A Future Perspective Of Indian Education

❖ Perhaps the last thing that should be mentioned when relating to how pupils learn and develop self-esteem is. “The question is, not how intelligent is the child, but in what ways is the child intelligent?”

Brother explains some of the reasons why the Indians came into the educationarrangement very late , mainly having to do with the incapability of parents to send their offspring to the few faculties as well as the fact that the children were needed to work on the estate with the parent in order to gain additional money as can be heard and iterated on page 48 in which Pa wanted Nathan to focus on helping him on the plantation and forget about school as there would be another mouth to feed, a baby. Shedid not go in-depth enough as to whether as soon as they were capable, children were put to toil in the grounds to increase the family's skimpy income or improve their family plots at home, she only illuminated that this is what was anticipated as these payments were deemed perilous for the sustenance of the entire family.

paid guru dakshina according to individual volition which could be land, animals, grains, clothes or money.

There are number of factors that contribute to the success of an individual. These factors include but are not limited to emotional intelligence, cognitive intelligence, proactive personality and level of commitment. The topics of emotional intelligence and cognitive intelligence are popular for the researchers in the last few decades (Rao 2006). There are number of notations and abbreviations used for both such as CI, IQ, EI and EQ. This essay will use the abbreviations of EI and CI for emotional intelligence and cognitive intelligence respectively. Kreitner and Kinicki (2013) refer to EI as the ability to manage oneself and social relationships in mature and constructive ways. CI is another form of intelligence that represents the

Learning is a crucial component of human development; learning helps people understand past mistakes and progress in both their personal and professional lives. Children would remain stagnant if they did not learn which is why it is important to take the time to understand human methods of learning, and develop ways to enhance the learning process. In my reflection journal I will address at least two main points from the weekly reading from Contemporary Theories of Learning (Illeris, 2009) and Emotional Intelligence (Goleman, 2005). In addition I will include my personal connection and application for each point.

Social cognition is found early in an infant life. The young child becomes aware of emotional development in play, even before knowing how to communicate using words. “As preschoolers develop language abilities, they become able to understand the perspective of others which leads to changes in social behavior including an increase in empathic and prosocial behaviors” (Zelazo). The first years of a child’s exposure to formal education is important for a teacher to show emotional intelligences towards the student. What defines a successful teacher is one who cares about the students emotions and not just focused on the curriculum. Lack of proper emotional development because the

Adolescent minds have always been the key to the world’s future. Children are put in school from a young age and taught a curriculum that can be challenge [challenging?], yet the results are rewarding. Without education, there would be known literacy. No doctors, engineers, or even teachers. With each generation that is brought up, there are new concepts and skills taught. What you to be just reading, writing, and arithmetic, now has expanded into classes such as horticulture. With more skills being taught now at younger ages, many wonder just how exactly these children retain this knowledge into adulthood. Children have often been referred to as sponges; soaking up every image, word, and idea that is ran by them in everyday life. As I began to prepare for this assignment, I was struck with many question pertaining to the retention of knowledge, but specifically the use of repetition to aid retention.

High school is the time in a students’ life where learning how to understand others emotions is key to their education. Learning how others emotions can influence their own and how to respond to it can have a positive influence on their psyche and teaches how to be socially aware of how their emotions can be interpreted. They need to have the capacity to discern and respond appropriately to others emotions. To ensure this possibility, the teachers need to be competent in this area. High school teachers should exhibit social intelligence and emotional intelligence to ensure students are self-aware of one’s emotional state and others.

For working satisfactorily, the teachers should know how to solve problem, how to manage stress and conflicts and how to contribute with full potentials towards institutional goals as well as society and nation at large. The secondary teacher education students are at the threshold of entering the career of teaching. Teaching has now become more learner-centred rather than teacher centred. Teachers are supposed to have sufficient knowledge and capability to solve the doubts of their students. In order to develop teaching competency the prospective teachers have to develop social intelligence and life skills. So the investigators want to study the relationship between social intelligence and life skills of the secondary teacher education students.

In the history of global education industry, India holds a prominent place. India has more than 1.4 million schools with over 227 million students enrolled and more than 36,000 higher education institutions. The highest education systems in the world persists in India. Still there is further requirement for the development in educational system.

The right to education is a recognized fundamental human right of every human being. Every individual irrespective of his language, nationality, gender, race, religion or age is entitled to free elementary education. The right to education has been recognized as a universal human right by UDHR’s and is also incorporated in number of international conventions such as International Covenant on Economic, Social and Cultural Rights, 1966, The Convention on Elimination of All Forms of Discrimination against Women, 1979 and The Convention On The Rights of The Child.FOOTNOTE REQUIRD Many countries recognizing the importance of education in this modern industrialized and commercial world have also incorporated the right to education in their national Constitution. Right to education generally includes providing free and compulsory basic education for all children without any discrimination, to make arrangements for higher education with equitable access and to provide basic education to individuals who because of some reasons have failed to complete their primary education. Education ensures the development of personality of each individual and enables him to live with human dignity. It enables an individual to access to various rights available to him being a member of the society and to develop respect towards mortals and nature. Only a learned citizen can fully exercise his political rights and discharge his social responsibilities and most importantly it makes people

The Make in India initiative launched by the Indian Prime Minister, Mr. Narendra Modi on 25th September 2014. The major objective behind the initiative is to focus on 25 sectors of the economy for job creation and skill enhancement. The sectors include leather, automobiles, textiles, ports, aviation, railways, mining, IT, chemicals, renewable energy, tourism and hospitality and wellness to name a few. It also aims at accelerating the GDP growth and tax revenue. This initiative also hopes to attract capital and technological investment in India. This initiative has helped create a positive vibe in the business environment. Businesses are now eager to take their investments forward and are looking for locations for local manufacture. With

the others. The untouchables are more definite. In north India only a very small number, doing scavenging or unclean work is considered untouchables. Fa-Hein tells us that when he visited the persons who removed human faces were untouchables. In south India, the numbers are much larger. How they began and grew to such numbers it is difficult to say. Probably those who were engaged in occupations considered unclean were so treated later landless agricultural labours may have been added" (Sharma, Nehru.qtd 1998: 249-25).

India, statistically, has one of the best school systems in the world. Their enrolment rates, according to UNICEF, are on average 98.5% and their government outlay in education is the third largest in the world just after the United States of America and China. However, due to a number of factors, India’s education is lacking in quality. This was shown in the international PISA tests in 2009, in which two of India’s states, Tamil Nadu and Himachal Pradesh, took part and came 72nd and 73rd respectively out of 74 nations. This found that there was an extreme lack of quality in education in India. There have been many responses to solve the issue of quality in education, however most are unsuccessful. Instead responses that cover less broad

International Journal of Social Science & Interdisciplinary Research Vol.1 Issue 8, August 2012, ISSN 2277 3630