Development and Problems of Indian Education in an extremely concise manner, details the history of education in India. The book analyses the work done by the various commissions over the years. Written in a very lucid and engaging style, it also evaluates the current scenario and the new emerging trends and fields in the study of education.
The Fictional Scene In England, Immediately After The Second World War, Makes An Interesting Reading. Many Critical Studies Have, In Great Depth, Investigated The Historical Processes To Highlight The Various Directions The Novelists Moved In Then. At The Same Time, There Was A Concurrent And A Deliberate Attempt On The Part Of These Novelists To Discard The Heritage Of Modernism. Iris Murdoch, Who Is One Of The Most Prominent Novelists Of This Period, Also Shared The Distrust Of Her Contemporaries For The So-Called Literary Radicalism. However, She Remains Distinct As A Writer Among Her Contemporaries, In Her Awareness Of The Problems Of The Novel And Language, In Her Adherence, Both To The Idealism About Human Potentiality And Perfectibility That Liberal Humanism Had Contained. But She Is Also Conscious Of The Limited Individual Capacity To Reach That Ideal. Her Creative Career Is Marked By Her Desire To Bring Back To The Novel, Some Of Its Earlier Comprehensive Vision Of Life, Society And Human Character. The Present Book Attempts To Reveal Those Important Areas Of Murdoch S Thought Which Set Her Apart From Other Novelists Writing At That Time. Her Search For Literary Metaphors Which Aim At Restoring To Novel Some Of Its Lost Moorings Is A Significant, Almost Iconoclastic Effort. Taking Help From Her Non-Fictional Treatises, An Attempt Has Been Made In This Book To Highlight The Platonic Burden Of Her Literary And Aesthetic Creed.
The present work provides authentic information regarding the current trends and issues in Indian education. Topics discussed are elementary education, Kothari Commission,1966, Yashpal Committee, POA, 1992, education for employment and social development, constitutional provisions of education in India, with special reference to Article 45 (4EE).
The Constitution Of India Came Into Force On 26Th January, 1950 And Since Then Indigenous Ideas Have Been Introduced, New Experiments Have Been Conducted And New Thrust Areas Have Been Identified In Different Aspects Of Education In India To Keep Pace With The Developments In Society, Politics, Economics, Emotions And Sentiments At The National And International Levels. A Vast And Fast Developing Country Like India Is Bound To Encounter New And Recurring Problems Of Educational Expansion, Total Quality Management, Planning, Administration, Supervision, Curriculum, Evaluation, Teacher Education, Special Education, Integrated Education, Leadership, Ecology And Guidance Services In Schools.This Book Is An Humble Attempt To Understand Some Of The Afore-Said Problems Of Education In Their Right Perspectives And To Find Out Solutions In The Light Of Recommendations Of Various Committees And Commissions, Policies, Reports And Publications Of Mhrd, Ncert, Niepa, Ncte, Other Institutes, Frontline Educationists And Authors Of Eminence.The Distinguishing Features Of The Book Are Lucidity And Simplicity Of Language, Uniformity And Precision In Organisation Of Facts And Figures With Scope For Reading Between Lines And Beyond Suitable For Students Of Teacher Education Institutions And University Departments Of Education.
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
