Various Educational Commissions and Its Recommendations After Independence Period

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VARIOUS EDUCATIONAL COMMISSIONS AND ITS RECOMMENDATIONS AFTER INDEPENDENCE PERIOD A ASSIGNMENT OF TEACHER EDUCATION
Submitted To
PROF. Dr RAJENDRA PRASAD
DEPT OF EDUCATION
KAKATIYA UNIVERSITY
By
G.RENUKA
HALL TICKET NO: 11000E1022
Master of education (1st semister)

UNIVERSITY COLLEGE OF EDUCATION
(Department of education)
KAKATIYA UNIVERSITY
WARANGAL
A.P, INDIA

S NO| CONTENTS| PG NO|
01| INTRODUCTION| 03|
02| Meaning and nature of teacher education| 03|
03| Teacher education after post independence| 04|
| The university education commission 1948-49 and recommendations| 05| | The secondary education commission 1352-53 and recommendations| 06| | The Kothari commission 1964-66 recommendations| 08|

| Right to education (RTE) act 2009| 10|
| National policy on education 1986 and POA 1992| 11|
| Yashpal commission 1992 recommendations| 17|
| Sarva shiksha abiyan (SSA) 2002 goals and recommendations| 18| 04| References| 22|

VARIOUS EDUCATIONAL COMMISSIONS AND ITS RECOMMENDATIONS AFTER INDEPENDENCE PERIOD

INTRODUCTION :

An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge. The key personnel in the institutions who play an important role to bring about this transformation are teachers. As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education, ―The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage.‖ This shows that it is imperative to invest in the preparation of teachers, so that the future of a nation is secure. The importance of competent teachers to the nation‘s school system can in no way be overemphasized. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education.

MEANING AND NATURE OF TEACHER EDUCATION :

Meaning of Teacher Education :

It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level. Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. According to Goods Dictionary of Education Teacher education means, ―all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.

In 1906-1956, the program of teacher preparation was called teacher training. It prepared teachers as mechanics or technicians. It had narrower goals with its focus being only on skill training. The perspective of teacher education was therefore very narrow and its scope was limited. As W.H. Kilpatric put it, ―Training is given to animals and circus performers, while education is to human beings.Teacher education encompasses teaching skills, sound pedagogical theory and professional skills. Teacher Education = Teaching Skills + Pedagogical theory + Professional skills. Teaching skills would include providing training and practice in the different techniques, approaches and strategies.

OBJECTIVES :

Explain the meaning of teacher education.
Discuss the nature of teacher education.
Enumerate the objectives of teacher education.
Describe the scope of teacher education.
Explain the changing context of teacher education in the...
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