शिक्षा क्या है ? क्या कोई बड़े पाठशाला मे पढाई करके डॉक्टर या समाहर्ता बन जाना शिक्षा है ? क्या कोई बहु राष्ट्रिय कम्पनी का चीफ ऑफिसर बन जाना शिक्षा का एक भाग है ? मेने बचपन से लेकर आजतक शिक्षा के बारे मे मेने जानने का प्रयास किया मगर जितना जाना उतना ही ये प्रश्न और ज्यादा गहरा बनता गया .आखिर शिक्षा क्या चीज है ?
Dont forget to pass your comments on it ..
Ravi Parekh, CRC Gamdi, Dascroi,A'bad.
20 comments:
Education
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.
A right to education has been created and recognized by some jurisdictions: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[2] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
Systems of formal education
Education is a concept, referring to the process in which students can learn something:
* Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms.
* Teaching refers to the actions of a real live instructor designed to impart learning to the student.
* Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, the grammar school or academy existed from as early as the 1500s; public schools or fee paying schools, or charitable educational foundations have an even longer history.
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.
Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.
Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.
Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.
Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.
As an educational method, the inclusion of indigenous ways of knowing, learning, instructing, teaching and training, has been viewed by many critical and postmodern scholars as important for ensuring that students/learners and teachers/instructors (whether indigenous or non-indigenous) are able to benefit from education in a culturally sensitive manner that draws upon, utilizes, promotes and enhances awareness of indigenous traditions.[3]
For indigenous students or learners, and teachers or instructors, the inclusion of these methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to their own inherent perspectives, experiences and worldview. For non-indigenous students and teachers, education using such methods often has the effect of raising awareness of the individual traditions and collective experience of surrounding indigenous communities and peoples, thereby promoting greater respect for and appreciation of the cultural realities of these communities and peoples.
In terms of educational content, the inclusion of indigenous knowledge, traditions, perspectives, worldviews and conceptions within curricula, instructional materials and textbooks and coursebooks have largely the same effects as the inclusion of indigenous methods in education. Indigenous students and teachers benefit from enhanced academic effectiveness, success and learning outcomes, while non-indigenous students/learners and teachers often have greater awareness, respect, and appreciation for indigenous communities and peoples in consequence of the content that is shared during the course of educational pursuits.[4]
A prime example of how indigenous methods and content can be used to promote the above outcomes is demonstrated within higher education in Canada. Due to certain jurisdictions' focus on enhancing academic success for Aboriginal learners and promoting the values of multiculturalism in society, the inclusion of indigenous methods and content in education is often seen as an important obligation and duty of both governmental and educational authorities
Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.
Teachers need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part of the teacher, new instructional strategies such as team-based learning put the teacher more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Studies from the US suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.[17] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. In Pennsylvania, this means the teacher must hold a bachelor's degree, be licensed in their subject area by having a valid PA teaching certificate, and demonstrate competency of the subject in their core content area.
Philosophy of education is the philosophical study of the purpose, process, nature and ideals of education. Philosophy of education can naturally be considered a branch of both philosophy and education. Philosophy of education is commonly housed in colleges and departments of education, yet it is applied philosophy, drawing from the traditional fields of philosophy (ontology, ethics, epistemology, etc.) and approaches (speculative, prescriptive, and/or analytic) to address questions regarding education policy, human development, education research methodology, and curriculum theory, to name a few.
In developing countries, the number and seriousness of the problems faced are naturally greater. People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.
Universal primary education is one of the eight Millennium Development Goals and great improvements have been achieved in the past decade, yet a great deal remains to be done[34]. The Overseas Development Institute indicates the main obstacles to greater funding from donors include: donor priorities, aid architecture, and the lack of evidence and advocacy[35]. Furthermore, demand in the developing world for improved educational access is not as high as one would expect as governments avoid the recurrent costs involved and there is economic pressure on those parents who prefer their children making money in the short term over any long-term benefits of education. Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school. This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.
Russia has more academic graduates than any other country in Europe.
A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a high population density. In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.
* Due to globalization, increased pressure on students in curricular activities
* Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)
India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by the OLPC foundation, a group out of MIT Media Lab and supported by several major corporations to develop a $100 laptop to deliver educational software. The laptops are widely available as of 2008. The laptops are sold at cost or given away based on donations. These will enable developing countries to give their children a digital education, and help close the digital divide across the world.
Education in India has a history stretching back to the ancient urban centres of learning at Taxila and Nalanda. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are Union or State Government controlled.
India has made a huge progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population.[2] India's improved education system is often cited as one of the main contributors to the economic rise of India.[3] Much of the progress in education has been credited to various private institutions.[4] The private education market in India is estimated to be worth $40 billion in 2008 and will increase to $68 billion by 2012.[4] However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school.[5] As of 2008, India's post-secondary high schools offer only enough seats for 7% of India's college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master's or PhD degree.[6] As of 2007[update], there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000,[7] plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education.[8]
A multilingual web portal on Primary Education is available with rich multimedia content for children and forums to discuss on the Educational issues. India Development Gateway Primary Education [9] is a nation wide initiative that seeks to facilitate rural empowerment through provision of responsive information, products and services in local languages.
Monastic orders of education under the supervision of a guru was a favored form of education for the nobility in ancient India.[14] The knowledge in these orders was often related to the tasks a section of the society had to perform.[15] The priest class, the Brahmins, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare.[15] The business class, the Vaishya, were taught their trade and the lowest class of the Shudras was generally deprived of educational advantages.[15] The book of laws, the Manusmriti, and the treatise on statecraft the Arthashastra were among the influential works of this era which reflect the outlook and understanding of the world at the time.[15]
Apart from the monastic orders, institutions of higher learning and universities flourished in India well before the common era, and continued to deliver education into the common era.[16] Secular Buddhist institutions cropped up along with monasteries.[15] These institutions imparted practical education, e.g. medicine.[15] A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE.[17] The important urban centres of learning were Taxila and Nalanda, among others.[17] These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts.[17]
By the time of the visit of the Islamic scholar Alberuni (973-1048 CE), India already had a sophisticated system of mathematics and science in place, and had made a number of inventions and discoveries.[18]
With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced.[19] This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era.[19] Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0.6% of the population in 1867 to over 3.5% of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education.[20] Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%.[21]
Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system.[22] However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government.[22] The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India.[23]
The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986.[24] The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan,[25] India's initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India's NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.[24] While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure.
The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India.[30]) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions.[30] However, both free education and the ban on child labor are difficult to enforce due to economic disparity and social conditions.[30] 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country.[31] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil teacher ratios, shortage of infrastructure and poor level of teacher training. Education has also been made free[30] for children for six to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.[32]
There have been several efforts to enhance quality made by the government. The District Primary Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system.[33] 85% of the DPEP was funded by the central government and the remaining 15 percent was funded by the states.[33] The DPEP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international programmes.[33] This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states.[33] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme.[33] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low.
thanx a lot sir , we will sure take note of each and every commnet and will improve ourself by it .. Keep in touch & gudie us
sure Raviji.
Post a Comment