Abbé de CONDILLAC (Gabriel BONNOT de)MareMagnum
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1780Genève, du Villard fils & Nouffer 1780. 12 volumes. in-8 reliés plein veau blond marbré. Dos lisses à faux nerfs ornés de fleurons dorés, pièces de titre de maroquin rouge, pièces de tomaison de maroquin fauve. Tranches marbrées. Petites usures aux reliures sans gravités : accroc en coiffe du tome 8, manque en queue du tome 11, trous de vers au bas du dos du tome 12. Petite mouillure en marge supérieure des premiers feuillets du tome 6. Complet des 9 planches dépliantes de sciences, reliées en fin du tome 2. Bel ensemble
In-12, broché, couverture d'attente grise, 150 p. (titre inclus), (1) f. blanc, 6 figures gravées hors texte, entièrement non rogné. Rare édition à la date de l'originale, illustrée de 6 figures. Elle a été rajoutée par L. Scheler, dans ses addenda à Tchemerzine (I, 925), pour signaler que cette édition est "fort rare". Selon A. Gerits ('A short Contribution', p. 293), cette édition aurait été imprimée à Amsterdam chez Marc-Michel Rey. Ce texte qui devait provoquer l'arrestation et l'incarcération de Diderot au Donjon de Vincennes, marque une étape décisive dans la pensée du philosophe, la rupture avec le néo-spinozisme de ses débuts et son évolution vers des positions matérialistes et athées. (Adams, LG4. Niklaus, L3. Tchemerzine-Scheler, I, 925 note rajoutée). Papier bruni et roussi par endroit. Bon exemplaire entièrement non rogné.
In-12 (154 x 87 mm), plein veau havane de l'époque, dos à 5 nerfs fleuronnés et cloisonnés, pièce de titre de maroquin bordeaux, plats encadrés de triples filets dorés, tranches dorées, x, 400 p., (12) p. d'errata et de table, 5 figures sur 4 planches gravées hors texte dont une dépliante, exemplaire imprimé sur papier fort. Edition originale de quatrième émission qui fournit le "stade ultime du texte". Elle est augmentée, sans interruption à partir de la p. 242, des ajouts donnés par Diderot et son éditeur aux cahiers de premier tirage. Elle possède une page de titre recomposée pour l’occasion, 400 pages suivies d'une page d'errata et de 11 pages de table. 5 figures disposées sur 4 planches. 2 figures sont regroupées sur une même planche dépliante (vers de "Lucrèce / Virgile" ensemble avec "Trois mesures de musique"). Les feuillets A2, D4, et L5 sont cartonnés. Le livre a été publié, au moins en partie, par Jean-Baptiste Bauche fils, sans nom d’éditeur mais avec la permission tacite du nouveau et libéral directeur de la librairie, Malesherbes bien que l'auteur soit sous le coup d’une lettre de cachet, emprisonné à Vincennes. Diderot y expose ses conceptions novatrices sur la formation du langage et annonce plusieurs de ses théories esthétiques notamment "le modèle idéal", "le sublime" ou "le spectateur de sang-froid", théories qu’il reprendra par la suite dans ses "Salons" ou dans le 'Paradoxe sur le comédien'. (Adams, LH4. Tchemerzine-Scheler, II, 929 notes de L. Scheler). Très bel exemplaire, très frais, grand de marges, imprimé sur papier fort, très bien relié à l'époque.
2016ABOUT THE BOOK:- Access to affordable and quality education to all is a key challenge to our education system. While we have attained a reasonable level as far as access is concerned, we have a long way to go to match the quality aspect at par the international standards. We have no dearth of dedicated and knowledgeable teachers, but most often than not we lack in devising teaching standards and more so fail to put it to practice on sustainable manner for effective classroom delivery. Infact, teaching requires considerably more than delivering content knowledge to students, and that student learning is considerably more than absorbing information for later accurate regurgitation. Pedagogy here assume importance in providing appropriate teaching technique. The book deals with various facets of pedagogy of teaching science which will certainly help the teachers in their endeavour of imparting quality education to students. ABOUT THE AUTHOR:- Dr. Savita Mishra, Associate Professor possesses Ph.D. (Edn), M Sc (Env. Sc.); M Sc (Applied Biology); MA (EPA); MA (Edn); M Ed; M Phil (Edn); NET and SLET. She is engaged in teaching and research activity for more than a decade. She has contributed number of articles in leading national and international journals. She has authored six books so far and contributed chapters in edited books. She has also earned a number of awards and accolades from leading national and international organization such as 'University Medal' by North Bengal University, 'Best Teacher Award' by Sikkim Central University, 'Leading Educationists of the World' by IBC, Cambridge, London etc. Her name has also figured in the 'Asian Admirable Achievers', 'Who is Who' and 'Bharat Shiksha Ratan Award' by New Delhi based organizations. She has also developed learning materials for primary classes which has been lauded by Government of Sikkim. CONTENTS:- Preface 7 1. Nature of Modern Science 9 2. Impact of Science on Daily Life 17 3. Importance of Science in School Curriculum 20 4. Correlation in Science Teaching 26 5. Aims and Objectives of Teaching Science 32 6. Recommendation of NCF on Teaching Science 46 7. Methods of Teaching Science 51 8. Approaches to Teaching Science 109 9. Unit and Lesson Planning in Science 143 10. Pedagogical Analysis of Teaching Science 168 11. Microteaching 173 12. Simulated Teaching 182 13. Scientific Attitude and its Implication 197 14. Field Trips in Science Teaching 206 15. Science Club 211 16. Science Fairs 216 17. Science Museum 221 18. Botanical Garden 225 19. Scientific Hobbies and Science Quiz 227 20. Aquarium, Vivarium, Terrarium and Herbarium 231 21. Science Laboratory 236 22. Science Library 240 23. Science Text-book 243 6 Pedagogy of Science Teaching 24. Science Teacher 248 25. Audio-Visual Aids in Teaching Science 253 26. Improvised Science Apparatus 267 27. Evaluation in Science 275 28. Achievement Test in Science 303 29. Diagnostic and Remedial Teaching in Science 325 30. Continuous Comprehensive Evaluation in Science 331 Appendices 355 Appendix-I: Syllabus Based on Sikkim Central 357 University, 2015 Appendix-II: Pedagogy of Biological Sciences 359 Bibliography 362 Index 365 The Title 'Pedagogy of Science Teaching written/authored/edited by Dr Savita Mishra', published in the year 2016. The ISBN 9789380222950 is assigned to the Hardcover version of this title. This book has total of pp. 372 (Pages). The publisher of this title is GenNext Publication. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
2016ABOUT THE BOOK:- This edited book series titled 'Girl Education in India: Still Miles to Cover' is the collection of three volumes. Vol. I - Girt Education: Understanding the Status and Gender Issues presents the complete picture of girl education in country and helps the readers to understand the concept of girl education in traditional Indian society. It also focuses on gender issues linked with girl education. Vol. II - Girl Education: Challenges , Strategies and Initiatives details about the various schemes and initiatives implemented by central government and state governments in India to deal with the lacunas and loopholes existing in our education system acting as hindrance to girl education. Vol. III - Linking Girl Education with Women Empowerment and Development discusses the relationship between education and empowerment of girls. How education can lead to women empowerment and ultimately may contribute to country's deve lopment is the focus of this volume. This book series will reflect a detailed picture of girl education and enab le stakeholders to seek positive measures to tackle issues inthis regard. ABOUT THE AUTHOR:- Dr. Deepa Awasthi. Editor of this edited book series. is a freelance researcher. She is a Doctorate in Education and Post Graduate in Education. Sociology and Economics. She has qualified UGC - JRF in Education and Sociology as well and has equal command on both the subjects. She has participated and presented her research papers in more than 45 national and international seminars and conferences. She has also edited a book entitled " Eve Teasing: A Social Epidemic". Her publication work also involves 05 chapters inedited books ,03 research papers in the form of conference and seminar proceedings and 17 research papers and articles in various journals of national and international repute. Her keen interest areas include the sociological issues related to women and various issues related to the field of Education. CONTENTS:- ?Vol. 1 Acknowledgements . 11 Authors Introduction . 13 Introduction . 21 Section-A Understanding Status of Girl Education in India 1. A Historical Overview of Early Girl Education in the Naga Society . 33 —Vitsou Yano • Abstract • Introduction • Informal/Indigenous Education • Formal/ Western Education System • References. 2. Urbanisation and Girls’ Education: A Case Study of NCT of Delhi . 45 —Sandesh Yadav • Introduction • Review of Literature • Hypothesis • Objectives • Methodology • Definitions of Operational Terms Used in The Study • Enrolment • Area of Study • Trend Analysis of Literacy Rate in the NCT of Delhi, 1951-2011 • Currrent Scenario of Girls’ Education (2001-2011) in the NCT of Delhi • Positive Impact of Urbanisation on the Level of Girls Education in the NCT of Delhi • Conclusion • Acknowledgement • References. 3. Primary Education in Rural India: What determines Girl’s Enrolment? . 61 —Onkar Nath Mishra • Introduction • Related Literature • Methodology • Female Literacy and Girls’ Enrolment at Primary Level • Data Analysis and Results • Conclusion • References. 6 Girl Education: Understanding the Status and Gender Issues 4. Status of Girl Education in Punjab: Improving or Deteriorating? . 73 —Puneet Kaur Dhillon • Introduction • Data Base and Methodology • Primary Education for Girls in Punjab • Mai Bhago Vidya Scheme • Girl Students in Punjab • Girls School vs Boys School • Girls Students vs Boys Students • Policies of the Government of Punjab regarding Primary Education • Observations • Suggestions • References. 5. A Study of Female Education in Bundelkhand . 83 —Saurabh Gupta • Introduction • The study Area • Literacy in India • Literacy in Madhya Pradesh Region of Bundelkhand • Problems Responsible for Low Female Literacy in Bundelkhand • References. 6. Education is a Right – yet it is still Beyond the Reach of Many . 95 — Nidhi Singh & Rajeev Saxena • Introduction • Education Scenario in India • What Prevents Girls from Getting a Quality Education? • Women Empowerment through Education • Major Schemes for Elementary Education • Major Schemes for Secondary Education • Conclusion • References. 7. Status of Girl Education in Pre and Post Independent Era . 105 —Inayat Chaudhary 8. Discrimination in Girls Education in India . 115 —Vidya Vati • Introduction • Nature of Discrimination in Girls’ Education • Dropout Rates • The Root Causes • Social-Cultural • Health • Marriage • Violence and Crime • Economic Factors • Inadequate School Facilities • Shortage of Female Teachers • Gender Bias in Curriculum • Impacts • Study • Impact on Individual • Impact on Household • Impact on Growth • Conclusion • References. 9. Agenda of Female’s Education in Colonial India: An Issue of Contention . 133 —Chetna Section-B Gender Issues in Education 10. Gender Inequality in Education . 143 —Vishakha Shukla • Introduction • After-Effects of Education Gaps • Gender Equality and Human Rights • Government Intervention for Girl Education in India • Available Facilities • Public Expenditure on Education in India • Legislative Framework • References. 7 11. Women Education’s Journey from Gender Disparity to Gender Equality: A Critical Appraisal. 159 —Kaneez Mehdi Zaidi • Introduction • Pre - Independence Period • Independent India • Critical Appraisal • Conclusion • References. 12. Understanding Gender Bias in Education . 171 —Rajesh Agarwal • Introduction • Suggestions • Conclusion • References. 13. Gender Disparity and Girl Child Education . 183 —Meenakshi Bose • Introduction • Problem Statement • Research Questions • Objectives • Hypothesis • Rationale of the study • Scope of the Study • Limitations • Methodology • Conceptual Framework • Findings • Conclusions • References. 14. Gender Issues in Education: The Boundaries Limiting the Possibilities . 195 —Chetna Thapa • Introduction • Today’s Scenario • Purpose of Education • How Education can Redress Inequities of Gender • Teachers as Agents of Change • Some Recommendations for Expanding the Possibilities through Education • References. 15. Gender Gap in STEM and the Way out to Overcome the Issues. 209 —Sharda Singh 16. Gender Gap in Science Education: Reasons and Remedies . 223 —Sangeeta Yaduvanshi • Gender Gap in Science Education • Reasons for Gender Gap in Science Education • Conclusion • References. 17. Gender Bias in Textbooks: Obstacle in appropriate Conceptualisation of Gender . 233 —Deepa Awasthi • Introduction • Analysis of Hindi and English language text books prescribed for class five in Government Primary Schools of Uttar Pradesh • Hindi text book of Class V: KALRAV • English text book of class V: RAINBOW • Effect of Gender Bias • Role of Teachers • In Classrooms • References. Index . 249 Vol. 2 Acknowledgements . 9 Authors’ Introduction . 11 Introduction . 21 Section–C Girl Education-Challenges and Strategies 1. Coping with Gender Inequality in Education at Secondary and Higher Secondary Level in Context to Rashtriya Madhyamik Shiksha Abhiyan (RMSA) . 33 —Deepa Awasthi • Introduction • Secondary Education • Inequalities in Secondary • Education Participation • Challenges in Secondary Education for Girls • Rashtriya Madhyamik Shiksha Abhiyan (RMSA) • Conclusion • References. 2. Education of Muslim Girls: Issues and Challenges . 45 —Parvin Sultana • Introduction • Educational Status of Muslims • Causes of Educational Backwardness • Educational Status of Muslim Women • Empowerment of Muslim Women • The Way Ahead • References. 3. Issues and Challenges Associated with Girls Education in India: a Critical Analysis . 55 —Leena • Introduction • Rationale of the Study • Barriers to Girls’ Education • Issues Related to Education of Girls • Discussion • Conclusion • References. 4. Hurdles in Girls’ Education in India . 65 —Raksha Amanna and Rajendra Baikady • Introduction • Girl’s Education in India • Rural and the Urban Disparity • Factors Affecting the Low Level of Literacy among the Women • Constraints • Importance of Women Education • Constitutional Provision for Girl’s Education in India • Suggested Strategies • Conclusion • References. 6 Girl Education: Challenges, Strategies and Initiatives 5. Need and Importance of Women Education . 79 —Upasna Chhabra and Manjeet Kumari • Introduction • Historical Background • Education is a Fundamental Right of All Children • Education for All • Need and Importance of Girls Education • Conclusion • References. 6. Educating Girls, State Paradox and Social Response: A Study of Girls’ Education in Princely Kashmir, 1900-1947 . 87 —Fayaz Ahmad Kotay • Introduction • Initial Government Policy and Role of Local Advisory Committees • Shift in Government Policy • Educational Reorganisation Committee (1939) and Girls’ Education • Recommendations of the Committee • Expenditure on Girls’ Education • Role of Private Agencies • Conclusion • References. 7. Parental Attitude Towards Muslim Girl’s Education . 105 —Fatima Rizvi • Introduction • Methodology • Data Analysis • Thematic Analysis • Limitations of the Study • Conclusion • References. 8. Role of Print and Electronic Media in Promoting Girl Education in India . 115 —Manvi Manisha Tigga • Introduction • Role of Print Media • Role of Electronic Media • Conclusion • References. Section – D Girl Education Promotion – Initiatives and Schemes 9. Implication of Capability Approach on the Girls Education: Theory and Reality . 129 —Md Nurul Momen and Mst. Marzina Begum • Theorising Capability Approach • Development and Gender Equality • Gender Equity and Access • How Gender Discrimination on Education Works in Bangladesh? • Is Access to Girls Supportive in Bangladesh? • Bangladesh–Is There any Hope? • Conclusion • References. 10. Promotion of Girls’ Education in India: Central Government Initiatives . 141 —Akhilesh Patel • Introduction • Schemes for School Education (Primary to Higher Secondary Level) • National Programme for Education of Girls at Elementary Level • Rashtriya Madhyamaik Shiksha Abhiyan • Setting up Girls Hostels in Secondary and Senior Secondary Schools • National Scheme of Incentive to Girls for Secondary Education (NSIGSE) • Kasturba Gandhi Balika Vidyalaya • Educational Development of Women in Kendriya Vidyalaya • Mahila Samakhya 7 • Beti Bachao Beti Padhao • Schemes for Higher Education • Post Graduate Indira Gandhi Scholarship for Single Girl Child • Construction of Women Hostels in Colleges • Post Doctoral Fellowship to Women Candidates • Swami Vivekananda Single Girl Child Scholarship for Research in Social Sciences • Conclusions • References. 11. Educational Strategies for Girls Education . 151 —Ramesh Chandra Singh, Pankaj Pant and Siddhartha Lohani • Introduction • Right to Education • Role of Government • National Policy on Education, 1986 and Programme of Action, 1992 • Major Policies and Schemes Paving Way for Girl Child Education • Elementary Education • Secondary Education • Curriculum Framework • National Programme for Education of Girls at Elementary Level (NPEGEL) • Kasturba Gandhi Balika Vidyalaya (KGBV) • The Tenth Five Year Plan - Programmes for Achieving the Universalisation of Elementary Education (UEE) • Role of NGOs • Sufficient Financing • Effective and Safe Learning • Promoting Health in Schools • Special Measures for Disadvantaged Girls • School Environment • References. 12. Government Schemes and Initiatives to Promote Girl Education in India . 163 —Swadhin Shaktiprasad • Introduction • Sarva Shiksha Abhiyan (SSA) • Kasturba Gandhi Balika Vidyalaya (KGBV) • Gender Sensitisation • Ensuring Gender Sensitive Learning Materials • Special Models of Alternative Schools for Girls • Special Coaching Classes • Escorts • Making Girls’ Education a Community Agenda • Education Development of Women in KVs • Scheme of Construction and Running of Girls Hostel for Students of Secondary and Higher Secondary Schools • Mahila Samakhya • Rashtriya Madhyamik Shiksha Abhiyan (RMSA) • Higher Education • Higher Education of Women through Open and Distance Learning (ODL) Mode • Post School Diploma (Polytechnics etc.) • Interventions of Department of Higher Education at a Glance (having direct impact on the educational development of women) • University Grants Commission (UGC) • Day Care Centres in Universities and Colleges • Indira Gandhi Scholarship for Single Girl Child for Pursuing Higher and Technical Education • Construction of Women’s Hostels for Colleges • Development of Women’s Studies in Universities and Colleges • Scheme of Capacity Building of Women Managers in Higher Education • Post-Doctoral Fellowships for Women • Indira Gandhi National Open University (IGNOU) • All India Council for Technical Education (AICTE) • Conclusion • References. 13. An Investigation of Gender Inequality and Government Policy Initiatives Towards Girl’s Education in Rajasthan . 177 —Natasha Kuldeep • Introduction • Objectives • Methodology • Importance of Girls 8 Girl Education: Challenges, Strategies and Initiatives Education • Long-term Benefits of Educating Girls • Background of Gender Attitudes in Education in India • Gender Equity in Education: A Review of Trends and Factors • Barriers to Girl’s Education • Initiatives taken by Government of Rajasthan to Improve Gender Equity in Education • Conclusion • References. 14. What the International Community can do to Ratchet up the Progress on Girls Education . 193 —Amitaraj Gargey, Shashi Bala Kashyap and Amit Kashyap • Introduction • Why Educating Girls Matters • Higher Per Capita Income • More Prosperous Communities • Better Skill Sets • Removing Barriers: Programmes that Work • Providing Resources to the Poorest • A Healthier Environment • Positive Role Models • More Schools • Barefoot College in Rajasthan, Northern India • More Teachers • Updated Content • An Effective Broadband Infrastructure • The Way Forward • References. 15. Importance of Vocational Training for Girls’ Education . 213 —Sujata Sinha • Introduction • International Concerns on Gender • The Economic and Social Gains from Female Education • Social Efficiency • Status of Education Level of Girls in India • Vocational Education and Training • Notable Schemes Dealing with the Vocational Training of Girls and Women • Women’s Vocational Training Programme under DGET • Conclusion • References. 16. Various Government Schemes to Promote Girl Education in India . 227 —Rajni Bala • Introduction • Mahila Samakhya Programme (1989) • Sarva Shiksha Abhiyan (2000-01) • Saakshar Bharat Mission for Female Literacy (2002) • National Programme for Education of Girls at Elementary Level (2003) • Kasturba Gandhi Balika Vidyalaya (2004) • National Scheme of Incentive to Girls for Secondary Education (2008) • Indira Gandhi Scholarship for Single Girl Child for Pursuing Higher and Technical Education • Scheme of Construction and Running of Girls Hostel for Students of Secondary and Higher Secondary Schools • Post-Doctoral Fellowships for Women • Conclusion • References. Index . 237 Vol. 3 Acknowledgements . 9 Authors’ Introduction . 11 Introduction . 21 Section–E Girl Education: Gateway to Women Empowerment 1. Gender Empowerment through Education: Mirage or Reality? . 33 —Mukesh Kumar Malviya • Women and Empowerment • Education and Women • Rajeev Gandhi Scheme for Empowerment of Adolescent Girls- Sabla • References . 2. Women Empowerment and Role of Education . 41 —Nutan Sharma • Introduction • Empowerment • Women Empowerment and Education • Challenges • Conclusion • References. 3. Role of Education in Women Empowerment . 51 —Sharabani Mazumdar • Introduction • Definition • Importance of Education for Women Empowerment • Women Education Prospects and Challenges • Literacy Rate in India • Steps Taken by Government of India to Improve Literacy Rate in India • Why Women in India are not Educated? • Importance of Education in India • Measures Taken to Improve Education Level of Women • Conclusion • References. 4. Journey of Women Education towards Empowerment . 63 —Ruchi Dhyani • Introduction • Challenges to Girl Education • Meaning of Women Empowerment • Government Schemes for Women Empowerment • Status of Women in India • Conclusion • References. 6 Linking Girl Education with Women Empowerment and Development 5. Women Empowerment through Education: Pre & Post Independence Era . 75 —Ruchi Shivam • Introduction • Women Education before Independence • Women Education after Independence (1947) • Commissions on Women Education (After Independence) • Recommendations • Women in the Constitution of India • Conclusion • References. 6. Education and Women Empowerment in India . 87 —Arpeeta Anand • Introduction • Status of Women in India • Importance of Education • History of Women Education in India • Importance of Education in Women Empowerment • Importance of Women Education in India • Obstacles • Women’s Education Prospects and Challenges • Educational Equality • Conclusion • References. 7. Education and Empowerment of Women in Odisha: A Case Study of Ganjam District . 99 —Prabina Kumar Padhi and Umesh Chandra Panigrahi • Introduction • Objectives of the Study • Significance of the Study • Literature Review • Research Methodology • Women Empowerment through Education • Education in Odisha • Schemes Associated with Women Education and Empowerment of Odisha • Education and Women Empowerment: A Study of Ganjam District • Findings • Suggestions and the Way Forward • Conclusion • References. 8. Role of Education in Women Empowerment in India . 113 —Pooja Singh • Introduction • Objectives of the Study • Research Methodology • Education and Empowerment • The Importance of Women in Nation Building • Literacy in India • Conclusion • References. 9. Women Empowerment through Education. 123 —Palwinder Kaur • Introduction • Status of Women Education • Barriers to Women Education • Definition of Women Empowerment • Meaning of Women Empowerment • Need of Women Empowerment • Importance of Education • Importance of Education in Women’s Empowerment • Relationship between Education and Women Empowerment • Conclusion • References. 10. Role of Education in Women Empowerment . 133 —Priyanka • Introduction • Empowerment- Concept and Definitions • Women Empowerment–Status in India • Importance of Women Education in India • Women Empowerment through Education • Conclusion • References. 7 11. The Role of Education in Empowering Muslim Women in South Asia . 141 —Amit Kumar Dutta • Introduction • Literature Study • Research Methodology • Position of Women in Islam • Socio-Economic Profile of Muslim Women in Some South Asian Countries India • Pakistan • Bangladesh • The Role of Education • Conclusion • References. 12. Women Empowerment through Distance Education: An Accelerating Action . 155 —Meenakshi Dwivedi • Status of Women in India • Need for Women Empowerment • Role of Education in Women Empowerment • Distance Education for Women Empowerment • Importance of Distance Education for Women Learners • Conclusion • References. 13. Empowered Women, Empowered Nation Still a Dream in India . 167 —Yogendra Pal Bharadwaj • Introduction • Scope of the Study • Objectives of the Study • Literature Review • Statement of the Problem • Females in India • Why Empowered Women and Empowered Nation is Still a Dream in India? • Committee to Study Status of Women • Significant Areas Need To Be Focused Upon • Conclusive Remark • References. 14. Women, Education and Empowerment: Anandibai Joshi, the Brave Woman . 181 —Swati Basak (Section – F) Linking Girl Education with National Development 15. National Mission for Empowerment of Women-2010: Providing Educational Base for Socio-Economic Development of Women . 193 —Deepa Awasthi • Introduction • Mission Statement • Focus Areas of the Mission • Key Strategies • Poorna Shakti Kendra • Some Schemes of Government under NMEW • NMEW: Socio-Economic Development of Women and Education • Schemes • Secondary Education • Adult Education • Higher and Technical Education • Conclusion • References. 16. Role of Girl Education in Socio-Economic and Political Development of India . 207 —Mehnaz Najmi • Introduction • Constitutional Provisions for Women’s Education in India Contents 8 Linking Girl Education with Women Empowerment and Development • Educational Provisions in Centrally Sponsored Schemes in School Education • Present Day Situation • Social-Economic and Political Development through Girl Education in India • Conclusion • References. 17. Girl Education and Development of India . 221 —Meera Thakur and Anupama Katoch • Introduction • Status of Female Education • Literacy Levels Improving Over Time • Issues and Challenges Related to Girl Education • Provisions for Girls’ Education in India • Girl Education and Development • Conclusion • References. 18. Girls Education and Development: A case study on the Juang Tribe in Odisha . 233 —Madhusmita Sahoo • Introduction • Review of Literature • Methodology • Objectives • Education Plan and Policy Implemented by Govt. of India • Gender Specific Schemes (Programmes) • Conclusion • References. 19. Contribution of Girl Education in Nation Building: Challenges and Solutions . 247 —Rashmi Gahlowt • Introduction • Central and State Government Initiatives • Strategies and Solutions to Combat Educational Challenges • Conclusion • References. Index . 257 The Title 'Girl Education in India : Still Miles to Cover written/authored/edited by Deepa Awasthi', published in the year 2016. The ISBN 9789351281795 is assigned to the Hardcover version of this title. This book has total of pp. 774 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Women Studies / Education. Size of the book is 14.34 x 22.59 cms Vol:- 3 Vols. Set
2016ABOUT THE BOOK:- This edited book series titled 'Girl Education in India: Still Miles to Cover' is the collection of three volumes. Vol. I - Girt Education: Understanding the Status and Gender Issues presents the complete picture of girl education in country and helps the readers to understand the concept of girl education in traditional Indian society. It also focuses on gender issues linked with girl education. Vol. II - Girl Education: Challenges , Strategies and Initiatives details about the various schemes and initiatives implemented by central government and state governments in India to deal with the lacunas and loopholes existing in our education system acting as hindrance to girl education. Vol. III - Linking Girl Education with Women Empowerment and Development discusses the relationship between education and empowerment of girls. How education can lead to women empowerment and ultimately may contribute to country's deve lopment is the focus of this volume. This book series will reflect a detailed picture of girl education and enab le stakeholders to seek positive measures to tackle issues inthis regard. ABOUT THE AUTHOR:- Dr. Deepa Awasthi. Editor of this edited book series. is a freelance researcher. She is a Doctorate in Education and Post Graduate in Education. Sociology and Economics. She has qualified UGC - JRF in Education and Sociology as well and has equal command on both the subjects. She has participated and presented her research papers in more than 45 national and international seminars and conferences. She has also edited a book entitled " Eve Teasing: A Social Epidemic". Her publication work also involves 05 chapters inedited books ,03 research papers in the form of conference and seminar proceedings and 17 research papers and articles in various journals of national and international repute. Her keen interest areas include the sociological issues related to women and various issues related to the field of Education. CONTENTS:- ?Vol. 1 Acknowledgements . 11 Authors Introduction . 13 Introduction . 21 Section-A Understanding Status of Girl Education in India 1. A Historical Overview of Early Girl Education in the Naga Society . 33 —Vitsou Yano • Abstract • Introduction • Informal/Indigenous Education • Formal/ Western Education System • References. 2. Urbanisation and Girls’ Education: A Case Study of NCT of Delhi . 45 —Sandesh Yadav • Introduction • Review of Literature • Hypothesis • Objectives • Methodology • Definitions of Operational Terms Used in The Study • Enrolment • Area of Study • Trend Analysis of Literacy Rate in the NCT of Delhi, 1951-2011 • Currrent Scenario of Girls’ Education (2001-2011) in the NCT of Delhi • Positive Impact of Urbanisation on the Level of Girls Education in the NCT of Delhi • Conclusion • Acknowledgement • References. 3. Primary Education in Rural India: What determines Girl’s Enrolment? . 61 —Onkar Nath Mishra • Introduction • Related Literature • Methodology • Female Literacy and Girls’ Enrolment at Primary Level • Data Analysis and Results • Conclusion • References. 6 Girl Education: Understanding the Status and Gender Issues 4. Status of Girl Education in Punjab: Improving or Deteriorating? . 73 —Puneet Kaur Dhillon • Introduction • Data Base and Methodology • Primary Education for Girls in Punjab • Mai Bhago Vidya Scheme • Girl Students in Punjab • Girls School vs Boys School • Girls Students vs Boys Students • Policies of the Government of Punjab regarding Primary Education • Observations • Suggestions • References. 5. A Study of Female Education in Bundelkhand . 83 —Saurabh Gupta • Introduction • The study Area • Literacy in India • Literacy in Madhya Pradesh Region of Bundelkhand • Problems Responsible for Low Female Literacy in Bundelkhand • References. 6. Education is a Right – yet it is still Beyond the Reach of Many . 95 — Nidhi Singh & Rajeev Saxena • Introduction • Education Scenario in India • What Prevents Girls from Getting a Quality Education? • Women Empowerment through Education • Major Schemes for Elementary Education • Major Schemes for Secondary Education • Conclusion • References. 7. Status of Girl Education in Pre and Post Independent Era . 105 —Inayat Chaudhary 8. Discrimination in Girls Education in India . 115 —Vidya Vati • Introduction • Nature of Discrimination in Girls’ Education • Dropout Rates • The Root Causes • Social-Cultural • Health • Marriage • Violence and Crime • Economic Factors • Inadequate School Facilities • Shortage of Female Teachers • Gender Bias in Curriculum • Impacts • Study • Impact on Individual • Impact on Household • Impact on Growth • Conclusion • References. 9. Agenda of Female’s Education in Colonial India: An Issue of Contention . 133 —Chetna Section-B Gender Issues in Education 10. Gender Inequality in Education . 143 —Vishakha Shukla • Introduction • After-Effects of Education Gaps • Gender Equality and Human Rights • Government Intervention for Girl Education in India • Available Facilities • Public Expenditure on Education in India • Legislative Framework • References. 7 11. Women Education’s Journey from Gender Disparity to Gender Equality: A Critical Appraisal. 159 —Kaneez Mehdi Zaidi • Introduction • Pre - Independence Period • Independent India • Critical Appraisal • Conclusion • References. 12. Understanding Gender Bias in Education . 171 —Rajesh Agarwal • Introduction • Suggestions • Conclusion • References. 13. Gender Disparity and Girl Child Education . 183 —Meenakshi Bose • Introduction • Problem Statement • Research Questions • Objectives • Hypothesis • Rationale of the study • Scope of the Study • Limitations • Methodology • Conceptual Framework • Findings • Conclusions • References. 14. Gender Issues in Education: The Boundaries Limiting the Possibilities . 195 —Chetna Thapa • Introduction • Today’s Scenario • Purpose of Education • How Education can Redress Inequities of Gender • Teachers as Agents of Change • Some Recommendations for Expanding the Possibilities through Education • References. 15. Gender Gap in STEM and the Way out to Overcome the Issues. 209 —Sharda Singh 16. Gender Gap in Science Education: Reasons and Remedies . 223 —Sangeeta Yaduvanshi • Gender Gap in Science Education • Reasons for Gender Gap in Science Education • Conclusion • References. 17. Gender Bias in Textbooks: Obstacle in appropriate Conceptualisation of Gender . 233 —Deepa Awasthi • Introduction • Analysis of Hindi and English language text books prescribed for class five in Government Primary Schools of Uttar Pradesh • Hindi text book of Class V: KALRAV • English text book of class V: RAINBOW • Effect of Gender Bias • Role of Teachers • In Classrooms • References. Index . 249 The Title 'Girl Education in India : Understanding the Status and Gender Issues written/authored/edited by Deepa Awasthi', published in the year 2016. The ISBN 9789351281764 is assigned to the Hardcover version of this title. This book has total of pp. 260 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Women Studies / Education. Size of the book is 14.34 x 22.59 cms Vol:- Vol. 1st
2016ABOUT THE BOOK:- This edited book series titled 'Girl Education in India: Still Miles to Cover' is the collection of three volumes. Vol. I - Girt Education: Understanding the Status and Gender Issues presents the complete picture of girl education in country and helps the readers to understand the concept of girl education in traditional Indian society. It also focuses on gender issues linked with girl education. Vol. II - Girl Education: Challenges , Strategies and Initiatives details about the various schemes and initiatives implemented by central government and state governments in India to deal with the lacunas and loopholes existing in our education system acting as hindrance to girl education. Vol. III - Linking Girl Education with Women Empowerment and Development discusses the relationship between education and empowerment of girls. How education can lead to women empowerment and ultimately may contribute to country's deve lopment is the focus of this volume. This book series will reflect a detailed picture of girl education and enab le stakeholders to seek positive measures to tackle issues inthis regard. ABOUT THE AUTHOR:- Dr. Deepa Awasthi. Editor of this edited book series. is a freelance researcher. She is a Doctorate in Education and Post Graduate in Education. Sociology and Economics. She has qualified UGC - JRF in Education and Sociology as well and has equal command on both the subjects. She has participated and presented her research papers in more than 45 national and international seminars and conferences. She has also edited a book entitled " Eve Teasing: A Social Epidemic". Her publication work also involves 05 chapters inedited books ,03 research papers in the form of conference and seminar proceedings and 17 research papers and articles in various journals of national and international repute. Her keen interest areas include the sociological issues related to women and various issues related to the field of Education. CONTENTS:- Vol. 2 Acknowledgements . 9 Authors’ Introduction . 11 Introduction . 21 Section–C Girl Education-Challenges and Strategies 1. Coping with Gender Inequality in Education at Secondary and Higher Secondary Level in Context to Rashtriya Madhyamik Shiksha Abhiyan (RMSA) . 33 —Deepa Awasthi • Introduction • Secondary Education • Inequalities in Secondary • Education Participation • Challenges in Secondary Education for Girls • Rashtriya Madhyamik Shiksha Abhiyan (RMSA) • Conclusion • References. 2. Education of Muslim Girls: Issues and Challenges . 45 —Parvin Sultana • Introduction • Educational Status of Muslims • Causes of Educational Backwardness • Educational Status of Muslim Women • Empowerment of Muslim Women • The Way Ahead • References. 3. Issues and Challenges Associated with Girls Education in India: a Critical Analysis . 55 —Leena • Introduction • Rationale of the Study • Barriers to Girls’ Education • Issues Related to Education of Girls • Discussion • Conclusion • References. 4. Hurdles in Girls’ Education in India . 65 —Raksha Amanna and Rajendra Baikady • Introduction • Girl’s Education in India • Rural and the Urban Disparity • Factors Affecting the Low Level of Literacy among the Women • Constraints • Importance of Women Education • Constitutional Provision for Girl’s Education in India • Suggested Strategies • Conclusion • References. 6 Girl Education: Challenges, Strategies and Initiatives 5. Need and Importance of Women Education . 79 —Upasna Chhabra and Manjeet Kumari • Introduction • Historical Background • Education is a Fundamental Right of All Children • Education for All • Need and Importance of Girls Education • Conclusion • References. 6. Educating Girls, State Paradox and Social Response: A Study of Girls’ Education in Princely Kashmir, 1900-1947 . 87 —Fayaz Ahmad Kotay • Introduction • Initial Government Policy and Role of Local Advisory Committees • Shift in Government Policy • Educational Reorganisation Committee (1939) and Girls’ Education • Recommendations of the Committee • Expenditure on Girls’ Education • Role of Private Agencies • Conclusion • References. 7. Parental Attitude Towards Muslim Girl’s Education . 105 —Fatima Rizvi • Introduction • Methodology • Data Analysis • Thematic Analysis • Limitations of the Study • Conclusion • References. 8. Role of Print and Electronic Media in Promoting Girl Education in India . 115 —Manvi Manisha Tigga • Introduction • Role of Print Media • Role of Electronic Media • Conclusion • References. Section – D Girl Education Promotion – Initiatives and Schemes 9. Implication of Capability Approach on the Girls Education: Theory and Reality . 129 —Md Nurul Momen and Mst. Marzina Begum • Theorising Capability Approach • Development and Gender Equality • Gender Equity and Access • How Gender Discrimination on Education Works in Bangladesh? • Is Access to Girls Supportive in Bangladesh? • Bangladesh–Is There any Hope? • Conclusion • References. 10. Promotion of Girls’ Education in India: Central Government Initiatives . 141 —Akhilesh Patel • Introduction • Schemes for School Education (Primary to Higher Secondary Level) • National Programme for Education of Girls at Elementary Level • Rashtriya Madhyamaik Shiksha Abhiyan • Setting up Girls Hostels in Secondary and Senior Secondary Schools • National Scheme of Incentive to Girls for Secondary Education (NSIGSE) • Kasturba Gandhi Balika Vidyalaya • Educational Development of Women in Kendriya Vidyalaya • Mahila Samakhya 7 • Beti Bachao Beti Padhao • Schemes for Higher Education • Post Graduate Indira Gandhi Scholarship for Single Girl Child • Construction of Women Hostels in Colleges • Post Doctoral Fellowship to Women Candidates • Swami Vivekananda Single Girl Child Scholarship for Research in Social Sciences • Conclusions • References. 11. Educational Strategies for Girls Education . 151 —Ramesh Chandra Singh, Pankaj Pant and Siddhartha Lohani • Introduction • Right to Education • Role of Government • National Policy on Education, 1986 and Programme of Action, 1992 • Major Policies and Schemes Paving Way for Girl Child Education • Elementary Education • Secondary Education • Curriculum Framework • National Programme for Education of Girls at Elementary Level (NPEGEL) • Kasturba Gandhi Balika Vidyalaya (KGBV) • The Tenth Five Year Plan - Programmes for Achieving the Universalisation of Elementary Education (UEE) • Role of NGOs • Sufficient Financing • Effective and Safe Learning • Promoting Health in Schools • Special Measures for Disadvantaged Girls • School Environment • References. 12. Government Schemes and Initiatives to Promote Girl Education in India . 163 —Swadhin Shaktiprasad • Introduction • Sarva Shiksha Abhiyan (SSA) • Kasturba Gandhi Balika Vidyalaya (KGBV) • Gender Sensitisation • Ensuring Gender Sensitive Learning Materials • Special Models of Alternative Schools for Girls • Special Coaching Classes • Escorts • Making Girls’ Education a Community Agenda • Education Development of Women in KVs • Scheme of Construction and Running of Girls Hostel for Students of Secondary and Higher Secondary Schools • Mahila Samakhya • Rashtriya Madhyamik Shiksha Abhiyan (RMSA) • Higher Education • Higher Education of Women through Open and Distance Learning (ODL) Mode • Post School Diploma (Polytechnics etc.) • Interventions of Department of Higher Education at a Glance (having direct impact on the educational development of women) • University Grants Commission (UGC) • Day Care Centres in Universities and Colleges • Indira Gandhi Scholarship for Single Girl Child for Pursuing Higher and Technical Education • Construction of Women’s Hostels for Colleges • Development of Women’s Studies in Universities and Colleges • Scheme of Capacity Building of Women Managers in Higher Education • Post-Doctoral Fellowships for Women • Indira Gandhi National Open University (IGNOU) • All India Council for Technical Education (AICTE) • Conclusion • References. 13. An Investigation of Gender Inequality and Government Policy Initiatives Towards Girl’s Education in Rajasthan . 177 —Natasha Kuldeep • Introduction • Objectives • Methodology • Importance of Girls 8 Girl Education: Challenges, Strategies and Initiatives Education • Long-term Benefits of Educating Girls • Background of Gender Attitudes in Education in India • Gender Equity in Education: A Review of Trends and Factors • Barriers to Girl’s Education • Initiatives taken by Government of Rajasthan to Improve Gender Equity in Education • Conclusion • References. 14. What the International Community can do to Ratchet up the Progress on Girls Education . 193 —Amitaraj Gargey, Shashi Bala Kashyap and Amit Kashyap • Introduction • Why Educating Girls Matters • Higher Per Capita Income • More Prosperous Communities • Better Skill Sets • Removing Barriers: Programmes that Work • Providing Resources to the Poorest • A Healthier Environment • Positive Role Models • More Schools • Barefoot College in Rajasthan, Northern India • More Teachers • Updated Content • An Effective Broadband Infrastructure • The Way Forward • References. 15. Importance of Vocational Training for Girls’ Education . 213 —Sujata Sinha • Introduction • International Concerns on Gender • The Economic and Social Gains from Female Education • Social Efficiency • Status of Education Level of Girls in India • Vocational Education and Training • Notable Schemes Dealing with the Vocational Training of Girls and Women • Women’s Vocational Training Programme under DGET • Conclusion • References. 16. Various Government Schemes to Promote Girl Education in India . 227 —Rajni Bala • Introduction • Mahila Samakhya Programme (1989) • Sarva Shiksha Abhiyan (2000-01) • Saakshar Bharat Mission for Female Literacy (2002) • National Programme for Education of Girls at Elementary Level (2003) • Kasturba Gandhi Balika Vidyalaya (2004) • National Scheme of Incentive to Girls for Secondary Education (2008) • Indira Gandhi Scholarship for Single Girl Child for Pursuing Higher and Technical Education • Scheme of Construction and Running of Girls Hostel for Students of Secondary and Higher Secondary Schools • Post-Doctoral Fellowships for Women • Conclusion • References. Index . 237 The Title 'Girl Education in India : Challenges, Strategies and Initiatives written/authored/edited by Deepa Awasthi', published in the year 2016. The ISBN 9789351281771 is assigned to the Hardcover version of this title. This book has total of pp. 246 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Women Studies / Education. Size of the book is 14.34 x 22.59 cms Vol:- Vol. 2nd
2016ABOUT THE BOOK:- This edited book series titled 'Girl Education in India: Still Miles to Cover' is the collection of three volumes. Vol. I - Girt Education: Understanding the Status and Gender Issues presents the complete picture of girl education in country and helps the readers to understand the concept of girl education in traditional Indian society. It also focuses on gender issues linked with girl education. Vol. II - Girl Education: Challenges , Strategies and Initiatives details about the various schemes and initiatives implemented by central government and state governments in India to deal with the lacunas and loopholes existing in our education system acting as hindrance to girl education. Vol. III - Linking Girl Education with Women Empowerment and Development discusses the relationship between education and empowerment of girls. How education can lead to women empowerment and ultimately may contribute to country's deve lopment is the focus of this volume. This book series will reflect a detailed picture of girl education and enab le stakeholders to seek positive measures to tackle issues inthis regard. ABOUT THE AUTHOR:- Dr. Deepa Awasthi. Editor of this edited book series. is a freelance researcher. She is a Doctorate in Education and Post Graduate in Education. Sociology and Economics. She has qualified UGC - JRF in Education and Sociology as well and has equal command on both the subjects. She has participated and presented her research papers in more than 45 national and international seminars and conferences. She has also edited a book entitled " Eve Teasing: A Social Epidemic". Her publication work also involves 05 chapters inedited books ,03 research papers in the form of conference and seminar proceedings and 17 research papers and articles in various journals of national and international repute. Her keen interest areas include the sociological issues related to women and various issues related to the field of Education. CONTENTS:- Vol. 3 Acknowledgements . 9 Authors’ Introduction . 11 Introduction . 21 Section–E Girl Education: Gateway to Women Empowerment 1. Gender Empowerment through Education: Mirage or Reality? . 33 —Mukesh Kumar Malviya • Women and Empowerment • Education and Women • Rajeev Gandhi Scheme for Empowerment of Adolescent Girls- Sabla • References . 2. Women Empowerment and Role of Education . 41 —Nutan Sharma • Introduction • Empowerment • Women Empowerment and Education • Challenges • Conclusion • References. 3. Role of Education in Women Empowerment . 51 —Sharabani Mazumdar • Introduction • Definition • Importance of Education for Women Empowerment • Women Education Prospects and Challenges • Literacy Rate in India • Steps Taken by Government of India to Improve Literacy Rate in India • Why Women in India are not Educated? • Importance of Education in India • Measures Taken to Improve Education Level of Women • Conclusion • References. 4. Journey of Women Education towards Empowerment . 63 —Ruchi Dhyani • Introduction • Challenges to Girl Education • Meaning of Women Empowerment • Government Schemes for Women Empowerment • Status of Women in India • Conclusion • References. 6 Linking Girl Education with Women Empowerment and Development 5. Women Empowerment through Education: Pre & Post Independence Era . 75 —Ruchi Shivam • Introduction • Women Education before Independence • Women Education after Independence (1947) • Commissions on Women Education (After Independence) • Recommendations • Women in the Constitution of India • Conclusion • References. 6. Education and Women Empowerment in India . 87 —Arpeeta Anand • Introduction • Status of Women in India • Importance of Education • History of Women Education in India • Importance of Education in Women Empowerment • Importance of Women Education in India • Obstacles • Women’s Education Prospects and Challenges • Educational Equality • Conclusion • References. 7. Education and Empowerment of Women in Odisha: A Case Study of Ganjam District . 99 —Prabina Kumar Padhi and Umesh Chandra Panigrahi • Introduction • Objectives of the Study • Significance of the Study • Literature Review • Research Methodology • Women Empowerment through Education • Education in Odisha • Schemes Associated with Women Education and Empowerment of Odisha • Education and Women Empowerment: A Study of Ganjam District • Findings • Suggestions and the Way Forward • Conclusion • References. 8. Role of Education in Women Empowerment in India . 113 —Pooja Singh • Introduction • Objectives of the Study • Research Methodology • Education and Empowerment • The Importance of Women in Nation Building • Literacy in India • Conclusion • References. 9. Women Empowerment through Education. 123 —Palwinder Kaur • Introduction • Status of Women Education • Barriers to Women Education • Definition of Women Empowerment • Meaning of Women Empowerment • Need of Women Empowerment • Importance of Education • Importance of Education in Women’s Empowerment • Relationship between Education and Women Empowerment • Conclusion • References. 10. Role of Education in Women Empowerment . 133 —Priyanka • Introduction • Empowerment- Concept and Definitions • Women Empowerment–Status in India • Importance of Women Education in India • Women Empowerment through Education • Conclusion • References. 7 11. The Role of Education in Empowering Muslim Women in South Asia . 141 —Amit Kumar Dutta • Introduction • Literature Study • Research Methodology • Position of Women in Islam • Socio-Economic Profile of Muslim Women in Some South Asian Countries India • Pakistan • Bangladesh • The Role of Education • Conclusion • References. 12. Women Empowerment through Distance Education: An Accelerating Action . 155 —Meenakshi Dwivedi • Status of Women in India • Need for Women Empowerment • Role of Education in Women Empowerment • Distance Education for Women Empowerment • Importance of Distance Education for Women Learners • Conclusion • References. 13. Empowered Women, Empowered Nation Still a Dream in India . 167 —Yogendra Pal Bharadwaj • Introduction • Scope of the Study • Objectives of the Study • Literature Review • Statement of the Problem • Females in India • Why Empowered Women and Empowered Nation is Still a Dream in India? • Committee to Study Status of Women • Significant Areas Need To Be Focused Upon • Conclusive Remark • References. 14. Women, Education and Empowerment: Anandibai Joshi, the Brave Woman . 181 —Swati Basak (Section – F) Linking Girl Education with National Development 15. National Mission for Empowerment of Women-2010: Providing Educational Base for Socio-Economic Development of Women . 193 —Deepa Awasthi • Introduction • Mission Statement • Focus Areas of the Mission • Key Strategies • Poorna Shakti Kendra • Some Schemes of Government under NMEW • NMEW: Socio-Economic Development of Women and Education • Schemes • Secondary Education • Adult Education • Higher and Technical Education • Conclusion • References. 16. Role of Girl Education in Socio-Economic and Political Development of India . 207 —Mehnaz Najmi • Introduction • Constitutional Provisions for Women’s Education in India CONTENTS:- 8 Linking Girl Education with Women Empowerment and Development • Educational Provisions in Centrally Sponsored Schemes in School Education • Present Day Situation • Social-Economic and Political Development through Girl Education in India • Conclusion • References. 17. Girl Education and Development of India . 221 —Meera Thakur and Anupama Katoch • Introduction • Status of Female Education • Literacy Levels Improving Over Time • Issues and Challenges Related to Girl Education • Provisions for Girls’ Education in India • Girl Education and Development • Conclusion • References. 18. Girls Education and Development: A case study on the Juang Tribe in Odisha . 233 —Madhusmita Sahoo • Introduction • Review of Literature • Methodology • Objectives • Education Plan and Policy Implemented by Govt. of India • Gender Specific Schemes (Programmes) • Conclusion • References. 19. Contribution of Girl Education in Nation Building: Challenges and Solutions . 247 —Rashmi Gahlowt • Introduction • Central and State Government Initiatives • Strategies and Solutions to Combat Educational Challenges • Conclusion • References. Index . 257 The Title 'Girl Education in India : Linking Girl Education With Women Empowerment and Development written/authored/edited by Deepa Awasthi', published in the year 2016. The ISBN 9789351281788 is assigned to the Hardcover version of this title. This book has total of pp. 268 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Women Studies / Education. Size of the book is 14.34 x 22.59 cms Vol:- Vol. 3rd
2016ABOUT THE BOOK:- The present book deals with the historical genesis and development of the Right to Education in India from 1813 to 2009. It has also explored the salient features, provisions, child rights, equity issues, evaluation policy, teachers' responsibilities, loopholes and suggestions on implementation of the Act, 2009. ABOUT THE AUTHOR:- Dr. Ajit Mondal has presently been teaching in the capacity of Assistant Professor in Education, Surendranath College for Women (affiliated to the University of Calcutta), Kolkata, West Bengal. He obtained M.A. both in English and Education with B. Ed. and Ph. D. from the University of Kalyani, West Bengal. He has already remarkably contributed articles to the Kurukshetra, Yojana, The Primary Teacher Journal (NCERT), Bangladesh Education Journal (BAFED, Bangladesh UNESCO & Action Aid), and University News (AIU). Professor (Dr.) Jayanta Mete is presently Professor, Department of Education, University of Kalyani, Kalyani,West Bengal, India. Dr. Mete obtained M. A. in Geography with M. Ed. and Ph. D. from Visva Bharati, Santiniketan. The author has already supervised 34 scholars in Ph. D. programme and published 140 research papers in leading national and international journals and presented 70 papers in national and international conferences and seminars. He authored more than 25 books and edited 20 books on different educational aspects. CONTENTS:- Vol:- 1.?Foreword . 9 Preface . 11 Abbreviations . 17 1. Introduction to the Concept of the Key Words . 21 • Concept of Elementary Education in Indian Context • Universalisation of Elementary Education (UEE) • Understanding Human Rights • Education as a Human Right – Why? • Fundamental Rights and Directive Principles under Indian Constitution • Free Education under the RTE Act • Compulsory Education under the RTE Act • Epitomising Free and Compulsory Education under the RTE Act • Organisation and Structure of School Education in India • References. 2. Educational Policies in India under the British Rule. 43 • British Educational Policies till 1835 – An Appraisal • British Educational Policy in the Context of the Macaulay’s Minute • Lord Bentinck’s Resolution of the 7th March 1835 • Emergence of the Policy of Downward Filtration Theory • Reasons for Adopting Filtration Theory • Wood’s Despatch, 1854 • The Indian Education Commission,1882 • The Major Recommendations of the Commission • Lord Curzon’s Educational Policy • Government Resolution on Education Policy, 1913 • Calcutta University Commission (191719) • Education under Dyarchy (1921 1937) • Central Advisory Board of Education (CABE), 1921 • The Hartog Committee, 1929 • Education under the Provincial Autonomy • PostWar Plan of Educational Development (1944) • References. 3. PostIndependence Efforts at UEE . 79 • Education under Indian Constitution • Child Rights Provisions under Indian Constitution Upholding UEE • Child Rights under the RTE Act, 2009 for UEE • Schemes and Programmes for Achieving the Goal of UEE • Sarva Shiksha Abhiyan (SSA) • Sarva Shiksha Abhiyan is (MHRD, 1999) • Some Main Features of SSA • Working Group on UEE, Ministry of Education and Social Welfare, GOI, 1978 • References. 4. Development of Free and Compulsory Education under the British Raj . 131 • The Charter Act of 1813 – The First Milestone • William Adam’s Third Report in 1838 • The Proposal of Captain Wingate, the Revenue Survey Commissioner in Bombay, 1852 • Recommendation by Mr. T.C. Hope in 1858 • Indian Education Commission (Hunter Commission), 1882 • Gopal Krishna Gokhale’s Attempts – the Champion of the Right to Education • On 18th March 1910, Mr. Gokhale’s Resolution in the Imperial Legislative Council • Compulsory Education during the Period of 191727 • Wardha Scheme of Basic Education, 1937 • The PostWar Plan of Educational Development in India (1944) • The Kher Committee, 1948 • References. 5. Movement Discourse on Right to Education from Directive Principle to Fundamental Right . 161 • Movement Discourse after Independence • Committee on the Ways and Means of Financing Education Development in India (B. G. Kher Committee), 1948 • Movement after the Constitutional Era • University Education Commission (19481949) • AllIndia Council of Elementary Education (AICEE), 1957 • Delhi Primary Education Act, 1960 • Report of the Kothari Commission (196466) • The 31st CABE Meeting, at Bangalore on October 11 and 12, 1964, under the Chairmanship of Shri M. C. Chagla • National Policy on Education (NPE), 1968 • National Policy for Children, 1974 • Shifting Education from State List to Concurrent List, 1976 • Education for Our People, 1978 • Draft National Policy on Education, 1979 • Inclusion of Education in the Revised 20 Point Programme, 1982 • Challenge of Education A Policy Perspective, 1985 • National Policy on Education, 1986 • Jomtien Declaration, 1990 • Report of the Ramamurti Committee, 1990 • Publication of Myron Weiner’s Study in a Book, 1991 • Ratification of the UN Convention on Rights of the Child, 1992 • The 73th and 74th Constitutional Amendment Acts, 1992 • Mohini Jain versus State of Karnataka Case, 1992 • Unnikrishnan versus State of Andhra Pradesh Case, 1993 • Responding to the Court’s Verdict • Report of the Saikia Committee, 1997 • Constitution (83rd) Amendment Bill, 1997 • 165th Report on Free and Compulsory Education for Children by Law Commission of India, 1998 • The Report of the Tapas Majumdar Committee, 1999 • Dakar Declaration, 2000 • Ambani and Birla Committee Report, April 2000 • Millennium Development Goals (MDGs), September 2000 • The 93rd Constitution Amendment Bill, 2001 • Sarva Siksha Abhiyan (SSA), 2001 • Report of the National Commission to Review the Working of the Constitution, 2002 • The Constitution (86th Amendment) Act, 2002 • The Free and Compulsory Education for Children Bill, 2003 (Process of Drafting) • The Free and Compulsory Education Bill, 2004 • Right to Education Bill (CABE Bill), 2005 • Sachar Committee Report, 2006 • Report of the National Knowledge Commission (KNC), 2007 • The Right of Children to Free and Compulsory Education Bill, 2008 • 213th Report of the Department-Related Parliamentary Standing Committee on Human Resource Development on the Right of Children to Free and Compulsory Education Bill, 2008 • Acceptance of the Bill, 2008 both in the Lok Sabha and Rajya Sabha (2009 July and August) • Implementation of the RTE Act, 2009 (1st April, 2010) • Amendment to the RTE Act, 2009 • Does RTE Act, 2009 follow UN’s Child Rights Convention? • What would be State laws after Central laws? Where do existing State Acts on Education stand in relation to the RTE Act? • References. 6. RTE in the Light of “Justice Delayed is Justice Denied” . 221 7. Articulation of the RTE in International Treaties as a Human Right . 227 • World Commitment on Education as a Right and India is a Signatory • Several Global Agencies Striving for Promotion of Right to Education • International and Regional Instruments for Protection and Promotion of Right to Education. 8. Historical Landmarks in the History of RTE in India . 239 Bibliography . 253 • Journals • Books • Reports and Documents • Newapapers • Websites • Primary Sources. Index . 271, Vol:- 2.Foreword . 7 Preface . 9 Abbreviations . 15 9. The Right of Children to Free and Compulsory Education Act, 2009 . 19 10. Model Rules of the Right of Children to Free and Compulsory Education Act, 2009 . 39 11. Objectives and Provisions of the RTE Act, 2009 . 59 12. Frequently Asked Questions (FAQs) on the RTE Act, 2009 . 73 13. Explanation of the Terms in the RTE Act . 121 14. Sectionwise Clarification of the RTE Act, 2009 . 129 15. Child Rights in the Context of the RTE Act, 2009 . 149 • Who is a Child? • Constitutional Provisions for Education in India • Constitutional Provisions for Protecting Child Rights • National Policies and Programmes for Indian Children • Important Schemes for Wellbeing of Children • The Right to Education Act, 2009: The Genesis • Provisions of Child Rights under the RTE Act • Child Rights Provisions under the Context of RTE Act, 2009 – A Critical Appraisal • Basic Premises of the Rights Based Approach • What does RTE Act provide for enforcement of the rights based approach? • Right to Education as a Right in the Global Context • References. 16. Equity Issues in the Light of the RTE Act, 2009 . 171 • Equity in School Education – A Concept • Equity Issues in the RTE Act, 2009 • References. 17. Responsibilities of Schools and Duties and Professional Ethics for Teachers under the RTE Act . 187 • Duties and Responsibilities of Schools • Duties and Responsibilities of Teachers • Code of Professional Ethics for Teachers in the Context of the RTE Act • Mechanism to deal with Violations • Awareness Generation. 18. Curriculum and Evaluation Policy in the Light of the RTE Act . 195 • Defining Education Evaluation • Types of Education Evaluation • Phases of Education Evaluation • Genesis of CCE - Historical Perspectives • The RTE Act and CCE • Continuous and Comprehensive Evaluation: An Overview • Guiding Principles of CCE • Differences between Conventional Assessment System and CCE • Features of Continuous and Comprehensive Evaluation • CCE – Major Emphasis on Scholastic and Co-scholastic Domain • CCE Helps in Reducing Stress of Students • How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher? • Problems Associated with CCE • Measures for the Smooth Execution of CCE • Curriculum Aspects and the RTE Act • References. 19. Philosophy of Inclusion in the Context of the RTE Act, 2009 . 223 • RTE Act, 2009: A Brief Account • The Salient Features of the RTE Act, 2009 • Conceptualising Inclusive Education • Provisions in the RTE Act, 2009 for Inclusive Education • Philosophy of Inclusion – the Task Ahead • References. 20. Monitoring Issues of the RTE Act, 2009 . 237 • National Commission for Protection of Child Rights (NCPCR) • Functions and quasi-judicial authority of NCPCR • Measures Taken by NCPCR with respect to Monitoring the RTE • Grievance Redressal under RTE Act • Responsibilities of State Government • Processing Grievances / Complaints • Role of SCPCR / REPA and Process of Appeal. 21. Common School System (CSS) in the Light of the RTE Act . 247 • Understanding Common School System • Why Common School System? • Characteristics of the Common School System • Kothari Commission Formulations about CSS • Right to Education Act, 2009 • CSS and RTE Act, 2009: A Comparative Study. 22. Disadvantaged Groups and Weaker Sections under the RTE Act . 255 • Popularising RTE-SSA among the Children of Disadvantaged and Weaker Sections • Profile of Teacher’s Role in Implementing RTE-SSA among Disadvantaged and Weaker Sections. 23. The RTE Act, 2009 : Anomalies and Challenges . 261 24. Recommendations on Implementation Issues . 269 Bibliography . 281 • Journals • Books • Reports and Documents • Newspapers • Websites • Primary Sources. Appendixes . 299 Index . 301 The Title 'Right to Education in India written/authored/edited by Dr Ajit Mondal, Dr Jayanta Mete', published in the year 2016. The ISBN 9788121213332 is assigned to the Hardcover version of this title. This book has total of pp. 588 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:- 2 Vols. Set
2016ABOUT THE BOOK:- The present book deals with the historical genesis and development of the Right to Education in India from 1813 to 2009. It has also explored the salient features, provisions, child rights, equity issues, evaluation policy, teachers' responsibilities, loopholes and suggestions on implementation of the Act, 2009. ABOUT THE AUTHOR:- Dr. Ajit Mondal has presently been teaching in the capacity of Assistant Professor in Education, Surendranath College for Women (affiliated to the University of Calcutta), Kolkata, West Bengal. He obtained M.A. both in English and Education with B. Ed. and Ph. D. from the University of Kalyani, West Bengal. He has already remarkably contributed articles to the Kurukshetra, Yojana, The Primary Teacher Journal (NCERT), Bangladesh Education Journal (BAFED, Bangladesh UNESCO & Action Aid), and University News (AIU). Professor (Dr.) Jayanta Mete is presently Professor, Department of Education, University of Kalyani, Kalyani,West Bengal, India. Dr. Mete obtained M. A. in Geography with M. Ed. and Ph. D. from Visva Bharati, Santiniketan. The author has already supervised 34 scholars in Ph. D. programme and published 140 research papers in leading national and international journals and presented 70 papers in national and international conferences and seminars. He authored more than 25 books and edited 20 books on different educational aspects. CONTENTS:- Vol:- 1.?Foreword . 9 Preface . 11 Abbreviations . 17 1. Introduction to the Concept of the Key Words . 21 • Concept of Elementary Education in Indian Context • Universalisation of Elementary Education (UEE) • Understanding Human Rights • Education as a Human Right – Why? • Fundamental Rights and Directive Principles under Indian Constitution • Free Education under the RTE Act • Compulsory Education under the RTE Act • Epitomising Free and Compulsory Education under the RTE Act • Organisation and Structure of School Education in India • References. 2. Educational Policies in India under the British Rule. 43 • British Educational Policies till 1835 – An Appraisal • British Educational Policy in the Context of the Macaulay’s Minute • Lord Bentinck’s Resolution of the 7th March 1835 • Emergence of the Policy of Downward Filtration Theory • Reasons for Adopting Filtration Theory • Wood’s Despatch, 1854 • The Indian Education Commission,1882 • The Major Recommendations of the Commission • Lord Curzon’s Educational Policy • Government Resolution on Education Policy, 1913 • Calcutta University Commission (191719) • Education under Dyarchy (1921 1937) • Central Advisory Board of Education (CABE), 1921 • The Hartog Committee, 1929 • Education under the Provincial Autonomy • PostWar Plan of Educational Development (1944) • References. 3. PostIndependence Efforts at UEE . 79 • Education under Indian Constitution • Child Rights Provisions under Indian Constitution Upholding UEE • Child Rights under the RTE Act, 2009 for UEE • Schemes and Programmes for Achieving the Goal of UEE • Sarva Shiksha Abhiyan (SSA) • Sarva Shiksha Abhiyan is (MHRD, 1999) • Some Main Features of SSA • Working Group on UEE, Ministry of Education and Social Welfare, GOI, 1978 • References. 4. Development of Free and Compulsory Education under the British Raj . 131 • The Charter Act of 1813 – The First Milestone • William Adam’s Third Report in 1838 • The Proposal of Captain Wingate, the Revenue Survey Commissioner in Bombay, 1852 • Recommendation by Mr. T.C. Hope in 1858 • Indian Education Commission (Hunter Commission), 1882 • Gopal Krishna Gokhale’s Attempts – the Champion of the Right to Education • On 18th March 1910, Mr. Gokhale’s Resolution in the Imperial Legislative Council • Compulsory Education during the Period of 191727 • Wardha Scheme of Basic Education, 1937 • The PostWar Plan of Educational Development in India (1944) • The Kher Committee, 1948 • References. 5. Movement Discourse on Right to Education from Directive Principle to Fundamental Right . 161 • Movement Discourse after Independence • Committee on the Ways and Means of Financing Education Development in India (B. G. Kher Committee), 1948 • Movement after the Constitutional Era • University Education Commission (19481949) • AllIndia Council of Elementary Education (AICEE), 1957 • Delhi Primary Education Act, 1960 • Report of the Kothari Commission (196466) • The 31st CABE Meeting, at Bangalore on October 11 and 12, 1964, under the Chairmanship of Shri M. C. Chagla • National Policy on Education (NPE), 1968 • National Policy for Children, 1974 • Shifting Education from State List to Concurrent List, 1976 • Education for Our People, 1978 • Draft National Policy on Education, 1979 • Inclusion of Education in the Revised 20 Point Programme, 1982 • Challenge of Education A Policy Perspective, 1985 • National Policy on Education, 1986 • Jomtien Declaration, 1990 • Report of the Ramamurti Committee, 1990 • Publication of Myron Weiner’s Study in a Book, 1991 • Ratification of the UN Convention on Rights of the Child, 1992 • The 73th and 74th Constitutional Amendment Acts, 1992 • Mohini Jain versus State of Karnataka Case, 1992 • Unnikrishnan versus State of Andhra Pradesh Case, 1993 • Responding to the Court’s Verdict • Report of the Saikia Committee, 1997 • Constitution (83rd) Amendment Bill, 1997 • 165th Report on Free and Compulsory Education for Children by Law Commission of India, 1998 • The Report of the Tapas Majumdar Committee, 1999 • Dakar Declaration, 2000 • Ambani and Birla Committee Report, April 2000 • Millennium Development Goals (MDGs), September 2000 • The 93rd Constitution Amendment Bill, 2001 • Sarva Siksha Abhiyan (SSA), 2001 • Report of the National Commission to Review the Working of the Constitution, 2002 • The Constitution (86th Amendment) Act, 2002 • The Free and Compulsory Education for Children Bill, 2003 (Process of Drafting) • The Free and Compulsory Education Bill, 2004 • Right to Education Bill (CABE Bill), 2005 • Sachar Committee Report, 2006 • Report of the National Knowledge Commission (KNC), 2007 • The Right of Children to Free and Compulsory Education Bill, 2008 • 213th Report of the Department-Related Parliamentary Standing Committee on Human Resource Development on the Right of Children to Free and Compulsory Education Bill, 2008 • Acceptance of the Bill, 2008 both in the Lok Sabha and Rajya Sabha (2009 July and August) • Implementation of the RTE Act, 2009 (1st April, 2010) • Amendment to the RTE Act, 2009 • Does RTE Act, 2009 follow UN’s Child Rights Convention? • What would be State laws after Central laws? Where do existing State Acts on Education stand in relation to the RTE Act? • References. 6. RTE in the Light of “Justice Delayed is Justice Denied” . 221 7. Articulation of the RTE in International Treaties as a Human Right . 227 • World Commitment on Education as a Right and India is a Signatory • Several Global Agencies Striving for Promotion of Right to Education • International and Regional Instruments for Protection and Promotion of Right to Education. 8. Historical Landmarks in the History of RTE in India . 239 Bibliography . 253 • Journals • Books • Reports and Documents • Newapapers • Websites • Primary Sources. Index . 271 The Title 'Right to Education in India written/authored/edited by Dr Ajit Mondal, Dr Jayanta Mete', published in the year 2016. The ISBN 9788121213370 is assigned to the Hardcover version of this title. This book has total of pp. 308 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:- Vol. 2nd
2016ABOUT THE BOOK:- The present book deals with the historical genesis and development of the Right to Education in India from 1813 to 2009. It has also explored the salient features, provisions, child rights, equity issues, evaluation policy, teachers' responsibilities, loopholes and suggestions on implementation of the Act, 2009. ABOUT THE AUTHOR:- Dr. Ajit Mondal has presently been teaching in the capacity of Assistant Professor in Education, Surendranath College for Women (affiliated to the University of Calcutta), Kolkata, West Bengal. He obtained M.A. both in English and Education with B. Ed. and Ph. D. from the University of Kalyani, West Bengal. He has already remarkably contributed articles to the Kurukshetra, Yojana, The Primary Teacher Journal (NCERT), Bangladesh Education Journal (BAFED, Bangladesh UNESCO & Action Aid), and University News (AIU). Professor (Dr.) Jayanta Mete is presently Professor, Department of Education, University of Kalyani, Kalyani,West Bengal, India. Dr. Mete obtained M. A. in Geography with M. Ed. and Ph. D. from Visva Bharati, Santiniketan. The author has already supervised 34 scholars in Ph. D. programme and published 140 research papers in leading national and international journals and presented 70 papers in national and international conferences and seminars. He authored more than 25 books and edited 20 books on different educational aspects. CONTENTS:- Vol:- 2.Foreword . 7 Preface . 9 Abbreviations . 15 9. The Right of Children to Free and Compulsory Education Act, 2009 . 19 10. Model Rules of the Right of Children to Free and Compulsory Education Act, 2009 . 39 11. Objectives and Provisions of the RTE Act, 2009 . 59 12. Frequently Asked Questions (FAQs) on the RTE Act, 2009 . 73 13. Explanation of the Terms in the RTE Act . 121 14. Sectionwise Clarification of the RTE Act, 2009 . 129 15. Child Rights in the Context of the RTE Act, 2009 . 149 • Who is a Child? • Constitutional Provisions for Education in India • Constitutional Provisions for Protecting Child Rights • National Policies and Programmes for Indian Children • Important Schemes for Wellbeing of Children • The Right to Education Act, 2009: The Genesis • Provisions of Child Rights under the RTE Act • Child Rights Provisions under the Context of RTE Act, 2009 – A Critical Appraisal • Basic Premises of the Rights Based Approach • What does RTE Act provide for enforcement of the rights based approach? • Right to Education as a Right in the Global Context • References. 16. Equity Issues in the Light of the RTE Act, 2009 . 171 • Equity in School Education – A Concept • Equity Issues in the RTE Act, 2009 • References. 17. Responsibilities of Schools and Duties and Professional Ethics for Teachers under the RTE Act . 187 • Duties and Responsibilities of Schools • Duties and Responsibilities of Teachers • Code of Professional Ethics for Teachers in the Context of the RTE Act • Mechanism to deal with Violations • Awareness Generation. 18. Curriculum and Evaluation Policy in the Light of the RTE Act . 195 • Defining Education Evaluation • Types of Education Evaluation • Phases of Education Evaluation • Genesis of CCE - Historical Perspectives • The RTE Act and CCE • Continuous and Comprehensive Evaluation: An Overview • Guiding Principles of CCE • Differences between Conventional Assessment System and CCE • Features of Continuous and Comprehensive Evaluation • CCE – Major Emphasis on Scholastic and Co-scholastic Domain • CCE Helps in Reducing Stress of Students • How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher? • Problems Associated with CCE • Measures for the Smooth Execution of CCE • Curriculum Aspects and the RTE Act • References. 19. Philosophy of Inclusion in the Context of the RTE Act, 2009 . 223 • RTE Act, 2009: A Brief Account • The Salient Features of the RTE Act, 2009 • Conceptualising Inclusive Education • Provisions in the RTE Act, 2009 for Inclusive Education • Philosophy of Inclusion – the Task Ahead • References. 20. Monitoring Issues of the RTE Act, 2009 . 237 • National Commission for Protection of Child Rights (NCPCR) • Functions and quasi-judicial authority of NCPCR • Measures Taken by NCPCR with respect to Monitoring the RTE • Grievance Redressal under RTE Act • Responsibilities of State Government • Processing Grievances / Complaints • Role of SCPCR / REPA and Process of Appeal. 21. Common School System (CSS) in the Light of the RTE Act . 247 • Understanding Common School System • Why Common School System? • Characteristics of the Common School System • Kothari Commission Formulations about CSS • Right to Education Act, 2009 • CSS and RTE Act, 2009: A Comparative Study. 22. Disadvantaged Groups and Weaker Sections under the RTE Act . 255 • Popularising RTE-SSA among the Children of Disadvantaged and Weaker Sections • Profile of Teacher’s Role in Implementing RTE-SSA among Disadvantaged and Weaker Sections. 23. The RTE Act, 2009 : Anomalies and Challenges . 261 24. Recommendations on Implementation Issues . 269 Bibliography . 281 • Journals • Books • Reports and Documents • Newspapers • Websites • Primary Sources. Appendixes . 299 Index . 301 The Title 'Right to Education in India written/authored/edited by Dr Ajit Mondal, Dr Jayanta Mete', published in the year 2016. The ISBN 9788121213363 is assigned to the Hardcover version of this title. This book has total of pp. 280 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:- Vol. 1st
2013In ancient India, the meaning of education was somewhat different from that of today institutional system of bookish knowledge somehow linked with the purpose of securing job. The author has attempted to depict a vivid scenario of the educational system of ancient India. The Title 'The Educational System of the Ancient Hindus written/authored/edited by Santosh Kumar Das', published in the year 2013. The ISBN 9788121202084 is assigned to the Hardcover version of this title. This book has total of pp. 526 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / History / Archaeology. Size of the book is 22.59 x 28.94 cms Vol:-
2013This is an independent study on Policy Evaluation and the role of voluntary agencies in the implementation of the National Adult Education Programme aimed at covering 110 million illiterates within a span of five years. About The Author:- Dr. I. Ramabrahmam received his M.A. Degree in Public Administration from Andhra University, Visakhapatnam, his M.Phil, from Osmania University, Hyderabad and his Ph.D. from the Central University of Hyderabad. He has published research article on various topics in Political Science and Public Administration in both English and Telugu and has been working as Assistant Professor in the Dept. of Political Science and Public Administration of Andhra Pradesh Open University since 1984. Contents:- CONTENTS:- # Foreword : Preface : Introduction : Role of Education in Social Change and Economic Development : The Institutional Framework : The Implementation : Instructors and Supervisors : Learners and Dropouts : Conclusion : Bibliography : Appendix. The Title 'Adult Education: Policy and Performance written/authored/edited by I. Ramabrahman', published in the year 2013. The ISBN 9788121202398 is assigned to the Hardcover version of this title. This book has total of pp. 244 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
1991Since language is the foundation of all learning, the planning for teaching languages demands not only a scholarly but psychological approach, too. Thought the three language formula is an official language policy of the Government of India, yet the fact cannot be denied that its impact on the genre public should be assessed. The students, the teachers and the public men are directly or indirectly affected by such policies, especially when the curriculum is being loaded by the advanced scientific subjects in theist fast moving world of today. Moreover 15 languages have been given equal status in the Constitution of India. Besides, the knowledge of one of the international languages has also become imperative. The students are compelled to learn whoever languages are being offered by the authorities of the educational institutions. If the future of the mother tongue and the official language of our country remain dark where lies the future of the language of the scriptures - our cultural heritage? The learning of a common language as a great unifying force for integrating the different states is another requirement. Moreover, the autonomy given to states in the field of education creates another hurdle in the solutions, if there is any. The author is this book has made an effort to highlight such burning issues. About The Author:- Dr. Santosh Aggarwal holds Master’s degrees in Sanskrit, Hindi and Education and Ph. D. from Delhi University. Presently she is working in the Department of Education in Bundelkhand University. She is in constant touch with the educational policy of the Government of India, various universities, U.G.C., etc., regarding the languages issue. The book I bases on the observations and conclusions she has derived from her vast experience and study over the years. Contents:- Foreword • Preface • Abbreviations • List of Tables • Rationale of the Study • Nature and Importance of Language • Methodology • The Position of Language in India • Field Work – School Survey • Findings, Conclusion and Recommendations • Bibliography • Appendices • Annexure • Index. The Title 'Three Language Formula: an Educational Problem written/authored/edited by Santosh Aggarwal', published in the year 1991. The ISBN 9788121203364 is assigned to the Hardcover version of this title. This book has total of pp. 340 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
2013The parts of the childs development which are formally planned came to seem important to those who plan and administer the schools, while the parts which are left to informal contacts are overlooked as of small importance, or are forgotten. Yet they continue to be very important, perhaps more important than all the matter included in formal education. Rural education, like all education, should not limit itself to the processes of the schoolroom, but at every stage from primary school to university should insist that pupils and students shall learn also from the great traditions of common life.The present work contains valuable relevant matter on diverse aspects of rural education. Students, teachers, educationists and educational administrators besides policy planners and teacher-trainers will find this book most useful and informative. Contents:- Catalyst for Socio-economic Change • The Environment of Education • Administrative Set-up • Problems and Perceptions of Teachers • Problems and Preceptions of Students • Attitudes and Perceptions of Parents and Village Elite • Mid-Meals Programme • Summing-Up • Bibliography • Index The Title 'Rural Education: a Study of Universalization of Education in India written/authored/edited by G. Sudarshanam', published in the year 2013. The ISBN 9788121203517 is assigned to the Hardcover version of this title. This book has total of pp. 216 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
1992A constructive study of the traditional ideas of Ayurveda, a system in ancient India which had its supreme duty in preventing diseases and maintaining health, rather than in curing diseases. This study further deals with the methods of educating and training the practitioners in the ancient art of healing. About The Author:- Dr. Bernd Pflug is a teacher at Kodaikanal International school, Tamilnadu. His research is focused on humanistic aspects in a philosophy of education. The present study was conducted during his Sabbatical 1993-94 as a Visiting Professor at the School of Gandhian Studies and Peace Science, Mahatma Gandhi University, Kottayam, Kerala. Contents:- Preface • Introduction • Hypothesis and Method • Health and Health Education in India • Prevention in Ayurveda • Fundamentals of Ayurveda • Interdisciplinary Approaches • Wordly and Non-Worldly Outlooks • Congruence between Content and Form • The Model of Balance • An Assessment • Modern Health Education, Prevention, Ayurveda • Modern Health Educationh • Levels of Prevention and Strategies of Intervention • Ayurveda Health Education and People's Education • Ayurveda Health Education • Community Health Education • Ayurveda Health Education and Community Health • Ayurveda Health Education and People’s Education • Conclusionary Note • Notes • Bibliography • Index The Title 'Education in Ayurveda: a Re-Constructional Analysis written/authored/edited by Bernd P. Flug', published in the year 1992. The ISBN 9788121203999 is assigned to the Hardcover version of this title. This book has total of pp. 228 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / HEALTH / HOME SCIENCE. Size of the book is 14.34 x 22.59 cms Vol:-
2013A relevant book that breaks many new grounds in the area of Value Education and deals with the problem of distortion of values in-depth from the perspective of the people at large. About The Author:- Dr. K.L. Gandhi, was Additional Director of education, Delhi and first Secretary (Culture) in the Indian Embassy in Moscow. Contents:- Introduction • MORALITY-CONCEPTUAL FRAMEWORK • DECLINE IN VALUES • NEED FOR VALUE-EDUCATION • THE ROLE OF RELIGON • DISSEMINATION OF CULTURAL HERITAGE • ANTI SOCIAL BEHAVIOUR • SEARCH FOR PRIORITIES • SOCIAL JUSTICE • PROTECTION OF ENVIRONMENT • MODIFYING HUMAN BEHAVIOUR • Appendix • Tables • Index The Title 'Value Education: a Study of Public Opinion written/authored/edited by K.L. Gandhi', published in the year 2013. The ISBN 9788121204293 is assigned to the Hardcover version of this title. This book has total of pp. 185 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
1993About The Author:- Dr. Mohit Chakrabarti teaches Education and English at Visva-Bharati University. Recipient of National Award as a teacher-educator Member, International Council on Education for Teaching (ICET), Arlington, Virginia, U.S.A. Frequently participates and presents papers in national/international conferences, symposia, seminars, etc. He is a consistent and prolific contributor to Rabindranath Tagore's educational thoughts and experiments and Gandhian education and philosophy, translator, book-reviewer, poet, and critic. Among his books are : Philosophy of Education of Rabindranath Tagore, Rabindranath Tagore : Diverse Dimensions, Songs Eternal : A Hundred Songs of Rabindranath Tagore, Gandhian Mysticism, Gandhian Aesthetics, The Gandhian Dimensions of Education, Gandhian Humanism, Education for Creative and Aesthetic Consciousness. Contents:- Contents:- Chap. 1 : Education for Social Awareness : Tagorean Viewpoints Chap. 2 : Mass Education and Social Change : Tagorean Strategies Chap. 3 : Education for Socio Aesthetic Excellence : Tagorean Guidelines Chap. 4 : Education for Promotion of Social Cohesion : Tagorean Perspectives Chap. 5 : Education for Socio-mystic Fulfilment : Tagorean Poignance Chap. 6 : Education for Creative Appreciation and Social Change : Tagorean Experiments The Title 'Tagore and Education: For Social Change written/authored/edited by Mohit Chakrabarti', published in the year 1993. The ISBN 9788121204361 is assigned to the Hardcover version of this title. This book has total of pp. 226 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
2003The Title 'Tribal Education New Perspectives written/authored/edited by M. Kundu', published in the year 2003. The ISBN 9788121204477 is assigned to the Hardcover version of this title. This book has total of pp. 220 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
2013The purpose of this inquiry in the philosophy of education is to get clearer about some aspects of self-education which is a form of education that is self-directed by the individual, produced in deliberately conducted experiments and gained through experience. The conceptual aspects of self-education are those which are breaking up the self-educative process into features like choosing, deciding, and doing. It normative aspects are examined with the help of an hypothesis on what self-education ought to be, namely a means and an end following a humanistic line in though and action. The inquiry is undertaken in a Gandhian perspective, i.e., it attempts to demonstrate some principal features of Gandhian though without following their each and every detail. It is at times even a criticism of Gandhian thought and obeys in this the Gandhian desire to examine ruthlessly to arrive at truth About The Author:- Dr. Bernd Pflug is a teacher at Kodaikanal International school, Tamilnadu. His research is focused on humanistic aspects in a philosophy of education. The present study was conducted during his Sabbatical 1993-94 as a Visiting Professor at the School of Gandhian Studies and Peace Science, Mahatma Gandhi University, Kottayam, Kerala. Contents:- Preface • Synopsis • Introduction and thesis • Self-education and congruence • Self-education and situation truth • Self-educating experiencing and congruence yielding • Conclusion • References and note • Bibliography • Index. The Title 'Self-Education: a Gandhian Perspective written/authored/edited by Bernd P. Flug', published in the year 2013. The ISBN 9788121205092 is assigned to the Hardcover version of this title. This book has total of pp. 178 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
1997In this comprehensive work the author attempts to present all aspects of personality assessment in a clear and understandable manner, i.e., different approaches to the assessment of personality problems of cross-cultural assessment, measures adopted in different countries and utilization of personality data. About The Author:- Prof. Qamar Hasan, at present Chairman, Department of Psychology, Aligarh Muslim University, Aligarh, is well-known psychometrician and exponent of the methodology of empirical research in psychology. Contents:- Foreword • Preface • Personality: Its Measurement and Assessment • Overview of Personality Assessment • Rational Theoretical Approach • Empirical Strategy of Construction of Personality Questionnaire • Factor Analytic Approach to Personality Assessment • Evaluation of Personality Measures • Sources Confounding Personality Assessment • Cross-Cultural Assessment of Personality • Utilization of Personality Data Bibliography • Index The Title 'Personality Assessment: a Fresh Psychological Look written/authored/edited by Qamar Hasan', published in the year 1997. The ISBN 9788121205337 is assigned to the Hardcover version of this title. This book has total of pp. 317 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / Psychology. Size of the book is 14.34 x 22.59 cms Vol:-
1998In this painstaking study the author has made all possible efforts to cover major areas of genesis, its development, use relation to the other disciplines and possibilities. A bible for the students and practioners of management. About The Author:- Dr. Niraj Kumar (b. 1952) holds a doctorate in Business Administration. Having a brilliant record with merit scholarships and gold medals, he has been honoured with the Vice Chancellor's Testimonial of being one of the finest students on the rolls of the Lucknow University. He was an U.G.C. Research Fellow and was on the teaching faculty of Banaras Hindu University in the area of Commerce and Management Studies. Besides varied experience in journalism, he is a regular contributor to research and professional journals on Management, with specialisation in Behavioural Science. Personal Management and Labour Relations. He is a management consultant to a number of national and international organisations. He has widely travelled abroad number of times as a management consultant and has presented number of papers in various technical sessions, besides conducting Management Development Programme. Several books are to his credit, out of which, Communication in Indian Industires, A Genesis of Behavioural Science, Peoples Paradise in the East has the credit of being the first book on the subject by an Indian author. His forthcoming publications are: Dictionary of Management, Marketing Communications: Theory and Practice and Managerial Interface. Presently, he is a senior faculty member of Department of Business Administration, University of Lucknow and Director of its B.B.A. Programme and Coordinator of M.B.A. Three-year Programme. Dr. Shiba Charan Panda is currently senior Lecturer in the Department of Commerce 'satyawati Co-ed. College', University of Delhi, Delhi. Besides, he is a visiting faculty member, Deptt. of Commerce, South Delhi Campur; Institute of Management and Research Bharatiya Vidyapeeth, Delhi; Delhi Productivity Council; AIMA and IGNOU. His area of specialisation is Organisation Theory and Behaviuor, General Management, Human Resource Management and Entrepreneurship. Sanjay Medhavi is, presently, Lecturer in Business Administration in the University of Lucknow, Lucknow. He is also the Co-ordinator of the MBA Programme. He is an expert in the field of Finance and Informatics. Contents:- CONTENTS:- # Preface : Behavioural Science: An Overview : Behavioural Science: Relationship with Other Disciplines : Human Behaviour: Genesis of Socio-Economic Activity : Methods of Inquiry : Response Mechanism : Sensation : Perception : Attention : Motivation : Communication : Transactional Analysis : Learning : Personality : Body Language : Better Decision Making : Questions for Discussion : Index The Title 'A Genesis of Behavioural Science written/authored/edited by Niraj Kumar', published in the year 1998. The ISBN 9788121205634 is assigned to the Hardcover version of this title. This book has total of pp. 464 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / Management. Size of the book is 14.34 x 22.59 cms Vol:-
1999The book discusses educational planning: its origin, developments and experiments in different phases right from ancient to modern times with concepts, paradigms, procedures and methods of planning. Contents:- Preface • Philosophical and Conceptual Base of Planning • Historical Origins and Experiences of Planning • Concepts, Theoretical Paradigms, Procedure and Methods of planning • Approaches and Strategies of Planning • Types of Educational Planning • Institutional Planning • Resume and Conclusions • Index The Title 'Educational Planning (Hb) written/authored/edited by Shri Prakash', published in the year 1999. The ISBN 9788121206037 is assigned to the Hardcover version of this title. This book has total of pp. 278 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
1998The book contains contributions by those eminent psychologists who are applying psychology or actively engaged in researches promoting application of psychology in treatment of mental disorders, stress management, health care, care of the elderly people, women problems, environmental pollution, drug abuse, education and learning, and human resorce development. About The Author:- Prof. Qamar Hasan, an eminent psychometrican and exponent, at present chairman, is at Deptt. of Psychology, Aligarh Muslim University, Aligarh. Contents:- CONTENTS:- # List of Tables : Preface : Introduction : List of Contributors : Current Status of Applied Psychology in India : Progress of the Clinical Psychology in India : Parapsychological Experiences and Psychopathology: A Counseling Approach : Psychology of Health and Illness : Stress and Disease : Role of the Applied Behavioural Scientist in Managing Organizational Stress : Gender Differences in stress Job Outcomes and some personality variables in different Sex-Typed Jobs : Stress and Burnout as related to Social Support Medical Professionals : Self-Management of Occupational Stress: Cognitive-Behavioural Approach : Exposure to Organic Solvents: Memory and Stress Reactions : Drug Abuse in Sports : Elderly as Target Group for Human Resource Development : Dynamics and Coping Strategies of Eve Teasing : Strategies for Preparing Women and the Youth for Future Societies : HRD of Youth through Vocational Education and Training : Do Top Level Managers have Higher Quality of Work Life? : Cooperation and Competition among Industrial Employees : Educating Socially Disadvantaged Children : Memory Strategies and Learning Disability : Role of Implicit Memory in the Development of Prejudice : Index. The Title 'Applied Psychology: Indian Perspective written/authored/edited by Qamar Hasan', published in the year 1998. The ISBN 9788121206112 is assigned to the Hardcover version of this title. This book has total of pp. 332 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / Psychology. Size of the book is 14.34 x 22.59 cms Vol:-
1998The Book consists of Research Paper on the broad area of "International Economic Relations", written over the past five years. Geo-economics is increasingly becoming the determining factor in international relations. A coalition approach to the management of international power relations is the leitmotif of twenty-first century international diplomacy. The Book by Dr. Gautam Murthy is a timely addition to the literature on the importance on International Economic Relations. It covers a wide spectrum, including important contributions like "Sino-Indian Economic Partnership", India-ASEAN-Civilizational Ties and New Economic Partnership", "New Synergies in Indo-Australian Relations", "W.T.O. and India", and "Islamabad Summit and the SAARC Process". The Papers are well researched, and should be useful to both academics, as well as foreign policy practioners, as an academic input to policy making. About The Author:- Gautam Murthy, M. Phil. Ph.D., is an Associate Professor of Economics, Centre for Indian Ocean Studies (C.I.O.S), Osmania University, Hyderabad, India. His areas of specialization are International Economics, and South-Studies. He has done his Ph.D. in Economics from Gokhale Institute of Politics and Economics, University of Poona, on the topic "Trade and Export Instability in the ASEAN Economics". He has also served on the Faculty of XLRI, Jamshedpur, and the Centre for Organisation Development, Hydrabad. He has many years of teaching and research experience at Osmania Unversity. He has taught M.Phil. Students at C.I.O.S, and also M.A. students at Osmania University's College for Women. He has Published two books, and over 25 Research Articles in Leading Journals. Contents:- Foreword • Acknowledgements • Regional Trading Blocks, Static and Dynamic Effects of Customs Unions and Free Trade Areas (FTAs) • Problems and Prospects of Forming Unions in the Asian Region, SAARC/SAPTA and ASEAN • European Union (EU), North American Free Trade Area (NAFTA), and World Trade Organization (WTO) • Short Term Capital and the East Asian Crisis • IMF (International Monetary Funds), IBRD (International Bank for Reconstruction and Development), ADB (Asian Development Bank) • Problems of International Debt-Indian and International • MNCs (Multi National Corporations) in India • Revisiting Reforms and Globalization in India • Building Bridges Across Borders-The Islamabad Summit and the SAARC Process • Regional cooperation in the Indian Ocean Rim • Indo-Australian Commercial Ties • Indian and ASEAN-Potential for Tourism • India and China-Economic Partnership • SAARC, India and Singapore • India and Singapore-Dynamic Economic Partners • India and the European Union-Multi-Culturalism and Contested Identities • India and South-East Asia-Civilizational Ties and New Partnerships • India and the ASEAN Regional Forum (ARF) • Index The Title 'Dimensions of Interpersonal Attraction written/authored/edited by Akbar Hussain, Afzal Kureshi', published in the year 1998. The ISBN 9788121206150 is assigned to the Hardcover version of this title. This book has total of pp. 270 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / Psychology. Size of the book is 14.34 x 22.59 cms Vol:-
