BHARATHIDASAN UNIVERSITY
TIRUCHIRAPPALLI – 620 024
CENTRE FOR DISTANCE EDUCATION
CONTEMPORARY INDIA AND
EDUCATION
B.Ed. I YEAR
(Copyright reserved) For Private Circulation only
,Chairman
Dr.V.M.Muthukumar
Vice-Chancellor
Bharathidasan University
Tiruchirapplli-620 024
Vice-Chairman
Dr.C.Thiruchelvam
Registrar
Bharathidasan University
Tiruchirapplli-620 024
Course Director
Dr. R. Babu Rajendran
Director i/c
Centre for Distance Education
Bharathidasan University
Tiruchirapplli-620 024
Course Material Co-ordinator
Dr.K.Anandan
Professor & Head, Dept .of Education
Centre for Distance Education
Bharathidasan University
Tiruchirapplli-620 024
Author
Dr.R.Portia
Asst.Professor
Alagappa University College of Education
Karaikudi,Sivaganga(Dt.)
The Syllabus adopted from 2015-16 onwards
, Core - II: CONTEMPORARY INDIA AND EDUCATION
Internal Assessment: 25 Total Marks: 100
External Assessment: 75 Examination Duration: 3 hrs.
Objectives:
After the completion of this course the student teacher will be able
1. To understand the concept and aims of Education.
2. To develop understanding about the social realities of Indian society and its impact on
education
3. To learn the concepts of social Change and social transformation in relation to education
4. To understand the educational contributions of the Indian cum western thinkers
5. To know the different values enshrined in the constitution of India and its impact on education
6. To identify the contemporary issues in education and its educational implications
7. To understand the historical developments in policy framework related to education
Course Content:
UNIT-I Concept and Aims Education
Meaning and definitions of Education-Formal, non-formal and informal education Various
levels of Education-Objectives-pre-primary, primary, secondary and higher secondary education
and various statuary boards of education -Aims of Education in Contemporary Indian society
Determinants of Aims of Education.
UNIT-II Social Realities of Indian Society and Education
Rich Cultural Heritage - Diversity in Indian Society; Inequality and Marginalization-
Schisms in terms of Caste, Religion, Language, Region and their demands on Education-Forms
and Bases of Social Stratification -Impact of Social Stratification on Education and Vice versa
;Culture and Education - Meaning and definitions of culture - Characteristics of culture-
Dimensions of culture, cultural lag, cultural pluralism - Role of Education in preservation,
transmission and promotion of culture.
1
, UNIT-III Education, Social Change and Social Transformation
The concepts of social change –Technology Factors of social change -Role of education in
the process of social change - Agencies of Socialization -Factors influencing the Learner -Socio-
Cultural factors: Family, School environment, Community, Peer group -Political: policies,
provisions -Socio-Economic: Poverty, Gender, Religion, Caste and Class -Psycho-Social: Parents.
Teachers. Classroom Climate, School, Ethnicity
UNIT-IV Indian And western Thinkers and their Contribution to Education
Gandhiji’s Basic Education-Concept of Education-Gandhiji’s conception of knowledge-
method of instruction and evaluation-Tagore-Tagore’s conception of knowledge-values-Freedom
and discipline-method of instruction and evaluation-John Dewey-Dewey’s concept of knowledge-
values-method of instruction and evaluation-Rousseau - Rousseau’s concept of knowledge-
method of instruction and evaluation-J. Krishnamoorthy- concept of knowledge and freedom in
learning-Sri Aurobindo-Sri Arobindo’s concept of knowledge-method of instruction and
evaluation.
UNIT-V Issues in Indian Society and Education
Equalization of Educational Opportunities — SC/ ST, OBC, Women, Handicapped and
religious minorities-Population, poverty-illiteracy-measures adopted for eradicating illiteracy
Child labour-causes for child labour-government measures of child labour-Transit schools
Unemployment and under employment-Privatization in Education.
UNIT-VI Policy Framework for Public Education in India
Education in Pre-Independent India — significant recommendations of commissions and
committees -Education in Post-Independent India — Significant recommendations of
Commissions and Committees-National Policy on Education — 1986, 1992 -Universalization of
Elementary Education — Sarva Shiksha Abhiyan, RTE ACT 2009, RMSA, MHRD and
Elementary education, Major functions of UGC, NUPEA, NCTE, NCERT, SCERT and
TANSCHE in relation to the development of education.
UNIT-VII Innovative Trends
Introduction- objectives-community schools; Distance Education-need- objectives and
features f distance education; Open –learning-common barriers to learning-open school system-
open university and the major functions of DEB/DEC, Schools for the challenged-Adopting
2
TIRUCHIRAPPALLI – 620 024
CENTRE FOR DISTANCE EDUCATION
CONTEMPORARY INDIA AND
EDUCATION
B.Ed. I YEAR
(Copyright reserved) For Private Circulation only
,Chairman
Dr.V.M.Muthukumar
Vice-Chancellor
Bharathidasan University
Tiruchirapplli-620 024
Vice-Chairman
Dr.C.Thiruchelvam
Registrar
Bharathidasan University
Tiruchirapplli-620 024
Course Director
Dr. R. Babu Rajendran
Director i/c
Centre for Distance Education
Bharathidasan University
Tiruchirapplli-620 024
Course Material Co-ordinator
Dr.K.Anandan
Professor & Head, Dept .of Education
Centre for Distance Education
Bharathidasan University
Tiruchirapplli-620 024
Author
Dr.R.Portia
Asst.Professor
Alagappa University College of Education
Karaikudi,Sivaganga(Dt.)
The Syllabus adopted from 2015-16 onwards
, Core - II: CONTEMPORARY INDIA AND EDUCATION
Internal Assessment: 25 Total Marks: 100
External Assessment: 75 Examination Duration: 3 hrs.
Objectives:
After the completion of this course the student teacher will be able
1. To understand the concept and aims of Education.
2. To develop understanding about the social realities of Indian society and its impact on
education
3. To learn the concepts of social Change and social transformation in relation to education
4. To understand the educational contributions of the Indian cum western thinkers
5. To know the different values enshrined in the constitution of India and its impact on education
6. To identify the contemporary issues in education and its educational implications
7. To understand the historical developments in policy framework related to education
Course Content:
UNIT-I Concept and Aims Education
Meaning and definitions of Education-Formal, non-formal and informal education Various
levels of Education-Objectives-pre-primary, primary, secondary and higher secondary education
and various statuary boards of education -Aims of Education in Contemporary Indian society
Determinants of Aims of Education.
UNIT-II Social Realities of Indian Society and Education
Rich Cultural Heritage - Diversity in Indian Society; Inequality and Marginalization-
Schisms in terms of Caste, Religion, Language, Region and their demands on Education-Forms
and Bases of Social Stratification -Impact of Social Stratification on Education and Vice versa
;Culture and Education - Meaning and definitions of culture - Characteristics of culture-
Dimensions of culture, cultural lag, cultural pluralism - Role of Education in preservation,
transmission and promotion of culture.
1
, UNIT-III Education, Social Change and Social Transformation
The concepts of social change –Technology Factors of social change -Role of education in
the process of social change - Agencies of Socialization -Factors influencing the Learner -Socio-
Cultural factors: Family, School environment, Community, Peer group -Political: policies,
provisions -Socio-Economic: Poverty, Gender, Religion, Caste and Class -Psycho-Social: Parents.
Teachers. Classroom Climate, School, Ethnicity
UNIT-IV Indian And western Thinkers and their Contribution to Education
Gandhiji’s Basic Education-Concept of Education-Gandhiji’s conception of knowledge-
method of instruction and evaluation-Tagore-Tagore’s conception of knowledge-values-Freedom
and discipline-method of instruction and evaluation-John Dewey-Dewey’s concept of knowledge-
values-method of instruction and evaluation-Rousseau - Rousseau’s concept of knowledge-
method of instruction and evaluation-J. Krishnamoorthy- concept of knowledge and freedom in
learning-Sri Aurobindo-Sri Arobindo’s concept of knowledge-method of instruction and
evaluation.
UNIT-V Issues in Indian Society and Education
Equalization of Educational Opportunities — SC/ ST, OBC, Women, Handicapped and
religious minorities-Population, poverty-illiteracy-measures adopted for eradicating illiteracy
Child labour-causes for child labour-government measures of child labour-Transit schools
Unemployment and under employment-Privatization in Education.
UNIT-VI Policy Framework for Public Education in India
Education in Pre-Independent India — significant recommendations of commissions and
committees -Education in Post-Independent India — Significant recommendations of
Commissions and Committees-National Policy on Education — 1986, 1992 -Universalization of
Elementary Education — Sarva Shiksha Abhiyan, RTE ACT 2009, RMSA, MHRD and
Elementary education, Major functions of UGC, NUPEA, NCTE, NCERT, SCERT and
TANSCHE in relation to the development of education.
UNIT-VII Innovative Trends
Introduction- objectives-community schools; Distance Education-need- objectives and
features f distance education; Open –learning-common barriers to learning-open school system-
open university and the major functions of DEB/DEC, Schools for the challenged-Adopting
2
