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Institutions of higher learning and education in ancient India | Comprehensive List 2021

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Institutions of higher learning and education in ancient India | Comprehensive List 2021

Institutions of higher learning and education in ancient India

Heads up! This topic needs your attention, as the topic is very vast and you will always find surprising questions based on this unit.

Click on the below links for complete notes of the Higher Education System, Solved Question-based on this unit is also covered to check your progress at the end.

Institutions of higher learning and education in ancient India.[This post]

Evolution of higher learning and research in Post Independence India.

Oriental, Conventional and Non-conventional learning programmes in India.

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Value education and environmental education.

Policies, Governance, and Administration.

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Important Higher Education Body in India | Short Notes 2021

Introduction to education in ancient India

The history of education in ancient India is fascinating and is recorded and can be tracked to the ancient era. Education in ancient India began around the 3rd century B.C with elements of religious training and impart of traditional knowledge.

Sages and scholars imparted education orally. Palm leaves and barks of trees were used for writing.

In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis, and gurukuls.

There were people in homes, villages, and temples who guided young children in imbibing pious ways of life. Temples were also the centers of learning and took interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge.

Teaching was largely oral and students remembered and meditated upon what was taught in the class.

Fundamentals of Ancient Indian Education

Ancient Indian Education had been evolved strictly on the foundations of Indian epistemological and philosophical traditions. The idea of the ephemerality of life and the world, the concept of ultimate death, and the futility of mundane pleasures had provided them with a special angle of vision. The entire educational tradition originated in these 4 principles.

Thus, ancient Indian educational system was developed in terms of the needs of the individual and that of the society and therefore, its efflorescence was natural. It had a definite ideal and a definite mission. The ancient educational centers, situated amidst fauna and flora and beauties of nature were the perennial and inexhaustible fountainheads of Indian civilization and culture.

The Four Vedas

The Vedas regarded as the oldest among the literature’s of the world, are the original sources of the philosophy of life in ancient India. A study of these Vedas will enable one to get a thorough knowledge not only of the philosophy of life but also of the whole fabric of ancient Indian culture. Consequently, the entire literature and philosophy of India,

The Upanishads, the Smritis, and the Puranas, all acknowledge the superiority of Vedas.

The Vedas occupy a very important place in the Indian life. The 6 basis of Indian culture lies in the Vedas, which are four in number Rigveda, Samaveda, Yajurveda and Atharvaveda.

Gurukula

Education in ancient India was more identified with the Gurukula system.

These ancient Hindu schools in India were residential in nature with the sishyas or students living in the same house with the Guru or the teacher.

The students lived together irrespective of their social standing.

The Curriculum of Vedic Education, Methods and key aspects of Vedic era

The Vedic knowledge was imparted by the Guru or the teacher to the pupil through regulated and prescribed pronunciation, which the pupil would commit to memory, having listened to it alternatively.

Two methods of teaching were being practiced during the Vedic period. The first method was Oral and the second was based on Chintan i.e. thinking.

The admission was made by the formal ceremony Upanayana or initiation by which the pupil left the home of his natural parents for that of the preceptor

The discipline of brahmacharya or celibacy was compulsory. Though a married youth was entitled to get an education, yet he was denied the right of being a residential pupil.

Broadly there existed three types of institutions namely Gurukulas, Parishads(Academies) and Sammelans (Conferences) in that age.

Besides these regular schools of instruction, there were special institutions for the promotion of advanced study and research. These are called in the Rig Veda as Brahmana- Sangha. These Academics were called Parisads; there is a reference to the Panchala Parisad in the Upanishads, in whose proceedings even kings participated.

These Academies were the main forums where students belonging to a higher order of learning gathered and quenched their insatiable thirst for knowledge through discussions and discourses.

During the Vedic period, one could choose a particular profession as he liked, and accordingly, his Varna was determined. But during the later Vedic period Varna came to be determined by birth. Consequently, the whole society was divided into four Varna- Brahman, Kshatriya, Vaishya, and Shudra

Education in the Sutras and Epics

The period of the Vedic literature was followed by that of Sutra literature. It falls between 600 B.C and 200 B.C. The growth of Vedic literature had become so vast and diffused that the need was strongly felt to evolve some practicable method as may epitomize conveniently the huge mass of Vedic literature.

In this age, the rules and regulations of education were manifested mainly in the form of Dharma-Sutras. These Dharma- Sutras embodied the principles of social conduct and a code of duties for the teachers and students.

The entire Sutra literature consists of mainly six divisions known as Vedangas. A pre-knowledge of various subjects such as Siksha, Chhadas, Vyakaran, Kalpa, and Jyotisha was indispensable for the sake of comprehending the Vedas.

One special feature of education of this period is a specialization of students in different branches of learning.

The educational system during the Sutra period was identical to that of the Upanishad period. All the current unwritten regulations, social and religious traditions and long standing conventions, had been compiled in the sutras in a well-arranged and systematic order. This newly created literature became the proper course of study for the students.

The period of the Sutras witnessed the consummation of its progress. In this period, the current of philosophical thought flowed out chiefly in six different channels.

In this way developed six systems of philosophy, viz, The Samkhya of Kapila, The Yoga of Patanjali, The Nyaya of Gautama, The 20 Vaisheshika of Kanada, Karma or Purva-mimansa of Jaimini, and Uttara Mimamsa or Vedanta of Badarayana.

The Ramayana and the Mahabharata are the main Epics of ancient India. These epics give us glimpses into the creed of militarism of that age;

Students approached the learned souls for the acquisition of knowledge. Parents too encouraged it and sent their boys to the institutions. When their number began to increase the institutions formed with these students began to grow gradually.

With the lapse of time, these institutions turned into Universities and were maintained with the gift of the public and the state.

In this way, many institutions were formed of which Taxila, Ujjain, Nalanda, Benares, Ballavi, Ajanta, Madura, and Vikramsila were very famous. Taxila was famous for medicine and Ujjain for Astronomy.

Education in Buddhist Era

In the Vedic age the student was given education up to 25 years of age and after that he was permitted to go home and lead the life, in the Buddhist system after having received education the student never came back to his parent’s place for leading the life of a householder. He remained a monk for good and cut off his worldly relationships forever.

The chief aim of education was to attain salvation. Study of religious books was most important. Suttanta, Vinaya, and Dhamma were the main subjects prescribed for the study. Besides these, spinning, weaving, printing of the cloth, sketching, medicine, surgery, and coinage were the other subjects of Buddhist education.

The main aim of education in the Buddhist period was the purity of character. Therefore, like the Vedic educational system, they also emphasized much on the practice and training for pure character instead of the psychological development of the students.

Also, the main aim was to propagate Buddhism, some Acharya gave importance to tours for educating the students. After the completion of education, the students were encouraged to gain the practical and real form of the theoretical knowledge gained by them undertaking long trips. Thus, their knowledge became solid and evident.

At the beginning (Pratipada) and close (Purnima) of each month learned people used to assemble together. This type of assembling together was a very important part of Buddhist education.

In higher education, religion, philosophy, military science, medicine, and other difficult subjects were taught. The Vedas were also studied for acquiring comparative knowledge; nevertheless, the Atharvaveda was not included in the curriculum up to the Jataka period.

Many monasteries/viharas were set up for monks and nuns to meditate, debate, and discuss with the learned for their quest for knowledge during this period. Around these viharas, other educational centers of higher learning developed, which attracted (monastery a place where monks line and worship) students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal, and other distant countries.

In the Buddhist period, there were many such centers where foreign students used to come for higher education. Among such centers, Takshila was notable. It might be called the spiritual capital of India of the time.

Main Educational Centers and Universities in Ancient India

The study of the Education system in the Vedic period and Brahmanical Educational system makes it clear that in those days the residence of the teachers (Gurus) were the educational institutions called Gurukulas.

In those days, some monasteries and huge sacred places had been established. It is said that the learned persons from different places used to assemble there and debates 35 and discussions took place.

Inspired by the Buddhist system, in Hindu temples and monasteries too, the educational institutions were started.

Lord Buddha was the person who had realized the necessity of education for devotees at large and so he established the monasteries and Vihars, where education was also imparted. Later on, these monasteries were turned into full-fledged centers of education; where Bhikshus, Bhikshunis, and even common people were given chance to acquire education. Besides, the foreigners also came here to study the Buddhist religion.

[Image Source ]

Now we shall describe some important centers of learning of the Buddhist period. Of these institutions, Taxila, Nalanda, Valabhi, Vikramshila, Odantapuri, Nadia, Mithila, and Jagaddala require special mention.

#1 TAKSHASHILA OR TAXILA

In ancient times, Takshashila was a noted center of learning, including religious teachings of Buddhism, for several centuries. It continued to attract students from around the world until its destruction in the 5th century CE.

Being situated at a distance of 20 miles in the West of Rawalpindi, Taxila was the capital of Gandhar Kingdom. According to Valmiki Ramayana, Prince 36 Bharat founded this city and appointed his son Taksha as the ruler of the territory.

Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980.

Its fame rested on the University, where Chanakya is said to have composed his Arthashastra. Archaeologist Alexander Cunningham discovered its ruins in the mid-19th century.

It was an early Buddhist center of learning. Well-known graduates of this university include Chanakya, Panini, Charaka, Vishnu Sharma, Jivaka, etc. This is the world’s oldest university.

#2 Nalanda

In the province of Bihar, situated at a distance of 40 miles southwest of modern Patna and seven miles north of Rajgriha, Nalanda was a famous cultural and educational center of Northern India. –

Nalanda was an ancient center of higher learning in Bihar from 427 BCE to 1197 CE. The university was established in the 5th century CE.

It was dedicated to Buddhist studies, but it also taught fine arts, medicine, mathematics, astronomy, politics and the art of war. Nalanda’s importance comes from its Buddhist roots as a center of learning.

Nalanda reached its zenith of progress at the hands of the kings of the Gupta dynasty. Kumaragupta I (414-445 A.D.) built a monastery there. A big and strong enclosing wall having only one gateway marked off the entire university area.

The center had a nine-story library and dormitories for students, housing 10,000 students in the and providing accommodations for 2,000 professors.

Hsuan Tsang, the famous pilgrim from China studied and taught for 5 years in the 7th century CE.

The admittance examination in Nalanada was not easy and according to Hieun-Tsang only about 20 percent of the students 38 succeeded in this examination. The minimum age limit was twenty years for admission into the university. Education, board, and lodging were provided to the students free of cost by the university.

For around 700 years, between the 5th and 12th centuries, Nalanda was a center of Buddhist studies in the ancient world. It is said that a great fire wiped out the library of over 9 million manuscripts and at the beginning of the 12th century.

Nalanda, the unique symbol of Indian philosophy, arts and civilization after a glorious career of 700+ years, fell a prey to barbarism of the Mohammedan conqueror named Bakhtiar Khilzi towards the end of the 12th century A.D. He destroyed the University and put the library on fire and the innocent monks and students were ruthlessly massacred.

A historian writes, “The University of Nalanda was the educational center of international moral comparable in the universalism of its thought, the wide range of its studies, the international character of its community to the greatest universities of modern time like Oxford, Cambridge, Paris, and Harvard.”

#3 Valabhi

Another important education center of Buddhist period was Valabhi, capital seat of the Maitraka Kings between 475 and 775 A.D. It can aptly be regarded as the rival of Nalanda in fame and educational importance

Hiuen-Tsang, I-Tsing too had found Valabhi in the western side of India as glorious as Nalanda and students from every part of India would flock there for education

This University was known for its training in secular subjects and had students from all over the. Owing to its high quality of education, graduates of this university were generally offered higher posts.

#4 Vikramshila

The Vihara of Vikramshila was established by the famous Emperor Dharampala of the Pal dynasty in the 8th century in Northern Magadh at a beautiful hill on the bank of the river Ganges.

In Vikramshila 108 scholars were appointed as the incharge and Acharyas of the various temples. Six additional Pandits were also appointed for general management. In all, there were 144 permanent scholars in the University.

The university was later organized into six colleges. In the center, there was the central big building having six gates connected with each other.

The main subjects of the study were vyakaran, Logic, Philosophy, Tantra Shastra, and Karamkanda. Later on, Tantra Shastra gained prominence.

Degrees were conferred on the graduates and post-graduates at the time of Samavartana (Convocation) by the rulers of Bengal.

Vikramshila University was destroyed by Bhaktiyar Khilji in 1203 A.D. It is said that the Muslims took the Vihar as a fort and they killed most of the monks.

#5 Mithila

In the Upanishadic age, Mithila became a prominent seat of the Brahmanical system of education. It was named Videha. Raja Janak used to hold religious conferences, wherein learned Rishis and pandits took part in religious discussions.

From 12th century to 15th century, Mithila had been an important center of learning and culture; and besides literature and fine arts, scientific subjects were also taught there. There was a Nyaya Shastra too. Gangesha Upadhyaya founded a school of New Logic (Navya-Nyaya).

Even upto the period of Mughal Emperor Akbar, it continued to flourish as an important center of education and culture credited with country-wide repute. It was famous especially for its Nyaya (jurisprudence) and TarkaShastra (Logic)

#6 Odantapuri

Odantpuri could not attain that level of fame and repute which either Nalanda or Vikramshila had accomplished. Still nearly 1000 monks and students resided and received education there.

This was established by Dharmapala of Pala dynasty during late 8th century in Magadha.

According to the ancient Tibetan records there were about 12,000 students studying at this university.

#7 Somapura

This again was established by Dharmapala of Pala dynasty during late 8th century in Bengal. The University spread over 27 acres of land of which the main complex was one of the largest of its kind.

It was a major center of learning for Buddhism, Jainism, and Hinduism. Ornamental terracotta on its outer walls depicts the influence of these three traditions

#7 Nadia

Nadia was formerly called Navadweep. It is situated at the confluence of the Ganga and Jalangi rivers in Bengal. It was the center of trade and commerce as well as learning and culture.

The importance of Nadia grew still more as a result of the downfall of Nalanda and Vikramshila and it began to be regarded as an eminent center of Hindu culture and education.

Education in Nadia University was imparted at three centers namely- Navadweep, Shantipur, and Gopaalpura. Sometimes students studied here for 20 years

Conclusions

The study of the Education System in the Vedic period and Brahmanical Educational system makes it clear that in those days the residence of the teachers (Gurus) were the educational institutions called Gurukulas. There the teacher and the taught lived together as the members of a single family.

In Ancient India, in Vedic and Buddhist periods, well-organized educational institutions like that of the modern age had not come into being. In those days, some monasteries and huge sacred places had been established. It is said that the learned persons from different places used to assemble there and debate.

Most of the universities are seen to have ended around the 12th century. The destruction of these centers and other places across northern India was responsible for the loss of ancient Indian knowledge.

Education in ancient

References

Notable Content – eacharya-documents

Altekar, A.S., Education in Ancient India, (5th edition), 1957, Varanasi: Nand Kishore and Bros. Chaube, S.P.

History and Problems of Indian Education, Agra: Vinod Pustak Mandir.

Harshananda Swami, An Introduction to Hindu Culture: Ancient & Medieval, 2007.

#Educational Centers and Universities in Ancient India #Vedic Education #Higher education system: Governance Polity and Administration

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examsegg-blog · 2 years

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State Bank of India Specialist Officer Recruitment Guide

This is the web guide that helps you to get information about SBI SO recruitment exam eligibility, test pattern, exam centres, salary, recruitment process and also we provide free sample papers for SBI SO Recruitment Exam.

SBI Specialist Exam is conducts to recruit candidates for various posts in Statistics, Analytics, Library, Accounts, Economy, Management, Computers, Engineering, Language, Law and security departments.

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1. Manager (Statistician):

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Age criteria: 21 to 30 Education: PG degree in Sanskrit, Hindi and English as subject or PG degree in Hindi with English as subject. Candidate who know local language will be preferred. Min. Experience : 1 year as a translator

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Age criteria: 40 to 45 Education: LLB and Post Graduation degree or Integrated Law Degree (like BA-LLB, B.Sc. LLB) Min. Experience : 15 years

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saledupsalad · 3 years

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Best IAS Coaching in Chennai

Do you need details of the Best IAS Coaching in Chennai, Contact details, address, fee structure, infrastructure, location of Top IAS Coaching in Chennai. The Best IAS Coaching in Chennai is mentioned below as per your search and career guidance.

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UPSC Civil Services Test paves the way for getting an IAS, IPS, IFS, IRS (20 jobs/ services) officer. The wide variety of jobs within the dimension of the Civil Services offer a lesser sphere of authority and power than any other services in India. Civil services offer the rare occasion to satisfy particular ambition as well as indulge in social welfare. IAS test is generally popular by its full name Indian Administrative Service. The IAS test has an aggregate of three stages (i) Pre or Primary section, which contains two papers of 200 marks each-first of GS (General Studies) and second of CSAT consists of the subjects like Logic, Mathematics, and English. Next comes the Mains Paper, this paper includes an aggregate of 9 papers-first two papers of Voluntary subjects (Descriptive grounded) and the remaining seven mandatory papers. It contains 250 marks each. The total duration for each paper of mains is 3 hours. The last third phase is the interview and document verification. A veritably important stage qualifying which one can get the IAS job successfully, Stylish IAS Guiding In Chennai.

How to get named into the Civil Services of India?

The Union Public Service Commission (UPSC) conducts the Civil Services Test (CSE) every time to encourage the colorful civil services. CSE checks the knowledge of an applicant in three different formats or stages.

In the first stage, i.e., UPSC Prelims Test, UPSC tests knowledge in MCQ format. The whole idea is to separate wheat from chaff, to sludge serious campaigners from the crowd.

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The third stage of testing of a seeker is in the form of Personality Test, which is generally called UPSC Interview. The focus then's to test the personality attributes of a campaigner. How articulate the seeker is i.e. verbal expression, body language, probity, courage of conviction and likewise other attributes, of course the platform to test these attributes is again knowledge grounded. These attributes also ca n’t be developed in a short time. Some of them are essential in personality and some can be acquired. Verbal chops to communicate, body language etc. are the acquired chops which should be worked upon by an applicant alongside academic medications.

For preparing for any test the first demand is to know about what one has to study, the UPSC Syllabus. UPSC has defined the syllabus independently for Prelims and Mains examinations. Still, the medications aren't to be done independently for these two stages. We can approximately say that the Prelims syllabus is a subset of Mains syllabus.

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jvias · 3 years

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GS-INTEGRATED BATCH FOR UPSC-CSE 2021-22

Civil Services Examination is the most esteemed exam conducted by UPSC (Union Public Service Commission). Every year thousands of aspirants appear in this exam to become a civil servant. Over recent years, the changing pattern of the civil services exam has bewildered many aspirants, leaving them in confused state with many questions tickling their minds about how to start the preparation, which book to refer, how to make notes, etc.

UPSC-CSE is conducted once every year in following phases:

Preliminary Examination

Mains Examination

Personality Test

Aspirants need to clear each phase to appear in the next phase.

The Preliminary examination is of objective type consisting of two papers, each carrying 200 marks (General Studies I and General Studies II).

The syllabus prescribed for General Studies Paper-I consisting 100 MCQs (200 marks) comprises of:

Ancient history of India and Indian National Movement;

Art & Culture of India

Indian and World Geography

Indian Polity and Governance

Economic and Social Development, Environmental & Ecology, Biodiversity and Climate Change,

General Science

It is essential for aspirants to score well in this paper in order to clear the cut-off mark to be eligible for the next level (mains examination).

The syllabus for General Studies Paper II (CSAT) consisting 80 MCQs (200 marks) comprises of; Comprehension, Logical Reasoning and Analytical ability, basic mathematical concepts and data interpretation. This paper is of qualifying nature, you only need to pass this paper (i.e. 33% of total marks).

Total marks obtained in prelims are not included in the final merit list for rank. It is marks obtained in mains and interview that decides your All India Rank.

The descriptive mains examination comprises of the following papers:

Indian Language Paper (Qualifying- 300 marks)

English paper (Qualifying- 300 marks)

Essay (250 marks)

General studies I (250 marks)

General Studies II (250 marks)

General Studies III (250 marks)

General Studies IV (250 marks)

Optional Paper I & II (250 marks each)

Preparation Phase:

Prepare a year long strategy keeping in mind the subjects and topics you are weak at and from the very beginning start following it with full determination. Build up your basics with NCERTs of all subjects (class 6th to class 12th). Read each book multiple times, and make short notes alongside for all the subjects as they are helpful in last minute revision. For better understanding of the subjects, refer to Standard books prescribed for UPSC and add the new facts and information in your NCERT notes. This process will take around 8-10 months depending on person to person and then start your revision and mock test subject-wise.

Aspirants can go through the following book list or source to refer to during their preparation:

Current Affairs:

Newspaper: The Hindu, Indian Express, and Mint

Government sites, PIB, RSTV

Daily News Analysis

Yojana/Kurukshetra

HISTORY:

Tamil Nadu NCERTs

11-12th CBSE NCERTS both old and new

Spectrum - A brief history of Modern India

Bipin Chandra’s struggle for Independence

Class 11 Fine Arts

History of the World by Arjun Dev

POLITY & GOVERNANCE:

Indian Polity by M. Laxmikant

Governance in India by M. Laxmikanth

ECONOMY:

11th-12th NCERTs

Ramesh Singh (Only selective topics)

Economic Survey and budget. You can also go through a video explanation of Economic Survey and budget and make short notes to revise later.

GEOGRAPHY:

11th-12th NCERTS

GC Leong

Atlas (mapping)

ENVIRONMENT:

12th Biology NCERT ( environment unit only )

NIOS Ecology Notes

Magazines and Newspapers

SCIENCE & TECHNOLOGY:

Class 6-10 NCERTs (selected topics for basics clarity)

Science Reporter Magazine

The Hindu Sunday Science & Technology page.

RSTV Science Monitor

INTERNAL SECURITY & DISASTER MANAGEMENT

‘India’s National Security – A Reader‘ by Oxford University Press

Special Edition of Yojana on Disaster management.

ETHICS & INTEGRITY:

Ethics, Integrity & Aptitude – G. Subba Rao & P. N Roy Chowdhury

Lexicon for Ethics, Integrity & Aptitude for IAS General Studies Paper IV – Niraj Kumar.

For the preparation of UPSC, guidance of expert faculty plays a very important role. They’ll guide you at each step not only on how to deal with a particular subject but also how to deal with the stress and depression many students face during the preparation. For the expert guidance and personal mentors you can enroll yourself in any reputed IAS Coaching in Delhi. They’ll help you with expert guidance, strategic preparation, study materials and Prelims and mains Mock Tests series based on UPSC pattern.

One such academy is Jatin Verma’s IAS Academy providing one year Integrated GS Course for UPSC 2022.

SAARTHI (1 YEAR FOUNDATION COURSE) by JV’s

Features:

Full GS Syllabus coverage (Pre + Mains)

CSAT + Essay classes

Mains answer writing practice

Current Affairs Classes

JV’s Premium kit (All subjects study material and current affairs magazines)

Prelims + Mains Test Series with discussion classes

Personal Mentorship

Aspirants can enroll in this course for a systematic preparation for UPSC CSE 2021-22.

#one year Integrated GS Course for UPSC 2022

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easynotes4u · 3 years

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Indian Higher Education System eBook - UGC NET Paper 1

Indian Higher Education System eBook – UGC NET Paper 1

In this ebook of the Indian Higher Education System of India, we have covered complete contents as per the latest syllabus and pattern of NTA UGC NET Paper 1. The MCQs are given at the end of the eBook. E-Book Contents: Indian Higher Education System – UGC NET Paper 1 • Institutions of higher learning and education in ancient India. • Evolution of higher learning and research in Post-Independence…

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mbbs-abroad · 3 years

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Apply for Study MBBS in Egypt 2021

MBBS in Egypt offers a globally recognized medical degree. Egypt is known for its high-quality education that attracts medical enthusiasts from all over the world. MBBS in Egypt offers affordable medical degrees to Indian students.

It helps them achieve their dream come true. Medical education in Egypt leads to a large number of physicians with extraordinary medical skills. Therefore, MBBS abroad in Egypt is the best place for all students to explore new things with a lifetime experience.

Study MBBS in Egypt

This feature of Egyptian Medical Universities is available for MBBS abroad in Egypt. MBBS in Egypt provides a safe environment for male and female students. Students from all over the world like Malaysia, Nepal, Bangladesh, Dubai, Africa, Nigeria, UK, India are advancing towards the social and verifiable vast country of Egypt.

It satisfies and motivates students who aim to become a doctor. The admission process in medical colleges in Egypt is very easy and does not require an entrance exam. Egypt‘s medical colleges have excellent and experienced faculty members.

Their curriculum is based on the MCQ system for the entire medical program. The weather is similar to that in India.

Used as a medium of teaching English. They teach in other languages such as French, German and Arabic. Students are trained in clinics so that they get a good medical expression.

They get job opportunities very easily with a globally recognized degree. Therefore, MBBS in Egypt leads to renowned doctors around the world.

MBBS in Egypt Fees Structure 2021

The medical study program in Egypt is offered at low mbbs in Egypt fees compared to other countries. The total tuition fee for MBBS in Egypt is Rs. 27 lakhs for 5 years for all MCI recognized Medical Universities in Egypt. Accommodation / Mess Rs. 42,000 to 56,000 per year ($ 600 to $ 800). The cost of a 5-year complete course including accommodation and food is Rs. 32,00,000.

Benefits of studying MBBS in Egypt

According to the new amendment to their law, the main qualification for study MBBS in Egypt is practical case study experience and patient appointment from the beginning of the course

Eligibility for sending is 2 years of compulsory training considered as professional experience in Egypt

The degree awarded after MBBS in Egypt is recognized by the Medical Councils of various countries, allowing students to write the licensing exams of those countries. Egypt also has MCI listed universities and accepts international students

The country provides good infrastructure and a conducive environment for study

It is an ancient country and has a deeply rooted history. There is a lot to explore in the country

Egypt’s medical universities are ranked among some of the best universities in the world. According to Web metrics, Cairo University is ranked 668th globally and the university’s QS Global Ranking is 561–570.

Degree MBBS in Egypt and teaching medium English. However, students need to learn the local language to communicate with patients

The USMLE & PLAB pass percentage is also about 70% higher

As the country is denser, hospitals have more walking

It has a moderate cost and affordable mbbs fee structure

Climate, education level, and cost of living are similar to India

Top Universities / Colleges for MBBS in Egypt

Ain Shams University

Alexandria University

Cairo University

Helwan University

Tanta University

Zagazig University

Eligibility Criteria for MBBS in Egypt

A student must have completed 17 years of age by December 31 of the year applying for admission

NEET Exam Qualification is a mandatory requirement for an Indian applicant

A student achieves 65% -70% / 7 GPA in 10 + 2. Must have a score (with physics, Chemistry, Biology as a major and English as a compulsory language)

Documents required for MBBS in Egypt admission

10th mark sheet

12th mark sheet

NEET score card

Certificate of Merit

TC / Certificate of Transfer

Birth certificate in English as proof of date of birth

Copy of passport

Police Permit Certificate or PCC

Bank statement showing cash flow of funds for payment of 1-year fees and

living expenses

Passport size photo against white background

Physical medical examination report

#MBBS in Egypt #MBBS in Egypt 2021 #Study MBBS in Egypt #mbbs in egypt fees #egypt mbbs fee structure #medical colleges in egypt

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lazykoalacollectionblog · 6 years

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Value education and environmental education| New Topic

New Post has been published on https://ugcnetpaper1.com/value-education-and-environmental-education/

Value education and environmental education| New Topic

Value education and environmental education

Heads up! This topic needs your attention, as the topic is very vast and you will always find surprising question based on this unit.

Click on below links for complete notes of Higher Education System, Solved Question based on this unit is also covered to check your progress at the end.

Institutions of higher learning and education in ancient India.

Evolution of higher learning and research in Post Independence India.

Oriental, Conventional and Non-conventional learning programmes in India.

Professional, Technical and Skill Based education.

Value education and environmental education. [This Article]

Policies, Governance, and Administration.

MCQ Based on last 10 Years solved question papers

After the completion of this article you will be able to –

To understand the concept of value education

To understand the nature and scope of value education with regard to Indian Education system

To understand the concept of environment ecology and Education

To grasp the significance of environmental education

To understand the nature and scope of environmental education with regard to Indian policies.

You will be able to answer Question based on Value education and environmental education

To appreciate the need of Value education and environmental education.

Value education

According to C. V. Good —” Value-education is the aggregate of all the process by means of which a person develops abilities, attitudes and other forms of behavior of the positive values in the society in which he lives.”

According to Father of Indian Nation M.K.Gandhi: “If wealth is lost nothing is lost If health is lost something is lost If character is lost everything is lost”

Accordingly, the National Conference On Minimum Curriculum Standards for primary stage organized by NCERT (National Council For Educational Research and Training) in July 1970, emphasized the importance of inculcating in the students moral and spiritual values which form a part of our culture viz., honesty, kindness, charity, tolerance, courtesy, sympathy and compassion.

The National Seminar on Primary and Work-oriented Education organized by NCERT in November, 1976, in the context of International Education Year recognized the relevance and importance of the Gandhian Values in reforming education.

The National Policy on Education has laid considerable emphasis on Value Education by highlighting the need to make education a forceful tool for cultivation of social and moral values. The policy has stated that in our culturally plural society education should factor universal and eternal values oriented towards the unity and integration of our people.

Dr. Kothari (1964-66) tried to emphasise the value viz., democracy, socialism, and equality of all religions. He attached great importance to achieve skills through science and technology and also balanced development of human values.

National Education Policy (1986) studied Indian background and came to the conclusion that religious education is not possible in India as India is a country with many religions. N.E.P. (1986) therefore advocated the concept of value education, giving extensive meaning to the term moral education.

In pre-independence and after independence, several commissions and committees recommended character education, religious education and moral education. According to

National Education policy of 1986, moral and religious education were broadly defined and coined into value education.

Dr. Gawande (1994) had tried to investigate types of value and their areas. He noticed the following types of value and their areas:

Definition of human value

Truthfulness – To have constant practice to approach the reality or truthfulness.

Constructivity – To help for good undertaking.

Sacrifice – To help without selfish motive.

Sincerity -To work in stipulated time as assigned.

Self control – To have control on individual’s mind for action.

Altruism – To behave with others with love and to consider the well-being and happiness first.

Scientific vision – To find out scientific reasons of a problem.

National value or constitutional value:

Each country has its own independent constitution in which specific values are included. They are called national values or constitutional values, e.g. Following values are included in Indian Constitution.

Social value:

Each country preserves some values according to its culture and these values are preserved land protected. Dr. Chilan has fixed the following values of Indian society viz. Pity, Self Control, Universal brotherhood, honesty, respect and faith.

Professional Value:

Many professionals are in existence and each profession has got its own independent values e.g. Following are the values of the teaching profession: Knowledge thrust, Sincerity in profession, Regularity and Faith.

Religious Value:

Each religion has got its independent status, principles and rules e.g. Following values are included in Boudha religion. Wisdom, Character and Pity . Some values are common to all religions, whereas some values are attached to as particular religion only and they are the specialties of that particular religion.

Aesthetic Value:

Environmental Education

Environmental education enables learners to develop a structure of knowledge about the world and seek knowledge that they can use and develop throughout their lives. Environmental education empowers learners by enabling them to participate in a sustainable future. Thus the foundation for a lifelong learning is laid by environmental education.

Environmental study is based upon a comprehensive view of various environmental systems. It aims to make the citizens competent to do scientific work and to find out practical solutions to current environmental problems. The citizens acquire the ability to analyze the environmental parameters like the aquatic, terrestrial and atmospheric systems and their interactions with the biosphere and antrosphere.

Meaning of Environmental Education

The concept of Environmental education (EE) was first formalized by the International Union for the Conservation of Nature (IUCN), in 1970 at a meeting in Nevada, USA, as a process of recognizing values and classifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture and his biophysical surroundings.

Subsequently, Environmental Education was recognized and its development was recommended by the World Community as a measure for the understanding, protection and improvement of the environment and its quality(United Nations, 1972; UNESCO-UNEP, 1976).

The world’s first Intergovernmental Conference on Environmental Education was held in Tbilisi, Georgia.

A major outcome of Tbilisi, gave detailed description on the objectives of environmental education viz: awareness, knowledge, attitudes, skills and participation.

The 4th International Conference on Environmental Education was held at Center for Environment Education, Ahmadabad from November 24th to November 28th, 2007.

The aim of this Conference was to understand what has emerged out of the discipline of Environment Education (EE) since Tbilisi declaration and the role of EE within Education for Sustainable Development (ESD).

The Evolution of Environmental Education-An Indian perspective

Honorable Supreme Court of India in 1991 made environment education compulsory at all levels of education.

Centre for Environment Education (CEE), in partnership with the Departments of Education and academic institutions, carry out teacher training in EE.

The State’s responsibility with regard to environmental protection has been laid down under Article 48-A of our Constitution, which reads as follows: “The State shall endeavour to protect and improve the environment and to safeguard the forests and wildlife of the country”.

The National Policy on Education 1986 (renewed in 1992) stated: There is a paramount need to create a consciousness of the environment. It must permeate all ages and all sections of society, beginning with the child.

The National Curriculum Framework 2005 envisages that Environmental Education to be imparted in an infusion model in the Upper Primary and Secondary stages of school education with an aim to bring about sensitivity towards the

International bodies and programs, such as United Nations Educational, Scientific and Cultural organization (UNESCO), United Nations Environment Program (UNEP), Ministry of Environment and Forestry (MoEF) and Centre for Environmental Education (CEE) have also been active in supporting environmental education

Today EE in the formal educational system in India is handled at three levels. It is a composite subject called Environment at the primary school level; it is infused into environment in regular school subjects at the middle and secondary school level, and is a separate subject at the college level. For EE to be effectively taken up in the curricular, co-curricular and extracurricular mode, resources and facilities have to be built up and strengthened both within and outside the school and college system.

The State Departments of Education in the respective states administer the institutions for pre-service teacher training courses. The teaching of Environmental Studies (EVS) is placed under both science and Social Studies syllabi recommended by the NCERT.

The National Council of Teacher Education has recommended EE as a chapter in its overall syllabus and guidelines for B. Ed. Colleges in the country.

The NCERT, State Councils of Educational Research and Training (SCERT) and the District Institute of Educational Technology (DIET) are largely involved in in-service training in India.

‘Green Teacher’ a distance education course in Environment Education, for practicing teachers launched by Centre for Environment Education, Ahmedabad, India in collaboration with the Commonwealth of Learning (COL), Canada in 2005. It is a one year diploma program for teachers and educators.

Characteristics of Environmental Education

Environmental Education is one of the most effective tools for increasing the general level of public environmental awareness, developing skills for solving environmental problems and maintaining and improving the quality of life and the

The aim of environmental education has been modified to emphasize ―environmental education for sustainable development‖ (EESD) which has broader implications not only for environmental education but also for development, poverty, population and gender (DESD, 2005-2014).

It is expected that environmental education will promote environmentally sustainable societies throughout the world through EESD (DESD, 2005-2014).

EE can develop students ‘skills and knowledge to deal with current environmental Environmental learning can increase students ‘critical ecological awareness of both local and global environments.

Environmental education often develops environment related school-community partnerships and youth programs outside formal education

Need for Environmental Education

The need to protect the environment hence the rationales for environmental education arise as a result of the following:

Environment is the basis of all life and therefore deserves proper care and management.

If the environment is threatened on a continuous basis, numerous problems which would constitute a danger to human existence could arise.

The environment is part of our cultural heritage which should be handed down to prosperity.

Some resources of the environment are not easily replaceable and should be managed on a sustainable basis, to prevent the extinction of certain components of the environment such as plants and animals.

There is need to enhance the sanity and aesthetic quality of our environment in order to promote healthy living.

The environment is part of nature and needs to be preserved for its own sake.

Objectives of Environmental Education

Awareness : To acquire an awareness and sensitivity to the total environment and its allied problems;

Knowledge : To gain a variety of experiences in and acquire a basic understanding of, the environment and its associated problems;

Attitudes: To acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection;

Skills : To acquire the skills for identifying and solving environmental problems;

Participation: To encourage citizens to be actively involved at all levels in working toward resolution of environmental problems (UNESCO, 1978).

Evaluation ability: To evaluate environs measures and education programmes in terms of social, economic, ecological and aesthetic factors.

Environmental Education for Sustainable Development (EESD)

Environmental education is a learning process that increases people’s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1977).

Environmental education has been placed at the center of efforts to achieve sustainable development for the last several decades. International agreements suchas Agenda 21, for example, have called for a re-orientation of all education towards sustainability (UNCED, 1992, Chapter 36).

India adopted a new paradigm of thinking and experience of development post-Stockholm Conference of 1972 called Sustainable Development (SD), following which, India became a part of 187 countries agreeing on carrying out an important commitment towards SD by signing the Rio Declaration during 1992 UN Conference on Environment and Development.

The Government of India’s sensitivity and commitment to sustainable and inclusive growth is reflected in the major policies of various ministries and also specific initiatives and programs adopted through its Five Year Plans so as to achieve sustainability and MDG’s (Millennium Development Goals).

In order to achieve the goals of sustainable development, one of the first steps taken was in the direction of environment conservation and protection by promoting Environment education. This strategy was adopted post Stockholm conference by setting up centers of Excellence for Environment Education under Ministry of Environment in the early 1980s

#Characteristics of Environmental Education #Environmental Education for Sustainable Development #Higher education system: Governance Polity and Administration

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governmwntdailyjobs · 6 years

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ANCIENT INDIAN HISTORY - GENERAL KNOWLEDGE Q & A, Ancient Indian History Objective Questions and Answers, Practice Ancient Indian History Questions: General Knowledge, Questions on Ancient India History with answers, GK Questions & Answers on Indian History, GK Questions with Answers on Ancient Indian History, GK Quiz on Ancient History question with answers, GK/Ancient-Indian-History-Quiz, GK on Ancient Indian History question and answers, Ancient Indian History MCQ for all Exams, Ancient Indian History Quiz Questions and Answers, Ancient History questions MCQ, Ancient History MCQ UPSC, Indian History GK in English, History General Knowledge Questions and Answers, Ancient History Questions in UPSC prelims, Ancient History questions and answers for SSC exams, GK - Ancient Indian history (भारत का इतिहास) for SSC, UPSC, ��तिहास के टॉप सवाल | TOP BEST MOST IMPORTANT GK study for Civil Services, Ancient Indian History || General Knowledge Questions & Answers,

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rana2hinditech · 6 years

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4 History इतिहास GK - indian history : ancient history | प्राचीन भारत

4 History इतिहास GK – indian history : ancient history | प्राचीन भारत

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#ancient history #ancient history question #history gk #history gk mcq #history gk trick #history mcq #history of india #indian history quiz #top 100 history #top history

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toppersexam · 4 years

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Assam Police SI Online Free Mock Test, Important MCQ, Syllabus, Books, Notes, Paper at Toppersexam.com

Assam Police SI Online Free Mock Test, Important MCQ, Syllabus, Books, Notes, Paper

Assam Police SI admit card 2020 was released on September 3 on the official website of Assam police, candidates need to download admit card on or before September 16. Assam Police SI exam is conducted at the state level to fill vacancies in sub-inspector posts. The application for the same ended on November 30, 2019. Assam police exam date for written exam has not been intimated yet, but it is expected to be out soon. Assam Police SI admit card will be released for all candidates who have applied for the same. Assam Police SI admit card will be available for online download only, admit card will not be sent individually to the postal addresses of the applicants.

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Assam Police SI Syllabus

Logical reasoning :

1. Analogies, 2. Similarities, 3. Differences, 4. Space visualization, 5. Problem solving, 6. Analysis and Judgment, 7. Decision-making, 8. Visual memory, 9. Discrimination, 10. Observation, 11. Relationship, 12. Concepts, 13. Arithmetical reasoning, 14. Verbal and figure classification, 15. Arithmetical number series, 16. Abilities to deal with abstract ideas and symbols and their relationships, 17. Arithmetical computations and other analytical functions.

Aptitude : 1. Focus on Venn Diagrams, 2. Number Series, 3. Coding and de-coding, 4. Problem Solving Techniques, 5. Statement & Conclusion type questions, 6. arithmetic reasoning, 7. arithmetical number series, 8. non-verbal series, 9. syllogistic reasoning, 10. Seating Arrangements.

Comprehension :

Candidates Should solve the Comprehensions according to there Ability. The Exam Will be Conducted for measuring the Candidates Comprehension.

Matters relating to History and Culture of Assam and India : 1. major wildlife sanctuary and national park, 2. major rivers, 3. irrigation planning, 4. major tourism (forts, palaces, ancient notable and natural places, caves, mausoleum etc.) 5. Major personalities of Assam (political, sportsmen, artist, administration, author, litterateur, social worker etc.)

General Knowledge : 1. History, 2. Geography and Socio Economic 3. development of West Bengal & India. 4.Knowledge of current events of National and International importance and such matters of every day observation and experience in their scientific aspects as may be expected of an educated person who has not made a special study of anyscientific subject. 5. Paper will also include questions on Modern History of India, Indian culture, Indian Polity, Indian Economy, Geography of India.

Assam Police Sub Inspector Exam Pattern

Duration : 180 Minutes

Negative Marks : 0.50

S.NO.SubjectNo. of QuestionMarks

1.logical Reasoning, Aptitude, Comprehension3535

2.Culture and History of India & Assam3535

3.General Knowledge3030

Total100100

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