- āĻ¸ā§āĻā§āĻĒāĻ¤ā§āĻ° -
āĻĒā§āĻ°āĻĨāĻŽ āĻ
āĻ§ā§āĻ¯āĻžā§: āĻĒā§āĻ°āĻžāĻā§āĻ¨ āĻā§°ā§ āĻŽāĻ§ā§āĻ¯āĻ¯ā§āĻāĻ¤ āĻāĻžā§°āĻ¤āĻ¤ āĻļāĻŋāĻā§āĻˇāĻž (Education in Ancient and Medieval India)          ā§§ā§§
āĻĒā§āĻ°āĻžāĻā§āĻ¨ āĻāĻžā§°āĻ¤āĻ¤ āĻļāĻŋāĻā§āĻˇāĻž (Education in Ancient India): āĻŦā§āĻĻāĻŋāĻ āĻ¯ā§āĻā§° āĻļāĻŋāĻā§āĻˇāĻž āĻĒāĻĻā§āĻ§āĻ¤āĻŋ (The Vedic system of education): āĻ§āĻžā§°āĻŖāĻž āĻā§°ā§ āĻŽā§āĻā§āĻ¯ āĻŦā§āĻļāĻŋāĻˇā§āĻā§āĻ¯ (Concept and salient features):
āĻŦā§āĻĻā§āĻ§ āĻ¯ā§āĻāĻ¤ āĻļāĻŋāĻā§āĻˇāĻž: (Education during Buddhist period) āĻŦā§āĻĻā§āĻ§ āĻļāĻŋāĻā§āĻˇāĻž āĻŦā§āĻ¯ā§ąāĻ¸ā§āĻĨāĻžā§° āĻ¸āĻžāĻ§āĻžā§°āĻŖ āĻŦā§āĻļāĻŋāĻˇā§āĻā§āĻ¯āĻ¸āĻŽā§āĻš (General features of Buddhist education)
āĻĒā§āĻ°āĻžāĻā§āĻ¨ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛ā§ āĻā§°ā§ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻā§āĻ¨ā§āĻĻā§ā§°āĻ¸āĻŽā§āĻš
āĻ¤āĻā§āĻˇāĻļā§āĻ˛āĻž, āĻ¨āĻžāĻ˛āĻ¨ā§āĻĻāĻž, āĻŦāĻŋāĻā§āĻ°āĻŽāĻļā§āĻ˛āĻž, āĻŦāĻžā§°āĻžāĻŖāĻ¸ā§ (Ancient Universities and centres of education: Taxila, Nalanda, Vikramshila, Varanasi
āĻŽāĻ§ā§āĻ¯āĻ¯ā§āĻāĻ¤ āĻāĻžā§°āĻ¤ā§ā§ āĻļāĻŋāĻā§āĻˇāĻž (Education in Medieval India)
āĻāĻāĻ˛āĻžāĻŽāĻŋāĻ āĻļāĻŋāĻā§āĻˇāĻž āĻĒāĻĻā§āĻ§āĻ¤āĻŋ (The Islamic system of education), āĻŽā§āĻāĻ˛āĻŽāĻžāĻ¨ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻ¸āĻžāĻ§āĻžā§°āĻŖ āĻŦā§āĻļāĻŋāĻˇā§āĻā§āĻ¯āĻ¸āĻŽā§āĻš) āĻŽā§āĻāĻ˛āĻŽāĻžāĻ¨ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻ¤ā§āĻ°ā§āĻāĻŋāĻ¸āĻŽā§āĻš (General features of Muslim education, defects of Muslim education)
āĻĻā§āĻŦāĻŋāĻ¤ā§ā§ āĻ
āĻ§ā§āĻ¯āĻžā§: ā§§ā§¯ āĻļāĻ¤āĻŋāĻāĻžā§° āĻŦā§ā§°āĻŋāĻāĻŋāĻ āĻāĻžā§°āĻ¤āĻŦā§°ā§āĻˇā§° āĻļāĻŋāĻā§āĻˇāĻž (Education in British India: The 19th Century)       ā§Ēā§
āĻ
āĻ¸āĻŽāĻ¤ āĻŽāĻŋāĻāĻ¨ā§ā§°ā§āĻ¸āĻāĻ˛ā§° āĻļā§āĻā§āĻˇāĻŋāĻ āĻāĻžā§°ā§āĻ¯āĻžā§ąāĻ˛ā§ (Educational activities of the Missionaries in Assam)
ā§§ā§Žā§§ā§Š āĻāĻ¨ā§° āĻāĻ¨āĻĻ (The Charter Act of 1813)
āĻĒā§āĻ°āĻžāĻā§āĻ¯-āĻĒāĻžāĻļā§āĻāĻžāĻ¤ā§āĻ¯ā§° āĻŦāĻŋāĻŦāĻžāĻĻ (The Anglicists-orientalists controversy)
ā§§ā§Žā§Šā§Ģ āĻāĻ¨ā§° āĻŽā§āĻāĻ˛ā§ā§° āĻĒā§āĻ°āĻ¤āĻŋāĻŦā§āĻĻāĻ¨ (Macaulay's Minute-1835)
ā§§ā§Žā§Ģā§Ē āĻāĻ¨ā§° āĻāĻĄ āĻĄā§āĻāĻĒāĻžāĻ (Wood's Despatch of 1854)
ā§§ā§Žā§Žā§¨ āĻāĻ¨ā§° āĻāĻžā§°āĻ¤ā§ā§ āĻļāĻŋāĻā§āĻˇāĻž āĻā§ā§āĻ (Indian Education Commission-1882)
āĻ¤ā§āĻ¤ā§ā§ āĻ
āĻ§ā§āĻ¯āĻžā§: āĻ¸ā§āĻŦāĻžāĻ§ā§āĻ¨āĻ¤āĻžā§° āĻāĻāĻ¤ ā§§ā§¯ āĻļāĻ¤āĻŋāĻāĻžāĻ¤ āĻāĻā§°āĻžāĻ āĻļāĻžāĻ¸āĻŋāĻ¤ āĻāĻžā§°āĻ¤āĻŦā§°ā§āĻˇāĻ¤ āĻļāĻŋāĻā§āĻˇāĻž (Education in
British India: 19th century, before independence)                                          ā§ā§¯
āĻāĻžā§°āĻ¤ā§ā§ āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛ā§ āĻā§ā§āĻ ā§§ā§¯ā§Ļā§¨ āĻāĻ¨, āĻŽā§āĻā§āĻ¯ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžāĻŦāĻ˛ā§ (Indian University Commission-1902, Major Recommendations)
āĻĒā§āĻ°āĻžāĻĨāĻŽāĻŋāĻ, āĻŽāĻžāĻ§ā§āĻ¯āĻŽāĻŋāĻ āĻā§°ā§ āĻāĻā§āĻ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻā§āĻˇā§āĻ¤ā§ā§°āĻ¤ āĻ˛āĻ°ā§āĻĄ āĻāĻžāĻ°ā§āĻāĻ¨ā§° āĻļāĻŋāĻā§āĻˇāĻž āĻ¨ā§āĻ¤āĻŋ, ā§§ā§¯ā§Ļā§Ē āĻāĻ¨ā§° āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛ā§ āĻāĻāĻ¨ (Lord Curzon's Education policy on primary, secondary and higher education. The University Act of 1904)
āĻŦāĻžāĻ§ā§āĻ¯āĻ¤āĻžāĻŽā§āĻ˛āĻ āĻĒā§āĻ°āĻžāĻĨāĻŽāĻŋāĻ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻŦāĻžāĻŦā§ ā§§ā§¯ā§§ā§Ļ-ā§§ā§¯ā§§ā§¨ āĻāĻ¨ā§° āĻā§āĻāĻ˛ā§ā§° āĻŦāĻŋāĻ˛ (Gokhale's Bill for compulsory primary education-1010-1912)
āĻāĻ˛āĻŋāĻāĻ¤āĻž āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛ā§ āĻā§ā§āĻ ā§§ā§¯ā§§ā§, āĻŽā§āĻā§āĻ¯ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžā§ąāĻ˛ā§ (Calcutta University
Commission 1917, Major recommendations)
ā§§ā§¯ā§¨ā§¯ āĻāĻ¨ā§° āĻšāĻžāĻ°ā§āĻāĻ āĻāĻŽāĻŋāĻāĻŋā§° āĻĒā§ā§°āĻ¤āĻŋāĻŦā§āĻĻāĻ¨ (Hartog Committee Report-1929)
āĻŦā§āĻ¨āĻŋā§āĻžāĻĻā§ āĻļāĻŋāĻā§āĻˇāĻž ā§§ā§¯ā§Šā§ āĻāĻ¨ (Basic Education-1937)
ā§§ā§¯ā§Ēā§Ē āĻāĻ¨ā§° āĻāĻžā§°ā§āĻā§āĻŖā§āĻā§° āĻĒā§ā§°āĻ¤āĻŋāĻŦā§āĻĻāĻ¨ (The Sargent Report-1944)
āĻāĻ¤ā§āĻ°ā§āĻĨ āĻ
āĻ§ā§āĻ¯āĻžā§: āĻ¸ā§āĻŦāĻžāĻ§ā§āĻ¨āĻ¤āĻžā§° āĻĒāĻŋāĻāĻ¤ āĻāĻžā§°āĻ¤āĻŦā§°ā§āĻˇā§° āĻļāĻŋāĻā§āĻˇāĻžā§° āĻŦāĻŋāĻāĻžāĻļ (Development of Indian Education:
the post independence period)                                                       ā§§ā§¨ā§§
ā§§ā§¯ā§Ēā§Ž āĻāĻ¨ā§° āĻŦāĻŋāĻļā§āĻŦāĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛ā§ āĻļāĻŋāĻā§āĻˇāĻž āĻā§ā§āĻ, āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžā§ąāĻ˛ā§ āĻā§°ā§ āĻĒā§°āĻžāĻŽā§°ā§āĻļā§ąāĻ˛ā§ā§° āĻŽā§āĻ˛ā§āĻ¯āĻžā§āĻŖ
(University Education Commission 1948, Recommendations and evaluation of the recommendations)
āĻāĻžā§°āĻ¤ā§ā§ āĻ¸āĻāĻŦāĻŋāĻ§āĻžāĻ¨ā§° āĻļā§āĻā§āĻˇāĻŋāĻ āĻŦā§āĻ¯ā§ąāĻ¸ā§āĻĨāĻžāĻ¸āĻŽā§āĻš āĻā§°ā§ āĻ¸ā§āĻāĻŦā§ā§°ā§° āĻāĻžā§°ā§āĻ¯ā§āĻ¯āĻā§°ā§āĻā§°āĻŖ
(Edicational provisions of the Indian Constitution and their Implementation)
ā§§ā§¯ā§Ģā§¨-ā§Ģā§Š āĻāĻ¨ā§° āĻŽāĻžāĻ§ā§āĻ¯āĻŽāĻŋāĻ āĻļāĻŋāĻā§āĻˇāĻž āĻā§ā§āĻ, āĻĒā§°āĻžāĻŽā§°ā§āĻļā§ąāĻ˛ā§ āĻā§°ā§ āĻŽā§āĻ˛ā§āĻ¯āĻžā§āĻ¨
(Secondary Education Commission-1952-53)
ā§§ā§¯ā§Ŧā§Ē-ā§Ŧā§Ŧ āĻāĻ¨ā§° āĻļāĻŋāĻā§āĻˇāĻž āĻā§ā§āĻ, āĻŽā§āĻā§āĻ¯ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžāĻŦāĻ˛ā§ āĻ¸āĻŽāĻžāĻ˛ā§āĻāĻ¨āĻžāĻŽā§āĻ˛āĻ āĻŽā§āĻ˛ā§āĻ¯āĻžā§āĻŖ āĻā§°ā§ āĻŦāĻ°ā§āĻ¤āĻŽāĻžāĻ¨ āĻļāĻŋāĻā§āĻˇāĻž āĻŦā§āĻ¯āĻŦāĻ¸ā§āĻĨāĻžāĻ¤ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžā§ąāĻ˛ā§ā§° āĻĒā§āĻ°āĻžāĻ¸āĻā§āĻāĻŋāĻāĻ¤āĻž
(Education Commission 1964-66, Major recommendations, critical assessment and relevance of the recommendation in the present education system)
ā§§ā§¯ā§Ŧā§Ž āĻāĻ¨ā§° ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻļāĻŋāĻā§āĻˇāĻžāĻ¨ā§āĻ¤āĻŋ āĻā§°ā§ āĻā§āĻžā§° āĻŽā§āĻ˛ā§āĻ¯āĻžā§āĻŖ āĻā§°ā§ āĻāĻžā§°ā§āĻ¯āĻā§°ā§āĻā§°āĻŖ
(National policy on Education - 1968 and its evaluation and implementation)
ā§§ā§¯ā§Žā§Ŧ āĻāĻ¨ā§° ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻļāĻŋāĻā§āĻˇāĻž āĻ¨ā§āĻ¤āĻŋ āĻā§°ā§ ā§§ā§¯ā§¯ā§¨ āĻāĻ¨ā§° āĻ¸āĻāĻļā§āĻ§āĻŋāĻ¤ ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻļāĻŋāĻā§āĻˇāĻž āĻ¨ā§āĻ¤āĻŋ
(National Education policy 1986 and Revised National policy of Education 1992)
āĻĒāĻā§āĻāĻŽ āĻ
āĻ§ā§āĻ¯āĻžā§: āĻāĻžā§°āĻ¤ā§ā§ āĻļāĻŋāĻā§āĻˇāĻžāĻ¤ āĻļā§āĻšāĻ¤ā§ā§āĻž āĻŦāĻŋāĻāĻžāĻļ āĻā§°ā§ āĻāĻāĻāĻ¨āĻŋ (Recent Development and programmes)       ā§§ā§ā§
ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻā§āĻāĻžāĻ¨ āĻā§ā§āĻā§° āĻĒā§āĻ°āĻ¤āĻŋāĻŦā§āĻĻāĻ¨, āĻāĻ¤āĻŋāĻšāĻžāĻ¸āĻŋāĻ āĻĒāĻāĻā§āĻŽāĻŋ āĻā§°ā§ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻžā§ąāĻ˛ā§ (The National Knowledge Commission Report, Background and Recommendations)
āĻāĻā§āĻ āĻļāĻŋāĻā§āĻˇāĻžā§° āĻ¸āĻāĻ¸ā§āĻāĻžā§° āĻā§°ā§ āĻĒā§āĻ¨āĻāĻ¨āĻŋā§°ā§āĻŽāĻžāĻŖ āĻ¸āĻŽā§āĻĒāĻ°ā§āĻā§ āĻĒā§°āĻžāĻŽā§°ā§āĻļāĻĻāĻžāĻ¨ āĻāĻŽāĻŋāĻāĻŋā§° āĻĒā§ā§°āĻ¤āĻŋāĻŦā§āĻĻāĻ¨ (Report of the Committee to Advise on Renovation and Rejuvenation of Higher Education, Recommendations)
āĻļāĻŋāĻā§āĻˇāĻžā§° āĻā§°āĻāĻžā§°ā§ āĻāĻžā§°ā§āĻ¯āĻ¸ā§āĻā§āĻŦā§ā§° āĻ¸ā§°ā§āĻŦāĻļāĻŋāĻā§āĻˇāĻž āĻ
āĻāĻŋāĻ¯āĻžāĻ¨, ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻŽāĻžāĻ§ā§āĻ¯āĻŽāĻŋāĻ āĻļāĻŋāĻā§āĻˇāĻž āĻ
āĻāĻŋāĻ¯āĻžāĻ¨, ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻāĻā§āĻāĻ¤ā§° āĻļāĻŋāĻā§āĻˇāĻž āĻ
āĻāĻŋāĻ¯āĻžāĻ¨ (Government programmes of Education SSA, RMSA, RUSA)
āĻļāĻŋāĻā§āĻˇāĻžā§° āĻ
āĻ§āĻŋāĻāĻžā§° (Right to Education (RTE)
ā§°āĻžāĻˇā§āĻā§ā§°ā§ā§ āĻļāĻŋāĻā§āĻˇāĻžāĻ¨ā§āĻ¤āĻŋ ā§¨ā§Ļā§¨ā§Ļ (National Education Policy-2020)
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