DOCSLIB.ORG

Progress of Education in Madras

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Progress of Education in Madras EDUCATION DEPARTMENT THE PROGRESS OF EDUCATION IN MADRAS QUINQUENNIAL REVIEW 1947-52 PR IN TED BY THE SUPERINTENDENT OOFERNMENT PRER8 MADRAS 19 6 6 Price 3 rupees LIBRARY. Ministry of Education, New Delhi. aas« No...3.3.3.i...Er.d.Ls....... BookNo...tA...^!«.^.Vol............. Acc. No............................Copy.......... FAQBS OSAfTEB. I . Introductory . .. ......................................................... 1 n . Educational Persoanel and Organization . 16 HI, Primary Education .. .. .. .. .. .. 26 IV. Basic Education ............................. .. .. .. 52 V . Secondary Education .. , , .............................. 68 V I. Training of Teachers .. ........................................... 122 VII. University Education .. .. ........................................... 156 V m . Technical and Professional Education . 180 I X . Social Education . ........................................... 207 X . The Education of Oirls and Woman . 21$ •yT Mucellaneous . ... 223 y iT . Cultural Development and Inten^tional Aotiritiee . 284 X m . General Estimate and Conclusion . 290 QUINQUENNIAL REVIEW ON THli p r o g r e s s o f e d u c a t i o n IN MADRAS, 1 9 4 7 -5 2 CHAPTER I. I ntkoductoby. A . Jinjjaci of political arid econouiic cluingefs in the couairij on education. In the beginning of the previous quinquennium (1942) war clouds looked black indeed and thus affected considerably the educational institutions and educational effort in the Madras Presidency. The beginning of the present) quinquennium (1947) saw tho beginning of a Free India. The period under report started with far-reaching political changes in the country with the attainment of Independance on August 15, 1947 ; the birth of the Indian Republic on the 26th January 1950 and the making of the Indian Constitution. Having emerged only quite recently from the severe effects of World War II, the countiy saw everywhere its condition quiet unsettled and much disturbecl politically and economically. An all-round social awakening was noticeable, the old days of apathy and indifference to education on the part of the masses, especially in rural areas, with regard to education disappeared. The social awakening mspired by political agitators for a generation, the enthusiasm and love for education that India’s soldiers of the Second World War brought back from their travels and the facilities and concessions granted, were some of the factors that contributed to the demand on an unprecedental scale for the expansion of educa­ tion in the State during tho period 1947—52. There was a phenomenal rise ui the demand for education especially at tho Secondary and College stages and for Technical Education. Tho demand was keen both in ui*ban and rural areas. The attaiument of freedom released great forces of National reconstraction. The Constitution of India doclarcd tlic need to ftchieve universal compulsory education within ten years from 1960. The need to provide educational facilities on a mass scale became very urgent. The State Government boldly laid down a policy of having at least one Elementary School in each \ illage « ith a population of 600 and above, one Secondary School for each taluk and one College for every district, nlthougli correaJmnding reRouvoes for running them on proper lines were not readily a\ ailablc. Figures given in section (/) show the great expansion of education achieved during this vital period. But this period is notable not merely for the increase in the number of educational institutions and‘ scholars but also for reforms, reorganization and introduction of new schemes and features hitherto unknown, but quite essential under the impact of political and economic changes. There was, first of all, the need for a literate people, a need that became more pressing and urgent with the extension of franchise to all adults. TJiere was again the constant demand for efficiency and increased output in Industry, Commerce, Public service and also for social discipline. Last of all, but by no means the least, there was the crying need for “ Vocationalism ” , i.e., education for a Job ; lai^er and better education to secure better and better jobs. Whatever the general aims therefor, no scheme of educational development could ignore these three conditions. Naturally, the last five years 1947—52, which forms the first five years of Free India, have been a period of tremendous increase in the number of educational institutions of all types and of every description. Consequent on the important political changes in the country, certain readjustments in the administrative set up were found necessary during this period. The following are some of the instances:— 1. Pudukkottai which was a separate State till 3rd March , 1948 with its own Director of Public Instruction and its own scheme of Elementary, Secondary and Collegiate education, got merged into the Indian Union, with the result the Director of Public Instruction, Pudukkottai, was permitted to retire and a separate officer of the status and rank of a District Educational Officer (designated as Special Officer) was put in charge of its educational affairs. The Special Officer was assisted by two Deputy Inspectors. Elementary schools which were formerly under the control of the Pudukkottai Government were transferred to the control of the Tiruchirappalli District Board in 1950 and Pudukkottai Municipality in 1951. 2. Consequent on the merger of the Banganapalle State with Madras, the administration of the Education Department and the institutions of the State were taken over by the District Educational Officer, Kurnool. B. Reorganization of Edflication, With the gaining of independance the problems became so vastly different. The country got a new status, a new outlook and a new responsibility. The content, programme and emphasw of education had to be completely re-orientated, re-thought and re-adjusted. Attempts were made to strike along new paths and try new experiments. By doing this many interestirig and valuable experiences were gained. Beorgaaization- tas been, fcli© key note of tKe department during the period under report. While a large number of new schemes were organized, the existing system of Elementary and Secondary Education was thoroughly reorganized during the auinouennium . The introduction of Basic Education envisage^ a j^J^Jiiation and reoi^anization of Elementary Education in certain ftmdamentals. X’he need to have a wider variety in the curriculum at the high school stage with a vocational bias, apart from the academic course leading to the Universities was increasingly recognized and provided for by the introduction o f diversified courses such as the pretechnological courses in Engineering, Secretaiial course and Agriculture for boys and the Aesthetic and Domestic Scieuco courses for gii’ls. The reorganized scheme of Secondary Education introduced in 1948 was a comprehensive one. Great emphasis was placed on the regional language, basic crafts, citizenship training and the provision for audio-visual education. A detailed account o f the scheme is given in Chapter V dealing with Secondary Education. C. Important Committees and Conferences. Advisory Board of Edv^tian.—In G.O. Ms. No. 13, Education, [dated 4th January 1947, Government constituted a Provincial fe-dviaory Board of Education consisting of 29 members to advise them on all matters referred to it relating to all grades of education. The Hon*ble Minister for Education was the Chairman and Sri D. S. Reddy, the then Deputy Director of Public Instruction, was the Secretary. The Board ordinarily met once in three months and discus^d subjects of varying nature. Two conferences of aU District Educational Officers and Inspec­ tresses were held during the quinquennium at the Teachers’ College, Saidapet. The &st conference held in 1948 was a camp- conference and the “ Reorganized Scheme of Secondary Education” was the main theme; Board of Secondary Education.—The S;S.L.C. Scheme introduced ^n 1920 contemplated the constitution of a Board for working the doheme and conducting the examination^ Its members were ‘Urectly connected with High Schools, either as Headmasters or as Inspectors of Schools and their functions were more than advisory. After some years the University of Madras agitated for ^presentation on the Board and it was given*. For sometime it ■as a convention to send to the Board only those who had direct Douch with the High Schools, but very soon this healthy convention !vas broken: In pursuance of the recommendations of a Committee appointed 7 the Madras University, the Madras University was given Q.R.— 1a increased representation on S.S.L.C. Board and the Board was declared an autonomous body. In G.O. Ms. No. 1788, Education, dated 16th September 1946, the S.S.L.C. Board was reorganized and was re-uamed as the Board of Secondary Education. The new Board had a wider basis of representation of the several interests connected with Secondary Education. The Board consists of twenty-six members— (1) Officials (ex-officio) ......................... .. — 5 (i) The Director of Public Instruction, Madras—Chairman-, (ii) The Deputy Commissioner for Government Examinations, Madras (Vice-Chairman). (iii) The Deputy Director of Pubhc Instruction in-charge of Secondary Education. (iv) The Principal, Teachers’ College, Saidapet. (v) The Principal, Government Training College, Rajahniundiy. (2) Representatives of Universities 10. Madras University Andhra University Annamalai University .. (3) Nominated Members— Representatives of Teachers
Load more

Recommended publications
  • Development of Infrastructure in Primary School in Sundarban Coastal Region
    National Journal of Multidisciplinary Research and Development ISSN: 2455-9040 Impact Factor: RJIF 5.22 www.nationaljournals.com Volume 2; Issue 3; September 2017; Page No. 408-412 Development of infrastructure in primary school in sundarban coastal region Bablu Samanta Muralidhar Girls’ College, Kolkata, West Bengal, India Abstract Primary education is the base of education development and literacy. It is a basic need for people of any region. Primary schools are engaged to provide this education. After all infrastructure of the educational institution can give proper educational phenomena. Students come to school if the infrastructure is suitable. Parents also desire to admit their childes into school. Some regions are geographically backward such as Sundarban Coastal Region which has bad communication. In spite of lack of communication infrastructure of primary school is really improving. Peoples of this region are now responding to participate in educational program. This paper has investigated on infrastructure of primary school and its development. The study was administered on secondary data. Data sources were census report, SSA report and DISE report. The study selected 10 criteria which are playground, boundary wall, girls’ and boys’ toilet, drinking water, electricity, ramp, kitchen shed, student classroom ratio. The investigation revealed that girls and boys toilet, drinking water is the most developed infrastructure and very poor infrastructures are computer, student-classroom ratio and boundary wall. Keywords: development, educational infrastructure, DISE, boundary wall Introduction children and their parents. The Policy, therefore, calls for a The Sundarban is part of the world’s largest delta, with a drive for a substantial improvement of primary schools and network of tidal rivers, creeks, islands, mudflats, coastal provision of support services’ (NPE, 1986, 15).
    [Show full text]
  • Research Methodology and Biostatistics” for Affiliated Institutions of the Tamil Nadu Dr.M.G.R Medical University As Per the Given Schedule
    WEB ANNOUNCEMENT The Department of Epidemiology of this University would conduct three days online workshop on “ Research Methodology and Biostatistics” for affiliated Institutions of the Tamil Nadu Dr.M.G.R Medical University as per the given schedule. The schedule has been prepared such that Post Graduates of affiliated colleges can be attend virtual Mode in different batches as per the college roster & support conduct of the workshop smoothly. Registration fee of Rs.3540/- (including GST 18%) will be collected for the workshop from each candidate. The tentative Plan of the online workshop (January 2021 to April 2021 ) Chettinad Dental College and Research Institute Dhanalaskhmi Srinivasn Medical College, Trichy Govt. Dharmapuri Medical College, Dharmapuri Govt. Vellore Medical College, Vellore Kilpauk Medical College, Chennai Madha Dental College and Hospital, Chennai Madras Medical College, Chennai PSG Medical College, Coimbatore Thanjavur Medical College, Thanjavur 19-1-2021 1 Best Dental College, Madurai to Christian Medical College, Vellore 21-1-2021 Thiruvarur Medical College, Thiruvarur Karpaga Vinayaga Inst. Of Medical Sciences Trichy SRM Medical College,Trichy Cancer Institute , Adayar Chengalpattu Medical College, chengalpattu Tagore Dental College, Chennai Vellammal Medical College, Madurai CSI College of Dental Sciences Sree Mookambika Institute of Medical 29-2-2021 ESI & PGIMSR, ESIC Hospital, Chennai To Joseph Eye Hospital Trichy 11-2-2021 Kanyakumari Govt Medical College KAP viswanatham medical College Sankara Nethralaya, Chennai Tirunelveli Medical College Govt. Mohan Kumaramangalam Kilpauk Medical College, Kilpauk Rajas Dental College, Tirunelveli District Sree Mookambika Medical College, Kanyakumari District Tagore Dental College, Chennai Trichy SRM Medical College,Trichy Vivekanandha Dental College for Women, Namakkal Christian medical College, Vellore Govt.
    [Show full text]
  • Book Review of 'Shivali Tukdeo-India Goes to School: Education Policy
    Book Reviews 157 Shivali Tukdeo, India Goes to School: Education Policy and Cultural Politics. Springer India, 2019. xii+138 pages, €89.99 (HB). ISBN: 9788132239550. DOI: 10.1177/0973184920973939 Educational policies are a key area of interest for educational researchers because they have profound implications in shaping the direction and destiny of the involved communities. The book, India Goes to School, provides a concise and chronological account of key turning points in terms of education policy from the colonial era up to the formation of the Draft National Education Policy (DNEP) 2019. The book comprises seven chapters that explore the trajectory of development of the educational landscape of India, starting with colonial experiences and moving on to post-independence events such as the rise of a national system of education, massification of education, privatisation, mobility, globalisation, migration, the Indian diaspora and the role of non- governmental organisations (NGOs). Most policy studies usually focus on categories such as access, enrolment, retention, dropouts, identifiable and measurable indicators and challenges of implementation. In contrast, this book which is centred on the cultural politics of education in India is an important addition to the growing scholarship aimed at analysing policy formulation, their circulation across different contexts and their translation into workable programmes and schemes. It distinguishes itself from other similar volumes by going beyond conventional accounts that provide an exhaustive chronological description of India’s educational journey. Instead, it engages the readers to question the relationship of educational policy with cultural politics. This connecting thread is used to weave a distinct narrative that explores the connections among power, authority, role, response and impact of policy knowledge on different stakeholders.
    [Show full text]
  • Dr. S.Srinivasan Professor, Department of Instrumentation Engineering
    Dr. S.Srinivasan Professor, Department of Instrumentation Engineering Cellphone : e-Mail ID : [email protected] Address : Present Position Professor, Department of Instrumentation Engineering, Madras Institute of Technology, Anna University, Chennai from November-2013. Previous Positions Associate professor, Department of Instrumentation Engineering, Madras Institute of Technology, Anna University, Chennai during October-2010 and November-2013. Lecturer Sl.Grade, Department of Instrumentation Engineering, Madras Institute of Technology, Anna University, Chennai during October-2007 and October-2010. Lecturer Sr. Grade, Department of Instrumentation Engineering, Madras Institute of Technology, Anna University, Chennai during October-2002 and October-2007. Lecturer, Department of Instrumentation Engineering, Madras Institute of Technology, Anna University, Chennai during April-1999 and October-2002. Previous Additional Responsibility Chief Superintendent (p G Full Time), Department of Instrumentation Engineering, Anna University, Chennai during April-2016 and May-2016. Deputy Controller Of Examination, , Anna University, Chennai during July-2011 and November-2014. Chief Superintendent (p G Full Time), Department of Instrumentation Engineering, Anna University, Chennai during April-2010 and May-2010. Student Counsellor Nri/ciwgc/fn, Department of Instrumentation Engineering, Anna University, Chennai during June-2009 and May-2010. Additional Chief Superintendent (ug Full Time), , Anna University, Chennai during April-2008 and May-2008. Treasurer, MIT Student Co-operative Store, Anna University, Chennai during July-2000 and October-2007. , , Anna University, Chennai. page 1 / 14 Dr. S.Srinivasan Professor, Department of Instrumentation Engineering Other Employment Lecturer, REC Trichy for 1 year. Degree M.E. in Measurement And Instrumentation Engg, , University of Roorkee (1995 - 1997). B.E. in ELECTRONICS AND INSTRUMENTATION ENGG , , Annamalai University (1987 - 1991).
    [Show full text]
  • Military Education in India: Missing the Forest for the Trees Prakash Menon
    Institute for Defence Studies and Analyses No.1, Development Enclave, Rao Tula Ram Marg Delhi Cantonment, New Delhi-110010 Journal of Defence Studies Publication details, including instructions for authors and subscription information: http://www.idsa.in/journalofdefencestudies Military Education in India: Missing the Forest for the Trees Prakash Menon To cite this article: Prakash Menon (201 5): Military Education in India: Missing the Forest for the Trees , Jo urnal of Defence Studies, Vol. 9, No. 4 October-December 2015, pp. 49-69. URL http://idsa.in/jds/9_4_2015_MilitaryEducationIndia Pleas e Scroll down for Article Full terms and conditions of use: http://www.idsa.in/termsofuse This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re- distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. Views expressed are those of the author(s) and do not necessarily reflect the views of the IDSA or of the Government of India. Military Education in India Missing the Forest for the Trees Prakash Menon* India’s Professional Military Education (PME) system is weighted towards the tactical level in all stages of professional development. This results in inadequate exposure of its senior leadership to strategic studies, thus inhibiting the provision of qualitative advice at the strategic level. While combat as an instrument of warfare is focused on at all levels, it fails to relate to war as an instrument of politics. It underlines the absence of an effort to build a broader vision that incorporates the entire constellation of forces.
    [Show full text]
  • Region 10 Student Branches
    Student Branches in R10 with Counselor & Chair contact August 2015 Par SPO SPO Name SPO ID Officers Full Name Officers Email Address Name Position Start Date Desc Australian Australian Natl Univ STB08001 Chair Miranda Zhang 01/01/2015 [email protected] Capital Terr Counselor LIAM E WALDRON 02/19/2013 [email protected] Section Univ Of New South Wales STB09141 Chair Meng Xu 01/01/2015 [email protected] SB Counselor Craig R Benson 08/19/2011 [email protected] Bangalore Acharya Institute of STB12671 Chair Lachhmi Prasad Sah 02/19/2013 [email protected] Section Technology SB Counselor MAHESHAPPA HARAVE 02/19/2013 [email protected] DEVANNA Adichunchanagiri Institute STB98331 Counselor Anil Kumar 05/06/2011 [email protected] of Technology SB Amrita School of STB63931 Chair Siddharth Gupta 05/03/2005 [email protected] Engineering Bangalore Counselor chaitanya kumar 05/03/2005 [email protected] SB Amrutha Institute of Eng STB08291 Chair Darshan Virupaksha 06/13/2011 [email protected] and Mgmt Sciences SB Counselor Rajagopal Ramdas Coorg 06/13/2011 [email protected] B V B College of Eng & STB62711 Chair SUHAIL N 01/01/2013 [email protected] Tech, Vidyanagar Counselor Rajeshwari M Banakar 03/09/2011 [email protected] B. M. Sreenivasalah STB04431 Chair Yashunandan Sureka 04/11/2015 [email protected] College of Engineering Counselor Meena Parathodiyil Menon 03/01/2014 [email protected] SB BMS Institute of STB14611 Chair Aranya Khinvasara 11/11/2013 [email protected]
    [Show full text]
  • Sale Notice for Sale of Immovable Properties
    STATE BANK OF INDIA STRESSED ASSETS MANAGEMENT BRANCH COIMBATORE Authorised Officer’s Details: Raja Plaza, First Floor Name: Shri. D Sunani No.1112, Avinashi Road Mobile No: 9445022878 COIMBATORE 641 037 e-mail ID: [email protected] Land Line No: 0422-2245451 SALE NOTICE FOR SALE OF IMMOVABLE PROPERTIES E-Auction Sale Notice for Sale of Immovable Assets under the Securitisation and Reconstruction of Financial Assets and Enforcement of Security Interest Act, 2002 read with proviso to Rule 8(6) of the Security Interest (Enforcement) Rules, 2002 Notice is hereby given to the public in general and to the Borrower(s) and Guarantor(s) in particular that the below described immovable properties mortgaged/charged to the Secured Creditor, the constructive possession of which has been taken by the Authorised Officer of State Bank Of India, the Secured Creditor, will be sold on “As is Where is”, “As is What is” and “Whatever there is” basis on 10.07.2020, for recovery of Rs.16,94,51,528 (Rupees Sixteen Crore Ninety Four Lakhs Fifty One Thousand Five Hundred and Twenty Eight only) as on 31.03.2020 with future interest and costs due to the State Bank of India, from M/s.Muthus Golden Rice Products Private Limited, factory at Door No.4-2-24, Pillaiyar Kovil Oorani Kalvai Street, PUDUVAYAL 630108, Shri A.P.Periyasamy, Shri P.Venkatesaprasadh and Smt.A.P.Srimeenakshi, residing No.13, Muthus House, 8th Street, Subramaniapuram North, KARAIKUDI 630 002 Note: The below mentioned properties also extended to cover the outstanding liabilities of Rs.71,55,122/- (Rupees Seventy One Lakhs Fifty Five Thousand One Hundred and TwentyTwo Only) as on 31.03.2020 due and owing to the Bank from M/s.Sri Muthuram Fibres.
    [Show full text]
  • Chapter Iii 67
    CHAPTER I I I THE TEMPLES AND THE SOCIAL ORGANISATION OF THE CHETTIARS ' In the last chapter we sav that the Ilayathankudi Nagarathar emerged as a distinct endogamous Saiva Vaisya sub-caste, consisting of the patrilineal groups, each group attached to a temple located in the vicinity of Illayathankudi, somewhere around the eighth century A.D. In this chapter we shall see that contrary to the vehe­ ment propa^nda about the regressive effects of Hindu religion and social organization on the rational pursuit of profit, with the Chettiars, their very'*^religious affiliation and their form of social organization seem to have been shaped by their economic interests. It is significant that the social organization of this sub­ caste crystallized at a period v^hen the Tamil Country was rocked by a massive wave of Hindu revivalism that had arisen to counter the rising tide of the heterodox faiths of Buddhism’and Jainism. Buddhists and Jains had flou­ rished amicably along with Hindu Sects even during the Sangam age. But when Buddhism got catapulted into ascendency, under the ’Kalabhras’ , ”a rather mysterious and ubiquitous enemy of civilization”, who swept over ’ the Tamil Country and ruled it for over the two hundred years following the close of the Sangam age in thz4e hurylred A . D . , a hectic fury of re lig io u s hatred and r iv alry 67 6^ was unleashed.^ The active propagation of Buddhism by the ruling Kalabhras, who are denounced in the Velvikudi grants of the Pandyas (nineth century) as evil kings (kali- arasar) who uprooted many adhirajas, and confiscated the pro- 2 perties gifted to Gods (temples) and Brahmins, provoked the adherents of Siva and Vishnu to make organized attempts to stall the rising tide of heresy.
    [Show full text]
  • Tamil Nadu MBBS Cutoff for 85% State Quota Seats
    Tamil Nadu MBBS cutoff for 85% State Quota seats ​ Name of College Miscellaneou Open OBC SC ST s (Quota) Rank Scor Rank Scor Rank Scor Rank Scor e e e e Annapoorna Medical Government -- -- 3772 435 1155 325 1724 262 College and Quota 0 8 Hospital, Salem Management 6774 384 -- -- -- -- -- -- Quota Chengalpattu Government 871 525 1102 512 5306 407 1152 326 Medical College, Quota 2 Chengalpattu Christian Medical Management 3419 439 -- -- -- -- -- -- College, Vellore Quota (Institutional (Institutional Quota) Quota) CMC Vellore - (All Management 13730 269 -- -- -- -- -- -- categories) Quota CMC Vellore - Management 2501 465 -- -- -- -- -- -- General Quota Coimbatore Medical Government 464 556 672 536 5681 401 1011 341 College, Coimbatore Quota 8 Dhanalakshmi Government 2505 463 3364 444 1137 327 2128 218 Srinivasan Medical Quota 1 4 College and Management 5427 393 -- -- -- -- -- -- Hospital, Quota Perambalur Dharmapuri Medical Government -- -- 1671 488 7368 376 1289 310 College, Dharmapuri Quota 6 ESIC Medical Government 1195 508 2248 470 8320 363 1568 280 College, K.K. Nagar, Quota 3 Chennai Government Government 938 520 1215 507 6263 392 7544 373 K.A.P.V. Medical Quota College, Trichy Government Karur Government -- -- 2246 470 8536 360 1352 303 Medical College, Quota 2 Karur Government Medical Government 761 531 990 518 5092 411 1122 329 College, Omandurar Quota 4 Estate, Chennai Government Mohan Government 680 536 1108 512 5582 403 9301 351 Kumarmangalam Quota Medical College, Salem Government Medical Government -- -- 2238 470 8469 361
    [Show full text]
  • Enrolment of Women in Higher Education: a Comparative Study on Women's Equity in Governance and Employment Status in India
    Journal of International Women's Studies Volume 21 Issue 5 Women as Enablers of Change Article 7 August 2020 Enrolment of Women in Higher Education: A Comparative Study on Women's Equity in Governance and Employment Status in India Anita C. D. Ravindran Follow this and additional works at: https://vc.bridgew.edu/jiws Part of the Women's Studies Commons Recommended Citation C., Anita and Ravindran, D. (2020). Enrolment of Women in Higher Education: A Comparative Study on Women's Equity in Governance and Employment Status in India. Journal of International Women's Studies, 21(5), 65-78. Available at: https://vc.bridgew.edu/jiws/vol21/iss5/7 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. This journal and its contents may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. ©2020 Journal of International Women’s Studies. Enrolment of Women in Higher Education: A Comparative Study on Women's Equity in Governance and Employment Status in India By Anita C.1 and D. Ravindran2 Abstract Many research studies, globally, suggest that a rise in the rates of higher education of women enhances their living standards and decision-making powers. Education has served as a powerful tool for empowering women. Having higher women’s representation in governance should enable the empowerment of women. The Gross Enrolment Ratio [GER] of Indian women has shown a steady rise in the past two decades.
    [Show full text]
  • The Role and Impact of Private Schools in Developing Countries: a Response to the DFID-Commissioned "Rigorous Literature Review"
    Tooley J, Longfield D. The Role and Impact of Private Schools in Developing Countries: A response to the DFID-commissioned "Rigorous Literature Review". London: Pearson, 2015. Copyright: © The authors. Permission is granted under a Creative Commons Attribution 3.0 Unported (CC by 3.0) licence to replicate, copy, distribute, transmit or adapt all content freely provided that attribution is provided as illustrated in the reference below. To view a copy of this licence, visit http://creativecommons.org/licenses/by/3.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Link to report: https://research.pearson.com/articles/role-and-impact-of-private-schools.html Date deposited: 04/04/2016 This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle University ePrints - eprint.ncl.ac.uk The Role and Impact of Private Schools in Developing Countries: A Response to the DFID-Commissioned ‘Rigorous Literature Review’ James Tooley and David Longfield March 2015 The Role and Impact of Private Schools in Developing Countries: A Response to the DFID-Commissioned ‘Rigorous Literature Review’ James Tooley and David Longfield ABOUT PEARSON visit http://creativecommons.org/licenses/by/ Pearson is the world’s leading learning com- 3.0 or send a letter to Creative Commons, pany. Our education business combines 150 559 Nathan Abbott Way, Stanford, California years of experience in publishing with the lat- 94305, USA. est learning technology and online support. We serve learners of all ages around the globe, Suggested reference: Tooley, J. and D. Longfield employing 45,000 people in more than seven- (2015) The Role and Impact of Private Schools ty countries, helping people to learn whatever, in Developing Countries: A Response to the whenever and however they choose.
    [Show full text]
  • Directorate of Medical Education
    1 Directorate of Medical Education Hand Book on Right to Information Act - 2005 2 CHAPT ER DETAILS PAGE NO NO. 1. INTRODUCTION 3 2 PARTICULARS OF ORGANISATION, FUNCTIONS AND DUTIES 5 3 POWERS AND DUTIES OF OFFICERS AND EMPLOYEES 80 4 RULES, REGULATIONS,INSTRUCTIONS, MANUAL AND RECORDS 91 FOR DISCHARGING FUNCTIONS 5 PARTICULARS OF ANY ARRANGEMENT THAT EXISTS FOR 93 CONSULTATION WITH OR REPRESENTATION BY THE MEMBERS OF THE PUBLIC IN RELATION TO THE FORMULATION OF ITS POLICY OR IMPLEMENTATION THEREOF 6 A STATEMENT OF THE CATEGORIES OF DOCUMENTS THAT ARE 94 HELD BY IT OR UNDER ITS CONTROL 7 A STATEMENT OF BOARDS, COUNCIL, COMMITTEES AND OTHER 95 BODIES CONSTITUTED AS ITS PART 8 THE NAMES, DESIGNATION AND OTHER PARTICULARS OF THE 96 PUBLIC INFORMATION OFFICER 9 PROCEDURE FOLLOWED IN DECISION MAKING PROCESS 107 10 DIRECTORY OF OFFICERS AND EMPLOYEES 108 11 THE MONTHLY REMUNERATION RECEIVED BY EACH OF ITS 110 OFFICERS AND EMPLOYEES INCLUDING THE SYSTEM OF COMPENSATION AS PROVIDED IN REGULATIONS. 12 THE BUDGET ALLOCATED TO EACH AGENCY/OFFICERS 111 (PARTICULARS OF ALL PLANS, PROPOSED EXPENDITURES AND REPORTS ON DISBURSEMENT MADE 116 13 THE MANNER OF EXECUTION OR SUBSIDY PROGRAMME 14 PARTICULARS OF RECEIPIENTS OF CONCESSIONS, PERMITS OR 117 AUTHORISATION GRANTED BY IT 15 NORMS SET BY IT FOR THE DISCHARGE OF ITS FUNCTIONS 118 16 INFORMATION AVAILABLE IN AN ELECTRONIC FORM 119 17 PARTICULARS OF THE FACILITIES AVAILABLE TO CITIZENS FOR 120 OBTAINING THE INFORMATION 18 OTHER USEFUL INFORMATION 121 3 CHAPTER-1 - INTRODUCTION 1.1This handbook is brought out by the Directorate of Medical Education (Government of Tamil Nadu) , Chennai as required by the Right to Information Act, 2005.
    [Show full text]