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Unit10-Highereducationsystem2 0
Unit10-Highereducationsystem2 0
UNIT X
HIGHER EDUCATION SYSTEM
Topics:
Institutions of higher learning and education in ancient India.
Evolution of higher learning and research in Post-Independence India.
Oriental, Conventional and Non-conventional learning programmes in India.
Professional, Technical and Skill Based education.
Value education and environmental education.
Policies, Governance, and Administration
Four Vedas
The Vedas regarded as the oldest among the literature’s of the world, are the original
sources of the philosophy of life in ancient India. A study of these Vedas will enable one to get
a thorough knowledge not only of the philosophy of life but also of the whole fabric of ancient
Indian culture. Consequently, the entire literature and philosophy of India,
The Upanishads, the Smritis, and the Puranas, all acknowledge the superiority of Vedas.
The Vedas occupy a very important place in the Indian life. The 6 basis of Indian culture lies
in the Vedas, which are four in number Rigveda, Samaveda, Yajurveda and Atharvaveda.
Gurukula
Education in ancient India was more identified with the Gurukula system.
These ancient Hindu schools in India were residential in nature with the sishyas or
students living in the same house with the Guru or the teacher.
The students lived together irrespective of their social standing.
The Curriculum of Vedic Education, Methods and key aspects of Vedic era
The Vedic knowledge was imparted by the Guru or the teacher to the pupil through
regulated and prescribed pronunciation, which the pupil would commit to memory,
having listened to it alternatively.
Two methods of teaching were being practiced during the Vedic period. The first
method was Oral and the second was based on Chintan i.e. thinking.
The admission was made by the formal ceremony Upanayana or initiation by which the
pupil left the home of his natural parents for that of the preceptor
#1 Takshashila Or Taxila
In ancient times, Takshashila was a noted center of learning, including religious
teachings of Buddhism, for several centuries. It continued to attract students from around the
world until its destruction in the 5th century CE.
Being situated at a distance of 20 miles in the West of Rawalpindi, Taxila was the
capital of Gandhar Kingdom. According to Valmiki Ramayana, Prince 36 Bharat
founded this city and appointed his son Taksha as the ruler of the territory.
Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an
important archaeological site and the UNESCO declared it to be a World Heritage Site
in 1980.
Its fame rested on the University, where Chanakya is said to have composed his
Arthashastra. Archaeologist Alexander Cunningham discovered its ruins in the mid-19th
century. It was an early Buddhist center of learning. Well-known graduates of this university
include Chanakya, Panini, Charaka, Vishnu Sharma, Jivaka, etc. This is the world’s oldest
university.
#2 Nalanda
In the province of Bihar, situated at a distance of 40 miles southwest of modern Patna
and seven miles north of Rajgriha, Nalanda was a famous cultural and educational center of
Northern India. Nalanda was an ancient center of higher learning in Bihar from 427 BCE to
1197 CE. The university was established in the 5th century CE.
It was dedicated to Buddhist studies, but it also taught fine arts, medicine, mathematics,
astronomy, politics and the art of war. Nalanda’s importance comes from its Buddhist
roots as a center of learning.
Nalanda reached its zenith of progress at the hands of the kings of the Gupta dynasty.
Kumaragupta I (414-445 A.D.) built a monastery there. A big and strong enclosing wall
having only one gateway marked off the entire university area.
The center had a nine-story library and dormitories for students, housing 10,000 students
in the and providing accommodations for 2,000 professors.
Hsuan Tsang, the famous pilgrim from China studied and taught for 5 years in the 7th
century CE.
The admittance examination in Nalanada was not easy and according to Hieun-Tsang
only about 20 percent of the students 38 succeeded in this examination. The minimum
age limit was twenty years for admission into the university. Education, board, and
lodging were provided to the students free of cost by the university.
For around 700 years, between the 5th and 12th centuries, Nalanda was a center of
Buddhist studies in the ancient world. It is said that a great fire wiped out the library of
over 9 million manuscripts and at the beginning of the 12th century.
Nalanda, the unique symbol of Indian philosophy, arts and civilization after a glorious
career of 700+ years, fell a prey to barbarism of the Mohammedan conqueror named
Bakhtiar Khilzi towards the end of the 12th century A.D. He destroyed the University
and put the library on fire and the innocent monks and students were ruthlessly
massacred.
A historian writes, “The University of Nalanda was the educational center of international
moral comparable in the universalism of its thought, the wide range of its studies, the
international character of its community to the greatest universities of modern time like Oxford,
Cambridge, Paris, and Harvard.”
#3 Valabhi
Another important education center of Buddhist period was Valabhi, capital seat of the
Maitraka Kings between 475 and 775 A.D. It can aptly be regarded as the rival of
Nalanda in fame and educational importance
Hiuen-Tsang, I-Tsing too had found Valabhi in the western side of India as glorious as
Nalanda and students from every part of India would flock there for education
This University was known for its training in secular subjects and had students from all
over the. Owing to its high quality of education, graduates of this university were
generally offered higher posts.
#4 Vikramshila
The Vihara of Vikramshila was established by the famous Emperor Dharampala of the
Pal dynasty in the 8th century in Northern Magadh at a beautiful hill on the bank of the river
Ganges.
In Vikramshila 108 scholars were appointed as the incharge and Acharyas of the various
temples. Six additional Pandits were also appointed for general management. In all,
there were 144 permanent scholars in the University.
The university was later organized into six colleges. In the center, there was the central
big building having six gates connected with each other.
The main subjects of the study were vyakaran, Logic, Philosophy, Tantra Shastra, and
Karamkanda. Later on, Tantra Shastra gained prominence.
Degrees were conferred on the graduates and post-graduates at the time of Samavartana
(Convocation) by the rulers of Bengal.
Vikramshila University was destroyed by Bhaktiyar Khilji in 1203 A.D. It is said that
the Muslims took the Vihar as a fort and they killed most of the monks.
#5 Mithila
In the Upanishadic age, Mithila became a prominent seat of the Brahmanical system of
education. It was named Videha. Raja Janak used to hold religious conferences, wherein
learned Rishis and pandits took part in religious discussions.
From 12th century to 15th century, Mithila had been an important center of learning and
culture; and besides literature and fine arts, scientific subjects were also taught there.
There was a Nyaya Shastra too. Gangesha Upadhyaya founded a school of New Logic
(Navya-Nyaya).
Even upto the period of Mughal Emperor Akbar, it continued to flourish as an important
center of education and culture credited with country-wide repute. It was famous
especially for its Nyaya (jurisprudence) and TarkaShastra (Logic)
#6 Odantapuri
Odantpuri could not attain that level of fame and repute which either Nalanda or
Vikramshila had accomplished. Still nearly 1000 monks and students resided and
received education there.
This was established by Dharmapala of Pala dynasty during late 8th century in
Magadha.
According to the ancient Tibetan records there were about 12,000 students studying at
this university.
#7 Somapura
This again was established by Dharmapala of Pala dynasty during late 8th century in
Bengal. The University spread over 27 acres of land of which the main complex was
one of the largest of its kind.
It was a major center of learning for Buddhism, Jainism, and Hinduism. Ornamental
terracotta on its outer walls depicts the influence of these three traditions
#8 Nadia
Nadia was formerly called Navadweep. It is situated at the confluence of the Ganga and
Jalangi rivers in Bengal. It was the center of trade and commerce as well as learning and culture.
The importance of Nadia grew still more as a result of the downfall of Nalanda and
Vikramshila and it began to be regarded as an eminent center of Hindu culture and
education.
Education in Nadia University was imparted at three centers namely- Navadweep,
Shantipur, and Gopaalpura. Sometimes students studied here for 20 years
India has always been identified as a knowledge hub since the beginning of human
civilization. Indian higher education system has been witnessing metamorphic changes and
challenges through the years, i.e., from the ancient Gurukul system to the modern technology-
based learning system have changed the lives of millions of people.
Radhakrishnan Commission (1948-49)
The first major commission to study the state of the universities in India after
independence was the Radhakrishnan Commission (also known as the University
Education Commission) in 1948-49.
The Commission was appointed with the specific aim ‘to report on Indian University
Education and suggest improvements and extensions that may be desirable to suit the
present and future requirements of the country’.
A major chapter in the Radhakrishnan Commission report was devoted to the problem
of the medium (language) of instruction at the university level.
The most significant recommendation of the Commission was that a University Grants
Commission modeled on the University Grants Committee in Great Britain be set up as
a liaison between the central government and the universities.
This last recommendation became a reality in 1956 when the University Grants
Commission (UGC) was established by an act of Parliament that stated that “The
Constitution of India vests Parliament with the exclusive authority in regard to
coordination and determination of standards in institutions of higher education and
research and scientific and technical institutions.”
Oriental Education
Orthodox education involved three basic process, in which it included
Sravana’ – Sage of acquiring knowledge of Shrutis by listening
Manana – Meaning pupils to think, analyse themselves about what they heard
Nidhyasan – Meaning comprehension of truth and apply into real life.
Non-Conventional teaching
Active learning, where the moves freely, choosing here own work and the pace at which it is
being done. Teacher, if any may just be facilitator. General development of students and
mastering of learning modules.
Once the SAR is completed, the NBA constructs a team of one chairperson and two
evaluators to evaluate the program. The team prepares a pre-visit report based on their
observations of the SAR. A three-day visit to the program is set-up for the evaluators to note
the strengths, weaknesses, concerns, and deficiencies of the program based off of the criteria.
The NBA assigns the institution one of three possible statuses for
accreditation: Accredited,
Provisionally Accredited, or Not Accredited. The institute receives a status of Accredited
for five years if it gets a minimum of 750 points and a minimum of 60 per cent in each of the
nine criteria.
Agricultural Universities, one Central University and several Deemed Universities. These
universities employ about 26,000 scientists for teaching, research and extension education; of
these over 6000 scientists are employed in the ICAR supported coordinated projects.
Council of Architecture(COA)
The Council of Architecture (COA) was constituted under the provisions of the
Architects Act, 1972, enacted by the Parliament of India.The Act provides for registration of
Architects, standards of education, recognized qualifications and standards of practice to be
complied with by the practicing architects. The Council of Architecture is responsible to
regulate the education and practice of profession throughout India besides maintaining the
register of architects. Any person desirous of carrying on the profession of “Architect” must
register himself with Council of Architecture.
The Council of Architecture (COA) has been constituted by the Government of India
under the provisions of the Architects Act, 1972, enacted by Parliament, which came into force
on September 1, 1972. The Act provides for registration of Architects and matters connected
therewith.
Rehabilitation Council(RC)
The Rehabilitation Council of India was set up as a registered society in 1986. However,
it was soon found that a Society could not ensure proper standardization and acceptance of the
standards by other Organizations. The Parliament enacted Rehabilitation Council of India Act
in 1992. The Rehabilitation Council of India become Statutory Body on 22nd June 1993. The
RCI Act was amended by the Parliament in 2000 to work it more broad based. The Act casts
onerous responsibility on the Council. It also prescribes that any one delivering services to
people with disability, who does not possess qualifications recognised by RCI, could be
prosecuted. Thus the Council has the twin responsibility of standardizing and regulating the
training of personnel and professional in the field of Rehabilitation and Special Education.
The objective of ISRO is to develop space technology and its application to various national
activities. ISRO has operationalized two major satellite systems namely Indian National
Satellites (INSAT) and Indian Remote Sensing.
ISI – Indian Statistical Institute
ISI is well equipped for imparting teaching and training of mathematics, statistics and allied
disciplines. The institute now comprises over 250 faculty members and over 1,000 supporting
staff and several modern-day gadgets.
ICAI – Institute of Chartered Accountants of India
ICAI is contributing to education, professional development, and maintenance of high
accounting, auditing, and ethical standards.
ICSI – Institute of Company Secretaries of India
ICSI develops and regulates the profession of company secretaries. It is the ONLY institute
which offers this course and awards the certificate bestowing the designation of company
secretary to qualifying members of the institute.
IEG – Institute of Economic Growth
IEG is recognized as one of the leading research institutes in the areas of economics and social
development. It broadly focuses on Agriculture and rural development, Environment and
resource economics, Labour and welfare, etc.
IMS – Institute of Mathematical Sciences
IMSc carries out research in frontier areas of mathematics, physics and computer sciences.
Research at IMSc is well supported by Department of Atomic Energy Government of India
and Government of Tamil Nadu.
IOP – Institute of Physics
IOP carries out research tasks in theoretical and experimental areas of High Energy, Nuclear,
Atomic, Molecular and Condensed Matter Physics, etc.
JNV – Jawahar Navodaya Vidyalayas
JNV’s are fully residential and co-educational schools covering classes VI to XII. Education
in these Vidyalayas is free for all enrolled students including lodging, boarding, textbooks,
uniforms etc.
MCI – Medical Council of India
MCI sets the standard of higher qualifications in medicine and recognition of medical
qualifications in India and abroad. It deals with medical colleges and hospitals and medical
professionals of the country.
NAAC – National Assessment and Accreditation Council
NAAC certifies institutions of higher learning (Colleges, Universities, Institutes, etc.) in the
country but, it does not include the institutes providing technical education.
NLM – National Literacy Mission
NLM was established to make everyone self-reliant in reading, writing, and arithmetic, and to
make them aware of the development issues affecting the society.
NUEPA – National University of Education Planning and Administration
NUEPA focuses on planning, management and capacity building in educational policy,
through research, training, consultancy, and dissemination. It has nine academic and one
administrative unit.
RCI – Rehabilitation Council of India
RCI maintains and standardizes the standard of training professionals. It has a National
Program Policy in the form of Primary Health Center and Bridge Courses.
Value Education
According to C. V. Good —” Value-education is the aggregate of all the process by
means of which a person develops abilities, attitudes and other forms of behavior of the
positive values in the society in which he lives.”
According to Father of Indian Nation M.K.Gandhi: “If wealth is lost nothing is lost If health
is lost something is lost If a character is lost everything is lost”
Accordingly, the National Conference On Minimum Curriculum Standards for primary
stage organized by NCERT (National Council For Educational Research and Training) in
July 1970, emphasized the importance of inculcating in the students moral and spiritual
values which form a part of our culture viz., honesty, kindness, charity, tolerance, courtesy,
sympathy and compassion.
The National Policy on Education has laid considerable emphasis on Value Education by
highlighting the need to make education a forceful tool for the cultivation of social and
moral values. The policy has stated that in our culturally plural society education should
factor universal and eternal values oriented towards the unity and integration of our people.
Dr. Kothari (1964-66) tried to emphasize the value viz., democracy, socialism, and equality of
all religions. He attached great importance to achieving skills through science and technology
and also balanced the development of human values.
National value or constitutional value:
Each country has its own independent constitution in which specific values are included. They
are called national values or constitutional values, e.g. Following values are included in the
Indian Constitution.
Social value: Each country preserves some values according to its culture and these values are
preserved in land protected. Dr. Chilan has fixed the following values of Indian society viz.
Pity, Self Control, Universal brotherhood, honesty, respect, and faith.
Professional Value: Many professionals are in existence and each profession has got its own
independent values e.g. the Following are the values of the teaching profession: Knowledge
thrust, Sincerity in profession, Regularity, and Faith.
Religious Value: Each religion has got its independent status, principles, and rules e.g.
Following values are included in the Boudha religion. Wisdom, Character, and Pity. Some
values are common to all religions, whereas some values are attached to a particular religion
only and are the specialties of that particular religion.
Environmental Education
Environmental education enables learners to develop a structure of knowledge about the world
and seek knowledge that they can use and develop throughout their lives. Environmental
education empowers learners by enabling them to participate in a sustainable future. Thus the
foundation for lifelong learning is laid by environmental education.
Characteristics of Environmental Education
Environmental Education is one of the most effective tools for increasing the general
level of public environmental awareness, developing skills for solving environmental
problems, and maintaining and improving the quality of life and the
The aim of environmental education has been modified to emphasize ―environmental
education for sustainable development‖ (EESD) which has broader implications not only
for environmental education but also for development, poverty, population, and gender
(DESD, 2005-2014).
It is expected that environmental education will promote environmentally sustainable
societies throughout the world through EESD (DESD, 2005-2014).
EE can develop students ‘skills and knowledge to deal with the current environment
Environmental learning can increase students ‘critical ecological awareness of both
local and global environments.
Environmental education often develops environment-related school-community
partnerships and youth programs outside formal education
Constitution of India
The Constitution of India is the supreme law of India. It lays down the framework
defining fundamental political principles, establishes the structure, procedures, powersand
duties of government institutions and sets out fundamental rights, directive principles and
the duties of citizens.
It is the longest written constitution of any sovereign country in the world. The nation is
governed on the basis of this Constitution. B. R. Ambedkar is regarded as the chief
architect of the Indian Constitution
Originally, the constitution adopted on November 26, 1949, contained a Preamble, 395 articles
in 22 parts and eight schedules. Currently, the number of articles has since increased to 448
due to 104 amendments since its enactment in 1950. Also, the constitution now has 25 parts
and 12 schedules.
At present there are only six Fundamental rights, six fundamental rightsare described
below in brief
Right to Article 14: Equality before law and equal protection of law
Equality Article 15: Prohibition of discrimination on grounds only ofreligion,
race, caste, sex or place of birth
Article 16: Equality of opportunity in matters of publicemployment
Article 17: End of untouchability
Article 18: Abolition of titles, Military and academic distinctions
are, however, excepted
Right to Article 19: It guarantees the citizens of India the following six
Freedom fundamentals freedoms
Freedom of speech and expression
Freedom of Assemble
Freedom of form associations
Freedom of Movement
Freedom of residence and Settlement
Freedom of Profession, Occupation, Trade and Business
Article 20: Protection in respect of conviction for offences
Article 21: Protection of life and personal liberty
Article 22: Protection against arrest and detention in certaincases
Right Article 23: Traffic in human beings prohibited
Against Article 24: No child below the age of 14 can be employed
Exploitation
Right to Article 25: Freedom of conscience and free profession, practice and
freedom of propagation of religion
Religion Article 26: Freedom to manage religious affairs
Article 27: Prohibits taxes on religious grounds
Article 28: Freedom as to attendance at religious ceremoniesin certain
educational institutions
Cultural and Article 29: Protection of interests of minorities
Educational Article 30: Right of minorities to establish and administer educational
Rights institution
Article 31: Omitted by the 44th Amendment Act
Right to Article 32: The right to move the Supreme Court in case of their
Constitutional violation (called Soul and heart of the Constitution by BRAmbedkar )
Remedies Habeas Corpus :- Equality before law and equal protection of law
Besides the above key changes, the NEP 2020 has proposed to set up an autonomous
body – the National Educational Technology Forum (NETF), to provide a platform for free
exchange of ideas on the use of technology in order to enhance learning, assessment, planning,
and administration.
The National Education Policy has also emphasized on setting up of a Gender
Inclusion Fund which is aimed at creating an environment of equitable and fair quality
education for girls as well as transgender students. Also, as per the NEP document, Special
Education Zones will be created for disadvantaged regions and groups which will make higher
education opportunities more accessible for students.
Further, the credits earned at various levels will get credited into a digitalised Academic
Bank of Credit. Students can use their earned credits to take admission in another institution to
further continue their studies for the remaining year/s of their graduation courses.
School of Education
Chapter Contents
Introduction
Part I: School Education
1. Early Childhood Care and Education: The Foundation of Learning
2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to
Learning
3. Curtailing Dropout Rates and Ensuring Universal Access of education at All
levels
4. Curriculum and Pedagogy in Schools: Learning should be Holistic, Integrated,
Enjoyable and Engaging
5. Teachers
6. Equitable and Inclusive Education: Learning for All
7. Efficient Resources and Effective Governance through School Complexes
8. Standard-Setting and Accreditation for School Education
Part II: Higher Education
9. Quality Universities and Colleges
10. Institutional Restructuring and Consolidation
11. Towards a more holistic and Multidisciplinary Education
12. Optimal Learning Environment and Support for Students
13. Motivated, Energized and Capable Faculty
Disclaimer
This information collected from various official / unofficial online resources. I shared my
sincere thanks to contributed this kind of information into the online. I am not responsible
for any kind of falsify or inefficient information in this file. This material prepared for the
purpose of the UGC NET aspirants for preparing the Paper I examination.
Useful Links:
https://www.digigogy.info/ugc-net-resources/ugc-net-paper-i
https://www.digigogy.info/ugc-net-resources/mock-tests-ugc-net
https://www.digigogy.info/ugc-net-resources/mock-test-answer-keys
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