The education of their children is of paramount importance to all Indian parents. They spend tens of thousands of crores each year to get their young educated. The country fetes its successful students : from class X to board toppers and those who 'crack the IIT JEE' to those who clear the civil- services examination. Yet things on the ground are dire. About 70 per cent of all students ( in villages, towns and cities) have to make do with inferior schooling. Metropolitan newspapers are full of the difficulty of getting a nursery seat in a good school. And while there is a seat crunch in the better colleges too, only 10 per cent of all students between the ages of 18 and 21 are enrolled in college. Crores of educated Indians discover too late that they do not have the skills to land a suitable job. Y.S. Rajan examines the gamut of issues involved in India's efforts to educate its young people and the work required to fix schools, vocational training centres, colleges and universities. He argues that Indian education needs reforms on a scale comparable to those which freed the economy of the shackles of the licence-permit raj almost twenty years ago.

Inventing Secondary Education is the first contemporary examination of the origins of the Ontario high school, and one of the very few which focuses on the development of secondary education anywhere in Canada. The authors chart the transformation of the high school from a peripheral to a central social institution. They explore the economic and social pressures which fuelled the expansion of secondary education, the political conflicts which shaped the schools, and the shifts in curriculum as new forms of knowledge disrupted traditional pedagogical values. By the late nineteenth century the high school had acquired a secure clientele by anchoring itself firmly to the educational and professional ambitions of young people and their families. Drawn from an enormous amount of empirical data derived from school records, census manuscript material, assessment rolls, and literary and biographical sources, Inventing Secondary Education enriches our historical understanding of schooling in nineteenth-century Ontario society and illuminates some of the roots of modern educational dilemmas.

Source-Full Intelligence, Understanding Uniqueness and Oneness through Education is a groundbreaking book which will give you an entirely new understanding of holistic education. Written by an internationally renowned educator, teacher trainer and researcher, the book is intended for all who love and care for children and young adults. It details the toxicity of our educational systems and offers viable alternatives in order to make the process of education a joyful one for learners. It urges all care givers and educators to begin by developing their own Source-full Intelligence to enable them to understand the dual capacity that we humans have of conceptualising and experiencing our uniqueness and oneness, and pass on this understanding to learners. With the help of two lesson plans in the final chapter, it demonstrates how we can fruitfully replace the Self-versus-Other consciousness with a Self-and-Other consciousness and lead children to an even higher awareness that all is Self and there is in fact, no Other. By courageously examining our own belief systems and replacing delimiting beliefs with life-enhancing ones, each one of us can, in our own unique way, contribute towards making our rapidly shrinking and increasingly threatened world a better place for ourselves and for the generations to come.

Here, Irving H. Buchen projects the future of public education for the next 25 years. He identifies and examines the major drivers of change, profiles all the critical educational constituencies, and offers a number of common sense solutions to current and subsequent problems. Buchen also provides scenarios of solutions to prove that new approaches are doable and viable. The Future of the American School System will: Identify the major drivers of change, Profile the roles of the major players, Define and offer solutions to the major problems, Express those solutions in scenario form, Pinpoint the rallying points for collective action. This book will be of interest to teachers, administrators, professional staff, school board members, parents, departments and professors of education, and all elected officials.

Media is rapidly evolving, from social media to news channels, individuals are being bombarded with headlines, new technologies, and varying opinions. Teaching the next generation of communication professionals how to interact with varying forms of media is paramount as they will be the future distributors of news and information. The Handbook of Research on Media Literacy in Higher Education Environments provides emerging research on the role of journalism and mass communication education in the digital era. While highlighting topics such as community media labs, political cognition, and public engagement, this publication explores the impact of globalization and a changing and diversified world within the realm of higher education. This publication is an important resource for educators, academicians, professionals, and researchers seeking current research on applications and strategies in promoting media and digital studies in higher education.

India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region. Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education. In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.