Describe growth and development of extension education in India during the post- independence period.
India and Pakistan were partitioned and given independence
in 1947, after which there was remarkable enhancement in scientific and
technological education and exploration; ignorance, still, remained high. The
new constitution espoused by Describe growth and development of extension education in India during the post-independence period.India didn't change the overall executive policy
of the country. Education continued to be the high responsibility of the state
governments, and the union ( central) government continued to assume
responsibility for the collaboration of educational installations and the conservation
of applicable norms in advanced education and exploration and in scientific and
specialized education.
In 1950 the
government of India appointed the Planning Commission to prepare a design for
the development of different aspects of life, including education. Later,
consecutive plans ( generally on a five- time base) were drawn and enforced.
Describe growth and development of extension education in India during the post-independence period.The main pretensions of these plans were to achieve universal abecedarian
education, to annihilate ignorance, to establish vocational and skill training
programs, to upgrade norms and contemporize all stages of education, with
special emphasis on specialized education, wisdom, and environmental education,
on morality, and on the relationship between academy and work, and to give
installations for high- quality education in every quarter of the country.
From 1947 the government of India also appointed three
important commissions for suggesting educational reforms. The University
Education Commission of 1949 made precious recommendations regarding the
reorganization of courses, ways of evaluation, media of instruction, pupil
services, and the reclamation of preceptors. The Secondary Education Describe growth and development of extension education in India during the post-independence period.Commission
of 1952 – 53 concentrated substantially on secondary and schoolteacher
education. The Education Commission of 1964 – 66 made a comprehensive review of
the entire field of education. It developed a public pattern for all stages of
education. The commission’s report led to a resolution on a public policy for
education, formally issued by the government of India in July 1968. This policy
was revised in 1986. The new policy emphasized educational technology, ethics,
and public integration. A core class was introduced to give a common scheme of studies
throughout the country.
The public department
of education was a part of the Ministry of Human Resource Development, headed
by a press minister. A Central Advisory Board of Education counseled the public
and state governments. There were several independent associations attached to
the Department of Education. The most important bodies were the All-India
Council of Technical Education (1945), the University Subventions Commission (1953),
and the National Describe growth and development of extension education in India during the post-independence period.Council of Educational Research and Training (1961). The first
body advised the government on specialized education and maintained norms for
the development of specialized education. The alternate body promoted and
coordinated university education and determined and maintained norms of
tutoring, examination, and exploration in the universities. It had the
authority to enquire into the fiscal styles of the universities and to allocate
subventions. The third body worked to upgrade the quality of academy education
and supported and advised the Ministry of Human Resource Development in the
perpetration of its programs and major programs in the field of education.
The central government ran and maintained about central
seminaries for children of central government workers. It also developed
seminaries offering quality education to good high achievers, irrespective of
capability to pay or socioeconomic background. Describe growth and development of extension education in India during the post-independence period.The seventh five- time plan
(1985 – 90) specified that one similar vidyalaya would be set up in each
quarter. The state governments were responsible for all other abecedarian and
secondary education. Conditions, in general, weren't satisfactory, although
they varied from state to state. Advanced education was handed in universities
and sodalities.
From the 1950s to the
’80s, the number of educational institutions in India tripled. The primary
seminaries, especially, educated rapid-fire growth because the countries gave
loftiest precedence to the universalization of abecedarian education in order
to fulfill the indigenous directive of furnishing universal, free, and
mandatory education for all children over to the age of 14. Utmost, but not
all, children had a primary academy within 1 km (0.6 afar) of their homes. A
large chance of these seminaries, still, were understaffed and didn't have
acceptable installations. Describe growth and development of extension education in India during the post-independence period.The government, when it revised the public policy for
education in 1986, resolved that all children who attained the age of 19 times
by 1990 would have five times of formal training or its original. Plans were
also made to ameliorate or expand adult and informal systems of education.
Dissension among political parties, industrialists, businessmen, schoolteacher
politicians, pupil politicians, and other groups and the consequent
politicization of education hampered progress at every stage, still.