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The Direction and Condition of Modern Education in Bihar Niraj
ISSN: 2456–4397 RNI No.UPBIL/2016/68067 Vol-5* Issue-6* September-2020 Anthology : The Research The Direction and Condition of Modern Education in Bihar Paper Submission: 15/09/2020, Date of Acceptance: 26/09/2020, Date of Publication: 27/09/2020 Abstract The State of Bihar is one of the major hubs of learning in the country of India. Since long back, this state has been a centre of education. Presently, a huge gap got created in between the demand of education and supply. This gap between the school education and higher education has brought the literacy rate of the state a bit down. This signifies the importance of establishment of more schools in the field of modern education. This craving for higher education among the general population of Bihar has led to a migration of the student community from the state. This has led to a flooding of students to seek educational opportunities in other state, even for graduation level college education. Patna has become an educational hub for the Eastern India. It is an important centre for preparation of exam like IIT, IAS, Engineering and Medical entrance. The quality education of schools is better in Patna than New Delhi. But Bihar still lacks behind in Higher Education. We need an initiative from educational ministry of Bihar to take proper step in opening technical institutes for students of Bihar which will help them to stay in their state and also attracts students from different states. If we all work toward these steps, we will see a rise in education system of Bihar which will be very fruitful for betterment of Bihar and its people. -
Budgeting for School Education: What Has Changed And
Budgeting for School Education: What Has Changed and What Has Not? Analysis of Six States in the 14th Finance Commission Recommendation Period This document is for private circulation and is not a priced publication. Reproduction of this publication for educational and other non-commercial purposes is authorised, without prior written permission, provided the source is fully acknowledged. Copyright@2018 Centre for Budget and Governance Accountability (CBGA) and Child Rights and You (CRY) Author: Protiva Kundu For more information about the study, please contact: [email protected] Designed by: Common Sans, 1729, Sector 31, Gurgaon, Haryana Published by: Centre for Budget and Governance Accountability (CBGA) B-7 Extension/110A (Ground Floor), Harsukh Marg, Safdarjung Enclave, New Delhi-110029 Tel: +91-11-49200400/401/402; Email: [email protected] Website: www.cbgaindia.org and Child Rights and You (CRY) 189/A, Anand Estate, Sane Guruji Marg, Mumbai-400011 Website: www.cry.org Financial support for the study: This study has been carried out with inancial support from CRY and IDRC-Think Tank Initiative (from the institutional support provided to CBGA). Views expressed in this report are those of the author and do not necessarily represent the positions of CRY or IDRC. Contents List of Abbreviations 02 List of Figures 03 List of Tables 05 Foreword 06 Acknowledgement 09 Executive Summary 10 I. Introduction 15 II. Spending capacity of state governments in the Fourteenth 20 Finance Commission period III. How much did states allocate and spend on school education 25 in the 14th FC period? • Share of school education budget in the total state budget • Extent of increase in school education budget vis-a-vis state budget • Per child and per student spending on school education IV. -
Growth of Education in Odisha During Colonial Rule
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 7 Issue 12 Ver. III ||December 2018 || PP 13-15 Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective Umakanta Nayak, Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore ABSTRACT: In ancient times, India had the Gurukul system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. This drawbacks of modern education system should be clearly understood and necessary rectification should be introduced. The purpose of the study is to point out the merits of the old education system and the defects of the English education which is continuing till now. -
New Curriculum of Rd Pg Rural Development Programme
NEW CURRICULUM OF R.D. P.G. RURAL DEVELOPMENT PROGRAMME (As Per CBCS) For M.A. IN RURAL DEVELOPMENT Implemented w.e.f. Academic Session 2018-2020 i M.A. in RURAL DEVELOPMENT CBCS CURRICULUM RANCHI UNIVERSITY Contents S.No. Page No. Members of Core Committee i Contents ii –iii COURSE STUCTURE FOR POSTGRADUATE PROGRAMME 1 Distribution of 80 Credits 1 2 Course structure for M.A. IN RURAL DEVELOPMENT 1 3 Semester wise Examination Structure for Mid Semester& End Semester 2 Examinations SEMESTER I 4 I Core Course – C 1 3 5 II. Core Course –C 2 4 6 III. Core Course –C 3 5 7 IV Compulsory Foundation Course (FC) 6 SEMESTER II 8 I Core Course- C-4 7 9 II. Core Course- C 5 8 10 III. Core Course –C 6 9 11 IV Skill Enhancement Course (SEC ) 10 SEMESTER III 12 I Core Course- C 7 11 13 II. Core Course –C 8 12 14 III. Core Course- C 9 13 15 IV Generic/Discipline Elective (GE/DC 1) 14 SEMESTER IV 16 I Core Course- C10 15 17 II. Core Course –C 11 16 18 III. Core Course- C 12 17 19 IV Generic/Discipline Elective (GE/DC 2) 18 ANNEXURE 20 Distribution of Credits for P.G. Programme (Semester-wise) 19 21 Sample calculation for SGPA for P.G. Vocational/M.Sc./M.A./M.Com 19 Programme ii M.A. in RURAL DEVELOPMENT CBCS CURRICULUM RANCHI UNIVERSITY 22 Sample calculation for CGPA for P.G. Vocational/M.Sc./M.A./M.Com 19 Programme DISTRIBUTION OF MARKS FOR EXAMINATIONS AND FORMAT OF QUESTION PAPERS 23 Distribution of Marks of Mid Semester Theory Examinations 20 24 Distribution of Marks of End Semester Theory Examinations 20 25 Format of Question Paper for Mid Semester Evaluation of Subjects with/ 21 without Practical (20 Marks) 26 Format of Question Paper for End Semester Examination (50 Marks) 22 27 Format of Question Paper for End Semester Examination of Subjects 23 without Practical (70 Marks) iii M.A. -
Report Teacher Training)
COPP/SS/2/1964 REPORT ON TEACHER TRAINING) GOVERNMENT OF INDIA COMMITTEE ON PLAN PROJECTS (Study Team for Selected Educational Schemes) New Delhi May 1964 ^ CJnh» 9 * . I * * - i v r lacatioBil N atio: i i. v' . ■•! r; -tl P la n ;- . <hi-nooii 17-B" l i t ? ....... ‘ D C v , O ' Pd-h* ...IhiJdL I L - ____ _ CONTENTS Paras Pages C hapter I—INTRODUCTION . 1.01-1.09 1—3 C hapter II—OBJECTIVES OF TEACHER EDUCATION AND TRENDS OF DEVELOPMENT 2.01-2.05 4—6 C hapter in—PROCEDURE AND PREPARATION . 7—13 Procedure of work . 3.01-3.04 7_ Collection of d a t a ......................................... 3.05-3.07 7—8 Recent S t u d i e s ......................................... 3.08-3.10 8—9 Recommendations of the Secondary Edu cation Com m ission......................................... 3.11-3.24 9—12 Report of a Study by an International Team . 3.25-3.26 12—13 Qther Documents . 3.27-3.31 13 Chapter IV—PRESENT POSITION .... 14—53 I. Analysis o f D ata . 4.01-4.18 14—19 (a) Confusion in Nomenclature 4.02 14 (b) Trained and Untrained Teachers 4.03-4.07 14—15 (c) Training Institutions and their Intake Capacity . 4.08-4.09 15—16 (d) Types of Training .... 4.10-4.13 16—17 (e) Women Teachers .... 4.14-4.16 17—18 (/) Financial Provision .... 4.17-4.18 18—19. II. Position in the States & Union Territories 19—53 Chapter V—SOME ASPECTS OF TEACHER EDUCATION 54—69 Staff of Training Schools and Training Colleges . -
Measures of Performance of Universities in India: an Analysis of the Publication Output in Science and Technology (Study Period 1998-2008)
Measures of Performance of Universities in India: An Analysis of the Publication Output in Science and Technology (Study period 1998-2008) United States United Malaysia 1200 Kingdom 1000 Sweden 800 Germany 600 Taiwan 400 Japan 200 0 Brazil Australia Italy Canada Netherlands South Korea China France Department of Science and Technology Ministry of Science and Technology Government of India CSIR-National Institute of Science Technology & Development Studies New Delhi, India 2011 Measures of Performance of Universities in India: An Analysis of the Publication Output in Science and Technology (Study period 1998-2008) Report Submitted to: Science and Engineering Research Council (SERC) Department of Science & Technology Government of India Project Team Dr. Naresh Kumar (Principal Investigator) Avinash Kshitij Dr. K. C. Garg Nidhi Tyagi (Assistant) CSIIR-National Institute of Science Technology & Development Studies New Delhi, India Preface CSIR-National Institute of Science, Technology and Development Studies (CSIR-NISTADS) is one of the leading institutions under CSIR exploring interface between science, technology, and society. The institute as a knowledge-generating organization carries out studies in several areas of national importance, for example, S&T policy, innovation & national competitiveness in global context, CSIR & public funded knowledge & technology, mapping knowledge trends and outcomes in S&T. It also undertakes studies on history & philosophy of science and technology (S&T), and S&T for weaker sections. The institute has built core competence in studies on various scientific indicators, measurement of S&T, based on publications and patents output from India and other countries. The institute has made significant contributions in this field and published number of studies and results in national and international peer reviewed journals, research reports, books and presented at national and international conferences. -
Development of a Replicable Training Strategy for Development of Essential Competencies Among Primary Teachers
DEVELOPMENT OF A REPLICABLE TRAINING STRATEGY FOR DEVELOPMENT OF ESSENTIAL COMPETENCIES AMONG PRIMARY TEACHERS A DPEP PROJECT REPORT PREPARED BY VASANT D. BHAT ACADEMIC COORDINATOR PROJECT TEAM P. R. LALITHA MANJULA P. RAO U. L. NARAYANA D.N. NAGARAJ JYOTI BAWANE VIJAYA RAGHAVAN M. A. JYOTHI SUBITHA G.V. REGIONAL INSTITUTE OF EDUCATION, MYSORE (NCERT) 2001 ACKNOWLEDGEMENTS Now that this project is completed, the academic coordinator and the members of the project team think that they would fail in their duty if the persons who are really responsible are not remembered and the help rendered by them are not acknowledged. It is with a sense of gratitude that the following persons are remembered. • The NCERT, my parent organisation, which has provided me with an opportunity to work on this project and provided all necessary guidance and support, without which the project could not have been undertaken in the present form. • The DPEP at the national, the state, the district and the sub district levels for an active participation and support. • The Select Group of Trainers from the DIET and DPEP in the districts of Chittoor, Andhra Pradesh and Dharmapuri, Tamil Nadu who have participated in the project in true spirit of collaboration. • We fondly remember the keenness and ownership feeling shown by: Sri Chittibabu, Sri Chandraiah, and Sri Geetanath of Chittoor district Sri Murali, Sri Kumaresan and Smt. Shanthi of Dharmapuri district. • Our sincere thanks to all the Primary School TeachersTeachers and their Students from the districts of Chittoor and Dharmapuri. • Sri H.S.Umesha, Sri H.K.Ramanath and the other ExpertsExperts who have contributed to the development of the training design and the training material. -
May 10, 2021 Biography of Death Notice N. 9 the Province of USA
Society of Mary - Compañía de María - Société de Marie Via Latina 22, 00179 Roma May 10, 2021 Biography of Death Notice N. 9 The Province of USA and the District of India recommend to our fraternal prayers our dear Brother, Paulus LAKRA, of the Gyan Deep Community, Ranchi, Jharkhand, India, who died in the service of the Blessed Virgin Mary on April 26, 2021, in Ranchi, Jharkhand, India, at the age of 57 with 27 years of religious profession. Brother Paulus Lakra was a beloved brother of all Marianists in India. He is well known as the best community director for the care and love he had for the Brothers. The basic virtues Brother Paulus possessed as director of the various Marianist communities were: patience, joyfulness, kindness, understanding, listening with care, dedication to the works of the community and faithfulness. The above qualities were always present in Brother Paulus. Brother Paulus was born on June 17, 1963. He was one of the eight children in the Lakra family. Brother Paulus had four elder brothers and two elder sisters and one younger sister. His father, Mr. Mathias Lakra, and mother, Mrs. Carmella Xess, were farmers from the village Thesutoli under the parish of Tainser, in Simdega Diocese, state of Jharkhand. Brother Paulus completed his high school and secondary school at St. Mary’s School in Simdega in the year 1984. He completed his bachelor’s degree from Ranchi University in the year 1987 before he joined the Marianists. Brother Paulus joined the Society of Mary as an Aspirant in June 1990 at Nirmal Deep, Ranchi, Bihar. -
The Jharkhand State University Act, 2000
THE JHARKHAND STATE UNIVERSITY ACT, 2000 (ADAPTED) [As Amended by Act 6, 2003]1 AN ACT To establish and incorporate Affiliating-cum-Teaching Universities at Muzaffarpur, Bhagalpur, Ranchi, Gaya (Bodhgaya) and Darbhanga in the State of Bihar. Be it enacted by the Legislature of the State of Bihar in the twenty- seventh year of the Republic of India as follows:- [Comments.-This Act has undergone various changes from time to time. While some amendments have been brought by the Act of Legislature, many amendments were introduced through Ordinances and continued for a long period, before being given the shape of an Act of Legislature. Reference may be made to Amending Acts 68 of 1982, 3 of 1990, 9 of 1992, 17 of 1993, 12 of 1995, 16 of 1996, 8 of 1998 & 14 of 1998, while some of the Amending Acts were in both, Hindi and English languages, some of them were published only in Hindi, since some of the Ordinances preceding such Acts as were published only in Hindi. Where having both the texts Hindi and English, by comparing the Hindi text of the Act with the Hindi text of the Ordinance English text could be extracted, where the two Hindi texts tallied exactly or involved minor translation. But where the two texts did not tally, Hindi version of the amendment has been incorporated.] 1. Short title and commencement- (i) This Act may be called the Jharkhand State Universities Act, 2000 (adapted) (ii) It shall come into force at once. (iii) In shall extend to the whole of the State of Jharkhand. -
621334 1526707406.Pdf
Samarpandeep B.Ed. College Approved by NCTE (ERC) Bhubaneshwar, Affiliated to Ranchi University, Ranchi Syllabus for Bachelor of Education (B.Ed.) Two - Year Course ANNUAL DISTRIBUTION OF THE COURSES Year- 1 Course 1 Childhood and Growing up 100 marks Course 2 Contemporary India and Education 100 marks Course 3 Learning and Teaching 100 marks Course 4 Language across the curriculum (1/2) 50 marks Course 5 Understanding Disciplines and subjects (1/2) 50 marks Course 6 Gender, school and Society (1/2) 50 marks Course 7a Pedagogy of a School Subject-Part 1(1/2) 50 marks Course EPC1 Reading and Reflecting on Text (1/2) 50 marks Course EPC2 Drama and Art in Education (1/2) 50 marks Course EPC3 Critical Understanding of ICT (1/2) 50 marks ----------------- Total - 650 marks Engagement with the Field: Task and Assignments for Courses 1-6 & 7a Year 2 Course 7b Pedagogy of School Subject – Part II (1/2) 50 marks Course 8 Knowledge and Curriculum 100 marks Course 9 Assessment for Learning 100 marks Course 10 Creating and Inclusive School (1/2) 50 marks Course 11 Optional Course *(1/2) 50 marks Course EPC4 Understanding the Self (1/2) 50 marks School Internship 250 marks Engagement with the Field: Task and Assignments for Courses 7b & 8-10 --------------- Total – 650 marks Samarpandeep B.Ed. College Approved by NCTE (ERC) Bhubaneshwar, Affiliated to Ranchi University, Ranchi Curriculum Transactions Total number of Working days - 200 days Minimum attendance for course work - 80% Attendance for school internship - 90% Internship in schools (minimum period) - 20 weeks In first Year - 04 weeks In Second Year - 16 weeks Note: The Internship should include an initial phase of one week for observing a regular Classroom with regular teacher and would also include peer Observation, teacher observation and faculty observations of practice lessons. -
Curriculam Vitae
CURRICULAM VITAE PROF. DR. LAKSHMI NARAYAN BHAGAT M.A. Eco., LL.B., Ph.D. (Cal.) President Association for Research in Social Sciences, Commerce and Management, Ranchi (ARISCOM) Since 1 st June 2017 A. Previous Assignments • President , Association of Indian management Schools, Headquarter at Hyderabad, from September 1, 2015 to August 31, 2016. • Vice-Chancellor, Ranchi University, Ranchi from 01.02.2012 to 31.01.2015. • Group Director , S. N. Sinha Institute of Business Management, Dhurwa, Ranchi from 02.04.2015 to 31.06.2017. • Director , Institute of Science and Management, Pundag, Ranchi from 17.08.2010 to 31.01.2012. • Registrar, Ranchi University, Ranchi from 08.01.2003 to 20.09.2008. • Principal in three Constituent Colleges, under Ranchi University service from 26.08.1994 to 07.01.2008. B. Personal Profile • Born (20-04-1948) and brought up in a village namely village Kutuma, PO Mukunda, P S Gumla, Dist. Gumla, Jharkhand, India. • Married – three children – Children well settled. • Language – Fluency in speaking & writing English and Hindi. • Address for correspondence – 23, Indraprasth Colony (Near G. T. Timber) Itki Road, Ranchi, Jharkhand, India, Pin – 834005, Email: [email protected], Mobile: +91-7903295672. C. Educational Qualifications : • Primary education in the village itself, passed matriculation from Kandarp High School Palkot (1964), Intermediate (Pre –University & Degree – I) from K.O. College, Gumla (1964– 66), and Graduation from Ranchi College, 1 Ranchi (1966-68). Passed M.A. Economics (1971) and LL.B. (1972) from Ranchi University. Obtained Ph.D. Degree in Economics from Calcutta University in 1982. Detailed educational qualifications (Post Matric) enclosed as Annexure – I . -
Cuttack City : Promotion of Education in Orissa in the Pre-Independence Era
Orissa Review * February-March - 2007 Cuttack City : Promotion of Education in Orissa in the Pre-Independence Era Dinabandhu Dehury Kataka, being the capital city of ancient Utkala, According to Madala-Panji, Raja Nrupa has been the nerve-centre of Orissan history, Keshari, a martial and ambitious prince, who politics and culture since 989 A.D. witnessing was always fighting with his neighbours, is said to the rule of the Somavamsis, the Gangas, the have first planted the city on site of the modern Gajapatis, the Afghans, the Mughals, the Cuttack about 989 A.D. Marathas, the British and finally the elected The city was in the past connected with the democratic Government of Independent Orissa. important centres of the country by Rajapathas During the long span of one thousand years, the and by the water ways leading to the Bay of city imbibed the quintessence of cultural waves Bengal and in the modern period by the railway from eastern, northern, central and southern India and thus mingled in her cultural waves from lines and motor communication. eastern, northern, central and Southern India Like other important capital towns of and thus adapted in her cultural matrix all the medieval India, its Court was embellished with heterogenous elements. Under the successive rule the illustrious poets, musicians, kinsmen, courtiers, of the medieval dynasties, the boundaries of commanders, sports men and other dignitaries. Orissa extended from the river Ganga in the north Cuttack was then well protected having been to the river Godavari in the South. There after circumscribed by rivers in three sides which the State saw the sudden decline for internecine provided natural defence.