Secretorial Message |  |
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Education is the most important national activity, the backbone of a countrys progress. |
in all parts of the country as a part of the effort to provide equal opportunities, especially in rural areas; to raise the quality of higher education; de-linking of jobs from degrees;
strengthening of University Grants Commission, the All-India Council of Technical Education, the Indian Council of Agricultural Research and the Indian Medical Council; continuation of the 10 plus 2 plus 3 system of education splitting of 10 school year. into elementary system comprising five years, followed by three years of middle school and two years of high school and provision of vocationalisation after the secondary stage.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world,
and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
The purpose of primitive education is thus to guide children to becoming good members of their tribe or band.
There is a marked emphasis upon training for citizenship, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.
Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures.
Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy, identification, and imitation. Primitive children, before reaching puberty, learn by doing and observing basic technical practices. Their teachers are not strangers but rather their immediate community.