IGNOU & All Indian Univ.

19 Years in Service

BES-122

CONTEMPORARY

INDIA AND

EDUCATION

1

CONTEMPORARY INDIA AND EDUCATION BES-122

For Bachelor of Education [B.Ed.]

BASED ON TWO YEARS REVISED SYLLABUS RECOGNISED BY NCTE Useful for

Magadh University (Bihar), Indira Gandhi National Open University (IGNOU), Kurukshetra University, Bihar University (Muzaffarpur), Nalanda University, Yashwantrao Chavan Maharashtra Open University, KSOU (Karnataka), Seva Sadan's College of Education (Maharashtra), Maharshi Dayanand University (Rohtak) and other Indian Universities

Closer to Nature

We use Recycled Paper

®

GULLYBABA PUBLISHING HOUSE PVT. LTD. ISO 9001 & ISO 14001 CERTIFIED CO.

2 GPH Book

Published by:

GullyBaba Publishing House Pvt. Ltd. Regd. Office:

Branch Office:

2525/193, 1st Floor, Onkar Nagar-A, Tri Nagar, Delhi-110035 (From Kanhaiya Nagar Metro Station Towards Old Bus Stand) Ph. 011-27387998, 27384836, 27385249

1A/2A, 20, Hari Sadan, Ansari Road, Daryaganj, New Delhi-110002 Ph. 011-23289034 011-45794768

E-mail: [email protected], Website: GullyBaba.com

New Edition

ISBN: 978-93-86276-62-9 Author: GullyBaba.Com Panel Copyright© with Publisher All rights are reserved. No part of this publication may be reproduced or stored in a retrieval system or transmitted in any form or by any means; electronic, mechanical, photocopying, recording or otherwise, without the written permission of the copyright holder. Disclaimer: This book is based on syllabus of B.Ed. course. This is only a sample. The book/author/publisher does not impose any guarantee or claim for full marks or to be pass in exam. You are advised only to understand the contents with the help of this book and answer in your words. Gullybaba Publishing House Pvt. Ltd. is not connected to any university/board/institution in any way. All disputes with respect to this publication shall be subject to the jurisdiction of the Courts, Tribunals and Forums of New Delhi, India only.

Free Home Delivery of GPH Books You can get GPH books by VPP/COD/Speed Post/Courier. You can order books by Email/SMS/WhatsApp/Call. For more details, visit gullybaba.com/faq-books.html

Note: Selling this book on any online platform like Amazon, Flipkart, Shopclues, Rediff, etc. without prior written permission of the publisher is prohibited and hence any sales by the SELLER will be termed as ILLEGAL SALE of GPH Books which will attract strict legal action against the offender.

3

Preface

I

ndia is in a unique moment when social movements and civil society initiatives have culminated in several progressive legislations. With the enactment of the Right to Education as a fundamental right, education is being positioned as central to the national project of creating a more equitable and just society. Attempts are being made to re-establish the relationship between school and society, and the critical role of education in enabling social transformation, an idea central to the earliest policy formulations of independent India. To understand the contemporary India and its relationship with education, there is the need to understand the nature of Indian society, its cultural pluralism, languages, demography and diversity of Indian living. The common frame of Indian society is based on the principles and values of its Constitution which lays down the framework defining the fundamental political principles, establishes the structure, ways, powers and duties of the government institutions and sets out fundamental rights, duties of citizens and directive principles. The educational practices in India are the reflection of its rich democratic principles. Universal nature of school education, providing equity and equality as well as quality education is really a challenge in India. This GPH book 'Contemporary India and Education (BES-122)' will enable students and teachers to engage with studies on Indian society and education, acquire the conceptual tools of sociological analysis and gain hands-on experience of engaging with diverse communities, schools and children. The book is written specially in question & answer format to provide students the instant gratification of a correct answer. In this book, we have tried to solve all possible questions from the exams’ point of view. Solutions of previous years’ questions papers have also been included to help you to understand the unique examination structure. We hope that this book would not only be a favourite study material for the students but also can be a nice resource for teaching. An attempt has been carefully made to present this book more useful and meet the requirement and challenges of the course prescribed by University/Institution. We wish you a successful and rewarding career ahead. Feedback in this regard is solicited. -GPH Panel of Experts

4 GPH Book

Acknowledgement Our compliments go to the GullyBaba Publishing House Pvt. Ltd., and its meticulous team who have been enthusiastically working towards the perfection of the book. Their teamwork, initiative and research have been very encouraging. Had it not been for their unflagging support, this work wouldn’t have been possible. The creative freedom provided by them along with their aim of presenting the best to the reader has been a major source of inspiration in this work. Hope that this book would be successful. – GPH Panel of Experts

Publisher’s Note The present book BES-122 is targeted for examination purpose as well as enrichment. With the advent of technology and the Internet, there has been no dearth of information available to all; however, finding the relevant and qualitative information, which is focussed, is an uphill task. We at GullyBaba Publishing House Pvt. Ltd., have taken this step to provide quality material which can accentuate in-depth knowledge about the subject. GPH books are a pioneer in the effort of providing unique and quality material to its readers. With our books, you are sure to attain success by making use of this powerful study material. Provided book is just a reference book based on the syllabus of particular University/Board. For a profound information, see the textbooks recommended by the University/Board. Our site gullybaba.com is a vital resource for your examination. The publisher wishes to acknowledge the significant contribution of the Team Members and our experts in bringing out this publication and highly thankful to Almighty God, without His blessings, this endeavor wouldn’t have been successful. We would like to thank also students and faculties that have used our books over the years and provided us with excellent feedback that has assisted us in writing better and more students-focused books. – Publisher

5

Topics Covered Block-1

Indian Societal Context and Education

Unit-1

Nature of Indian Society

Unit-2

Aspirations of Indian Society

Unit-3

Education and Policies

Unit-4

Indian Society and Education

Block-2

Policy Frameworks for Education in India

Unit-5

Development of Education in India before Independence

Unit-6

Development of School Education – 1947 to 1964

Unit-7

Development of School Education – 1964 to 1985

Unit-8

Development of School Education in 1986 and After

Block-3

Philosophical Perspectives of Education

Unit-9

Concept and Nature of Education

Unit-10

Philosophical Basis of Education

Unit-11

Democratic Principles of Education

Unit-12

Agencies of Education

6 GPH Book

Block-4

Issues and Concerns in Secondary Education

Unit-13

Universalisation of Secondary Education

Unit-14

Equity and Equity in Education

Unit-15

Curricular Issues and Quality Concerns in Secondary Education

Unit-16

Professional Development of Secondary Teachers

7

Contents Chapter-1

Indian Societal Context and Education.............…...………...………1-53

Chapter -2

Policy Frameworks for Education in India................................55-106

Chapter -3

Philosophical Perspectives of Education..............…….…… ….107-161

Chapter -4

Issues and Concerns in Secondary Education.......…………....163-201

Question Papers (1) June-2017 (Solved)………………...………………..…….............205-205 (2) Dec-2017 ………....………...………………..…….............206-206 (3) June-2018 ………...………...………………..…….............207-207 (4) Dec-2018 (Solved)………………...………………..…….............208-208 (5) June-2019 ………...………...………………..…….............209-209 (6) Dec-2019 (Solved)………………...………………..…….............210-210

8 GPH Book

1

Indian Societal Context and Education

I

INTRODUCTION

ndia is a free nation with a rich variegated history, an extraordinarily complex cultural diversity and a commitment to democratic values and well-being for all. Education must be able to promote values that foster peace, humaneness and tolerance in a multicultural society. Different levels of diversities in social living, i.e. at the individual, regions, languages, religions, castes, tribes, etc. determine different sets of demands for education. Education also has a role in grooming children to respect diversities and at the same time establishes frameworks for collective living and resolution of tensions peacefully and justly. Education has to play its role significantly; it has to bind people in unity. Social order and justice have to be maintained. A self-sufficient society has to be established, where everyone gets respect and shows commitment towards society's growth in reciprocation and where everyone is dedicated to participate in the interest of national development.

2 GPH Book

Contemporary India and Education [BES-122]

Q1. Briefly discuss about caste system in India. Ans. India has a hierarchical caste system in the society. Within Indian culture, whether in the north or the south, Hindu or Muslim, urban or rural, virtually all things, people and groups of people are ranked according to various essential qualities. If one is attuned to the theme of hierarchy in India, one can discern it everywhere. Although India is a political democracy, in daily life, there is little advocacy of or adherence to notions of equality. Castes system in India and caste like groups — those quintessential groups with which almost all Indians are associated — are ranked. Within most villages or towns, everyone knows the relative rankings of each locally represented caste, and people’s behaviour towards one another is constantly shaped by this knowledge. Between the extremes of the very high and very low castes, however, there is sometimes disagreement on the exact relative ranking of castes clustered in the middle. In India, castes system is primarily associated with Hinduism but also exist among other Indian religious groups. Muslims sometimes expressly deny that they have castes — they state that all Muslims are brothers under God — but observation of Muslim life in various parts of India reveals the existence of caste like groups and clear concern with social hierarchy. Among Indian Christians, too, differences in caste are acknowledged and maintained. There is no certain date when the caste system came into existence in India. But according to the Manusmriti, the caste system in India was, in the beginning, a system of prescribing codes of conduct for people to suit the requirements of their occupation. Thus, it was based on their occupation. But gradually, the occupation of people became hereditary and the caste system also changed from occupation to birth and heredity. Now caste of a person got fixed at the time of his/her birth and so was his/her social status. The Brahmin has the highest place in the social stratification of castes. The caste played an important role in the organisation of Hindu society in the medieval period. It maintained social and political stability, looked after social and mental security of the members, functioned as a trade union, determined laws about education, provided technical training maintained and transmitted hereditary knowledge of mechanical and technical processes, maintained the religious life, etc. The caste system continued to exist due to certain factors like religious influence, static society, rural social structure, geographic division, differences among tribes, absence of education, etc. But this is being weakened in the present society by many factors such as education, social reform movements, political movements, industrialisation, modernisation means of communication and transport, monetary influence, emergence of new social classes, new law system, etc. Caste system in India is so rigidly deep-rooted in its socio-cultural and religious life that it now almost has God-given approval behind it. And anything against or in opposition of this system is considered to be a sin or disrespectful to God. But in reality, it is no God-send virtue to be followed

Indian Societal Context and Education

3

by the people. It has had several exploitative and discriminatory effects on our social order throughout the ages. As a by-product, caste system has given several other social ills to the society such as Untouchability. Q2. Discuss the ‘system of class’ or the 'class system' in India. Ans. The class system is universal phenomenon denoting a category or group of persons having a definite status in society, which permanently determines their relation to other groups. The social classes are de facto groups (not legally or religiously defined and sanctioned) they are relatively open not closed. Their basis is indisputably economic but they are more than economic groups. The class system may be described as the division of society into different prestige categories or classes. Usually, it is the prestige of the occupations followed by persons, which determine their position in the class system irrespective of the castes to which they belong. These occupations may be primary (farming, agricultural production), secondary (industry, food processing) and tertiary (services, medicine). Following are some definitions of Class: (1) Mac Iver and Page: "A social class is any portion of community marked off from the rest by social status.” (2) Ongburn and Nimk off: “A social class is the aggregate of persons having essentially the same social status in a given society." (3) Hoebal defines: "A social class is a group within a society, whose members hold a number of distinctive status in common and who trough the operation of roles associated with these status, develop are awareness of the life interest as against the unlike trait and interest of other groups." (4) P. Gisbert: "A social class is a category or group of persons having a definite status in society which permanently determines their relation to other group – feeling of superiority and inferiorities. The relative position of the class in the social scale arises from the degree of prestige attached to the status.” In general, "A social class consists of group of individuals who are ranked by the members of the community in socially superior inferior position." Q3. Discuss the role of the family and the community in the education of a child. Or What do you know about community as an agency of education? Ans. The Family: The family is one of the society’s most basic institutions. There is hardly any society where family does not exist: family as an institution has been considered universal. The family plays the most important role in the education of a child. Whatever, social experiences the child gets in the family, lays the foundation of his/her personality. In the ancient times, family was the most vital unit of social structure but in

4 GPH Book

Contemporary India and Education [BES-122]

present times, the structure of the society has undergone a change and its way of life in the economic sense has been revolutionised. Sociologists have divided families into two types, which are the extended family and the nuclear family. The extended family is made up of more than two generations, like grandparents, their children and the grandchildren. Basically, family nurtures help the child for their grooming practicing healthy habits, exhibit love and affection among the members of the family and spread it for a wider social living. It also helps the child to understand the economic, educational, and recreational, responsibilities of the family. The Community: A group of people lives together in a fixed territory, sharing one common culture and having a sense of 'we' feeling among them is known as a community. It is a name of settlement, village, city, tribe or nation. Each such community is a part of a larger community called the State or Nation. According to Bogardus, Community is a “social group with some degree of ‘we- feeling’ and ‘living in given area’. According to Ogburn and Nimcoff, Community is “the total organisation of social life with a limited area”. According to Ginsberg, Community is “a group of social beings living a common life including all the infinite variety and complexity of relations which results form that common life or constitute it.” Essential elements of community are as follows: • Group of people. • Community sentiments • Definite locality • Permanent life in a definite place • Natural • Likeness in language, customs and mores, etc. • Particular name Characteristics of a community are: • Common Social heritage • The sense of belongingness or loyalties of the residents • Relative economic self-sufficiency Community as an agency of education: Community educates its members for its maintenance and progress. It plans its progress and development by providing purposeful and effective education to the children. It is quite obvious that school and community influence each other and there is constant interaction going on between two institutions. Community as an important, informal and active agency of education influences children in the following ways: (1) Impact on Socialisation: Community socialises its members often directly and occasionally in an indirect manner. For this, purpose, it organises different fairs, festivals and other religious ceremonies, from these institutions children learn the social customs, tradition and beliefs in a natural way. They also develop the virtues like co-operation, sympathy, social service,

Indian Societal Context and Education

5

sacrifice, social adjustment and tolerance. They learn the importance of rights and duties in life. (2) Impact on Cultural Development: Culture may be defined as the common way of life led by the people of a particular community. Hence, each community has its own community. Their knowledge, of culture can be tested from their language, pronunciation and behaviour. (3) Impact on Democratic Values: In order to inculcate democratic values in the minds of the students the community organises meetings and conferences in which great political leaders participated. Thus, children gain knowledge about political activities going on in their country and also learn the value of democracy in life. (4) Impact on the Development of Health: Children learn about health values both at home and also in the school, community environment contributes a lot towards the health and physical development of children. Community establishes hospitals by the help of the local bodies to keep children healthy and free from disease. It also builds parks, gardens and playgrounds for the physical development of the children. Thus, the community contributes a lot for the protection and health of the children. (5) Impact in Mental Growth: To help children in their mental growth some communities organise libraries, reading rooms symposia, exhibitions, conferences, literacy and artistic activities, etc. (6) Impact on vocational Development: Community works as the first school of vocational development Community works as the first school of vocational development. People of a particular community are engaged in varieties of vocations; children imitate these activities and choose any of these for their future life. They also develop efficiency in such vocations. (7) Impact of different agencies of the community: In each community, there are different agencies which influence the life and activities of the children. These include cinema, Television, Radio, Zoo, Museums, Libraries, Newspapers and Magazines, etc. From these agencies children receive education in different branches. (8) Impact on Moral Development: Childhood is known as the period of imitation. If the environment of the community is bad, children will imitate bad habits. If is good, children will develop good habits. A good and wholesome environment of a community will help children in their normal upliftment. Q4. What is the relationship between community and education? Ans. Education has a social context in which it must be understood. To begin with; this context is observable in the local community which plays a

6 GPH Book

Contemporary India and Education [BES-122]

vital role in understanding and giving direction to the educational process. In India the local communities are varied depending upon nature of habitations that comprise it. The educational needs of different types of communities vary according to their nature. And hence different types of educational institutions come up to suit the specific needs of those communities. While the nature of local community determines and influences, the nature of educational facilities to be provided, the educational institution also influence the local community. In this way the relationship between local communities and educational facilities is mutual and reciprocal. The community expects the school and the teacher to realise societal aspirations and expectations through children. In this way the community influences the school and the teacher or the educational system. But as the educational system is influenced by the community, the community is also influenced by the school and the teacher. An educational system is designed keeping in view not only the specific needs of a community but also the needs of a larger society or the nation as a whole. An educational system, through its curriculum, must contain and propagate new ideas, values and behaviour. In order that inculcation of such values becomes a reality, cooperative and active participation of parents and other members of the community in the school programmes of child development will greatly facilitate the educational process. The school or the teachers must play a leadership role in all such interactions with the community members to propagate these ideas, values attitudes, etc. to the community. According to the Acharya Ram Murti Committee Report (1992) which revised the NPE 1986, if we are to move to an enlightened and humane society, mutual co-operation of the school and community is a sine-qua-non. Through such co-operation and active interaction all the teachers, the students and the will be benefited. When communities assume greater responsibilities for their own development, the learn to appreciate the role of education in achieving the societal role in improving the quality of life. Q5. What is Religion? How is it related to education? Ans. Religion is the set of beliefs, feelings, dogmas and practices that define the relations between human being and sacred or divinity. A given religion is defined by specific elements of a community of believers: dogmas, sacred books, rites, worship, sacrament, moral prescription, interdicts and organisation. The majority of religions have developed starting from a revelation based on the exemplary history of a nation, of a prophet or a wise man who taught an ideal of life. Religion and education are closely associated with each other both are of spiritual tendencies. Spiritual, material or physical urge are dealt with by religion as well as by the education. “Both seek to emancipate man, not from contract with his environment, but from slavery to it.” Education creates certain values of life and help in the modification of behaviour. It gives certain moldings to the life, while religion beautifies the life by cultivation of truthful heart with the moral and spiritual values. In this way, religion and education have different ways but the same aim of achieving God through cultivating three

Indian Societal Context and Education

7

absolutes truth, and goodness. Religion must be given suitable places in the curriculum because it is the core of our culture and ‘heritage’. Religion plays an extremely important part in the daily life of the people in India. It ushers them through the great events of earthly existence: birth, marriage and death and fixes their position in the social scale. It even decides the nature of mundane everyday activities such as what they may eat and drink, who may prepare their food, etc. In a broad sense, religious outlook on life is the same as spiritual outlook. In India, religion does not appear to the people to be merely a set of intellectual beliefs. With an attitude of comprehensive spirituality, instead of an inflexible creed, the Hindu religious outlook has accepted this multiplicity of aboriginal gods and justified them all, thus bringing together into one whole all believers in the religious spiritualistic theme of life. Q6. What do you mean by the changing social fabric? Discuss. Ans. Social fabric can be defined as the composition of demographics of an area that consists of wealth, ethnic composition, level of education, rate of employment and regional values. Change is the law of nature. This is true about the education as well. Change is the result of the progress and dynamism. Sometimes the change takes place on a vast scope and other times, it becomes slow. According to Ogborn and Nimkoff, “There are forces which work in every community leading to the breakdown of the established organisation and to the disruption of their functions what are known as social problems”. It is a change in social structure, e.g. the size of society, the composition or balance of its parts or the type of its organisation. On the basis of the modification in the status and role of the individuals, there comes the change in the social fabric. Sometimes, the individuals are not able to adjust to changing roles, which results in a process of disorganisation. The needs of the society are ever changing. Every successive generation aims at making improvements in the existing pattern. Education helps in reconstruction and reorganising the experiences of the needs of the society and thus eliminates the unworthy features of the society and builds up a happier and better world. Q7. Define the concept of Pluralism. Ans. Pluralism refers to a society, system of government, or organisation that has different groups that keep their identities while existing with other groups or a more dominant group. Rather than just one group, subgroup, or culture dictating how things go, pluralism recognises a larger number of competing interest groups that share the power. Pluralism serves as a model of democracy, where different groups can voice their opinions and ideas. Within pluralism, we can distinguish process and content perspectives. Pluralism as process refers to ways of recognition. Democracy and democratic processes are crucial in the practice of pluralism defined as process of recognition. Pluralism as content refers to diversity, to differences in values and beliefs, and to notions of ‘otherness’.

"Good Preparation and Good Score in Short Time" Available in Hindi & English BES-121 : Childhood and Growing Up BES-122 : Contemporary India and Education BES-123 : Learning and Teaching BES-124 : Language Across the Curriculum BES-125 : Understanding Disciplines and Subjects BES-126 : Knowledge and Curriculum BES-127 : Assessment for Learning BES-128 : Creating an Inclusive School BES-129 : Gender, School and Society BES-141 : Pedagogy of Science BES-142 : Pedagogy of Social Science BES-143 : Pedagogy of Mathematics BES-144 : Pedagogy of English BESE-131 : Open and Distance Education BESE-132 : Guidance and Counselling BESE-135 : Information and Communication Technology BESL-123 & 124 : Drama And Art In Education &

IGNOU New Syllabus (CBCS) Books also available for BAG

BCOMG

Core Courses (CC)

Discipline Specic Electives (DSE)

Skill Enhancement Courses (SEC)

BA (Hons.)

BSCG

Ability Enhancement Compulsory Courses (AECC)

Generic Electives (GE)

ISBN 978-93-86276-62-9

9 789386 276629