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Ludus – Rome as a republic or an empire never formally instituted a state-sponsored form of elementary education. In no stage of its history did Rome ever legally require its people to be educated on any level. It was typical for Roman children of wealthy families to receive their early education from private tutors.

1. However, it was common for children of more humble means to be instructed in a primary school, traditionally known as a ludus litterarius,
2.  47  An instructor in such a school was often known as a litterator or litteratus, which was seen as a more respectable title.
3. There was nothing stopping a litterator from setting up his own school, aside from his meager wages.

There were never any established locations for a ludus litterarius, They could be found in a variety of places, anywhere from a private residence to a gymnasium, or even in the street. Typically, elementary education in the Roman world focused on the requirements of everyday life, reading and writing.

• The students would progress up from reading and writing letters, to syllables, to word lists, eventually memorizing and dictating texts.
• The majority of the texts used in early Roman education were literature, predominantly poetry.
• Greek poets, such as Homer and Hesiod, were frequently used as classroom examples due to the lack of Roman literature.

Roman students were expected to work on their own. There was little sense of a class as a cohesive unit, exemplified by students coming and going at different times throughout the day. Young Roman students faced no formal examinations or tests. Their performance was measured through exercises that were either corrected or applauded based on performance.
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What was the policy of education in the Roman Empire class11?

What was the policy of education in the Roman empire? Text Solution Solution : Education in the Roman empire contributed to the social mobility that characterised the earlier period of Imperial history known as the Principate. Education was available only for those who could pay for it, since there was no state supported system of schools with public funding.

A higher rate of literacy is indicated among military personnel than among the general population. Educated women were not unusual, and there was an expectation that upper-class girls would at least attend primary school, probably in the same classes as boys. Only an elite few, regardless of gender, went on to receive secondary education.

Modest number of slaves were educated and they played a key role in promoting education and the culture of literacy. Teachers, scribes, and secretaries were likely to be slaves. The education of slaves was not discouraged, and slave-children might attend classes with the children of their masters.

• Book stores were already well-established in Rome by the beginning of the Imperial period, and are found also in urban centers of the provinces.
• Books were expensive, but by the later period, popular genres of literature indicated reading for pleasure among non-elites.
• Emperor sponsored libraries that were to some extent public, and a wealthy individual might donate a library for a community, or accumulate impressive private collections to which in-house scholars might be attached.

Literacy is thought to have declined in late antiquity during the transition away from the classical institutions and practices that supported it. : What was the policy of education in the Roman empire?
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What was the main goal of Roman education?

Education In the early days, when Rome was a kingdom, kids did not go to school. Education took place in the home and was done by the family. If a family had someone who knew how to read and write, the boys were taught how. They were also taught how to be warriors.

1. Finally, they were taught how to manage the farm or business and how to behave in society.
2. All this teaching was done by other males in the household.
3. Girls were taught by the females in the household.
4. They were taught how to run a household and how to be a good wife.
5. If they could afford it the family might hire a tutor to teach math and oration, but mostly the teaching was by the family.

This changed during the republic. The Romans saw how the Greeks taught their children using paid teachers to educate groups of students. The Romans figured that this was a pretty good system so they adopted it. However, school was not free. You had to pay the teacher, so poor children still did not go to school.

• Teachers taught more than just reading and writing.
• They also taught math and Greek literature.
• But the main subject was Oration or public speaking.
• School started before sunrise with students working using candles or oil lamps.
• They took a break for lunch and siesta, then worked again until late afternoon.

The goal of education in ancient Rome was to be an effective speaker. At age 12 or 13, the boys of the upper classes attended “grammar” school, where they studied Latin, Greek, grammar, and literature. At age 16, some boys went on to study public speaking at the rhetoric school, to prepare for a life as an orator.

School : Children, educated outside of the home, were sent to the house of a tutor, who would group-tutor. Tutors: Wealthy parents might hire a private tutor. Intelligent and gifted slaves also taught children, educated in the home. Parents: Children, in poorer homes, did not have slaves to teach them; their parents taught them, as they did in early Roman days.

You may have heard that the ancient Romans could not read or write. Actually, the ancient Romans wrote quite a bit. Much of their pottery was signed. Very often, the bricks used to make buildings were stamped with their maker’s name. Lead pipes leading to these buildings, by law, were stamped.

Scholars have found 200,000 Latin inscriptions and, incredibly, several thousands are still being found every year! From a stash of letters preserved by being waterlogged from being dumped in a well in Scotland, it would appear that some men in the regular Roman army could read and write. Scholarly estimates are at around 30% of all adult men in ancient Rome had the ability to read and write.

That’s a lot, considering school was not free. Reading, writing and arithmetic were important, but they were not as important as learning to become an effective speaker. The main goal of education was the same for everyone. The goal of education in ancient Rome was to become an effective speaker.
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Did the Roman Empire value education?

Education was seen as very important within Ancient Rome. Rich people especially put a lot of faith into education and schooling. The poor did not have the opportunity to receive a formal education though they often still learnt to read and write.
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What was an important part of Roman education?

Page Contents –

Primary Schools Grammar Schools Rhetoric Schools Bibliography

Wealthy families could afford the best tutors for their children allowing them to continue their learning even into their early twenties – with lengthy study abroad periods in Greece. The less fortunate in Roman society would depend on parents educating their children or a simple education in primary schools where students would learn to read, write and do basic arithmetic.

Did the Romans devise their own original educational system? No. Of course not, they stole it from their Greek neighbours in classic Roman fashion After the conquest of the Greek peninsula in the 2nd century BCE, the Romans imported teaching methodology as well as a load of Greek slaves to teach However, unlike Greece, Rome never created a formal schooling infrastructure.

It failed to provide the necessary resources (i.e. teacher training, building schoolhouses), instead the industry of education was dependent on the enterprise of budding individuals to establish schools and teach the Roman masses. Moral education was the central element of Roman schooling.

Both parents and the state were concerned more with the character of the child as they were with their intellectual prowess and knowledge of culture. So what morals were expected to be instilled into the Roman child? Cato outlines the importance of frugality and that a lazy man is one that will learn to do ill.

Pliny outlines the importance of children learning “good conduct first, then eloquence, for eloquence without good conduct is ill-acquired”. What was on the Roman curriculum? A massive amount of time was focused on both the Latin and Greek languages, grammar and public speaking.

1. Subjects such as arithmetic, geometry, astronomy and liberal arts also featured.
2. Memorising and reciting filled a lot of a student’s time and this method was used at every level of education.
3. Students would be grouped based on ability rather than age.
4. Often it would be ability that would dictate when a child would progress to the next stage of their education.

While there didn’t seem to be any formal testing competitions would create rivalries and motivate children in their studies. To be a student in ancient Rome was no easy existence – children would arrive at the schoolhouse before the crack of dawn and any misbehaviour or even mistakes in their work would be met with abuse, threats, and violence.

Roman schools would teach both Latin and Greek. Quintilian (a Roman teacher of the 1st century CE) wrote that fluency of Greek and knowledge of Greek writers was vital to fully appreciate the Latin writers. This allowed students could appreciate the works of Homer and Virgil alike. Studying multiple languages also stretched the Roman child’s brain and allowed for comparison between the Greek and Roman poets.

To be skilled in both languages was an accolade desired by all educated Roman men. Like much else in the Roman Empire, this focus had a lasting impact on education throughout millennia – with grammar and rhetoric seeping into medieval and even Elizabethan curriculums.
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What was the first education policy?

1968 – Based on the report and recommendations of the Kothari Commission (1964–1966), the government headed by Prime Minister Indira Gandhi announced the first National Policy on Education in 1968, which called for a “radical restructuring” and proposed equal educational opportunities in order to achieve national integration and greater cultural and economic development.

• The policy called for fulfilling compulsory education for all children up to the age of 14, as stipulated by the and specialized training and qualification of teachers.
• The policy called for a focus on the learning of regional languages, outlining the “” to be implemented in secondary education – the instruction of the, the official language of the state where the school was based, and,

Language education was seen as essential to reduce the gulf between the and the masses. Although the decision to adopt Hindi as the national language had proven controversial, the policy called for the use and learning of Hindi to be encouraged uniformly to promote a common language for all Indians.
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What are the three education policies?

Kothari) (1964-66), National Policy on Education (1968), Draft National Policy on Education (1979) National Policy on Education (1986) and National Policy on Education (1992), Concluding remarks. Objectives This module tries to understand the history of education policy in India.
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When did Roman education start?

▼ Primary Sources ▼ Most Roman children received their education from their parents. The boys would be taught to throw spears, use a sword, box, swim and, if the family possessed one, to ride a horse. A great deal of emphasis was placed on physical training because of a boy’s future role as defender of the Roman Empire,

1. If the father could read and write, the son would also be taught these skills.
2. Reading and writing were often taught by using books on the history of Rome,
3. Learning dates in history was difficult.
4. Events were not recorded by numbered years but by the two consuls who were ruling at the time.
5. As Rome changed consuls every year, this created serious problems for Roman schoolchildren.

Girls were trained by their mothers to cook, make clothes and to do other jobs that the Romans believed would make a girl into a “good wife”. In the second century BC schools began to emerge in Rome. They were very small and were usually only one room.

• As well as reading and writing, children were taught elementary arithmetic.
• The Roman numeral system made arithmetic difficult and most sums were done by moving beads on a counting frame called an abacus.
• The Romans were strong believers in corporal punishment.
• One popular saying was: “A man who has not been flogged is not trained.” The main form of punishment was being hit with a leather whip.

Terence disagreed with this approach and argued: “The man who keeps to the path of duty through fear of punishment will be honest just as long as he thinks he’ll be found out. If he think’s he can get away with something undetected, then he’ll be back to his tricks.

But the man who is attached to you by affection is anxious to treat you as you treat him, whether you’re there or not. A man who can’t do this should admit that he cannot control children.” Many rich Romans preferred to employ private tutors to educate their children at home. It was usually cheaper to buy an educated Greek slave to teach children than to send them to school.

As most of the books used were in Greek, Roman children were brought up to be bilingual. Quintilian, an important Roman educationalist in the 1st century AD, believed that schools were better than private tutors. He argued that schools encouraged competition between children and in doing so improved standards.

Wealthy Romans gradually became convinced by these arguments and schools became more popular. Quintilian also argued that children would do better at school if both the child’s parents had also been educated. This encouraged some fathers to spend money on their daughter’s education, but from the evidence that we have this was still fairly rare.

At the age of fourteen children of the rich went to a school where they were taught the skills of oratory (public speaking). This was to enable them to become successful politicians and lawyers when they became older. The patricians worried about the power of teachers to shape the minds of young people and in 92 BC the Senate expelled all teachers from Rome for encouraging their pupils to be “too clever”.
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Was education important in ancient Rome?

Citation: C N Trueman “Roman Education” historylearningsite.co.uk, The History Learning Site, 16 Mar 2015,12 Dec 2022, Education was very important to the Ancient Romans. The rich people in Ancient Rome put a great deal of faith in education. While the poor in Ancient Rome did not receive a formal education, many still learned to read and write.

1. Children from rich families, however, were well schooled and were taught by a private tutor at home or went to what we would recognise as schools.
2. In general, schools as we would recognise them, were for boys only.
3. Also, Roman schools were rarely an individual building but an extension of a shop – separated from the crowd by a mere curtain! Learning in Roman schools was based on fear.

Boys were beaten for the slightest offence as a belief existed that a boy would learn correctly and accurately if he feared being caned if he got something wrong. For boys who continued to get things wrong, some schools had a policy of having pupils held down by two slaves while his tutor beat him with a leather whip.

1. There was not a great deal of subject choice in a Roman school.
2. Therefore a boredom threshold must have been quickly reached by children.
3. This must have been made worse, by the fact that the school day was longer than children now are used to.
4. It seems likely that during the school day, a child would rise at sunrise (not wanting to be late as this would lead to a caning), work all day with a short break at lunch, and then home to be in bed by sunset for the next day.

Lessons were simply learned by heart. Children did not need to know why something was right – only to know that it was right and that they would escape a beating. Lessons were also simply dictated as there were no books as they were simply too expensive.

There were two types of schools in Ancient Rome. The first type of school was for younger children aged up to 11 or 12 where they learned to read and write and to do basic mathematics. At these schools, children worked on an abacus to learn basic mathematics. For writing, they used a stylus and a wax tablet.

Older children would go to more advanced schools where they did specific studies on topics such as public speaking. They would also study the writings of the great intellects of Ancient Rome such as Cicero. Girls rarely went to these schools as they were allowed to get married at the age of 12 whereas boys had to wait until they were 14 to get married.

Children worked a seven-day week – there was no break for the weekend! However, this was not as dire as it appears. There were many school holidays – religious holidays (and there were many of them) meant that children did not have to go to school. Market days also resulted in school closures and children also had a summer holiday! In general, girls did not go to school.

Girls from rich families did receive an education, but this was done at home. Here they were taught how to run a good household and how to be a good wife in general – in preparation for the time they got married. Part of their education would have been music, sewing and the competent running of a kitchen.

1. For boys, practice made perfect.
2. They were not allowed to write on what we would consider to be paper as it was very expensive.
3. Boys first practised on a wax tablet.
4. Only when they had shown that they could write well, were they allowed to write on paper – which was made on the Ancient Egyptian method of papyrus reeds.

Their ‘pens’ were quills and their ink was a mixture of gum, soot and, sometimes, the ink from an octopus.
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What were the three phases of Roman education?

Education in the early years of ancient Rome were rather informal. It was usually the responsibility of the fathers to teach their children all that they needed to know. From the comfort of their homes, children were taught the basics: reading, writing, and arithmetic.

• The goal was for children to be able to understand simple business transactions, as well as have the ability to count, weigh and measure (Shelton, p.100).
• When children got older, they would also get the opportunity to shadow other family members through various apprenticeships.
• Later on, as Rome began to develop and emerge as a world power, the citizens (in particular the wealthy) began to seek more formal forms of education, in order to ensure that their children were the show more content Despite its substantial influence on the rest of the world, the ancient Roman education system was by no means perfect.

Some common critiques of this education system is that it was limited, ineffective, and unfair. This paper will explore these three critiques of the ancient Roman education system. It will argue for or against each critique, citing descriptions of ancient Roman schools and teachers.

Before going into the analysis, it is important to have a basic understanding of the Roman education system. There were three stages of schooling in ancient Rome, The first was the litterator stage. This stage began when a child was six or seven years old, and consisted of basic reading, writing, and arithmetic.

The next stage was the grammaticus stage. This stage began around the age of ten years old, and was about four to five years in length. At this point, children were completely bilingual (in Latin and Greek) and began reading and memorizing more intermediate literature.

The final stage of the Roman education system was the rhetor stage, which began at the age of fourteen or fifteen. This stage was primarily reserved for the wealthy, and consisted of training in rhetoric, which included many other subjects. Roman education rounded up with a form of study abroad or show more content This is similar to the previous critique that Roman education was limited.

Some argue that because Roman education was limited and did not provide students with the opportunity to learn as much as possible, their system was therefore ineffective as well, as students would not be able to reach their full potential. However, as we have seen before, students did in fact learn a great deal throughout their educational years.

The Romans valued students learning as much as possible, as they believed that everything in life is connected and therefore plays a role in all areas of life. Cicero touches on this idea in his work, About the Orator 1.16-20 when he says, “The study of oratory is more demanding, and involves a combination of more disciplines and sciences than men realize; The student of oratory must acquire knowledge of a great many things, without which knowledge fluency of speech is empty and ridiculous” (Shelton, p.119).

This system proved to be effective for the Romans, as their goal for education was to produce students who would go out into the world and be leaders in their respective professions. It is clear that students left the Roman education system with a wide array of knowledge across all kinds of fields.
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What is basic education policy?

Facilitating access to quality basic education for rural children – India is a signatory to UNDP’s Sustainable Development Goals. The 4th goal states: ENSURE INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND PROMOTE LIFELONG LEARNING OPPORTUNITIES FOR ALL – by the year 2030.

Our government has done a lot to ensure that this goal will be met. The 86th amendment to the Constitution of India made free and compulsory education a Fundamental Right for children in the 6 to 14 age group. This was followed by the Central Government Scheme, “SarvaSikshaAbhiyan” (Universalization of Elementary Education).

Enrolment rates started going up. In 2009, the Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), enacted as an Act of the Parliament further strengthens the resolve. In spite of the Government’s resolve and action; extreme poverty, armed conflict, lack of amenities etc.

• Keep many children out of school.
• In fact, kids from the poorest households are four times more likely to be out of school than those of their richer counterparts.
• One of the main problems is the attitude of parents in poor, rural communities towards education.
• They feel that 8 years of primary education is not going to make any difference when it comes to the future of their children.

The chances of pursuing education beyond grade 8 are very low for most of these children.8 years of schooling is not going to provide them stable livelihood. So they conclude that sending their children to school is just a waste of time and energy and of no consequence.

1. Development Focus started a Basic Education programme in the year 2006 with support from Edukans Foundation, Holland.
2. The programme was implemented in 15 very poor districts of Odisha, Chhattisgarh and Jharkhand where the percentage of Schedule Caste and Tribal communities are high.
3. DF was partnering with 40 implementing organisations that were organised into 5 Clusters.

School enrolment rates in these remote villages were extremely poor and drop-out rates very high when the project started. There were some villages were the enrolment rate was less than 60% and 45% of these children would drop-out by the time they came to grade 5.

The main components of this programme were: To sensitize communities on the benefits of education, empower the communities to demand better facilities in government schools, demand that teachers were appointed and the quality of teaching/learning improves and quality mid-day meals provided. To make education more “Relevant” a unique “Earn While You Learn (EWYL)” intervention was introduced.

This brought about a big change in the community’s attitude towards education. EWYL is a co-curricular activity that is carried out along with formal education. Children learn and practice child friendly livelihood activities like chicken/duck rearing, vegetable gardening, producing chalk, producing organic fertilizers, vermicomposting etc.

After class hours in the school premises. Parents began to realize that schools can also teach their children skills that are relevant to them and leading to livelihood at a later stage. This proved to be a Game Changer in the attitude of poor communities towards sending their children to school and educating them.

Children’s Clubs were formed in schools and strengthened. Children learnt about their rights and developed Leadership skills in these clubs. The overall interaction between the community and the school greatly improved through School Management Committees that were strengthened.

• Communities understood the importance of education, their entitlements and started demanding their rights from the officials.
• This programme reached out to nearly 120,000 children in the 6 to 14 age group in 873 villages.
• The project was implemented between the years 2006 to 2014.
• School enrolment rates went up to 100% and drop-out rates up to grade 8, less than 10%.

Even though the project cycle is over, the interest and involvement in education continues because of community involvement. In addition to these community level interventions, State Level Forums were established in the state Capitals of Odisha, Chhattisgarh, and Jharkhand.

1. These Primary Education Forums were made up of Implementing Partners in the state, other like-minded NGOs, and Civil Society Players.
2. The main aim was to take up Policy Issues with the government and ensure that implementation of existing policies benefitted the communities.
3. Some of the Outcomes of the Forum are: Sufficient teachers are deployed in village schools, Textbooks are printed on time and made available to children at the beginning of the academic year and the school infrastructure is maintained well.

There is still a great need for Basic Education projects like this in many remote villages of India. Development Focus will continue to make efforts to ensure that every child in the 6 to 14 age group from marginalized communities receives Basic education that is Accessible, Relevant and of Good quality.
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Who invented the education policy?

The New Education Policy The first education policy was introduced in 1968 under the president-ship of Indira Gandhi whereas the 2nd policy was introduced under the president-ship of Rajiv Gandhi in 1986. In 1992 this policy was modified by our former prime minister of India P.V Narasimha Rao and now after 34 years the new education policy was introduced, however, it has been not implemented yet.
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Who is the father of education policy?

Lord Macaulay was the father and founder of the present education system, as is referred to in the fourth line of the first paragraph.
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What is education policy and why is it important?

Setting Goals and Establishing Productivity – In order for an institution to encourage higher learning, policies must be in place that establish goals as set forth by the school board. These policies establish standards and help hold schools and educators accountable to the public.

1. This is important for relating education to the community and making it responsible to the larger world.
2. Accountability through the use of goal-oriented policies ensures that students are receiving a valuable education.
3. Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability.

Without these, schools would lack the structure and function necessary to provide the educational needs of students. Ultimately, policies are necessary to the success and safety of a school. Source: “The First Days of School: How to Be an Effective Teacher”; Harry K.
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Which policy is best for education?

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What are the main points of the Education Act 2011?

Summary and Background – 3. The Education Act is founded on the principles and proposals in the Department for Education November 2010 White Paper, The Importance of Teaching (CM-7980). The Act includes measures to increase the authority of teachers to discipline pupils and ensure good behaviour, with a general power to search pupils for items banned under the school’s rules, the ability to issue same-day detentions and pre-charge anonymity when faced with an allegation by a pupil of a criminal offence.4.

The Act removes duties on schools and local authorities to give them greater freedom to decide how to fulfil their functions. The Academies programme will be extended, with Academies for 16 to 19 year olds and alternative provision Academies.5. The Act will change school accountability, with more focused Ofsted inspections and wider powers to intervene in under-performing schools.

Ofqual, the independent qualifications regulator, will be required to secure that the standards of English qualifications are comparable with qualifications awarded outside the UK. The Act will abolish five arm’s length bodies, with many of their functions ending and those which are to continue being discharged by the Secretary of State, who will be directly accountable to Parliament for them.6.

The Act also makes provision to give effect to proposals to increase college freedoms, giving them greater control over their own governance and dissolution arrangements, and make changes to the skills entitlements that were set out in the strategy documents, Skills for Sustainable Growth (UNR: 10/1274) and Further Education – New Horizon (UNR: 10/1272) published by the Department for Business, Innovation and Skills in November 2010.7.

The Act will enable the Government to introduce an entitlement to free early years provision for disadvantaged two year olds and take forward two elements of the Government’s response to the Browne Review on higher education funding: enabling a real rate of interest to be charged on higher education student loans and allowing fees for part-time undergraduate courses to be capped.8.

1. The Act will make changes to the enforcement powers of Ofqual and of Welsh Ministers as the regulator of qualifications in Wales.9.
2. The Act will also make provision regarding direct payments for people with special educational needs or subject to learning difficulty assessment.10.
3. Further relevant background to the Act is contained in the “Overview of the Structure of the Act” section which details the contents of each Part of the Act.

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What are the main points of education policy?

Salient Features of NEP, 2020 – Posted On: 01 AUG 2022 6:04PM by PIB Delhi National Education Policy 2020 has been announced on 29.07.2020. The National Education Policy 2020 proposes various reforms in school education as well as higher education including technical education.

Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade 12; Ensuring quality early childhood care and education for all children between 3-6 years; New Curricular and Pedagogical Structure (5+3+3+4); No hard separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams; Establishing National Mission on Foundational Literacy and Numeracy; Emphasis on promoting multilingualism and Indian languages; The medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language/mother tongue/local language/regional language. Assessment reforms – Board Exams on up to two occasions during any given school year, one main examination and one for improvement, if desired; Setting up of a new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development); Equitable and inclusive education – Special emphasis given on Socially and Economically Disadvantaged Groups (SEDGs); A separate Gender Inclusion fund and Special Education Zones for disadvantaged regions and groups; Robust and transparent processes for recruitment of teachers and merit based performance; Ensuring availability of all resources through school complexes and clusters;

(xiii) Setting up of State School Standards Authority (SSSA); (xiv) Exposure of vocational education in school and higher education system;

Increasing GER in higher education to 50%;

(xvi) Holistic and Multidisciplinary Education with multiple entry/exit options;

NTA to offer Common Entrance Exam for Admission to HEIs; Establishment of Academic Bank of Credit;

(xix) Setting up of Multidisciplinary Education and Research Universities (MERUs);

Setting up of National Research Foundation (NRF);

(xxi) ‘Light but Tight’ regulation;

Single overarching umbrella body for promotion of higher education sector including teacher education and excluding medical and legal education- the Higher Education Commission of India (HECI)-with independent bodies for standard setting- the General Education Council; funding-Higher Education Grants Council (HEGC); accreditation- National Accreditation Council (NAC); and regulation- National Higher Education Regulatory Council (NHERC); Expansion of open and distance learning to increase Gross Enrolment Ratio (GER). Internationalization of Education Professional Education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, or institutions in these or other fields, will aim to become multi-disciplinary institutions. Teacher Education – 4-year integrated stage-specific, subject- specific Bachelor of Education Establishing a National Mission for Mentoring. Creation of an autonomous body, the National Educational Technology Forum (NETF) to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration. Appropriate integration of technology into all levels of education. Achieving 100% youth and adult literacy. Multiple mechanisms with checks and balances will combat and stop the commercialization of higher education. All education institutions will be held to similar standards of audit and disclosure as a ‘not for profit’ entity. The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP at the earliest. Strengthening of the Central Advisory Board of Education to ensure coordination to bring overall focus on quality education.

NEP, 2020 aim to increase the GER to 100% in preschool to secondary level by 2030 whereas GER in Higher Education including vocational education from 26.3% (2018) to 50% by 2035. The Central Sector Scheme Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) was launched in 2014 to address comprehensively all issues related to Teacher Training/ Capacity Building and Professional Development of Teachers.

Under the components, the total 95 Centres were established throughout the country through which faculties/Teachers have been trained. Currently, The Standing Finance Committee has appraised the Scheme and recommended for continuation till 2025-2026 with the total outlay of Rs.493.68 crore. Under the PMMMNMTT Scheme Centres are established on the basis of the proposals received from education institutions, their screening by Screening Committee and approval by Project Approval Board.

The information was given by the Minister of State for Education, Dr. Subhas Sarkar in a written reply in the Lok Sabha today. ***** MJPS/AK (Release ID: 1847066) Visitor Counter : 58594 Read this release in: Urdu
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What did the education Act in 2011?

Education Bill receives Royal Assent The coalition government’s Education Bill has today been granted Royal Assent. This completes the legislative framework for the government’s key education reforms, and paves the way for important changes in schools in England.

a power for schools to search pupils without consent for any dangerous or banned items the removal of restrictions that prevent schools from issuing detentions to pupils without providing 24 hours’ written notice new pre-charge reporting restrictions on allegations of criminal offences made by pupils against teachers at their school a power to create an entitlement to free early years provision for disadvantaged two-year-olds reforms to the procedure for the establishment of new schools, to give preference to Academies and Free Schools a re-focusing of Ofsted routine school inspections on four key areas that matter most to parents a power to exempt schools from routine Ofsted inspections new powers to tackle underperforming schools, including extended powers for the Secretary of State to close them the abolition of five existing arms-length bodies, with some of their functions transferring to more efficient new executive agencies, which are directly accountable to the Secretary of State.

Schools Minister Nick Gibb said: This new legislation hands to teachers all the powers they need to ensure that every classroom is a safe and ordered place where children are free to learn. It focuses school inspection on educational standards and strengthens school accountability to drive continued improvement in academic standards.

We are determined to deliver for parents the type of schools they want for their children and this new Education Act is an important part of this programme. The Department for Education has received Royal Assent for two significant Bills since the Coalition Government came to power. Both provide powers to transform the education system and raise standards in schools.

The first – the Academies Act 2010 – gave all schools the chance to enjoy Academy freedoms. This year, Academies reported GCSE improvement rates double that of the national average. More than 1,500 schools have also applied to become Academies – meaning that 40 per cent of secondary schools are, or are seeking to become, Academies.

The Academies Act 2010 laid the legal foundations that are allowing important structural changes to take place in the education system, by giving teachers, heads and other local people the powers and autonomy they need to raise standards.The Education Act 2011 will build on the significant structural changes made possible by the Academies Act – allowing the reforms made to the schools system to go even further.Most provisions in the Act will take force within the next two months; those relating to abolition of most arms-length bodies will take effect around the end of the financial year; and the remainder of the Act commencing at the start of the next school year.

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What is the concept of educational policy?

Changing Paradigms and Related Educational Policies – Educational policies are based on paradigms of ‘quality’ education, with quality defined in terms of economic indicators such as efficiency, effectiveness, economy and accountability, and educational outcomes.

• The development of educational policy is influenced not only by our understanding of the psychology of learning but also by advances in the psychometric instruments that measure student learning.
• For example, the No Child Left Behind Act of 2001 in the United States relies on research on psychometrics to define standards and to measure student academic achievement.

Educational systems around the world are more responsive than ever to international tests of academic achievement, including the Program for International Student Assessment, coordinated by the Organization for Economic Co-operation and Development, and the Progress in International Reading Literacy Study and Trends in International Mathematics and Science Study, both coordinated by the International Association for the Evaluation of Educational Achievement.

Again, the results of these tests impact the development of educational systems and policy on student achievement, and are dependent on advances in psychometrics. In response to these changing paradigms, many educational systems are implementing educational reforms. In Hong Kong, for example, these reforms include a reorganization of the secondary and tertiary school structure, the reintroduction of Liberal Studies into the curriculum, the adoption of an outcomes-based curriculum, and the selective implementation of English as the medium of instruction.

In broad terms, the purpose of these reforms is to enable all students to ‘develop their potentials (sic) and lead a rich life in the new century’ and places no numerical limit on the number of students capable of achieving exceptional levels of performance.

1. With a greater focus on accountability in education, teachers have become increasingly aware of the importance of research about assessment theory.
2. With a foundation in statistics, educational assessment takes into account the validity and reliability of assessment results and the need for measurement objectivity.

Accordingly, many teacher education courses include training in assessment theory and practice, and advances in item response theories such as Rasch modeling. Modern learning theories have recognized that learning outcomes are affected by the interactions between students and their immediate and wider environments.

• Based on Bronfenbrenner’s bioecological systems theory of human development, the immediate environment includes peers, parents, and teachers.
• Attempts to model the interactions between students and their environment include systems models of learning such as Ziegler’s (2005) actiotope model of giftedness (AMG).

Although focusing on the development of exceptionality, the AMG can be used to understand the impact of the environment on academic achievement more broadly as well as to identify the basis of underachievement. In particular, the AMG integrates research across a number of paradigms, including motivation; aspects of ‘self’ such as self-concept, self-esteem, and self-efficacy; and the educational and cultural environment.

Hattie’s (2009) meta-analysis of the effects of influence on student learning concluded that the most important predictors of student learning originated from the teacher, including feedback related to attributions of success, instructional quality and type, and classroom environment. In terms of learners, the most important predictor of student learning apart from past success was their learning disposition.

At the same time, parental expectations of academic achievement were the most important predictor of learning originating from the home. However, the discrepancy between research and classroom practice is often significant, and teacher education programs need to strengthen the relationship between research and practice.
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