Tag Archives: m.ed notes

Institutional Planning & Management, M. Ed.

Target and Control Figures in Education Planning

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Target and control figure in education planning refers to a process of setting specific learning objectives, assessing student progress towards those objectives, and making adjustments to instruction as needed.

Target Figures

The “target figure” refers to the specific learning goals or objectives that a teacher sets for their students.

These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).

Control Figures

The “control figure” refers to the process of monitoring and assessing student progress toward those learning objectives.

Teachers use a variety of assessments, such as tests, quizzes, projects, and classroom observations, to determine how well students are meeting the target figure.

Based on the data collected from these assessments, teachers can make adjustments to their instruction to help students achieve the desired learning outcomes.

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Use of Target and Control figures in Education

This approach can help teachers ensure that they are providing effective instruction and that students are making appropriate academic gains.

Here are some steps that teachers can take to incorporate target and control figures into their planning:

  1. Determine the learning objectives: Identify the specific skills and knowledge that you want students to acquire during the unit or lesson. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
  2. Assess students’ prior knowledge: Before starting a new lesson, assess students’ existing knowledge of the topic. This can help you identify areas of strength and weakness and tailor your instruction accordingly.
  3. Develop assessments: Create assessments that align with the learning objectives. These assessments should be varied and should include formative assessments (e.g. quizzes, check-ins) as well as summative assessments (e.g. tests, projects) to monitor progress.
  4. Monitor progress: Regularly assess student progress against the learning objectives. Use this data to adjust your instruction and provide targeted interventions for students who are struggling.
  5. Analyze and reflect: Analyze the data collected from assessments and reflect on your teaching strategies to determine what worked well and what could be improved upon in the future.

By incorporating target and control figures into their planning, teachers can help ensure that they are providing effective instruction and that students are making appropriate academic gains.

Target and Control Figure in Education Planning
Also read: Institutional Planning
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Issues, Curriculum and Assessment (secondary Level), M. Ed.

Vocational Training Model of Curriculum

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The vocational training model of curriculum is a type of educational program. It focuses on providing students with practical skills and knowledge.

This type of curriculum is designed to prepare students for specific careers and industries. It typically includes a combination of classroom instruction and hands-on training.

Speciality of Vocational Training Model

The vocational training model of curriculum often emphasizes real-world experience and practical skills over theoretical knowledge.

Students may learn by working with tools and equipment, practicing specific techniques, and completing projects that simulate real-world situations.

This type of education can be particularly useful for students who want to enter fields such as automotive repair, construction, cosmetology, culinary arts, healthcare, and many others.

In addition to technical skills, vocational training may also include courses on business management, customer service, communication, and other soft skills. These Skills are essential for success in the workplace.

Some vocational programs may also offer job placement services or internships that allow students to gain valuable work experience while still in school.

Overall, the vocational training model of curriculum is designed to help students develop the specific skills and knowledge they need to enter the workforce .

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Features of Vocational training Model of Curriculum Development
  1. Focus on practical skills: The focus of vocational training is to provide students with the practical skills and knowledge required. This may include hands-on training, practice with tools and equipment, and simulated real-world situations.
  2. Career-oriented: It is career-oriented, with a focus on preparing students for specific careers and industries. The curriculum is designed in collaboration with employers and industry experts to ensure that graduates have the skills and knowledge needed
  3. Flexible: Vocational training programs are more flexible than traditional academic programs. These programs are shorter program durations and give more opportunities for part-time or evening study. This makes it easier for students to balance their education with work and other responsibilities.
  4. Emphasis on soft skills: Vocational training programs emphasize soft skills such as communication, teamwork, and problem-solving. These skills are essential for success in the workplace.
  5. Job placement services: Many vocational training programs offer job placement services or internships. These internships help students gain valuable work experience and connect with potential employers.

It is a career-oriented, flexible, and practical approach to education that prepares students for specific careers and industries.

Vocational/ Training Model of Curriculum
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Historical, Political and Economic Foundations of Education, M. Ed.

Economics of Brain Drain

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The economics of brain drain can be analyzed from different perspectives. Brain drain refers to the emigration of highly skilled or educated individuals from their home country to another country, often for better job opportunities or higher wages.

The perspective of Home Country

From the perspective of the home country, brain drain can have negative economic consequences.

Highly skilled and educated workers are often crucial to a country’s economic development, innovation, and productivity. When these individuals leave their home country, it can result in a loss of human capital, which can ultimately hinder economic growth.

Additionally, the cost of educating these individuals is borne by the home country, which means that brain drain can also result in a loss of public investment.

The perspective of the host country

On the other hand, from the perspective of the host country, brain drain can be beneficial.

Highly skilled and educated workers are often in demand, particularly in sectors such as technology, healthcare, and academia. These workers can contribute to the host country’s economy by creating jobs, generating tax revenue, and driving innovation.

For the Individuals themselves

For the individuals themselves, brain drain can be both positive and negative.

Positive: Emigrating to another country can result in higher wages, better job opportunities, and a higher standard of living.

Negative: Brain drain can also result in social and cultural isolation, as well as a loss of connection to one’s home country and community.

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Features of Brain Drain :

The economics of brain drain is a complex phenomenon that involves a number of features, including:

  1. Skilled human capital: Brain drain typically involves the emigration of highly skilled and educated individuals, such as doctors, engineers, scientists, and other professionals.
  2. Push and pull factors: Brain drain is often driven by both push and pull factors. Push factors include poor economic conditions, political instability, limited job opportunities, and poor working conditions in the home country, while pull factors include better wages, job opportunities, and working conditions in the host country.
  3. Cost of education: In many cases, the cost of educating individuals who subsequently emigrate is borne by the home country. This means that brain drain can result in a loss of public investment and a drain on the home country’s resources.
  4. Brain circulation: Brain drain is not always a one-way process. Many highly skilled and educated individuals eventually return to their home country after working or studying abroad. This can result in a brain circulation process where individuals bring back new skills, knowledge, and experiences to their home country.
  5. Economic impact: Brain drain can have both positive and negative economic impacts on the home and host countries. The home country may experience a loss of skilled labor and a hindrance to economic growth, while the host country may benefit from an influx of skilled labor and the development of new industries and sectors.
  6. Social impact: Brain drain can also have significant social impacts on the individuals who emigrate, as well as their families and communities. This can include social and cultural isolation, a loss of connection to one’s home country, and a strain on family relationships.
Economics of Brain Drain
Also read: Wood Despatch
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Historical, Political and Economic Foundations of Education, M. Ed.

Wood Despatch

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The Wood Dispatch of 1854, also known as the Despatch on Indian Education, proposed important reforms related to education in India.

The Wood Despatch was a significant document in the history of British rule in India.

It was very important as it proposed several reforms related to governance, education, and other areas of Indian society.

The dispatch played a key role in shaping the future of British policy towards India and in setting the stage for further reforms in the years to come.

Who created wood despatch?

The Wood Dispatch, also known as the Despatch on Indian Constitutional Reforms and the Despatch on Indian Education, was written by Sir Charles Wood.

Sir Charles Wood was a British politician who served as the President of the Board of Control for India from 1852 to 1855.

The Wood Despatch of 1854 proposed several important features of education in India, including:

  1. The establishment of a system of public education, with government support and funding.
  2. The creation of universities and colleges to provide higher education to Indians, with a focus to prepare students for employment.
  3. The promotion of Indian languages and literature, in addition to English, to preserve India’s cultural heritage and promote national identity.
  4. The training of Indian teachers to improve the quality of education in the country.
  5. The development of technical education to provide practical skills to Indians, with a focus on promoting industrial and agricultural development.
  6. The establishment of a system of grants and scholarships to encourage Indians to pursue education.
  7. The creation of schools for women, to provide education to girls and women.
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These features of education proposed in the Wood Despatch helped to establish a more comprehensive system of education in India.

The dispatch recognized the need for education to be practical and relevant to the needs of the Indian people, with a focus on promoting national identity and economic development.

The creation of universities and colleges, the promotion of Indian languages and literature.

The establishment of schools for women was an important step toward creating a more inclusive and modern education system in India.

Wood Dispatch
Also read: Hunters Commission
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Historical, Political and Economic Foundations of Education

Hunters Commission

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The Hunter Commission, also known as the Indian Education Commission, was a British government-appointed commission that was established in 1882.

Hunters commission was headed by Sir William Wilson Hunter, a British civil servant who had served in India, and included several other British and Indian members.

Why it was established?

It was established to examine the state of education in India and to make recommendations for its improvement.

  • The Hunters commission conducted a comprehensive survey of the state of education in India, including primary, secondary, and tertiary education,
  • Hunters Commission also looked at issues such as funding, curriculum, teacher training, and the role of the government in education.
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Recommendations of Hunter Commission

The commission’s final report, published in 1883, made a number of recommendations for the improvement of education in India,

Hunters Commission recommended the establishment of more schools and colleges, the expansion of teacher training programs, and the development of a curriculum that was more relevant to the needs of Indian society.

Although the recommendations of the Hunter Commission were not immediately implemented, they had a significant impact on education policy in India in the decades that followed.

The commission’s emphasis on the importance of education in the development of the Indian people helped to lay the foundations for a modern education system in India.

The Hunter Commission, or the Indian Education Commission, published its report in 1883 after conducting a comprehensive survey of the state of education in India.

The main points and recommendations of the commission included:

  1. Expansion of education: The commission recommended the expansion of education in India, including the establishment of more schools and colleges, especially for girls, and the introduction of technical and vocational education.
  2. Improvement of curriculum: The commission suggested revising the curriculum to make it more relevant to the needs of Indian society and the economy, and to ensure that it included the study of Indian languages, history, and culture.
  3. Teacher training: The commission emphasized the need for better teacher training, including the establishment of training institutions for teachers, and the introduction of new methods of teaching and pedagogy.
  4. Language policy: The commission recommended the use of local languages as the medium of instruction at the primary level and the promotion of English as the medium of instruction at higher levels of education.
  5. Funding: The commission recommended an increase in funding for education, both from the government and from private individuals and organizations, to support the expansion and improvement of the education system.
  6. Role of government: The commission emphasized the importance of government involvement in education, including the establishment of a centralized education department and the appointment of education officers at the district level.

Overall, the Hunter Commission’s report highlighted the need for education in India to promote economic and social development.

It also empowered individuals and communities. Its recommendations helped to shape education policy in India for many decades to come.

Also, read Assessment Techniques of Personality
Hunter’s Commission

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