Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Education Chapter 8: Development of Education in India. These solutions, however, should be only treated as references and can be modified/changed.
Introduction
The comprehensive approach to reforming secondary education focuses on enhancing the quality of education, improving the status of teachers, and making education more relevant to the country’s needs. Central and State Committees should be organized to advise on secondary education. The District Inspector of Schools should assist teachers in their duties, solve problems, and acquaint them with the latest developments in the field of education.
The Secondary Education Board should be organized under the chairmanship of the Education Director. A board for teachers’ training should be established, and new schools should only be recognized when they fulfill all conditions. The government should be responsible for providing vocational education, and the Centre should give financial aid to states for education. No octroi and toll tax should be levied on goods purchased for educational institutions.
The school should be opened at least for 200 days a year, and at least 35 hours should be devoted to teaching per week. The principal should be empowered to take decisions about local holidays and school hours. The student should get at least 10 to 15 days’ leave during a session, and the summer vacation should be for two months.
The curriculum should be reorganized to realize the aims of education. Multi-purpose schools should be opened according to the varying interests of students. Agriculture should be made a compulsory subject for schools in villages. The mother tongue or the state language should be made the medium of instruction. At the secondary stage, a student should learn at least three languages, the national language, the mother tongue or the regional language, and a foreign language.
The chapter also emphasizes the importance of health education, improvement of teaching methods, and the enhancement of teachers’ status. It suggests that trained teachers should be appointed to teach higher classes, and teachers should be given pension, provident fund, and life insurance benefits. The children of teachers should be given free education, and teachers and their dependents should be given free medical service. The retirement age for teachers should be 60 years.
Video tutorial
Textual questions and answers
Very Short Answer Type Questions
1. Who is known as father of modern education in India?
Answer: Charles Grant is known as father of modern education in India.
2. What is Charter Act of 1813?
Answer: The Charter Act of 1813 laid the foundation of a State system of education in India. It made the East India Company open schools in all Presidencies including Bengal, Madras and Bombay. This changed the fate of Indian education.
3. Who was the Chairman of Secondary Education Commission 1952?
Answer: Dr. A. Lakshman Swami Mudaliar was the Chairman of Secondary Education Commission 1952.
4. What is the other name of Mudaliar Commission?
Answer: Secondary Education Commission 1952 is also known as Mudaliar Commission.
7. What is RMSA?
Answer: RMSA stands for Rashtriya Madhyamik Shiksha Abhiyan. It is a scheme launched by the Indian government in 2009 to enhance access to secondary education and improve its quality.
8. Explain the objective of RMSA.
Answer: RMSA was launched in March 2009 with the objective to enhance access to secondary education and to improve its quality. It is an integrated and comprehensive programme of the Government of India with an aim to achieve universal quality secondary education.
9. When did the Government of India approve the revised name of RMSA?
Answer: The Government of India approved the revised norms of RMSA in April 2013.
10. What is RTE?
Answer: RTE stands for Right to Education. It refers to the Right of Children to Free and Compulsory Education Act 2009 which provides for free and compulsory education to all children aged 6-14 years in India.
Short Answer Type Questions
1. What do you understand by Equalization of Education Opportunity?
Answer: Equalization of educational opportunity refers to the principle and effort of ensuring that every individual, regardless of their social background, economic status, geographical location, gender, or physical and mental abilities, has an equal chance to access and benefit from quality education. It aims to create a level playing field for all students, eliminating disparities and providing a fair and inclusive education system.
2. Discuss the Recommendation for teachers in Education Commission 1964-66.
Answer: The Education Commission 1964-66 recommended the following for teachers:
- Trained teachers should be appointed to teach higher classes.
- The policy of same pay for the same work and ability should be adopted.
- Teachers should be given handsome salary in order that the society may respect them.
- Teachers should be given pension, provident fund and life insurance benefits in order to give them some economic security. The government should provide these facilities.
- The children of teachers should be given free education.
- Teachers and their dependents should be given free medical service.
- Separate committees should be appointed for removing the difficulties of teachers.
- The retirement age for teachers should be 60 years.
- The teachers should not be permitted to take up tuition of students.
4. Discuss the ways suggested for women empowerment in New National Policy of Education of 1986.
Answer: The New National Policy of Education 1986 suggested the following ways for women empowerment:
(i) Status of women: Education will be used as an agent of basic change in the status of women.
(ii) Empowerment of Women: The national system of education will play a positive role in the empowerment of women. It will foster the development of new values through redesigned curricula, textbooks, the training and orientation of teachers, decision makers and administrators, and the active involvement of educational institutions.
(iii) Women’s Studies: Women’s studies will be promoted as a part of various courses and educational institutions will be encouraged to take up active programmes to accelerate the pace of women’s development.
(iv) Removal of Women’s Illiteracy: The removal of illiteracy of women and obstacles inhibiting their access to and retention in continuing education centres will receive top priority through provision of special support services, setting of time targets, and effective monitoring.
(v) Women’s Participation in Technical and Vocational Education: Major thrust will be placed upon women’s participation in technical. vocational and professional course at different levels. The policy of non-discrimination will be pursued vigorously to obliterate sex stereotyping in vocational and professional courses. Besides, their participation will be promoted to non-traditional occupations and emergent technologies
Long Answer Type Questions
1. What were the changes Hunter suggested to improve education in India?
Answer: The changes Hunter suggested to improve education in India were:
(a) The government should gradually withdraw from the field of direct management of secondary schools and leave the expansion to private bodies through a system of grant-in-aid.
(b) The duty of the government was to establish one high school in every district and after that the expansion of secondary education in that district should be left to private enterprise.”
(c) The government may establish secondary schools in exceptional cases, in place where they may be required in the interests of people, and where the people themselves may not be advanced or wealthy enough to establish such schools for themselves even with a grant-in-aid.
(d) With a view to making private institutions popular they should not be required to charge fees as high as those of a neighbouring government institution.
2. Explain four steps suggested in Wood’s Despatch.
Answer: The Wood’s Despatch of 1854 suggested the following four steps:
- A separate department of education should be created in each of the five provinces under Director of Public Relations.
- Universities should be established in Presidency towns Madras, Calcutta and Bombay.
- Training institutes should be opened for teachers of all classes.
- The existing schools should be maintained and whenever and wherever required more schools should be opened.
3. What are the new changes in Kothari Commission?
Answer: The new changes in Kothari Commission were:
- Free and compulsory education for all children up to age 14. This later became a fundamental right under the Right to Education Act 2009.
- Focus on improving the status, emoluments and education of teachers. Measures were taken to improve teacher training, working conditions, salaries etc.
- Emphasis on development of regional languages as medium of education, especially at primary and secondary level.
- Adoption of three-language formula promoting Hindi, English and regional language education.
- Push for equalization of educational opportunity and common school system to promote social cohesion.
- Expansion of technical and vocational education facilities. Setting up of agricultural universities and ITIs.
- Stress on developing science education and research to aid economic growth.
- Promotion of adult literacy and education programs. National Adult Education Programme was launched.
- Recommendation to gradually increase investment in education to 6% of national income.
- Suggestion to move towards a uniform 10+2+3 educational structure across India.
4. Discuss the objective of SSA.
Answer: The objectives of the Sarva Shiksha Abhiyan (SSA) include:
- All children complete five years of primary schooling by 2007.
- All children complete 8 years of schooling by 2010.
- All children be benefitted through schools, Education Guarantee Centre,
- Alternate Schools, Back to school camp etc., in 2003.
- Focus on quality elementary education with an emphasis on education for life.
- Bridge all gender and social gaps at primary stage by 2007 and elementary education level by 2010.
7. Explain four features of RTE.
Answer: The main features of the Right to Education (RTE) Act, 2009 are:
(a) Free and compulsory education to all children of India in the 6 to 14 age group.
(b) No child shall be held back, expelled or required to pass a board examination until the completion of elementary education.
(c) If a child above 6 years of age has not been admitted in any school or could not complete his or her elementary education, then he or she shall be admitted in a class appropriate to his or her age. However, if a case may be where a child is directly admitted in the class appropriate to his or her age, then, in order to be at par with others, he or she shall have a right to receive special training within such time limits as may be prescribed.
(d) Proof of age for admission: For the purpose of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the Provisions of Birth, Deaths and Marriages Registration Act 1856, or on the basis of such other document as may be prescribed. No child shall be denied admission in a school for lack of age proof.
Higher Order Thinking Skills (HOTS) Questions
1. Analyse the Education for Equality in New National Policy 1986.
Answer: The New National Policy on Education in 1986 emphasized the essential role of education in ensuring equality of opportunity. According to the policy, education was seen as a unique investment in the present and the future. This policy aimed at an all-round development, acculturating role, man-power development, and a unique investment. It also proposed a ‘National System of Education’ that implied that, up to a given level, all students, irrespective of caste, creed, location, or sex, have access to education of a comparable quality. The government initiated funded programmes to achieve this end. The policy also envisaged a common educational structure of 10 +2 +3, which was recommended by the Kothari Commission (1964-66). This structure was accepted in all parts of the country. The national system of education was to be based on a national curricular framework which contains a common core along with other components that are flexible.
2. Will the Communitisation of education in Nagaland improve the working of Government Schools? How?
Answer: The Communitisation of education in Nagaland has been conceptualized with the objective to cultivate fundamental skills and knowledge in the minds of the young people. Through communitisation of school education, the schools become a centre of community life for educational experiences where the community members can contribute significantly to the school by taking a proactive role in the school programmes. The Village Education Committee (VEC) was formally constituted to ensure the success of the programme. The power for financial transaction for teachers’ monthly salary is transferred to the hands of the VEC, with powers delegated to the VEC. The principle of “No work, No pay” is effectively being implemented where regular pay to the teachers is regulated and daily wage is deducted according to the number of days a teacher is found absent in the school. This particular act empowers the community to manage, direct, supervise and control the schools, ensuring academic and financial discipline.
3. Right of Children to Free and Compulsory Education Act 2009 is a giant step in the field of education in India. Comment.
Answer: The Right of Children to Free and Compulsory Education Act 2009, also known as RTE, was a revolutionary step taken by the Government of India. The Act states that every child between the ages of 6 to 14 years has the right to free and compulsory education. The government schools shall provide free education to all the children and the schools will be managed by School Management Committees (SMC). Private schools shall admit at least 25% of the children in their schools without any fee. The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Act also states that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. If a child above 6 years of age has not been admitted in any school or could not complete his or her elementary education, then he or she shall be admitted in a class appropriate to his or her age.
Additional/extra questions and answers
1. What was the Charter Act of 1813?
Answer: The Charter Act of 1813 was a legislation which renewed the charter of the East India Company for 20 years. The Company was deprived of its monopoly trade with India but was allowed to maintain its monopoly over tea trade and trade with China.
2. Who were Charles Grant and William Wilberforce?
Answer: Charles Grant and William Wilberforce were two influential individuals who pressured the British Government to include an educational policy in the Charter Act of 1813, thereby aiding in the establishment of the modern Indian education system. Due to this reason, Charles Grant is regarded as the father of Modern Indian Education.
3. What significant changes did the Charter Act of 1813 bring about in the functioning of the East India Company?
Answer: The Charter Act of 1813 brought about several significant changes in the functioning of the East India Company. It marked the end of the Company’s monopoly trade with India, except for its tea trade and trade with China. While the Company’s right to territorial possession and revenues in India was maintained, the Act pronounced the sovereignty of the British crown over these rights. The Indian administration was instructed to maintain separate accounts for commercial and political activities, and the directors were required to obtain the approval of the crown for all significant appointments. The Act also marked the beginning of an ecclesiastical establishment in India as missionaries were permitted to settle in the country.
4. Discuss the implications of the Charter Act of 1813 on education in India.
Answer: The Charter Act of 1813 had significant implications for education in India. For the first time, it initiated an educational policy by granting one lakh out of the Company’s Indian revenues for the encouragement of education, literature, and science. This marked the beginning of modern education in India and signaled the shift from traditional forms of education to a system more aligned with British educational principles.
Charles Grant and William Wilberforce played key roles in the inclusion of this clause in the charter. They advocated for the introduction of English education in India and the promotion of Christian moral values. This laid the foundation for future developments in education policy under British rule. As a result, Charles Grant is often regarded as the father of modern Indian education.
Local governments in India were given the right to levy taxes on their subjects for the purpose of supporting education. Although this had the potential to increase resources for education, it also raised questions about the equity of educational access, since the ability to pay taxes often reflected socio-economic status.
In summary, while the Charter Act of 1813 introduced some initial steps towards modern education, it also laid the groundwork for some of the challenges that the Indian education system would face in subsequent years.
5. Examine the impact of the Charter Act of 1813 on the commercial activities of the East India Company and its political role in India.
Answer: The Charter Act of 1813 significantly altered the commercial privileges of the East India Company in India. It marked the end of the Company’s commercial monopoly, except for tea trade and trade with China. This opened up the Indian trade to all British subjects, reflecting the principles of laissez-faire and the continental system introduced by Napoleon, which called for free trade and competition.
Politically, while the Company retained the rights to territorial possessions and revenues in India, the Act pronounced the sovereignty of the British crown over these territories and revenues. This essentially meant that the Company was no longer an independent political entity, but rather a governing arm of the British Crown in India.
Furthermore, the Act mandated the Indian administration to maintain separate accounts for commercial and political activities, indicating a clear demarcation between the two spheres. The directors of the company retained their rights of patronage, but all significant appointments were henceforth to be subjected to the approval of the crown.
Simultaneously, the Act marked the beginning of an ecclesiastical establishment in India as missionaries were permitted to settle in the country. This marked a shift in British policy from non-intervention to active involvement in the social and cultural life of Indians, a trend that intensified in the years to come.
In conclusion, the Charter Act of 1813 was instrumental in restructuring the East India Company’s commercial and political roles in India, making it more subservient to the British crown, and initiating direct British influence over Indian society and culture.
137. Elaborate on the role of the National Commission for Elementary Education as per the RTE Act, 2009, and discuss its significance in the context of the Act’s implementation.
Answer: As per the RTE Act, 2009, the National Commission for Elementary Education is to be constituted. This commission has a significant role to play in monitoring all aspects of elementary education, including its quality. This provision is crucial as it creates a dedicated body to oversee the implementation of the Act, thereby ensuring that its objectives are being met. By monitoring all aspects of elementary education, the commission ensures that education is not just accessible but is also of a certain standard, which aligns with the Act’s objective of providing free and compulsory education that also meets quality standards. Further, by being a part of the law, it establishes a system of accountability, which is critical for the successful implementation of the Act’s provisions.
Additional/extra MCQs
1. What was the year of enactment for the Charter Act?
A. 1803 B. 1813 C. 1823 D. 1833
Answer: B. 1813
2. Who is considered the father of Modern Indian Education?
A. William Wilberforce B. Charles Grant C. Lord Macaulay D. Robert Clive
Answer: B. Charles Grant
3. What was the duration of the renewed charter for the East India Company as per the Charter Act of 1813?
A. 10 years B. 15 years C. 20 years D. 25 years
Answer: C. 20 years
4. Which trade did the East India Company retain its monopoly over according to the Charter Act of 1813?
A. Spice Trade B. Cotton Trade C. Tea Trade and Trade with China D. All Trade
Answer: C. Tea Trade and Trade with China
5. Who was to approve all significant appointments in the East India Company post the Charter Act of 1813?
A. Company Directors B. The Crown C. The British Parliament D. The Governor-General of India
Answer: B. The Crown
259. Which body will be constituted as per the RTE Act, 2009 to monitor all aspects of elementary education?
A. National Education Council B. National Commission for Elementary Education C. Education Regulation Authority D. Central Education Board
Answer:
Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger who manages Online Free Notes. An avid reader of Victorian literature, his favourite book is Wuthering Heights by Emily Brontë. He dreams of travelling the world. You can connect with him on social media. He does personal writing on ronism.
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