Education in Independent India: Distortions in Its Vision

Autor/in	Oommen, T. K.
Titel	Education in Independent India: Distortions in Its Vision
Quelle	In: Contemporary Education Dialogue, 15 (2018) 1, S.5-20 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184917742248
Schlagwörter	Foreign Countries; Foundations of Education; Equal Education; Access to Education; Knowledge Economy; Inclusion; Teaching Methods; Delivery Systems; Educational Administration; Administrator Responsibility; Higher Education; Elementary Secondary Education; India + Suchen Sie Ihr Suchwort? Ausland; Grundlagenausbildung; Education; Access; Bildung; Zugang; Bildungszugang; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Indien
Abstract	This article argues that imparting literacy through the mother tongue of the child and in the setting of an inclusive classroom are the two essential steps for fostering universal elementary education. Nurturing appropriate methodological orientations specific to the material, life and human sciences is critical in accelerating the development of higher education. In the age of globalisation, the three pillars on which societies rest are the state, the market and the civil society. Hence, education should be the conjoint responsibility of these three pillars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01