The Coordination Committee formed by GR No. Abhyas - 2116/(Pra.Kra.43/16) SD - 4 dated 25.04.2016 has given approval to prescribe this textbook in its meeting held on 30.01.2020 and it has been decided to implement it from the academic year 2020-21

EDUCATION STANDARD TWELVE

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Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune First Edition : © Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune - 411 004. 2020 The Maharashtra State Bureau of Textbook Production and Curriculum Research reserves Reprint : 2021 all rights relating to this book. No part of this book should be reproduced without the written permission of the Director, Maharashtra State Bureau of Textbook Production and Curriculum Research, ‘Balbharati’, Senapati Bapat Marg, Pune - 411004.

Education Committee Education Study Group

Shri. Dhanaji D. Khebde Smt. Mamata J. Dalal Dr. Sunita V. Magre - Chairperson Dr. Megha M. Upalane - Member Dr. Bhausaheb S. Aandhale Dr. Mahadeo S. Disale Dr. Dattatreya P. Tapkeer - Member Dr. Dnyaneshwar G. Magar Shri. Rajendra S. Gadekar Dr. Lalita R. Vartak - Member Dr. Vandana S. Patil Siraj Anwar Md. Miran Dr. Chitra R. Sohani - Member Dr. Maheshwar G. Kallave Shri. Prakash A. Pise

Dr. Suresh G. Isave - Member Shri. Amol L. Deshpande Dr. Kalpana Tiwari-Upadhyay Dr. Prachi R. Chaudhari - Member Dr. Aparna R. Ukale Dr. Pallavi N. Vartak Dr. Aarti P. Gangurde - Member Dr. Vidyullata N. Kolhe Dr. Archana S. Desai Dr. Santosh K. Khirade - Member Dr. Shekhar P. Patil Dr. Manisha N. Telang Dr. Pratibha S. Patankar - Member Dr. Shaikh M. Vakhiyoddin Dr. Anjusha J. Gawande Dr. Atul P. Kulkarni - Member Dr. Vijay B. Kapase Dr. Pallavi Y. Soman Dr. Prabhakar S. Budharam - Member Shri. Dayashankar S. Vaidya Dr. Rewati P. Namjoshi

Dr. Alaka S. Potdar - Member Secretary Co-ordination Dr. Alaka S. Potdar, Special Officer Hindi, Special Contribution Textbook Bureau, Pune-4 Dr. Pravin Subhashrao Mohite Mrs. Sandhya V. Upasani, Asst. Special Officer Hindi, Research Officer Textbook Bureau, Pune-4 Textbook Bureau, Pune-4

Cover & Illustrations : Shri. Yashwant Deshmukh Typesetting Runa Graphics, Production Sinhgad Rd., Pune - 41 Shri Sachchitanand Aphale Chief Production Officer Paper : 70 GSM Creamwove Shri Liladhar Atram Production Officer Print Order : Publisher Shri. Vivek Uttam Gosavi Printer : Controller Maharashtra State Textbook Bureau, Prabhadevi, Mumbai-25

NATIONAL ANTHEM Preface

My Dear Friends, I warmly welcome you to Twelfth Standard. Last year you had entered into a new optional subject ‘Education’. You were introduced with various sub branches of this subject. You also understood that this subject of Education includes many allied subjects like Educational Philosophy, Educational Psychology, Educational Sociology, Educational Management, Educational Research etc. The subject of Education helps in understanding the entire educational process. Through the present textbook you will be introduced with Education at still deeper level. Last year you could study the educational thoughts and the educational contribution of some educational thinkers in Maharashtra. This year you would get an opportunity to study some Indian educational thinkers out of Maharashtra. It is also very essential for you to know about various Education Commissions in India and Right to Education Act 2009. Similarly it would be very useful for you to understand basic concepts and the characteristics of learning, the characteristics of good educational management, the principles of curriculum development, the features of evaluation methods, various methods of educational research and the new trends in education that have entered in the field of Education recently. Education is a very progressive and research based knowledge discipline. Hence there has been a constant addition of new knowledge and concepts in the content of Education. Similarly Education being an interdisciplinary subject, there seems to be give and take of knowledge from various other subjects. Through this, Education is becoming an enriched subject. If you are going to enter in the field of Education in your educational or professional future, and if you are intending to become a teacher or teacher educator, then this textbook is going to be a very basic reference and guide. I am sure that through the study of all the chapters in this book you would get the best knowledge and skills in Education. I sincerely hope that this textbook of Education will inspire you for more and deeper study of education. It is expected that you are supposed to support your study with additional reading, have discussions with your friends and teachers and complete the assignments or activities given. This will make your study perfect. Please note that the QR Code is given on the front page for experiencing the joy of Digital Book. I wish all the very best to you for your educational progress !

(Vivek Gosavi) Director Pune Maharashtra State Bureau of Date : 21 February 2020 Textbook Production and Bharatiya Saur : 2 Phalguna 1941 Curriculum Research, Pune-04 Following competencies should be developed in students at the end of Standard 12th

Sr.No. Chapter Competency Statements 1. Indian * To be able to tell educational thoughts of Rabindranath Tagore. Educational * To be able to tell educational contribution of Rabindranath Tagore. Thinkers * To be able to tell educational thoughts of Swami Vivekananda. * To be able to tell educational contribution of Swami Vivekananda. * To be able to tell educational thoughts of Mahatma Gandhi. * To be able to tell educational contribution of Mahatma Gandhi. * To be able to tell educational thoughts of Dr. Sarvapalli Radhakrishnan. * To be able to tell educational contribution of Dr. Sarvapalli Radhakrishnan. * To be able to tell educational thoughts of Dr. Babasaheb Ambedkar. * To be able to tell educational contribution of Dr. Babasaheb Ambedkar. 2. Education * To be able to tell the background of University Education Commission. in Post * To be able to explain the main objectives of University Education Commission. Independence * To be able to tell the main recommendations of University Education Commission. India * To be able to tell the background of Secondary Education Commission. * To be able to explain the main objectives of Secondary Education Commission. * To be able to tell the main recommendations of Secondary Education Commission. * To be able to tell the background of Indian Education Commission. * To be able to explain the main objectives of Indian Education Commission. * To be able to tell the main recommendations of Indian Education Commission. * To be able to tell the background of National Education Policy 1986. * To be able to explain the main objectives of National Education Policy 1986. * To be able to explain the salient features of National Education Policy 1986. * To be able to tell the background of National Curriculum Framework 2005. * To be able to tell the educational aims stated in National Curriculum Framework 2005. * To be able to tell the nature of National Curriculum Framework 2005. * To be able to tell the background of State Education Framework 2010. * To be able to explain the main principles of State Education Framework 2010. * To be able to explain the salient features of State Education Framework 2010. * To be able to tell the background of Right of Children to Free and Compulsory Education Act, 2009. * To be able to tell the main provisions of Right of Children to Free and Compulsory Education Act, 2009. 3. Socialization * To be able to tell the concept of socialization. * To be able to explain the role of teacher in socialization. * To be able to tell the concept of social transformation. * To be able to explain the characteristics of social transformation. * To be able to explain the factors which bring in social transformation. * To be able to explain the role of teacher in social transformation. * To be able to tell the concept of mass communication media. * To be able to explain the types of mass communication media. * To be able to tell the benefits of mass communication media. * To be able to tell the limitations of mass communication media. 4. Learning * To be able to tell the concept of learning process. Process * To be able to tell the nature of learning process. * To be able to explain the characteristics of learning process. * To be able to explain the factors affecting learning. * To be able to tell the definition of transfer of learning. * To be able to explain the types of transfer of learning. * To be able to explain the factors that can be transferred through learning. * To be able to tell benefits of transfer of learning. * To be able to tell the features of theory of trial and error on the basis of experiment. * To be able to explain the laws of learning as given by Thorndike. * To be able to tell the educational importance of learning by theory of trial and error. * To be able to tell the stages of learning on the basis of experiment of insightful learning theory. * To be able to tell the educational importance of theory of insightful learning. 5. Educational * To be able to tell the qualities of a good educational manager. Management * To be able to explain the functions of the teacher as a classroom manager. and * To be able to explain the major functions of Secretary of Education. Administration * To be able to explain major functions of Commissioner of Education. * To be able to explain major functions of Director of Education. * To be able to explain the major functions of State Council of Educational Research and Training, Maharashtra. * To be able to explain the major functions of Maharashtra State Bureau of Textbook Production & Curriculum Research. * To be able to explain the major functions of Maharashtra State Board of Secondary and Higher Secondary Education. * To be able to tell the names of the examinations conducted by Maharashtra State Council of Examination. * To be able to explain the major functions of Maharashtra State Council of Examination. 6. Curriculum * To be able to tell the concept of curriculum. and * To be able to explain the factors or elements of curriculum. Educational * To be able to explain the principles of curriculum development. Evaluation * To be able to tell the concept of educational evaluation. * To be able to explain the factors of educational evaluation. * To be able to tell the difference between measurement and evaluation. * To be able to tell the meaning of continuous comprehensive evaluation. * To be able to explain the methods of continuous comprehensive evaluation. * To be able to explain the meaning of formative evaluation. * To be able to tell the tools and techniques used in formative evaluation. * To be able to explain the meaning of summative evaluation. * To be able to tell the difference between formative and summative evaluation. * To be able to explain the objectives to be considered for continuous comprehensive evaluation. * To be able to tell the benefits and limitations of written examination. * To be able to tell the benefits and limitations of oral examination. * To be able to tell the difference between oral examination and written examination. * To be able to explain the requirements for practical examination. * To be able to tell the benefits and limitations of practical examination. * To be able to tell the benefits and limitations of online examination. 7. Educational * To be able to tell the meaning of historical research method. Research * To be able to explain the characteristics of historical research method. Methods * To be able to tell the meaning of descriptive research method. * To be able to explain the characteristics of descriptive research method. * To be able to tell the meaning of experimental research method. * To be able to explain the characteristics of experimental research method. * To be able to tell the general steps followed for research. * To be able to tell the tools of data collection. * To be able to tell the benefits of questionnaire. * To be able to tell the limitations of questionnaire. * To be able to tell the benefits of interview schedule. * To be able to tell the limitations of interview schedule. * To be able to tell the benefits of achievement test. * To be able to tell the limitations of achievement test. 8. New Trends in * To be able to tell the concept of inclusive education. Education * To be able to explain the characteristics of inclusive education. * To be able to tell the government schemes for 'Divyang'. * To be able to tell the benefits of inclusive education. * To be able to tell the limitations of inclusive education. * To be able to tell the concept of open education. * To be able to explain the functions of open education. * To be able to explain the characteristics of open education. * To be able to tell the concept of blended learning. * To be able to explain the characteristics of blended learning. * To be able to tell the benefits of blended learning. * To be able to tell the limitations of blended learning. * To be able to tell the concept of constructivism. * To be able to tell the process of knowledge construction. * To be able to explain the characteristics of constructivism. * To be able to explain the benefits of constructivism. * To be able to tell the role of the teachers with constructivism approach. * To be able to tell the role of students with constructivism approach. * To be able to tell the concept of skill based education. * To be able to explain the characteristics of skill based education. * To be able to tell the benefits of skill based education.

 For Teachers

 The main objective of teaching the subject of Education is to make students understand the process of education in detail. Hence teachers are supposed to present the content in the textbook in an effective way.  This textbook is going to be your help and guide. However it is not going to be the whole and sole. It is also essential to present additional information in an attractive way.  Various pictures, figures and charts given in the textbook should be used in teaching to make it easier.  Try to develop among the students the habit of self-learning. Provide them the guidance accordingly. The feature called "Internet my friend" will be very useful in this regard.  Make constant efforts to make your students more activity oriented, reflective and innovative.  Along with the lecture method, you should also use various other methods and techniques like question-answers, discussions, group-discussions, debate, role-play, exhibitions etc.  You should also arrange lectures by external experts occassionally.  You can give additional definitions of the terms apart from the ones given in the textbook.  While explaining every point more and more appropriate examples should be given.  Frequent evaluation should be done of the content that is taught.  Help your students in working on the features like, "Lets tell", "Discuss it", "Enlist", "Classify it" etc. Attract their attention towards "Remember it", "Do You Know?" etc.  It is not expected to read aloud the textbook in the class. Students should read it silently and then have good discussion over it. They can be given the opportunity to express their thoughts and opinions.  Your teaching and students' learning should not remain restricted to material in the textbook. It should be supported by additional appropriate reading.  You can encourage the students to get additional information about various educational institutes that have been mentioned in the textbook.  * Contents *

Sr. No. Name of the Chapter Page No.

Chapter 1. Indian Educational Thinkers 1 to 12

Chapter 2. Education in Post-Independence India 13 to 21

Chapter 3. Socialization 22 to 33

Chapter 4. Learning Process 34 to 39

Chapter 5. Educational Management and Administration 40 to 46

Chapter 6. Curriculum and Educational Evaluation 47 to 57

Chapter 7. Educational Research Methods 58 to 64

Chapter 8. New Trends in Education 65 to 74

Terminology 75 and 76 Chapter 1. Indian Educational Thinkers

1.1 Rabindranath Tagore 1.3.2 Educational contribution of 1.1.1 Educational thoughts of Mahatma Gandhi Rabindranath Tagore 1.4 Dr. Sarvapalli Radhakrishnan 1.1.2 Educational contribution of 1.4.1 Educational thoughts of Rabindranath Tagore Dr. Sarvapalli Radhakrishnan 1.2 Swami Vivekananda 1.4.2 Educational contribution of 1.2.1 Educational thoughts of Dr. Sarvapalli Radhakrishnan Swami Vivekananda 1.5 Dr. Babasaheb Ambedkar 1.2.2 Educational contribution of 1.5.1 Educational thoughts of Swami Vivekananda 1.3 Mahatma Gandhi Dr. Babasaheb Ambedkar 1.3.1 Educational thoughts of 1.5.2 Educational contribution of Mahatma Gandhi Dr. Babasaheb Ambedkar India has seen many eminent educational in 1913. He was also awarded the apex thinkers. In this chapter, we shall study degree D. Lit. by Kolkata University. In educational thoughts and educational 1915, British Government conferred the contribution of some of them. greatest honour 'Sir' upon him. He died on th 1.1 Rabindranath Tagore 7 August 1941. Debendranath Tagore, father of Lets tell Rabindranath Tagore was a follower of Brahmo Samaj, established by Raja  Who was the first Indian poet to get the Rammohan Roy and his mother Sharadadevi worldwide prestigious Nobel prize of was religious by nature. Rabindranath Tagore, literature? therefore, experienced religious as well as  Who wrote the Indian National Anthem progressive environment in his childhood. 'Jana-Gana-Mana' ? Do you know? Rabindranath Tagore was born on 7th May 1861 in Kolkata. He completed his primary Rabindranath Tagore visited England in education from 1878 to pursue higher education. However, private tutors he did not feel interested in studies there and at his home returned to India in 1880 without securing and higher any degree. education at He found the schools offering formal Saint Xavier education suffocating. With a passion College, to help children out of the burden of Kolkata. He formal education, he established an was awarded innovative school called Shantiniketan. the Nobel prize He implemented various innovative for literature experiments in Shantiniketan. As a result for his poetry he was recognized as a great educationist 'Geetanjali' worldwide. 1 1.1.1 Educational thoughts of Rabindranath (6) Medium of Education should be Tagore Mother-tongue - If a subject is to be (1) Definition of Education - Rabindranath explained to a child in simple manner, Tagore has defined education as in shortest time and in an integrated 'Education is Self-expression.' manner, then there is no option for (2) Freedom to Children in Teaching- mother-tongue. Learning Process - According to (7) Teachers must Emphasize Self- Rabindranath Tagore, children must discipline in Classroom Teaching - In get freedom while learning. Natural classroom teaching, self-discipline is environment must be ensured for vital. In order to imbibe the same in the learning. He believed that children can pupils, it should not be forced through learn better in natural environment punishments or other exterior means as against artificial one. Teachers, but should be nurtured from within. therefore, must design and use teaching Internalized self-discipline lasts longer. methods giving scope to freedom and (8) Education must be Correlated with natural expression of children. Life - Rabindranath Tagore insisted that (3) Education must Ensure All-round Education must be correlated with life. Development of Children - Through A child must be engaged in life centred education, intellectual, emotional, education in addition to books. Any activity oriented development of a learning must be situation based and child should be ensured. Also, through the knowledge must be imparted in the overall nurturance of physical, social form of application in real-life. and creative abilities should lead (9) Education for Character Building - to development of correlations and Character building needs appropriate harmony. Teachers and educationists, environment and appropriate education. while designing the curriculum and If a child's intellectual and mental teaching should consider these aspects. development is ensured through (4) Education for Child's Mental Freedom education, then it certainly leads to - For development of an independent, character building. Rabindranath Tagore decisive, creative child, it must be given used to quote quite often : freedom of choice to select the subjects When wealth is lost, nothing is lost. and medium of instruction. This would When health is lost, something is lost. definitely lead to excellence in their But when character is lost, everything is lost. own careers and mastery in their own subject. (10) Education for Harmony with Nature - Rabindranath Tagore in his book (5) Spiritual Development for the 'Personality' has mentioned key thoughts Achievement of Educational Goals on education. He says that the best - For any educational aim, inspiration education is the one that facilitates from within is a prerequisite. More the the learner to create harmony with the intensity of the inspiration, earlier the nature. The state of harmony is the achievement of educational goals. For supreme stage in the development of a child's spiritual development one must human being. get a free and open environment.

2 (5) Teachers and pupils experienced Do you know? teaching and learning in a free and liberated environment. Our National Anthem 'Jana-Gana- (6) Pupils had to complete the hostel chores Mana' is originally in Bengali language. on their own. Only one stanza from the original song is (7) The school focused on activity oriented considered as our National Anthem and learning. (8) Medium of instruction was mother- Internet my friend tongue. (9) The school had three sections. Shishu With the help of internet, seek the Vibhag for children up to the age of 10 original national anthem with five stanzas years, Madhya Vibhag for children of written in Bengali by Rabindranath Tagore the age group 10 to 15 years and Adya and listen to it. Vibhag for children above 15 years of 1.1.2 Educational Contribution of age. Rabindranath Tagore Discuss it (1) Shantiniketan School - Shantiniketan School was established in 1901, in Bolpur Discuss in groups the similarities and Village near Kolkata. Implementing differences between the natural learning environment of Shatnti Niketan and the his own educational thoughts was the formal education system being followed objective behind establishment of this today. School. In Shantiniketan, classes had no walls and were conducted in open (2) Vishwabharati University - In 1921, spaces. The teachers and pupils stayed Rabindranath Tagore converted together in the proximity of nature. Shantiniketan School to Vishwabharati Vidyapeeth (University). The word Through common lunch and dinner, Bharati in Vishwabharati means values of self-dependence and dignity of Sanskriti, i.e. culture. Hence, the labour were nurtured. This school had University that creates global culture is subjects like gardening, book binding, Vishwabharati, is the meaning derived carpentry, music, drama, dance, literature from this name. This is a well known etc. Mother tongue was the medium of international university with the moto teaching and learning. In addition to 'Yatra Vishvam Bhavati Ek Needam.' It mother tongue, additional languages means, 'where the world makes a home such as English and Hindi were also in a single nest.' This spirit is reflected in the name Vishwabharati. used. There was in true sense a natural Key features of the Vishwabharati environment at the school.  University Key features of Shantiniketan  (1) The University offered education from (1) Shantiniketan was a residential school. early childhood to postgraduate and (2) The school commenced and ended with research studies. melodious music. (2) The University had interdisciplinary (3) The school had a natural environment. research center for the study of (4) All the teachers were proficient in their international languages and culture. own subject and art. (3) The University stipulated uniform for students. 3 (4) International students were allowed to study Indian arts, literature and culture Internet my friend in English language. Study the characteristics of the teaching (5) Based on the merit, the University learning methods used in Shantiniketan. offered concessions in fees. 1.2 Swami Vivekananda (6) The University offered hostel facilities to the students. Lets tell (7) Every department had a separate library as well as a central library for students' Whose birthday is celebrated as National learning. Youth Day? (8) The University environment was homely Swami Vivekananda was born on 12th and spiritual. January, 1863, in Kolkata. He completed his (9) There was a nice confluence of Eastern primary and Western cultures in the University. schooling at (10) Apart from intellectual development, Metropolitan the University focused on cultural school, Kolkata development. and higher (3) Shriniketan - Rabindranath Tagore education at established Shriniketan in Surul village Presidency near Kolkata on 6th February 1922. College, 'Shri' in the name 'Shriniketan' means Kolkata. He welfare or development. This is a died on 4th July vocational school and it focused on 1902. vocational and technical education. Childhood name of Swami Vivekananda Sustainable development of people, was Narendra. His father - Vishwanath Dutt, community and environment by using was a practising lawyer at Kolkata High local natural resources through education Court. His mother Bhuvaneshwaridevi was to rural people is the core objective of religious by nature. The religious atmosphere Shriniketan. at home had a great impact on the life of  Key features of Shriniketan Swami Vivekananda. (1) Shriniketan was a rural secondary school Since his childhood, Swami Vivekananda imparting vocational and technical was bright and talented. He got obsessed with education. philosophy. After knowing about his interest (2) Shriniketan school was also regarded as in philosophy, Principal Rev. Hasty led him Shiksha-satra. to Ramakrishna Paramahamsa. In 1881, he met Ramakrishna Paramahamsa. Quest for (3) Shriniketan school offered foundation experiencing divine power led him to ask level education. the question to Ramakrishna Paramahamsa, (4) Shriniketan facilitated education, 'Have you seen the God?' Ramakrishna agriculture and service to society. Paramahamsa clearly responded with (5) Shriniketan was under the purview of confidence, 'Yes, I have seen Him. I shall Vishwabharati University. also let you see Him. This was the moment 4 of transformation in the life of Vivekananda. education. According to him - strength He became a disciple of Ramakrishna is life and weakness is death. Paramahamsa. (5) Education for Development of Concentration - Concentration of mind Do you know? is the key to knowledge. Brahmacharya and reverence are the means for In 1893, World Parliament of Religions attainment of knowledge and not just was convened at Chicago, America. Swami for education but concentration of mind Vivekananda was representing India and is necessary in all walks of life. Hindu religion. While addressing the (6) Medium of Instruction should be conference, Swami Vivekananda started Mother-tongue - Comprehension is his speech with the words - "My Brothers better in mother tongue. Remembering and Sisters" and the parliament applauded. and recalling is also easy in mother- Swami Vivekananda through his speech tongue. Hence, according to Swami presented his clear thoughts on philosophy Vivekananda, the medium of instruction of vedas and integrity of Hindu religion. It is because of this representation, Hindu in education should be mother-tongue. religion proliferated worldwide. (7) Education must Harness National and Global Harmony - Education is the 1.2.1 Educational thoughts of Swami means to broaden and universalize the Vivekananda perspectives. Through education, spirit (1) Definition of Education - According to of national and global harmony can be Swami Vivekananda, "Education is the harnessed. manifestation of the perfection already (8) Education for Eradicating within man." Superstitions - Education has the (2) Education for Character Building capacity to transform ideologies of an - While explaining the importance of individual. The ill effects of superstitions character building, Swami Vivekananda and benefits of scientific attitude can says, empowering the expression of be explained through education. Only willpower within in controlled manner when awakened, individuals can do is the objective of education. Role of away with unjust customs, traditions teachers and parents is to inculcate culture and superstitions. Education is must for for character building. Inculcating good habits can lead to character building. eradicating superstitions. (3) Equal Opportunity of Education to Do you know? Men and Women - Men and women as human beings hold the same Atman Swami Vivekananda travelled within. Hence men and women deserve extensively across India during 1888 to the same birth rights. They both must 1891 to understand our nation, issues and get equal opportunity for education. challenges before our nation, the spiritual (4) Importance of Physical Education divine culture we have and the challenges - Just like spiritual education, Swami in exercising national integrity. Vivekanada has emphasised on physical 5 1.2.2 Educational Contribution of Swami 1.3 Mahatma Gandhi Vivekananda For proliferation of his thoughts Lets tell on spirituality and education, Swami Vivekananda established the Ramakrishna  Who is known as the father of the nation? Mission on 1st May 1897. The Mission was  Who practised and promoted non- run by 'Maths'. The disciples and brahmachari violence for the first time in India's sadhoos stayed in the 'Math'. Teachers and freedom struggle? followers were nurtured. Service to society Mahatma Gandhi was born on 2nd October was the objective of the Mission. 1869 at Porbandar in Gujrat. He completed  Key features of the Ramakrishna Mission his matriculation from Rajkot High school (1) Ramakrishna Mission had two groups - Math and Mission. and passed Law examination from University (2) The Math focused on proliferation of College of London Law School, London. He educational thoughts. died on 30th January 1948. (3) Pre-primary, primary, secondary schools Mahatma and colleges were established for Gandhi's father spreading education. was the Diwan (4) Teachers' training programmes were of Rajkot organized at the Math. province. (5) Schools and Colleges had provision His mother for education of philosophy as well as Putalabai was vocational education. religious by (6) Periodicals and literature were regularly published by the Math. nature. She had (7)\ The mission focused on service to society. a big influence Healthcare services for the disabled, on the life hospitals, services to drought affected of Mahatma people, etc. were undertaken. Gandhi.

Remember it Do you know?

This was the message which he originally Mahatma Gandhi passed Bar-at-law borrowed from ancient Upnishads : examination in 1891 and started practising "CpËVîR>V, OmJ«V, àm߶ dampÝZ~moYV' law at Rajkot. In 1893, he had to visit Swami Vivekananda's message to youth - 'Arise ! Awake ! And stop not till the goal South Africa to prosecute a legal matter. is reached !' There was racial discrimination in South Africa. He experienced this discrimination Internet my friend himself while travelling through a train and was asked to get down at Durban. This Collect information about the various instigated him to rebel against this racial initiatives of Ramakrishna Mission. discrimination. 6 1.3.1 Educational thoughts of Mahatma her age, interests, world of experiences, Gandhi background, capabilities etc. (1) Definition of Education - According to (8) Education should Create Responsible Mahatma Gandhi, "Literacy is not the Citizens - Nurturance and development end of education, not even the beginning. of ethical, industrious, self reliant and By education, I mean, drawing out of responsible citizens who believe in the best in man's body, mind and spirit." democracy, having an ethical character (2) The Medium of Instruction should and spirit of nationality must be the core be Mother-tongue - Mother-tongue objective of education. facilitates ease of listening, speaking, (9) Importance of Physical Education reading, writing and thinking while - Healthy body has a healthy mind. learning. This harnesses nurturance of Hence education should give importance creativity. Hence Mahatma Gandhiji to physical development as well as to said that the medium of instruction intellectual development. should be mother tongue. (10) Character Building is the Core (3) Primary Education should be Free Objective of Education - Mahatma and Compulsory - From six to fourteen years of age, education of each child Gandhi believed that character building should be free and compulsory. This is more important than literacy. The will allow children from all strata of ultimate goal of education must be the society to have education, leading character building. to educational, economic and social 1.3.2 Educational contribution of Mahatma equality in India. Gandhi (4) Education should Employ Some Craft (1) 1904 - Establishment of 'Phoenix' as a Medium of Education - Through Ashram in South Africa. handicraft activism in students will get (2) 1911 - Establishment of 'Tolstoy' Ashram motivated and development of mental in Transwal, South Africa. and intellectual faculties of students will (3) 1915 - Establishment of Satyagraha be possible. So handicraft should have Ashram at village Kochrab near importance in education. Ahmedabad, Gujrat. (5) Nurturance of Self Independence (4) 1917 - Village education experiment through Education - For a child to be initiated at Champaranya in Bihar. self reliant, s/he must be self dependent. (5) 1920 - Establishment of Gujrat Hence education must nurture self University. dependence. (6) 1936 - Establishment of Sevagram (6) Life-centered Education - Learning Ashram near Wardha, Maharashtra. can be relevant, engaging and intense (7) 1937 - Presented Basic Education Policy only if it is integrated with life. So every - Nai Talim at All India Education subject must be connected to life and Conference at Wardha, Maharashtra. related to practical living. (8) In Gandhiji's Basic Education Scheme (7) Education with Psychological there seems to be a beautiful balance Foundation - Teaching-learning process of various philosophical schools of must be based on the psychological foundation. While designing and thoughts like idealism, naturalism, reciprocating curriculum, one must pragmatism, experimentalism and social consider the learner's profile including his/ reconstructionism. 7 Dr. Sarvapalli Radhakrishnan's father Let us know Veeraswami was a tahsildar. His mother Sitamma was religious by nature. Characteristic features of Basic Education Policy : Do you know? (1) Primary education must be free and compulsory for all. In 1962, when Dr. Sarvapalli (2) Medium of instruction for education Radhakrishnan was the President of should be mother tongue. India, his students approached him with (3) Education must be self reliant and self a request of celebrating his birthday sustaining. as the 'Teachers' Day' to express their (4) Productive craft or industry should be gratitude towards him. Dr. Radhakrishnan given priority in education. cordially agreed with a note that he would be really happy if every teacher of Internet my friend the country is felicitated on his birthday. Then onwards our country celebrates Collect information of schools run on 5th September as 'Teachers' Day'. Nai Talim methodology. 1.4.1 Educational thoughts of Dr. Sarvapalli 1.4 Dr. Sarvapalli Radhakrishnan Radhakrishnan Lets tell (1) Definition of Education - According to Dr. Radhakrishnan, education is not mere th  What do we celebrate 5 September as? literacy. Education must create human  Who was the first Vice President of beings. It must include not only the independent India ? training of the intellect but the refinement Dr. Sarvapalli Radhakrishnan was born on of the heart and the disciplined spirit. 5th September 1888 in Tiruttani, Tamilnadu. (2) Education for Humanity - Education He completed must offer nurturance of empathy, his primary kindness, trust, ethics, morality, harmony, education in collaboration, respect etc. Tiruttani and (3) Education for Democracy - Education Vellore. He must nurture democratic values. matriculated Today's students have to be nurtured as from Luther responsible citizens of tomorrow, strong Mission and able to lead our country. Hence Highschool, democratic values must be inculcated Tirupati. He through education. completed (4) Development of Scientific Attitude his B.A. in - For developing India in 21st century Philosophy and M.A. from Madras Presidency and youth with scientific attitude, we th College, Madras, He died on 17 April 1975 must nurture scientific attitude through in Madras. education.

8 (5) Education for Balanced Personality Government of India constituted Development - Education must develop University Education Commission in cognitive, emotional, constructive 1948, for educational transformation. abilities of students for nurturing a Commission was assigned with the responsible citizenship among them. responsibility to offer guidelines for (6) Education for Preservation, necessary transformation to higher Enrichment and Transmission of education in India. Dr. Sarvapalli Culture - Culture, that includes Radhakrishnan, as the Chairman of this religion, traditions, customs, thoughts, commission played a crucial role. social conduct etc. comes under a (2) Vice Chancellor - Dr. Sarvapalli Radha- threat under the influence of western krishnan was the Vice Chancellor of culture. Education must contribute two important universities- Andhra to its preservation, enrichment and University (1931-1938) and Banaras transmission. Students must be made Hindu University (1939-1948). He set aware of the values of our culture. the benchmark of how to function (7) Curriculum should Impart as an efficient Vice Chancellor of a Comprehensive Knowledge about University. People, Society and Nature - Educational (3) Indian Ambassador, Vice President curriculum must include information and President of India - Dr. Sarvapalli and knowledge about the environment Radhakrishnan served as Indian we live in, our nature, the characteristics Ambassador to Russia (1948), served and the needs of nature. It must also twice as the Vice President of India (1952 include the efforts we must take for addressing the needs of the nature and - 1962) and served as the President of our environment. India (1962). He played a crucial role, (8) Education for Self-discipline - Self working on these positions. discipline is crucial for personality development. It has a potential to bring Internet my friend about ever lasting transformation in our Search on internet about Dr. Sarvapalli behaviour. Hence education must impart self discipline. Radhakrishnan's literature. (9) Women should get an Opportunity 1.5 Dr. Babasaheb Ambedkar of Education and Self Development - Spiritual and cultural character of any Lets tell society depends on the status of women of that society. Hence women education  Who is called as the Architect of Indian must be planned systematically for Constitution ? development of family, society and the  Who gave the message 'Educate, Unite nation. and Struggle' to Indians ? 1.4.2 Educational contribution of Dr. Babasaheb Ambedkar was born on Dr. Sarvapalli Radhakrishnan 14th April 1891, in Mahoo, Madhyapradesh. (1) Chairman of University Education He completed his primary education in Commission - After independence, Satara at Camp Military school. He did 9 his B.A. at Elphinstone college, Mumbai individual, the only option we have is and earned his M.A., Ph.D. and LLD at education. Education is the only path for Columbia University. He earned M.Sc. and eradicating inequality. th D.Sc. at London University. He died on 6 (3) Education Leads to Abolition of December 1956. Oppression - According to Dr. Ambavade village in Ratnagiri district is Babasaheb Ambedkar, oppression of an native place of individual or society can be abolished Dr. Babasaheb only through education. Hence for the Ambedkar. His fellow brothers and sisters of the society original who had been oppressed for decades he surname was Ambavadekar. appealed-Educate, Unite and Struggle ! Babasaheb's (4) Education for Equality - Dr. Babasaheb father was in Ambedkar believed 'Equality means the army. upliftment of people of lower strata to Environment at higher level. For this education is must. his home was However, there must be some special very strict. He benefits or concessions. grew up with (5) Education is Like Food for Human strict discipline. Dr. Babasaheb Ambedkar Mind - Dr. Babasaheb Ambedkar has wrote a book 'The Buddha and His Dhamma'. compared education with food and strength. Like food gives strength to Do you know? body, education strengthens human Dr. Babasaheb Ambedkar was brain, human mind through nurturance struggling to pursue higher education due to of thoughts. Healthy thoughts lead to lack of funds. Maharaj Sayajirao Gaikwad healthy body and it would give strength of Baroda province offered scholarship to throughout life. Dr. Babasaheb Ambedkar to pursue higher (6) Education for Discipline - Discipline education. is important for individual's personal 1.5.1 Educational Thoughts of Dr. development. Hence education must Babasaheb Ambedkar inculcate importance of discipline. (1) Definition of Education - Education (7) Education for Character Building - makes an individual aware of self-the History or roots of a person and his/ rights as well as duties. It is education her character are two different things. that empowers an individual to fight Every individual when born has some against injustice. history, but may not have the character. (2) Education to Eradicate Inequality - Character is built through nurturance In our society inequality can be seen of wisdom, modesty, compassion and over castes, religions, isms, gender, comradeship. Education must focus on regions etc. These create hindrance character building. to the national integrity and national (8) Education should be Value Based - development. In order to eradicate Dr. Babasaheb Ambedkar, believed that this inequality from the minds of each 10 education must be value based. Values while pursuing education were offered of humanity, philanthropy, politeness, the hostel facility. Looking at the noble gentleness, decisiveness, morality should cause, government awarded permission be inculcated in every child through to five such hostels. Dr. Babasaheb education. This would lead to all round Ambedkar, was chief executive of this personality development of a child. society. (9) Universalization of Primary Education (3) Establishment of 'Peoples Education - Primary education must be free and Society' - 'Peoples Education Society' compulsory for the children of age was established in Mumbai on 8th July group 6 to 14. That enables people from 1945 with an objective to promote all strata of society to get educational higher education amongst backward opportunity. class, especially scheduled castes. (10) Education to Girl Child should be Students deprived of higher education Encouraged - Educating women is the for various reasons were offered need of the hour. Offering education opportunity of education through to women means respecting them. The Siddharth Arts and Science College reason for deprived condition of women established by the Society on 20th June in our society is lack of education. 1946. This college is known as Siddharth Parents must equally encourage the College. Similarly in order to address daughters and sons to have education. higher education needs of backward 1.5.2 Educational contribution of class and untouchable students, and Dr. Babasaheb Ambedkar with an objective of character building (1) Establishment of Bahishkrit Hitakarini through higher education, Milind Arts Sabha - Dr. Babasheb Ambedkar and Science College was established in had initiated a special movement of Aurangabad on 19th June 1950. establishing hostels for common people especially semi literate, deprived, Internet my friend backward and untouchables. For this he established Bahishkrit Hitakarini With the help of internet, seek and Sabha on 20th July 1924. 'Educate, collect information about 10 books by Unite and Struggle" was the moto of Dr. Babasaheb Ambedkar. this organization. Bahishkrit Hitkarini Sabha also started a magazine called Discuss it 'Saraswati Vilas' in order to inculcate Prepare a comparative chart of among students the love and interest educational thoughts, educational regarding knowledge, learning and also contribution and literature of the educational social service. thinkers which you have studied in this (2) Establishment of Dalitwarg Education chapter. Organize the discussion on this Society - For offering quality education chart in your classroom. Also discuss on the to Dalit students, Dalitwarg Education issues which are specially emphasized by Society was established in 1928. these thinkers. Students facing financial challenges 11 Exercise Q.1 (A) Complete the statements by selecting (D) Write the answers in one sentence. the appropriate option from the given (1) What is the motto of Vishwabharati options. Vidyapeeth? (1) Rabindranath Targore established ...... (2) Who established Dalitwarg Education (a) Shantiniketan School Society? (b) Gujrath University (3) What is Swami Vivekananda's definition of (c) People's Education Society education? (d) Ramakrishna Mission Q.2 Complete the concept design. (2) Ramakrishna Mission was established by ...... (a) Rabindranath Targore (b) Swami Vivekananda Educational thoughts of Swami (c) Mahatma Gandhi Vivekananda (d) Dr. Sarvapalli Radhakrishnan (3) 'My Experiments with Truth' is the famous autobiography of ......

(a) Rabindranath Targore Q.3 State your opinion about the following (b) Mahatma Gandhi statements. (c) Dr. Babasaheb Ambedkar (1) Medium of instruction should be mother (d) Dr. Sarvapalli Radhakrishnan tongue. (B) Identify the correct correlation between (2) Concentration of mind is a key to knowledge column 'A' and column 'B' and match acquisition. them. (3) Education is a pathway for eradicating Column 'A' Column 'B' inequality. (Educational Thinkers) (Educational contribution) Q.4 Write the short notes. (1) Rabindranath (a) Chairman of (1) Shantiniketan Targore University Education (2) Bahishkrit Hitakarini Sabha Commission (3) Ramakrishna Mission (2) Swami (b) Father of Basic Vivekananda Education (Nai Talim) (4) People's Education Society Q.5 Explain the following in about 50 to 80 (3) Mahatma Gandhi (c) Establishment of Belloor and Hrishikesh words. Math (1) Salient features of Vishvabharati Vidyapeeth (4) Dr. Babasaheb (d) Establishment (2) Basic Education Scheme Ambedkar of Vishwabharati Q.6 Write the answers for the following in 100 Vidyapeeth to 150 words. (5) Dr. Sarvapalli (e) Establishment of (1) Explain Swami Vivekananda's contribution Radhakrishnan People's Education Society to education. (2) What were the educational thoughts of (C) Write the answers in one to two words. Dr. Sarvapalli Radhakrishnan? (1) Name the school established by Rabindranath Q.7 Write the long answers based on the points Targore for vocational education. given. (2) Who was the spiritual guru of Swami (1) Compare educational thoughts of Mahatma Vivekananda ? Gandhi and Rabindranath Tagore. (3) Name the ashram established by Mahatma (2) Write about following aspects of Gandhi in South Africa. Dr. Babasaheb Ambedkar. (4) Who wrote 'The Buddha and his Dhamma'? (a) Educational thoughts (5) Name the university led by Dr. Sarvapalli (b) Educational contribution Radharkrishnan as its Vice Chancellor during  1931 to 1938. 12 Education in Chapter 2. Post-Independence India

2.1 Main Education Commissions in the 2.2 National Education Policy 1986 Post-independence Period 2.3 National Curriculum 2.1.1 University Education Framework 2005 Commission (1948-49) 2.4 Maharashtra State Curriculum 2.1.2 Secondary Education Framework 2010 Commission (1952-53) 2.5 Right of children to Free and 2.1.3 Indian Education Compulsory Education Act, 2009 Commission (1964-66) 2.1 Main Education Commissions in the Higher Education system after independence Post-Independence Period which would help to reconstruct the societal On August 15, 1947 India gained structure and help build the skilled manpower independence from the British Rule. Education required for the country’s progress. became a priority of Indian government The Indian government appointed the after independence. The constitution came University Education Commission under the into force on 26th January 1950 and India Chairmanship of Dr. Sarvapalli Radhakrishnan became a Republic and functional under on 4th November 1948 to reconstruct the the guidelines of the constitution. In 1976, Education in Independent India. under constitutional amendment, education In the University Education Commission, included as a subject in concurrent list and it there were a total of ten members including became the responsibility of both Center and Dr. Sarvapalli Radhakrishnan. Shri. Nirmal States. After independence many education Kumar Siddhanta was appointed as Secretary commissions were formed, educational policies of this Commission. were framed and curriculum frameworks  Major Objectives of University Education were made. The recommendations given by Commission these commissions were implemented. In this (1) To set the goals and objectives of chapter, we are going to study some important university education and research in commissions, policies, curricular frameworks India. and Right of children to Free and Compulsory (2) To suggest measures to ensure Education Act, 2009. transparency of admission procedures to 2.1.1 University Education Commission university courses. (1948-49) (3) To prepare the framework of the  Background of University Education qualifications, terms of service, salary Commission and scope of work of university teachers. The curriculum which was taught in (4) To suggest appropriate provisions with universities and colleges in India before respect to students, students’ welfare, independence was not suited to the Indian hostel facilities, discipline and students' societal structure. Only examinations development in the jurisdiction of and degrees mattered more. This kind of university. education was not able to address to the (5) To provide guidance for maintaining needs, and problems faced by the country. high quality of teaching and examination This emphasized the need to reframe Indian in universities and its affiliated colleges. 13  Major Recommendations given by situation and the education which was being University Education Commission provided at that time. There was no reflection (1) There should be uniformity at all of this changed social situation and political India level in degree examination and and national affairs in the secondary education. evaluation in order to maintain the Secondary education had to be improved in order quality of higher education. to improve the higher education. Therefore, in (2) Scholarships should be given to the 1948, in a meeting of Central Advisory Board researcher in order to promote the of Education, after thorough discussion, it was research work. proposed that a separate commission should be (3) Establish colleges with adequate set up for secondary education. A committee resources and staff, in the jurisdiction of was set up by the government to study this university. Attendance should be made proposed commission under the chairmanship mandatory upto graduation level in of Dr. Tarachand. In 1949, the commission colleges. submitted the report to Central Advisory Board (4) The university teachers should have of Education. As per the report, a Secondary three categories : Lecturer, Reader and Education Commission was set up under the Professor. The retirement age of teachers chairmanship of Vice Chancellor of Madras should be 60 years. However, professors University Dr. A. Laxmanswami Mudaliar on should be given extention to serve up to 23rd September 1952. the age of 64 years. Secondary Education Commission (5) A student welfare advisory council consisted of 10 members along with Dr. should be established in each university. Mudaliar. Principal A.N. Basu was appointed Good quality hostels should be built as the member secretary of the commission attached to university and the colleges. while Dr. S. M. S. Chari was appointed as (6) Every university should have a permanent Assistant Secretary of the Commission. full-time Board of Examination in order  Major Objectives of the Secondary to identify and rectify the defects in Education Commission examination system. (1) To study the Secondary Education (7) The work done in the classroom comprehensively in all its perspectives. throughout the year should be evaluated (2) To restructure and improve the secondary through examination. Inclusion of written education. as well as oral tests at postgraduate and (3) To think about the objectives, vocational examinations should be done. management and content knowledge of External examiners should be appointed secondary education. for evaluation. (4) To connect secondary education with (8) Every university and college should have primary and higher education. large and comprehensive library. The (5) To create a uniform system of secondary staff of the library should be trained. education for the entire nation considering 2.1.2 Secondary Education Commission the problems of secondary education. (1952-53)  Background of Secondary Education  Major Recommendations given by Secondary Education Commission Commission After independence, the social situation (1) Establish Multipurpose Schools which in the country changed rapidly. But there was will offer diversified curriculum absence of any correlation between changing according to the interests of the students. 14 (2) Government should provide trained  Major Objectives of Indian Education guidance officers and vocational Commission guidance services in all educational (1) To make recommendations on institutes. restructuring of education. (3) Public schools, residential schools should (2) To provide guidance related to the school be established. admission, evaluation scheme, (4) A curriculum based on vocational skill interrelation between education and development should be framed which local community, curriculum and would inculcate the value 'Dignity of textbook etc. Labour' in students. (3) To give directions related to classroom (5) Encourage students to choose technical teaching and teaching methods. and vocational courses and to complete (4) To suggest recommendations regarding them. religious and moral education. (6) The examination system should be (5) To provide guidance to schools related to followed for evaluation of students. importance of subjects, work experience (7) The medium of instruction for secondary and social service. level education should be the mother (6) To recommend regarding co-curricular tongue or the regional language of the activities at school and college level. state.  Major Recommendations given by Indian (8) Activity or experimentation based Education Commission methods should be used in teaching. (1) Curriculum at pre-primary level should 2.1.3 Indian Education Commission include various games, educational (1964-66) processes and activity based programmes. Background of the Indian Education  (2) Textbooks and educational material Commission should be given free of cost in primary To achieve development of education at schools. national level, various levels of education and (3) There should be a separate and departments should be thought integratively. autonomous mechanism for production To achieve this, Government of India formed of quality textbooks. Indian Education Commission under the (4) At upper primary level, in addition to chairmanship of Dr. Daulat Singh Kothari on written examination, there should be an th 14 July 1964. oral examination and internal evaluation. There were a total of seventeen members (5) Vocational education should form large along with Dr. Daulat Singh Kothari in Indian portion of secondary education. Education Commission. Shri. J. P. Naik was (6) Mathematics and science should be the Member Secretary of the Commission. made compulsory at the secondary level. (7) The curriculum should include social Let us know service, work experience and Arts. (8) Students of standard 8th to 10th should The draft report of the commission know three languages (mother tongue, prepared by educationist J. P. Naik was very national language (Rashtrabhasha) and apt and effective. The first sentence of this English). report 'The destiny of India is now being (9) For evaluation, the State Board of shaped in her classrooms' is a very popular Examination should conduct external quote everywhere. examinations and award certificates. 15 (10) English should be the medium of With this ideology, India’s the then Prime instruction in main universities at minister Rajiv Gandhi promised to launch a national level. New National Policy on Education in his (11) At university level, instead of traditional address to the nation on 5th January 1985. On rote learning, there should be inclusion 20th August 1985, a report entitled 'Challenge of good reading material which will lead of Education: A Policy Perspective' was to thinking and contemplation. published. Through this report the working on (12) Social science should be given National Policy on Education started. 'Education is a unique investment in the present importance at postgraduate level. and the future'. This cardinal principle is the (13) More emphasis should be placed on activity based teaching rather than on key to the National Policy of Education 1986. mere rote learning so that students feel Remember it encouraged to apply the knowledge gained from learning in real life. A report 'Challenge of Education : (14) Religious education should be voluntary. A Policy Perspective' which was published th It can be given with the permission of on 20 August 1985 is divided into 4 parts. Parents and Management excluding Such as – (1) Education, Society school hours. and Development (2) Overview of Educational Development (3) Critical (15) Co-curricular activities form important Evaluation (4) A perspective regarding part of the school curriculum which Educational Reconstruction should include activities like Balveer, Veerbala, National Cadet Corps etc.  Major Objectives of National Educational 2.2 National Education Policy 1986 Policy 1986 (1) To strive for the development of  Background of National Education Policy personality with respect to physical, 1986 mental, intellectual and aesthetic aspects. In the history of Indian education, Indian (2) To cultivate scientific and democratic Education Commission 1966 has a great attitude. importance. This is because the commission (3) To build confidence in dealing with has made recommendations for pre-primary to unfamiliar situations. higher education level. The efforts were made (4) To create awareness regarding physical, for strict implementation of these social, technological, cultural and recommendations that were important for economic situations. Indian Education System. But due to various (5) To inculcate the principles of secularism reasons such as Federal Government System in and social justice. India, regional diversity, lack of motivation (6) To develop sound mind for the spirit of and narrow ideologies, it could not be dignity of labour. implemented effectively. Keeping in mind the (7) To develop the spirit of nationalism and competition with respect to global, financial a sense of devotion in the honour of and technological progress and its constant nation. changes and India’s need to imbibe democracy, (8) To prepare students for international social and financial equality, a need was felt to understanding and cohesion. have a new education policy . (9) To inculcate moral values. 16  Salient Features of National Educational (13) Following 10 core elements will be Policy 1986 included in the curriculum. (1) The national system of education i.e.  History of India’s freedom movement Constitutional obligations 10+2+3 , a common pattern of education  Content essential to nurture national was accepted.  identity (2) More emphasis was given on free,  India's common cultural heritage compulsory and quality education to  Egalitarianism, Democracy children from age of 6 to 14. and Secularism (3) Under the campaign 'Operation  Equality of sexes Blackboard', basic minimum physical  Protection of environment facilities and physical resources were  Removal of social barriers provided in every school.  Observance of small family norm (4) Navodaya Vidyalayas to be set up to  Inculcation of scientific temper provide opportunity of education to 2.3 National Curriculum Framework 2005 children of rural areas.  Background of National Curriculum (5) Open universities will be set up for those Framework 2005 who were educationally deprived but Education has a very important place willing to pursue further education. in building modern society and nation. In (6) Quality books at low cost will be made the later half of 20th century, there were a lot available to encourage students' creative of government initiated education projects. writing and reading habits. NCERT (National Council of Educational Research & Training) organized a meeting on (7) A district-based training institute will be 14th and 19th July 2004 to prepare the framework set up for primary school teachers' related to important aspects such as real life training. oriented education, activity based education, (8) An opportunity will be provided to bring child centered teaching, constructivist differently abled people in the mainstream education and inclusive education. In this of education. meeting, it was decided to reconstruct the (9) Residential schools, ashram schools for National Curriculum Framework. the students of the Scheduled Castes and  Major Principles of National Curriculum Scheduled Tribes will be set up. Framework 2005 (1) To correlate the knowledge and outside (10) Priority will be given to women's primary world. education. A provision for separate (2) To liberate education from rote learning curriculum, jobs and employment for methods. women will be made. (3) Education should not be textbook (11) More emphasis will be given on work oriented but should be helpful for overall experience and physical education in the development of students. curriculum. (4) Examinations should be made flexible to (12) It was suggested that importance to have them integrated with classroom Value Education will be given. life. 17 National Curriculum Framework 2005 –  Internet my friend Educational Aims (1) Freedom of thoughts and actions. Click on the link below and study chapter (2) Sensitivity towards others' emotions and 2 of National Curriculum Framework 2005. health. http://epathshala.nic.in/hi/programmes/ (3) Be flexible and learn to respond to new national-curriculum-frameworks/ncf-2005/ situations consciously. 2.4 Maharashtra State Curriculum (4) Mindset to participate in democratic Framework 2010 processes.  Background of Maharashtra State (5) Capability to devote or work for financial Curriculum Framework 2010 processes and social changes. When NCF 2005 was published, it was  National Curriculum Framework 2005 – suggested that all states should follow the Nature directive principles suggested in this framework (1) Chapter 1 : Perspectives – Emphasizes and make their own State level framework the need of Directive principles of keeping in mind the local needs and different situations. Accordingly, in a meeting of education, Quality criteria, Education Maharashtra Prathmik Shikshan Parishad held with reference to society, educational at Mumbai on 24th April, 2009 it was decided objectives. to start implementation of restructuring State (2) Chapter 2 : Learning and Knowledge - Curriculur Framework. It was also decided Discusses about nature of knowledge that various study groups of educationists and what methods do children adopt to would be formed. In this way the work of the learn ? framework and draft was started. The (3) Chapter 3 : Curricular area - school Framework received the approval of the state stages and assessment - recommendations government on 12th October 2011. This about curricular areas and need for Curriculum Framework is known as reconceptualisation of school subject & Maharashtra State Curriculum Framework other aspects of curriculum. 2010. (4) Chapter 4 : School and Classroom  Major Principles of Maharashtra State Environment - Need for resources Curriculum Framework 2010 required to improve the quality of school (1) Every child is important. It should be culture. brought to school. It should feel (5) Chapter 5 : Systematic reforms - Need interested, should be retained and should for improvements of managerial get best education. aspects so that students can construct (2) Not only intellectual but social, emotional on their own knowledge with the help and psychomotor development of the of the experiences gathered by them. child is also important. Every child should get opportunity for development. Also an emphasis on improvements in (3) Every child should get the good quality Examination system. education of his interest in the conducive 18 environment which will increase his (10) It emphasized the development of confidence and will enrich his life. Inclusive Education system to remove (4) Completing the syllabus is not the the inequality in education. objective of education but making the (11) It emphasized inclusion of agricultural child capable to master the content of science and technology from primary subject should be the aim. levels in the science subject. (12) It emphasized empowerment and (5) The relationship amongst students, modernization of State level education teacher and parents should be of trust, institutes. respect, affection and co-operation. (13) Physical education was made (6) Every aspect in education system should compulsory. be trustworthy and of good standard. (14) Optional provision to learn the subjects  Salient features of Maharashtra State Arts and Social Science in marathi Curriculum Framework 2010 language in english medium schools. (1) This was the first Framework in (15) It stressed on need of the evaluation of continuation prepared for Primary, schools after a certain span of time. Secondary and Higher secondary Levels 2.5 Right of Children to Free and of School Education. Compulsory Education Act, 2009 (2) It emphasized enhancing learning skills  Background of Right of Children to Free instead of unnecessary content load. and Compulsory Education Act, 2009 (3) It stressed the use of information Article 45 of Indian Constitution and technology in curriculum and teaching. various committees, Commissions and educational policies which were appointed till (4) It emphasized the use of mother tongue now emphasized Universalization of irrespective of the medium of instruction Elementary Education. For the universlization in school, inclusion of colloquial of education, free and compulsory education languages of Marathi in school for children of age 6 to 14 years was planned. curriculum. But as Article 45 is a directive principle for all (5) It stressed on development of skills in Art states, there was difference in implementation and Sports. of universalization of education from state to (6) More stress on applied curriculum at state. So it was necessary to formulate and higher secondary level. pass a law to bring uniformity in universalization (7) It Stressed on activity based self learning of elementary education. Also in 1990, the techniques such as Practicals, Projects supreme court ordered that Primary Education is a right of every child. So, some amendments etc. in the Constitution were expected. Hence (8) It highlighted the process for pre-primary article 21(A) was added in the Indian education for the development of proper Constitution. This article included “Education” growth and healthy habits among as the fundamental right of the children. children of 3 to 6 years of age group. President of India gave final approval to this (9) It stressed the Life skills development Act on 20th August 2009. It came into force on through lifelong learning. 1st April 2010 in the whole country. 19  Major Provisions in Right of Children to (10) Provisions are made to evaluate Free and Compulsory Education Act, the learning outcomes decided for 2009 standard 1st to 8th through Continuous (1) Every child (male or female) of age from Comprehensive Evaluation. 6 to 14 years shall have the right to free This is world’s first Act where the and compulsory education. responsibility of students’ primary school (2) According to this Act, the duties of admission, attendance and completion of Central government, State government, curriculum is given to Government. In other Parents, Guardians are mentioned. countries, this is parent’s responsibility. (3) This act explains a set of rules and legal provisions related to the responsibility Internet my friend of school for education, age of the child for school admission, rules of school Find the document of Right of Children admissions, criteria for evaluation of to Free and Compulsory Education Act, 2009 child, punishment to be given to children, with the help of Internet and study its details. duties of teachers, standards of schools and school development plans. Discuss it (4) As per this Act, no child admitted in any (A) Organize a discussion in your school shall be held back in any class or classroom regarding comparison expelled from school, or it will not be between National Education Policy made compulsory to pass in examination 1986 and National Education Policy conducted by board till the completion of 2019. elementary education. (B) Discuss about similarities and (5) There is a special provision for dropout children to take education with peers. differences in National Curriculum Framework 2005 and Maharashtra (6) It is obligatory for every private school to keep 25% seats reserved for children State Curriculum Framework 2010. who belong to poor families. (C) Discuss in detail the provision laid (7) Taking child’s or parents’ interview, down in 'Right of Children to Free and donation or charging capitation fee Compulsory Education Act, 2009. in government or private schools is (D) Discuss the recommendations prohibited. regarding secondary education as (8) Provision is made for conducting surveys given in the Secondary Education and finding children who need to be Commission (Mudaliyar Commission) educated and also to admit them. and Indian Education Commission (9) Under this Act, central government gives (Kothari Commission). good financial assistance and entrusts responsibility of its implementation to state and local self government.

20 Exercise Q.1 (A) Complete the statements by selecting (C) Write the answers in one sentence. the appropriate option from the given (1) Who was the Chairman of University options. Education Commission ? (1) 'The destiny of India is being shaped in her (2) Who prepared the draft of the report of Indian Education Commission ? classroom' is said in ...... (3) From when the 10+2+3 pattern of education (a) University Education Commission came into force ? (b) Secondary Education Commission (4) What is the age group of children mentioned (c) Indian Education Comisssion in Right of Children to Free and Compulsory (d) National Education Policy 1986 Education Act, 2009? (2) Navodaya Vidyalaya is established under Q.2 State your opinion about the following ...... statements. (1) Right of Children to Free and Compulsory (a) University Education Commission Education Act, 2009 will surely help in (b) Secondary Education Commission universalisation of primary education. (c) Indian Education Comisssion (2) Knowledge gained in school and university (d) National Education Policy 1986 education need to be applied in day to day (3) ...... is not a core element. life. (a) History of India’s Freedom Movement (3) Indian Education Commission considers of (b) Neatness Pre-Primary to Higher education in totality. Q.3 Write the short notes. (c) Protection of environment (1) Salient features of Maharashtra State (d) Equality of sexes Curriculum Framework 2010 (4) 'Education is an unique investment in the (2) Major Recommendations given by present and the future' is a cardinal principle Secondary Education Commission of ...... (3) Salient features of National Education (a) Secondary Education Commission Policy 1986 (b) University Education Commission Q.4 Explain the following in about 50 to 80 (c) National Education Policy 1986 words. (d) Indian Education Commission (1) Aims of education mentioned in National Curriculum Framework 2005 (B) Identify the correct correlation between column 'A' and column 'B' and match (2) Major objectives of National Educational Policy 1986 them. (3) Major Principles of Maharashtra State Column 'A' Column 'B' Curriculum Framework 2010 (1) University Education (a) 2010 Q.5 Write the answers for the following in 100 to Commission 150 words. (2) Secondary Education (b) 1964 (1) Explain major objectives of Indian Education Commission Commission. (3) Indian Education (c) 1948 (2) Write major provisions of Right of Children Commission to Free and Compulsory Education Act, (4) National Curriculum (d) 1952 2009. Framework (3) Explain the importance of 10 core elements mentioned in National Education Policy (5) State Curriculum (e) 2005 Framework 1986 in your life.  21 Chapter 3. Socialization

3.1 Socialization 3.2.4 Role of Teacher in Social Transformation 3.1.1 Concept of Socialization 3.3 Mass Communication Media 3.1.2 Role of Education in Socialization 3.3.1 Concept of Mass Communication Media 3.2 Social Transformation 3.3.2 Types of Mass Communication 3.2.1 Concept of Social Media Transformation 3.3.3 Benefits of Mass Communication 3.2.2 Characteristics of Social Media Transformation 3.2.3 Factors which bring in Social 3.3.4 Limitations of Mass Transformation Communication Media

3.1 Socialization secure a prestigious position in society evolves Man is a social animal. He cannot live in them, they acquire skills necessary to obtain alone. He exists as a part of the society. It is that position; then they attain a sense of the process of socialization that ensures this responsibility are some of the many important convergence. Socialization plays a vital role in things that are involved in the process of the development of a human being. For a socialization. An individual adjusts oneself progressive and mature society, its organization, first with familiar environment, then with the growth and development of individuals; the educational environment and finally with process of socialization is crucial. For an social environment before he/she is accepted individual to function as a part of society, he/ by the society. This is the complete process she must be well versed with the dynamics of of socialization. the social environment around. This connection According to Watson, “Socialization is a must get initiated at early stage of life, i.e. social and psychological process.” childhood. Socialization facilitates this connect. According to Harry Johnson, 3.1.1 Concept of Socialization “Socialization is the education that empowers Process of socialization is interdependent a learner to fulfill his/her role in the society.” i.e. it takes place between an individual and the society. It is an interaction through which Lets tell the growing individual learns the habits, attitudes, values and beliefs of the social What is the comprehensive definition of group in which he is born and he accepts socialization ? them. Because of socialization, we learn to 3.1.2 Role of Education in Socialization understand and appreciate the societal norms According to Brown, Education ensures and behave accordingly. For proper transformation of a child in a controlled development of children's personality, it is environment in schools and with formal essential that we imbibe moral norms and methods, socialization of the children occurs values in them. The social, psychological in proper manner. School and teachers hold a process related to this, is called socialization. great responsibility in this process. Children observe discipline, an ambition to 22 (1) Education is an effective medium Discuss it for socialization. Language is a primary medium of communication What should be the role of education and interaction between individuals. in the process of socialization in the modern This interaction drives and affects world ? socialization. Abilities which are crucial 3.2 Social Transformation for socialization such as understanding Change is innate nature of man. Society others, expressing self as well as also changes continuously. Social empathizing with the others, learning a transformation means to change the existing language, getting to know about people parameters of a societal system with purpose. around us who have good character, Meaningful changes in the behaviours and tells us a lot about values and culture. beliefs of an individual and a group of (2) Education makes and ensures process of individuals which last long, lead to social socialization to remain democratic. change. It leads to change in the social (3) Because of education, relation among structures, interactivities and interactions, all staff members of school and the emerging trends and schools of thoughts. This students becomes friendly and cordial. is called as social transformation. (4) Because of education, moral values, 3.2.1 Concept of Social Transformation rules are understood and social control is Social transformation refers to the changes in social organization and interrelations. The maintained. This leads to socialization. consideration of modernization and futurology (5) During the process of socialization are also important in social transformation. through education, maintaining social Not all changes in the society mean social balance is a priority. Education nurtures transformation. The change that has an impact the ability amongst the students to resist on the entire social structure, can be referred the destructive currents in the society. to as social transformation. Social (6) Education offers knowledge, values, transformation, at times, is slow or rapid. It competencies, perspectives, social is, at times, peaceful or violent. experiences necessary for socialization  Definitions of Social Transformation of the students. Thinkers have defined social (7) Schools offer vocational education transformation as follows : leading to entrepreneurship. (1) Dr. Harry Johnson : ''In its basic sense, Education plays a vital role in the process social transformation means change in of socialization. Through education the social structure.'' students are molded into responsible citizens. (2) Spencer : ''Social transformation is To achieve successful understanding of new social evolution.'' ideas, education tries constructively through socialization. Proper motivation, reward and Remember it punishment should be used judicially for a new learner's good education. In order to achieve 'Social system means a set of interrelated proper socialization of the children, the school and interdependent entities.' e.g., – Family environment should be conducive for it. system, Education system, Governance system.

23  Process of Social Transformation 3.2.3 Factors which bring in Social Social transformation reflects desirable Transformation changes in the social functions, framework Physical Factors Movements and relationships. It also reflects the changes Political Factors in attitude, various interrelationships, thinking Social Tradition, as well as socio-cultural organization. Values and Laws Factors Economic which bring Factors e.g., In olden days, husband and wife had in Social different kind of relations. Husband was chief Transformation Population of the family and used to earn to run the Modes of Transport family. Women did not have access to education and social life. She was confined Social and Industrial Factors Cultural Factors to only house hold duties. However, we see Scientific and Technology based Factors women taking leading positions in the society today in all fields like industry, education, (1) Physical Factors - These include politics, social work etc. She is not confined physical calamities such as earthquakes, to household chores. This fundamental change eruption of volcanoes, fires and other geographical aspects. in relation between husband and wife is 'social transformation'. (2) Political Factors - e.g., World war, changes occurring due to freedom 3.2.2 Characteristics of Social obtained by a country. Transformation (3) Economic Factors - Effect of Economic (1) Social transformation is dynamic. condition of an individual and that of (2) Social transformation is inevitable for the country, poverty, inflation on human the development. life. (3) Social transformation is dependent on (4) Industrial Factors - Industrialization changing needs of the society. It is brought in significant social driven by the changing aspirations of transformation. e.g., Industrialization individuals, the new ecosystem that caused urbanization and effects of evolves to address the changing needs, urbanization. new technology, new economy and new (5) Scientific and Technology based work culture. Factors - Advances and researches in (4) It is certain that transformation occurs science and technology have led to rapid with support of rational thoughts. social transformation. e.g., Robotics, However, its nature is uncertain. Computers, Internet, Communication (5) For conceptualizing social technologies. transformation, a comparative approach (6) Social and Cultural Factors - In today's is required to be adopted. We cannot computer age, we can see rapid rise of make a statement about social new social, moral and political values. transformation without comparison. These cultural changes cause social e.g., two communities, two societies, transformations. Great personalities also bring about social transformation. e.g., two time-spans etc. Dr. Babasaheb Ambedkar, Mahatma (6) Social transformation is a directional Phule, Mahatma Gandhi, Dr. Panjabrao concept. It has a direction. It may lead Deshmukh. to progress or regress. 24 (7) Modes of Transport - Fast modes of people. Their own viewpoint of social transport and commutation have brought transformation should get developed. major transformation in the pace of Teacher's role is very important in living. nurturing the habit of thinking. By doing (8) Social Traditions, Values and Law - so, they can make the students do away Examples of social transformation due with unacceptable social customs and to these factors are – French, Russian traditions and on the other hand, they and Chinese revolution. Law and (teachers) can imbibe new thoughts and Judiciary can also enforce social customs into students' minds. transformation. (2) Teacher should focus on nurturance of (9) Movements - Various movements drive thinking skills and creativity of a child, social transformation. e.g., Quit India as it would empower him/her to bring movement, Dalit movement, Women about desirable and appropriate change liberation movement. Leaders like Gopal in the society. Ganesh Agarkar, Maharshi Karve, (3) Empowering a child by nurturance of Mahatma Phule led mass movements transformational attitude, approach, out for social reforms and gave direction to of the box thinking abilities, should be society. the primary objective of the teacher. (10) Population - Population is not a stable (4) Teacher should encourage students to be factor. It is dynamic in nature and lifelong learners by attaining learning varies. Hence it has a significant impact skills. on social transformation. e.g., change in (5) Teacher should ensure nurturance of male-female ratio affects social customs social and moral values and scientific and traditions. attitude as per new social system. Internet my friend (6) Teacher should ensure development and attainment of skills by the student  Search on internet for other factors relevant to economic growth. affecting social transformation. (7) Teacher should design innovative  Collect information about two great experiments, projects and syllabus to personalities and social reformers through develop various skills in the students. search on internet. Understand and study (8) Teacher plays an important role for how they brought about social imbibing democratic culture and nurture transformation. leadership qualities in students. 3.3 Mass Communication Media 3.2.4 Role of Teacher in Social Transformation 3.3.1 Concept of Mass Communication In the social transformation that happens Media through school, role of a teacher is very In today’s world of science and technology, important. Teachers role in social individuals learn, attain knowledge and get transformation is as explained below : experiences through formal and non formal (1) Students should get in touch with education modes. Mass communication media different strata of society, understand are not just for entertainment but they offer 25 lots of information on various subjects. Using 3.3.2 Types of Mass Communication Media mobiles and internet, one can reach out to Types of Mass Communication Media many people at once. News spreads from all over the world through mass media instantly. Print media Broadcast media Web media Mass communication media are extremely important in social education. Literate as well as illiterate get access to knowledge and Newspapers Radio Internet entertainment. Children, youth, women, men, Periodicals Television Teleconferencing farmers, artists, industrialists – everyone gets Books Film Blog useful knowledge and information through Encyclopedia Podcast mass media. Happenings and events across Mobile the world, including natural disasters, (1) Print Media discoveries and researches, entertainment (1) Newspapers - Newspapers reflect our including drama, films, serials etc. can be daily life. It is an important mass accessed through mass media. Things relevant education media. It is also a very good for a better life including health and yoga are media for advertising. It is an informal also spread through mass media. In short, media of education. mass media encompasses every aspect of our  Benefits of Newspapers lives. Mass communication media saves time (1) Newspapers contribute to formation of and money while making information, public opinion. knowledge, entertainment available to us. (2) Newspapers publish the opinions of 'Media that effectively connect to a group social, political leaders, industrialists for of people simultaneously, is called 'mass public at large. communication media.' (3) Newspapers play a major role in social 'Media that communicates ideas, transformation. expressions, attitudes, opinions etc. to more (4) They provide information about nation's and more number of people simultaneously is economic status, production and national called as mass communication media.' income. Do you know? (5) Newspapers spread knowledge for children. During the later half of 15th century, (6) Newspapers improve the general invention of printing press gave us exposure knowledge of public. to mass media, leading to publication of (7) Secondary education examination newspapers and books on a large scale. In related information also gets published 1920, the word ‘media’ was coined. Concept in newspapers. of mass media was earlier limited to print (2) Periodicals - Currently importance of media. Later, during post second world war, periodicals among the print media is television and radio media got introduced certainly notable. Periodicals function and became popular. Today, internet is the similar to the newspapers. They follow a certain peridocity in publishing. Based most popular mass communication media. on this periodicity, they are classified as 26 weekly, fortnightly, monthly, bi-monthly, (7) Telephone directories, railway timetable, quarterly, half yearly, yearly etc. ST time table, government gazette are Although there are many similarities useful books for public communication. between newspapers and periodicals, the (4) Encyclopedia - Encyclopedia are for periodicals do not cover daily news. references. Libraries have special section  Benefits of Periodicals for encyclopedia. Different types of (1) Printed information is accessible for a encyclopedia related to different faculty specific subject throughout. or discipline of knowledge are available. (2) Just like newspapers, periodicals also Encyclopedia are written by many contribute to people's education. experts in collaboration. Some (3) Many periodicals have historical encyclopedia are about general background and prestige. knowledge and some are about a specific (4) Most of the periodicals are dedicated to subject. Some encyclopedia run through specific subjects. many volumes. Wikipedia available on (5) Although not as large as newspapers, the internet is an encyclopedia. some space of periodicals is dedicated to Encyclopedia store and make the detailed advertisements. information of an event, a person and a (6) Reviews about theatre, films, television concept available to the researchers and as well as books are published in common people. periodicals and hence they have gained  Benefits of Encyclopedia importance. (1) Important information can be retrieved (7) Special periodicals dedicated to quickly with the help of encyclopedia. education, medicine, science and (2) Detailed information is available in the technology publish key researches and encyclopedia. knowledge and are of specific importance (3) Encyclopedia are easily available. to experts from the respective fields. (4) Information in the encyclopedia is (3) Books - Books are the source of organized in alphabetical order, so it is knowledge. Since centuries, books are easy to find required information. companions of human beings as a (2) Broadcast Media knowledge resource. Considering this, it (1) Radio - Radio takes knowledge even to is said that books are our teachers. rural areas. It is considered as an effective  Benefits of Books : medium for informal education. Many (1) Books are the gateway to knowledge. programs for social education are (2) Books store information related to life as broadcast on radio. Those who are not well. able to complete their education are (3) Public communication is effectively done through the books. (4) Books spread thoughts to many readers. (5) Books are also useful to communicate government public schemes. (6) People's education can be effectively done through books. 27 benefitted from these programs. Gandhi National Open University Continual education services are offered (IGNOU) runs such programs. Through for people who want to learn while they television, many programs for different earn. Since it is a mass media, many sectors and disciplines such as science, people can listen to the audio programs technology, agriculture, health and yoga simultaneously, i.e. at the same time. are broadcast even in regional languages. Skillful audio lessons by experienced (3) Films - Films contribute to establishing school teachers, educators are braodcast national integration, social integration through radio. Language learning and global harmony. Films have a great programs are broadcast. News broadcast impact on society and minds of many brings world news to the listeners. people as a group. Different types of Listening to the programs on radio films create varied impact on the reduces mental stress, provides audience. entertainment. (2) Television - In addition to entertainment, television is also a mode for non-formal and informal education. Different types

e.g., religious or historic or social movies influence the students very much. This media can be used effectively to spread the importance of ethical values and presenting idols. Documentary films can of programs on television are designed to be explored as a good media for impart meaningful and useful information educational communication. Because of for the students. Students gain from movies, children get opportunities to knowledge and experience at once. e.g., display their acting talents. Through programs related to rarely found animals, movies, information about science, wild life, healthcare, etc. It is observed social science, medical sciences can be that if the programs are based on the given to people. educational content being studied by the (3) Web Media students, intense content is imparted in a (1) Internet - Internet is an important short time period and also they are facility which we have got due to entertained. Television, being an audio- computers. Innovations in information visual media, helps the audience to technology has led us to a most effective experience activities which cannot be mass media in today's world – internet. seen physically. Different types of This is a revolutionary, trend setting, programs add to educational value of technology that has enabled mass media television, such as literacy campaign, eradicating superstitions, health education, national integration etc. Open universities also use television as a prominnent medium for telecast of educational programs. e.g., Indira

28 of 21st century. It has opened up Through teleconferencing mode, gateways of infinte knowledge and two or more people from two or more information to the world. It empowers distant locations can be connected global connect. through electronic media and internet. It The use of e-mail is the most is also called as telecommunication popular use of internet. F.T.P. and Telnet system. FTP have also become usual things. FTP means File Transfer Protocol. This enables the transfer of files using computers. Using Telnet, we can get connected to other computers.  Benefits of Internet (1) Internet facility enables us to search any Using this media, archived information that we need. documents, records and instructions (2) The facility of Net news enables us to received through computer can be sent/ upload information or articles on any received to/from other people. For such subject. communication, we need a computer connected to internet, a video camera, (3) Internet is very useful in commercial microphone, a speaker, a projector and a transactions, buying-selling, service television or a monitor. provisions, supply etc. Now-a-days this advanced (4) Through internet, online application for technology is frequently used in corporate examination can be sent. company set up, for education, for (5) Examination results can be declared training of employees and even by the through internet. judiciary system. In accordance with the (6) Internet enables us to appear for any modern education system, examination anywhere through online telecommunication is used in universities. mode. Indian government officials confer with (7) Various games and books are made officials from different countries and available on internet. also carry out many international (8) In the field of education and especially functions using this medium. in research; internet is very important  Benefits of Teleconferencing for finding the references. (1) The mode of teleconferencing can be (9) Because of internet, various websites especially useful in distance education. are available to get information. (2) Students and teachers can get instant (2) Teleconferencing - Teleconferencing is feedback from each other. an electronically enabled medium for (3) It helps in easily communicating with communication. There are different teachers and experts. types of such conferencing. (4) It is useful for spread-out population. (1) Video conferencing (5) Teleconferencing can help to motivate (2) Audio conferencing small as well as large groups for work. (3) Audio-graphic conferencing (6) It helps in time management. (4) Computer conferencing (7) Teleconferencing is a good means of 29 exchanging information and experience, (5) We can write in any language. writing reports, conducting surveys, (6) Blog writing does not need anyone's joint researches etc. permission. (8) They help in achieving new suggestions (7) In one blog, any number of articles can and experiences in various fields. be written. (9) Teleconferences are useful for time (8) Blogs never get deleted automatically. saving as well as cost saving. (9) It enables to publish family album of (3) Blog - Earlier the term used was web tour or film review etc. by using different log. John Berger, an American blogger audio visual media in an attractive way. coined this term. Blog is known by the (10) It helps in contributing to our day-to-day name of its writer. work. (4) Media Store (Podcast) - Only writing or reading does not add to our knoweldge. To get information in various fields, we use 'You Tube'. But now we are slowly

Writing on a blog is known as blogging. Blog is a special kind of website. Anyone who thinks and wishes to tell one's own thoughts to others, can create own blog and easily publish his/ shifting to only listening. Many means/ her own thoughts. Almost all blogs are equipments are used for listening. One of in the form of online diary. This is, in them is podcast. Podcast means 'Media fact, a contradiction. Diary, by its own Store'. Audio file of stored data can be nature, is very private. As against this, blogs are open to the world and anybody listened using 'I Pod' or 'Media Player'. can read them. Every new entry made There are many websites that upload on the blog appears at the top and podcast communication media, files therefore anybody who opens the blog (documents) besides the articles and can first read those new entries. Blog is videos. These files can be downloaded an audio-visual medium. it is a kind of by user website and listened using own website or part of a website. Own computer or other audio players. This thoughts, information about a program, process is known as podcasting. The sketches, videoclips, music and sounds person who produces this audio file is can be made available to all. called podcaster.  Benefits of Blogs  Benefits of Podcast (1) Our knowledge and experience can be (1) Using podcast, you can motivate people shared with others. for doing good work. (2) Our opinions regarding points of interest (2) If you are a good writer or singer, you can be shared. can make use of podcast. (3) We can be connected with like minded (3) In travelling we can listen to various people. programs through podcast. (4) We can publish our writing for the world (4) We can talk in various langauges and at no cost. search any information. 30 (5) Mobile Phone - Mobile phones were (6) Culture Transition, Propagation - It is used in 1969 in Japan for the first time. useful in propagating religious and But from 1998 they evolved as mass cultural programs with factual communication medium. Mobile phone information. is a medium that creates interaction. Its (7) Distance Education - Distance education basic feature is that we can take it is delivered through mass media, thereby anywhere and always remain connected offering opportunities of education to to others. masses. Those who for any reason are deprived of education – school or college can complete the education in distance mode. Doordarshan telecasts special programs for distance education. (8) Messages from National Leaders - on special occasions such as 15th August,  Benefits of Mobile Phone 26th January or in some emergency (1) Immediate contact can be done. situation, national leaders, especially the (2) Easy to handle. President, the Governor, the Prime (3) Anytime available. Minister, the Chief Minister address the (4) Multipurpose use like recording, sending nation or state. The message gets messages and invitations. broadcast to people through these media. 3.3.3 Benefits of Mass Communication Media (9) News - Through news, people get the (1) Visual Experience - Visual experience information about the key events in the is long lasting as well as easy to State, the Nation instantly. The visuals comprehend as compared to just audio communicate the authenticity of the information. news. e.g., situation during the strike, (2) Benefit of Knowledge of Experts - people present at a public meet. The Lakhs of students can benefit from the knowledge of an expert teacher and not address is available in their own words. just few. Even the proceedings of the parliament are telecast through news channels (3) Mass Education - Mass communication media plays an important role in mass giving information about the functioning education. Society gets new values, new of the Government. thought processes through this. (10) Entertainment - Communication (4) Cultural Ethos - Television can through mass media was basically showcase the cultural ethos of the society. created for entertainment. Entertainment e.g., – tribal culture, their traditions, media can contribute to mass education customs, food etc. by spreading a message as in a suger (5) Exhibit of different Special Places - coated pill. Value education for topics, World is full of amazing places. Each such as, importance of cleanliness, place has its own special culture and threats of addiction, etc., if given through characteristics. It is always good to visit speeches, may not be effective. However, the place, however it may not always be if the same message is delivered in form possible. of a story, the impact is much better. 31 3.3.4 Limitations of Mass Communication (8) Excessive impact of mass media may Media cause cultural harm and decline in (1) Possibility of incorrect or vague message socialization. can be spread. (9) Over use of mass media may lead to (2) Commercialization increases because of loss of learnability. advertising. (10) Students may go away from earning real (3) Traditional forms of art and entertainment life education and living an ideal life. take a back seat. (11) Publicity earned through media is two- (4) Political parties may misuse broadcast fold weapon. It can be earned quickly, media for their agenda. but can malign the image quickly as well. (5) Media, at times, promotes flamboyance Mass communication media are proving or exaggerated exhibits. to be effective for gaining knowledge as well (6) Wrong policies and incorrect values as entertainment everywhere. Urban-rural, may get spread quickly. literate-illiterate, poor-rich, employees, (7) Poor class programs broadcast on entrepreneurs; every one’s daily life has a television may damage cultural and continuous impact of mass media. Mass media social ethos. is also important and useful for education.

Complete the Crossword * Down * (1) (5) (1) Application for examination can be (3) done through this media. (3) This technology is useful in training the employees in various industries. (2) (5) This medium is useful in publishing the material related to examination at secondary level. * Across * (2) Through this, many programs of open university are transmitted. (4) It is very useful for nurturing ethical values and ideals.

(4)

32 Exercise Q.1 (A) Complete the statements by selecting Q.2 State your opinion about the following the appropriate option from the given statements. options. (1) Social transformation is dynamic. (1) Socialization is a ...... process. (2) Internet has both advantages and (a) Social (b) Psychological disadvantages. (c) Cultural (d) Economic (3) Publicity through mass media is two-fold (2) Desirable transformations in social structure weapon. means ...... Q.3 Complete the concept designs. (a) Socialization (b) Social transformation (1) Type of mass Benefits (c) Social control (d) Cultural transformation Sr. Media communication (3) ...... is an effective medium for mass No. education. media ...... (a) Television (b) Newspaper (1) Newspaper (1) (c) Books (d) Periodicals (2) ...... (4) Changing modern communication ...... technology is an example of ...... factor (2) Television (1) affecting social transformation. (2) ...... (a) Movement ...... (b) Industrial (3) Mobile (1) (c) Cultural (2) ...... (d) Scientific and Technology based (5) Video conferencing is a ...... type of (2) mass communication media. Sr. Factors of social Examples (a) One way visual No. transformation (b) One way audio (1) Physical factors (1) ...... (c) Two way visual (2) ...... (d) Two way audio-visual ...... (B) Identify the correct correlations between (2) Scientific and (1) Technology based factors items in Column 'A' and Column 'B' and (2) ...... match the pairs. (3) Movements (1) ...... Column 'A' Column 'B' (2) ...... 1. Periodicals (a) Web media Q.4 Write the short notes. 2 Radio (b) Auditary media (1) Importance of socialization 3. Television (c) Print media (2) Nature of social transformation 4. Podcast (d)Audio-visual media (3) Print media (C) Write the answer in one or two words. (4) Benefits of mass communication media Q.5 Explain the following in about 50 to 80 (1) Name the factor causing socialization through words. interactions amongst two groups of same (1) Various factors of social transformation age. (2) Any two web media in mass communication (2) Men and women get equal right of media education by law. What does this example Q.6 Write the answers for the following in 100 connote ? to 150 words. (D) Write the answers in one sentence. (1) Explain the role of education in socialization. (1) What is the meaning of socialization? (2) Explain the meaning of mass communication (2) Write the definition of social transformation. media and describe their types. (3) What are mass communication media? (3) Describe the role of a teacher in social (4) Write two examples of print media. transformation.  33 Chapter 4. Learning Process

4.1 Learning Process 4.2 Theories of learning 4.1.1 Concept of Learning Process 4.2.1 Theory of Trial and Error 4.1.2 Nature of Learning Process Learning 4.1.3 Characteristics of Learning 4.2.2 Theory of Insightful Learning Process 4.1.4 Factors affecting Learning 4.1.5 Transfer of Learning 4.1 Learning Process environment. This change is supposed to be Learning is an important process for the relatively permanent. Learning involves many students. Students need to learn to gather physical and mental activities. Appropriate information and knowledge, to excel in learning brings change in behaviour that is long examination, to imbibe good study habits, lasting. Learning causes changes in knowledge, for progress in education, for professional attitude, values, skills etc. of an individual, progress, to elevate the living status, to be which are reflected through that individual's a successful individual, to lead a happy behaviour. When change in behaviour of and satisfied life and to achieve personality an individual's affective, cognitive and development. In this unit, we will study about psychomotor domain occurs, we can say that the learning process. learning has taken place. Change in cognitive 4.1.1 Concept of Learning Process domain means development of thinking power An individual begins learning since birth, due to acquisition of knowledge. Change in which goes on till death. Learning is a natural affective domain means change in individual’s and continuous process. Our senses should emotions, values, interests and attitude. be active for effective learning. Man has Change in cognitive or psychomotor domain achieved progress due to constant learning. means change in individual’s physical Psychologists have defined learning in various movement or activities. On the basis of this, ways. Few of the definitions are given below : We can describe the nature of learning. According to Norman L. Munn, 4.1.2 Nature of Learning Process ‘‘Learning is the permanent adaptation while (1) Goal (oriented) - Learning process responding to the situation." leads to goal. Every person has a goal According to Murphy, ‘‘The term learning in life for which he/she learns. Without covers every modification in behaviour and a goal, learning will not happen. perception.’’ (2) Motivation - Motivation is essential for According to Crow and Crow, ‘‘Learning learning. Motivated individuals urge to is the acquisition of habits, knowledge and achieve the goal through learning. attitudes.’’ (3) Path Searching Movement - After We can conclude from the above motivation, an individual tries to find definitions that learning means the process the correct way to reach his/her goal. of bringing purposeful change in one’s own (4) Adjustments - It is very important to self, according to surrounding situation and do adjustments while learning. 34 (5) Repetition - Learning should be repeated (13) Knowledge acquired by learning can be several times to avoid forgetting. applied in another kind of learning. (6) Insight - Learning should be done with (14) Learning helps in comprehension. comprehension of gist, so that gained knowledge shall last for a long duration. Think about it (7) Restructuring of the behaviour - While learning, as we go on enriching our We learn to use computers, music, experiences, we also go on restructuring cooking, driving, swimming, playing games the behaviour and planning the right and various other activities and also try to become skillful in doing those activities. actions. Think in order to learn, how the characteristics mentioned above can be applied to learn and Remember it become skillful.

None of the living organisms require 4.1.4 Factors affecting Learning to be taught how to learn. Butterfly comes For effective learning, we need to consider out of the cocoon woven by a larva around the factors that affect learning. Factors itself, cow regurgitates, sparrows build their affecting learning are as follows : nests, birds fly in circular movements, find Factors affecting Learning food for living, infant sucks a toy/thing etc.

All these activities are natural. Internal Factors External Factors 4.1.3 Characteristics of Learning Process On the basis of various definitions and (1) Age (1) Family and Social nature of learning, we can state the following Background characteristics of learning process : (2) Maturity (2) Previous Experience (1) Learning is a fundamental process of (3) Motivation (3) Conducive Environment human life which leads to the progress. (4) Attention and (4) Nature of the Content (2) As Learning is a psychophysical process, Interest it is necessary that senses should be (5) Will Power (5) Method of Learning active. (3) Learning is a continuous process.  Internal Factors - These factors are related (4) Learning is a purposeful and goal to individual learner. oriented process. (1)- Age Learning ability increases with (5) Learning involves a specific sequence. the increasing age. It increases upto a (6) Internal and External motivation is certain age. essential for learning. (2) Maturity - Physical and mental maturity (7) Learning brings desirable change in the makes learning easy. behaviour. (3) Motivation - For any kind of learning, (8) Capacity of adjustment increases due to urge of learning is essential. It means, learning. for learning, internal and external (9) Learning is firmly rooted through motivation are essential. practice and constancy. (4) Attention and Interest - Students focus (10) The changes in behaviour caused due to attention on a subject if they have learning are progressive in nature. interest in the same. (11) Acquisition of new things is expected to (5) Will Power - If there is a will to learn, happen through learning. learning happens. Dynamism in learning (12) The knower, the knowable and the minimizes, if the person is exhausted knowledge are trilo of learning. and bored. 35  External Factors - These factors are related commands, understanding diagramatical to the environment. representation are all parts of this learning. (1) Family and Social Background - Inspiration from different sources leads to The family and social background of learning, such as to know something new, self a student includes culture, language, progress, to be independent, to be happy, for economical status, physical resources, improving qualification etc. education of parents, values and so on. 4.1.5 Transfer of Learning All these factors affect learning. Experience gets transmitted if the (2) Previous Experience - The quality knowledge, skills, techniques acquired in of learning depends on the previous one condition, affect the knowledge, skills, experience of the learner. Previous techniques acquired in another condition; experience helps the learner to assimilate either in favourable or unfavourable manner and understand learning. or do not affect at all (zero effect); then it is known as transfer of learning. (3) Conducive Environment - Learning happens easily if there is a conducive  Types of Transfer of Learning environment. (1) Positive Transfer - Transfer of (4) Nature of Content - Learning learning is said to be positive when becomes simple, if the content is easy learning carried out in one situation to understand. On the other hand, affects favourably the learning in other incomprehensible content hinders situation or the learning a subject helps learning. to learn another subject effectively. e.g., (5) Method of Learning - Different it is easy to ride a motorcycle, if you individuals can have different methods know to ride a bi-cycle. The knowledge of learning. The kind of learning method of Mathematics helps while learning affects the pace of learning and decides Physics. whether it will help in attaining mastery (2) Negative Transfer - Transfer of learning over the subject. is said to be negative; when learning in one situation affects unfavourably Every activity is goal oriented. Learning the learning in another situation. e.g., is also goal oriented e.g., an individual learns a Marathi speaking person may not using computer for his business growth. Only be able to speak Hindi properly. In an knowing about using a computer is not enough, intercaste marriage, the woman finds but use of various softwares, imbibing the new it difficult to observe customs in the knowledge is equally important. Learning is family of in-laws. a continuous process. In learning, mental processes like concentration, critical analysis (3) Zero Transfer - Transfer is said to be and physical processes like-activeness, fitness ‘Zero’, when learning in one situation etc. are included. does not have any influence over the learning in another situation. e.g., Initially there are barriers while learning. knowledge of Mathematics will not We cannot act easily, do not understand a help to learn music. Grammatical rules topic due to which learning becomes difficult. of Marathi do not help to understand Whatever efforts we take to understand the formula in Physics. subject is known as adjustment. Learning for comprehending the knowledge about  Factors transferred through Learning computer includes understanding the relation (1) Knowledge - If one has the knowledge many parts of computer i.e. hardware of Sanskrit, then it is easy to learn and softwares, structure, process, various Marathi or Hindi. 36 (2) Techniques, Methods and Skills - One Experiment - Thorndike placed a hungry cat who can play tabla, can also play a in a cage. He kept fish in a plate outside the dholki proficiently. box. He observed the movements and reaction (3) Specific Vision and Loyalty Values - of the hungry cat. Hungry cat was randomly One who always speaks truth, will never moving trying to grab the fish. During these tell lies. One who behaves nicely will movements, suddenly the cat’s paw fell on never do anything wrong to others. a lever due to which the door of the cage  Advantages of Transfer of Learning opened and it could get the fish. In subsequent (1) New skills are developed in the students. experiments, it was observed that cat took less (2) It helps the students for generalization. and less time to come out of the cage and get (3) Helps in imbibing values within the students. the fish. Finally, the cat learnt to immediately (4) Qualities of having self confidence and press the lever and grab the food as soon as it remain goal oriented are inculcated in was kept inside the box. On the basis of this the students. experiment, the features of the trial and error (5) Creates interest for studies in students. theory can be stated as follows : 4.2 Theories of Learning (1) Motivation - As the cat was hungry, it Many psychologists have laid theories tried to get the food. on learning that are based on deep research. (2) Path Searching Movements - The cat We are going to study about Theory of Trial searched for various alternatives to and Error Learning and Theory of Insightful reach the goal. Learning. (3) Success by Chance - While searching 4.2.1 Theory of Trial and Error Learning for different alternatives, the cat by Remember it chance, put its paw on the lever and succeeded in getting the food. What efforts do we take while imbibing (4) Fixation due to Success - Since the the skills such as riding bicycle, swimming, cat could get the food after pressing the cooking, playing games etc? What mistakes lever, it learnt to get fish by eliminating do we make? How do we overcome these mistakes? How do we practise to master all useless movements and just pressing these skills? What is the motivation for the lever. doing these activities? On the basis of this theory, Thorndike has Edward Lee Thorndike, an American given three laws of learning : Psychologist conducted many experiments on (1) Law of Readiness - Learning happens animals to understand the process of learning. only if a person is physically and He published this theory in 1898 in the book mentally ready for learning. ‘Animal Intelligence : Experimental Studies’. (2) Law of Practice - For learning to do a specific act or to reach a goal, one has to constantly practise. Due to constant practising, one understands that act and it gets fixated. (3) Law of Effect - Actions resulting in happiness, pleasure, success are done frequently. Actions causing unhappiness, displeasure are avoided. 37 Experiment - Kohler placed two sticks which Remember it could be inserted within each other separately in the cage. He also kept some bananas Theory of Trial and Error Learning is outside the cage. When ever the chimpanzee also known as 'Learning through Errors'. felt hungry, he tried to pull the banana's with While studying we commit many errors. one stick alternately. This was tried by him Afterwards we correct these errors and try ample times. Once when he was very hungry, to avoid these errors in further study. while playing with the sticks, suddenly they  Educational importance of Theory of got inserted within each other due to which a Trial and Error Learning long stick was formed. The chimpanzee was (1) Consider the physical and mental surprised and was able to pull the bananas maturity of students for learning. placed outside the cage. By repeating the (2) The content matter should be practised act, the chimpanzee could get bananas many enough. times. (3) Proper motivation for learning should be On the basis of this experiment, Kohler created among students. stated three steps of learning : (4) There should be cordial relationship (1) Realize the problem pertaining to the between the student and the teacher for environment. successful and effective learning. (5) Student's success in learning should (2) Realize the interrelationship or insight be rewarded and appreciated by the between various elements. teacher. (3) Finding the solution of the problem. 4.2.2 Theory of Insightful Learning  Educational Importance of Theory of Insight means the capacity to gain holistic Insightful Learning understanding of some event or action. In (1) Objectives of learning should be simple this theory it is important to understand the and clear, so that it will be easy for the correlationship between the various factors of students to understand and hence the that environment or situation. learning will be successful. th At the end of 20 century, the impact (2) Teacher should use the maxim 'Whole of behaviourism decreased and structuralism to Part' while teaching. came into light. According to Wertheimer, (3) For successful learning, the teacher who was proponent of Gestalt theory and his should teach the skills to find out colleague Koffka and Kohler, learning should correlation, understanding differences be done as whole and not in parts. In 1925, and generalizations. German Psychologist Kohler proposed an alternative for Trial and Error method with (4) The level of subject matter should be theory of Learning by Insight. as per the age of the learner because problem solving ability increases with the age and the experience. (5) Student should try to solve the problem with own efforts. Teacher should help the student to solve the problem. In this way the students should make use of both theories of learning, namely 'Trial and Error' and 'Learning by Insight'. This would help to make their learning effective through self-efforts and problem solving. 38 Exercise Q.1 (A) Complete the statements by selecting Q.2 Complete the following concept designs. the appropriate option from the given (1) Write the steps followed by the hungry options. cat for getting the food in Thorndike's (1) According to Murphy, "Learning is experiment. modification in ...... "

(a) Attention and comprehension 1 2 (b) Comprehension and behaviour (c) Knowledge and behaviour 4 3 (d) Behaviour and perception (2) Change in individual's values, interests, and (2) Nature of Learning Process attitude is related to ...... domain. (a) Cognitive (b) Affective (c) Psychomotor (d) Knowledge (3) When a child uses his previous experience while reacting to new situation, the law of ...... is observed. Q.3 State your opinion about the following statements. (a) Effect (b) Readiness (1) Motivation is necessary for learning. (c) Practice (d) Proximity (2) Insight means a holistic understanding of a (4) When teacher tells Atharva, your writing is particular situation or action. very good; Atharva started writing stories. In Q.4 Write the short notes. this case Atharva's learning was influenced (1) Advantages of Transfer of Learning by ...... (2) Laws of Learning (a) Motivation (b) Maturity (3) Characteristics of Learning Process (c) Age (d) Willpower Q.5 Explain the difference. (1) Theory of Trial and Error Learning and (B) Identify the correct correlation between Theory of Insightful Learning Column 'A' and Column 'B' and match (2) Positive and Negative Transfer of learning them. (3) Internal and External factors affecting Column 'A' Column 'B' learning (1) Path searching Q.6 Explain the following in about 50 to 80 (a) External factors movement words. (1) Characteristics of theory of Trial and Error (2) Holistic understanding (b) Trial and Error Learning (3) Learning method (c) Zero Transfer (2) Educational importance of theory of insightful learning (4) Maturity (d) Insight (3) Impact of today's social environment on (e) Internal Factors students' learning Q.7 Write the answers to the following (C) Write the answers in one to two words. questions in 100 to 150 words each. (1) Write two factors which are transferred (1) Explain with examples educational through learning. importance of Thorndike's theory of Trial (2) Write names of two theories of learning. and Error Learning. (3) Write two external factors affecting learning. (2) Explain three stages of learning on the basis of experiment in theory of Insightful (D) Write the answers in one sentence. Learning. (1) What is transfer of learning? (3) Explain with examples what problems you (2) What is repetition? are likely to face due to the lack of transfer (3) Write definition of learning. of learning.  39 Educational Management Chapter 5. and Administration

5.1 Qualities of a good Educational Research and Training, Manager Maharashtra, Pune 5.2 Functions of the Teacher as a 5.4.2 Maharashtra State Bureau of Classroom Manager Textbook Production and 5.3 Functions of State Level Curriculum Research Main Educational Administrators (Balbharati), Pune 5.3.1 The Secretary of Education 5.4.3 Maharashtra State Board of 5.3.2 Commissioner of Education Secondary and Higher 5.3.3 Director of Education Secondary Education, Pune 5.4 State level Educational Institutes 5.4.4 Maharashtra State Council of 5.4.1 State Council of Educational Examination, Pune related to the education process. The only Lets tell solution to these challenges and problems is Effective Management. The nature of problems  What is Educational Management ? in the field of education are ever changing  What are the functions of Educational Managers? and thus to improve and maintain quality in  Explain the need and importance of education, management is important. Educational Management. 5.1 Qualities of a good Educational Manager Education is a comprehensive process In the previous standard, we have studied and it consists of main processes such as about the meaning, nature, objectives, need, Teaching, Learning and Evaluation. Teachers, importance and functions of educational Students, Schools, Textbooks, Educational management. The process of education includes Materials, Evaluation Tools play very aims, planning, organization, direction, control important role in fulfilling the objectives of and evaluation of educational activities. It also involves human factors such as government, Education. To bring the permanent change society, teacher, educationist, parents and in student's behaviour, classroom teaching students etc. Various physical resources like needs efficient use of educational resources. school complex, textbooks, laboratories are Role of a good educational manager is also important in the educational process. quite important in co-ordinating among All these components need to be managed human and physical resources for effective properly and efficiently. Modern technological use of education. Only a good educational advancements demand the need of proper manager can perform this task well with his management in all the fields and education educational planning, organizing, directing, is no exception. The scope of management communicating, controlling and motivating is widening day-by-day due to continuous skills. A good educational manager helps in changes occurring in educational, social, achieving aims and objectives of education. financial and political fields. Each day is A good educational manager should have marked with new challenges and problems following qualities : 40  Qualities of a good Educational Manager Discuss it (1) Educational Manager should be a good Discuss with your peers about the role planner. of headmaster in quality development of (2) Educational Manager should have good school. leadership qualities. 5.2 Functions of the Teacher as a Classroom (3) Educational Manager decides objectives Manager for an educational task and fulfils it by Classroom management is an art as well organizing and coordinating among all as a science. Other skills are of no use, if a teacher is not able to manage the classroom the components. properly and effectively. Teacher shoulders the (4) Educational manager should be a good responsibility of developing future responsible mentor in educational management and citizens of a country. In order to develop who he should motivate various factors to is capable of facing the challenges of future, teacher should perform the following roles : get the work done effectively. (1) Teacher should look after the attendance (5) Educational Manager should be a of the students in schools and make sure skilled, knowledgeable and studious for further improvement in it. person. (2) He should use variety of teaching (6) Educational Manager must be aware methods and educational materials as per the nature of the content. of various educational administrative (3) Teacher should take student's active policies and procedures for their smooth participation in the teaching-learning implementation. process. (7) Educational Manager should follow the (4) Teacher should create a democratic environment in the classroom rather than democratic principles. dictatorship. It will help to inculcate (8) Educational Manager should be able to democratic values among the students. adapt with new and innovative ideas, (5) Good behaviour of the students should thoughts and reforms in the field of be reinforced. Teacher should make Education. them realize about their faults and weaknesses, in a sympathetic manner. (9) Educational Manager should be (6) Self–discipline should be stressed in the accountable not only for the success but classroom. Intrinsic discipline should also failure in his task. be developed in the students, because (10) Self-discipline is an important quality of discipline under compulsion is not sustainable. Educational Manager. (7) Through teaching and learning, the (11) Educational Manager should be able teacher should motivate the students to evaluate every aspect of educational to gain new knowledge and improve process in an appropriate manner. or change the wrong or unwanted behaviour. (12) Educational Manager should be a good (8) Teacher should develop conducive communicator and should be able to classroom environment because entire deliver his ideas, thoughts, goals and success of teaching-learning process instructions in an effective manner. depends on classroom environment. 41 (9) Teacher should assume role of Counsellor (3) To prepare the final draft and plan about and a guide for the students having the educational matters as decided in problems. the Ministry. (10) As a classroom manager, time planning (4) To give proper advice regarding should be done for activities to be the recommendations made by the organized. Directorate of Education to the (11) Through classroom teaching teacher, Government. should channelize students’ thoughts, (5) To think about available resources in the capabilities and interests in a proper State and study the related financial and direction. administrative problems for effective (12) As an expert of classroom management, implementation of recommendations. teacher should be able to form groups, 5.3.2 Commissioner of Education choose a leader, to get the work done This post is created in order to bring through the team, according to variety of the activities. proper co-ordination in the regionwise work (13) Various educational aids and resources of various departments of school education, are required during classroom teaching. including all Directorates, effectively As a facilitator, teacher should make implement all schemes of the departments and available all the required educational take remedial measures, in order to improve aids at the required time, in the required the quality of education. number and in the required medium.  Major Functions of Commissioner of (14) Teacher should strictly adhere to the Education discipline, rules and imbibe the same (1) To bring co-ordination among all in the students. directors of education. (15) Teacher should act as a good (2) Effective implementation of all communicator between administration programmes. and students. He should be able to (3) To implement integrative measures to communicate students’ problems to enhance quality of education. management and vice versa. (4) To give permission to fill the vacant 5.3 Functions of State Level Main seats of D.El.Ed. Educational Administrators (5) To give permission to last chance for 5.3.1 The Secretary of Education admission to D.El.Ed by correspondence. The main function of Secretary of (6) To give permission to any change Education is to decide about the educational in medium to the divisions of Arts, policies of the State, understand and solve problems related to education and to give Commerce and Science streams in advice about educational matters to the granted/non-granted higher Secondary Education Minister. The Secretary of Education schools. acts as a link between the Minister for School (7) To give permission to show educational Education and the Director of Education. movies to the school children in the  Major Functions of the Secretary of State. Education (8) To give permission for co-education to (1) To give advice to the Minister for school secondary or higher secondary schools education about policies, resolutions for girls. and laws related to education. (9) To issue NOC and approval of renewal (2) To prepare the rough draft, framework to the schools other than those following and details of educational resolutions government curriculum such as CBSE, and laws. ICSE and IB schools. 42 (10) To monitor the work of Regional Deputy In order to make the educational programmes Directors of Education, Secondary qualitative and dynamic, it was renamed as Education Officers and their offices State Council of Educational Research and regarding the proper implementation of Training (SCERT), Maharashtra on 31st August their powers. 1984. This institute emphasizes on improving 5.3.3 The Director of Education quality of teachers' training programmes and educational research. The Director is The Director of Education of state the head of the institute and he is assisted education department administers and by Joint Director and Deputy Director. Class implements the policies and plans. He is I and Class II gazetted officers look after assisted by Joint and Deputy Directors of the working of various departments in the Education and Regional Deputy Directors of institute. All the departments work separately Education. He shoulders the responsibility of but in co-ordination with each other. SCERT implementing various programmes, policies, works under the School Education and Sports plans as decided by Education Department. Department, Maharashtra State, Mumbai. Looking after school education in state is his SCERT works through its various departments. responsibility.  Major Functions of State Council of  Major Functions of Director of Education Educational Research and Training (1) To give advice to the Education Minister (1) To improve the quality of primary regarding educational matters. education and develop research attitude (2) To implement the educational policies, in teachers. plans, orders and instructions received (2) To study the problems in internal from Education Secretary. evaluation process in schools and (3) To present plans for new educational suggest measures for improvement. programmes to the Government through (3) To reconstruct and reframe the curriculum the Education Secretary. of primary education, organize training (4) To exercise control over educational programmes and develop educational institutes. materials. (5) To sanction grants to educational (4) To control the working of District institutes. Institute of Education and Training 5.4 State level Educational Institutes (DIET). 5.4.1 State Council of Educational Research (5) To implement various programmes and Training, Maharashtra, Pune suggested by national institutes like NCERT, NUEPA, NCTE for State. Lets tell (6) To prepare the curriculum of Diploma in Elementary Education (D.El.Ed.) and to Which organization conducts educational reconstruct it as per the need. research and organizes training programs (7) To facilitate pre-service training for for teachers for quality improvement in teachers and organize in-service training education? for administrative officers, Education In 1964, a State Institute of Education Development Officers, clerks, teachers was established in Pune as per the policy of and teacher trainers, at all levels. Central Government to bring in comprehensive (8) To organize training programmes related improvement and quality in school education. to value education. 43 (9) To implement the admission procedure members. The main objective of this institute is in order to start the D.El.Ed. course. to publish the required school subject textbooks (10) To publish the magazine 'Jeevan and the educational material, based on the Shikshan.' Government approved curriculum and make it available at affordable prices to all. Let us know  Major Functions of Textbook Bureau (1) To produce, publish and distribute the Following are the major departments operating in the State Council of Educational school subject textbooks and other educational material for the students Research and Training, Maharashtra : as per the Government recognized (1) Human Resource Department curriculum. (2) Coordination Department (2) To evaluate the textbooks. (3) IT Department (3) To publish 'Kishor' magazine for (4) Language Department children. (5) Department of Social Sciences (4) To produce supplementary educational (6) Department of Art and Sports material. (7) Pre-service Section (5) To sanction research projects related to (8) Department of Equity curriculum and textbooks to the teachers (9) Department of International Education and to provide financial assistance. (10) Research Department The distribution of textbooks and Apart from this, the council has a good educational material published by the Textbook comprehensive library. Bureau is done by Regional Depots. These 5.4.2 Maharashtra State Bureau of Textbook regional depots are located at following nine Production and Curriculum Research places - Pune, Goregaon, Panvel, Nagpur, (Balbharati), Pune Amaravati, Aurangabad, Latur, Kolhapur and Nashik. Lets tell Let us know Which institute is involved in production of the school textbooks? Maharashtra State Bureau of Textbook Production and Curriculum Research is It is an autonomous institute established working under the following major Wings/ under the control of the State Government. It Sections : was established on 27th January 1967 on the (1) Academics recommendation of Kothari Commission. (2) Research Maharashtra State Education Minister is the (3) Store and Distribution Ex-officio Chairman of this institute. The (4) Computer Director of this institute is an officer, who is of (5) Production the grade of Director of Education, in education (6) Administration department. The governing body decides the (7) Finance policy of the institute. Governing body consists (8) Kishor of some Government and some non-government (9) Library (10) Internal Audit 44 5.4.3 Maharashtra State Board of Secondary Council of Examination.' The headquarter is and Higher Secondary Education, of this institution is located in Pune. Pune The examinations conducted by Maharashtra State Council of Examination Lets tell are : Which organization conducts 10th and (1) Diploma in Elementary Education 12th standard examinations and gives the (D.El.Ed.) marksheet and certificate? (2) Trained Teacher Certificate Examination (T.T.C.) In order to decide and implement the (3) Certificate Examination in Physical policies related to secondary and higher Education (C.P.Ed.) secondary education, Maharashtra State Board of Secondary and Higher Secondary (4) Middle School Scholarship Examination Education was established on 1st January 1966. (M.S.S.) The nine Divisional Boards are located at (5) High School Scholarship Examination Pune, Aurangabad, Nasik, Nagpur, Amravati, (H.S.S.) Kolhapur, Mumbai, Latur and Ratnagiri. (6) National Talent Search Examination  Major Functions of the Maharashtra State (State Level) (N.T.S.) Board of Secondary and Higher Secondary (7) Government Commercial Certificate Education, Examination (G.C.C.) (1) To give advice to the State Government on (8) Teacher Eligibility Test (T.E.T.) the policy matters, regarding Secondary (9) Rashtriya Indian Military College, and Higher Secondary Education. Deharadun, Entrance Examination. (2) To conduct Secondary and Higher (R.I.M.C.) Secondary annual examinations and (10) Departmental Examination (Clerical declare the results. grade), Eligibility test for Supervisor (3) To evaluate curriculum, teaching and post and eligibility test for Assistant examination procedures and to conduct Education Supervisors and related research to improve the same. officers. (4) To frame the rules and decide the criteria  Major Functions of State Council of related to annual examinations, criteria Examination about passing an examination and to (1) To plan and publish the comprehensive give certificates. arrangements examination. (5) To evaluate and control the working of (2) Major functions of state council of divisional boards. examination. (6) To publish the magazine 'Shikshan (3) To decide the district wise examination Sankraman.' centers as per the number of students. 5.4.4 Maharashtra State Council of Examination, Pune (4) To provide all the facilities at the examination centers. It conducts important examinations related to school education and vocational education. (5) To counsel schools, parents and students It was established in 1968 as 'Shasakiya regarding examinations. Pariksha Mandal.' Later on, it got converted (6) To plan and conduct the examinations. into an autonomous institution. From 15th (7) To confirm the security of the confidential August 2002, it is known as 'Maharashtra State materials of examinations. 45 Exercise Q.1 (A) Complete the statements by selecting (2) Who is the Ex-officio Chairman of the appropriate option from the given Maharashtra State Bureau of Textbook options. Production and Curriculum Research? (1) The ...... was established as per the (3) Which organisation publishes the magazine recommendations of Kothari Commission. 'Shikshan Sankraman'? (a) Maharashtra State Board of Secondary (D) Write the answers in one to two words. and Higher Secondary Education, Pune (1) Which magazine is published by State (b) Maharashtra State Bureau of Textbook Council of Educational Research and Production and Curriculum Research, Training Maharashtra? Pune (2) Which magazine is published by Maharashtra

(c) Maharashtra State Council of State Bureau of Textbook Production and Examination, Pune Curriculum Research? (d) State Council of Educational Research Q.2 Complete the following concept designs. and Training, Maharashtra Pune (1) (2) The head-quarter of Maharashtra State Bureau of Textbook Production and Examinations conducted Curriculum Research is located at ...... by Maharashtra State (a) Mumbai (b) Pune Council of Examinations (c) Nagpur (d) Aurangabad (3) Middle school and High school scholarship examinations are conducted by ...... (a) Maharashtra State Council of (2) Examination, Pune. (b) State Council of Educational Research Main Functions of and Training, Maharashtra Pune. Director of Education (c) Maharashtra State Board of Secondary and Higher Secondary Education, Pune. (d) Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. Q.3 Write the short notes. (B) Identify the correct correlation between (1) Functions of Maharashtra State Council of column 'A' and Column 'B' and match Examination them. (2) Qualities of a good Educational Manager (3) Maharashtra State Bureau of Textbook Column ‘A’ Column ‘B’ Production and Curriculum Research (State Level Educational (Year of (Balbharati), Pune Organisation) Establishment) Q.4 Explain the following in about 50 to 80 (1) State Council of Educational (a) 1968 words. Research and Training, (1) Major functions of State Council of Maharashtra, Pune Educational Research and Training, (2) State Council of Examination, (b) 1964 Maharashtra Pune (2) Major functions of Secretary of Education (3) Maharashtra State Board of (c) 1967 (3) Major functions of Maharashtra State Secondary and Higher Secondary Education, Pune Board of Secondary and Higher Secondary Education (4) Maharashtra State Bureau of (d) 1966 Q.5 Write the answers to the following questions Textbook Production and Curriculum Research, Pune in 100 to 150 words each. (1) Explain with examples the functions of (C) Write the answers in one sentence. teachers as a classroom manager. (1) Who gives the advice to the Minister of (2) Explain the main functions of Commissioner School Education regarding educational of Education. policies, resolutions and laws?  46 Curriculum and Chapter 6. Educational Evaluation

6.1 Curriculum 6.2 Educational Evaluation 6.1.1 Concept of Curriculum 6.2.1 Concept of Educational Evaluation 6.1.2 Principles of Curriculum 6.2.2 Continuous Comprehensive Evaluation Development 6.2.3 Examinations

Curriculum is the important means to fulfil the Lets tell aims and objectives of education. Curriculum  Which subjects have you studied so far is decided to give guidance about what to teach and how to teach the students. While in the school? developing the curriculum, age group of  Which co-curricular programmes were students, their interests, environment, society arranged in your school? etc. are considered. Curriculum gets changed 6.1 Curriculum from time to time. In order to include the changes, curriculum is developed according Before coming to the school we learnt many to strata of education. After developing things from our family, friends, neighbours curriculum, syllabus is designed for each etc. This learning happens informally. We get standard. Subject experts from concerned planned education in the schools. We learn subjects collaborate together and develop various subjects in the school and complete the the curriculum. So what is curriculum? relevant subject practicals. We also participate How curriculum is developed? What are in various competitions, dance, music and the principles of curriculum development? It various sports. It means that, in school we is essential to study these issues regarding complete all the scheduled activities in a curriculum. disciplined way. We take formal education in the schools. For this purpose educational aims Do you know? and objectives are framed. While framing the objectives, physical, mental, social, emotional The English word 'curriculum' is derived and moral development of the students is from Latin language. Original Latin word considered. So we take into consideration the is 'currer' means to run/to proceed. basis of educational philosophy, educational psychology, educational sociology, etc. All 6.1.1 Concept of Curriculum round development of the students is the main By curriculum, we consider many school aim of education. So to develop various skills subjects. It includes textbooks, content and among students, to give subject knowledge its structure of the subject. So in order to as well as to develop potential talents, is understand what is curriculum, it is necessary also equally important. So at school level, to learn definitions of the curriculum given by developing curriculum is an important task. some educationists. 47 According to Manroe, “Curriculum (4) Tools of Evaluation - Various evaluation embodies all the experiences which are utilized tools are used to check, to what extent by the school to attain the aims of education.” the educational objectives are achieved? “Curriculum does not mean only the Whether the desired change in student’s academic subjects traditionally taught in the behaviour is occured or not. school, but it includes totality of experiences 6.1.2 Principles of Curriculum Development that a child receives at the school. In this sense, While considering the components of the entire school life becomes the curriculum, curriculum, following principles should be which touches all aspects of the life of the considered : students and help in all round development (1) Curriculum should be Target of the personality.” - Secondary Education Oriented - Curriculum is an important Commission Report. tool to achieve the educational aims In short, Curriculum means to impart and objectives. Curriculum is developed knowledge of various subjects, to complete to fulfil the objectives in cognitive, the projects related to the subject, to affective and psychomotor domain. Also the intellectual, emotional, moral, social arrange various co-curricular activities, to and professional development should be develop the potential qualities among the achieved through the curriculum. These students, to take the students for educational objectives should be stated in the form of excurssion, to make the learning process change in behaviour of the students. To more joyful and to give more and more bring about these behavioural changes, enriched experience. The fulfilment of aims of all types of the learning experiences are education and the achievement of objectives considered in the curriculum development of education depends on curriculum. Hence process. The age, interest, maturity level curriculum development has great importance etc. of the students are considered while in education. Why to teach? What to arranging the learning experiences. teach? How to teach? How many objectives (2) Curriculum should be Value Based are fulfilled? To find the answers for these and Life Oriented - It is important to questions the following points should be inculcate various values through teaching considered : of different subjects. Curriculum is to (1) Educational Objectives - In the be developed to cultivate and develop beginning, the objectives of the subject the values like patriotism, punctuality, are decided according to the age group dignity of labour etc. There should also and stage of education of the student. be a provision in the curriculum to teach (2) Content - After framing the objectives, how life can be lived happily. subject content is decided. The difficulty (3) Curriculum should Satisfy the Needs level is decided on the basis of individual - It is necessary to impart education differences and the content is decided which can satisfy the needs of life. The accordingly. needs of life are ever changing. The (3) Teaching Methods and Tools - Different present day needs of students and the teaching methods are used to teach the society, should be fulfilled through the content given in the textbook. Various curriculum. The curriculum should be tools are used to give variety of learning framed according to the needs and the experiences to the students. surrounding environment. 48 (4) Curriculum should be Skill Oriented - a means of earning and to fulfil the Besides the content of various subjects, practical needs. So curriculum should different skills should be included in facilitate the livelyhood of students. the curriculum. There should be variety Subjects of vocational education should in the curriculum. The skills like self be included in it. awareness, effective communication, (8) Curriculum should be Flexible and problem solving, stress management etc. Dynamic - The curriculum should be should be inculcated through various flexible and dynamic. There should activities. be provision for change according to (5) Curriculum should be Student place, time and situation of social life, because there is a constant change in Centred and Activity Centred - While the knowledge and basic concepts of developing the curriculum, the age the subjects. In order that the student group, interest, etc. of students should be should not lag behind in the global considered. There should be provision competition, the curriculum should get of practical education along with changed accordingly. bookish knowledge. Curriculum should 6.2 Educational Evaluation include activity based programmes like experiments, projects, educational tours 6.2.1 Concept of Educational Evaluation etc., in order to give enough scope for Measurement is a concept used in student activity. daily life. Measurement means to count. We (6) Curriculum should Enrich Personality do measurements of area, height, weight, distance, time, etc. We do measurements in Development of an Individual - The daily life for various purpose, e.g., 3 meter bookish knowledge is not sufficient for cloth, 10 kg. onions, 2 litre milk, 4 hours all round development of a personality. study etc. There is a numeric expression in In order to live the life happily and measurement. Accuracy and reliability are prosperously, curriculum should be the characteristics of it. Measurement can be developed according to the interest calculated in terms of multiple. Various units of the students. While developing the are used for various measurements. curriculum, the content and activity, 'Evaluation' is one of the important various actions should be planned by concepts in education. Evaluation can be considering all types of students, so that done of any educational or other activity. the students will be appreciated for their Measurement and evaluation are two different qualities. They can develop their hobbies terms, but there is a correlation between them. and interests. For this purpose, the list of Evaluation depends on measurement. By co-curricular activities and the guidelines measurement we can get the answer of 'how for implementing these programs, should much' but by evaluation we get the answer of be given in the curriculum. 'how good' it is. (7) Curriculum should be Vocation Oriented ‘Evaluation is a systematic method - According to common people, the use to determine, to what extent educational of education is to become economically objectives are achieved.’ self reliant. Education is considered as 49 It means that only measurement is not Classify it sufficient while doing evaluation of a student. Classify the following examples as Evaluation does not mean the marks obtained measurement and evaluation. (1) Height, in all the subjects of examination. (2) Weight, (3) Marks obtained in term end Evaluation helps to understand the progress examination, (4) Good handwriting, (5) Only of the students. Learning techniques can be quantitative marks, etc. (6) Communication assessed. New educational programs can be skill, (7) Use of rules described in civics in implemented. Evaluation is useful for assessing the educational standards of the school. daily life. Teaching, learning and evaluation are the integral and inseparable parts of educational Do you know? system. It is necessary to have effective interaction amongst these three. The term 'evaluation' is mainly used for abstract things instead of person, e.g., the Educational Objectives curriculum and the syllabus. The conclusion drawn related to evaluation procedure by researcher are quantitative and qualitative. Educational In short, Evaluation = Quantitative Evaluation Learning Evaluation Description + Qualitative Description + Experiences Tools Feedback of teacher. Action is expected in evaluation. From the above diagram it is clear Evaluation always leads to a better action and that there is a close and internal correlation practice. Evaluation is systematic. between teaching, learning and educational e.g., Sanika obtained 13 marks out of 15 objectives and these things are interdependent. in an essay and Swapnil obtained 8 marks. The So all these components are important and feedback given by the teacher is as follows : have equal place. Sanika's handwriting was neat and legible Educational objectives, learning and with proper rendering of language. It was teaching methods are changing according to the grammatically correct. Word arrangement changing needs. So it is essential to change the was proper and relevant. The introduction and evaluation method. Evaluation is continuous closure was done with attractive poem, content and comprehensive and it should be nourishing was meaningful. It reflects that Sanika has the to teaching-learning. The teacher need not wait interest in extra reading and has practice of for the final evaluation in order to see whether writing and presentation. the students are applying the knowledge that has been taught, as he has an opportunity On the contrary, Swapnil's handwriting to evaluate it frequently. Instead of written was not good and grammatically it was examination, proper evaluation can be done incorrect. Various examples, illustrations were through observation. Continuous evaluation not included in the writing. Poem, quotations is effective to know, how much content the were not used. He has no practice of writing, he students utilise in daily life. It means that, has not drawn a line over marathi words, new not only qualitative but also quantitative points were not started with new paragraph, evaluation can be done. This evaluation is not margins were not marked. There was absence limited to the school examinations, but the of neatness in writing. process goes on continuously. Because of this, 50 the narrowness in learning-teaching reduces  Formative Evaluation - A step by step and it becomes more broad and constructive. and regular evaluation, while developing the personality of the student continuously, is Let us know known as formative evaluation. In this type of evaluation, the observation of the student Dr. Patel defined educational evaluation behaviour at different events are recorded. on the basis of four points instead of In formative evaluation, following tools and three, where interrelationship exists among techniques are used : educational objectives, content, learning (1) Daily observations experiences and evaluation methods. In (2) Oral (elocution, communication, that case, each component depends on the interview, group discussion, question remaining three. Subject Matter answers, loud reading, role playing, etc.) (3) Practical/Experiments (4) Activity (individual/group, self learning) Educational Evaluation Objectives Methods (5) Projects (6) Test (Short duration informal written test, open book test) Learning Experiences (7) Exercise/Class work (Information writing, Descriptive writing, Essay Discuss it writing, Report writing, Story writing, Letter writing, Dialogue writing etc.) Discuss about the merits and limitations (8) Other - questionnaire, peer evaluation, of evaluation done by teacher, by observing self evaluation, group work and other the behaviour of students and through written such tools examination at the end of the year. Formative Evaluation can be used on a 6.2.2 Continuous Comprehensive Evaluation large scale, considering the standard, subject A useful procedure at school level for and objectives. continuous evaluation of all the aspects of  Summative Evaluation - Evaluation personality development of the students means in an integrated manner after a certain Continuous Comprehensive Evaluation. It is period, means Summative Evaluation. First necessary to emphasise Continuous Evaluation summative evaluation can be done at the end of comprehensive learning and observable of first term and second can be done at the behaviour of the student. Following two end of second term. As per the objectives of evaluation methods are involved in Continuous the subjects, nature of Summative Evaluation Comprehensive Evaluation : can be either written, oral or practical. Following objectives are considered in Methods of Continuous Continuous Comprehensive Evaluation : Comprehensive Evaluation (1) To achieve all round development of the students. (2) To evaluate knowledge, comprehension (Formative (Summative of the students in detailed and continuous Evaluation) Evaluation) manner and to enhance their ability. 51 (3) To develop the physical and intellectual Discuss it competencies of the students. (4) To develop knowledge, competency and Discuss the demerits of present special intelligence of the students. examination system in the classroom. (5) To educate students through student (1) Written Examinations centric methods like activities, Written questions are prepared and the discoveries and research. students give response to these question (6) Students should be free from fear, in written form. Such type of examination pressure and worries; and to help them is known as written examination. Written to express their opinion freely. examination is one of the useful tools for the Due to continuous comprehensive student's evaluation. Written examination is evaluation, the students are getting immediate used as proof for the student's achievement. feedback and motivation for further work. We can conduct written examination for all Students are evaluated continuously, so the the subjects but for that, we have to see teachers can also focus on their drawbacks in all types of objectives of questions in the curriculum. As the students write answers in teaching and get the opportunity to overcome written form, these written examinations are them. more effective than oral examinations, hence they are mostly used. Discuss it  Advantages of Written Examination Discuss with your friends, the (1) Written examination is the most easy advantages of Formative and Summative and useful tool of the evaluation. Evaluation. (2) Easy to plan the examination of many students at a time. 6.2.3 Examinations (3) Written examination gives motivation to Educational objectives are decided for the students for learning. all-round development of the students. To find (4) Written examination can motivate out how far these objectives are fulfilled and students for healthy competition. how the learning experiences are effective, (5) Written examination guides teachers to different evaluation tools are considered. bring desirable changes in their teaching. Evaluation tools are classified as Quantitative (6) Due to written examinations, students' tools and Qualitative tools. Quantitative progress in different subjects can be tools mainly include examination pattern. recorded and it enables to make the Examinations are of different types - written comparison. examination, oral examination, practical examination and online examination. Written (7) Students’ writing skills are developed examinations include essay type questions, due to written examination. short answered type questions and objective (8) Students' achievement level can be type questions. You can also understand the decided on the basis of their scores in types of examinations by following digram : the examination. Examination (9) Due to various types of questions in the examination, evaluation of all objectives is possible. (10) Written examinations are useful for

Written Oral Practical Online shy and timid students to express their Examination Examination Examination Examination thoughts. 52 (2) The objectives namely knowledge, Discuss it comprehension, application and skill Discuss in the classroom about the can be tested due to this type of question. merits and demerits of written examination.  Limitations of Short Answer Type Questions Remember it (1) Students find it difficult to write the answers with minimum words. Written examination can be conducted (2) Students write the answers in their own on the basis of following types of questions : words, so subjectivity can be observed (1) Objective Type Questions. in marking system. (2) Short Answer Type Questions. (3) Hand writing, orthography can affect on (3) Essay Type Questions. marks. (1) Objective Type Questions (4) If the answers of short answer type  Advantages of Objective Type Questions question are ambiguous, then marking (1) All the units of different subjects can be becomes difficult for the examiners. included in the question paper. (3) Essay Type Questions (2) Question for 1 mark can also be asked  Advantages of Essay Type Questions in the question paper. (1) Framing of essay type questions is (3) It is useful for testing the objective comparatively an easy task. ‘knowledge.’ (2) Essay type questions are useful for all (4) These type of questions are more subjects. reliable. (3) Question paper of essay type questions (5) The habit of deep study can be developed is compact, so expenditure on printing among the students due to this type of and paper is less. questions.  Limitations of Objective Type Questions (4) Proper presentation of points are (1) It is difficult to frame objective type required while writing the answers of questions. these questions, therefore good study (2) Question paper becomes lengthy due to habits can be developed among the this type of question. students. (3) The probability of mechanical responses (5) These types of questions are to be by the students is high for this type of answered in many sentences in a questions. paragraph form; hence we can evaluate (4) These type of questions are not useful students’ writing competency, systematic for developing reasoning ability. presentation of thoughts, expansion of (5) These questions are of no use to develop ideas and sense of appreciation. logical presentation, writing style,  Limitations of Essay Type Questions mastery over language etc. (1) All the units of curriculum can not be (2) Short Answer Type Questions involved in essay type question.  Advantages of Short Answer Type Questions (2) There is more possibility of guess work (1) Short answer type questions carry 2 or 3 in these answers. marks, so these questions can be framed (3) Hand writting, style of writting can on various units of the curriculum. affect the marks. 53 (4) Lack of objectivity is seen while  Limitations of Oral Examination assessing these answers. (1) Oral examination is time consuming. (5) Evaluation depends upon the mood of (2) Overall evaluation of knowledge and the examiner. skills of the students can not be done (2) Oral Examination by this examination. (3) All the students cannot be asked questions Lets tell of same level in this examination. Which skills can be mastered among (4) Records of answers given by the students Kindergarten upto 10th standard students are not maintained. So, question analysis through oral examination? and marks verification is not possible. (5) Questioning and evaluation depends on Oral examination is meant to evaluate the mood of examiner. and explore students’ achievement through asking questions in face to face mode. (6) Subjectivity of an examiner affects on Oral examination can be conducted for evaluation on large scale. many subjects at primary and secondary (3) Practical Examination level. Here oral response is expected, and Lets tell it is natural, non-formal and immediate in nature. Listening skill, loud reading skill,  How were your teachers conducting communication skill, map reading skill, the examinations of work experiences graph reading skill, tables, oral examples are in preparing paper articles, stitching, involved in this examination. embroidering? The Advantages and Limitations of oral  How has been the examination for examination are as follows : science experiment conducted in your  Advantages of Oral Examination school ? (1) Oral examination is useful to diagnose about students' mistakes immediately. When written examination and oral (2) Oral examination is useful for such examination cannot evaluate the specific students, whose writing skills have not objective, then practical examination is useful been developed. for evaluating the specific objective or skill, (3) Oral examination is useful for identifying in school subjects. the qualities like presence of mind, stage Discuss it daring, oratory and communication How to evaluate the specific objectives skills. or skills through practical examination ? (4) Oral examination is appropriate to measure the skills like pronunciation,  Evaluation in Practical Examination spoken skill, story telling, dramatization (1) Direct Observation of an Activity - It etc. is important to evaluate the students' (5) This examination is beneficial in daily act by direct observation. e.g., direct teaching, for judging student's progress. observation is important in singing (6) Printed question paper is not required, to check the ‘Rhythm’ and ‘Sur’ is so the expenditure is less in oral appropriate or not, appropriate use of examination. apparatus in science experiment, use 54 of microscope etc. Some acts of the (4) This examination is useful for students, students can be evaluated through direct who have less speed in writing and observations. difficulty in language. (2) Testing of Prepared Objects/Articles - (5) Through this examination evaluation When the examination is conducted for can be done during the examination and many students, then it becomes difficult after concluding the examination also. to observe their direct activity. In such (6) Evaluation of objectives, namely case, things prepared by the students can application and skill, can be done be evaluated at the end of the activity. through the practical examination. e.g., making of pearl jewellery, drawing, (7) It is reliable and valid, as the examiner stitching, weaving, model preparation offer marks by direct observation of for science, drawing maps etc. activity. (3) Study of mechanical structure -  Limitations of Practical Examination Asking students to connect various (1) Practical examination is time consuming. parts of a machine, by which, how the (2) This examination cannot be conducted students study about the various parts without the availability of the apparatus of a machine, can be evaluated. e.g., for experiment. Preparing electrical circuit assembly of (3) This examination is not useful for all television etc. the subjects.  Essential Things for Practical Examination (4) Apparatus is available for only a few (1) Standardized apparatus should be experiments, so, students are given the given to the students during practical same experiments again and again. examination. (5) All the objectives for evaluation cannot (2) Apparatus should be in proper condition be considered in this examination. given to the students, during practical (6) It is difficult to grade learning outcome examination. of the students accurately. (3) Apparatus given to the students during (7) Practical examinations are time practical examination should be proper consuming and expensive. from safety point of view. (4) Online Examination (4) Generator or U.P.S. should be provided, if New approach for conducting examination the experiments are related to electricity. through computer is the new concept in  Advantages of Practical Examination examination system. Conducting examination (1) This examination can evaluate such on computer with the help of internet is known objectives, which cannot be evaluated as online examination. by written and oral examination. In online examination, computers are (2) How students are using their knowledge connected with each other for immediate can be assessed through this examination. results and students can appear for the (3) This examination is useful for skill examination according to their own time. In oriented subjects. e.g., Science online examination, different questions can Experiments, Music, Dance, Singing, be stored in the computer according to the Playing Instruments, Work Experience, objectives, type of question, difficulty level, Physical Education, Computer etc. unitwise (groupwise). 55 Various traditional examinations are (4) Restricted number of students can conducted at various examination centres. appear as per availability of computers. Lot of preparation is required on the centres (5) This examination cannot be conducted for that. e.g., Question papers according to for all the subjects. the strength of the students, answer sheets, (6) This examination cannot be conducted seating arrangement etc. On the contrary, for all the units of the same subject. Online examination can be conducted only (7) In this examination, all the objectives with computer and Internet. Traditional examination can be conducted two times in cannot be considered for evaluation. a year. Online examination can be conducted (8) It is not easy to conduct examination for many times in a year. Results are obtained essay type questions. immediately, so the students can take the (9) This examination is expensive. further decision quickly.  Advantages of Online Examination Discuss it (1) Paper, pen is not required because this Discuss regarding the difficulties of examination is conducted on a computer. online examination with your friends. (2) This examination is conducted on a computer, so handwriting cannot affect on marks. Let us know (3) No subjectivity in marking system due to this examination. Various new methods and techniques are coming in practice for educational (4) This examination is easy and systematic evaluation. These enable us to evaluate for students. students' various competencies and skills (5) There is no barrier in putting the pictures more effectively. and figures in the question paper. • Open Book Examination : In this kind (6) Different time limit can be set for of examination, while writing the different questions. answers, the students are allowed to refer (7) Practice of online examination can be to books for finding the reference. Such a provided to the students by making type of examination helps to judge Mock Tests available. students' thinking skill. It avoids giving (8) Online examination can be conducted unnecessary importance to memorization. for many times and at any time. • Case Based Questions : In usual written (9) Foreign tests also can be given online. type of examination, some questions can (10) Immediate declaration of results for be of case-based type. In such questions, some online examinations is possible. some case, event or a situation is shortly  Limitations of Online Examination described. The students have to write the (1) Difficulties can be faced by the students answer of the question which is based on during examination, who don't have the this case. Its answer is to be written on knowledge of computer. the basis of application of knowledge (2) Technical difficulties can be faced by which is already learnt. the students during online examination. • Use of Rubric : Rubric is a useful tool of e.g., computer error, reduced speed of evaluation. Rubric is a set of verbal Internet, interrupted power supply etc. descriptive statements, which are used (3) Question has to be solved in given time. for evaluation, instead of using only Otherwise in few cases, students won’t numerical marks or grades like A, B, C get the opportunity for rethinking. etc. 56 Exercise Q.1 (A) Complete the statements by selecting Q.5 (A) Complete the following concept designs. the appropriate option from the given (1) options. (1) The ...... is the totality of school life which touches all the aspects of the Components

students’ life and brings about the balanced of Curriculum development of their personality. (a) Syllabus (b) Curriculum (c) Evaluation (d) Textbook (2) (2) Students’ writing skill and mastery over language can be understood through ...... Types of (a) Oral examination Examinations (b) Practical examination (c) Written examination (d) Online examination (3) The ...... is not included in formative (B) Fill in the following chart, mentioning the evaluation. types of evaluation of the given activities. (a) Project (to draw the circle of given measurement, to (b) Oral work play tabla, to connect the loud speaker for school (c) Annual examination programme, to draw landscape, to play a song on (d) Daily observation harmonium, to repair the damaged machine) (B) Write the answers in one sentence. (1) What is a curriculum? Direct To examine To study the (2) What is educational evaluation? observation prepared mechanical (3) What is Continuous Comprehensive of an activity article structure Evaluation? (4) What is online examination? (C) Write the answers in one to two words. (1) What are the methods of Continuous Comprehensive Evaluation? (2) State the types of questions used in written Q.6 State your opinion about the following examination? statements. Q.2 Explain the following in about 50 to 80 (1) Educational evaluation is a Continuous and words. Comprehensive process. (1) Advantages of short answer questions (2) The components of Curriculum are (2) Limitations of Oral Examination interdependent. (3) Essential requirements for Practical Q.7 Write the answers of the following questions Examinations in 100 to 150 words. (4) Advantages of Online Examinations (1) What is formative evaluation? Explain with (5) Objectives to be considered for Continuous examples, the tools and techniques used in Comprehensive Evaluation formative evaluation. Q.3 Write the short notes. (2) Explain with examples, the Principles of (1) Factors of Educational Evaluation Curriculum Development. (2) Written examination (3) Prepare five objective type questions to (3) Evaluation in practical examination assess the students’ general knowledge. And Q.4 Explain the differences. write advantages and limitations of objective (1) Measurement and Evaluation questions. (2) Formative Evaluation and Summative (4) Write your suggestions regarding how to Evaluation improve the written examination. (3) Written Examination and Online (5) Write in detail your suggestions in order to Examination. improve oral examinations. (4) Oral Examination and Written Examination.  57 Chapter 7. Educational Research Methods

7.1 Historical Research Method 7.3 Experimental Research Method 7.1.1 Meaning of Historical Research 7.3.1 Meaning of Experimental Method Research Method 7.1.2 Characteristics of Historical 7.3.2 Characteristics of Experimental Research Method Research Method 7.2 Descriptive Research Method 7.4 Tools of Data Collection 7.2.1 Meaning of Descriptive Research Method 7.4.1 Questionnaire 7.2.2 Characteristics of Descriptive 7.4.2 Interview Schedule Research Method 7.4.3 Achievement Test

In the previous standard you have learnt e.g., A study of 'Educational thoughts about research. This year, we will study about of Mahatma Jotirao Phule'. In this research, research methods and tools for conducting educational thoughts of Mahatma Jotirao research. Phule will be studied. In this study, educational Educational research is done by various thoughts of Mahatma Jotirao Phule is the main methods and is broadly classified under topic of study and data will be collected with following three headings - the help of primary and secondary sources. (1) Research related to the problems in Primary source will include articles written Past. by Mahatma Jotirao Phule, his autobiography, (2) Research related to the problems in Present. some documents and pictures etc.; whereas (3) Research related to the problems in secondary sources include a lesson on Mahatma Future. Jotirao Phule in a textbook, his biography, In short the classification is based on time. articles in the newspaper, information given 7.1 Historical Research Method in magazines, a movie etc. 7.1.1 Meaning of Historical Research Method Documents which are written by persons A scientific method that is useful in who have witnessed the incident and the relevant, real and objective description and things that can be directly examined and are analysis of past events, is said to be historical used in past are called a primary source. research method. These include documents, relics, pictures and A method which helps to reveal true printed material. identity of history, is called as historical Documents which are provided by persons research method. who have not witnessed the event directly but Basically in historical research method, collected information from the person who past events are used as reference for witnessed the incident, are called secondary understanding the present events and for sources. These sources include encyclopaedia, anticipating about future. textbooks, newspapers, journals, magazines Past problems are studied in historical research. and other reference books. 58 In historical research, there is no scope In descriptive research, the information of for actual observation because researcher is present situation is collected and analysed. of present state and the events are of past. In this research method, the researcher Hence, he has to collect the information has to study about various aspects such as through various secondary sources. abilities, potential, views, characteristics, aptitude, properties, behaviour, similarities Lets tell and differences of the specific population. Research tools such as rating scale, For the research based on A study of questionnaire, interview, observation list, 'Educational contribution of Dr. Sarvapalli sociometric techniques, standardized tests are Radhakrishanan', which primary and used for collecting the required data. secondary sources can be used for collecting Description of current state and its information? interpretation is done in descriptive research. 7.1.2 Characteristics of Historical Research Descriptive research deals with present status, Method existing correlations, opinions, ongoing (1) In historical research method, collection, processes, consequences and tendencies. description, explanation and evaluation e.g., to find out the study habits of of past events is done. secondary school students. In this research (2) In historical research method, support of study habits of students are considered. Tools past events is taken to solve the current like rating scale or questionnaire will be used problems. to measure the study habits of the students (3) In historical research, only collection of for collecting the data. The data analysis facts and information is not enough, but will be statistically done using percentage or a clear picture of past is essential. average calculations. The analysed data will be interpreted and conclusion of the research (4) In historical research, though the will be drawn. In this way descriptive research information is collected newly, the information is already existing. method will be used. (5) In historical research, primary and Lets tell secondary sources are used for collecting data. 'A study of the infrastructure available (6) In historical research all the important in secondary schools,' which data collection evidences are collected, verification of tools will you use for research? Which past events is done and the collected statistical tools will you use for data data is interpreted fairly. analysis? (7) In historical research, collection and analysis of information is done 7.2.2 Characteristics of Descriptive Research simultaneously by the researcher. Method 7.2 Descriptive Research Method (1) In descriptive research, problems related to present state are solved. 7.2.1 Meaning of Descriptive Research Method (2) Data collection is done at large scale. When the research is related to the (3) Though the sample is huge, data problems of present state, it is called as collection is done easily in very short descriptive research. duration. 59 (4) In descriptive research, population is From these conclusions, educational theories very large, but a sample is selected are derived and then journey of theory to which represents the whole population. practical applications begins. (5) Descriptive research is qualitative and No event can happen without reason. quantitative. In this research qualitative There are many reasons behind every event. and quantitative data are analysed and Educational research involves study of reasons interpreted. Thereafter, on the basis of and consequences of any event. interpretations, conclusions are drawn. Like Science, information is collected (6) Local problems are solved within short through various experiments in the field duration. In short time span, lot of of education. The method of collecting or information is collected and analysed extracting information through the experiment to solve problems. is called experimental research method. (7) Descriptive research is based on According to John. W. Best, "Experimental scientific method. Scientific method research is the description and analysis of is used systematically to solve the what will be or what will occure, under careful controlled condition." problems in education. (8) Descriptive research involves survey, As experiment is the core of this method, so it is necessary to understand, what is case study and developmental method. experiment? Enlist According to Chapin, "An experiment is an observation under controlled conditions." Make a list of 10 problems in the field e.g., A teacher decides to study students' of education which you observe presently. achievement by e-learning study material, 7.3 Experimental Research Method on the 'digestive system' in science. For the experiment, he divides the students of a class 7.3.1 Meaning of Experimental Research into two groups. Each group has students Method with similar characteristics (age, gender, In school education, we conduct or see the intelligence). One group of students is taught experiments only in science. But like science, digestive system using e-learning material experiments are done in social sciences too. and the other group is taught the same topic Education is a social science. with traditional method. At the end of the In the field of education, various aspects experiment, both groups are evaluated with like teaching-learning process, the nature of respect to their achievement and a conclusion human intellect, memory and methods of is drawn. In this experiment, the group that study are studied using experimental method. is taught by using e-learning materials is the In such experimental studies, observations are experimental group, and group that is taught made and cause-and-effect relationships are by traditional method is the control group. investigated. The effectiveness of activities is Here the teacher wanted to study the effect of examined by implementing the specific type of the e-learning study material on the student's activities that are implemented. Comparative achievement. Use of e-learning study material studies of different methods are carried out is an independent variable and students' and based on all these, conclusions are drawn. achievement is dependent variable. 60 The factor whose effect is studied is Compare it called the independent variable. A substantial change should be made in this independent Compare different research methods variable to study the effect. The factor on based on given points. which this change is studied is called the Historical Descriptive Experimental dependent variable. Points Research Research Research Method Method Method Lets tell • Problems A researcher had two groups of students are of which 'A' and 'B' with the same characteristics. He time span? taught group 'A' with Demonstration method • Aim of and group 'B' with Traditional method. The Research topic was 'Properties of Carbon dioxide.' At the end of the experiment, achievement of • Tools used for data both groups were measured and conclusion collection was drawn. In this experiment, which is the control group? Which is experimental group? 7.4 Tools of Data Collection Which is independent variable? Which is the In the course of the research work, dependent variable? information is collected to draw conclusions. Information collection means collecting 7.3.2 Characteristics of Experimental information from the respondents' group Research Method according to the research problem. Various (1) Experimental research method is techniques and tools are used to collect data in scientific and logical. the research. (2) The effect of one factor on another is Complete the table studied in this method. (3) Accurate observations are important in Complete the following table on the experimental method. basis of data collection tools used in three (4) In this method, experiments are methods of research :

conducted on a small group of students. Questionnaire (5) The size of group of students is decided according to the problem. Tools of data (6) Experimental method is objective, Check list collection Rating scale observational, logical and verifiable. In above three research methods, following Opinionnaire steps are used for research : (1) Selection of research problem. Let us learn more about the tools of data (2) Preparation of research design. collection widely used. (3) Preparation of research tools and data 7.4.1 Questionnaire collection. Questionnaire is used to find out and (4) Classification, analysis and detect the personal values and beliefs of the interpretation of collected data. people, their past experiences and problems (5) Report writing. and their current motivations and future plans. 61 A questionnaire is a method of obtaining 7.4.2 Interview Schedule answers to the questions, which consists of a Respondents are directly contacted to collection of questions and the respondent fills obtain detail information required for research. the information himself. A questionnaire is a Interview is face to face conversation between tool, designed to answer questions by various interviewer and interviewee, to obtain valid individuals. It includes open and closed and reliable information, with the help of ended questions. Based on the open ended questions based on predetermined points. questions, the respondents are likely to give One person or a group can be interviewed. their opinions and responses, whereas closed It is useful to keep guideline questions for ended questions obtain objective responses. interview ready but one can add spontaneous • Advantages of Questionnaire questions, if required. (1) Questionnaire can be sent to the persons • Advantages of Interview Schedule located in different and distant areas to (1) Information obtained through interview obtain data from them. is deep and detailed. (2) Researcher assures the respondents to (2) As there is a direct contact between maintain confidentiality of their names interviewer and interviewee, the topic and responsibility. can be discussed in detail and doubts can be cleared immediately. (3) There is no external pressure while responding. (3) Interview is useful to get information regarding the problem from small (4) The respondents get an opportunity to children or illeterate person, who can think over it and respond. not write. (5) Decisive answers are obtained. (4) Well prepared interviewer establishes (6) Large and wide spread area can be rapport with respondent and hence covered. detailed information can be obtained (7) Questionnaire is economic. regarding the topic or problems. (8) As the responses are written, it is easy • Limitations of Interview Schedule to verify them. (1) Reaching to every respondent is really • Limitations of Questionnaire expensive. (1) It is useful for literate respondent only. (2) Contacting respondents from different (2) Conclusions can be adversely affected locations becomes time consuming. if respondent gives incomplete and (3) Every interviewer may not have incorrect answers. knowledge, detail infromation, (3) There is no direct contact between communication skills, straight- researcher and respondent, hence forwardness, art of creating a favourable responding to the questionnaire becomes environment etc. a formality. (4) If interviewer decides to record obtained (4) Respondents never respond the responses at the time of interview, questionnaire or send incomplete then the conversation stops and gets responses. disturbed. If he decides to record the 62 responses after the interview, he may (4) Effectiveness of teaching method can be forget some responses and hence it is verified on the basis of scores obtained difficult to record all the responses. in the achievemnt test. (5) Information obtained throught interview (5) Diagnostic evaluation is possible through may not be quantified. achievement test, which helps further in 7.4.3 Achievement Test remedial teaching. Achievement tests are mainly used in • Limitations of Achievement Test experimental research method to measure the acquisition of students' content knowledge. (1) If achievement tests are prepared Achievement tests are either standardised or by researcher and if they are not prepared by the researcher. The effectiveness of standardised, evaluation can not be special teaching methods used in experimental accurate. research, is examined on the basis of students' (2) There is no objectivity in evaluation, if achievements. questions in achievement test are not of • Advantages of Achievement Test objective type. (1) The achievement test can be administered (3) If achievement tests are non- to many students at a time. standardised, then data analysis becomes (2) Achievement test can show how much difficult. the students have studied. (4) If objective questions are in excess (3) Strength and weakness of students' amount, then spontaneity, creativity and learnings can be found with the help of reflection are neglected. achievement test.

How will you select the Research Method? Is reseach problem related to the events from the past?

Yes No

Historical Is the problem concerned with inter-relations? Research Method Yes No

Is there any cause and effect Descriptive relation in the problem? Research Method

Yes No

Can the independent Correlation variable be manipulated? Research

Yes No

Experimental Causal Comparative Research Method Research

63 Exercise Q.1 (A) Complete the statements by selecting Q.3 Write the short notes. the appropriate option from the given (1) Historical Research Method options. (2) Advantages of Achievement Test (1) A systematic study of the social phenomena Q.4 Explain the following in about 50 to 80 carried out by observations in a controlled words. situation is called the ...... (1) Characterisitcs of Descriptive Research (a) Descriptive research Method (b) Experimental research (2) Characteristics of Experimental Research (c) Historical research Methods (d) Social research (3) Advantages and limitations of the Questionnaire (2) The analysis of the data in current situation is done in ...... research method Q.5 Write the answers to the following questions in 100 to 150 words each. (a) Experimental (b) Descriptive (1) Prepare an interview schedule of teachers (c) Historical (d) None of these who have succeeded in achieving 100% (3) More data is collected during short period result of the school and write advantages through ...... reserach method. and limitations of the interview schedule. (a) Historical (b) Experimental (2) Write in detail, by which research method (c) Descriptive (d) None of these will you study the problem related to (4) The preplanned list of questions in a sequential empowerment of Marathi grammar through order is called ...... language laboratory. (a) Interview Q.6 State your opinion about the following (b) Questionnaire statements. (c) Achievement test (1) Research is needed to study the phenomenon of past events. (d) Sociometric technique (2) Questionnaires are more useful tool for data (B) Identify the correct correlation between collection. column 'A' and column 'B' and match (3) More in-depth data collection can be obtained them. through interviews. Column 'A' Column 'B' (4) Research is done scientifically. (1) Historical (a) Related to present Q.7 Complete the following concept designs. Research Method (2) Descriptive (b) Related to content (1) Research Method verification (3) Experimental (c) Related to past Characteristics of Historical Research Method Research Method (4) Questionnaire (d) List of questions (5) Interview (e) Related to future (f) Face to face interaction (2)

Q.2 Explain the difference. Advantages of (1) Historical Research Method and Experimental Interview Research Method (2) Descriptive Research Method and Historical

Research Method  64 Chapter 8. New Trends in Education

8.1 Inclusive Education 8.3.2 Characteristics of Blended 8.1.1 Concept of Inclusive Education Learning 8.1.2 Characteristics of Inclusive 8.3.3 Benefits of Blended Learning Education 8.3.4 Limitations of Blended 8.1.3 Benefits of Inclusive Education Learning 8.1.4 Limitations of Inclusive 8.4 Constructivism 8.4.1 Concept of Constructivism Education 8.4.2 Characteristics of 8.2 Open Education Constructivism 8.2.1 Concept of Open Education 8.4.3 Benefits of Constructivism 8.2.2 Functions of Open Education 8.5 Skill based Education 8.2.3 Characteristics of Open 8.5.1 Concept of Skill based Education Education 8.5.2 Characteristics of Skill based 8.3 Blended Learning Education 8.3.1 Concept of Blended Learning 8.5.3 Benefits of Skill based Education

Change is the law of nature. There is a all the children from 6 to 14 years of their constant change in society, so in education age will get free and compulsory education. process. These changes in education process Accordingly, the government recognized its are known as new trends in education. In class responsibility and prepared laws and schemes XI, you have studied the new trends related for the implementation of inclusive education. to 'e-learning' in education. In this chapter, ‘Inclusive education is a process of you are going to study more new trends in addressing and responding to the diversity education. of needs of all learners, through increasing 8.1 Inclusive Education participation in learnings, culture, community 8.1.1 Concept of Inclusive Education and reducing exclusion from education and Each person is unique. Everyone has from within education.’ - UNESCO different physical and mental abilities, so Enlist that everyone varies in his/her choices, needs, List the physical and mental problems methods of study, ability to grasp and methods that students experience while studying. of interaction. This trend of education to bring different types of students together is called 8.1.2 Characteristics of Inclusive Education inclusive education. Inclusive education encourages education The right to equality and liberty is adopted to all the students with different needs in the preamble of Indian Constitution. The together at one place. Students with special article 45 mentions that the Government needs are referred to as 'Divyang'. It includes should strive to provide this right to all persons disabilities like blindness, deafness, physical including differently abled. Later according disabilities, learning disabilities, etc. Such to section 21A Right To Education (coming students when taught in general school with under fundamental rights) of the Constitution, everyone, instead of special school, is called 65 as Inclusive education. The features of this (12) As 'Divyang' students get opportunity to new trend are as follows : communicate with other students, they (1) Differently abled students study with all develop the committed relationships. other students. Lets understand (2) No school can refuse admission to the student with different ability on the Discuss with your Divyang student and friend about their routine and difficulties in basis of his/her different abilities. learning. (3) Differently abled students receive guidance from other teachers, as well  Information of Government Schemes as specially trained teachers. for 'Divyang' (4) The school has various tools and (1) Scholarships for the differently abled. learning materials available to the (2) Differently abled welfare Scheme. 'Divyang' students. (3) Education and training of persons (5) The schools make necessary changes in with different abilities in Government the physical facilities for the students institutions. (4) Granted special schools providing with different abilities. e.g., wheelchairs, special education through NGOs. ramps, left hand chairs etc. (5) Scholarships for the students with (6) Inclusive education includes need different abilities for pre-school based instructional classes in addition education. to regular schedules. Experts guide (6) Scholarships for students with different students with special needs during that abilities after matriculation. period. (7) Financial assistance to persons with (7) In inclusive education, combined different abilities for self-employment. activities are conducted for students (8) Providing artificial limbs and equipments with different needs. to persons with different abilities. (8) The schools and the colleges conduct (9) Differently abled Welfare State Award. programs for the students, the parents and (10) Financial support to encourage marriage the community to raise the awareness of between a normal person and differently inclusive education. abled person. (9) The notion of respecting each other's (11) Scheme regarding Kindergarten for personalities without looking down on mentally challenged students. any physical and mental incompetence The above government schemes for the is important in this new trend. ‘Divyangs’ are implemented through the Social (10) Students with extreme different abilities Welfare (now Social Justice) Department in are enrolled in special schools, with the district. Also these schemes can benefit Doctor's advice. students with 40% or more different abilities. (11) Students with different abilities and A card called as 'Swavlamban Card' linked to special abilities are equally provided Adhar number with U.D.I.D. (Unified Divyang Identification Digit) of the differently abled with opportunities not only for study person is now being distributed by the division subjects but also for proficiency in the of ‘Empowerment of Divyangjan’, Ministry special days, cultural programs for the of Social Justice and Empowerment of the differently abled and the others. Central Government. 66 very useful. The term ‘Open’ in the concept of Internet my friend ‘Open Education’ means liberation from the Visit web sites of Ministry of Social rigidity of formal education. Open education Justice and Empowerment of the Government seeks to focus more on education, by reducing of India and get information on various the rigidity of rules of formal education, schemes for differently abled people. attendance, timetable and results. This system has greater flexibility as  www.different abilityaffairs.gov.in compared to formal education in terms of  www.swavlambancard.gov.in admission, attendance, timetable, evaluation 8.1.3 Benefits of Inclusive Education etc. In India, open education system is (1) As students with special needs become implemented through the ‘National Open accustomed to interacting with other School Institute’ and in Maharashtra through students, their socialization becomes ‘Maharashtra State Mukta Vidyalya Mandal’. faster. Internet my friend (2) All students notice unique personality differences of each other and develop Visit the website of the National and the qualities of living together, State Level Open Vidyalaya Boards to find co-operating and respecting each other. out the information about the admission 8.1.4 Limitations of Inclusive Education process, syllabus, evaluation, study centres (1) Divyang students may be at a risk of etc. disturbing mental health, if they are  http://www/nios.ac.in ridiculed and not understood by others.  http://www/msos.in (2) If teachers do not teach by understanding different needs of the students, then there 8.2.2 Functions of Open Education could be a severe loss of education of Open educational institutions have to all the students. work in different stages as follows : 8.2 Open Education (1) To Develop Curriculum - To prepare There seems to be a problem of dropout of curriculum for both distant school the students at school level. In that, the dropout education and skill based vocational rate of girls is even higher. In order to bring courses. These curriculum are equivalent back such boys and girls again in the stream of to curriculum of specific levels of formal education, the concept of open education came into practice. education courses. e.g., curriculum of open basic education, secondary school Think about it certificate, higher secondary school certificate, open vocational eduction etc. Find and think over the reasons of dropouts from school education. (2) To Establish Study Centres - Locating districtwise study centres throughout 8.2.1 Concept of Open Education the State. These centres are often the Open education is a trend of non-formal schools in that region. education. For the students who cannot attend (3) To Prepare Learning Material - To regular formal education, open education is create printed and audio visual material 67 for learning and distribute it to the (5) Open education, however does not mean students through the study centres. Since that there are no rules but it means that these students are studying externally, this system is more flexible than formal such learning material is very useful to education. Registration to the class, them. appearing for examination, attendance (4) To Give Admissions - At present, the during teaching sessions, payment of the students are given admissions at the fees are necessary. th following levels (a) Primary level 5 (6) Students who are denied regular school th Class (b) Higher Primary level - 8 education due to social, physical, th Class (c) Secondary level - 10 Class. economic and family reasons are th (d) Higher Secondary level - 12 Class. given opportunity of education in open All admissions are given online. A link education. to this is provided on the website of the 8.3 Blended Learning Board. It provides information about admission process, admission schedules, Enlist documents etc. (5) To Evaluate - For an academic year, Make a list of the online and offline the Board is responsible for preparing materials of learning. and conducting the timetable for various 8.3.1 Concept of Blended Learning exams, announcing the results and giving certificates. It has become inevitable to use computers in modern education as various ways of Lets Understand learning are made available. e.g., website, blog, e-library, You-tube, e-book etc. It may Visit Maharashtra State Open School not be possible to use these tools every time. in your area and understand its working. Therefore books, encyclopedia, magazines 8.2.3 Characteristics of Open Education are also to be used as tools. Learning which (1) Open Education is a trend of non-formal combines the use of such traditional and education. online tools is called as blended learning. (2) In Open Education, Teaching and “A way of learning that combines Learning takes place through distance traditional classroom lessons with lessons mode. Instead of regular time table, that use computer technology and may be contact sessions for specific days are delivered over the internet.” followed. - Cambridge Dictionary (3) The marks obtained in the final exams e.g., (1) In online curriculum, online videos, are not important for the admission in e-books, presentations etc. are available open education. The student satisfying online. However, the student has to be present the criteria of age can get admission in a class by passing earlier classes. e.g., physically for the examination. This system a student who has passed seventh class includes online as well as direct interaction can get admission directly to tenth class. and hence this is called blended learning. (4) In open education school system, self (2) While studying the topic of ‘Volcano’ in study is more important. For this, Geography, the students observe online videos learning material is provided to the of volcano, as well as study the lesson in the students. text book. They have used online and offline 68 tools and hence this study is called as blended (5) The learner gets the best experience by learning. integrating the two ways. 8.3.2 Characteristics of Blended Learning (6) The learner gets the benefit of technology (1) Blended study combines modern and as well as the human interaction. traditional learning materials. (7) It brings variety in learning experiences due to the availability of various online and off-line tools. Traditional Computer Blended learning 8.3.4 Limitations of Blended Learning technology learning tools and (1) There is no formal training to use online methods tools for educational purposes. (2) If there is a problem on the availability of online tools, then you need to depend (2) Some online courses include interactive on offline tools only. online sessions, as well as the actual contact sessions. 8.4 Constructivism (3) In traditional curriculum, the computer is 8.4.1 Concept of Constructivism used in combinition with the traditional If we review the teaching - learning tools for study. process during last hundred years; it has (4) In Blended learning, both actual been observed that teacher gives knowledge classroom and virtual classroom are to the students on the basis of information used. during classroom teaching. Each student 8.3.3 Benefits of Blended Learning in the classroom grasps the information as (1) Available resources are used per his/her ability and previous experiences. appropriately in blended learning. Proper The teacher used to decide the level of selection of tool is possible because of understanding of a student on the basis of this the use of both online and offline tools, response in the classroom. Hence the students so that learning becomes effective. used to remain inactive in this teacher centred (2) In this learning trend, ‘Learning’ is at process. Gained knowledge was remembered the centre of the study. The study is through mugging and re-produced during effective, as it has the option of selecting examinations, therefore students were deprived the learning material needed. of learning process due to teacher centred (3) Traditional tools are also included in the education. A need was felt to transform the Blended Learning, since the technology education system from teacher oriented to based tools are not effective for each student oriented gradually. The role of teacher component; thus avoiding the use of will not be only a knowledge provider, but a technology for its own self. motivator, a resource provider and a facilitator. (4) Everyone does not have the technology Students will gain their knowledge on the based tools. Hence by using available basis of the previous experience and support online and offline tools cumulatively, of the teacher. Every student is different and teaching can be made effective. has his/her unique learning style. He himself

69 discovers, creates and presents the constructed knowledge as per his/her level. This is the Do you know? foundation of Constructivism.  Student constructs knowledge of his own. Lets understand this concept with the help of an illustration. e.g., Teacher organises the  Student learns better through activities. learning activities for the students to learn Generation of knowledge is a continuous the concept of addition. The classroom will process. It occurs differently at various levels. be divided into group of 4-5 students. These The student constructs knowledge through students will be provided with some material cognitive process. e.g., After teaching a for learning. Such as, first group will be given prose lesson, teacher will instruct the students colourful sketch-pens, second group will be to read paragraphs. After loud and silent given rose flowers of various colours, third reading of the paragraph, the teacher will group will be given pen, fourth will have instruct to underline the difficult words. Then bangles, stones etc. Then the group will be the teacher will distribute cards with pictures instructed to segregate the things with different and words for matching with each other colours. Then the groups will be instructed correctly. Students are expected to match the to collect the things of similar colour and pictures with the difficult words which were keep together. Then groupwise the students underlined, find synonyms which will help in will explain the process step by step. The vocabulary building and comprehending the students will further explain about the ways paragraph. Teacher will instruct the students to of strengthening the concept of addition, in order to bring together means to add will be use the difficult words for sentence formation. explained by students. The teacher’s role is as Similarly students will also be encouraged to facilitator, comperer, coach, guide; whereas use the words for formation of sayings and the students learn through experiments and phrases, which shall enhance their creativity. experience, implementation of various skills Further, the students will understand the prose and construct new knowledge. with explanation. According to Johnson, “Constructivism is As per the above mentioned example, a theory of learning, based on the idea that following questions arise in our mind such knowledge is constructed by the knower based as - what is the role of learner? How does on mental activity.” the student construct knowledge? How does So in the above definition, it means that the constructive process happen? What is Activity Based Self Education, is constructive the role of teacher in constructivism? What education. The process of construction of is the importance of references in teaching- knowledge takes place as follows : learning process? Which methods are used Direct Experience by the teacher for effective construction of knowledge? How to determine the direction Observation and Testing the Concepts in of learning? On the basis of above questions, new Situation Reflection we can state following characteristics of Forming Abstract constructivism : Concepts

70 8.4.2 Characteristics of Constructivism students to think. This leads to the (1) Student is the creator of his own practice of study by questioning and knowledge. reflecting on it. It inculcates habit of (2) Previous experience plays an important self-learning and independent thinking, so that they can attain vision of self role in constructivist learning. study in different situations. (3) Constructivism is based on individual (3) Language plays a vital role in knowledge creation. constructivism, as the learning is (4) In constructivism, the status of previous interactive. knowledge and new knowledge is linked (4) It is possible to use information to construct new knowledge. communication technology tools to (5) Role of a teacher in constructivism is of generate new knowledge. a guide, a facilitator and a compere. Thus constructivism is a re-building of (6) Innovative classroom structures and previous knowledge and learning. Knowledge sitting arrangements are used for is constructed in a conducive and supportive constructivist teaching-learning process. environment. Social co-ordination is achieved (7) The emphasis is on creating a joyful through knowledge construction. environment as the learning process Let us know depends on motivation and interest in constructivism. In view of constructivism, the role of (8) Teachers provide appropriate reference teachers and the students are as follows : material which is used by the students  Role of Teachers for learning. (1) Teachers should inspire and direct (9) Constructivist teaching-learning process properly. has great variety such as, students use (2) He should encourage students for self experiments, concept formation, problem study. solving, discovery, creative thinking, (3) Teachers should be ready to accept the logical capabilities, discussions and concepts attained by students. brain-storming in constructing the (4) Teachers should encourage independent knowledge. study. (10) In constructivism, as learning objectives (5) Teachers should encourage creative are tested at each stage, students can thinking. determine correct direction of learning. (6) Teacher should be able to use new (11) Evaluation is not a goal but a process. technology for teaching. Therefore various evaluation techniques  Role of Students are used to achieve the objectives and (1) Students should be curious, inquisitive improve the teaching-learning process. and capable of discussions. 8.4.3 Benefits of Constructivism (2) Students should be able to understand the problems and make clear statements. (1) In constructivism, the emphasis is on a (3) Should construct experiments. student to create his own knowledge, so (4) Should state his/her views clearly. there is an opportunity for self-learning and the knowledge they earn is lasting. (5) Should verify and trust the knowledge as per the present. (2) Creating a conducive environment (6) Accept new ideas, thoughts and views. for knowledge-creation, motivates the 71 Various Professions (Program Manager, Guide, Hotel Management, Pilot, Computer Repaining, Vehicle Repaining) 8.5 Skill based Education Enlist The student should get holistic Enlist various professions. Which development through education. The education professional would you like to become? leads to intellectual, emotional and creative Which skills are required for that? development of a student. A new trend, 'skill based learning' has evolved for the preparation 8.5.2 Characteristics of Skill Based for vocational education right from the time Education of school education. Introducing skill based education at school level ensures student’s readiness for vocational 8.5.1 Concept of Skill Based Education education in future. It also develops interest Education must lead to job attainment and for the vocation. Production of capabilities entrepreneurship. Acquisition of various skills and quality of production depends on skilled related to various vocations along with human resource. Hence skill based education traditional education, is skill based education. is important. This new trend has following Skill is the ability required to complete characteristics : wholesome work successfully. Skills required (1) Students become aware of the specific for various vocations and secrets differ. e.g., - skills required for a specific vocation. motor repair, tourism etc. (2) Skilled human resources can be developed for the competition. Internet my friend (3) The students can decide about the type of vocation to choose as they have Visit the following website of National undertaken vocational education along Skills Development Corporation (NSDC) with regular education. and get information about various skill (4) The education, instead of becoming based courses. https://www.nsdcindia.org theoretical, becomes experiential and supportive jobs. 72 (5) It develops awareness of entrepreneurship and self employment. Remember it (6) The student becomes capable of facing Pradhanmantri Kaushalya Vikas the challenges of globalization. Yojana (PMKVY) is implemented by (7) This type of education imparts respect Government of India through Ministry of to labour. Skill Development and Entrepreneurship (8) Differently abled (Divyang) students (MSDE). Through this scheme youth is can assimilate favourable vocational trained to acquire skills in various trades. skills and become self reliant. e.g., Visit the website : Visually challenged students can www.pmkvyofficial.org undergo training of mass media and become good comperers, entrepreneurs Experience it etc. 8.5.3 Benefits of Skill Based Education Visit a vocational education institution (1) Skill based education nurtures and understand its working.> entrepreneurship and makes the students

ready to become an entrepreneur. Let us know (2) Skill based job or business can be undertaken after taking skill based Apart from the new trends in Education education. which you studied in this chapter; some more (3) National pool of skilled human resources noteworthy trends in education can be is built. mentioned as follows : (4) It generates employability. • Co-operative Learning (5) Recruitment of skilled manpower leads In this type of learning, students to prosperity of industries. make different groups and learn through (6) The opportunities of globalization can mutual co-operation, co-ordination and be effectively utilized because of persons self-learning. having higher and supreme skills. • Interactive Learning (7) The nation becomes capable of In this kind of teaching, there is no supplying skilled human resources to one-way teaching by the teacher. On the various economies across the Globe. contrary, the teacher teaches through (8) The skill based education leads to interaction and communication with the industrial development and thereby students. growth in the economy. • Team Teaching (9) Students can get exposures to different This is teaching done by a team of vocations, enterprises at an early stage. two or more teachers, who teach a This helps them identify their inclination particular unit through mutual and abilities. Based on it, they can co-ordination and dialogue. choose the vocation or sector, to initiate an enterprise. 73 Exercise Q.1 (A) Complete the statements by selecting Q.3 Complete the following concept designs. the appropriate option from the given (1) Knowledge Generation Process options. (1) The student has to construct knowledge at his own level is a base of ...... (a) skill based education (b) constructivism (c) blended learning (d) open education (2) The trend of education that facilitates simultaneous education for all learners including special needs, learners are called ...... (a) Special education (b) ‘Divayang’ education (c) Inclusive education (2) Blended Learning (d) Open education (3) Open education is ...... type of education. (a) formal (b) non-formal (c) informal (d) special (4) In blended learning ...... are used. (a) Books (b) Website Q.4 Write the short notes. (c) Online and offline tools (d) Photos (1) Characteristics of inclusive education (B) Write the answers in one to two words. (2) Concept of constructivism (1) According to which article of Indian (3) Meaning of skill based education Constitution, education is a fundamental Q.5 Write the answers to the following in 50 right? to 80 words each. (2) Write name of any State Level open (1) Characteristics of blended learning education institute. (2) Functions of open education (3) What is inclusive education ? Q.2 State your opinion about the following (3) Characteristics of constructivism statements. Q.6 Write the answers to the following (1) Chances of employment increase due to questions in 100 to 150 words each. skill based learning. (1) Explain the concept and characteristics of (2) Socialization of ‘Divayang’ students become open education. faster due to inclusive education. (2) Explain the concept and characteristics of (3) The students who are deprived of formal skill based education. education get the opportunity through open education. (3) Explain benefits and limitations of blended (4) The creativity in students gets developed learning. because of constructivism.  74 Terminology

Achievement Test - g§nmXZ H$gmoQ>r Economical Factor - Am{W©H$ KQ>H$ Act - A{Y{Z¶‘ Educational Management - e¡j{UH$ ì¶dñWmnZ Educational Support Adjustment - g‘m¶moOZ - Material e¡j{UH$ nyaH$ gm{h˶ Aim - ܶo¶ Emotional - ^md{ZH$ Attitude - A{^d¥ËVr Equalitarianism - g‘mZVmdmX Basic Education - ‘ybmoXçmoJr {ejU Examination - narjm Behavioural Change - dV©Z ~Xb Experimental Research - Blended Learning - g§{‘l Aܶ¶Z Method àm¶mo{JH$ g§emoYZ nX²YVr Blog - AZw{XZr Expression - A{^춳Vr Case Study - 춳Vr Aä¶mg Feedback - à˶m^aU Character Formation - Mm[aͶg§dY©Z Framework - AmamIS>m Check List - nS>Vmim gyMr Fundamental Process - ‘yb^yV à{H«$¶m Cinema - {MÌnQ> Guide - dra~mbm Historical Research Classification of Data - ‘m{hVrMo dJuH$aU - Method Eo{Vhm{gH$ g§emoYZ nX²YVr Co-Curricular - Aä¶mgnyaH$ Inclusive Education - gd©g‘mdoeH$ {ejU Commission - Am¶moJ Independent Variable - ñdml¶r Mb Commissioner - (Education) Am¶w³V ({ejU) Industrial Factor - Am¡Xçmo{JH$ KQ>H$ Confidential Material - Insightful Learning JmonZr¶ gm{h˶ - ‘‘©ÑîQ>r‘ybH$ Aܶ¶Z Theory Constructivism - kmZaMZmdmX CnnËVr Content - Ame¶ Internal Evaluation - Am§V[aH$ ‘y붑mnZ Continuous International Harmony - Am§VaamîQ´>r¶ gm‘§Oñ¶ Comprehensive - gmV˶nyU© gdªH$f ‘y붑mnZ Internet - Evaluation Am§VaOmb Interview - Cultural Factor - gm§ñH¥${VH$ KQ>H$ ‘wbmIV Interview Schedule - Cultural Transformation - gm§ñH¥${VH$ g§H«$‘U ‘wbmIV gyMr Joint Director of - Curriculum - Aä¶mgH«$‘ Education {ejU ghg§MmbH$ Data Anlyasis - ‘m{hVr {díbofU Law of Effect - n[aUm‘mMm {Z¶‘ Data Interpretation - ‘m{hVrMo AW©{Zd©MZ Law of Exercise - gamdmMm {Z¶‘ Dependent Variable - Aml¶r Mb Law of Readiness - V¶marMm {Z¶‘ Deputy Director - Cng§MmbH$ Learning - Aܶ¶Z Deputy Director of - Learning Outcome - Education {ejU Cng§MmbH$ Aܶ¶Z {ZînËVr Descriptive Research Lecturer - A{Yì¶m»¶mVm - dU©ZmË‘H$ g§emoYZ nX²YVr Method Life Oriented - OrdZmZwJm‘r Dignity of Labour - l‘à{VîR>m Life Skills - OrdZ H$m¡eë¶o Director of Education - {ejU g§MmbH$ Lifelong Learning - AmOrdZ {ejU Directorate of Education - {ejU g§MmbZmb¶ Mass Communication - g‘yh g§nH©$ ‘mܶ‘o Differently abled - {Xì¶m§J Media Mass Education - Distance Education - XÿañW {ejU g‘yh {ejU Maturity - Dynamic - J{V‘mZ n[an³dVm

75 Mental - ‘mZ{gH$ Scheduled Tribe - AZwgy{MV O‘mVr Mobile Phone - ^«‘UÜdZr Scholarship - {eî¶d¥ËVr Monarchy - EH$m{YH$maemhr Scientific Temper - d¡km{ZH$ ‘Zmo^md Moral Education - Z¡{VH$ {ejU Scout - ~mbdra Motivation - àoaUm Secondary Source - Xw涑 òmoV Movement - Midi Secretary of Education - {ejU g{Md National Cadet Corps - amîQ´>r¶ N>mÌgoZm Secularism - Y‘©{ZanojVm News - ~mVå¶m Self Expression - AmË‘m{dîH$ma Objective Question - dñVw{ZîR> àíZ Sequence - H«$‘~X²YVm Objectives - CX²{XîQ>o Service Conditions - godmeVu Observation Schedule - {ZarjU gyMr Skill based Education - H$m¡eë¶mYm[aV {ejU Open Education - ‘w³V {ejU Social Factor - gm‘m{OH$ KQ>H$ Opinionnaire - ‘Vmdbr Social Institutes - gm‘m{OH$ g§ñWm Oral - ‘m¡{IH$ Social Law - gm‘m{OH$ H$m¶Xm Periodical - {Z¶VH$m{bH$ Social Service - g‘mOgodm Physical - emar[aH$ Social Tradition - gm‘m{OH$ na§nam Physical Education - emar[aH$ {ejU Social Transformation - gm‘m{OH$ n[adV©Z Physical Factor - ^m¡{VH$ KQ>H$ Social Value - gm‘m{OH$ ‘yë¶ Policy - YmoaU Socialization - gm‘mOrH$aU Political Factor - amOH$s¶ KQ>H$ Sociometric Technique - g‘mO{‘Vr V§Ì Population Factor - bmoH$g§»¶m{df¶H$ KQ>H$ Software - Amkmdbr Practical Examination - àm˶{jH$ narjm Special Education - {deof {ejU Previous Experience - nydm©Zw^d Standardised Test - à‘m{UV MmMUr Primary Source - àmW{‘H$ òmoV Structure - AmH¥${V~§Y Printed Material - ‘w{ÐV gm{h˶ Study Centre - Aä¶mgH|$Ð Professor - àmܶmnH$ Survey - gd}jU Progressive - nwamoJm‘r Syllabus - nmR>çH«$‘ Project - àH$ën Teaching Methods - AܶmnZ nX²YVr Psychophysical Process - ‘Zmoemar[aH$ à{H«$¶m Technical Factor - Vm§{ÌH$ KQ>H$ Qualification - Ah©Vm Teleconference - Xÿan[afX Questionnaire - àíZmdbr Television - XÿaXe©Z Radio - AmH$medmUr Textbook - nmR>çnwñVH$ Rating Scale - nX{ZíM¶Z loUr Theory of Learning - Aܶ¶Z CnnËVr Reader - ànmR>H$ Transfer of Learning - Aܶ¶Z g§H«$‘U Recommendations - Trial and Error Learning {e’$magr - à¶ËZ à‘mX Aܶ¶Z Theory Reliable - {dídgZr¶ CnnËVr Republic - JUamÁ¶ Universalization - gmd©{ÌH$sH$aU Respondent - à{VgmXH$ Valid - d¡Y Salary - doVZ Value based - ‘yë¶m{YpîR>V Scheduled Caste - AZwgy{MV OmVr Vice-Chancellor - Hw$bJwê$  76 Notes

77 Notes

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