सामाजिक रचनावाद

सामाजिक रचनावाद एक है समाजशास्त्रीय सिद्धांत का ज्ञान सामान्य दार्शनिक लागू होता है कि रचनावाद सामाजिक में। अवधारणा सामाजिक और दार्शनिक विचारों में एक लंबा इतिहास रहा है, लेकिन अवधि द्वारा गढ़ा गया है पीटर एल बर्गर और थॉमस Luckmann उनकी किताब के साथ वास्तविकता के सामाजिक निर्माण । का एक संयोजन पर आधारित अल्फ्रेड Schutz ' ज्ञान का समाजशास्त्र औरदुर्खीम संस्था की अवधारणा ', वे व्यक्तिपरक अर्थ एक सामाजिक तथ्य हो जाता है के सवाल का जवाब देने के लिए करना है कि एक सिद्धांत विकसित करना। अवधारणा का उपयोग करता जॉर्ज हर्बर्ट मीडके Socialisation के विचारों और इंटरेक्शन और इस संबंध में कुछ पहलुओं समूहों सहयोग से साझा अर्थ के साथ साझा कलाकृतियों की एक "छोटे" संस्कृति पैदा करने, एक दूसरे के लिए ज्ञान का निर्माण जिसमें रूसी सांस्कृतिक मनोविज्ञान, में विचारों के समान है। एक इस तरह की एक संस्कृति के भीतर डूब जाता है, एक कई स्तरों पर है कि संस्कृति का एक हिस्सा होने के लिए कैसे सब समय के बारे में सीख रहा है। यह संस्कृति में एक बड़ी भूमिका निभाता है कि बल दिया है संज्ञानात्मक विकास एक व्यक्ति की। इसके मूल में काफी हद तक जिम्मेदार हैं लेव भाइ़गटस्कि ।

सामाजिक रचनावाद और सामाजिक कंस्ट्रकटियनलिज़्म [ संपादित करें ]

सामाजिक रचनावाद बारीकी से संबंधित है सामाजिक कंस्ट्रकटियनलिज़्म लोगों के निर्माण के लिए एक साथ काम इस अर्थ में कि कलाकृतियों । हालांकि, एक महत्वपूर्ण अंतर है: सामाजिक कंस्ट्रकटियनलिज़्म पर केंद्रित कलाकृतियों , जबकि एक समूह के सामाजिक संबंधों के माध्यम से बनाया जाता है कि सामाजिक रचनावाद क्योंकि एक समूह में उनकी बातचीत की जगह लेता है कि एक व्यक्ति की शिक्षा पर केंद्रित है।

एक बहुत ही सरल उदाहरण के एक कप की तरह एक वस्तु है। वस्तु कई बातों के लिए इस्तेमाल किया जा सकता है, लेकिन इसके आकार तरल पदार्थ ले जाने के बारे में कुछ 'ज्ञान' का सुझाव है (देखें भीaffordance )। एक अधिक जटिल उदाहरण एक है ऑनलाइन पाठ्यक्रम - सॉफ्टवेयर उपकरणों की 'आकार' ऑनलाइन पाठ्यक्रम काम करना चाहिए जिस तरह के बारे में कुछ बातें संकेत मिलता है, लेकिन प्रत्येक व्यक्ति के बर्ताव करता है कि कैसे एक पूरे के रूप में समूह के भीतर उत्पादन गतिविधियों और ग्रंथों आकार में मदद मिलेगी न केवल उस समूह के भीतर। एक व्यक्ति की संज्ञानात्मक विकास भी वह या वह इस तरह की भाषा, इतिहास और सामाजिक संदर्भ के रूप में शामिल किया गया है कि संस्कृति से प्रभावित हो जाएगा।

एक संभव सामाजिक constructionist आंटलजी की एक दार्शनिक खाते के लिए, को देखने के 'आलोचना' अनुभाग प्रतिनिधि यथार्थवाद । ^[ 1 ]

सामाजिक रचनावाद और दर्शन [ संपादित करें ]

एक दार्शनिक दृष्टिकोण के रूप में 'मजबूत' सामाजिक रचनावाद "प्राकृतिक दुनिया के वैज्ञानिक ज्ञान के निर्माण में एक छोटे या न के बराबर भूमिका है कि" इस सुझाव की ओर जाता है। ^[ 2 ] के अनुसार मार्टेन बौडर्य और फ़िलिप Buekens, Freudian मनोविश्लेषण एक अच्छा है कार्रवाई में इस बात का उदाहरण है। ^[ 3 ] Freudian मनोविश्लेषण भी माना जाता है के रूप में epistemically मौलिक रूप से दोषपूर्ण का उपयोग करते हुए अपने समर्थन के लिए अपने स्वयं के आविष्कार तर्क-यह पता चलता है कि (द्वारा और बड़े) एक ही में त्रुटिपूर्ण नहीं है जो 'सदाशयी' विज्ञान, जिस तरह से, यह भी सामाजिक रचनावाद को सप्रमाण अधीन नहीं है।

दिलचस्प बात यह है, तथापि, बौडर्य और Buekens 'सदाशयी' विज्ञान सभी समाजीकरण और से पूरी तरह से प्रतिरक्षा है कि दावा नहीं करते (Kuhnian) उदाहरणस्वरूप पारियों के दावों , ^[ 4 ] 'मजबूत' सामाजिक रचनावादी दावा है कि महज कि सभी वैज्ञानिक ज्ञान का निर्माण किया है वैज्ञानिक सफलता की वास्तविकता पर ध्यान नहीं देता, और प्राचीन क्रेते, की चपेट में गिर जाता है एपिमेनिडेस 'प्रसिद्ध उक्ति, "सभी क्रेटन झूठे हैं।" -। बेशक, सहित एपिमेनिडेस ^[ 3 ]

सामाजिक रचनावाद की एक विशेषता यह की भूमिका को खारिज कर दिया है कि ज्ञान या इसके औचित्य का आविष्कार / डिस्कवरी में या तो अलौकिक आवश्यकता । आविष्कार के क्षेत्र में यह ऐतिहासिक हितों के साथ, ज्ञान की उत्पत्ति में महत्वपूर्ण भूमिका निभा रहा है और गणितीय और वैज्ञानिक ज्ञान के विकास की दिशा लहराते resourcing के रूप में आकस्मिक करने के लिए लग रहा है। औचित्य परीक्षण में तर्क और कारण की भूमिका को स्वीकार करते हुए के क्षेत्र में, यह भी स्वीकृति के लिए मानदंड से भिन्न है और समय के साथ परिवर्तन कि स्वीकार करता है। अर्नेस्ट का तर्क के रूप में इस प्रकार गणितीय साक्ष्यों, वर्तमान में है और अतीत में विभिन्न अवधियों भर में विभिन्न मानकों का पालन करें। ^[ 5 ]

सामाजिक रचनावाद, मनोविज्ञान, और धर्म [ संपादित करें ]

सामाजिक रचनावादी दर्शन की एक शाखा सबसे अच्छा मनोविज्ञानी के कार्यों में प्रतिनिधित्व किया है रॉबर्ट रोक्को Cottone । Cottone एक शुद्धतम रिलेशनल यथार्थवाद (सब कुछ रिश्ते के रूप में देखा जाता है, जहां एक आंटलजी) तात्पर्यित एक कट्टरपंथी दार्शनिक स्थान ले लिया है। हालात, तदनुसार, केवल सामाजिक आदान-प्रदान के माध्यम से अपने विचारों को समझने में सक्षम हैं, जो पर्यवेक्षकों के संबंध में मौजूद हैं। Cottone संज्ञानात्मक जीवविज्ञानी का काम करता विलय कर दिया Humberto Maturana सामाजिक मनोवैज्ञानिक के साथ काम करता है केनेथ Gergen अनुभव को समझने की प्रक्रिया का एक पूरी तरह से रिलेशनल गर्भाधान का उत्पादन करने के लिए। उनकी सबसे सम्मोहक अवधारणा (यह भी एक "consensuality" कहा जाता है) "कोष्ठकों निरपेक्ष सत्य" का है, ^[ 6 ] एक सच्चाई पूर्ण रूप में एक समुदाय के भीतर आयोजित किया जाता है, लेकिन समुदाय के बाहर यह अन्य सत्य के सापेक्ष रूप में पर्यवेक्षकों द्वारा आयोजित किया जाता है, जहां। अनुभव के सभी समझ जिससे सामाजिक रूप से निर्माण किया है, लेकिन विभिन्न समुदायों के अपने साझा अनुभव के विभिन्न व्याख्याओं का निर्माण कर सकते हैं। सत्य बातचीत सच सामाजिक है के बाहर का निर्माण नहीं कर रहे हैं। उन्हें निर्माण करने के लिए समुदायों के रूप में वहाँ किसी भी एक विषय पर कई सत्य हैं। एक ही विषय पर कुछ सत्य लगातार हो सकता है और दूसरों व्याख्याओं बनाने समूहों की अवधारणात्मक और सामाजिक भाषाई संदर्भों पर निर्भर करता है, विरोधाभासी हो सकता है। Cottone अपनी बात बनाने के लिए धर्म के उदाहरण का इस्तेमाल किया। ^[ 7 ] विभिन्न समुदायों के ऐतिहासिक दृष्टि से वे एक ही ईश्वरीय मूल के बारे में बात कर रहे हैं, भले ही उदाहरण के लिए एक भगवान के विभिन्न धारणाएं, हो सकता है (उदाहरण के लिए, इस्लाम , ईसाई धर्म , यहूदी धर्म )। धर्म के लोगों को सामाजिक रूप से सामाजिक-भाषाई परंपराओं के माध्यम से अनुभव की अपनी समझ का निर्माण कैसे की एक सम्मोहक उदाहरण प्रदान करता है। प्रत्येक धर्म, इसलिए, एक कोष्ठकों परम सत्य का प्रतिनिधित्व करता है। Cottone लोगों बहुपरती consensualities के एक मैट्रिक्स में काम करते हैं और लोगों को साथ जोड़ने से रखती है, और लगातार (जैसे, धर्मों, व्यवसायों, स्थानीय समुदायों, सरकारों,) समझ के समुदायों को दर्शाते हैं कि संबंधों के माध्यम से बातचीत करके जीवन के माध्यम से प्रगति कि प्रस्ताव रखा। उन्होंने कहा, "सामाजिक प्रक्षेपवक्र" इस प्रक्रिया को कहा जाता है। ^[ 7 ] सामाजिक रचनावादी सोचा था की यह शाखा व्यक्तियों सामाजिक रूप से एक वास्तविकता का निर्माण कि मुराद नहीं है, बल्कि यह लोगों को अकेले नहीं, एक साथ अनुभव की समझ का निर्माण कि अभिप्राय है। वास्तव में, समझ के समुदाय हैं।

सामाजिक रचनावाद और शिक्षा [ संपादित करें ]

सामाजिक रचनावाद शिक्षण और सीखने के लिए अपने प्रभाव के साथ संबंध रहे हैं, जो कई शैक्षिक मनोवैज्ञानिकों द्वारा अध्ययन किया गया है। सामाजिक रचनावाद विकास में अन्य अभिनेताओं की भूमिका और संस्कृति को शामिल करके रचनावाद फैली हुई है। इस अर्थ में यह भी साथ विपरीत किया जा सकता सामाजिक शिक्षा सिद्धांत अवलोकन से ज्यादा बातचीत पर जोर दिया है। सामाजिक रचनावाद के मनोवैज्ञानिक आयामों पर अधिक जानकारी के लिए, ए सुलिवन Palincsar का काम देखते हैं। ^[ 8 ]

सक्रिय अनुसंधान के एक क्षेत्र है कि सामाजिक रचनावाद पर आधारित एक अनुदेशात्मक रणनीति है कंप्यूटर-समर्थित सहयोगी शिक्षण (CSCL)। इस रणनीति के संचार में 21 वीं सदी के कौशल, कार्यस्थल में पाया प्रासंगिक प्रौद्योगिकियों के ज्ञान साझा करने, महत्वपूर्ण सोच और उपयोग अभ्यास के लिए छात्रों को अवसर देता है।

इसके अतिरिक्त, कक्षा में दोनों का समर्थन छात्र चर्चा के प्रयोग को बढ़ाने और सामाजिक रचनावाद के सिद्धांतों पर आधारित हैं पर अध्ययन करता है। कक्षा में चर्चा के क्रियान्वयन का परिणाम है कि लाभ में से एक पूरी श्रृंखला है। समूह चर्चा में भाग लेने वाले छात्रों के लिए सामान्य और कक्षा सीखने के अपने ज्ञान को हस्तांतरण करने की अनुमति देता है और मौखिक रूप से विचारों के संप्रेषण के लिए एक मजबूत आधार बनाता है। ^[ 9 ] कई अध्ययनों से चर्चा है कि उनके विचारों का परीक्षण करने के लिए छात्र की क्षमता को बढ़ाने में एक महत्वपूर्ण भूमिका निभाता है बहस के विचारों synthesize दूसरों को, और वे क्या सीख रहे हैं की गहरी समझ का निर्माण। ^{[ 9 ] [ 10 ] [ 11 ] [ 12 ]} बड़े और छोटे समूह चर्चा भी आत्म-नियमन, आत्मनिर्णय, और कार्यों के साथ दृढ़ रहना करने की इच्छा व्यायाम करने के लिए छात्रों को अवसर देता है । ^{[ 11 ] [ 13 ]} इसके अतिरिक्त, चर्चा छात्र प्रेरणा, सहयोगात्मक कौशल, और इस समस्या को हल करने की क्षमता बढ़ जाती है। ^{[ 12 ] [ 13 ] [ 14 ]} एक दूसरे के साथ बात करते हैं और उनके विचारों पर चर्चा करने के लिए छात्रों को 'अवसर बढ़ाने के लिए उनकी क्षमता बढ़ जाती है तर्क कौशल विकसित करने, और प्रयोजनपूर्वक और सम्मान से उनकी राय से बहस करने के लिए, उनकी सोच समर्थन करते हैं। ^[ 9 ] इसके अलावा, कक्षाओं में समुदाय की भावना और सहयोग छात्रों को एक साथ बात करने के लिए और अधिक संभावना की पेशकश के माध्यम से बढ़ जाती है। ^{[ 10 ] [ 15 ] [ 16 ]}

चर्चा है कि परिणाम से फायदे को देखते हुए यह यह अधिक बार इस्तेमाल नहीं किया है कि आश्चर्य की बात है। स्टडीज के छात्रों अकादमिक बहस में भाग लेने के लिए नियमित रूप से आदी नहीं हो पाया है। ^{[ 11 ] [ 12 ]} मार्टिन Nystrand शिक्षकों को शायद ही कभी एक अनुदेशात्मक प्रारूप के रूप में कक्षा चर्चा चुनें कि तर्क है। 60 विभिन्न कक्षाओं में 2400 छात्रों पर ध्यान केंद्रित कर Nystrand के (1996) तीन साल के अध्ययन के परिणामों ठेठ कक्षा शिक्षक तीन मिनट के छात्रों को एक दूसरे के और शिक्षक के साथ विचारों के बारे में बात करने की अनुमति एक घंटे के तहत खर्च करता है कि संकेत मिलता है। ^[ 12 ] यहां तक कि उन के भीतर यह पूर्व निर्धारित जवाब के साथ शिक्षक-निर्देशित सवाल पर निर्भर करता है, क्योंकि चर्चा के तीन मिनट, सबसे बात सच चर्चा नहीं है।^{[ 11 ] [ 12 ]} कई टिप्पणियों कम सामाजिक आर्थिक स्कूलों में छात्रों और कम ट्रैक कक्षाओं में चर्चा के लिए भी कम अवसर अनुमति दी जाती है कि संकेत मिलता है। ^{[ 10 ] [ 11 ] [ 12 ]} वे अपने छात्रों शिक्षार्थियों बनाने के बारे में क्या सोचते अधिक मूल्य के रूप में यदि पढ़ाने के लिए जो शिक्षक। वे छात्रों को अपने स्वतंत्र विचारों के एक प्रदर्शन के रूप में भाषा का उपयोग करने का अवसर दे, क्योंकि चर्चा और इंटरैक्टिव प्रवचन शिक्षा को बढ़ावा देने। चर्चा को प्रोत्साहित कि छात्रों से निरंतर प्रतिक्रियाएं elicits अर्थ में चल रहीदूसरों के विचारों के साथ बातचीत के माध्यम से। शिक्षा के इस प्रकार "प्रतिधारण को बढ़ावा देता है और में गहराई से प्रसंस्करण जानकारी के संज्ञानात्मक हेरफेर के साथ जुड़े"। ^[ 12 ]

सीखने पर सामाजिक रचनावादी दृष्टिकोण की खोज के काम की हाल ही में एक शाखा ऑनलाइन वातावरण में सामाजिक रूप से निर्माण ज्ञान और समझ की पीढ़ी को सुविधाजनक बनाने में सामाजिक प्रौद्योगिकियों और सामाजिक मीडिया की भूमिका पर केंद्रित है। ^[ 17 ]

Learning disabilities

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.  They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.  It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time.  However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce.  Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is “specific learning disability,” one of 13 categories of disability under that law.

“Learning Disabilities” is an “umbrella” term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help below.

Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.

Dyscalculia

A specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.

Dysgraphia

A specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.

Dyslexia

A specific learning disability that affects reading and related language-based processing skills. The severity can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language-Based Learning Disability.

Language Processing Disorder

A specific type of Auditory Processing Disorder (APD) in which there is difficulty attaching meaning to sound groups that form words, sentences and stories. While an APD affects the interpretation of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the processing of language. LPD can affect expressive language and/or receptive language.

Non-Verbal Learning Disabilities

A disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination.

Visual Perceptual/Visual Motor Deficit

A disorder that affects the understanding of information that a person sees, or the ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.

ADHD

A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.

Dyspraxia

A disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, dyspraxia often exists along with dyslexia, dyscalculia or ADHD.

Memory

Three types of memory are important to learning. Working memory, short-term memory and long-term memory are used in the processing of both verbal and non-verbal information. If there are deficits in any or all of these types of memory, the ability to store and retrieve information required to carry out tasks can be impaired.

The University Grants Commission (UGC) of India is a statutory body set up by the Indian Union government in 1956, and is charged with coordination, determination and maintenance of standards of higher education. It provides recognition to universities in India, and disburses funds to such recognised universities and colleges. Prof. Ved Prakash is the incumbent Chairman of UGC, India.^[1] Its headquarters is in New Delhi, and six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and Bangalore.

UGC was formed in 1946 to oversee the work of the three Central Universities of Aligarh, Banaras and, Delhi. In 1947, the Committee was entrusted with the responsibility of dealing with all the then existing Universities. After independence, the University Education Commission was set up in 1948 under the Chairmanship of S. Radhakrishnan and it recommended that the UGC be reconstituted on the general model of the University Grants Commission of the United kingdom.

UGC was formally inaugurated by Maulana Abul Kalam Azad, the Minister of Education, Natural Resources and Scientific Research on 28 December 1953.

The UGC was however, formally established in November 1956, by an Act of Parliament as a statutory body of the Government of India. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahatiand Bangalore. The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.UGC Act 1956

In 1976, the Union Minister of Education made open the government of India's plans to close down UGC and the related body All India Council for Technical Education (AICTE), in favour of a higher regulatory body with more sweeping powers. This goal, proposed by the Higher Education and Research (HE&R) Bill, 2011, intends to replace the UGC with a "National Commission for Higher Education & Research (NCHER)" "for determination, coordination, maintenance and continued enhancement of standards of higher education and research". The bill proposes absorbing the UGC and other academic agencies into this new organisation. Those agencies involved in medicine and law would be exempt from this merger "to set minimum standards for medical and legal education leading to professional practice".^[8] The bill has received opposition from the local governments of the Indian states of Bihar, Kerala, Punjab, Tamil Nadu and West Bengal, but has received general support. UGC has directed ten institutions to immediately shut down their off-campus centres. In December 2015 the Indian government set a National Institutional of Ranking Framework under UGC which will rank all educational institutes by April 2016.^[11][12] UGC has suggested to all Universities in India to set up an Online Admission System from the academic session commencing in 2016-2017.

Indian Education Commission (1964-1966), popularly known as Kothari Commission, was an ad hoc commission set up by the Government of India to examine all aspects of the educational sector in India, to evolve a general pattern of education and to advise guidelines and policies for the development of education in India. It was formed on 14 July 1964 under the chairmanship of Daulat Singh Kothari, then chairman of the University Grants Commission. The terms of reference of the commission was to formulate the general principles and guidelines for the development of education from primary level to the highest and advise the government on a standardized national pattern of education in India. However, the medical and legal studies were excluded from the purview of the commission. The tenancy of the commission was from 1964 to 1966 and the report was submitted by the commission on 29 June 1966.
The commission, under the chairmanship of Daulat Singh Kothari, was the sixth commission in India post independence and the first commission with comprehensive terms of reference on education. It was composed of a member secretary, an associate secretary and fifteen members. Apart from the core group, the commission had a panel of overseas consultants numbering twenty and nineteen task forces, their sub groups and special panels of invitees.

One of the main recommendations of the commission was the standardization of educational system on 10+2+3 pattern, across the country. It advised that the pre-primary education which had different names such as kindergarten, Montessori and pre-basic should be renamed as pre-primary and the primary education (renamed as lower primary) to be up to the 4th standard. It further classified the schooling as upper primary or higher primary and high school (up to standard X). The under graduate education was identified as XI and XII standards under the name, higher secondary or pre university. The graduate studies were recommended to be standardized as a three-year course. The educational system up to master's degree was categorized as first (primary education), second (secondary education up to XII) and third levels of education (higher studies).

The commission recommended that a common public education system should be introduced and the it should be vocationalized in general and special streams by introducing work experience as a part of education. It further stressed on the need to make work experience and social/national service as an integral part of education. Specialization of subjects were advised to be started from higher secondary levels.^[3]

The days of instruction were recommended to be increased to 234 for schools and 216 for colleges and the working hours to be fixed at not less than 1000 hours per academic year, preferably higher at 1100 or 1200 hours. It also advised for reduction of national holidays. Linking of colleges to a number of schools in the neighborhood, utilization of school facilities 8 hours a day all through the year, establishment of book banks, identification of talents and provision of scholarships, setting up of day study and residential facilities and opportunities for students to earn while studying were some of the other recommendations of the commission. It also emphasized on free education up to and including lower secondary level of education.

Commission laid stress on women education and advised setting up of state and central level committees for overseeing women education. It suggested establishing schools and hostels for women and urged to identify ways to find job opportunities for women in the educational sector. Focusing on equalization of opportunities to all irrespective of caste, religion and gender and to achieve social and national integration,the schools were advised to provide education to backward classes on a priority basis and the minimum level of enrollment at a secondary school were advised to be not less than 360 every year. Two sets of curricula were prescribed, one at state level and one at the national level and the schools were recommended to experiment with the curriculum. It also proposed that three or four text books to be prescribed for each subject and moral and religious education be made a part of the curriculum. The curriculum prescribed by the commission was:

Lower primary level (1 to 4)

• One language (regional)
• Mathematical studies
• Environmental studies
• Creative studies
• Health studies
• Work experience

Higher primary level (5 to 8)

• Two languages (one regional and one national) and preferably a third language
• Mathematical studies
• Science studies
• Social studies
• Art
• Physical education
• Work experience
• Moral studies

Lower secondary level (IX and X)

• Three languages
• Mathematical studies
• Science studies
• Social studies
• Art
• Physical education
• Work experience
• Moral studies

Higher secondary level (XI and XII)

• Two languages (one modern Indian language and one classical or foreign language)
• Any three subjects from (a) one additional language, (b) History (c) Economics (d) Logic (e) geography (f) psychology (g) sociology (h) art (i) physics (j) chemistry (k) mathematics (l) biology (m) geology (n) home science
• Art
• Physical education
• Work experience
• Moral studies

It also recommended the establishment of guidance and counselling centres and a new approach in the evaluation of student performances. The commission suggested the neighbourhood school system without social or religious segregation and a school complex system integrating primary and secondary levels of education. It put forward the suggestion that state and national boards of examination be set up and state level evaluation machinery be put in place.

The commission recommended the establishment of Indian Education Service, along the lines of Indian Administrative Service, to bring in professional management to education sector. It proposed standardization and revision of the pay scales of the teaching, non teaching and administrative staff and prescribed minimum pay levels based on their locations. It also advised standardization of pay scales working under different managements such as government, private and local bodies. The minimum scale was suggested to be in the ratio of 1:2:3 for teachers in the primary, secondary and higher levels of educational sector. Another proposal was for the establishment of a machinery for continuous on job training of the teaching staff and for efforts to raise the status of the teachers to attract talents into the profession. It urged laws to be passed to legalize the educational standards and the educational expenditure to be raised from the then level of 2.9 percent of the GDP to 6 percent, to be achieved by the fiscal year, 1985-86. A significant suggestion was the issuance of a National Policy on Education by the Government of India which should serve as a guideline for the state and local bodies in the design and implementation of their educational plans.

Vedic Education

Development:- Man is the most intellectual being in the creation. He is endowed with the power to receive knowledge, to think, to imagine, reflect & speculate about his past as well as his future. Down through the ages knowledge has been handed down from the matter of this master to discipline & this master to discipline & thus from generation to the next. In this hierarchy of education, the Vedas are the first to revealed, the other being evolved from them.

Max Muller said, " one thing is certain namely, that there is nothing more primitive more ancient that the rymus of the Rig Veda, whether in India or in whole Aryan world. Being Aryan in language they thought, the rig Veda is the most ancient of our books.
Vedic education is the mirror of all the edul. System of culture of India lies in the Vedas. There are four Vedas in number:

1. Rig Veda
2. Sam Veda
3. Yajur Veda
4. Athar Veda.

Silent feature of Vedic education:- 
1). Source of light:- In Vedic period education Was considered as a source of light of illumination which enlightens an individual in all walks of life. It was only education that truth could be perceived & wisdom could be attained. Vedas where the source of all knowledge and man could understand Vedas. The person who does not have the light of education may be termed as blind.

2). Knowledge the third eye:- According to Vedas, education in knowledge. It is the man's third eye. It means that knowledge opens inner eye, flooding him with spiritual and divine life, which forms the provision for man's journey through life. Knowledge protects an individual like a mother, inspires him to follow the path of good conduct as a father does.
3). Agency of improvement:- The illumination as described will bring a complete change in the person & this change is for the better education makes us civilized, refined, polished & cultured. This transformation of a beast to cultured human being occurs because education teaches us to be neat & clean.

4). Not merely book learning:- Illumination is them contral concept of education. It does not mean that it has always to come from books. Thus education is not merely book learning.

Objectives of vedic education:-
In Vedic period, education has an idealistic form, in which the teachers laid stress upon worship of god, religiousness, spiritually, formation of character, development of personality, creation of an interest, for the development of culture, nation, and society. D.R Altekar writes, " the objectives of education in Vedic period where worship of god, a feeling for religion fulfillment of public & civic duties, an increase in social efficiency & protection & propagation of national culture." The prominent aim of Vedic education can be given as under:-

1). Physical and intellectual development:- people in vedic India believed that strong mind could only be in a strong body. So, a strong body was considered to be absolutely necessary in warldly as well as religious matter. Education was imported in the open & parnayan & Surya namskar were it's regular features. A student has to remain Bramhochari upto the age of twenty five. All through this period he had to lead to a very regular hard & disciplined life. This physical development was followed by intellectual development. A person who did not possess knowledge was considered to be blind intellectually knowledge of four Vedas. ( Rig Veda, Sam Veda, Yajur Veda, & Atharva Veda).

2). Religious & spiritually:-Besides physical & intellectual development, education, must develop moral & spiritual faculties. Religion has play a dominant role in the life of Indians. Education must make the students religious minded. They must also have a sense of piety. A spiritual atmosphere prevouled in the centre of education because of the presence of selfless, humble, religious minded, but talented teachers. During this period many hypothesis concerning spiritually took birth knowledge come to be seen as the instrument of salvation. Fire, sacrifices, fasting, taking of vocus became a part of life.

3). Emphasis upon knowledge & experiences:- The Gurkul's laid emphasis upon knowledge obtaining of experiences. During this period, the practice of distributing degrees did not exist. Students exhibited the knowledge obtained through discourses and discussions conducted in a concourse of scholars.

4). Sublimation of instinct:- Man is the virtual slave of the instincts embedded in his psyche, & when he is obsessed by his senses, he often adopts the wrong path. The objective of education was to sublimate these instinctive tendencies, to turn the mind away from material knowledge, & centre it upon the spiritual world, thus establishing control over materialistic & basic tendencies.

5). Preservation and spread of culture:- Vedic education also aimed at preserving & transmitting the best traditions of thought and actions, manners & vocations of the past.

6). Promotion of social efficiency happiness:- It also mind at promotion of social efficiency &happiness. Proper training was given to the rising generation in different branches of knowledge, professions & industries. Every individual was trained for the vocation, he was expected to follow so that he might became a socially efficient & useful person.

7). Development of character & personality:- Development of character & personality was another aim of Vedic Indian education. It was achieved through an appropriate environment, lessens on right conduct & teachings based on the life, character & ideals of great persons. Education aimed at developing the virtues of self  - control, self - confidence, self - discipline, obidence, love, sympathy, co - operation, logical Judgment, fulfillment of social responsibilities & earning a livelihood.

8). Immediate and ultimate answer:- The immediate aim of education was to prepare the different castes of people for their actual needs of life. The ultimate of education in Vedic India was not knowledge as preparation for life in this world or life beyond, but for complete realization of self for liberation of the soul from letters of life, both present & future. The ultimate aim of human society of that age was the achievement of the absolute (brahama) education naturally was bound to be geared to that end. Achieving salvation was the ultimate aim of human life & this is the consequences of the real education. 

Curriculum:-

1. Vedas & Vedic literature:- During the Vedic - age, education became centered on religion which is essentially an effect to establish an harmony between man's total personality and the totality of the universe. The curriculum was dominated by the study of Vedas and Vedic literature, spiritual and moral lessens. Hymns of the Vedas were primarily composed by Rishis as an expression of the inner light for the benefit of man kind. There are four Vedas namely 1 Rig Veda 2 Yajur Veda 3 Sam Veda 4 Atharva Veda.
2. Vedangas:- It includes the study of i. siksha ii. Kalpa iii. Nirukta iv. Chandas v. Jyotisha v. Vyaleama (granner).
3. Logic:- It develops the resonsry facilities.
4. Scheme of Arts & Crafts (silpa - vidya):- It develops aesthetic sense & practical skill in construction regarding symmetry, proposition & beauty.
5. Physical Education:- Meditation & salvation are possible only when one is physically healthy. Hence intense physical education was also included in the curriculum. It built stamina students had to learn riding, wrestling, hunting, swimming, running, jumping, etc. for developing physical & mental strength, early marriage was not in practice in Vedic – age. They strictly observed celibacy upto a particular age to avoid premature old age & death. (Atharva Veda).
6. Professional &technical subjects:- Some professional and technical subjects like medicine and surgery, astronomy, Astrology, Mathematics, economics, were given the importance the curriculum.
7. Dharma:- It was also the part & parcel of curriculum.
8. Meditation:- It was also included. Hymns of Vedas were composed by Rishis as an expression of the inner light for the benefit of mankind. This was in fact the main object of Vedic education. The education of Vedic period was the education of the complete man.
9. Student centered:- A great quality of curriculum of Vedic education was that it was student centered i.e. according to the educational needs, interests & aptitudes of the student. the curriculum was planned in such a way that it met the requirements of every student.
10. stress on other worldliness:- Curriculum in Vedic age, laid more stress on other worldliness. Although provision was made for all the student, yet he was not prepared for this world, but for the eternal happiness in the other world. The highest wisdom was to seek release from worldly claim & the highest knowledge was to acquinted with the method by which self - realization could be attained.

Methods of teaching:- In this period Verbal education was imported in such a way that it could be preserved for thousands of years. The hymns were learnt by remembering & they were realized through meditation. The sounds words to verses were pronounced in their organized forms. The Acharya, corrected the mistakes of their disciples by repitation. The people of Vedic age believed that the pronunciation of the hymns caused sin and destroyed their effect.

The method of mediation was also practiced meditation helped preservation of the meanings of the mantsas & development of the sound of the disciplines. The discipline tried to understand the sense and echo of the sense by meditation of every world of the hymns. 

Role of teacher during Vedic period:-
During the Vedic period, the Gurukul method prevailed in which the students lived in the house of the Guru. The process of education passed through three stages of comprehension, Meditation, & memory. The Gurukuls were the centres of education in which education was imparted only by individuals of characters & ability. The students remained with his Guru for 12 years. Teachers laid stress on the integral development of the individuals personality.

Every student was required while residing in the gurukul to serve his teachers compulsorily. Teacher was a very respectable person who had qualities of head, & hand. Any violation of Guru's instruction was regarded as a sin & subject to stern punishment.

The student has to bear the responsibility of feeding both himself & his teacher D.R Altekar had said that a relation between a student teacher was a direct one. It did not function through an institution. The duties of the teacher including teaching, making arrangements for the boarding & hodging of the students. 

Man has started that the prime teachers prime task & moral duty was to discharge his obligations towards his students. He must not only treat the students as his own child, he must also impart of him true & complete knowledge without concealing any knowledge from him.

Methods of Student Assessment

Formative (Low-Stakes) Assessments

Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. These are low-stakes assessments (i.e., they have low point values) that happen early and often in the semester. 

INFORMAL TECHNIQUES

Written Reflections. Sometimes referred to as "Minute Papers" or "Muddiest Points," these popular assessment techniques have students reflect immediately following a learning opportunity (e.g., at the end of a class or after completing an out-of-class activity) to answer one or two basic questions like:

“What was the most important thing you learned today?”

“What was the most confusing topic today?”

“What important question remains unanswered?”

Polls/Surveys. Data on student opinions, attitudes, behaviors or confidence in understanding can be gathered either during class (e.g., with a classroom response system) or outside of class. This can illustrate student engagement with the material as well as prior knowledge, misconceptions, and comprehension.

Checks for Understanding. Pausing every few minutes to see whether students are following along with the lesson not only identifies gaps in comprehension, but helps break up lectures (e.g, with Clicker questions) or online lessons (e.g., with embedded quiz questions) into more digestible bites. 

Wrappers. "Wrapping" activities, using a set of reflective questions, can help students develop skills to monitor their own learning and adapt as necessary.

FORMAL TECHNIQUES

In-class Activities. Having students work in pairs or small groups to solve problems creates space for powerful peer-to-peer learning and rich class discussion. Instructors and TAs can roam the classroom as students work, helping those who get stuck and guiding those who are headed in the wrong direction.

Quizzes.  Gauge students’ prior knowledge, assess progress midway through a unit, create friendly in-class competition, review before the test -- quizzes can be great tools that don't have to count heavily toward students' grades. Using quizzes to begin units is also a fun way to assess what your students already know, clear up misconceptions, and drive home the point of how much they will learn.  

Online Learning Modules. Canvas and other Learning Managment Systems allow students to solve problems or answer questions along the way.  This can provide you with analytics on student responses and class performance so you can tailor your instruction to their particular learning needs.

Class Deliverables. In-class activities are designed so students, usually in groups, are required to submit a product of their work for a grade.  Among the variety of techniques that can be used, the most effective will balance individual and group accountability and require students to think about authentic complex issues.  Team-Based Learning uses four criteria in the design of collaborative application exercises. 

Summative (High-Stakes) Assessments:

Summative assessment techniques evaluate student learning. These are high-stakes assessments (i.e., they have high point values) that occur at the end of an instructional unit or course and measure the extent to which students have achieved the desired learning outcomes.

Exams. This includes mid-term exams, final exams, and tests at the end of course units. The best tests include several types of questions – short answer, multiple-choice, true-false, and short essay – to allow students to fully demonstrate what they know.

Papers, projects, and presentations. These give students the chance to go deeper with the material to put the knowledge they’ve acquired to use or create something new from it. This level of application is an extremely important and often overlooked part of the learning process. These types of projects also give students who do not test well a chance to shine. 

Portfolios. Submitting a portfolio at the end of a course can be a powerful way for students to see the progress they’ve made.  More than just a collection of students' work from the semester, good portfolios also include reflections on their learning. Asking students to spell out the concepts or techniques used with each piece, the themes addressed, and hurdles faced also brings a sense of completion to the learning process.