Social stratification<br/>25.5 Social Stratification in Indian Society<br/> 25.5.1 Caste <br/> 25.5.2 Social Class <br/> 25.5.3 Gender Stratification <br/> 25.5.4 Religious Stratification<br/>25.6 Social Vs Natural Inequality<br/> 25.6.1 Social Inequality<br/> 25.6.2 Natural Inequalities<br/><br/>26<br/>SOCIAL CHANGE CONCEPT, NEED AND FACTORS Responsible FOR SOCIAL CHANGE, ROLE OF EDUCATION IN SOCIAL CHANGE<br/>26.1 Introduction<br/>26.2 Meaning of Social Change<br/>26.3 Definitions of Social Change <br/>26.4 Different Aspects/Forms of Social Change<br/>26.5 Need of Social Change<br/>26.6 Causes or Factors Affecting Social Changes <br/>26.7 Theories of Social Change<br/>26.8 Social Change and Cultural Change<br/> 26.8.1 Difference between Social and Cultural Change<br/>26.9 Difference between Social Interaction and Social Change<br/>26.10 Restraints of Social Change (Factors opposing Social Change)<br/>26.11 Role of Education In Social Change<br/><br/>27<br/>SOCIAL MOBILITY<br/>27.1 Characteristics of Social Mobility<br/>27.2 Types of Social Mobility<br/> 27.2.1 Vertical Mobility<br/> 27.2.2 Horizontal Mobility<br/>27.3 Factors Responsible for Social Mobility<br/>27.4 Role of Education in Social Mobility<br/><br/>28<br/>EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE<br/>28.1 Role of Education in Social Change<br/> 28.1.1 Social Progress and ‘Status Quo’<br/>28.2 Functions of Education in Social Change<br/>28.3 Education as an Instrument for Social Change <br/> 28.3.1 How Education is an instrument of Social change?<br/>28.4 Role of Teacher in Bringing Social Change<br/> 28.4.1 Role of Teacher<br/><br/>29<br/>INFLUENCE OF EDUCATION ON SOCIETY AND FAMILY<br/>29.1 Influence of Education on Society and its Practices <br/> 29.1.1 Mutual Dependence of Man and Society <br/>29.2 Education and Society <br/> 29.2.1 Relation Between Education and Society<br/>29.3 Influence of Education on Society <br/>29.4 Influence of Education on Family and its Practices <br/> 29.4.1 Meaning of Family <br/> 29.4.2 Education & Family <br/> 29.4.3 Influence of Education on Family<br/><br/>30<br/>EDUCATION AND CULTURE <br/>30.1 Concept of Culture <br/>30.2 Types of Culture <br/>30.3 Characteristics of Culture<br/>30.4 Importance of Culture<br/>30.5 Effect of Culture on Education <br/>30.6 Effect of Education on Culture <br/>30.7 Culture and Cultural Lag <br/>30.8 Acculturation and Enculturation<br/> 30.8.1 Acculturation<br/> 30.8.2 Enculturation<br/>30.9 Cultural Conflict<br/> 30.9.1 cultural Conflict and Education <br/>30.10 Cultural Pluralism<br/> 30.10.1 Culture Pluralism and Education<br/>30.11 Ambivalence<br/>30.12 Culture Tolerance<br/><br/><br/>31<br/>SOCIO-CULTURAL INFLUENCES ON THE AIMS & ORGANISATION OF EDUCATION (IN CONTEXT OF SANSKRITISATION, INDUSTRALISATION & MODERNISATION)<br/>31.1 Sanskritisation <br/> 31.1.1 Characteristics of Sanskritisation<br/> 31.1.2 Effect of Sanskritisation on the Aims and Organization of Education<br/>31.2 Modernisation <br/> 31.2.1 Characteristics of Modernisation<br/> 31.2.2 Modernisation and Education<br/> 31.2.3 Role of Education in bringing Modernisation <br/> 31.2.4 Influence of Modernisation on the Aims and Organization of Education<br/>31.3 Industrialisation<br/> 31.3.1 Industrialization and Education<br/><br/>32<br/>VALUES AND VALUE CRISIS<br/>32.1 Introduction <br/>32.2 Meaning and Definition of Value <br/>32.3 importance of Values <br/>32.4 Objectives of Values <br/>32.5 Classification of Values (Types)<br/>32.6 Place of Social, Moral and Culture Values<br/>32.7 Value Crisis <br/> 32.7.1 Erosion of Values <br/> 32.7.2 Crisis or Erosion of Educational Values<br/> 32.7.3 Effects of the Value Crisis in the Present day Life<br/> 32.7.4 Reasons for Value Crisis <br/> 32.7.5 Value Crisis in Education <br/>32.8 Need for Value Oriented Education<br/> 32.8.1 Some Important views about Value Oriented Education<br/>32.9 Ways and Means of Inculcating Values (Role of Education)<br/>32.10 Methods of Teaching Values<br/>32.11 Role of Teacher inculcating Values among Students<br/><br/><br/>33<br/>EDUCATION FOR DEMOCRACY<br/>33.1 Democracy-Meaning and Concept<br/>33.2 Literal Meaning of Democracy<br/>33.3 Real Concept of Democracy<br/>33.4 Democratic Education- its Features<br/>33.5 Democracy and Various Aspects of Education<br/>33.6 School Practices for Inculcating Democratic Values <br/><br/><br/>34<br/>EDUCATION FOR SOCIALISM <br/>34.1 Meaning and Concept of Socialism<br/>34.2 Main Features of Socialism <br/>34.3 Essentials of a Socialistic Pattern of Society<br/>34.4 Socialism and Education <br/>34.5 Educational Implications <br/> (Effect of Socialism on various Aspects of Education)<br/><br/>35<br/>EDUCATION FOR SECULARISM<br/>35.1 Introduction<br/>35.2 Meaning of Secularism<br/>35.3 Significance/ Need of Secular based Education in India <br/>35.4 Role of Education in Secular India <br/><br/><br/><br/>36<br/>ROLE OF EDUCATION IN REPRODUCING DOMINANCE AND CHALLENGES OF MARGINALIZATION WITH REFERENCE TO CLASS, CASTE, GENDER AND RELIGION<br/>36.1 Introduction <br/>36.2 Meaning of Marginalized Groups <br/>36.3 Characteristics of Marginalized Groups <br/>36.4 Types of Marginalized Groups<br/>36.5 Factors Responsible for Marginalized Groups<br/>36.6 Most Vulnerable Marginalized Groups<br/>36.7Education of the Marginalized Groups in the Indian Context<br/> 36.7.1 Mainstreaming the Marginalized <br/> 36.7.2 Provisions and Schemes for Educational of the Marginalised<br/><br/>37<br/>SENSITIZATION TOWARDS SOCIAL EVILS<br/>37.1 Introduction <br/>37.2 Caste System <br/>37.3 Gender Inequality<br/>37.4 Religious Conflicts<br/><br/><br/>38<br/>TEACHER & SOCIETY: A CRITICAL APPRAISAL OF THE STATUS OF A TEACHER IN INDIAN SOCIETY<br/>38.1 Role of Teacher in a School<br/>38.2 Functions of an Ideal Teacher<br/>38.3 Professional Ethics of Teachers<br/>38.4 Status of Teachers in Indian Society<br/>38.5 Perception about Status of Teachers<br/>38.6 Factors Determining Status of Teachers<br/>38.7 Important Determinants of the Status of Teachers<br/>38.8 Challenges Faced by Teachers in the Present Situation<br/>38.9 Recommendations for Increasing Teacher Motivation<br/><br/> |
| 300 ## - Page No. | |
| Page No | 472p |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Subject | Contemporary Education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Cost, normal purchase price (Rupees) | Total Checkouts | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Total Renewals |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 6 | 370.095 4 CHA | BED0005836 | 04.03.2020 | 03.03.2020 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 15 | 370.095 4 CHA | BED0005837 | 10.10.2020 | 13.03.2020 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 22 | 370.095 4 CHA | BED0005838 | 10.10.2020 | 17.03.2020 | 19.03.2018 | General Books | 2 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 20 | 370.095 4 CHA | BED0005839 | 10.10.2020 | 16.03.2020 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 17 | 370.095 4 CHA | BED0005840 | 12.10.2020 | 02.03.2020 | 19.03.2018 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 14 | 370.095 4 CHA | BED0005841 | 04.08.2023 | 22.06.2023 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 25 | 370.095 4 CHA | BED0005842 | 31.01.2024 | 31.01.2024 | 19.03.2018 | General Books | 2 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 21 | 370.095 4 CHA | BED0005843 | 12.10.2020 | 18.03.2020 | 19.03.2018 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 15 | 370.095 4 CHA | BED0005844 | 12.10.2020 | 16.03.2020 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 17 | 370.095 4 CHA | BED0005845 | 18.06.2021 | 18.06.2021 | 19.03.2018 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 17 | 370.095 4 CHA | BED0005846 | 04.08.2023 | 22.06.2023 | 19.03.2018 | General Books | 2 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 15 | 370.095 4 CHA | BED0005847 | 10.10.2020 | 11.03.2020 | 19.03.2018 | General Books | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 13 | 370.095 4 CHA | BED0005848 | 10.10.2020 | 20.02.2020 | 19.03.2018 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 11 | 370.095 4 CHA | BED0005849 | 06.07.2022 | 04.07.2022 | 19.03.2018 | Book Bank | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 19.03.2018 | 375.00 | 15 | 370.095 4 CHA | BED0005850 | 21.12.2022 | 21.12.2022 | 19.03.2018 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.04.2018 | 16 | 370.095 4 CHA | BED0005928 | 06.08.2021 | 14.06.2021 | 24.04.2018 | General Books | 1 | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.04.2018 | 17 | 370.095 4 CHA | BED0005929 | 14.07.2022 | 07.04.2022 | 24.04.2018 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.04.2018 | 9 | 370.095 4 CHA | BED0005930 | 05.10.2020 | 02.03.2020 | 24.04.2018 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.04.2018 | 16 | 370.095 4 CHA | BED0005931 | 10.10.2020 | 16.03.2020 | 24.04.2018 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.04.2018 | 18 | 370.095 4 CHA | BED0005932 | 10.10.2020 | 17.03.2020 | 24.04.2018 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.08.2019 | 375.00 | 5 | 370.095 4 CHA | BEDD000183 | 06.07.2022 | 05.07.2022 | 23.08.2019 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.08.2019 | 375.00 | 2 | 370.095 4 CHA | BEDD000304 | 06.07.2022 | 05.07.2022 | 23.08.2019 | General Books |