Instability and the Early Nation Mexico was faced with many challenges after the wars for independence. The economy had been ravaged. There were large armies that still had not been demobilized.
Bring fact-checked results to the top of your browser search. The postindependence period in India India and Pakistan were partitioned and given independence inafter which there was remarkable improvement in scientific and technological education and research; illiteracy, however, remained high.
The new constitution adopted by India did not change the overall administrative policy of the country. Education continued to be the prime responsibility of the state governments, and the union central government continued to assume responsibility for the coordination of educational facilities and the maintenance of appropriate standards in higher education and research and in scientific and technical education.
In the government of India appointed the Planning Commission to prepare a blueprint for the development of different aspects of life, including education.
Thereafter, successive plans usually on a five-year basis were drawn and implemented. The main goals of these plans were 1 to achieve universal elementary education2 to eradicate illiteracy, 3 to establish vocational and skill training programs, 4 to upgrade standards and modernize all stages of education, with special emphasis on technical education, scienceand environmental education, on moralityand on the relationship between school and work, and 5 to provide facilities for high-quality education in every district of the country.
From the government of India also appointed three important commissions for suggesting educational reforms. The University Education Commission of made valuable recommendations regarding the reorganization of courses, techniques of evaluation, media of instruction, student services, and the recruitment of teachers.
The Secondary Education Commission of —53 focused mainly on secondary and teacher education. The Education Commission of —66 made a comprehensive review of the entire field of education.
It developed a national pattern for all stages of education. This policy was revised in The new policy emphasized educational technology, ethicsand national integration.
A core curriculum was introduced to provide a common scheme of studies throughout the country. The national department of education was a part of the Ministry of Human Resource Development, headed by a cabinet minister. A Central Advisory Board of Education counseled the national and state governments.
There were several autonomous organizations attached to the Department of Education. The first body advised the government on technical education and maintained standards for the development of technical education.
The second body promoted and coordinated university education and determined and maintained standards of teachingexamination, and research in the universities. It had the authority to enquire into the financial methods of the universities and to allocate grants.
The third body worked to upgrade the quality of school education and assisted and advised the Ministry of Human Resource Development in the implementation of its policies and major programs in the field of education.
The central government ran and maintained about 1, central schools for children of central government employees. It also developed schools offering quality education to qualified high achievers, irrespective of ability to pay or socioeconomic background.
The seventh five-year plan —90 specified that one such vidyalaya would be set up in each district. The state governments were responsible for all other elementary and secondary education.
Conditions, in general, were not satisfactory, although they varied from state to state. Higher education was provided in universities and colleges. The primary schools, especially, experienced rapid growth because the states gave highest priority to the universalization of elementary education in order to fulfill the constitutional directive of providing universal, free, and compulsory education for all children up to the age of Most, but not all, children had a primary school within 1 km 0.
A large percentage of these schools, however, were understaffed and did not have adequate facilities. The government, when it revised the national policy for education inresolved that all children who attained the age of 19 years by would have five years of formal schooling or its equivalent.
Plans were also made to improve or expand adult and nonformal systems of education. Dissension among political parties, industrialists, businessmen, teacher politicians, student politicians, and other groups and the consequent politicization of education hampered progress at every stage, however.
The postindependence period in Pakistan On Aug. For the new state, the initial years proved to be a period essentially of consolidation and exploration. The constitution adopted in recognized the obligation of the state to provide education as one of the basic necessities of life.
The new constitution implemented by the National Assembly in made practically no changes to the original educational policy. The federal Ministry of Education, headed by the federal education secretary, oversaw education in the federal capital territory and in national institutions and determined policies and standards.
Provincial governments handled all other administrative duties. Beginning inPakistan adopted a series of five-year plans to improve economic and educational development. The most important educational objectives of the sixth plan —88 were 1 to strengthen training programs for all categories of manpower, 2 to establish technical trade schools and vocational institutes, 3 to provide adequate machinery, materials, and books for workshops, laboratories, and other facilities, and 4 to strengthen and develop centres for advanced engineering studies.
Because less than 30 percent of the adult population were able to read and write, literacy was also a major area of concern.Technologies to Help Older Adults Maintain Independence: Advancing Technology Adoption 3 technology.
After review of the seven areas of technology, two priority areas for the Center for Technologies to Help Older Adults Maintain Independence: Advancing Technology Adoption 7 . Education - The postindependence period in India: India and Pakistan were partitioned and given independence in , after which there was remarkable improvement in scientific and technological education and research; illiteracy, however, remained high.
The new constitution adopted by India did not change the overall administrative policy of the country. After independence, considerable changes in the political, social and economic structure of the possible time, by the application of the knowledge of science and technology in the development in various directions.
Some of the main events in the sphere of university education during the post-independence period. Development in India After Independence - An independent India was bequeathed a shattered economy, widespread illiteracy and shocking poverty.
know facts about actual development of India after. Technology Improvement After Independence - Essay Example Posted on By admin Posted in Technology This paper reviews the science and technology policies of India and how these have fashioned Indian’s technology capability over the years.
However, after independence the Congress did not take any steps to honour this promise due to fear of furher divisionism. The Kannada speakers, Malayalam speakers, the Marathi speakers, had all looked forward to having their own state.