Question

summary of class 8 ancient education system of india plz answer.....​

Answer 1

Ancient Indian educational system focused on building a disciplined and values-based culture. Human values such as trust, respect, honesty, dignity, and courtesy are the building blocks of any free, advanced society. The convocation addresses from ancient time throws significant light on the qualities required to be developed in the students which are not very different from the qualities that modern educational systems are trying to impart.

Discipline like character is an essential quality for personal as well as social life. It consists in obedience to laws, rules and decisions. In this regard we must admit that ancient Indian system of education played a major role in making students realize their duties and responsibilities and emphasized on the necessity of discipline for an orderly social life. Character and discipline cannot be imparted to an individual by preaching or through speeches. While students can be imparted with the knowledge of what is moral and what is immoral, what is discipline and what is indiscipline, what is character and what is characterless, they can be made to act in conformity with the required standard of behaviour, only through personalexample. These qualities are acquired by emulation in addition to education.

3. The modern school education system in India comprising primary, middle and secondary levels vary considerably across the states since education is primarily the responsibility of the state governments. Most states follow five years of primary, three years of middle and two years each of secondary and higher secondary levels shown in appendix Q. In the public schools, the lessons are taught mostly in regional languages and English is learned as second language while private schools use English to teach most of the subjects. The system of higher education is however more or less uniform across the country and taught mostly in English. The first level degrees in non-technical subjects usually require about three years while the technical degree courses span over four years.

4. Indian Constitution directs the State to provide free and compulsory education for all children upto the age of 14. This goal has been pursued by the country for nearly six decades through successive development plans. The last two decades have witnessed significant improvements in children participation in schooling, accompanied by substantial increase in investments. The recent effort to raise resources for the sector through imposition of an education cess is major effort in that direction. Even though school education has traditionally remained a subject for action by State Governments, Government of India has, during the last two decades following the National Policy on Education — 1986, begun to play a leading role. This culminated in the launching of the national programme of Sarva Shiksha Abhiyan in 2001. Despite all these efforts, the final goal of providing quality education for all has eluded the country.

5. Urgency of reaching the goal has been heightened in recent years due to several national and international developments, including commitments made under the Dakar Framework for Action for providing quality Education for All by 2015, which not only covers primary education but also focus on literacy goals, gender equality and quality concerns. The Dakar Framework of Action listed the following six specific goals to be achieved by all countries.

a). Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

b). Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.

c). Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes.

6. The National Plan of Action for Education for All (2002) in India reflects this sense of urgency felt within the country by proposing to reach the targets much ahead of the international dateline. At the national level, the Constitutional Amendment in 2002 declaring education in the age group 6-14 which corresponds to the elementary education stage of schooling a fundamental right has brought the issue of universal elementary education (UEE) to the centre stage of public discourse. The country is in the process of drawing up the legislation for effective implementation of the right for translating the constitutional provision into reality. With the progress made in recent years the goal seems to be achievable by the international time frame of 2015. But this requires systematic assessment of the various goals the present exercise is one such effort.

PLZ MARK BRAINLIEST❤❤❤

Answer 2

The lesson describes India's ancient  system of education.

Explanation:

• Various visitors to different places, environments, and cultures in India have reported their visit. They discussed at length India's rich culture and education system.
• It also highlighted human-nature harmony. The system focused on the physical, moral, intellectual and spiritual facets of life. It emphasized on values such as truthfulness, humility, self-reliance, discipline, and respect for all beings. Students were taught to value the balance between the nature and human beings
• The Upanishads and Vedas teach to perform their duties towards themselves and society Through Vedas, Brahmanas, Upanishads and Dharmasutras the old system of education has evolved. The sources of learning were the scientific sources treatises on Charaka and Sushruta.
• Sources of learning were drawn from different disciplines such as Itihas(history), Mimamsa (interpretation), Anviksiki (logic), Arthashastra (polity), Shilpashastra (architecture),  Dhanurvidya (archery), Varta(trade, commerce, agriculture, animal husbandry)
• Both formal as well as informal ways of education system was prevalent. Native education was imparted at home, in pathshalas, tols, temples, gurukuls, and chatuspadis. There were people in villages, temples, and homes who guided children in imbibing virtuous ways of life.
• Discussions have been held for evaluation. Therefore, peer-learning and community instruction were an important part of education. In a formal and informal way, various institutions provided education. The primary institutions were temples, colleges and pathshalas. There were universities for higher education, too. Gurukuls have been the surrounding residential schools.
• Teaching was mostly oral and students recalled and meditated upon what was imparted in the class
• There were women Vedic scholars in that era. The focus was laid on personality development and oral learning. During the times of Buddha, Viharas were set up for monks and nuns. The educational centers were set up for higher learning having students of various countries
• As scholars and histories (as in the Jatak tales) show, kings and society used to encourage discipline. During that time, universities such as Takshashila and Nalanda etc. developed. Students  went  to  viharas  and  universities  for  higher  knowledge. Discussions and debates  have been an essential part of higher education.
• Kings arranged conferences of different academics, discussions and exchanges of views. UNESCO named these universities as heritage sites. Takshashila was a religious Buddhist learning center where students from different countries were drawn.
• The curriculum was composed of Scripture, law, medicine, mathematics, the armed forces, education, arts, etc. From there were also taught the legendary Panini, Jivaka, Chanakya, expert in their fields.
• Teachers had complete autonomy in all aspects from selection of students to designing their syllabus. When the teacher was satisfied with  the  performance  of  the  students,  the  course  concluded. Teachers had been assisted by advanced students in curriculum development and were able to take independent decisions about their students ' abilities. Oral learning was the priority.
• Nalanda was one of the most prestigious higher education institutions. I-Qing, Xuan Zang, famous of Chinese scholars gave vivid details of the same . The curriculum included Vedas fine arts, medicine, mathematics, astronomy, etc.
• A financial support given to the institutions was primarily on donations from such merchants, parents, and society. In the south of India, Agra has served as a bigger educational institution that Ghatika and Brahmapuri.
• Mastabas-madrassas operated as educational establishments during the medieval period. Society funded educational institutions. Teachers were privileged to choose the teaching and curriculum method. Training was largely about the child's holistic development
• In ancient times, the gurus and their students lived together assisting each other in every day life. The main objective was to have comprehensive learning, realising one's inner potential, and leading a disciplined life. Students lived away from their homes for years together till they accomplished their goals. The gurukul was also the place where the relationship of the guru and student strengthened with time.
• Physical  education  was  an  essential curricular  area  and students partook  in vyayamaprakara  (exercises), krida  ( recreational  activities/games),   and  yogasadhana  (training  the  body/mind)  and  dhanurvidya  (archery)  for  gaining martial  skills, amongst others. The Gurus and their students  worked meticulously together to become skilled  in all facets of learning.