Who Started Education System In India?


Who Started Education System In India
The Education System in India – GNU Project – Free Software Foundation In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher’s (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru’s place and help in all activities at home.

  1. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house.
  2. The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics.
  3. The student stayed as long as she wished or until the guru felt that he had taught everything he could teach.

All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.

Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior.

In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later, boards were established in some of the states. But eventually, in 1952, the constitution of the board was amended and it was renamed Central Board of Secondary Education (CBSE).

  1. All schools in Delhi and some other regions came under the Board.
  2. It was the function of the Board to decide on things like curriculum, textbooks and examination system for all schools affiliated to it.
  3. Today there are thousands of schools affiliated to the Board, both within India and in many other countries from Afghanistan to Zimbabwe.

Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new government of the Republic of India. This is evident from the fact that it is incorporated as a directive policy in article 45 of the constitution.

  • But this objective remains far away even more than half a century later.
  • However, in the recent past, the government appears to have taken a serious note of this lapse and has made primary education a Fundamental Right of every Indian citizen.
  • The pressures of economic growth and the acute scarcity of skilled and trained manpower must certainly have played a role to make the government take such a step.

The expenditure by the Government of India on school education in recent years comes to around 3% of the GDP, which is recognized to be very low. “In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government.

  1. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP.
  2. B) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes.
  3. C) To ensure that no one is denied of education due to economic backwardness and poverty.

(d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.” ()
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Who started the education system?

Horace Mann By David Carleton Known as the “father of American education,” Horace Mann (1796–1859), a major force behind establishing unified school systems, worked to establish a varied curriculum that excluded sectarian instruction. His vision of public education was a precursor to the Supreme Court’s eventual interpretation of the and church-state separation principles in public schools.
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Who was the first teacher in world?

Have you ever wondered, “Who was the first teacher in the world?” It is believed that Confucius became the first teacher in the world. He was a private tutor who gave lessons on history. Earlier, only the royal or noble were allowed access to education.

However, Confucius changed this notion and imparted knowledge to anyone willing to learn. Noble and wealthy families approached him to teach their sons. Confucius made the students learn about the history and various other subjects. In addition, he imparted his wisdom to develop responsibilities and moral character in his students,

He was also the one who received more teacher appreciation than anyone before. Highly knowledgeable and learned men in ancient times became teachers by default. Priests and prophets were considered among the first teachers in the world. Wealthy and noblemen sent their kids to them.

Creation and distribution of educational contentFacilitating learning by developing interactive learning activitiesProviding individualized instruction to each studentAssess and record students’ progress Plan and execute learning activities. Teachers can use in-class and outdoor activities to facilitate learning.Collaborate with parents and other teachers for holistic development of childrenObserve and understand a students’ behavior, social skills, and psyche

These responsibilities are for everyone willing to begin a career in the educational field, Teachers must understand their students’ needs and help them develop professional skills. Moreover, they must possess exceptional communication and listening skills.
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Who was the first teacher ever?

Have You Ever Wondered. –

Who taught the first teacher?Who was the first teacher?How do teachers learn to teach?

Today’s Wonder of the Day was inspired by Genesis. Genesis Wonders, ” Who taught the first teacher?? ” Thanks for WONDERing with us, Genesis! What makes a great teacher? You may have some ideas. Maybe they don’t give homework or try to get to know you. However, a great teacher plans cool science experiments and inspires students to try something new. They also get to know each person in their class. But who trains great teachers? Other teachers, of course! But it had to start somewhere—so, who taught the first teacher? The first schools began many years ago—around 3000 B.C.E. In ancient Egypt, priests taught boys to read and write. They tutored them in the humanities and math. Around the same time, priests in Mesopotamia taught reading and writing, along with astrology and medicine. Often, their pupils became scribes or librarians. Did these priests see themselves as teachers? No one knows for sure. Many people think Confucius was the first teacher. He was born in China in 551 B.C.E. History tells us little about his early life. His father died when he was young. Confucius grew up poor, raised by his mother. He likely did not go to school and was self-taught, He studied music, history, and math. During Confucius’ time, schools were for boys from prominent, wealthy households. But he thought everyone should be educated. Confucius thought that education was the path to self-improvement and virtue, Confucius never taught in a school, but he had many pupils, These students continued to share Confucius’ ideas and teachings long after he died. This is why many think he was the first teacher. The modern teaching profession is much different. While Confucius was self-taught, today’s teachers need formal training. In some countries, such as the United States and Germany, teachers must earn a degree from a college. They study subjects—such as mathematics, English, or music—to become experts in their field. Educators also learn pedagogy—ways to teach well. If you have ever made a Venn diagram, done a group project, or taken part in a discussion, your teacher was using pedagogy. Along with going to college, new teachers may spend time in the classrooms of mentor teachers. This practice is called cadet teaching in some countries or student teaching in the United States. The student teacher plans and presents lessons under the guidance of the mentor teacher. Teachers make up the largest profession today. There are over 80 million people teaching in schools and universities throughout the world. This number includes teachers at all levels—elementary, middle, and high school as well as college professors. Teachers have many important roles in their communities. They help students learn and manage how learners act in their classrooms. However, teachers also plan lessons and create content to use with their students. They might do research to improve their teaching or belong to professional groups. Many communities view teachers as leaders. Are you WONDERing about other professions? Who taught the first engineer to design a bridge? How did the first lawyer learn to practice law? Who trained the first dentist? Every profession began with people who tried something in a new way. What new professions might exist when you get a job? Common Core, Next Generation Science Standards, and National Council for the Social Studies,”> Standards : C3.D2.Eco.3.3-5, CCRA.R.1, CCRA.R.2, CCRA.R.8, CCRA.R.10, CCRA.L.1, CCRA.L.2, CCRA.L.3, CCRA.L.4, CCRA.L.5, CCRA.L.6, CCRA.SL.1, CCRA.SL.4, CCRA.SL.5, CCRA.W.4, CCRA.W.6, CCRA.W.9
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How did education started in India?

Education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centres of learning such as ancient Takshashila (in modern-day Pakistan ) and Nalanda (in India).

  1. Islamic education became ingrained with the establishment of Islamic empires in the Indian subcontinent in the Middle Ages while the coming of the Europeans later brought western education to colonial India,
  2. Several Western-style universities were established during the period of British rule in the 19th century.

A series of measures continuing throughout the early half of the 20th century ultimately laid the foundation of the educational system of the Republic of India, Pakistan and much of the Indian subcontinent,
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Who framed Indian education system?

NEW DELHI: Union home minister Amit Shah said on Friday that the National Education Policy ( NEP ) is rooted in “Bharatiyata (Indianness)”, while assimilating a global perspective, despite being an antidote to Lord Macaulay’s system of education “designed to colonise our minds”.

Lord Macaulay is credited with introducing the English education system to British colonies, India being one of them. “The National Education Policy is an antidote to Macaulay’s system of education designed to colonise our minds. It is in sync with the roots of the nation, and has gained unprecedented acceptance from the entire country,” said Shah, marking two years of NEP 2020.

He added that NEP has clearly stated that a robust public education system is foundation of a thriving democratic nation. “The new National Education Policy enriches knowledge and culture, aligned with aspirations of our society,” said Shah who launched a slew of initiatives related to education and skill development at a function to mark the ocassion, in the presence of Union education and skill development and entrepreneurship minister Dharmendra Pradhan in New Delhi.

The Union home minister further said India’s educational aspiration is not only for earning degrees and certificates but also to achieve global good. “The purpose of education is to develop character, empathy, courage and prepare students to deal with challenges of life. Education can enable India to reach the pinnacle of success.

Society is looking up to us with expectations and hope to make it happen,” Shah said, He once again laid stress on mother tongue, saying it’s important to keep a child’s thinking capability in mother tongue if “we want to make India a hub of research and development”.

  1. The purpose of NEP is to develop citizens who combine national pride with global good with the spirit of Vasudhaiva Kutumbakam.
  2. We need to bring the quality of education on the lines of ancient Nalanda and Taxila Universities where scholars from across the world used to come even though transportation was not so robust at the time,” he said, adding knowledge creation and research are two points that the NEP has focussed on.

The ministry of education had said that the initiatives will cover the entire spectrum of education and skill development verticals, including areas like digital education, innovation, synergising education and skill development, teacher training and assessment.
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Who is father of modern education?

John Amos Comenius, Father of Modern Education | Moravian College.
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What is the full word of school?

School Full Form – Student Come Here Obtain Objective Of Life (SCHOOL) is an institution where pupils are provided with the learning environment in the presence of teachers, Full-Form: Student Come Here Obtain Objective Of Life. Category: Educations Roots: Greek and Latin Other: School is where you get an education and learn lots of information about life.

  1. There is no definite full form of School because it is a complete word in itself.
  2. Apart from educational institutions, there is another meaning of school also.
  3. The ‘ Group of Fishes ‘ also called School.
  4. In humor there is a full form of school: S- Seven C- Crappy H- Hours O- Of O- Our L- Life The word School derives from the Greek and Latin word ‘ Skholé ‘ and ‘ Scol ‘ respectively which means leisure (free time) or lecture (discussion).

Definition- School is an institution where pupils are provided with the learning environment in the presence of teachers.
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Who are parents in education?

How Parents are Supporting their Children’s Learning during the COVID-19 Pandemic in Nigeria This article was written by Oby Bridget Azubuike and Bisayo Aina from The Education Partnership Centre, Lagos. For more information on the survey and full report please visit “I Can’t Support My Child’s Learning Because I Am Not A Teacher.” Following the outbreak of the Coronavirus (COVID-19) pandemic across the world, many nations experienced a shutdown of their economies which affected different sectors and industries on a global pedestal.

  • The Nigerian education sector was not exempted from this.
  • Schools were closed and remote teaching and learning began for many children.
  • Virtual learning interventions and solutions were rolled out, pioneered by both private and public stakeholders in the education sector to support the continuation of learning and prevent a learning slide.

Parents were faced with the new challenge of being both parents and teachers at the same time. Between April and May 2020,, through an online survey, set out to understand how parents and students were adapting to this new reality of remote schooling.

  1. The main aim of the survey was to identify and map education interventions that were being implemented in Nigeria during the COVID-19 pandemic and how the recipients of these interventions were fairing.
  2. Parents were considered an integral part of this survey due to their direct contact with learners.

Their role as guardians and providers for learners under their care, positions them to share insights on the adaptation of learning. Our survey captured responses from 626 parents across 30 states in Nigeria. The average age of the parents in our sample is 40 years.83% of the parents in our sample have attained post-secondary education.

We use the data from this online survey to shed light on how parents are supporting their children’s learning during the COVID-19 pandemic in Nigeria. The Role of Parents in Education Parents have been known to be a child’s first teacher from the moment a child is born and as they mature into adults, the traditional role of parents involve teaching, guiding, and raising children to become strong standing members of their communities.

As children begin formal schooling, most parents allow the school to take on a major part of their formal education. Where formal education is concerned, parents are more of providers. Ensuring that children have the needed provision and support to access education and learning, except in cases where parents have taken the full responsibility of home-schooling their children (Benjamin, 1993; Ceka & Murati, 2016; Emerson et al., 2012).

the parental role construction which is shaped by the beliefs, perception and experiences of the parent; the invitation of parents by the teachers and schools to be active participants in the education of their children; the socioeconomic status of the parent which influences the skill, knowledge, energy and time availability of the parent; and the self-efficacy and confidence derived by the parent from being an active participant.

Research has shown that parental involvement in their child’s education improves their educational achievements from early childhood; it causes them to stay longer in school and encourages an overall positive development in the child (Mapp and Handerson, 2002).

  1. Parents Supporting Children’s Learning during the COVID-19 Pandemic in Nigeria Due to the COVID-19 pandemic, and the subsequent closure of schools, it became apparent that parents had to assume the full-time role of educating their children and support their learning virtually.
  2. In our online survey, we asked whether parents were helping their children learn during the pandemic and only 83% of the parents in our survey affirmed that they were actively helping their children learn during the pandemic.

When we asked parents not supporting their children why that was the case, the majority reported that they did not know how to because they were not teachers. Other reasons cited were that parents were too busy at the time or could not afford the cost of supporting their child’s learning.

We went further to analyse the data by educational background of parents. We found that parents who said they did not know how to support their children’s learning remotely were more likely to be parents who had attained secondary education or lower. The parents who reported being too busy to support their children’s remote learning during the pandemic were more likely to be parents with post-secondary education.

The differences between these two groups were also statistically significant. These findings provide evidence not just that some children may have been missing out on learning during the pandemic but that the reason for their exclusion from learning varies along the lines of their parents’ education.

For parents whose children have been actively learning, we asked how they were supporting their children’s learning during the pandemic and 67% reported that they both encourage them to read books and participate in online classes.46% reported that they read with them, and 19% of the respondents got someone else to teach their children.

Figure 1: The Different Ways Parents are Supporting their Children’s Learning Majority of the parents in our survey are supporting their children’s learning through various means, as reported in Figure 1 above. However, this has not been without its own challenges and drawbacks.

  1. Parents with younger children are more likely to be involved in teaching them, while older children are more likely to pursue independent learning.
  2. Overall, parents reported that their children were adopting virtual learning platforms that ranged from low-tech platforms, such as radio and television, to high-tech platforms such as online classes and virtual conferencing.
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Figure 2: Remote Learning Solutions Explored by Nigerian Children during the Pandemic Parents reported that they explored different learning solutions for their children, both traditional and modern methods as well as tools. We asked parents to rate the effectiveness of the learning platforms their children were adopting during the pandemic, their ratings ranged from “very poor” to “very good”.

Parents reported that the virtual learning platforms were challenging because of the high cost of internet data and for parents who reported that their children were using radio and television learning programmes, the major challenge was with electricity supply and the lack of feedback and personalisation of the learning content.

Parents that gave positive ratings to the learning platforms cited the development of digital skills and continuing academic engagement for their children. Our findings reveal that one of the main challenges faced by parents in teaching their children remotely is the lack of financial resources to adequately provide remote learning tools.

There’s no money to keep buying airtime; and for the television programmes, there is no power supply. This is an indication that socio-economic status is a major factor affecting how children are learning remotely during the pandemic. Another parent reported the reason for rating the effectiveness of virtual learning as poor was because: The system is alien to them, and they are easily distracted at home. Network, power and non-availability of laptops for the classes

Where parents are able to provide the tools and the enabling environment for their children to learn, then learning can happen seamlessly, but this is not the case for all parents. We asked parents what their children needed to aid remote learning, 55% said their children needed laptops, 47% reported internet access, 32% and 28% cited internet-enabled devices; phones and tablets respectively.

Figure 3: Requirements for Remote Learning (Parents) Only 18% of the parents said their children had all they needed to continue learning remotely. The parents who said their children needed nothing to learn remotely, were also more likely to give their current remote learning platform a “good” or “very good” rating on the effectiveness of the remote learning platform their children were utilising.

One parent with a master’s degree and with children attending private schools reported that her children’s school taught them remotely through Google Classrooms and Edmodo. The older kids are very engaged and relished the opportunity to connect with their teachers and classmates.

The assignments were easily accessed and completed and were graded immediately. They watched videos and answered questions. The only downsides were the amount of data used and the sometimes dodgy connection quality. Other parents within the survey who gave positive ratings on the effectiveness of the remote learning platforms cited their children’s prior exposure to such platforms ensured a smooth transition for them during the pandemic, which implies that the tools for remote learning were previously accessible to their children.

In Summary The implications of our findings point to unequal access to education for children. The inequality of access to education, although not a new phenomenon, is likely to be further exacerbated as schools remain closed. Our findings have pointed to challenges parents are facing in their ability to assume responsibility as teachers for their children.

  • Their knowledge, educational background and socioeconomic status all play a role in whether their children learn remotely and to what extent they can adapt to virtual learning.
  • Unequal access to remote learning opportunities will result in inequality of educational outcomes of children.
  • Where children with wealthier parents may have more advantages than their counterparts in poorer households with less educated parents or parents who are too busy.

We asked parents what the government could do to support them during the pandemic, and their requests broadly covered palliative measures to help them support their children’s learning as schools remain closed. Specific requests for financial support, stable electricity supply and internet access were highlighted.

  1. Requests for pedagogical support for children and other interventions to ensure children continue to learn remotely were also highlighted.
  2. There is a need for education stakeholders to ensure learning for all children in Nigeria and that no child is left behind, targeted support may be required for different groups of children, from financial to infrastructural to alternative remote learning options.

More research is needed to assess how much learning has taken place during the period of the pandemic and where there are gaps, remedial programmes will need to be implemented. These measures are important to ensure that the disadvantages faced by children unable to learn effectively during the COVID-19 pandemic are not carried on to the rest of their education and life outcomes.

  1. References Benjamin, L. (1993).
  2. Parents’ Literacy and Their Children’s Success in School: Recent Research, Promising Practices, and Research Implications.
  3. Education Research Report.
  4. Ceka, A., & Murati, R. (2016).
  5. The Role of Parents in the Education of Children.
  6. Journal of Education and Practice, 7 (5), 61-64.

Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family–School and Community Partnerships Bureau: Canberra,

Henderson, A.T., & Mapp, K.L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002. Hoover-Dempsey, K.V., Walker, J.M., Sandler, H.M., Whetsel, D., Green, C.L., Wilkins, A.S., & Closson, K. (2005). Why do parents become involved? Research findings and implications.

The elementary school journal, 106 (2), 105-130. For more information on the survey and full report please visit : How Parents are Supporting their Children’s Learning during the COVID-19 Pandemic in Nigeria
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