Page 248 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes • reflects the Indian heritage, acts as an instrument in the realisation of national goals and
fulfills aspirations of people.
• responds to the latest developments in the field of education; establishes integration of
theory and practice of education; provides multiple educational experiences to teachers;
enables teachers to experiment with new ideas.
• In order to provide healthy and enriched childhood to young learners, a new type of
teacher specifically sensitized about the perspectives of child development will be required.
• Curriculum framework is suggested for formulating a Plan of Action for developing
programmes and activities, devising strategies of negotiating the curricular inputs and
methods of obtaining feed-back; Emerging Indian Society
• Psychology of the Child and Learning during early years (implementing developmentally
appropriate curriculum); Planning, management and administration of ECCE programmes
• The constitutional provision of providing free and compulsory education to all children
upto 14 years of age includes both the lower primary and upper primary classes, that is
from class I to class VIII.
• There are three distinct possibilities of designing courses in teacher education for elementary
stage:
• Teacher education programme exclusively for primary school stage (Classes I to V).
• Teacher education programme for elementary school stage (Classes I to VIII).
• Psychology of Teaching and Learning with special reference to children of age group 6-11
years; Assessment, Evaluation and remedial teaching; Health and Physical Education
• In the proposed training programmes, the prospective teachers would be imparted training
in a manner that theory and practice are organically integrated. Correlation within the
curricular areas of learning and external environment is established.
• Transactional strategies invariably need to emphasise interactive, partcipative and activity-
oriented approach. The transaction of curriculum will have place to place and intra-and
inter-content variations.
• A teacher helps in improving the quality of human life in the context of multiple internal
and external forces impinging on man and the society.
• A professionally trained teacher is expected to identify the strengths and weaknesses of
secondary education in India and after having gained insights into the status
• Education as a field of specialised studies is inter-disciplinary in its nature.
• There is no denying the fact that practice of education is as important as its theory.
• Teacher education programmes have to respond to three major determinants: the stage-
specific developmental characteristics of the students, the courses of study they pursue and
the academic qualifications the prospective teachers possess. At the Senior Secondary stage
all the three become distinctly different from that of the secondary schools which offer a
common curriculum upto class ten.
• For the students of +2 stage, two types of courses - academic and vocational - have been
designed. The characteristics of courses responding.
• At present there exists a common programme for the education of teachers for the
secondary and senior secondary schools. It is undifferentiated and generalized. But the
courses at the senior secondary stage have been enriched. Their nature and goals are
dufferent.
• Education is a transmission of knowledge and information through predefined teaching
methods and various training programmes. The quality of learning mainly depends on
the ability and the capability and also the opportunity available to individual learner.

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