mondal jayanta (21 Ergebnisse)

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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.

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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.

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