Historical & Sociological Foundations of Education

1
EDUCATION SYSTEM IN ANCIENT INDIA: VEDIC PERIOD
1.1 Concept of education
1.2 Vedic literature
1.3 Aims of Education during Vedic Period
1.4 Education Systems in Vedic Period
1.5 Agencies of Education
1.6 Merits/Demerits of Education During Vedic Period
1.7 Educational Structure during ‘Post Vedic or Brahmnic Period’
2
EDUCATION SYSTEM IN ANCIENT INDIA: BUDDHIST PERIOD
2.1 Philosophy of Buddhist Education
2.2 Aims of Education during Buddhist Period
2.3 The Buddhist System of Education
2.4 Comparison Between Vedic and Buddhist Education System
2.5 Centres of Higher Education
2.6 Merits/Demerits of Buddhist Education
2.7 Similarities Between Vedic and Buddhist Education System
2.8 Dissimilarities between Vedic and Buddhist Education


3
EDUCATION SYSTEM IN MEDIEVAL PERIOD: MUSLIM PERIOD
3.1 Development of Education during Muslim Period
3.2 Aims of Education in Medieval (Muslim) Period
3.2.1 Main Features of Primary and Elementary Muslim Education
3.3 Education System in Medieval Period


4
PROMINENT CHARACTERISTICS OF EDUCATION IN INDIA DURING COLONIAL PERIOD
(SPECIAL REFERENCE TO ANGLICIST- ORIENTAL CONTROVERSY, DOWNWARD FILTERATION THEORY & BASIC EDUCATION)
4.1 Introduction
4.2 Anglo-Indian Controversy/Oriental-Occidental Controversy
4.3 Characteristics of Macaulay’s Minute
4.4 Critical Study of Macaulay’s Minute
4.5 Downward Filtration Theory
4.6 Bentick’s Resolution of March 1835


5
BASIC EDUCATION SCHEME (1937)
5.1 Introduction
5.2 The National Movement and Education
5.3 Historical Background of Basic Education Scheme
5.3.1 Conference at Wardha
5.3.2 Zakir Hussain Committee (1930)
5.4 Implementation of Basic Education Scheme
5.5 Factor Responsible for Basic Education Scheme
5.6 Objectives of Basic Education Scheme
5.7 Main Features of Basic Education Scheme
5.8 Curriculum of Basic Education Scheme
5.9 Impact of Basic Education Scheme on Modern Education
5.10 Defects of Basic Education Scheme (1937)


6
INDIAN CINSTITUTION AND STATUS OF EDUCATION
6.1 Introduction
6.2 Indian Society—Democratic Social Order
6.3 Constitutional Provisions on Education
6.4 Education and Fundamental Rights
6.5 Fundamental Duties Part IV A
6.6 Directive Principles of State Policy
6.7 Indian Constitution and the Role of Government are Various Levels
6.7.1 Arguments in Favour of Making Education a State Subject
6.7.2 Arguments in Favour of Making Education on the Concurrent List

7
INDIAN EDUCATION COMMISSION (1964-66)
7.1 Education Commission (1964-66) or Kothari Commission
7.2 Aims of Education
7.3 Curriculum
7.4 Development of quality Text Books
7.5 Improvement in Examination System
7.6 Improvement in Methods of Teaching
7.7 Supervision and Inspection
7.8 Vocationalization of Education


8
NATIONAL POLICY ON EDUCATION, 1986
8.1 Introduction
8.2 Historical Background of the Policy
8.3 National Policy on Education-1986 Overview
8.4 Merits of the Policy
8.5 Limitations of the Policy


9
PROGRAMME OF ACTION (1992)
9.1 Introduction
9.2 Features of the Revised Policy on Education


10
YASHPAL COMMITTEE
10.1 Introduction
10.2 Recommendations
10.3 Recommendations on Higher Education System in India
10.4 Recommendations of Yashpal Committee


11
NATIONAL KNOWLEDGE COMMISSION (2005) AND POLICY RECOMMENDATIONS
11.1 Aims of Education
11.2 The Terms of Reference of NKC
11.3 Organisation/Composition of NKC
11.4 Methodology of NKC
11.5 NKC Recommendations
11.6 Areas of Focus
11.7 Access to Knowledge
11.8 Knowledge Concepts
11.9 Knowledge Creation
11.10 Knowledge Application
11.11 Delivery of Services
11.12 NKC on Management of Education
11.13 Suggestions Regarding the Management of Higher Education
11.14 Impact/Followup of NKC Recommendations


12
RIGHT TO EDUCATION (RTE) ACT 2009
12.1 Right to Education (RTE 2009)
12.2 Evaluation of Rights to Education as a Fundamental Right
12.3 Overview of the Right of Children for Free and Compulsory Education Act, 2029
12.4 Key Features of RTE ACT
12.5 Challenges to RTE Act
12.6 Implementation of RTE Act 2009: the Way Ahead
12.7 RTE and Role of Teacher
12.8 Teacher’s Commitment and Training for RTE


13
CONTEMPORARY DEVELOPMENT OF INDIAN EDUCATION: UNIVERSALIZATION OF ELEMENTARY EDUCATION (UEE)
13.1 Meaning of Elementary Education
13.2 Objectives of Elementary education
13.2.1 Objectives as per Kothari Commission
13.2.2 Objectives of Elementary Education as per NCERT
13.3 Historical Development of Elementary Education
13.3.1 Progress of Compulsory Education before Independence
13.3.2 Efforts of Gopal Krishan Gokhale
13.3.3 Compulsory Education Laws
13.3.4 Development of Primary Education After Independence
13.4 The Punjab Primary Education Act, 1960
(Punjab Act. No.39 of 1960)
13.5 Salient Features of the Act
13.6 Limitations of the Act and Suggestions for Improvement or Critical Appraisal of
the Act
13.7 Progress of Elementary Education in India after Independence
13.8 Universalisation of Elementary Education
13.9 Stages for Universalisation of Elementary Education
13.10 New Initiatives in Universalisation of Elementary Education
13.10.1 Agencies Helpful for Universalisation of Elementary Education
13.11 Strategies for Achieving Universalisation of Elementary Education
13.12 Recommendations of the Janardhana Committee (1992) on U.E.E


14
RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN (RMSA)
14.1 INTRODUCTION
14.1.1 Vision of RMSA
14.1.2 Goal and Objectives
14.2 Approach and Strategy for Secondary Stage
14.2.1 Access
14.2.2 Quality
14.2.3 Equity
14.2.4 Institutional Reforms and Strengthening of Resource Institutions
14.3 Planning, Appraisal, and Fund Flows under Rashtriya Madhyamik Shiksha
Abhiyan
14.3.1 Preparatory Activities
14.3.2 Reforms in Educational Administration &Decentralization
14.3.3 Preparatory Activities at District Level
14.3.4 Strengthening of Resource Institutions at Various Levels
14.3.5 Planning Process
14.3.6 Perspective Plan and Annual Plan
14.3.7 Allocation of Resources as per Approved Plans
14.3.8 What a District Plan Must Have
14.3.9 Appraisal of District Plans
14.3.10 Supervision of Activities
14.3.11 Procedure for Release of Funds
14.3.12 Financing Pattern
14.4 School Infrastructure, Learning Resources, Teachers and Others
14.5 Quality Improvements in Secondary and Higher Secondary Education
14.6 Coverage of Special Focus Groups
(Education for Girls, Scheduled Caste and Tribal Children, Children from
From Educationally Backward Minority Community and Children with Disability)
14.6.1 Girls’ Education
14.6.2 Education of Children Belonging to SC/ST/OBC/Educationally Backward
Minorities
14.6.3 Education for Children with Special Needs
14.6.4 Out of School Children
14.6.5 Open Schooling System
14.7 Improvement of School Facilites and Other Civil Works
14.8 Management Structure For Impementation of the Scheme and integration with
Current Efforts
14.8.1 Management Structure at National Level
14.8.2 Management Structure at State and Union Territory Level
14.8.3 Management Structure at School Level
14.8.4 Role of Non-Governmental Organization and Public-Private Partnership
In Rashtriya Madhyamik Shiksha Abhiyan
14.9 Monitoring, Evaluation And Reseach
14.9.1 Monitoring at Various Levels
14.9.2 Monitoring Methods
14.9.3 Evaluation
14.9.4 Management of Data and Maintenance of Records
14.10 Transparency And Accountability role of State Governments
14.10.1 Right to Information and Proactive Disclosure
14.10.2 Annual Reports
14.10.3 Financial Audit
14.10.4 Physical Audit
14.10.5 Citizens’ Charter
14.10.6 Vigilance and Monitoring
14.10.7 Grievance Redressal

15
RASHTRIYA UCCHATAR SHIKSHA ABHIYAN (RUSA)
15.1 Background
15.2 Objectives of RUSA
15.3 Components and working
15.4 Scheme of Funding/Funding Process
15.5 Norms and Schemes of Funding
15.6 Criticism


16
VOCATIONALISATION OF EDUCATION
16.1 Introduction
16.2 Meaning of Vocationalisation
16.3 Need and Importance
16.4 Principles of Vocational Education
16.5 Objectives of Vocational Education
16.6 Reports of Commissions and Committees on Vocationalisation of Education
16.7 Slow Progress of VocationalEducation
16.8 Suggested Programmes for Vocation-alisation of Education
16.8.1 Secondary Education Commission (1952-53)
16.8.2 Kothari Education Commission (1964-66)
16.8.3 National Policy on Education (1986)
16.8.4 Programme of Action (1992)
16.8.5 Special Groups for Vocational Education
16.8.6 Targets and Preparation for Development
16.8.7 Centrally Sponsored Scheme
16.9 Recommendations of Janardhan Reddy Committee (1992)

17
DECENTRALIZATION
17.1 Meaning of Centralization and Decentralization
17.1.1 Factors Governing Centralization or Decentralization
17.1.2 Arguments and Influences in Favour of Centralization
17.1.3 The Case against Centralization
17.2 Decentralisation
17.2.1 Factors Governing Centralization or Decentralisation
17.2.2 Decentralization as Popular Participation in Administration
17.2.3 Territorial and Functional Decentralization
17.2.4 Features of Decentralization
17.2.5 Advantages of Decentralisation
17.2.6 Disadvantages of Decentralisation

18
AUTONOMY AND ACCOUNTABILITY IN HIGHER EDUCATION
18.1 Autonomy
18.1.1 Meaning of the Team Autonomy
18.1.2 Autonomy in Higher Education
18.1.3 Quality Initiatives
18.1.4 Purpose and Assumptions of Institutional Autonomy
18.1.5 Reasons behind Institutional Autonomy
18.2 Accountability in Higher Education
18.2.1 Components of Education
18.2.2 Types of Accountability
18.2.3 Methods Used For Assessing Accountability
18.2.4 Limitations to Accountability
18.3 Autonomy to Institutionalize Quality and Accountability

19
STUDENT UNREST (SPECIAL REFERENCE TO LINGDOH COMMITTEE REPORT)
19.1 Student’s Unrest in India
19.2 Students’ Unrest-Universal
19.3 Causes of Student’s Unrest
19.4 Remedies for Controlling Student Unrest
19.5 Government Efforts to Understand the Problem

20
AGENCIES OF INDIAN EDUCATION: UGC, NCERT, NCTE &NAAC
20.1 University Grants Commission (UGC)
20.1.1 Constitution
20.1.2 Division
20.1.3 Functions
20.1.4 Programmes and Activities of the UGC
20.2 National Council of Educational Research and Training (NCERT)
20.2.1 Functions of NCERT
20.3 National Council of Teacher Education (NCTE)
20.3.1 Need for NCTE
20.3.2 Standing Committees of NCTE
20.3.3 Structure and Organisation
20.3.4 Functions of NCTE
20.3.5 Recommendations of NCTE
20.4 National Assessment and Accreditation Council (NAAC)
20.4.1 Meaning of NAAC
20.4.2 Functions of NAAC
20.4.3 Why Assessment and Accreditation?
20.4.4 Process and Methods Used for Assessment and Accreditation

21
AGENCIES OF INDIAN EDUCATION: CBSE
21.1 Jurisdiction
21.2 Decentralisation
21.3 Objectives and Activities of the Board
21.4 Financial Structure

22
AGENCIES OF INDIAN EDUCATION: RCI (REHABILITATION COUNCIL OF INDIA)
22.1 Introduction
22.2 The Main Objectives of the RCI
22.3 Functions (Purview) of RCI
22.4 Brief Description of the RCI, 1992

23
REALATIONSHIP BETWEEN SOCIETY AND EDUCATION
23.1 Meaning and Definition of Society
23.2 Relationship Between Education and Society
23.2.1 Changing Pattern of Society, Changes Educational Pattern Accordingly
23.2.2 Impact of Society on Education
23.2.3 Impact of Education on Society
23.3 Functions/Duties of Society Towards Education
23.4 Functions/Duties of Education towards Society

24
SOCIALISATION
24.1 Meaning of Socialisation
24.2 Characteristics/Features of Socialisation
24.3 Types of Socialisation
24.4 Social Institutions
24.5 Role of Education and Socialisation
24.6 Educational Aspects of Socialisation
24.6.1 Aims of Education
24.6.2 Curriculum
24.6.3 Methods of Teaching
24.6.4 Role of Teacher
24.6.5 Discipline

25
SOCIAL STRATIFICATION CASTE, CLASS, GENDER, RELIGIOUS STRATIFICATION AND EQUALITY
25.1 Meaning of Social stratification
25.2 Definition of Social Stratification
25.3 Origin of Stratification
25.4 Types of Social stratification
25.5 Social Stratification in Indian Society
25.5.1 Caste
25.5.2 Social Class
25.5.3 Gender Stratification
25.5.4 Religious Stratification
25.6 Social Vs Natural Inequality
25.6.1 Social Inequality
25.6.2 Natural Inequalities

26
SOCIAL CHANGE CONCEPT, NEED AND FACTORS Responsible FOR SOCIAL CHANGE, ROLE OF EDUCATION IN SOCIAL CHANGE
26.1 Introduction
26.2 Meaning of Social Change
26.3 Definitions of Social Change
26.4 Different Aspects/Forms of Social Change
26.5 Need of Social Change
26.6 Causes or Factors Affecting Social Changes
26.7 Theories of Social Change
26.8 Social Change and Cultural Change
26.8.1 Difference between Social and Cultural Change
26.9 Difference between Social Interaction and Social Change
26.10 Restraints of Social Change (Factors opposing Social Change)
26.11 Role of Education In Social Change

27
SOCIAL MOBILITY
27.1 Characteristics of Social Mobility
27.2 Types of Social Mobility
27.2.1 Vertical Mobility
27.2.2 Horizontal Mobility
27.3 Factors Responsible for Social Mobility
27.4 Role of Education in Social Mobility

28
EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE
28.1 Role of Education in Social Change
28.1.1 Social Progress and ‘Status Quo’
28.2 Functions of Education in Social Change
28.3 Education as an Instrument for Social Change
28.3.1 How Education is an instrument of Social change?
28.4 Role of Teacher in Bringing Social Change
28.4.1 Role of Teacher

29
INFLUENCE OF EDUCATION ON SOCIETY AND FAMILY
29.1 Influence of Education on Society and its Practices
29.1.1 Mutual Dependence of Man and Society
29.2 Education and Society
29.2.1 Relation Between Education and Society
29.3 Influence of Education on Society
29.4 Influence of Education on Family and its Practices
29.4.1 Meaning of Family
29.4.2 Education & Family
29.4.3 Influence of Education on Family

30
EDUCATION AND CULTURE
30.1 Concept of Culture
30.2 Types of Culture
30.3 Characteristics of Culture
30.4 Importance of Culture
30.5 Effect of Culture on Education
30.6 Effect of Education on Culture
30.7 Culture and Cultural Lag
30.8 Acculturation and Enculturation
30.8.1 Acculturation
30.8.2 Enculturation
30.9 Cultural Conflict
30.9.1 cultural Conflict and Education
30.10 Cultural Pluralism
30.10.1 Culture Pluralism and Education
30.11 Ambivalence
30.12 Culture Tolerance


31
SOCIO-CULTURAL INFLUENCES ON THE AIMS & ORGANISATION OF EDUCATION (IN CONTEXT OF SANSKRITISATION, INDUSTRALISATION & MODERNISATION)
31.1 Sanskritisation
31.1.1 Characteristics of Sanskritisation
31.1.2 Effect of Sanskritisation on the Aims and Organization of Education
31.2 Modernisation
31.2.1 Characteristics of Modernisation
31.2.2 Modernisation and Education
31.2.3 Role of Education in bringing Modernisation
31.2.4 Influence of Modernisation on the Aims and Organization of Education
31.3 Industrialisation
31.3.1 Industrialization and Education

32
VALUES AND VALUE CRISIS
32.1 Introduction
32.2 Meaning and Definition of Value
32.3 importance of Values
32.4 Objectives of Values
32.5 Classification of Values (Types)
32.6 Place of Social, Moral and Culture Values
32.7 Value Crisis
32.7.1 Erosion of Values
32.7.2 Crisis or Erosion of Educational Values
32.7.3 Effects of the Value Crisis in the Present day Life
32.7.4 Reasons for Value Crisis
32.7.5 Value Crisis in Education
32.8 Need for Value Oriented Education
32.8.1 Some Important views about Value Oriented Education
32.9 Ways and Means of Inculcating Values (Role of Education)
32.10 Methods of Teaching Values
32.11 Role of Teacher inculcating Values among Students


33
EDUCATION FOR DEMOCRACY
33.1 Democracy-Meaning and Concept
33.2 Literal Meaning of Democracy
33.3 Real Concept of Democracy
33.4 Democratic Education- its Features
33.5 Democracy and Various Aspects of Education
33.6 School Practices for Inculcating Democratic Values


34
EDUCATION FOR SOCIALISM
34.1 Meaning and Concept of Socialism
34.2 Main Features of Socialism
34.3 Essentials of a Socialistic Pattern of Society
34.4 Socialism and Education
34.5 Educational Implications
(Effect of Socialism on various Aspects of Education)

35
EDUCATION FOR SECULARISM
35.1 Introduction
35.2 Meaning of Secularism
35.3 Significance/ Need of Secular based Education in India
35.4 Role of Education in Secular India



36
ROLE OF EDUCATION IN REPRODUCING DOMINANCE AND CHALLENGES OF MARGINALIZATION WITH REFERENCE TO CLASS, CASTE, GENDER AND RELIGION
36.1 Introduction
36.2 Meaning of Marginalized Groups
36.3 Characteristics of Marginalized Groups
36.4 Types of Marginalized Groups
36.5 Factors Responsible for Marginalized Groups
36.6 Most Vulnerable Marginalized Groups
36.7Education of the Marginalized Groups in the Indian Context
36.7.1 Mainstreaming the Marginalized
36.7.2 Provisions and Schemes for Educational of the Marginalised

37
SENSITIZATION TOWARDS SOCIAL EVILS
37.1 Introduction
37.2 Caste System
37.3 Gender Inequality
37.4 Religious Conflicts


38
TEACHER & SOCIETY: A CRITICAL APPRAISAL OF THE STATUS OF A TEACHER IN INDIAN SOCIETY
38.1 Role of Teacher in a School
38.2 Functions of an Ideal Teacher
38.3 Professional Ethics of Teachers
38.4 Status of Teachers in Indian Society
38.5 Perception about Status of Teachers
38.6 Factors Determining Status of Teachers
38.7 Important Determinants of the Status of Teachers
38.8 Challenges Faced by Teachers in the Present Situation
38.9 Recommendations for Increasing Teacher Motivation