Jeemon Abraham PRACTICUM-2

EDUSAT LEARNING CENTRES IN SCHOOLS

EduSat is Committed to helping schools across the nation by providing adult learning Courses, Fine arts , programs for educational use. Connectivity to schools ,college and higher levels of education and also to support non-communication. The Educational satellite based education programme, which is expected to bring about a revolution in the learning process of children in India. The programme which was launched for the first time in the country in Chamarajnagar district.

The Edusat programme which is implemented with the help of ISRO, under the Sarva Shiksha Abhiyan Scheme, was started by the Department of State Education Research and Training [SCERT]. The selected schools have been provided wih colour Tvs, dish antennas and other necessary equipment for the purpose.

The programme seeks to impart lesson to Students of classes III to VII using television as a medium for a stipulated period of time each day.

Hand books about the Edusat programme have been distributed to all the school principals already. Edusat hand book, the handbook contains details about the subject which will be covered on a particular day, the time, in the form of a time table.

Teachers can therefore prepare themselves on the topic to be covered on the particular day, in advance. Teachers have also been directed to complete the tasks that have been stipulated as mandatory in relation to the subject before the lessons are telecast. Teachers will then have to watch the telecast along with the students, give the necessary input wherever required and clear their doubts after the session is over.

Being a unique programme, Edusat’s aim to reduce the burden of teachers. It is expected that the level of education too could be improved through this.

Smitha. A.V ,No.64,Natural science

WOMEN EDUCATION IN INDIA AFTER INDEPENDENCE

INTRODUCTION
“Teach a man and you have taught only one,
but teach a woman and you have taught a family”,
goes a famous saying. There is a lot of truth in this saying. A woman influences every member of the family in her role as mother. This powerful influence on the part of the woman has existed since ancient times.
The Constitution of India firmly affirmed the equality of all citizens before the law. It said that women, as weaker sections of society, were wronged and discriminated against for generations, that they deserve special facilities and support for advance. In the five-year plans that followed, the Indian government consistently emphasised education as one of the principal instruments for the advance of people. Education Commission, this Commission was headed by Dr. S. Radhakrishnan, one of India’s most distinguished scholars and philosophers and a man very sympathetic to the cause of women. He later became the President of India. The chapter on university education for women, in the Commission report, included a statement on how the British government had done nothing to advance women's university education in India. The chapter pointed out how unfair this was, considering that as early as 1869 John Stuart Mill had written about the subjugation of women and need for their equality.

Independence and after (1947 and beyond)
India acquired independence from British colonial rule in 1947. The Constitution of India firmly affirmed the equality of all citizens before the law. It said that women, as weaker sections of society, were wronged and discriminated against for generations, that they deserve special facilities and support for advance. In the five-year plans that followed, the Indian government consistently emphasised education as one of the principal instruments for the advance of people.
The University Education Commission
In 1948-49, almost immediately after independence, the government of India appointed a major national Commission focusing on higher education. Known as the University Education Commission, this Commission was headed by Dr. S. Radhakrishnan, one of India’s most distinguished scholars and philosophers and a man very sympathetic to the cause of women. He later became the President of India. The chapter on university education for women, in the Commission report, included a statement on how the British government had done nothing to advance women's university education in India. The chapter pointed out how unfair this was, considering that as early as 1869 John Stuart Mill had written about the subjugation of women and need for their equality. But the chapter did not articulate the concept of a career
In 1958-59, almost ten years after the appointment of the University Education Commission, the government of India appointed a National Commission for Women. This Commission was headed by a woman who had been active in the nationalist movement, was a member of the first Planning Commission appointed in Independent India, and was the first chairperson of the country's Central Social Welfare Board. She had also been active in the nationalist movement for freedom, and was one of those whom Gandhi had chosen to send for a university education. The National Commission for women recommended special hostels, special colleges and special scholarships for women. It recommended special syllabi for women and specified that these syllabi should focus on creating the right attitudes among them. The recommendations of the Commission led to the establishment of the National Council for Girls, the establishment of a Comprehensive Development Plan for Women, to the allocation of special funds for women in the central and state ministries of education and the establishment of separate units for the educational needs of women. It looked carefully into the needs for occupations in which women were preferred, and pointed out that qualified women were needed, in large numbers, to function as pre-primary school teachers, nurses, midwives, women doctors, pharmacists and social workers. On this basis it recommended the promotion of education for women in these fields. The other major contribution of the Commission was that it recommended that the number of women's colleges in the country should be increased. Over time, this recommendation has been put into effect. There were less than a hundred women's colleges in the country when the Commission submitted its report. Today there are more than twelve hundred.

National Commission on Women
In 1958-59, almost ten years after the appointment of the University Education Commission, the government of India appointed a National Commission for Women. This Commission was headed by a woman who had been active in the nationalist movement, was a member of the first Planning Commission appointed in Independent India, and was the first chairperson of the country's Central Social Welfare Board. She had also been active in the nationalist movement for freedom, and was one of those whom Gandhi had chosen to send for a university education.
The National Commission for women recommended special hostels, special colleges and special scholarships for women. It recommended special syllabi for women and specified that these syllabi should focus on creating the right attitudes among them. The recommendations of the Commission led to the establishment of the National Council for Girls, the establishment of a Comprehensive Development Plan for Women, to the allocation of special funds for women in the central and state ministries of education and the establishment of separate units for the educational needs of women. It looked carefully into the needs for occupations in which women were preferred, and pointed out that qualified women were needed, in large numbers, to function as pre-primary school teachers, nurses, midwives, women doctors, pharmacists and social workers. On this basis it recommended the promotion of education for women in these fields.
In 1964, the National Commission on Education, also known as the Kothari Commission, was appointed. In its report, the Commission lamented that the education of women in India was not moving fast enough. But it failed to make any firm recommendations on how the pace of the growth of higher education among women should be advanced. And yet, in terms of the impact that the various Commissions have had on government programmes, on voluntary action and on the attitudes of people towards education in independent India, the Kothari Commission is considered to be the most powerful. \However, from the decade of the seventies onwards, there is a visible change. The National Policy on Education, 1986, talks of education for the "empowerment of women." The Eighth Five Year Plan of the country launched in 1991 categorically states that education of women is imperative in order to improve health and nutrition levels in the country and to succeed with the country's efforts to control its population explosion. It speaks of women as "partners in development." In the Ninth Five Year Plan, which became operative in 1997, the title of the chapter on women's education is Education for Women's Equality. the beginning of the seventies, there was growing anxiety that development was not proceeding as planned. Prominent among the several reasons identified as the cause for the slow pace of development, was the fact that women had not been participating actively in the process. It was pointed out that economic growth had suffered because women's role in the economy had been neglected and because their capabilities were neither fully developed nor utilised. In this connection, the failure to provide them with career and employment-oriented education was particularly blamed. With illustrations of successes and failures in the development effort, it was convincingly shown that the involvement of women, both as paid functionaries and as volunteers, at different levels, is critical to the success of the country's population control, health care and community development programmes. It was underlined that women must be urgently equipped with the capabilities required for them to take up these new responsibilities. These revelations and recommendations gave birth to the concept of women as "partners" in development and took the issue of the importance of their education to a new threshold. National Commission on Education
In 1964, the National Commission on Education, also known as the Kothari Commission, was appointed. In its report, the Commission lamented that the education of women in India was not moving fast enough. But it failed to make any firm recommendations on how the pace of the growth of higher education among women should be advanced. And yet, in terms of the impact that the various Commissions have had on government programmes, on voluntary action and on the attitudes of people towards education in independent India, the Kothari Commission is considered to be the most powerful.
A New Purposefulness
However, from the decade of the seventies onwards, there is a visible change. The National Policy on Education, 1986, talks of education for the "empowerment of women." The Eighth Five Year Plan of the country launched in 1991 categorically states that education of women is imperative in order to improve health and nutrition levels in the country and to succeed with the country's efforts to control its population explosion. It speaks of women as "partners in development." In the Ninth Five Year Plan, which became operative in 1997, the title of the chapter on women's education is Education for Women's Equality.
Women as Partners in Development
By the beginning of the seventies, there was growing anxiety that development was not proceeding as planned. Prominent among the several reasons identified as the cause for the slow pace of development, was the fact that women had not been participating actively in the process. It was pointed out that economic growth had suffered because women's role in the economy had been neglected and because their capabilities were neither fully developed nor utilised. In this connection, the failure to provide them with career and employment-oriented education was particularly blamed. With illustrations of successes and failures in the development effort, it was convincingly shown that the involvement of women, both as paid functionaries and as volunteers, at different levels, is critical to the success of the country's population control, health care and community development programmes. It was underlined that women must be urgently equipped with the capabilities required for them to take up these new responsibilities. These revelations and recommendations gave birth to the concept of women as "partners" in development and took the issue of the importance of their education to a new threshold.
More than two million women are enrolled for higher education in India today. The figure may sound impressive to those who are not fully aware of the size of the population of the country. However, these 2 million women constitute just 34% of the total enrollment of 6.5 million students in higher education. It is interesting that the percentage of women is slightly higher at the post-graduate level (39%) than at the under-graduate level (34%), and that this is higher at this level than the enrollment in the diploma level (26%). Data, on the faculty-wide distribution of women, shows that of all the women enrolled in higher education, 54% are enrolled in Arts and Humanities, 20% are enrolled in Science, 14% in Commerce, 4% in Medicine, Agriculture and Management, 2% in law and 1% in Statistics
More than two million women are enrolled for higher education in India today. The figure may sound impressive to those who are not fully aware of the size of the population of the country. However, these 2 million women constitute just 34% of the total enrollment of 6.5 million students in higher education. It is interesting that the percentage of women is slightly higher at the post-graduate level (39%) than at the under-graduate level (34%), and that this is higher at this level than the enrollment in the diploma level (26%). Data, on the faculty-wide distribution of women, shows that of all the women enrolled in higher education, 54% are enrolled in Arts and Humanities, 20% are enrolled in Science, 14% in Commerce, 4% in Medicine, Agriculture and Management, 2% in law and 1% in Engineering.
Reference:
Women’s education in India - Mathur,
Women’s education in India - B.D. Bhatt and S. R Sharma.

Vidhya Shankar

DEMOCRACY IN THE CLASSROOM

‘ Democracy ’ model classroom is simply one that provides the minimum conditions for collaborative intellectual engagement among students and dialogical engagement between students and teachers when these attributes are considered important to accomplishing the objectives of a particular course.Creating a Democratic atmosphere in a class room may mean creating community in the classroom and fostering a safe environment in which students are empowered to make choices ,giving them opportunities and providing them with rich ground from which confident ,self-directed ,successful students thrive and grow .It also means creating an atmosphere were students from all stages and phases of a society is treated with respect and dignity .In such a classroom the role of the teacher is to create an atmosphere were the students are ready to listen to him/her attentively and willing to change or amend their point of view in the light of the new information or a more persuasive argument . This requires good listening skills, some ability to empathize or see things from others point of view .But this is not an easy task because each and every student in the class room a has his /her own way of viewing thing and most of them may not be willing to change (in this matter we can say a classroom is a miniature of a society.).In order to overcome this the teacher can use examples that illustrate both the positive functions and negative Posing questions of intercultural misunderstanding and intolerance as pervasive, with concrete examples. Giving concrete examples of instances where overcoming the intercultural intolerance has had positive outcome. Encouraging students to debate one another rather than the teacher; redirecting class discussion into student-student debates when possible rather than student-teacher debates Taking the time during the course orientation session(usually the first class)to discuss the role of opinions in the classroom and to reassure students that diverse opinions are encouraged and valued.
ROLE OF THE TEACHER
The role of the teacher is that of an instructor To bring relevant information and knowledge into the classroom as well as the tools by which the students can acquire their own information. To set the ground rule for mutually respectful dialogue. To provoke critical thinking among participants in the dialogue.When we talk about democracy another important component related to it is ‘freedom’ .As we all know democracy and freedom go hand in hand so in order to bring a democratic atmosphere in the classroom the teaching learning method should become child oriented and not teacher centered .the children should be given more freedom of thought and should be given apt opportunities to develop not only their academic abilities but also their extra curricular activities .so we can conclude by saying that the way of education introduced by Mahatma Gandhi was in a way democratic. In a democratic classroom there should be opportunities for the students and their reasonable needs should be taken seriously. And to be treated respectfully and fairly. Conducting class meeting is a good way to enable the student to share their thoughts and solve classroom issue on their own .The teacher should make it a point to make class meetings a formal process and conduct it regularly. She/he should create a positive atmosphere in the class room and the teacher should trust the ability of the students to lead meetings ,participate in discussions choose solutions and make decisions .

Rejani Babu.R Summary of practicum

What values must education foster in a consumerist Society

Introduction
Values are closely related to the noble aims of human life. For the achievements of these aims man frames certain philosophical guidelines or notions that direct human behaviour along desirable channels. These notions are called values. Values are closely related to the aims of Education. It is what is valuable that is transmitted to the younger generation by the elder generation. The concept of education has to be viewed as nothing but a set of values in essence.
Value crises
Education is becoming more materialistic in recent years. The old value traditions and spiritualism are slowly vanishing. The modern scientific and technological advancement has brought revolutionary changes in the age old traditional values of ethics and spiritualism. The modern Indian is being educated mainly with the sole aim of materialistic gain. No conscious efforts are made by the educational authorities to bring about value orientation to educational programmes. Values are only being referred to incidentially in the curricula and no plan has been chalked out to inspire the Students to imbibe in themselves all the desirable moral and social values. Hence we experience a serious value crisis in our Country.
Value Oriented Education
Some of the desirable values which should be inculcated in our pupils through School programmes are
(1) Love or affection

(2) Truth

(3) Courage
(4) Reverence to elders

(5) Compassion

(6) Respect for all Religions
(7) Diginity of Manual Work

(8) Humility

(9) Purity in Word, thought and action (10) Tranquility of mind

(11) Co-operation

(12) Cleanliness

The following School programmes may contribute to the development of right values in our children.
(1) Moral Instruction

(2) Health and cleanliness Programmes
(3) Socially useful and productive Work (SUPW)
(4) Cicizenship Training programmes
(5) Celebration of Youth Festival and National Festival.
(6) Cultural and recreational programmes.
(7) Scouting, NCC, National Social Service etc.

Discussion
I discussed about the factors which are responsible for the value crisis with a Professor (Retd.). The discussion helped me to identify the real causes of value crisis.
One factor is the rapid growth of Industrialisation and Urbanisation. The unpresidented explosion of Industrialisation followed by Urbanisation has inculcated a commercial attitude and given commercial colour to life in all its various manifestations. In recent years, there have been radical sociological changes and the traditional family life has broken and empirical outlook of life has gained momentum. Impact of western philosophy and explosion of scientific knowledge of other factors which are responsible for todays value crisis. As a result of the advent of western life styles Indian values are considered by many as out dated. The rapid growth of scientific and technological achievements has started questioning the value dimensions of human life.Social conflicts, social tensions, caste rivalries, communal prejudices, uncertain political conditions deterioration of the feeling of nationalism, religious tension, exploitation of communal feelings, the deterioration of the standards of morality and disorder in the social and cultural systems all resulting in the value crisis. Materialistic outlook is another factor behind this value crisis.
The present curriculum does not properly depict the human values, which are truly Indian. The teachers also are not oriented towards value education. The system of education is only reflecting borrowed ideologies and philosophies at the cost of the national values.
Kothari Commission stresses the importance of a value oriented education in our country. The wide explosion of scientific knowledge should combine itself with a deepening sense of social responsibility and spiritual values in the building up of one's personal and national character.

Hari has done a good work

Role of Temples in Education-A Case Study of 'Salas' of Kerala.

Hari K.K.(Mathematics)

Dear Sir,
I visited BRAHMASWOM MADAM VEDIC INSTIUTION in Thrissur and collected data from there.
CONTENTS IN THE PRACTICUM

HISTORY OF MADAM
EDN SYSTEM IN MADAM (GURUKULA)-teaching methods,veda,also gives school education
PROBLEMS FACING MADAM

Many informations are in malayalam.Now Iam translating it into english with the help of my friends.Iwill submit the practicum soon.
Hari

An example of a fine comment

vidhya said...
hai i read it ,i think that u should explain a little more elaborately so that v will b able 2 know more abt the topic
April 17, 2007 3:37 AM

Democracy in the classroom

Democracy in the classroom: A qn and an answer

Sir i want 2 know abt the topic "Democracy in the classroom"-does itmean to create a democratic set up in a classroom ie.to treat studentswith equal consideration or is it 2 create ademocratic awarenss amongthe students.
Vidhya

Hi Vidya,Democracy do implies a life style rather than a political philosophy.The topic 'Democrcy in the classroom' must enquire various shades this approach.Democratic way of teaching,democratic managementof classroom activities,treating students with full induvidual dignity etc.Try to develop these points.
With regards
Tu

Madhu Aurobindo - tourchbearer of indian renaissance

Aurobindo - tourchbearer of indian renaissance
Aurobindo,a hero of indian Renaissance was an enterly different personality from Ram Mohan Ray . He was a lonely star among the galaxy of Indian National stars.His long life was full of contradictory events . He was a man of extreme layer of life.During his life time he went through different phases such as scholar,poet, nationalist, revolutanary, terroist, and finally saint.

Born in bengal ,He spent most of his childhood in England. Wellversed in sanskrit,Greek,Latin,Spanish,French, German.He joined in Broda state service. Later persuded in indian freedom movement,arrested in Alipore bomb blast case.After that he was changed as Yogi and turned his attention towards international citizenship.He promugalated three theories '' Creation of superman from human behaviour through spritual power,Awakening of man from his barbaric animal life,Universal brotherhood through inner solidarity.
He is introduced a new concept '' Integral non dualism'' ,a harmonius blending of both materalism and spritualism.He provide more stress on spritual tradition of the Gurukula and glorifies the method of Yoga.
His curriculam inorder to conductive to his aim of integralism. He suggests five principle activities for the full evolution of human personality.
To conclude,according to V.S Narrane the ideology of Aurobindo is considered as beautiful ,but impossible island to reach in the Ocean of Indian thought stream.

Vidhya Shankar-Why did Basic Scheme fail to click

Vidhya Shankar-Why did Basic Scheme fail to click

Gandhiji’s BASIC SCHEME OF EDUCATION was the outcome of the firm belief that only a Swadeshi system of education can meet the needs and aspirations of the Indian people .He fully realized that the system of education introduced in India by Lord Macaulay was out dated and out-moded ,completely divorced from Indian way of life.Some of the defects of the system of education introduced by British in India were : It was an un-Indian system of education. It was an urban system of education in a rural country. The curriculum was English dominated. The system was too literary and bookish. The system neglected citizenship training. The system was very wasteful. The system followed a single track. The system was unplanned. The system was very expensive. The system was not in accordance with the needs of a secular democratic country.
The features of the basic system of education:
Child-centered system of education. Learning by doing. Craft as the core of the basic plan. Self-supporting aspect. Relationship with life. Training in citizenship. Free and compulsory education for eight years. Emphasis on mother tongue. Greater freedom for teacher as well as the taught. Mother tongue as the medium of instruction.
THE DRAWBACKS OF THE SCHEME OR THE CAUSE OF ITS FAILURE
Several reasons where pointed out as the cause of its failure It was not suited in an age of industrialization: - It was said that craft has no place in a community where it is developing its economy to the full. With rapid industrialization of India, knowledge of science and mathematics may become more desirable than skill in handicrafts. Neglect of the child : - Since it gave more attention to craft, it did not attention to the child. It was not suited fir children who were able to learn from concepts and ideas:- This system of education was not suited for children whose tools were words and ideals, because they were tied up to crafts. An inferior system for lower class :- Somehow or the other ,an impression has prevailed that the basic system of education is a system meant for the lower class and for the less intelligent. It was looked upon as a deliberate attempt by the privileged class to maintain their superior status.
CONCLUDINS OBSERVATIONS
Gandhiji’s philosophy of education is Indian in origin, Indian in setting .It was the result of his experiences, and experiments spread over along period. Basic education had far reaching consequences and was hailed as ‘epoch-making’,’original’,’revolutionary’. It was considered to be the dawn of a new era .Those who reached similar conclusions are Rousseau , Pestalozzi , Froebel, Dewey and Karl Marx. But Gandhiji was bold enough to make craft as nucleus of the whole instruction and not an extra or additional subject. But this does not mean that he want to make the school a factory or workshop ; to him the school itself is the workshop where work is an essential instrument of learning.

Rajan's Practium report on NCERT PP on Crafts

Rajan's Practium report on NCERT Pos.Paper on Heritage Crafts

INTRODUCTION

There are 21 position papers are created to cover the major areas of curriculum. the main objective is to provide a comprehensive review opf existing knowledge, representing an awareness in the field of reality especially in rural schools.

The Focus Group Objectives:

To incorporate the cultural, social, and creative attributes of craft into the educational system, through both theory and practice.
· To ensure that craft is viewed as a professional skill, leading to employment opportunities.
Need and significance ofHeritage Crafts in the School Curriculum

Handcraft is a production process and a wonderful, indigenous technology, not an outmoded tradition. This point needs to be emphasized in the school curriculum, and craft be taught as a professional expertise rather than a “hobby”. Training in craft skills, whether at home, or through the traditional Guru-Shishya tradition, should be recognized as industrial training, and given the same supports as other technical and vocational education.


METHODOLOGY
A common charge against Indians is that we have a great ability to visualize dreams but not the corresponding capacity to actually realize them. So we felt it important to develop a range of recommendations that are practical, specific and accessible; that are backed by personal experience, data and guidelines; and that build on the strengths rather than the weaknesses of the system.

EVALUATION
The Focus Group were unanimous that there should be no formal examination or marking, since in this creative area success or failure was partly dependent on the inherent skills and motivation of the individual child and the subjective value system of the teacher. However, some form of regular evaluation should take place, which would also be self-evaluation of both the teacher and the course. The child’s effort, interest, and ability to handle materials should also be assessed. The primary objective of this subject is to widen the child’s horizons and enhance his or her skills and creativity.
CONCLUSION
In this national Curriculum Frame work I can able to understand that
NCERT enunciate the importance of Heritage and Craft, what are the methods used to keep it as long and how the students can it from the school. Anyhow I hope that the heritage craft should be kept for long till the man is in live.

Madhu' Practicum,Women's education in India

Women Education In India after Independence An analysis
Introduction

Education made a considerable progress in india since independence due to various efforts by government and non-government agencies.Women education in any society is considered to be the most sensitive index of social development


Objectives of the study

To know the position of women education in india after independence period.
To know whether any educational backwardness in indian women ,these stated period or not?
To know the reasons for this backwardness,if any
To formulate alternative suggestions
Hypothesis
In post independence period due to favourable policy changes and action plans ,women got equal educational opprotunities in all walks of life.
Methodology
For the study mainly depends historical methods like refering books relating to women education,various commission reports,other documents,In later stage E-learning tools such as internet and world wide web also used.
Procedure
Collection of data from various sources
Detailed analsisof the scenario,then find out the reasons for various facts
Formulation of alternative suggestions.
\u003c/li\>\u003c/ul\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Findings\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"left\"\>\u003cfont style\u003d\"background-color:#ffccff\" color\u003d\"#3366ff\" size\u003d\"2\"\>Implemented plans and actions\u003c/font\>\u003c/div\>\n\u003cul\>\n\u003cli\>\u003cfont size\u003d\"2\"\>First Five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>University Education Commission\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>National Committee on women education\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Second five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Third five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Committee appointed by national council on women education\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Kothari Commission\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>N.P.E 1968\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Committee on the status of women in india\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>N.P.E 1986\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>POA 1986\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>POA 1992\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>National perspectives plan for women 1988-2000\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>All india educational survey by NCERT\u003c/font\>\u003c/li\>\u003c/ul\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Trends in women education\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Analysis\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>Reasons or blockades in development of women education in india\u003c/font\>\u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Conclusion\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Suggestions\u003c/font\>\u003c/p\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>\u003c/font\> \u003c/p\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>References\u003c/font\>\u003c/p\>\n\u003col\>\n\u003cli\>\u003cfont color\u003d\"#33cc00\" size\u003d\"2\"\>UNICEF, CHILDREN AND WOMEN IN INDIA- a situation analysis\u003c/font\>\u003c/li\>\u003c/ol\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>\u003c/font\>\u003cfont size\u003d\"2\"\>\u003c/font\> \u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>\u003c/font\> \u003c/div\>\n",0]
);
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Findings
Implemented plans and actions
First Five year plan
University Education Commission
National Committee on women education
Second five year plan
Third five year plan
Committee appointed by national council on women education
Kothari Commission
N.P.E 1968
Committee on the status of women in india
N.P.E 1986
POA 1986
POA 1992
National perspectives plan for women 1988-2000
All india educational survey by NCERT
Trends in women education


Analysis
Reasons or blockades in development of women education in india

Conclusion

Suggestions

References
UNICEF, CHILDREN AND WOMEN IN INDIA- a situation analysis



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Thomas Uzhuvath

Waiting for your comments

Dear all,

I am eagerly waiting for your comments.
It seems that u all are busy with enjoying the vacation.
OK! No problem.
Please start using the Internet regularly.
If there is any problem, pl don't hesitate to mail me.
Wish U all a very happy vacation.
With very best regards
Thomas sir

Waiting for comments

Dear all,
I am eagerly waiting for your valuable comments.
It seems that everybody is busy with the vacation.
OK! no problem.Come on ,hurry up .
Please comment/respond to this message.
Wish u all a happy vacation

With very best regards

Thomas sir