Literaturnachweis - Detailanzeige
Autor/in | Oommen, T. K. |
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Titel | Education in Independent India: Distortions in Its Vision |
Quelle | In: Contemporary Education Dialogue, 15 (2018) 1, S.5-20 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0973-1849 |
DOI | 10.1177/0973184917742248 |
Schlagwörter | Foreign Countries; Foundations of Education; Equal Education; Access to Education; Knowledge Economy; Inclusion; Teaching Methods; Delivery Systems; Educational Administration; Administrator Responsibility; Higher Education; Elementary Secondary Education; India Ausland; Grundlagenausbildung; Education; Access; Bildung; Zugang; Bildungszugang; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Indien |
Abstract | This article argues that imparting literacy through the mother tongue of the child and in the setting of an inclusive classroom are the two essential steps for fostering universal elementary education. Nurturing appropriate methodological orientations specific to the material, life and human sciences is critical in accelerating the development of higher education. In the age of globalisation, the three pillars on which societies rest are the state, the market and the civil society. Hence, education should be the conjoint responsibility of these three pillars. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |