Education, the indispensable human asset, confronts unprecedented pace of change in every sector of human activity. It must assimilate national aspirations and, simultaneously prepare the young for a globalized world that offers varied opportunities. While national systems must evolve as ‘rooted to culture’, these must seriously remain committed to progress; new ideas, new knowledge and new technologies. New education must impart awareness and impacts of global changes, challenges and concerns. It must assimilate the import of cross-cultural movements and interactions, and development of new seemingly heterogeneous communities. A symphony of the universal values and differing cultural values is to be achieved as that alone would ensure a humane global society. Education is obligated to strengthen democratic values and create an urge for lifelong learning and skill acquisition. Extensive intellectual and analytical efforts are needed to develop new age education systems.
When massive total transformation is envisaged in a developing nation known for its diversities, issues of resources, infrastructure, teachers and their preparation, curriculum development, teaching learning materials, new pedagogy and emerging technological support systems deserve serious attention from all sides. People expect education to respond to the concerns of social justice, equity, equality, value inculcation and character formation, gender concerns, environmental degradation and climate change, human rights, fundamental duties, and such other elements that strengthen the process of total personality development during the sensitive years of growing up. Every child must internalize genuine appreciation for otherness; respect for religions other than his own, respect for the language, traditions and cultural practices of his peers. Only with adequate focus on these aspects, India can march successfully on the path of progress and development.
Prof. J.S. Rajput, Padma Shri, served as the Principal, of the Regional Institute of Education, (NCERT) Bhopal (1977-88), Joint Educational Adviser (Joint Secretary), Ministry of Human Resource Development, Government of India (1989-94), Chairman, National Council for Teacher Education, NCTE, (1994-99) and the Director of the NCERT (1999-2004). During 1990-92, he also served as the Chairperson of the National Bal Bhawan Society of India. He has consistently contributed through his research papers, books and articles ranging from research journals to national dailies.
Prof. Rajput strongly and actively pleads for the regeneration of the ‘culture of acceptance of otherness’, and the need for value inculcation through education in his writings and lectures. He was one of the members of the Committee for Evolution of the New National Education Policy (NEP) in 2015-16
UNESCO awarded him the Prestigious Jan Amos Comenius Medal for outstanding contributions in research and innovations. He has also been awarded Maharshi Ved Vyas National Award by the Government of Madhya Pradesh for lifelong contributions in Education.
Preface v
1 Education Policy Formulation: The Decade Ahead
Context; The Basics; Elementary Education; Secondary Education; Higher Education; Vocational Education; Value Education; Technical and Management Education; Education of Special Groups; Alternative Schooling and Adult Literacy; Teacher Education; Examination Systems and Assessment Procedures; Educational Management; Non-negotiable in Education; Additional Inputs
2 Gandhian Perceptions on Education: Contemporary Relevance
Context; The Basics; Skill Development; The ‘Heart’ in Learning; Man-making Education; Challenges Ahead
3 Curriculum Concerns
Curriculum for Growth and Survival; Equality, Human Dignity and Justice; Curriculum Development and Transaction; Curriculum for Quality-in-demand Education; Envisioning the Second Decade; Specific Inputs; Evaluation and Managing the Curriculum Change
4 Teaching of Fundamental Duties to Students and Citizens
Role of Education; Role of Teachers; Curriculum Concerns; Role of Professional Groups; The Action Points
5 Application of Swami Vivekananda’s Teachings in the Present Education System
Tasks before Educational Institutions; Major Educational Concerns; Action Points
6 Basic Essentials of Education in Ancient India
Education Liberates; Education Prepares; Social Context; Pedagogy and Evaluation; Resource Mobilization; The Focal Point; Contemporary Context
7 Medium of Instruction in Initial Years
8 Emerging Perspectives before Teachers
Quality in Education; The System; Teacher Task; Conclusion
9 Harnessing the Education Systems: For Comprehensive Learning
Learning to Live Together with Values; The Canvas of Education; The Current trends
10 Philosophy in Education and the New School Classroom
The Philosophy; New Pedagogy; The Gap; The Curriculum Aspect
11 Millennium Development Goals: Achieving Universal Primary Education—The Road Travelled by India so Far
Elementary Education in India; Initiatives in Elementary Education; Conclusion
12 Education for Gender Equality
Emergence of Policies and Perspectives; Violence against Women; Interpreting Differences; Strategies for Empowerment through Education
13 Human Rights, Education and the Marginalised Groups
Indian Context; The Current Scenario; Equality of Opportunity; Girl Child and Women; Schedule Castes/Schedule Tribes and Dalits; Minorities; Towards Universality of Human Rights; What can be Done?; Conclusions
14 Policy Perceptions on Value Education: Continuity of Imperatives and Implications
Education in the New Millennium
15 Role of Education in Peace Process: Combating Terrorism through Creation of Awareness and Educating People
Education, Tensions and Sins; In Schools and Colleges; From Violence to Peace; Task Ahead
16 Union State Relations in Education: Some Experiential Reflections
Consultation Mechanism; General Planning Systems; Current Exemplars: Centre and States; Centre and Central Institutions; For the Future
17 Globalisation: The Context of Education
From the Global Discourse; Globalisation Issues that Confront Education; Diversity; The Common Cause; Learning Essentials; National Identity, Rights, and Responsibilities; Not by ICT Alone; Action Points
18 Academic Excellence and Institutional Leadership
Contemporary Concerns; Concerns over Quality
Index