APRCET-UGC-Net/JRF: Paper I Portal

UGC NET: Errorless Learning & Errorless Teaching

<h3 style="text-align: left;"><strong data-end="494" data-start="463">What is Errorless Learning?</strong></h3>
<p data-end="771" data-start="495">Errorless learning is a structured teaching approach designed to help children learn new skills with <strong data-end="616" data-start="596">minimal mistakes</strong>. Instead of letting a child guess and fail repeatedly, the teacher <strong data-end="728" data-start="684">prompts the correct response immediately</strong>, ensuring success from the very beginning.</p>
<p data-end="993" data-start="773">This method is widely used in <strong data-end="862" data-start="803">special education, ABA therapy, and autism intervention</strong>, as children with developmental delays may struggle to learn from mistakes and can become frustrated during trial-and-error tasks.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp9p6djl7kpefcqChOS0u4BfnN5oHdcrSnymuFUjtkEcZtjCVRiDopkyJVACya1ru-1QzrZJgT5R0X8Y1ayyCdfdcoBZaFqB8amlcrqnjZimA5jPkiV432gGz8GYcRNQk00cF2fM07ZxAYQi4_z1jnL3Hgw7b0ycsU9py4AVQnQA_vfUIghyL58Rcbpr0/s526/257764991_4848644348519775_1387334318911972943_n.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="526" data-original-width="526" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp9p6djl7kpefcqChOS0u4BfnN5oHdcrSnymuFUjtkEcZtjCVRiDopkyJVACya1ru-1QzrZJgT5R0X8Y1ayyCdfdcoBZaFqB8amlcrqnjZimA5jPkiV432gGz8GYcRNQk00cF2fM07ZxAYQi4_z1jnL3Hgw7b0ycsU9py4AVQnQA_vfUIghyL58Rcbpr0/w640-h640/257764991_4848644348519775_1387334318911972943_n.png" width="640" /></a></div><br /><p data-end="993" data-start="773"><br /></p>
<h3 data-end="1033" data-start="995"><strong data-end="1033" data-start="999">Why Errorless Teaching Matters</strong></h3>
<p data-end="1165" data-start="1034">Traditional learning often allows mistakes and then corrects them. But for many children—especially those with autism—mistakes can:</p><ul style="text-align: left;"><li>
Reinforce incorrect learning patterns</li><li>Trigger frustration or anxiety</li><li>Increase chances of refusal or tantrums</li></ul>
<p data-end="1287" data-start="1246" style="text-align: left;"></p><ul data-end="1287" data-start="1167">
</ul>
<p data-end="1429" data-start="1289">Errorless teaching avoids these challenges by <strong data-end="1429" data-start="1335">building confidence, reducing frustration, and reinforcing the right behavior immediately.</strong></p>
<h2 data-end="1480" data-start="1436"><strong data-end="1480" data-start="1442">Key Benefits of Errorless Learning</strong></h2>
<div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="1912" data-start="1482"><thead data-end="1537" data-start="1482"><tr data-end="1537" data-start="1482"><th data-col-size="sm" data-end="1509" data-start="1482">Errorless Learning Helps</th><th data-col-size="sm" data-end="1537" data-start="1509">How it Improves Learning</th></tr></thead><tbody data-end="1912" data-start="1593"><tr data-end="1654" data-start="1593"><td data-col-size="sm" data-end="1613" data-start="1593">Reduces frustration</td><td data-col-size="sm" data-end="1654" data-start="1613">Learner stays motivated and confident</td></tr><tr data-end="1722" data-start="1655"><td data-col-size="sm" data-end="1681" data-start="1655">Prevents incorrect habits</td><td data-col-size="sm" data-end="1722" data-start="1681">Child practices correct response only</td></tr><tr data-end="1787" data-start="1723"><td data-col-size="sm" data-end="1755" data-start="1723">Promotes positive reinforcement</td><td data-col-size="sm" data-end="1787" data-start="1755">Encourages active engagement</td></tr><tr data-end="1851" data-start="1788"><td data-col-size="sm" data-end="1813" data-start="1788">Faster skill development</td><td data-col-size="sm" data-end="1851" data-start="1813">No wasted time correcting mistakes</td></tr><tr data-end="1912" data-start="1852"><td data-col-size="sm" data-end="1880" data-start="1852">Better emotional experience</td><td data-col-size="sm" data-end="1912" data-start="1880">Reduces anxiety and pressure</td></tr></tbody></table></div></div>
<h2 data-end="1953" data-start="1919"><strong data-end="1953" data-start="1925">Errorless Teaching Steps</strong></h2>
<div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="2391" data-start="1955"><thead data-end="1989" data-start="1955"><tr data-end="1989" data-start="1955"><th data-col-size="sm" data-end="1962" data-start="1955">Step</th><th data-col-size="md" data-end="1978" data-start="1962">What It Means</th><th data-col-size="sm" data-end="1989" data-start="1978">Example</th></tr></thead><tbody data-end="2391" data-start="2024"><tr data-end="2120" data-start="2024"><td data-col-size="sm" data-end="2038" data-start="2024"><strong data-end="2037" data-start="2024">1. Prompt</strong></td><td data-col-size="md" data-end="2085" data-start="2038">Help the child respond correctly immediately</td><td data-col-size="sm" data-end="2120" data-start="2085">Hand-over-hand guidance to clap</td></tr><tr data-end="2204" data-start="2121"><td data-col-size="sm" data-end="2137" data-start="2121"><strong data-end="2136" data-start="2121">2. Transfer</strong></td><td data-col-size="md" data-end="2169" data-start="2137">Try again with reduced prompt</td><td data-col-size="sm" data-end="2204" data-start="2169">Physical prompt → verbal prompt</td></tr><tr data-end="2295" data-start="2205"><td data-col-size="sm" data-end="2219" data-start="2205"><strong data-end="2218" data-start="2205">3. Expand</strong></td><td data-col-size="md" data-end="2252" data-start="2219">Practice easier mastered tasks</td><td data-col-size="sm" data-end="2295" data-start="2252">Do simple tasks to keep confidence high</td></tr><tr data-end="2391" data-start="2296"><td data-col-size="sm" data-end="2310" data-start="2296"><strong data-end="2309" data-start="2296">4. Return</strong></td><td data-col-size="md" data-end="2348" data-start="2310">Repeat original task with less help</td><td data-col-size="sm" data-end="2391" data-start="2348">Now child claps with a gesture cue only</td></tr></tbody></table></div></div>
<h2 data-end="2437" data-start="2398"><strong data-end="2437" data-start="2403">Effective Prompting Techniques</strong></h2>
<div class="_tableContainer_1rjym_1"><div class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="2821" data-start="2439"><thead data-end="2463" data-start="2439"><tr data-end="2463" data-start="2439"><th data-col-size="sm" data-end="2448" data-start="2439">Method</th><th data-col-size="md" data-end="2463" data-start="2448">Description</th></tr></thead><tbody data-end="2821" data-start="2488"><tr data-end="2573" data-start="2488"><td data-col-size="sm" data-end="2516" data-start="2488"><strong data-end="2515" data-start="2488">Most-to-least prompting</strong></td><td data-col-size="md" data-end="2573" data-start="2516">Full hand-over-hand → physical cue → gesture → verbal</td></tr><tr data-end="2662" data-start="2574"><td data-col-size="sm" data-end="2599" data-start="2574"><strong data-end="2598" data-start="2574">Time delay prompting</strong></td><td data-col-size="md" data-end="2662" data-start="2599">Give instruction → wait 2-5 seconds → prompt only if needed</td></tr><tr data-end="2712" data-start="2663"><td data-col-size="sm" data-end="2686" data-start="2663"><strong data-end="2685" data-start="2663">Physical prompting</strong></td><td data-col-size="md" data-end="2712" data-start="2686">Hand guidance or touch</td></tr><tr data-end="2756" data-start="2713"><td data-col-size="sm" data-end="2731" data-start="2713"><strong data-end="2730" data-start="2713">Gestural cues</strong></td><td data-col-size="md" data-end="2756" data-start="2731">Pointing or signaling</td></tr><tr data-end="2821" data-start="2757"><td data-col-size="sm" data-end="2776" data-start="2757"><strong data-end="2775" data-start="2757">Verbal prompts</strong></td><td data-col-size="md" data-end="2821" data-start="2776">Saying “clap your hands” and giving hints</td></tr></tbody></table></div></div>
<h2 data-end="2877" data-start="2828"><strong data-end="2877" data-start="2834">Example: Teaching a Child to Clap Hands</strong></h2><ol style="text-align: left;"><li>
Teacher says, “Clap your hands.”</li><li>Immediately helps child clap.</li><li>Praises child: “Great job clapping your hands!”</li><li>Gradually reduces help until child claps independently.</li></ol>
<p data-end="3056" data-start="3001" style="text-align: left;"></p><ol data-end="3056" data-start="2878">
</ol>
<h2 data-end="3101" data-start="3063"><strong data-end="3101" data-start="3069">Tips for Parents & Educators</strong></h2><ul style="text-align: left;"><li>
Break skills into small steps</li><li>Use positive reinforcement consistently</li><li>Fade prompts gradually to build independence</li><li>End sessions on success</li><li>Avoid negative reactions if a mistake happens</li></ul>
<p data-end="3306" data-start="3259" style="text-align: left;"></p><ul data-end="3306" data-start="3102">
</ul>
<blockquote data-end="3381" data-start="3308">
<p data-end="3381" data-start="3310"><strong data-end="3323" data-start="3310">Remember:</strong> If the child fails, treat it as feedback—not misbehavior.</p>
</blockquote>
<h2 data-end="3437" data-start="3388">Who Benefits from Errorless Learning?</h2>
<p data-end="3584" data-start="3439"></p><ul style="text-align: left;"><li>Children with Autism</li><li>Children with ADHD</li><li>Early learners (Age 1+ learning basics)</li><li>Kids who experience anxiety or frustration easily</li></ul><p></p>
<p data-end="3653" data-start="3586">This method promotes confidence, routine, and independent learning.</p>

Teaching Aptitude UGC NET: Errorless Learning & Errorless Teaching

What is Errorless Learning? Errorless learning is a structured teaching approach designed to help children learn new skills with minimal mi...

UGC NET Priming Teaching Aptitude

18.8.25 dodda venkatareddy 0

<p> <strong data-end="88" data-start="74">Core idea:</strong></p><p data-end="330" data-start="74">
Priming prepares students for upcoming content or activities so they process information faster and learn more effectively. It leverages cognitive schemas in long-term memory so related ideas are easier to access when new material appears.</p>
<p data-end="499" data-start="332"><strong data-end="367" data-start="332">Why it works (cognitive basis):</strong><br data-end="370" data-start="367" />
Activating stored schemas increases the accessibility of related knowledge, speeding recognition, understanding, and application.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3iQY7kcmeY8EtmaDhmZ2BpqSkv48z9t8SO96n1u6fptyE04oGWq0DbyJi-lMNoCKdaSL7vEJAcrvXtrDO9pigZzO5dx0vfjl8lWd9xqqnoARDR-jNm6_j6YoYZnvV3bZcY5xC9jnkRqPFNsfDyzwr6EWkwKRZ8t-zWgyXLpaOE5JHbSgNLZxm4ziXAEE/s1024/UGC%20NET%20Priming%20Teaching%20Aptitude%20.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3iQY7kcmeY8EtmaDhmZ2BpqSkv48z9t8SO96n1u6fptyE04oGWq0DbyJi-lMNoCKdaSL7vEJAcrvXtrDO9pigZzO5dx0vfjl8lWd9xqqnoARDR-jNm6_j6YoYZnvV3bZcY5xC9jnkRqPFNsfDyzwr6EWkwKRZ8t-zWgyXLpaOE5JHbSgNLZxm4ziXAEE/w640-h640/UGC%20NET%20Priming%20Teaching%20Aptitude%20.png" width="640" /></a></div>
<p data-end="553" data-start="501"><strong data-end="551" data-start="501">Three pillars of priming (with quick tactics):</strong></p>
<ol data-end="1280" data-start="554">
<li data-end="777" data-start="554">
<p data-end="629" data-start="557"><strong data-end="573" data-start="557">Pre-exposure</strong> – Give a preview framework so new information “fits.”</p>
<ul data-end="777" data-start="633">
<li data-end="777" data-start="633">
<p data-end="777" data-start="635">Tactics: welcome email/video, short pretest/quiz or poll, preview slides/workbook, color-coded key points, a starter problem, brief reading.</p>
</li>
</ul>
</li>
<li data-end="1022" data-start="778">
<p data-end="864" data-start="781"><strong data-end="809" data-start="781">Activate prior knowledge</strong> – Connect new content to what students already know.</p>
<ul data-end="1022" data-start="868">
<li data-end="1022" data-start="868">
<p data-end="1022" data-start="870">Tactics: quick recall quizzes, “what I know” brain dump, concept/knowledge maps, explain-to-a-peer, relevance discussion, find-what-I-don’t-know list.</p>
</li>
</ul>
</li>
<li data-end="1280" data-start="1023">
<p data-end="1120" data-start="1026"><strong data-end="1048" data-start="1026">Retrieval practice</strong> – Make students pull information from memory to strengthen retention.</p>
<ul data-end="1280" data-start="1124">
<li data-end="1280" data-start="1124">
<p data-end="1280" data-start="1126">Tactics: low-stakes quizzes, flashcards, attempt before solution, challenge questions, brain dumps, worksheets with partial info, frequent practice tests.</p>
</li>
</ul>
</li>
</ol>
<p data-end="1297" data-start="1282"><strong data-end="1295" data-start="1282">Benefits:</strong></p>
<ul data-end="1472" data-start="1298">
<li data-end="1472" data-start="1298">
<p data-end="1472" data-start="1300">Better retention and transfer, quicker processing, smoother transitions between activities, clearer focus on gaps/misconceptions, and greater student ownership of learning.</p>
</li>
</ul>
<p data-end="1502" data-start="1474"><strong data-end="1500" data-start="1474">Illustrative examples:</strong></p>
<ul data-end="1653" data-start="1503">
<li data-end="1550" data-start="1503">
<p data-end="1550" data-start="1505">Pre-course welcome sequence (psych course).</p>
</li>
<li data-end="1604" data-start="1551">
<p data-end="1604" data-start="1553">Ungraded unit self-tests with feedback (history).</p>
</li>
<li data-end="1653" data-start="1605">
<p data-end="1653" data-start="1607">Weekly reflective summaries (labor relations).</p>
</li>
</ul>
<p data-end="1844" data-is-last-node="" data-is-only-node="" data-start="1655"><strong data-end="1671" data-start="1655">Bottom line:</strong><br data-end="1674" data-start="1671" />
Integrate short <strong data-end="1702" data-start="1690">previews</strong>, explicit <strong data-end="1747" data-start="1713">connections to prior knowledge</strong>, and regular <strong data-end="1774" data-start="1761">retrieval</strong> to prime students—especially for topics they typically struggle with.</p>

Core idea: Priming prepares students for upcoming content or activities so they process information faster and learn more effectively. It...

UGC NET Cooperative learning teaching strategies

18.8.25 dodda venkatareddy 0

Cooperative learning is a teaching strategy that gives students of different levels the opportunity to learn things together. Students will hold each other accountable and support one another, but they are also responsible for their own learning.<br /><br />During cooperative learning, students also learn how to give and take constructive feedback from their classmates.<br /><br />Cooperative learning is yet another strategy I use to cultivate a classroom culture of community.<br /><br />Cooperative learning is the instructional use of small groups to promote students working together to maximize their own and each other’s learning<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6cyDYqmDNHOLUa5__oYIW1BNS7eRI5TdtRq4lejCQ8zadyY6AmDQKa8YrgctGDENpWJMAW0oiEfs5WZ0pwy8XcRF6OOre1eB4egTrzwugGVp4knav3M-DJU9DQvzMRl4tdnvIjvU1H7jwwvzlorhppEnJE5mJW-MQlxnSnEkgBmaIEZVZx9x5lftv0Ic/s697/Screen%20Shot%202021-09-02%20at%2010.32.01%20AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="697" data-original-width="568" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6cyDYqmDNHOLUa5__oYIW1BNS7eRI5TdtRq4lejCQ8zadyY6AmDQKa8YrgctGDENpWJMAW0oiEfs5WZ0pwy8XcRF6OOre1eB4egTrzwugGVp4knav3M-DJU9DQvzMRl4tdnvIjvU1H7jwwvzlorhppEnJE5mJW-MQlxnSnEkgBmaIEZVZx9x5lftv0Ic/w522-h640/Screen%20Shot%202021-09-02%20at%2010.32.01%20AM.png" width="522" /></a></div><br /><div><br /><div><br />There are many cooperative learning strategies to choose from</div><div><br /></div><div style="text-align: justify;">Think-Pair-Share and Jigsaw are cooperative learning strategies that can improve understanding and concept mastery when used along with Penda activities. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Think-Pair-Share strategy</b> is a technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions or tasks using three distinct steps: think, pair, share. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Jigsaw is a technique</b> that gives students practice in the acquisition and presentation of new material, in review, and in shared discussions. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">According to David Perkins, professor at Harvard’s Graduate School of Education, “cooperative learning challenges students, together with peers, to use information in new ways and to create new understanding. Cooperative learning allows students to take a measure of control in their learning (inquiry-based learning vs. teacher-driven), constructing their knowledge in accordance with their prior experiences and knowledge.”</div><div style="text-align: justify;"><br /></div><b>Inside-Outside Circle:</b> In this strategy, students form two circles, with one inside the other. They take turns rotating to discuss ideas with a new partner.<div><br /><b>Team Game Tournament:</b> Students are put into small groups to prepare for a trivia game.</div><div>
<p data-end="439" data-start="249"><strong data-end="276" data-start="249">Numbered Heads Together</strong></p><p data-end="439" data-start="249">Students work in groups of 3–5. Each group member is assigned a number, then they answer or discuss a concept. The teacher will call on a number to share out.</p>
<p data-end="678" data-start="441"><strong data-end="457" data-start="441">Four Corners</strong> <em data-end="488" data-start="458">(TeachingWithSimplicity.com)</em></p><p data-end="678" data-start="441">Give students 4 choices. Allow students to choose their own answers and then go to the corresponding corners where those answers are assigned. Then students will discuss their thinking.</p>
<p data-end="926" data-start="680"><strong data-end="692" data-start="680">Carousel</strong> <em data-end="712" data-start="693">(Univ. of Albany)</em></p><p data-end="926" data-start="680">Students are broken up into groups. The teacher places chart paper with different questions around the room. Each group has a different color marker and rotates to each poster answering the questions together.</p>
<p data-end="1410" data-start="1082"><strong data-end="1107" data-start="1082">Three Stay, One Stray</strong> <em data-end="1129" data-start="1108">(TheOwlTeacher.com)</em></p><p data-end="1410" data-start="1082">Allow students to group up in groups of 4. They will discuss a question or concept. Number students 1–4. After students are done, call a number and that student will leave their group and tell the new group what they discussed. Then pose a new question and repeat the process.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72BQtbhnUh30wDTDSbVKTE4KRFfy7c-4WP1TrEjO3nku2X-iFF3WMKrBe0Av5fsVfJcjx4KhHqV6fReZWf-iepiKa8CupVQqyqqoIJU1gVVgObmR68DF0WNtNixGhD6zJJSEw0V12uSh8-L_c3EaZfluaeMAKPDEnicC1G6bbNXNgAuSmZ96TAdGWFV8/s1536/Cooperative%20learning%20teaching%20strategies.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1536" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg72BQtbhnUh30wDTDSbVKTE4KRFfy7c-4WP1TrEjO3nku2X-iFF3WMKrBe0Av5fsVfJcjx4KhHqV6fReZWf-iepiKa8CupVQqyqqoIJU1gVVgObmR68DF0WNtNixGhD6zJJSEw0V12uSh8-L_c3EaZfluaeMAKPDEnicC1G6bbNXNgAuSmZ96TAdGWFV8/w640-h426/Cooperative%20learning%20teaching%20strategies.png" width="640" /></a></div><h3 style="text-align: left;"><span style="text-align: justify;">Cooperative Learning Strategies – MCQs</span></h3><div style="text-align: justify;">
<p data-end="413" data-start="153"><strong data-end="214" data-start="153">1. In the Jigsaw strategy, what happens in the classroom?</strong><br data-end="217" data-start="214" />
a) Students solve puzzles individually<br data-end="258" data-start="255" />
b) Each group becomes expert on a topic and shares with others<br data-end="323" data-start="320" />
c) Teacher provides all answers directly<br data-end="366" data-start="363" />
d) Students rotate among stations with charts</p>
<p data-end="489" data-start="415"><em data-end="487" data-start="415">Answer: b) Each group becomes expert on a topic and shares with others</em></p>
<p data-end="710" data-start="496"><strong data-end="616" data-start="496">2. Which cooperative learning strategy involves assigning numbers to group members and calling on a number to share?</strong><br data-end="619" data-start="616" />
a) Carousel<br data-end="633" data-start="630" />
b) Numbered Heads Together<br data-end="662" data-start="659" />
c) Think-Pair-Share<br data-end="684" data-start="681" />
d) Three Stay, One Stray</p>
<p data-end="750" data-start="712"><em data-end="748" data-start="712">Answer: b) Numbered Heads Together</em></p>
<p data-end="981" data-start="757"><strong data-end="799" data-start="757">3. In Four Corners strategy, students:</strong><br data-end="802" data-start="799" />
a) Rotate around posters answering questions<br data-end="849" data-start="846" />
b) Choose among four answers and move to the matching corner<br data-end="912" data-start="909" />
c) Pair up to discuss and share<br data-end="946" data-start="943" />
d) Work silently and individually</p>
<p data-end="1055" data-start="983"><em data-end="1053" data-start="983">Answer: b) Choose among four answers and move to the matching corner</em></p>
<p data-end="1258" data-start="1062"><strong data-end="1190" data-start="1062">4. Which strategy allows students time to think individually, then discuss in pairs, and finally share with the whole group?</strong><br data-end="1193" data-start="1190" />
a) Jigsaw<br data-end="1205" data-start="1202" />
b) Carousel<br data-end="1219" data-start="1216" />
c) Think-Pair-Share<br data-end="1241" data-start="1238" />
d) Four Corners</p>
<p data-end="1291" data-start="1260"><em data-end="1289" data-start="1260">Answer: c) Think-Pair-Share</em></p>
<p data-end="1477" data-start="1298"><strong data-end="1393" data-start="1298">5. The strategy where one student leaves their group to share with another group is called:</strong><br data-end="1396" data-start="1393" />
a) Jigsaw<br data-end="1408" data-start="1405" />
b) Three Stay, One Stray<br data-end="1435" data-start="1432" />
c) Carousel<br data-end="1449" data-start="1446" />
d) Numbered Heads Together</p>
<p data-end="1515" data-start="1479"><em data-end="1513" data-start="1479">Answer: b) Three Stay, One Stray</em></p>
<h3>Cooperative Learning Strategies – MSQs</h3>
<p data-end="1732" data-start="1567"><strong data-end="1664" data-start="1567">6. Which of the following strategies involve students moving physically around the classroom?</strong><br data-end="1667" data-start="1664" />
a) Carousel<br data-end="1681" data-start="1678" />
b) Four Corners<br data-end="1699" data-start="1696" />
c) Think-Pair-Share<br data-end="1721" data-start="1718" />
d) Jigsaw</p>
<p data-end="1750" data-start="1734"><em data-end="1748" data-start="1734">Answer: a, b</em></p>
<p data-end="1922" data-start="1757"><strong data-end="1843" data-start="1757">7. Which strategies require students to share their learning with the whole class?</strong><br data-end="1846" data-start="1843" />
a) Jigsaw<br data-end="1858" data-start="1855" />
b) Think-Pair-Share<br data-end="1880" data-start="1877" />
c) Numbered Heads Together<br data-end="1909" data-start="1906" />
d) Carousel</p>
<p data-end="1943" data-start="1924"><em data-end="1941" data-start="1924">Answer: a, b, c</em></p>
<p data-end="2103" data-start="1950"><strong data-end="2015" data-start="1950">8. Which strategies divide students into small groups of 3–5?</strong><br data-end="2018" data-start="2015" />
a) Numbered Heads Together<br data-end="2047" data-start="2044" />
b) Jigsaw<br data-end="2059" data-start="2056" />
c) Three Stay, One Stray<br data-end="2086" data-start="2083" />
d) Four Corners</p>
<p data-end="2124" data-start="2105"><em data-end="2122" data-start="2105">Answer: a, b, c</em></p>
<p data-end="2282" data-start="2131"><strong data-end="2205" data-start="2131">9. Which of the following emphasize peer teaching and peer discussion?</strong><br data-end="2208" data-start="2205" />
a) Jigsaw<br data-end="2220" data-start="2217" />
b) Think-Pair-Share<br data-end="2242" data-start="2239" />
c) Three Stay, One Stray<br data-end="2269" data-start="2266" />
d) Carousel</p>
<p data-end="2306" data-start="2284"><em data-end="2304" data-start="2284">Answer: a, b, c, d</em></p>
<p data-end="2501" data-start="2313"><strong data-end="2426" data-start="2313">10. Which cooperative learning strategies are most suitable for analyzing multiple perspectives on a problem?</strong><br data-end="2429" data-start="2426" />
a) Four Corners<br data-end="2447" data-start="2444" />
b) Carousel<br data-end="2461" data-start="2458" />
c) Numbered Heads Together<br data-end="2490" data-start="2487" />
d) Jigsaw</p>
<p data-end="2522" data-start="2503"><em data-end="2520" data-start="2503">Answer: a, b, d</em></p></div></div></div>

paper-I notes Teaching Aptitude UGC NET Cooperative learning teaching strategies

Cooperative learning is a teaching strategy that gives students of different levels the opportunity to learn things together. Students will ...

UGC NET The Inquiry Training Model

18.8.25 dodda venkatareddy 0

<div style="text-align: justify;">Inquiry training model is used for giving training of inquiry to the student. By using this model in the classroom, inquiry skill can be developed. Development of inquiry skills needs individuals attention. This model was developed by J.R. Suchman. The inquiry may be carried out at the individual level or at a group of the level.</div><div style="text-align: justify;"><br /></div>This type of training gives the learners practice of thinking and speaking,<br /><br /><div><h3 style="text-align: left;">(A) Assumptions:-</h3><div style="text-align: justify;">All knowledge is tentative. A scientist puts a theory or principle and after some time, it may be pushed aside by a new one. We are always curious and eager to learn new things. In this model, there is more emphasis on self-learning. The student learns better when they participate in any inquiry. New strategies can be taught directly and added to pupils existing once. Ther is no one answer. We can always be more sophisticated in our explanations and most problems hence several possible explanations.</div><h3 style="text-align: left;">(2) Basic elements:-</h3></div><div><h4 style="text-align: left;">Focus</h4><ul style="text-align: left;"><li>The inquiry training model has following goals.</li><li>To enhance the thinking ability of the student.</li><li>To enable them to form conclusions based on facts.</li><li>To enable them to have fluency in their thinking and speaking.</li><li>More specialty to impart training of inquiry skills.</li></ul></div><div><h4 style="text-align: left;">Syntax</h4>Syntax means the description of the model in action. The inquiry training model has five phases.<br /><b>Phase 1:- Encounter with the problem</b><br />In this phase, the teacher presents a puzzling situation before the students and explains the inquiry procedures. Its aim is to create new knowledge. The initial inquiry is based on simple ideas.<br /><b>Phase II:- Data collection and verification</b><br />The students here try to collect detailed information about the problem. They try to seek clarifications about the doubts concerning the problem. Teacher virtually prepares the ground for the success of the model. The teacher should have an encouraging attitude. During verification, they can ask a question regarding the object, even property etc.<br /><b>Phase III:- Data gathering for experimentation</b><br />This is a stage when the student actually starts putting questions and the teacher is reacting to their questions by saying yes or no as the case may be. This questioning by the student is continued till they are able to reach the stage where mystery could be solved.<br /><b>Phase IV:- Formulating an explanation</b><br />In this the phase, the teacher will invite the pupils to explain things.<br />Through explanation, rules may be formulated. The deviation is also checked so that efforts are applied in the right direction and no energy goes waste.<br /><b>Phase V:- analysis of the inquiry process</b><br />In this phase, the students analyze and reflect on the methods they adopted for inquiry. This helps in finding out a suitable solution to the various issues involved i.e the main problem, the right strategy for it etc.<br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5xEXOxXDjuoGP51e9u3yu-_xJBY5lf_GSQC16yXEzyW8BCK6OL1qmL0Xo2SV7i6XLf3K5ngWyQh7K0kCeako6VBXw4ozXrZaZ7EV4xmqw44Azj8Z_5Jg1OVm6PEKbowiv3YoqRNlNo9Ys5nUt5lgyllj2lYZ6iXdluX-fnc2Cn-XYaTRKfrm_LtAKLbY/s1536/Inquiry%20Training%20Model.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1536" height="427" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5xEXOxXDjuoGP51e9u3yu-_xJBY5lf_GSQC16yXEzyW8BCK6OL1qmL0Xo2SV7i6XLf3K5ngWyQh7K0kCeako6VBXw4ozXrZaZ7EV4xmqw44Azj8Z_5Jg1OVm6PEKbowiv3YoqRNlNo9Ys5nUt5lgyllj2lYZ6iXdluX-fnc2Cn-XYaTRKfrm_LtAKLbY/w640-h427/Inquiry%20Training%20Model.png" width="640" /></a></div><div><h4 style="text-align: left;">Social system</h4>The social system is an important element of this model. Here both teacher and students play a significant role in teaching learning process. The success of this model depends on mutual cooperation between teacher and the student<br /></div><div><h4 style="text-align: left;">Principle of reaction</h4>Ensuring that question are framed so that they can be answered by “yes” or “no”. Following points should be kept in mind:-Asking students to refresh the question.<br /><ul style="text-align: left;"><li>Encouraging the students to give a clear statement.</li><li>Neither approving nor rejecting students theories.</li><li>Encouraging interaction among students.</li><li>Using the language of the inquiry process.</li></ul></div><div><h4 style="text-align: left;">Support system</h4>While working with Inquiry Training Model, a teacher requires additional support in the form of<br /><br />(1) a set of confronting the material<br /><br />(2) technical understanding of the intellectual process and strategies of inquiry.<br /><br />(3) Teacher may require resource material related to the problem.<br /></div><div><h4 style="text-align: left;">Application</h4>This model is generally used in teaching for scientific subjects. The student learns to analyze the various type of collected information. Any topic from a curriculum area which can be converted into problem situation or puzzle can be selected for inquiry training.</div><div><br /></div><div>Model Questions </div><div><br /></div><div><p data-end="278" data-start="156"><strong data-end="204" data-start="156">1. Who developed the Inquiry Training Model?</strong><br data-end="207" data-start="204" />
a) Jean Piaget<br data-end="224" data-start="221" />
b) Jerome Bruner<br data-end="243" data-start="240" />
c) J.R. Suchman<br data-end="261" data-start="258" />
d) Lev Vygotsky</p>
<p data-end="305" data-start="280"><em data-end="305" data-start="280">Answer: c) J.R. Suchman</em></p><p data-end="487" data-start="312"><strong data-end="370" data-start="312">2. What is the main aim of the Inquiry Training Model?</strong><br data-end="373" data-start="370" />
a) To memorize facts<br data-end="396" data-start="393" />
b) To develop inquiry skills<br data-end="427" data-start="424" />
c) To improve handwriting<br data-end="455" data-start="452" />
d) To conduct experiments only</p><p data-end="305" data-start="280"><em data-end="305" data-start="280">
</em></p><p data-end="527" data-start="489"><em data-end="527" data-start="489">Answer: b) To develop inquiry skills</em></p><p data-end="750" data-start="534"><strong data-end="611" data-start="534">3. Which of the following is an assumption of the Inquiry Training Model?</strong><br data-end="614" data-start="611" />
a) All knowledge is permanent<br data-end="646" data-start="643" />
b) All knowledge is tentative<br data-end="678" data-start="675" />
c) Knowledge cannot be changed<br data-end="711" data-start="708" />
d) There is always one correct answer</p><p data-end="527" data-start="489"><em data-end="527" data-start="489">
</em></p><p data-end="791" data-start="752"><em data-end="791" data-start="752">Answer: b) All knowledge is tentative</em></p><p data-end="917" data-start="798"><strong data-end="875" data-start="798">4. How many phases does the syntax of the Inquiry Training Model include?</strong><br data-end="878" data-start="875" />
a) Three<br data-end="889" data-start="886" />
b) Four<br data-end="899" data-start="896" />
c) Five<br data-end="909" data-start="906" />
d) Six</p><p data-end="791" data-start="752"><em data-end="791" data-start="752">
</em></p><p data-end="936" data-start="919"><em data-end="936" data-start="919">Answer: c) Five</em></p><p data-end="1163" data-start="943"><strong data-end="1014" data-start="943">5. In which phase do students begin asking “Yes/No” type questions?</strong><br data-end="1017" data-start="1014" />
a) Encounter with the problem<br data-end="1049" data-start="1046" />
b) Data collection and verification<br data-end="1087" data-start="1084" />
c) Data gathering for experimentation<br data-end="1127" data-start="1124" />
d) Analysis of the inquiry process</p><p data-end="936" data-start="919"><em data-end="936" data-start="919">
</em></p><p data-end="1212" data-start="1165"><em data-end="1212" data-start="1165">Answer: c) Data gathering for experimentation</em></p><p data-end="1434" data-start="1219"><strong data-end="1293" data-start="1219">6. Which phase involves reflecting on the methods adopted for inquiry?</strong><br data-end="1296" data-start="1293" />
a) Formulating an explanation<br data-end="1328" data-start="1325" />
b) Encounter with the problem<br data-end="1360" data-start="1357" />
c) Data collection and verification<br data-end="1398" data-start="1395" />
d) Analysis of the inquiry process</p><p data-end="1212" data-start="1165"><em data-end="1212" data-start="1165">
</em></p><p data-end="1480" data-start="1436"><em data-end="1480" data-start="1436">Answer: d) Analysis of the inquiry process</em></p><p data-end="1638" data-start="1487"><strong data-end="1558" data-start="1487">7. The Inquiry Training Model is most commonly applied in teaching:</strong><br data-end="1561" data-start="1558" />
a) Literature<br data-end="1577" data-start="1574" />
b) Scientific subjects<br data-end="1602" data-start="1599" />
c) History<br data-end="1615" data-start="1612" />
d) Physical education</p><p data-end="1480" data-start="1436"><em data-end="1480" data-start="1436">
</em></p><p data-end="1672" data-start="1640"><em data-end="1672" data-start="1640">Answer: b) Scientific subjects</em></p><p data-end="1918" data-start="1679"><strong data-end="1764" data-start="1679">8. What is emphasized in the principle of reaction of the Inquiry Training Model?</strong><br data-end="1767" data-start="1764" />
a) Approving or rejecting student theories<br data-end="1812" data-start="1809" />
b) Using “Yes/No” framed questions<br data-end="1849" data-start="1846" />
c) Providing ready-made solutions<br data-end="1885" data-start="1882" />
d) Avoiding student interaction</p><p data-end="1672" data-start="1640"><em data-end="1672" data-start="1640">
</em></p><p data-end="1964" data-start="1920"><em data-end="1964" data-start="1920">Answer: b) Using “Yes/No” framed questions</em></p><p data-end="2132" data-start="1971"><strong data-end="2062" data-start="1971">9. Which element highlights the importance of cooperation between teacher and students?</strong><br data-end="2065" data-start="2062" />
a) Support system<br data-end="2085" data-start="2082" />
b) Social system<br data-end="2104" data-start="2101" />
c) Application<br data-end="2121" data-start="2118" />
d) Syntax</p><p data-end="1964" data-start="1920"><em data-end="1964" data-start="1920">
</em></p><p data-end="2160" data-start="2134"><em data-end="2160" data-start="2134">Answer: b) Social system</em></p><p data-end="2406" data-start="2167"><strong data-end="2265" data-start="2167">10. Which of the following is NOT a support system requirement for the Inquiry Training Model?</strong><br data-end="2268" data-start="2265" />
a) Confronting material<br data-end="2294" data-start="2291" />
b) Technical understanding of inquiry strategies<br data-end="2345" data-start="2342" />
c) Resource material<br data-end="2368" data-start="2365" />
d) Ready-made answers to the problem</p><p data-end="2160" data-start="2134"><em data-end="2160" data-start="2134">
</em></p><p data-end="2454" data-start="2408"><em data-end="2454" data-start="2408">Answer: d) Ready-made answers to the problem</em></p><h2 data-end="206" data-start="172">MSQs</h2><p data-end="473" data-start="208"><strong data-end="284" data-start="208">1. Which of the following are assumptions of the Inquiry Training Model?</strong><br data-end="287" data-start="284" />
a) All knowledge is tentative<br data-end="319" data-start="316" />
b) Students learn better when they participate in inquiry<br data-end="379" data-start="376" />
c) There is always one correct answer<br data-end="419" data-start="416" />
d) New strategies can be added to existing knowledge</p><p data-end="2454" data-start="2408"><em data-end="2454" data-start="2408">

</em></p><p data-end="492" data-start="475"><em data-end="492" data-start="475">Answer: a, b, d</em></p><p data-end="733" data-start="499"><strong data-end="569" data-start="499">2. Which of the following are goals of the Inquiry Training Model?</strong><br data-end="572" data-start="569" />
a) Enhance thinking ability<br data-end="602" data-start="599" />
b) Enable conclusions based on facts<br data-end="641" data-start="638" />
c) Improve fluency in thinking and speaking<br data-end="687" data-start="684" />
d) Encourage memorization of fixed knowledge</p><p data-end="492" data-start="475"><em data-end="492" data-start="475">
</em></p><p data-end="752" data-start="735"><em data-end="752" data-start="735">Answer: a, b, c</em></p><p data-end="974" data-start="759"><strong data-end="823" data-start="759">3. Identify the phases of the Inquiry Training Model syntax.</strong><br data-end="826" data-start="823" />
a) Encounter with the problem<br data-end="858" data-start="855" />
b) Data collection and verification<br data-end="896" data-start="893" />
c) Data gathering for experimentation<br data-end="936" data-start="933" />
d) Teacher’s lecture on the solution</p><p data-end="752" data-start="735"><em data-end="752" data-start="735">
</em></p><p data-end="995" data-start="976"><em data-end="993" data-start="976">Answer: a, b, c</em></p><p data-end="1294" data-start="1002"><strong data-end="1099" data-start="1002">4. The principle of reaction in the Inquiry Training Model emphasizes which of the following?</strong><br data-end="1102" data-start="1099" />
a) Frame questions that can be answered with “Yes” or “No”<br data-end="1163" data-start="1160" />
b) Encourage clear student statements<br data-end="1203" data-start="1200" />
c) Approve or reject student theories immediately<br data-end="1255" data-start="1252" />
d) Promote interaction among students</p><p data-end="995" data-start="976"><em data-end="993" data-start="976">
</em></p><p data-end="1313" data-start="1296"><em data-end="1313" data-start="1296">Answer: a, b, d</em></p><p data-end="1594" data-start="1320"><strong data-end="1421" data-start="1320">5. Which of the following are part of the support system required for the Inquiry Training Model?</strong><br data-end="1424" data-start="1421" />
a) Confronting material<br data-end="1450" data-start="1447" />
b) Technical understanding of inquiry strategies<br data-end="1501" data-start="1498" />
c) Resource material related to the problem<br data-end="1547" data-start="1544" />
d) Predetermined answers for inquiry problems</p><p data-end="1313" data-start="1296"><em data-end="1313" data-start="1296">
</em></p><p data-end="1613" data-start="1596"><em data-end="1613" data-start="1596">Answer: a, b, c</em></p><p data-end="1867" data-start="1620"><strong data-end="1678" data-start="1620">6. Applications of the Inquiry Training Model include:</strong><br data-end="1681" data-start="1678" />
a) Teaching scientific subjects<br data-end="1715" data-start="1712" />
b) Encouraging students to analyze collected information<br data-end="1774" data-start="1771" />
c) Applying problem-based approaches from curriculum topics<br data-end="1836" data-start="1833" />
d) Rote memorization of facts</p><p data-end="1613" data-start="1596"><em data-end="1613" data-start="1596">
</em></p><p data-end="1886" data-start="1869"><em data-end="1886" data-start="1869">Answer: a, b, c</em></p><p data-end="2118" data-start="1893"><strong data-end="1949" data-start="1893">7. Social system in Inquiry Training Model requires:</strong><br data-end="1952" data-start="1949" />
a) Cooperation between teacher and students<br data-end="1998" data-start="1995" />
b) Teacher dominance in providing answers<br data-end="2042" data-start="2039" />
c) Mutual interaction during inquiry<br data-end="2081" data-start="2078" />
d) Use of inquiry-oriented language</p><p data-end="1886" data-start="1869"><em data-end="1886" data-start="1869">
</em></p><p data-end="2137" data-start="2120"><em data-end="2137" data-start="2120">Answer: a, c, d</em></p></div>

paper-I notes Teaching Aptitude UGC NET The Inquiry Training Model

Inquiry training model is used for giving training of inquiry to the student. By using this model in the classroom, inquiry skill can be dev...

Toady Top Current Affairs (16.08.2025)

15.8.25 dodda venkatareddy 0

<div class="separator" style="clear: both; text-align: left;">The following are the different current affairs covered in major todays news papers. The current affairs available below in both Telugu and English Language. 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UGC NET: Indian Education System in pre independence Part-II

26.7.25 dodda venkatareddy 0

<p> <span style="text-align: justify;">Prior to British rule, India's education system was primarily based on indigenous models like Gurukul and Madrassas, emphasizing religious, philosophical, and practical knowledge. The British introduced a modern, Western-style education system, which coexisted with traditional systems for a time. This period saw the establishment of universities and the gradual expansion of formal education, alongside efforts to address literacy and educational disparities.</span></p><h2>Periods of development of Indian education</h2><div style="text-align: justify;">India was a land of wonder, and the fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices, had spread far and wide. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Indian society cannot be a better place to live and progress for the development of the country if its participants are not educated. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Education empowers each individual to understand the constructive possibilities of living and also how to contribute more to society for the benefit of all. Without education, there would be significant obstacles to all the development that took place and the evolution of Indian education is commonly divided into the following eras:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b><span style="color: red;">1.Pre-Independence era (before 1947).</span></b></div><ul><li>Vedic era (3000B.C. to 500 B.C.);</li><li>Buddhist era (500 B.C. to 1200 A.D.);</li><li>Jainism era (5th –7th century / 6th B.C.)</li><li>Muslim era (1200 AD. to 1700 A.D.); and</li><li>British era (Pre independence era 1800 A.D to 1947).</li></ul>2. Post-Independence era (1947 to till date).<br /><h2 style="text-align: left;">4) Education system during Mughal period</h2><div style="text-align: justify;">During the Mughal period, there wasn’t a significant effort to universalize the educational system, but there was a focus on spreading Islamic education. From the early 16th to the mid-19th century, patronage was extended to men of arts and literature. Muslim educational institutions were known as MAKTABA, and primary schools were attached to MOSQUES or run in private houses, known as MADRASA. Hindus and Muslims studied each other’s languages and because of this interaction led to the formation of a new language called URDU. The Mughal education system was primarily religious in character, but Sher Shah Suri, a ruler was a great patron of education and learning. Although the Mughal period didn’t contribute on the education must for Indian society, but there is attention which is given to repairing existing educational structure.</div><br /><b><span style="color: red;">4.1 Aims of Education during Mughal period</span></b><br /><br /><div style="text-align: justify;">The education systems of ancient India and the Mughal Empire exhibited several key differences due to variations in time, culture, and societal needs. Education during the Muslim era was not a concerted and planned activity but rather a voluntary and spontaneous growth. Muslim rule fostered a cross-cultural influence in the country by establishing an educational system where Hindus and Muslims could study side by side. As a result, Muslim education had several distinctive features, as courses of study were both broadened and influenced by humanistic values. The Mughal education system encompassed a wide range of subjects, including Islamic studies, Persian and Arabic languages, poetry, literature, music, mathematics, astronomy, medicine, and philosophy.</div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://resources.cdn.yaclass.in/c49a0ed3-9dfb-4b16-9772-a8ed48d90d13/YoungMovesMediaShutterstockw400.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="400" height="300" src="https://resources.cdn.yaclass.in/c49a0ed3-9dfb-4b16-9772-a8ed48d90d13/YoungMovesMediaShutterstockw400.jpg" width="400" /></a></div><br /><b><span style="color: #38761d;">4.2 Educational Curriculum during Mughal period</span></b><br /><br /><div style="text-align: justify;">The Islamic education system suffered from several limitations. However, its curriculum was Quaranic-centered, and children were required to memorize the Holy Quran. This practice has preserved the book in its original form, making it a unique feature of Muslim education. Therefore, elementary-level students focus more on memorizing the Quran with proper pronunciation. Higher education was also a focal point during the Muslim period. At the higher education level, subjects such as history, philosophy, grammar, and law were taught. However, the medium of instruction was Arabic and Persian, and the education system was heavily influenced by Islamic culture.</div><br /><b><span style="color: #0b5394;">4.3 Mughal educational teaching method<br /></span></b><br /><div style="text-align: justify;">The methods of teaching used during the Mughal period also contributed to a form of social discrimination, as there was a separate provision for women’s education. While girls were allowed to attend ‘maktabs’ for primary education, they were not permitted to go to ‘Madrasas’ for higher education. Efforts were made to establish institutions for imparting education to women during the Mughal period. However, religious perceptions hindered success in this regard. Nevertheless, royal and elite families arranged for the education of women at home by hiring teachers.</div><br /><div style="text-align: justify;">The society during the Mughal era can be divided into different classes based on privileges and financial stability. Legal education was also provided in Madrasas, with Islamic law based on the teachings of the Quran and rituals/traditions. The tradition of education in both Maktabs and Madrasas was oral in the sense that teachers delivered lectures to students. However, students in Madrasas were also encouraged to read books. Educational methods included storytelling, discussions, teaching, training, and directed research. The core educational teaching-learning structure is outlined below.</div><div style="text-align: justify;"><ol><li><b>Memorization:</b> Learner has to memorize the Quran and Persian grammar;</li><li><b>Oral instruction: </b>Teachers used oral instruction for educational process;</li><li><b>Rewards and punishments:</b> Teachers have power to use both rewards and punishments base on situation;</li><li><b>Writing: </b>Students are train to learned to write the alphabet and practice writing;</li></ol></div><h2 style="text-align: left;">5. Role of Christian missionaries in Indian education</h2><div style="text-align: justify;">By the mid-19th century, missionaries established a distribution/diffusion hypothesis. Their aim was to make schools spiritual and religious centers, fostering learning. Through education, they hoped to eradicate practices and behaviors among natives such as idol worship, polytheism, bigotry, polygamy, and many superstitions considered uncivilized. Their ultimate goal was to proselytize the native population and disprove the falsehood of native religions.</div><br /><div style="text-align: justify;">Christian missionaries also became involved in addressing the welfare of untouchables and women’s discrimination in society. They held liberal ideas about education, with one of their most significant aims being the social uplift of those belonging to the lower class. They rendered valuable service to the cause of education in India, and their efforts led to the establishment of the first missionary college at SERAMPORE in 1818. The Bishop’s College was founded in CALCUTTA in 1820. Missionaries heavily invested in setting up their institutions in India. However, there have been several articulations and re-articulations of their identity in the Indian education system.</div><br /><b>5.1. East India Company’s Contributions to Education</b><br /><br /><div style="text-align: justify;">The East India Company began using slave labor and transporting enslaved people. As a trading and profit-making company, it initially showed no interest in promoting education for the first 60 years. However, in 1793 A.D., on the occasion of the renewal of the East India Company’s Charter, some individuals in England attempted to compel the Company to allocate a portion of its Indian revenues to the education of Indians.</div><br />Twenty years passed, and during the renewal of the Company’s Charter, a fractional portion of its revenues was directed towards educating the people of India in 1813. At that time, there were only two educational institutions in India: Calcutta Madrasa and the Benares Hindu Sanskrit College. Officials of the East India Company also played a crucial role in the spread of education. In 1781, Warren Hastings, the first Governor-General of India, founded the Calcutta Madrasa. Although modern education began in India under British rule, before the British arrived, India had its own educational systems like the Gurukula and the Madrasas. The Indian Universities Act of 1904 marked a major reform in the Indian education system. However, there are only three agents of modern education in India.<div><ul style="text-align: left;"><li>East India Company;</li><li>Christian missionaries; and</li><li>Indian intellectuals and reformers.</li></ul><b>5.1.1 Core objective of Charter Act 1813</b><br /><br /><div style="text-align: justify;">To provide education for the Indians, the East India Company began to establish institutions, recognizing that education teaches individuals to overcome daily obstacles in life with ease and comfort. The Charter Act of 1813, officially known as the East India Company Act, assigned the responsibility of Indian education to the company by the British Parliament. This Act marked the first step towards making education an objective of the government, implying the continuation of British Rule in India.</div><br /><div style="text-align: justify;">Under the Charter Act of 1813, INR 1 lakh per year was allocated to education. However, this Act had three major goals: to maintain control over the company for another 20 years, to promote and support Christian missionaries, and to continue the program of territorial expansion. The power of this act increased the authority of the Courts in India over the European British and the power of the probationary government.</div><br /><b>5.1..2 Government of India Resolution 1913</b><br /><br /><div style="text-align: justify;">Despite the acknowledgment that the education system of a country plays a vital role in empowering its citizens, India’s traditional education system and educational institutions suffered a significant setback after the fall of the British Empire due to political in the country. In 1913, the government passed a resolution in which it declined to take on the burden of mandatory education but adopted the objective of eradicating illiteracy. It advised provincial governments to swiftly offer free basic education to the more underprivileged and backward sectors. This resolution is known as the Government Resolution on Education Policy 1913. The key points of the Government Resolution on Education Policy 1913 laid the foundation for subsequent educational reforms in India and contributed to the growth and modernization of the education system. The resolution refused to take up the responsibility of compulsory education but accepted the policy of removing illiteracy.</div><br /><b>5.2.Indian Education Commission in 1882</b><br /><br /><div style="text-align: justify;">The British Empire took away administration from the company and transferred it to the crown. In 1882, the British Empire decided that it was necessary to assess the Indian education system and eliminate any defects that had crept into it. For this purpose, Lord Ripon appointed the Indian Education Commission on February 3, 1882, under the chairmanship of William Hunter, a member of the executive council of the viceroy.</div><br /><div style="text-align: justify;"><b>The Hunter Commission of 1882</b> recommended that the medium of primary education should be the mother tongue. There are several recommendations were made in the Hunter Education Commission to facilitate proper education, even for backward classes. Among the recommendations by the Hunter Commission of 1882, one of the major suggestions was that special care should be taken to advance the education of girls and women. The commission aimed to improve the Indian education system by developing proper infrastructure, enhancing primary education, and adopting a policy of religious neutrality.</div><br /><b>Wardha System of Education 1937</b><br /><br /><div style="text-align: justify;">The Wardha Education Conference, held on October 22 and 23, 1937, marked an all-India National Educational Conference in Wardha. During the conference, it was resolved to accept Mahatma Gandhi’s proposal for the implementation of free and compulsory education for seven years through the medium of the mother tongue. Gandhi, along with other prominent educationists, including those present at the conference, piloted the resolutions. The main features of the Wardha Scheme encompassed the medium of instruction and the provision of free education. Dr. Zakir Hussain was appointed as the chairman of the committee tasked with preparing the national education scheme and subsequently submitted the first comprehensive national education proposal. The scheme is also deemed non-violent, as it ensures that individuals do not deprive others of their livelihood.</div><br /><div style="text-align: justify;">The underlying idea behind promoting the Wardha Scheme was the expansion of education to all regions of the country, with a focus on national integration. However, the scheme faced negative psychological effects as World War II erupted immediately after its initiation in 1939, impacting the expansion of education across the nation. Despite these challenges, the Wardha Scheme held an optimistic scope, aiming to build self-reliant, educated individuals in both cities and villages of India, which was considered a highly prudent decision. The central concept of the scheme emphasized imparting education through some industry or vocation, with a basic craft serving as the focal point of instruction.</div><h3 style="text-align: left;">6. Transformation of Indian Education System</h3><div style="text-align: justify;">The first National Policy on the education of independent India was implemented in 1968 in response to the recommendations of the <b>Kothari Commissio</b>n. The second National Education Policy was implemented in <b>1986</b>, marking a gap of two decades. The new education policy was adopted by the government of India in 2023. Notably, the 10+2 structure has been fully eliminated in the new education policy. This is known as new educational curriculum, now structured as 5+3+3+4. This means that the first segment covers primary to the second grade, the second portion spans from the third to the fifth grade, the third part encompasses the sixth to eighth grade, and the final segment is from the ninth to the 12th grade.</div><div style="text-align: justify;"><ul><li>1948 – The 1st commission, University Education Commission, was set up;</li><li>1952 – The Secondary Education Commission was established;</li><li>1964-1966 – The Indian Education Commission was introduced;</li><li>1968 – 1st National Education Policy came up;</li><li>1986 – A new policy was formulated;</li><li>1992 – The previous education policy was modified;</li><li>2005 – The 1986 education policy was again modified;</li><li>2020 – The new National Education Policy (NEP) was passed by the cabinet</li></ul></div><div style="text-align: justify;">After India gained independence, a new chapter in education policy was adopted by the Constitution of India. Even the education system became the full responsibility of both state and central governments. However, a number of problems and challenges have surfaced in the country due to the diverse character of Indian society created by British policies. The government has established education commissions to address these challenges, and recommend comprehensive policies for these problems, also propose improvements to the education system and social development. Therefore, education policy has played an immensely important role in the development of the educational system and the social functioning structure. Since education policies reflect the approaches of those in power toward society, they have a close social impact on the goals and strategies of the existing education system at all levels of development.</div></div>

UGC NET HEDU UGC NET: Indian Education System in pre independence Part-II

Prior to British rule, India's education system was primarily based on indigenous models like Gurukul and Madrassas, emphasizing relig...

UGC NET: Indian Education System in pre independence Part-I

25.7.25 dodda venkatareddy 0

<div style="text-align: justify;">Prior to British rule, India's education system was primarily based on indigenous models like Gurukul and Madrassas, emphasizing religious, philosophical, and practical knowledge. The British introduced a modern, Western-style education system, which coexisted with traditional systems for a time. This period saw the establishment of universities and the gradual expansion of formal education, alongside efforts to address literacy and educational disparities.</div><h2 style="text-align: left;">Periods of development of Indian education</h2><div style="text-align: justify;">India was a land of wonder, and the fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices, had spread far and wide. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Indian society cannot be a better place to live and progress for the development of the country if its participants are not educated. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Education empowers each individual to understand the constructive possibilities of living and also how to contribute more to society for the benefit of all. Without education, there would be significant obstacles to all the development that took place and the evolution of Indian education is commonly divided into the following eras:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b><span style="color: red;">1.Pre-Independence era (before 1947).</span></b></div><ul style="text-align: left;"><li>Vedic era (3000B.C. to 500 B.C.);</li><li>Buddhist era (500 B.C. to 1200 A.D.);</li><li>Jainism era (5th –7th century / 6th B.C.)</li><li>Muslim era (1200 AD. to 1700 A.D.); and</li><li>British era (Pre independence era 1800 A.D to 1947).</li></ul>2. Post-Independence era (1947 to till date).<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://resources.cdn.yaclass.in/c49a0ed3-9dfb-4b16-9772-a8ed48d90d13/YoungMovesMediaShutterstockw400.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="300" data-original-width="400" height="300" src="https://resources.cdn.yaclass.in/c49a0ed3-9dfb-4b16-9772-a8ed48d90d13/YoungMovesMediaShutterstockw400.jpg" width="400" /></a></div><div><br /><h3 style="text-align: left;">1) Education during Vedic Period</h3><div style="text-align: justify;">The education system that first evolved in ancient India is known as the ‘Vedic’ education system. This education was based on the ‘Vedas,’ and as a result, it was given the name ‘Vedic Educational System.’ This system possesses unique characteristics, because as the ‘SUTRAS’ were restricted in their influence over many domains of study. Consequently, education was confined only to the upper castes, which also known as BRAHMACHARIS.</div><br /><div style="text-align: justify;">During this time, the educational system that prevailed differed significantly from contemporary approaches. It was not accessible to all; instead, it focused more on fostering culture, traditions, and practices that guided and encouraged humanity. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The demand for education came from a limited section of society, and there was no need for an elaborate organizational structure for education. The education system evolved gradually, concentrating on the holistic development of the individual by addressing both the inner and outer self. Therefore, the foundation of Indian culture lies in the Vedas, which are four in number.</div><div style="text-align: justify;"><ul><li>Rig-Veda,</li><li>Samveda,</li><li>Yajurveda, and</li><li>Athareveda</li></ul></div><div style="text-align: justify;">Apart from the aforementioned, some educational research has subdivided the Vedic Education period into the Brahmin Period, Upanishads Period, Sutra (Hymn) Period, etc. However, throughout these periods, there was a predominance of the Vedas, and there was no significant change in the aims and ideals of education. During the Vedic period, the majority of the upper castes, comprising Brahmins or Kshatriyas, received their education in a unique system called GURUKULAM. Students underwent their education by residing with their preceptors in forests, far removed from cities, towns, or villages.</div><br /><div style="text-align: justify;">The lives of the students, known as SHISYAS, were very rigorous and demanding. The educational process was largely monopolized by the Brahmins, as they constituted a small section of society. According to historians, the Indian education system in urban learning centers became increasingly visible between 500 BCE to 400 CE. Physical education held significance as a curricular area for pupils.</div><br /><b><span style="color: #2b00fe;">1.2 Aims of education in Vedic period<br /></span></b><br /><div style="text-align: justify;">The main objective of Vedic education was the development of physical, moral, spiritual, and intellectual powers to achieve salvation. Overall, the aim of education was the complete realization of self and the freedom of the soul. Despite this, the core aims of education were categorized into four sections:</div><div style="text-align: justify;"><ul><li><b>Realize the supreme</b>: This method is to achieve Supreme Consciousness (Brahman);</li><li><b>Develop powers</b>: This approach is to develop physical, moral, and intellectual powers;</li><li><b>Attain salvation</b>: This process is to achieve salvation through education; and</li><li><b>Inculcate piety</b>: This method is to instill a spirit of piety and righteousness.</li></ul></div><b><span style="color: #cc0000;">1.3. Educational Curriculum for Vedic period</span></b><br /><br /><div style="text-align: justify;">Ancient Indian education originated from the Vedas, serving as the primary source of Indian philosophy of life. This educational system played a crucial role in Indian society by promoting celibacy, control over the senses, and purity of life. Consequently, during this period, the method of teaching was inherently known as psychological in nature. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The curriculum during the Vedic period was predominantly centered on the teaching of Vedas and Vedic literature, imparting spiritual and moral lessons. Physical education was also included, where students needed to learn archery, wrestling, hunting, dancing, etc. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Vedic education system emphasized practical knowledge learning. The syllabus covered subjects ranging from spiritual to materialistic knowledge, including Vedas, Vedic grammar, arithmetic, knowledge of gods, knowledge of the absolute, knowledge of ghosts, astronomy, logic, philosophy, ethics, conduct, etc. However, students spent most of their time in self-study, thinking, and meditation.</div><br /><b>1.4. Methods of Instruction during Vedic period</b><br /><br /><div style="text-align: justify;">There was no single method of instruction was adopted and they faces many challenges and opportunities, such as improving access and quality. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Vedic system of education was characterized by cordiality and the pursuit of the highest truth and supreme knowledge. This process aimed at leading individuals from unreality to reality, darkness to light, and death to immortality. In this system, perception served as a direct method of learning, along with lectures, dialogues, debates, discussions, and question-and-answer sessions. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">During the Vedic period, the question-and-answer method and discussions were common and story-telling also adopted according to the need. Students would pose questions based on their needs, and the Guru would then provide explanations. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Vedic system outlined mainly three steps of learning to follow.</div><ul style="text-align: left;"><li><b>Sravana</b>: In this approach, students listen to the text as it is spoken by their teacher, known as the Guru, ensuring that knowledge is conserved and transmitted to the upcoming generation.</li><li><b>Manana:</b> It means to internalize or assimilate what was given to the student. Therefore, this process is known for deliberation and reflection on the topic.</li><li><b>Nididhyasana (Meditation):</b> This is truth realized and attended, and it has to be considered indispensable for the realization of supreme reality.</li></ul><b><span style="color: #990000;">1.5. Role of Teacher during Vedic period</span></b><br /><br /><div style="text-align: justify;">Teachers were a highly honored class, esteemed even by kings, as the ultimate aim of education was not merely to acquire knowledge for preparation in this life but for the complete realization of self and the liberation of the soul from the chains of both present and future existence. Therefore, the ‘ACHARYA’ (Teacher/Guru) was the focal point of all learning, situated in natural surroundings. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The age limit for ‘UPANAYAN’ (Student/Siksha) was determined by them, respectively, with Brahmin children at the age of 8, Kshatriyas at 11, and Vaishyas at 12. The teacher was accepting very limited number of students because moral fitness and unimpeachable conduct of the pupils were main criteria for admission.</div><br /><div style="text-align: justify;">Teachers (ACHARYA) provided physical, materialistic, and spiritual knowledge to their students, taking full responsibility for the development of children’s personalities and characters. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In the Vedic period, the inculcation of social and civic duties was one of the core responsibilities for teachers, as they believed it was necessary for a better future life. Therefore, in the process of education, teachers are most important components, because as the teacher provides physical, materialistic, and spiritual knowledge. They (Guru/Teachers) also satisfies the curiosity and needs of students, acting as their spiritual father and taking care of them in the same manner as a father cares for his son.</div><h3 style="text-align: left;">2) Buddhism period of education</h3><div style="text-align: justify;">Buddhism originated as a phenomenon within Hinduism and gave rise to various offshoots of Hindu philosophy. The Buddhist period of education in India spanned from 600 B.C. to 600 A.D. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">During this time, the main subjects of Buddhist education included spinning, weaving, cloth printing, tailoring, accountancy, painting, Ayurveda, and surgery. These teachings held immense significance, serving as a source of inspiration for both individual and social development.</div><br /><div style="text-align: justify;">Throughout this period, India experienced a high level of development in literature, philosophy, arts, commerce, agriculture, and methods of warfare. The entire educational system was overseen by monks, providing for both religious and secular forms of education. It is likely that the practices of Buddhist education varied in different countries and at different times, according to educationists.</div><br /><b>2.1. Buddhism aims of education</b><br /><br /><div style="text-align: justify;">Buddhism’s system of education did not differ significantly from that of the Vedic age, as the primary aim remained the preparation for a good and moral life. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Religious education held the highest priority, with concerted efforts directed towards fostering social integrity, morality, piety, humility, and virtuous qualities. These values were not only emphasized but also institutionalized, making education accessible to all. Consequently, a practical and region-specific education system emerged, catering to the common people and contributing significantly to the development of education, attracting individuals from all sections of society. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As a result, the teachings of Buddhism in this context can be distilled into three major points, often referred to as:</div><div style="text-align: justify;"><ol><li>Discipline;</li><li>Meditation; and</li><li>Wisdom.</li></ol></div><b>2.2. Curriculum preparation of Buddhism education</b><br /><br /><div style="text-align: justify;">The Buddhist system is well-known for ushering in the golden age of India’s culture and civilization with the rise of Buddhism in the country. Progress permeated all aspects of civilization under the influence of Buddhism, and the education system placed importance on both occupational and technical dimensions. Students were exposed to a comprehensive approach, encompassing both theoretical and practical methods.</div><br /><div style="text-align: justify;">The educational process was structured into two stages: primary and higher education. Primary education focused on imparting skills in reading, writing, and arithmetic, while higher education covered subjects such as religion, philosophy, Ayurveda, and military training. Importantly, individuals had the freedom to choose their subjects without any restrictions and medium of Buddhist education was the common language of the people.</div><br /><b>2.3 Role of the Teacher during Buddhism period</b><br /><br /><div style="text-align: justify;">In the Buddhist period, there were no organized Gurukuls; instead, education was imparted through Monasteries and Viharas. The Monk (teacher) bore full responsibility for the education, clothing, food, and residence of the student monk. The teacher, usually a monk, had the duty of maintaining proper academic standards and decorum within the Viharas. Rules and regulations applied uniformly to all groups and members within a Viharas, regardless of their status or standing. The teacher was also responsible for providing medical treatment to the student whenever he fell ill. During this period, teachers played a crucial role in assisting the Bhikshus (students) by imparting instruction on the following factors, which is also known as noble eightfold path.</div><div style="text-align: justify;"><ul><li>Right View / Understanding;</li><li>Right Intention / Thought;</li><li>Right Speech;</li><li>Right Action;</li><li>Right Livelihood;</li><li>Right Effort;</li><li>Right Mindfulness; and</li><li>Right Concentration.</li></ul></div><div style="text-align: justify;">Buddhist schools did not operate in isolation; rather, they formed a federal structure of organizations known as Viharas or Monasteries. These monasteries served as centers of education, teaching not only the doctrines of Buddhism but also other subjects. The primary objective of Buddhist monks was to propagate Buddhism. Moreover, Buddhist asceticism developed its own set of rules and regulations based on its distinct perspective and definition of the ascetic life.</div><h3 style="text-align: left;">3) Jainism Education period</h3><div style="text-align: justify;">Jainism stands as one of the oldest living religions in the world, originating in the 5th-7th century. The preachers of Jainism are called TIRTHANKARAS. According to historians, Jainism’s roots are primarily in the history of religion in Karnataka, Southern India. However, different scholars hold diverse views on its origin. Some artifacts discovered in the Indus Valley civilization have been suggested as a link to ancient Jain culture, but this remains highly speculative and subjective.</div><br /><div style="text-align: justify;">In the realm of knowledge, Jaina philosophy is characterized by pluralism and relativism. While temples, ghatikas, agraharas, brahmapuris, and Mathas served as centers of Brahmanic education, the basadis, also known as Chaityalayas and Jinalayas, played a significant role as centers for the Jaina system of education. Moreover, education in Jainism is viewed as a self-disciplinary practice, considered essential for individual welfare, social harmony, and world peace.</div><br /><b>3.1 Aims of Education in Jainism<br /></b><br /><div style="text-align: justify;">The Jain system advocates liberation as the ultimate aim of education. Its teachings emphasize a sharp distinction between souls and matter. Although Jainism is atheistic, it does not deny the existence of gods as beings within the cosmos. The teachings of Jainism are social and tolerant, emphasizing the well-being of all. Therefore, Jain philosophy recognizes three reliable means of knowledge, known as PRAMANA. These means include perception (PRATYAKSA), inference (ANUMANA), and testimony (SABDA). Jainism presents a unique perspective on knowledge. Rather than being something external to be grasped and possessed by the soul, knowledge is considered a state of the soul itself. Thus, this system underscores the social, economic, moral, and spiritual aims of education.</div><br /><b>3.2 Curriculum in Jainism education</b><br /><br /><div style="text-align: justify;">Jain views are both relativistic and pluralistic, recognizing both the spiritual and material aspects. Therefore, education aims at imparting knowledge and fostering intelligence in a child. This philosophy emphasizes providing individualized curriculum and courses to students based on their personal needs and interests. The origin of Jain philosophy can be traced back to prehistoric times. Jainism is centered on restoring the ideal character of the spirit; hence, students must be taught to perceive things from different perspectives, guiding them towards various actions and activities. The Jaina curriculum encompasses social sciences, natural sciences, moral education, vocational education, and various co-curricular activities, including yoga exercises.</div><br /><b>3.3 Methods of Teaching in Jainism education</b><br /><br /><div style="text-align: justify;">Those who teach religion are called spiritual teachers, and among Jains, they are known as SADHUS. Jainism denounces the caste system and any hierarchy of classes in society. The system of co-education and women’s education are also important aspects. The Jaina system emphasizes liberalism through the concept called ANEKANT, implying that all students do not necessarily need to agree with the viewpoint of a teacher.</div><br /><div style="text-align: justify;">Jainism places a strong emphasis on non-violence, teaching that one should not hurt the feelings of others even through speech. This system prioritizes socialized techniques, experiments, learning by doing, and coordination. Moreover, the Jaina education system underscores the discussion method and maximizes student participation in the teaching-learning process. One prominent historian states that the method of Jaina teaching was scientific and comprised of five essential parts. They are known as:</div><div><ul style="text-align: left;"><li>VACHANA (Reading);</li><li>PRACHCHANA (Asking questions);</li><li>ANUPREKSA (Pondering over);</li><li>AMHAYA (Learning by part); and</li><li>DHARMAPALESA (preaching of religion to masses).</li></ul><b>3.4 Role of the Teacher in Jainism</b><br /><br /><div style="text-align: justify;">The main characteristic of the Jaina system of education was its encouragement of co-education, where the teacher is considered a spiritual or intellectual father. Jaina teachers are commonly referred to as Tammadi, Oja, Upadhyaya, Guruvadi, Acharya, Goravi Bhattaraka, and Gurugalu. Jainism teaches that the path to enlightenment involves nonviolence and minimizing harm to all living things, including plants and animals. Consequently, high moral qualities were expected of teachers.</div><br /><div style="text-align: justify;">Similar to Hindus and Buddhists, Jains believe in reincarnation. Jains also believe that bad karma is caused by harming living things. To avoid bad karma, Jains must adhere to ahimsa, a strict code of nonviolence. For teachers, this means not only possessing a deep understanding of their subject and effective teaching methods but also genuinely loving their pupils. The Jaina monastic life was well organized. After admission, a supervisor, known as the NIRYAPAKA, closely monitored the behavior of each student.</div><br /><b><a href="https://www.aprcet.co.in/2025/07/ugc-net-india-education-system-in-pre-independence-part-ii.html" target="_blank">Next: UGC NET: Indian Education System in pre independence for part-II click here</a></b><br /><br /></div></div>

UGC NET HEDU UGC NET: Indian Education System in pre independence Part-I

Prior to British rule, India's education system was primarily based on indigenous models like Gurukul and Madrassas, emphasizing religio...

UGC NET: Structure of Institutions for Higher Learning and Research in India

24.7.25 dodda venkatareddy 0

<div style="text-align: justify;">India has one of the largest higher education systems in the world that stands second in terms of the higher education network. The term ‘higher education’ with respect to India denotes the tertiary level education that is imparted after 12 years of schooling (10 years of primary education and 2 years of secondary education). The entire higher education ecosystem in India comprises around 1000+ universities and 42,000+ colleges imparting exceptional education. All these institutions fall under the purview of the Ministry of Education.</div><br /><div style="text-align: justify;">The Indian Institutes of Technology (IITs), the Indian Institute of Science (IISc), the National Institutes of Technology (NITs), Indian Institutes of Science Education and Research (IISERs) and Indian Institutes of Management (IIMs) have been featured in world top-ranking institutions lists.</div><h2 style="text-align: left;">The Landscape of Indian Higher Education</h2>The structure of Indian Higher Education is three-layered, consisting of Universities, Colleges and Courses. The universities and colleges work in unison with regulatory as well as accreditation bodies to deliver standardized education.<br /><br /><div>Types of Universities<br /><br />On the basis of management the universities are classified as:Central Universities - These are set up through an Act in Parliament. The establishment and operation are funded by the Union Government.<br /><ul style="text-align: left;"><li><b>State Universities</b> - These are set up through an Act in the State Legislature. The state universities are primarily funded and operated by the State Government.</li><li><b>Private Universities -</b> These are set up through an Act in the State Legislatures. It includes specialized institutions and multidisciplinary research universities.</li><li><b>Deemed Universities </b>- These are well-performing institutes that are declared to be of equal standing as the universities by the Central Government on the advice of the Union Grants Commission (UGC).</li><li><b>Institutes of National Importance (INI)</b> - These are eminent institutions of India that are known to develop highly skilled individuals. They are funded by the Government of India and include all the IITs, NITs and AIIMs institutes.</li></ul><br />Note: Apart from the INI, the UGC has set a recognition scheme for Indian higher education institutes in 2017, according to which a total of 20 institutions will be granted the status Institute of Eminence. Until now 12 institutes have been granted this status.<br /></div><div><h2 style="text-align: left;">Colleges</h2>The colleges enabling higher Study in India can be affiliated either with central or state universities. The private colleges are mostly affiliated with state universities. Further, there are autonomous colleges as well that enjoy autonomy in terms of deciding curriculum, admissions and examination process. But, they are also affiliated with a government university (central or state).<br /></div><div><h2 style="text-align: left;">Courses</h2><div style="text-align: justify;">The courses offered in Indian higher education institutions can be generally classified into two categories:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>STEM Courses</b> - STEM is a broad term that stands for Science, Technology, Engineering and Mathematics and it encompasses all the courses providing education in these disciplines. Instead of teaching the four disciplines separately, the purpose of STEM courses involves cohesive learning and it focuses on the practical application of the subjects. Effective education in STEM courses is not limited to theoretical learning but extends to experimental and research-based learning too. The well-equipped laboratories of Indian institutes enable the same and help the students to inculcate innovative, problem-solving and competent skills.</div></div><div><br /><div style="text-align: justify;"><b>Non-STEM Courses</b> - The courses offered in disciplines such as Commerce, Arts, Business Management, Humanities, and Social Affairs are termed non-STEM courses. Yet again, the Indian institutions are well equipped to provide education in these disciplines wherein the students can gain expertise in the subject of their choice. Non-STEM majors like humanities open a wide range of career opportunities where the skills, knowledge and deeper understanding are made applicable. Similarly, education, accounting, marketing, English, journalism, language studies, etc degrees all have plenty of uses for various professions. A few examples for career options under non-STEM courses include counselors, education administrators, teachers, clinical psychologists, art or creative director, etc.</div><h2 style="text-align: left;">The Regulatory Structure</h2>The entire ecosystem of higher Study in India is primarily overseen by the following authorities:</div><div><br /></div><div><div style="text-align: justify;"><b>University Grants Commission (UGC)</b> - The main regulatory body that performs a range of tasks such as providing funds to the universities, establishing education standards for the universities and analysing the growth of the various higher education institutions. It is crucial for universities to meet the criteria set by UGC so as to enjoy degree-awarding authority.</div><br /></div><div><b>All India Council for Technical Education (AICTE)</b> - The regulatory body that coordinates, plans and develops technical education in the country.<br /><br />Finally, the accreditation of the universities and colleges is overseen by the National Assessment and Accreditation Council (NAAC) and the National Institutional Ranking Framework (NIRF).<br /><br /><div style="text-align: justify;">The NAAC is an autonomous organization set up by University Grants Commission and it is headquartered in Bengaluru. The main function of NAAC is to ensure that quality is the defining feature of higher Study in India. It facilitates performance assessment and inspection for volunteering higher education institutions through a series of parameters. The accreditation granted by NAAC helps the institutions to identify and amend their internal planning areas, resource allocation and weakness through an extensive review procedure. On the other hand, the students get reliable information in terms of quality education offered by the concerned institution.</div><br />The NIRF is the methodology approved and launched by the Ministry of Education (erstwhile the Ministry of Human Resource Development) that outlines the procedure of ranking higher education institutes across India. The methodology revolves around ranking the institutions based on five broad categories which are sub-categorised as well.<br /><br />The paradigm shift in the higher education system in India is aided by the integration of the latest innovation and technology. The transformed system focuses on the inclusive development of the learners and the National Education Policy (NEP) 2020 ensures the same. The main purpose of NEP 2020 is to implement and strengthen multidisciplinary, inclusive and technology-based learning that is accessible to all.</div><div><br /></div><div>Source: https://hcikl.gov.in/</div>

UGC NET HEDU UGC NET: Structure of Institutions for Higher Learning and Research in India

India has one of the largest higher education systems in the world that stands second in terms of the higher education network. The term ‘hi...

UGC NET Higher Education System Study Notes, Material, Previous Year Questions @ UGC NET Paper 1

23.7.25 dodda venkatareddy 0

<p> <b>UGC NET Higher Education System Notes:</b> Are you preparing for UGC NET Paper 1? Do you have the latest Research Aptitude UGC NET Notes PDF?</p><p>Don’t worry! Here we have provided the latest UGC NET Higher Education System Notes. You can check easily check the UGC NET Communication Notes and also able to download the PDF.</p><b>UGC NET Communication Official Syllabus</b><div><b><br /></b></div><ol style="text-align: left;"><li>Structure of Institutions for Higher Learning and Research in India</li><li>Institutions of higher learning and education in ancient India.</li><li>Evolution of higher learning and research in Post Independence India.</li><li>Oriental, Conventional and Non-conventional learning programmes in India.</li><li>Professional, Technical and Skill Based education.</li><li>Value education and environmental education.</li><li>Policies, Governance, and Administration.</li></ol><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh7e4168yq1rotDbi_2qwdA_tC8JyE8MqtqVXTsvLzA_fn806vSygtkvVhWnT6_YoxtHpP6YpGL6EV_9JHC3wzH0Ik9w4BZ36154D07lV7TCs7TZmJxeA8GAKaCAdodFrELffHkanOsB6btV-uXmmDAEMApU_zAgs3mfNIdTVQBh0HlZrueVuP38rKSxQ/s640/no%20thum.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh7e4168yq1rotDbi_2qwdA_tC8JyE8MqtqVXTsvLzA_fn806vSygtkvVhWnT6_YoxtHpP6YpGL6EV_9JHC3wzH0Ik9w4BZ36154D07lV7TCs7TZmJxeA8GAKaCAdodFrELffHkanOsB6btV-uXmmDAEMApU_zAgs3mfNIdTVQBh0HlZrueVuP38rKSxQ/s320/no%20thum.jpg" width="320" /></a></div><div><div><br /></div><div>To cover the above topics here we are providing an elaborate guide.</div><div><br /></div></div><ol style="text-align: left;"><li><a href="https://www.aprcet.co.in/2025/07/ugc-net-structure-of-institutions-for-higher-learning-and-research-in-india.html" target="_blank">Structure of Institutions for Higher Learning and Research in India</a></li><li>Institutions of higher learning and education in ancient India.</li><li>Evolution of higher learning and research in Post Independence India.</li><li>Oriental education</li><li>Conventional and Non-conventional learning programmes in India.</li><li>Professional, Technical and Skill Based education.</li><li>Value education and environmental education.</li><li>Policies, Governance, and Administration.</li><li>Educational Rnaking </li><li>Institutes of National importance </li><li>Latest Insttutes lanunced in India.</li><li>Need of Institutes and Industtural coopreation in curriculam design </li></ol><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>

UGC NET UGC NET HEDU UGC NET Higher Education System Study Notes, Material, Previous Year Questions @ UGC NET Paper 1

UGC NET Higher Education System Notes: Are you preparing for UGC NET Paper 1? Do you have the latest Research Aptitude UGC NET Notes PDF?...

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UGC NET: Indian Education System in pre independence Part-II

UGC NET: Indian Education System in pre independence Part-I

UGC NET: Structure of Institutions for Higher Learning and Research in India

UGC NET Higher Education System Study Notes, Material, Previous Year Questions @ UGC NET Paper 1

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