jayanta mete (22 Ergebnisse)

Zustand: New. pp. viii + 165.

Zustand: New. pp. xxii + 185 Illus.

Zustand: New. pp. xvii + 334.

Zustand: New. pp. xiii + 182.

Zustand: New.

Zustand: New.

Zustand: New. pp. xvii + 357.

Zustand: New.

Zustand: New. pp. 588.

Hardcover. Zustand: New.

Hardcover. Zustand: New.

Zustand: New.

Zustand: New. pp. xix + 274 Illus.

Hardcover. Zustand: New. Language: English. ABOUT 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 Coscholastic 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 th.

Hardcover. Zustand: New. Language: English. ABOUT 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 . 1.

Hardcover. Zustand: New. 1st Edition. Contents: 1. Reflections on Rebuffed Legislations: Optimistic Reforms in Indian Higher Education System/A.V. Jayalakshmi and R.G. Kothari. 2. Internationalization of Higher Education in India: Problems and Solutions/Saima Siddiqi. 3. Higher Education of India in a Globalized Arena/Eisha. 4. Emerging Trends in Globalizing Indian Higher Education: Challenges and Roadmap/Meera Dahal. 5. RUSA: An Indicator of Higher Education in India/Jyoti Narayan Patra and Jayanta Mete. 6. Indentifying Psychological Barriers Faced by the Low-Socio Economic Status Students in Higher Education: Success and Reduce Social-Class Inequality/Kathika Khatua and Kartik Chandra Pramanik. 7. Higher Education: Problems and Prospects in the Light of New Education Policy/Prosun Dhar. 8. Muslim Women and Higher Education: Some Barriars/Sarmila Das. 9. Inclusion of Culture in Higher Education System/Moumita Hazra and Nures Salam. 10. Women Empowerment Through Higher Education in India: An Overview/Gita Sinha. 11. Action Research a Suitable Remedy for Learning Disability/P.B. Beulahbel Bency. 12. Evolution of Higher Education in India/Amit Kumar Maity. 13. Higher Education as a Tool for Women Empowerment/Mosira Parvin. 14. Higher Education and Women Empowerment: Status and Perspective/Swapna Biswas. 15. Higher Education in India: Recent Trends, Problems and Suggestions/Tarak Nath Bhunia. 16. The Exclusive View of Swami Vivekananda about Higher Education for Skill Enhancement to Realize the Objectives of Make in India Compaign/Radhewar Roy. 17. National Assessment and Accreditation Council: The Quality Assurance in Higher Education/Bandana Sarda. 18. Information and Communication Technology (ICT) and Higher Education in India/Rathin Biswas. 19. Enrollment of Students in Higher Education in India/Krishnendu Roy and Jayanta Mete. 20. A Study on the Relationship between Educational Curriculum and Make in India Campaign/Shyamal Kumar Das. 21. Higher Education and West Bengal/Manisha Biswas, Enamul Kabir Pasa and Amit Bhowmick. 22. Rashtriya Uchchatar Shiksha (RUSA): A Pathway for Sustaining the Higher Education in India/Subhankar Ghosh. 23. Higher Education: The Quality Improvement in Education System/Sanjay Sarkar and Jayanta Mete. 24. RUSA: The Panacea for Higher Education in India/Abhijit Ghosh and Jayanta Mete. 25. Scenario of Higher Education in India and its Relevance in Present Society: An Assessment/Pankaj Kumar Paul, Sunil Kumar Baskey and Srikanta Nand. 26. Challenges of Quality Assurance in Higher Education in the New Millennium/Santosh Chattaraj. 27. Equity, Quality and Accountability: Pillars of Higher Education/Nabanita Deka. 28. An Attempt to Visualise Gender Discrimination as a Major Obstacle to Achieve Egalitarianism in Higher Education/Minati Saha. 29. The Relationship between Teaching and Research towards Realization of Reflective Practice in Learning and Teaching/Shyamasree Sur and Jayanta Mete. 30. Women's Empowerment of Higher Education in Changing Indian Society/Prodip Das. 31. Recent Trends in Higher Education: Liberalization, Privatization and Globalization/Sangita Banerjee. 32. Role of NAAC in Promoting Quality Assurance in Higher Educational Institutions in India/Arnab Chowdhury and Jayanta Mete. 33. Study on the University Autonomy in the Field of Higher Education in India/Sagufta Sahin and Jayanta Mete. Higher Education is considered as the backbone of overall development in the country. The core mission of higher education is to educate, to train, to undertake research and to provide service to the community. India will soon turn out to be an important hub for national as well as international market seeking for young and talented workforce. We are living in the era of globalization and its different manifestations have encapsulated almost all aspects of life in the present era. Higher education is an important investment in building human capital that is a driver for technological innovation and economic growth. The book "Higher Educat.

Soft cover. Zustand: New. 1st Edition. I am bit excited to write this prologue on a subtle subject which is socially relevant and at the same time controversial in nature because number of issues are associated with its application. I should also admit my little bit of hesitation in the first step as this is my first attempt to assimilate and arrange papers in a collection on an important subjects contributed by different Academicians, Researchers, Teachers, Policy Makers and Writers. This cannot be possible without the guidance of my mentor Prof. Jayanta Mete. We live in a free country and this freedom is a gift of democracy to us. Our constitution gives us the right to freedom and most importantly to exercise this freedom in an equitable manner. At the same time it is incumbent on the part of the state to ensure that equality prevails in all sections of the society. However in today's time one of the major roadblocks to this equality is the Reservation System. India being a developing nation is currently facing many challenges and the reservation system being one of them. The biggest question that lies in front of us is whether implementing this reservation system has really helped the downtrodden? The current scenario clearly depicts that the 'lower' castes are still discriminated in their daily lives. To uproot casteism it is important that we fight the reservation system which alone will lead us to development, competency, equality and unity.

Hardcover. Zustand: New. Language: English. ABOUT 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 . 1.

Zustand: New. pp. xvi + 351 Illus.

Hardcover. Zustand: New. 1st Edition. It has been widely accepted that the goals of human development are closely intertwined with development and empowerment of women, who as an independent group, constitute 48.2% of the total population of India as per the Census 2011. Women constitute a valuable human resources and their socio-economic development is imperative for sustainable growth of the economy. This paper proposes to highlight the constitutional provisions, special laws, special schemes initiated by government in support of women's empowerment. Major advancements of the Indian womenfolk over the years in the field of education, politics, economy and health have also been focussed herein with a view to formulating a set of future strategies for further empowering Indian women. The term 'empowerment' connotes a process through which people realize in themselves their full potentials and achieve control over their own lives. It ensures people the freedom to make choices and accept responsibility; valuing self and thereby, is a helping process in the development of people's self-esteem. Empowerment is also considered as the ability to make decision about personal or collective circumstances, to access information and resources for decision-making, to exercise assertiveness in collective decision-making, to learn and access skills for improving personal or collective circumstances, to increase one's self-image and worth and to involve in the ongoing process of development. Empowerment helps to measure people's psychological development. It is also seen as a methodology of people's capacity building leading to greater contributions and gains in matters surrounding them. In short, the concept of empowerment indicates increasing the political, social, economic and other strength of individuals and communities. However, the term has a broad range of meanings and definitions and its meanings may vary in relation to different concepts. The concept of empowerment has gained greater relevance and visibility when it is associated with women. As concept women's empowerment means having their contributions recognized and valued by them and by the society. It promotes women's inherent strength and self-image. The concept should not be misunderstood that to empower women we have to give women more power to dominate abuse and exploit others. It only demands equal partnership and due recognition in the participation of development process of the society. Simply, it refers to ability of women to assert themselves in matters relating to their lives.

Zustand: New. pp. xx + 672.

Zustand: New.