Bibliographic record
Abstract
The education has been conceived for ages as a means of transmitting to the child all that is required to equip him in skills and competencies to enable him to function in a society in the best possible manner. This has always been the main objective of education and relevant to all ages and societies. The principles of education not only involve imparting knowledge to the child, but it also involves development of the child's critical awareness, cultural integration, aesthetic appreciation and moral and religious responsibilities. Education, therefore, focuses its attention on the child's individual needs in all respects.The society is always undergoing change in various aspects. The society expects the school to provide the people skills and strategies to match the changing situations. There is, therefore a continuing need for education to do internal evaluation of its processes to render it relevant to the society. There must be a desirability of relevant flexibility to make education possible to meet the peculiar needs of every society, every school, and every child. Education direct and change the people and enables them to change the society in the relevant ways so as to conquer its environment for the benefit of mankind.But have we been able to impart this type of education so as to bring the desirable change in the outlook of society? What kind of education do we need in the given context and what sort of educational facilities do we get? And what kind of education would be ideal for a society of the future?The destiny of India is now being shaped in her class rooms, was the opening sentence of the Kothari Education Commission report (1964-66). Now, question arises, what kind of destiny has been actually shaped during last decades? The National Knowledge Commission has observed that teachers are the single most important element of the school system. They are the most critical agents of change, responsible for growth, development and progress of the society. They prepare the next generations. The level of their commitment, devotion and dedication determines the future of the society.The NPE 1986 has stated, No people can rise above the level of For the development of the country, it is very important to have good teachers. The good teachers can be produced only if country has good system of teacher education and dedicated and efficient teacher educators. During the last 67 years, there has been rapid growth of education at all levels i.e. school as well as higher education. The education sphere in India is one of the largest one in the world. At the time of independence, there was only 1, 85,504 primary schools in all over the country and number of pupils enrolled were 180 lakhs. This increased to more than one million institutions with 250 million students enrolled at various levels in 2002-03 in India. The number of total students in India is equal to the population of united Germany, England and Canada taken together. Nearly six million teachers are provided their services in the schools and universities of India.Building up a new socio^sub -^economic system after the end of the colonial rule required large scale manpower with varied skills. Public policy towards equality in education and recognition of education as having a significant effect on reduction in poverty and improvement in income distribution led to the expansion of education horizontally. Despite huge expansion of the system, the progress achieved has not been satisfactory. Whether it is with respect to literacy, or elementary education, or secondary or higher education, and whether it is with respect to quantity, quality or equity. Paradoxically along with the remarkable educational expansion, one finds a long array of modest goals yet unaccomplished.The increase in enrolment every year needed ever increasing number of teachers as well as more schools. The providing quality education to children is the key challenge that is facing by Indian school education. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".