Geography of India India, officially the Republic of India is a country in South Asia. It is the seventh-largest country by area, the second-most populous country (with over 1.2 billion people), and the most populous democracy in the world. It is bounded by the Indian Ocean on the south, the Arabian Sea on the southwest, and the Bay of Bengal on the southeast. It shares land borders with Pakistan to the west, China, Nepal, and Bhutan to the northeast; and Myanmar (Burma) and Bangladesh to the east
Education under British rule, despite the lofty sentiments of men like Macaulay, had remained a peripheral activity of the colonial government, the principal one being extraction of revenue. The education system during British rule did produce hundreds of engineers, doctors and administrators for sure but given the country’s vast population and hunger for education, it had not touched the majority of Indians. At the time of the country’s independence in 1947, just about 14 per cent of its population
I will discuss the topic “Gender Inequality in Education”. In the past, young girls were treated as though their only purpose was to cook meals and clean. Today, in some developing countries, this remains the same. Throughout this report, I will explore how and why many young girls in rural India are not receiving the same level of education as young boys, and outline a Sustainable Development Goal that could improve the situation. To begin, India has one of the lowest female literacy rates in Asia
chapters according to the following plan – 1. ESL in India: A historical perceptive. 2. Curriculum Design (ESL) : The present Scenario 3. The Efficacy and Implementation of E.S.L. Curriculum. 4. Conclusion. In first chapter ‘ESL in India: A historical perceptive’, a discussion about the historical perceptive of English language in India has been carried out. A historical survey of how English has entered in India and how it has become a subject in India has shown that many English administrative officers
Naxalite conflict is by providing free education opportunities. The ideas explored in this essay are – Schooling as a method of shaping modern society, the importance of national integration and the role the school plays, and education in the realm of Naxals and Adivasis and their integration in to modern Indian society. 15th August 1947, sees India taking control of itself as an independent, sovereign nation. Jawaharlal Nehru instructs the new citizens of India, in his speech ‘Tryst with Destiny’
‘Management Education Worldwide’ is a 20th century phenomenon, emphasizing on business administration across the globe. At the end of the 20th century, management education also included the management of government, management of public institutions, agriculture management, management of education system, etc. The objective of management education since the beginning of the 20th century has been to enable organizations to utilize the knowledge for improvement of their efficiency and effectiveness
Issues and Challenges in Education Sector-Role of Private Institutions Dr.N.P.Hariharan Siva gurunathan.S Abstract: Modern education is costly, diversified and varies on benefits for the society and the individual. The modern times have witnessed increase in the number of private unaided educational institutions. The private unaided schools market education by providing attractive add-ons and in the process
Constitution of India states in the Preface that everyone has the right to equality of status and opportunity. In Article 45 (86th Amendment) Act 2002, has been passed by the parliament making education a fundamental right of all children in the age group of 6–14 years. 2. Kothari Commission (1964–66): The Kothari Commission has emphasized on a common school system for all children of India whether they belong to any caste, religion, community, economic and social status. National Education Policy (1968)
EDUCATIONAL POLICY OF PAKISTAN: The first National Education Conference was convened in 1947 in Karachi where basic guidelines for future development were provided. The 3 dimensions are: spiritual, social and vocational. The committee proposed free and compulsory primary education from the age of 3 to 11 years as rate of illiteracy was at 85%. The recommendation for next 5 years was to be spent on planning, recruitment of teachers and training, but was not implemented due to lack of administrative
Policies National Policies on Education At the time of adoption of Constitution in 1950 the aim was to achieve the goal of Universalization of Elementary Education (UEE) within the next ten years. The directive principles mentioned in Article 45 endeavored to provide free and compulsory education for all children until they complete the age of 14 fourteen years. Kothari Commission (1964-66) This commission had noted that there had been different structure of elementary education in different states and