TY  - BOOK
AU  - Chanchal Kumar
AU  - Amardeep Kaur
AU  - Kavita Rani
AU  - Suman Lata
TI  - Historical & Sociological Foundations of Education
SN  - 9789386713384
U1  - 370.095 4 CHA 
PY  - 2018///
CY  - Patiala
PB  - Twentyfirts Century Pub
KW  - Contemporary Education
N1  - 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


ER  -