ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Education and Social Change-A Conceptual Framework

This article examines the different trends of thought on the relationship between education and social change. It rules out the idealistic approach to this connection. Yet it underscores how even as the educational structure is not the prime mover of social change, education can in certain situations contribute to the awakening of a new social consciousness among individuals and sections who may be the harbingers of change.

Education and Social Change amongst the Scheduled Castes and Scheduled Tribes

Scheduled Castes and Scheduled Tribes A R Kamat This paper discusses some features of social change associated with the advance of education among the scheduled castes and scheduled tribes during the post-independence period.

Literacy and Education of Muslims-A Note

A Note A R Kamat This paper, part of a forthcoming volume on Education and Social Change in India, briefly examines the Mate of education among Muslims in post-independence India, The paper questions some of the commonly held assumptions regarding (he root causes of the undisputable backwardness of the community and suggests that this has been due to the lack of a continuing formation of lower and middle class segments employed in the professions.

Rural Sociology in the Fifties

April 4, 1981 Rural Sociology in the Fifties A R Kamat Rural India in Transition by A R Desai; Popular Prakashan, Bombay, Second Edition, 1979; pp xiii + 179, Rs 45.

Politico-Economic Developments in Maharashtra-A Review of the Post-Independence Period

Maharashtra A Review of the Post-Independence Period A R Kamat The two main political developments of the early post-1947 period in Maharashtra were the establishment of Maharashtra state and the displacement of the old urban-dominated political leadership in the region by a new leadership from the advanced rural elements in which the Marathas (or the Maratha-Kunbis) are the dominant caste cluster. Both these developments reflected the wider spread of political consciousness and democratisation of politics which had been taking place, before and after the acceptance of adult franchise and a republican constitution in 1950.

Politico-Economic Developments in Maharashtra -A Review of the Post-Independence Period

Maharashtra A Review of the Post-Independence Period A R Kamat The two main political developments of the early post-1947 period in Maharashtra were the establishment of Maharashtra state and the displacement of the old urban-dominated political leadership in the region by a new leadership from the advanced rural elements in which the Marathas (or the Maratha- Kunbis) are the dominant caste cluster. Both these developments reflected the wider spread of political consciousness and democratisation of politics which had been taking place, before and after the acceptance of adult franchise and a republican constitution in 1950.

Ethno-Linguistic Issues in Indian Federal Context

Ethno-Linguistic Issues in Indian Federal Context A R Kamat In a country of the vastness and cultural diversity of India the problems of ethnic minorities are of great importance. This paper discusses some of the issues relating particularly to the ethnic-linguistic groups and, to a lesser extent, the ethnic-religious groups.

Quality and Control of Indias Population

A R Kamat DISCUSSIONS of India's population problem almost invariably centre round its rapid growth, measures of control, the various policies which go under the omnibus name of family planning (now family welfare), their past and present achievements, etc.1 Questions pertaining to how Indian population lives, works and dies, which are vital and closely connected with the growth and control of population, if consi- dcred at all, are relegated low priority.

EDUCATION-One Year of Adult Education

December 22-29, 1979 EDUCATION One Year of Adult Education A R Kamat THE National Adult Education Programme (NAEP) was formally launched on October 2 last year after several months of preparation. It will be recalled that the NAEP was planned with an objective of making 10 crore illiterate adults in the age-group 15 to 45 literate in six years. Starting with a modest target of 15 lakhs in the first year, which is called the 'preparatory year', it is supposed to cover 650 lakhs of adult illiterates in the five years of the present plan 1978-83. And this is to be topped by extending it to another ISO lakhs in the sixth year, that is, the year (1984-1985) of the next plan. Here it is proposed to review the performance of the first year of the NAEP on the basis of the three publications 1 and several newspaper write- ups which have appeared from time to time. Actually the Gujarat appraisal reviews the pre-first-year effort in adult education, of the seven months from January 1978 till August 1978. It was meant to be a feedback to the NAEP effort in its first year.

Why Not Do It Better

global balance-of-payments problems of the countries, it is better than the plans that used to be made at one time, based on the expectation that a country like the USA would underwrite the final liquidity requirements, Bhatt proposes adjustments in trade, following credit advanced by the surplus members. Such adjustments will require conditions which arc no less unrealistic than those of the Ricardian adjustment process. There will be persistent surplus countries, unwilling to change their trade policies, and persistent deficit countries unable to do so. The basic requirement of a payments union is dovetailing of deficits and surpluses, horizontally and over lime. The prospects do not appear to be bright, either for a payments union for all the developing countries from Asia to Latin America, or even for a. limited regional one for Asian countries only.

PERSPECTIVES

Nalini Pandit Classes in Marxist theory are not mere economic categories. They are living social groups whose attitudes and responses are determined by historical and cultural factors. The materialistic interpretation of history does not imply an exclusive emphasis on the economic factor to the comparative neglect of others. The purpose of formulating a social theory is to understand the attitudes and responses of different social groups to particular programmes.

Financing of Education

of the custorms union theory is that India must for the strive for the export- sron of its domestic market through integrated rapid development The moral seetaa to be that in areas like education while the cost-efficiency approach is certainly relevant the theory- of-the-firm approach may not be very promising.

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