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From: |
GNUN |
Subject: |
www/education po/edu-system-india.el.po po/edu-... |
Date: |
Sat, 01 Aug 2015 19:58:22 +0000 |
CVSROOT: /web/www
Module name: www
Changes by: GNUN <gnun> 15/08/01 19:58:22
Modified files:
education/po : edu-system-india.el.po
edu-system-india.translist
Added files:
education : edu-system-india.el.html
education/po : edu-system-india.el-en.html
Log message:
Automatic update by GNUnited Nations.
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/edu-system-india.el.html?cvsroot=www&rev=1.1
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-system-india.el.po?cvsroot=www&r1=1.1&r2=1.2
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-system-india.translist?cvsroot=www&r1=1.12&r2=1.13
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-system-india.el-en.html?cvsroot=www&rev=1.1
Patches:
Index: po/edu-system-india.el.po
===================================================================
RCS file: /web/www/www/education/po/edu-system-india.el.po,v
retrieving revision 1.1
retrieving revision 1.2
diff -u -b -r1.1 -r1.2
Index: po/edu-system-india.translist
===================================================================
RCS file: /web/www/www/education/po/edu-system-india.translist,v
retrieving revision 1.12
retrieving revision 1.13
diff -u -b -r1.12 -r1.13
--- po/edu-system-india.translist 22 May 2015 06:06:53 -0000 1.12
+++ po/edu-system-india.translist 1 Aug 2015 19:58:21 -0000 1.13
@@ -4,6 +4,7 @@
<p>
<span dir="ltr" class="original"><a lang="en" hreflang="en"
href="/education/edu-system-india.en.html">English</a> [en]</span>
<span dir="ltr"><a lang="de" hreflang="de"
href="/education/edu-system-india.de.html">Deutsch</a> [de]</span>
+<span dir="ltr"><a lang="el" hreflang="el"
href="/education/edu-system-india.el.html">ελληνικά</a> [el]</span>
<span dir="ltr"><a lang="fr" hreflang="fr"
href="/education/edu-system-india.fr.html">français</a> [fr]</span>
<span dir="ltr"><a lang="hr" hreflang="hr"
href="/education/edu-system-india.hr.html">hrvatski</a> [hr]</span>
<span dir="ltr"><a lang="ja" hreflang="ja"
href="/education/edu-system-india.ja.html">æ¥æ¬èª</a> [ja]</span>
@@ -12,6 +13,7 @@
<link rel="alternate" type="text/html" href="/education/edu-system-india.html"
hreflang="x-default" />
<link rel="alternate" type="text/html" lang="en" hreflang="en"
href="/education/edu-system-india.en.html" title="English" />
<link rel="alternate" type="text/html" lang="de" hreflang="de"
href="/education/edu-system-india.de.html" title="Deutsch" />
+<link rel="alternate" type="text/html" lang="el" hreflang="el"
href="/education/edu-system-india.el.html" title="ελληνικά" />
<link rel="alternate" type="text/html" lang="fr" hreflang="fr"
href="/education/edu-system-india.fr.html" title="français" />
<link rel="alternate" type="text/html" lang="hr" hreflang="hr"
href="/education/edu-system-india.hr.html" title="hrvatski" />
<link rel="alternate" type="text/html" lang="ja" hreflang="ja"
href="/education/edu-system-india.ja.html" title="æ¥æ¬èª" />
Index: edu-system-india.el.html
===================================================================
RCS file: edu-system-india.el.html
diff -N edu-system-india.el.html
--- /dev/null 1 Jan 1970 00:00:00 -0000
+++ edu-system-india.el.html 1 Aug 2015 19:58:20 -0000 1.1
@@ -0,0 +1,444 @@
+<!--#set var="ENGLISH_PAGE" value="/education/edu-system-india.en.html" -->
+
+<!--#include virtual="/server/header.el.html" -->
+<!-- Parent-Version: 1.77 -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
+
+<!-- This file is automatically generated by GNUnited Nations! -->
+<title>Το εκÏαιδεÏ
ÏÎ¹ÎºÏ ÏÏÏÏημα ÏÏην Îνδία -
ÎÏγο GNU - ÎδÏÏ
μα ÎλεÏθεÏοÏ
ÎογιÏμικοÏ</title>
+
+<!--#include virtual="/education/po/edu-system-india.translist" -->
+<!--#include virtual="/server/banner.el.html" -->
+<div id="education-content">
+
+<!-- begin edu navigation bar -->
+<ul id="edu-navigation">
+ <li><a href="/education/edu-contents.html">ΠεÏιεÏÏμενα
εκÏαίδεÏ
ÏηÏ</a></li>
+ <li><a href="/education/edu-cases.html">ÎελÎÏεÏ
ÏεÏίÏÏÏÏηÏ</a></li>
+ <li><a href="/education/edu-resources.html">ÎκÏαιδεÏ
Ïικοί
ÏÏÏοι</a></li>
+ <li><a href="/education/edu-projects.html">ÎÏγα για Ïην
εκÏαίδεÏ
Ïη</a></li>
+ <li><a href="/education/edu-faq.html">ΣÏ
ÏνÎÏ
εÏÏÏήÏειÏ</a></li>
+ <li><a href="/education/edu-team.html">Î Îμάδα ÎκÏαίδεÏ
ÏηÏ</a></li>
+</ul>
+
+<!-- end edu navigation bar -->
+</div>
+
+<!-- id="edu-content" -->
+<p class="edu-breadcrumb">
+<a href="/education/education.html">ÎκÏαίδεÏ
Ïη</a> → <a
+href="/education/education.html#indepth">ÎÎ¹Ï Î²Î¬Î¸Î¿Ï</a> → Το
+εκÏαιδεÏ
ÏÎ¹ÎºÏ ÏÏÏÏημα ÏÏην Îνδία</p>
+
+<!--GNUN: OUT-OF-DATE NOTICE-->
+<!--#if expr="$OUTDATED_SINCE" -->
+<!--#else -->
+<!--#if expr="$LANGUAGE_SUFFIX" -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="no" -->
+<!--#include virtual="/server/top-addendum.el.html" -->
+<!--#endif -->
+<!--#endif -->
+<h2>Το εκÏαιδεÏ
ÏÎ¹ÎºÏ ÏÏÏÏημα ÏÏην Îνδία</h2>
+
+<p>αÏÏ Ïον <strong>ÎÏ. V. Sasi Kumar</strong><a
href="#sasi">(1)</a></p>
+
+<h3>ΣÏην αÏÏή</h3>
+
+<p>ΣÏοÏ
Ï Î±ÏÏαίοÏ
Ï ÎºÎ±Î¹ÏοÏÏ, η Îνδία είÏε Ïο
ÏÏÏÏημα εκÏαίδεÏ
ÏÎ·Ï Gurukula, ÏÏο
+οÏοίο ÏÏÎ¿Î¹Î¿Ï Î®Î¸ÎµÎ»Îµ να ÏÏοÏ
δάÏει Ïήγαινε
ÏÏο ÏÏίÏι ενÏÏ Î´Î±ÏκάλοÏ
(Guru) και
+ÏοÏ
ζηÏοÏÏε να Ïον/Ïην διδάξει. Îν γινÏÏαν
δεκÏÏÏ Ïαν μαθηÏÎ®Ï Î±ÏÏ Ïον
+δάÏκαλο, ÏÏÏε θα Îμενε ÏÏο ÏÏίÏι ÏοÏ
και θα
βοηθοÏÏε Ïε ÏÎ»ÎµÏ ÏιÏ
+δÏαÏÏηÏιÏÏηÏÎµÏ ÏοÏ
ÏÏιÏιοÏ. ÎÏ
ÏÏ Î´ÎµÎ½
δημιοÏ
ÏγοÏÏε μÏνον Îναν ιÏÏÏ
ÏÏ Î´ÎµÏμÏ
+ανάμεÏα ÏÏον δάÏκαλο και Ïον μαθηÏή, αλλά
δίδαÏκε και ÏÏον μαθηÏή Ïα ÏάνÏα
+γÏÏÏ Î±ÏÏ Ïη διαÏείÏιÏη ενÏÏ ÏÏιÏιοÏ. Î
δάÏÎºÎ±Î»Î¿Ï Î´Î¯Î´Î±Ïκε Ïλα ÏÏα ήθελε να
+μάθει Ïο Ïαιδί, αÏÏ Ïα ΣανÏκÏιÏικά μÎÏÏι
ÏÎ¹Ï Î¹ÎµÏÎÏ Î³ÏαÏÎÏ, κι αÏÏ Ïα
+ÎαθημαÏικά μÎÏÏι Ïη ÎεÏαÏÏ
Ïική. ΠμαθηÏήÏ
Îμενε για ÏÏο ήθελε, ή μÎÏÏι ο
+δάÏÎºÎ±Î»Î¿Ï Î½Î± αιÏθανθεί ÏÏÏ ÏοÏ
είÏε διδάξει
Ïλα ÏÏα ο Î¯Î´Î¹Î¿Ï Î¼ÏοÏοÏÏε να ÏοÏ
+μάθει. Îλη η μάθηÏη ήÏαν ÏÏενά ÏÏ
νδεδεμÎνη
με Ïη ÏÏÏη και Ïη ζÏή, και ÏÏι
+ÏεÏιοÏιÏμÎνη ÏÏην αÏομνημÏνεÏ
Ïη κάÏοιÏν
ÏληÏοÏοÏιÏν.</p>
+
+<p>Το ÏÏγÏÏονο ÏÏÎ¿Î»Î¹ÎºÏ ÏÏÏÏημα ειÏήÏθηκε
ÏÏην Îνδία, ÏÏ
μÏεÏιλαμβάνονÏÎ±Ï Ïην
+Îγγλική γλÏÏÏα, αÏÏικά αÏÏ Ïο ÎÏÏδο Thomas
Babington Macaulay ÏÏη δεκαεÏία
+ÏοÏ
1830. Το διδακÏÎ¹ÎºÏ ÏÏÏγÏαμμα
ÏεÏιοÏιζÏÏαν Ïε “μονÏÎÏνα”
+θÎμαÏα ÏÏÏÏ Î· εÏιÏÏήμη και Ïα μαθημαÏικά,
ÎµÎ½Ï Î¸ÎμαÏα ÏÏÏÏ Î· μεÏαÏÏ
Ïική και η
+ÏιλοÏοÏία θεÏÏήθηκαν μη αÏαÏαίÏηÏα. Î
διδαÏκαλία ÏεÏιοÏιζÏÏαν Ïε ÏÏολικÎÏ
+ÏÎ¬Î¾ÎµÎ¹Ï ÎºÎ±Î¹ ο δεÏμÏÏ Î¼Îµ Ïη ÏÏÏη ÎÏÏαÏε,
καθÏÏ ÎµÏίÏÎ·Ï ÎºÎ±Î¹ η ÏÏενή ÏÏÎÏη
+ανάμεÏα ÏÏον δάÏκαλο και Ïον μαθηÏή.</p>
+
+<p>Î ÎιεÏθÏ
νÏη ÎÏ
κείÏν και ÎνδιάμεÏηÏ
ÎκÏαίδεÏ
ÏÎ·Ï ÏÎ·Ï Uttar Pradesh (μια
+ÏολιÏεία ÏÎ·Ï ÎνδίαÏ) ήÏαν η ÏÏÏÏη ÎιεÏθÏ
νÏη ÏοÏ
δημιοÏ
Ïγήθηκε ÏÏην Îνδία, Ïο
+ÎÏÎ¿Ï 1921, με δικαιοδοÏία ÏÏην Rajputana, Ïην
ÎενÏÏική Îνδία και Ïο
+Gwalior. Το 1929 ιδÏÏθηκε η ÎιεÏθÏ
νÏη ÎÏ
κείÏν
και ÎνδιάμεÏÎ·Ï ÎκÏαίδεÏ
ÏÎ·Ï ÏηÏ
+Rajputana. ÎÏγÏÏεÏα, δημιοÏ
Ïγήθηκαν διεÏ
θÏνÏÎµÎ¹Ï Ïε κάÏÎ¿Î¹ÎµÏ Î±ÎºÏμη αÏÏ ÏιÏ
+ÏολιÏείεÏ. Îλλά, Ïελικά, Ïο 1952,
αναθεÏÏήθηκε Ïο καÏαÏÏαÏÎ¹ÎºÏ ÏηÏ
+διεÏθÏ
νÏÎ·Ï ÎºÎ±Î¹ μεÏονομάÏθηκε Ïε ÎενÏÏική
ÎιεÏθÏ
νÏη ÎεÏ
ÏεÏοβάθμιαÏ
+ÎκÏαίδεÏ
ÏÎ·Ï (CBSE). Îλα Ïα ÏÏολεία ÏÏο ÎελÏί
και μεÏικÎÏ ÎµÏιÏλÎον ÏεÏιοÏÎÏ,
+Ï
ÏήÏθηÏαν ÏÏη ÎιεÏθÏ
νÏη αÏ
Ïή. ÎÏαν εÏ
θÏνη
ÏÎ·Ï ÎιεÏθÏ
νÏÎ·Ï Î½Î± αÏοÏαÏίζει για
+ÏÏάγμαÏα ÏÏÏÏ Ïο διδακÏÎ¹ÎºÏ ÏÏÏγÏαμμα, Ïα
ÏÏολικά βιβλία και Ïο ÏÏÏÏημα
+εξεÏάÏεÏν για Ïλα Ïα ÏÏολεία ÏοÏ
Ï
ÏάγονÏαν
Ïε αÏ
Ïή. ΣήμεÏα Ï
ÏάÏÏοÏ
ν ÏιλιάδεÏ
+ÏÏολεία ÏοÏ
Ï
ÏάγονÏαι ÏÏη ÎιεÏθÏ
νÏη, ÏÏÏο
ÏÏην Îνδία ÏÏο και Ïε ÏολλÎÏ Î¬Î»Î»ÎµÏ
+ÏÏÏεÏ, αÏÏ Ïο ÎÏγανιÏÏάν μÎÏÏι Ïη ÎιμÏάμÏοÏ
ε.</p>
+
+<p>Πγενική Ï
ÏοÏÏεÏÏική εκÏαίδεÏ
Ïη για Ïλα
Ïα Ïαιδιά ÏÏην ομάδα ηλικιÏν αÏÏ
+6-14 ήÏαν Îνα ÏολÏ
ÏÏθηÏο ÏνειÏο για Ïη νÎα κÏ
βÎÏνηÏη ÏÎ·Ï ÎημοκÏαÏÎ¯Î±Ï ÏηÏ
+ÎνδίαÏ. ÎÏ
ÏÏ ÎµÎ¯Î½Î±Î¹ ÏÏοÏανÎÏ Î±ÏÏ Ïο γεγονÏÏ
ÏÏι ενÏÏμαÏÏθηκε ÏÏ ÎµÏίÏημη
+οδηγία ÏÏο άÏθÏο 45 ÏοÏ
ÏÏ
νÏάγμαÏοÏ. Îλλά αÏ
ÏÏÏ Î¿ ÏÏÏÏÎ¿Ï ÏαÏαμÎνει ÏολÏ
+μακÏινÏÏ, ακÏμη και ÏεÏιÏÏÏÏεÏο αÏÏ Î¼Î¹ÏÏν
αιÏνα αÏγÏÏεÏα. ΠάνÏÏÏ, ÏÏο
+ÏÏÏÏÏαÏο ÏαÏελθÏν, η κÏ
βÎÏνηÏη ÏαίνεÏαι να
Îλαβε ÏοβαÏά Ï
Ï' ÏÏη ÏÎ·Ï Î±Ï
ÏÏ Ïο
+ÎºÎµÎ½Ï ÎºÎ±Î¹ ανακήÏÏ
ξε Ïην ÏÏÏÏοβάθμια
εκÏαίδεÏ
Ïη ÏÏ Îνα ÎεμελιÏÎ´ÎµÏ ÎικαίÏμα για
+κάθε ÎÎ½Î´Ï ÏολίÏη. Îι ÏιÎÏÎµÎ¹Ï ÏηÏ
Î¿Î¹ÎºÎ¿Î½Î¿Î¼Î¹ÎºÎ®Ï Î±Î½Î¬ÏÏÏ
Î¾Î·Ï ÎºÎ±Î¹ η οξεία ÎλλειÏη
+Î¹ÎºÎ±Î½Î¿Ï ÎºÎ±Î¹ εκÏαιδεÏ
μÎνοÏ
ανθÏÏÏινοÏ
δÏ
Î½Î±Î¼Î¹ÎºÎ¿Ï ÏÏÎÏει να ÎÏαιξαν ÏίγοÏ
Ïα Îνα
+ÏÏλο για να οδηγήÏοÏ
ν Ïην κÏ
βÎÏνηÏη να
κάνει αÏ
ÏÏ Ïο βήμα. ΠδαÏάνη ÏηÏ
+ÎÏ
βÎÏνηÏÎ·Ï ÏÎ·Ï ÎÎ½Î´Î¯Î±Ï ÏÏη ÏÏολική εκÏαίδεÏ
Ïη Ïα ÏελεÏ
Ïαία ÏÏÏνια ανÎÏÏεÏαι
+ÏεÏίÏοÏ
ÏÏο 3% ÏοÏ
ÎÎÎ , Ïο οÏοίο
αναγνÏÏίζεÏαι ÏÏι είναι ÏÎ¿Î»Ï ÏαμηλÏ.</p>
+
+<blockquote><p>“Πιο ÏÏÏÏÏαÏα, Îγιναν ÏολλÎÏ
ÏημανÏικÎÏ Î±Î½Î±ÎºÎ¿Î¹Î½ÏÏÎµÎ¹Ï Î³Î¹Î± Ïην ανάÏÏÏ
ξη
+ÏÎ·Ï ÏÏÏÏÎ®Ï ÎºÎ±ÏάÏÏαÏÎ·Ï ÏÏν ÏÏαγμάÏÏν ÏÏον
εκÏαιδεÏ
ÏÎ¹ÎºÏ ÏομÎα ÏÎ·Ï ÎνδίαÏ, η
+Ïιο ÏημανÏική αÏÏ ÏÎ¹Ï Î¿ÏÎ¿Î¯ÎµÏ Î®Ïαν Ïο ÎοινÏ
ÎλάÏιÏÏο ÎÎ¸Î½Î¹ÎºÏ Î ÏÏγÏαμμα (NCMP)
+ÏÎ·Ï ÎºÏ
βÎÏνηÏÎ·Ï ÏÎ·Ï ÎνÏμÎÎ½Î·Ï Î ÏοοδεÏ
ÏικήÏ
ΣÏ
μμαÏÎ¯Î±Ï (UPA). Îι ανακοινÏÏει
+αÏ
ÏÎÏ ÎµÎ¯Î½Î±Î¹: (α) Îα αÏ
ξηθεί ÏÏοοδεÏ
Ïικά η
δαÏάνη ÏÏην εκÏαίδεÏ
Ïη ÏÏο 6 ÏοιÏ
+εκαÏÏ ÏεÏίÏοÏ
ÏοÏ
ÎÎÎ . (β) Îια Ïην Ï
ÏοÏÏήÏιξη ÏÎ·Ï Î±ÏξηÏÎ·Ï Î´Î±ÏανÏν ÏÏην
+εκÏαίδεÏ
Ïη και Ïην αÏξηÏη ÏÎ·Ï ÏοιÏÏηÏαÏ
ÏÎ·Ï ÎµÎºÏαίδεÏ
ÏηÏ, θα εÏιβληθεί Îνα
+ÏÎÎ»Î¿Ï Ï
ÏÎÏ ÏÎ·Ï ÎµÎºÏαίδεÏ
ÏÎ·Ï Ïε ÏλοÏ
Ï ÏοÏ
Ï
ÏÏÏοÏ
Ï ÏÎ·Ï ÎºÎµÎ½ÏÏικήÏ
+κÏ
βÎÏνηÏηÏ. (γ) Îα εξαÏÏαλιÏÏεί ÏÏι κανείÏ
δεν θα αÏοκλείεÏαι αÏÏ Ïην
+εκÏαίδεÏ
Ïη λÏÎ³Ï Î¿Î¹ÎºÎ¿Î½Î¿Î¼Î¹ÎºÏν δÏ
ÏÏεÏειÏν
και ÏÏÏÏειαÏ. (δ) Το δικαίÏμα ÏÏην
+εκÏαίδεÏ
Ïη θα γίνει Îνα θεμελιÏδεÏ
δικαίÏμα ÏλÏν ÏÏν ÏαιδιÏν ÏÏο ηλικιακÏ
+ÏάÏμα 6–14 εÏÏν. (ε) Îα εÏεκÏαθεί ÏανÏÎ¿Ï Î·
εκÏαίδεÏ
Ïη διαμÎÏοÏ
ÏÏν
+ÏÏοβεβλημÎνÏν ÏÏογÏαμμάÏÏν ÏηÏ, ÏÏÏÏ Ïο
Sarva Siksha Abhiyan και Ïο
+ÎεÏημεÏÎ¹Î±Î½Ï ÎεÏμα (Mid Day Meal).” <a
+href="http://en.wikipedia.org/wiki/Education_in_india">ÎικιÏαίδεια:
+ÎκÏαίδεÏ
Ïη ÏÏην Îνδία</a>.</p></blockquote>
+
+<h3>Το ÏÏÎ¿Î»Î¹ÎºÏ ÏÏÏÏημα</h3>
+
+<p>Î Îνδία Ï
ÏοδιαιÏείÏαι Ïε 28 ÏολιÏÎµÎ¯ÎµÏ ÎºÎ±Î¹
Ïε 7 αÏοκαλοÏÎ¼ÎµÎ½ÎµÏ “ÎνÏμÎνεÏ
+ÎÏικÏάÏειεϔ. Îι ÏολιÏÎµÎ¯ÎµÏ ÎÏοÏ
ν ÏιÏ
δικÎÏ ÏοÏ
Ï ÎµÎºÎ»ÎµÎ³Î¼ÎνεÏ
+κÏ
βεÏνήÏειÏ, ÎµÎ½Ï Î¿Î¹ ÎνÏμÎÎ½ÎµÏ ÎÏικÏάÏειεÏ
κÏ
βεÏνÏνÏαι αÏ' εÏ
Î¸ÎµÎ¯Î±Ï Î±ÏÏ Ïην
+ÎÏ
βÎÏνηÏη ÏÎ·Ï ÎνδίαÏ, με Ïον Î ÏÏεδÏο ÏηÏ
ÎÎ½Î´Î¯Î±Ï Î½Î± διοÏίζει Îναν διαÏειÏιÏÏή
+για Ïην κάθε ÎνÏμÎνη ÎÏικÏάÏεια. ΣÏμÏÏνα
με Ïο ÏÏνÏαγμα ÏÎ·Ï ÎνδίαÏ, η
+ÏÏολική εκÏαίδεÏ
Ïη αÏοÏελοÏÏε αÏÏικά
αÏμοδιÏÏηÏα ÏÏν ÏολιÏειÏν—δηλαδή,
+οι ÏολιÏÎµÎ¯ÎµÏ ÎµÎ¯Ïαν ÏλήÏη εξοÏ
Ïία να
αÏοÏαÏίζοÏ
ν ÏÎ¹Ï ÏολιÏικÎÏ ÏοÏ
Ï ÎºÎ±Î¹ να
+ÏÎ¹Ï ÎµÏαÏμÏζοÏ
ν. Î ÏÏÎ»Î¿Ï ÏÎ·Ï ÎÏ
βÎÏνηÏÎ·Ï ÏηÏ
ÎÎ½Î´Î¯Î±Ï (ÎÏÎ) ήÏαν ÏεÏιοÏιÏμÎνοÏ
+ÏÏο ÏÏ
νÏονιÏÎ¼Ï ÎºÎ±Î¹ Ïη λήÏη αÏοÏάÏεÏν για
ÏÎ¹Ï ÏÏοδιαγÏαÏÎÏ ÏÎ·Ï Î±Î½ÏÏεÏηÏ
+εκÏαίδεÏ
ÏηÏ. ÎÏ
ÏÏ Î¬Î»Î»Î±Î¾Îµ με μια ÏÏ
νÏαγμαÏική αναθεÏÏηÏη Ïο 1976, ÎÏÏι ÏÏÏε η
+εκÏαίδεÏ
Ïη Ï
ÏάγεÏαι ÏÏÏα ÏÏον λεγÏμενο
<em>ÏÏ
μÏίÏÏÏνÏα καÏάλογο</em>. ÎÏ
ÏÏ
+Ïημαίνει ÏÏι οι ÏολιÏκÎÏ ÎºÎ±Î¹ Ïα
ÏÏογÏάμμαÏα για Ïην ÏÏολική εκÏαίδεÏ
Ïη
+ÏÏοÏείνονÏαι ÏÏο ÎµÎ¸Î½Î¹ÎºÏ ÎµÏίÏεδο αÏÏ Ïην
ÎÏÎ, αν και οι κÏ
βεÏνήÏÎµÎ¹Ï ÏÏν
+ÏολιÏειÏν ÎÏοÏ
ν μεγάλο Î²Î±Î¸Î¼Ï ÎµÎ»ÎµÏ
θεÏίαÏ
ÏÏην Ï
λοÏοίηÏη ÏÏν ÏÏογÏαμμάÏÏν. Îι
+ÏολιÏικÎÏ Î±Ï
ÏÎÏ Î±Î½Î±ÎºÎ¿Î¹Î½ÏνονÏαι ÏεÏιοδικά
ÏÏο ÎµÎ¸Î½Î¹ÎºÏ ÎµÏίÏεδο. Î ÎενÏÏική
+ΣÏ
μβοÏ
λεÏ
Ïική ÎιεÏθÏ
νÏη ÎκÏαίδεÏ
ÏÎ·Ï (CABE),
ÏοÏ
ιδÏÏθηκε Ïο 1935, ÏÏ
νεÏίζει
+να Ïαίζει Îναν ηγεÏÎ¹ÎºÏ ÏÏλο ÏÏην εξÎλιξη
και Ïην ÏαÏακολοÏθηÏη ÏÏν
+εκÏαιδεÏ
ÏικÏν ÏολιÏικÏν και
ÏÏογÏαμμάÏÏν.</p>
+
+<p>Î¥ÏάÏÏει ÎÎ½Î±Ï ÎµÎ¸Î½Î¹ÎºÏÏ Î¿ÏγανιÏμÏÏ ÏοÏ
Ïαίζει Îνα ÏÏλο κλειδί ÏÏην ανάÏÏÏ
ξη
+ÏολιÏικÏν και ÏÏογÏαμμάÏÏν, ÏοÏ
αÏοκαλείÏαι ÎÎ¸Î½Î¹ÎºÏ Î£Ï
μβοÏλιο ÎκÏαιδεÏ
ÏικήÏ
+ÎÏεÏ
Î½Î±Ï ÎºÎ±Î¹ ÎκÏαίδεÏ
ÏÎ·Ï (NCERT) και ο οÏοίοÏ
καÏαÏÏίζει Îνα ÎÎ¸Î½Î¹ÎºÏ Î Î»Î±Î¯Ïιο
+ÎιδακÏÎ¹ÎºÎ¿Ï Î ÏογÏάμμαÏοÏ. Πκάθε ÏολιÏεία
ÎÏει και Ïον ανÏίÏÏοιÏο οÏγανιÏμÏ,
+ÏοÏ
ονομάζεÏαι ΠολιÏÎµÎ¹Î±ÎºÏ Î£Ï
μβοÏλιο
ÎκÏαιδεÏ
ÏÎ¹ÎºÎ®Ï ÎÏεÏ
Î½Î±Ï ÎºÎ±Î¹ ÎκÏαίδεÏ
ÏηÏ
+(SCERT). ÎÏ
Ïοί είναι οι ÏοÏÎµÎ¯Ï ÏοÏ
οÏ
ÏιαÏÏικά
ÏÏοÏείνοÏ
ν εκÏαιδεÏ
ÏικÎÏ
+ÏÏÏαÏηγικÎÏ, ÏÏολικά ÏÏογÏάμμαÏα,
ÏαιδαγÏγικά ÏÏήμαÏα και μεθοδολογίεÏ
+αξιολÏγηÏÎ·Ï ÏÏÎ¿Ï ÏÎ¹Ï ÏολιÏειακÎÏ Ï
ÏηÏεÏÎ¯ÎµÏ ÎµÎºÏαίδεÏ
ÏηÏ. Τα SCERT γενικά
+ακολοÏ
θοÏν ÏÎ¹Ï ÎºÎ±ÏεÏ
θÏ
νÏήÏÎ¹ÎµÏ Î¿Î´Î·Î³Î¯ÎµÏ ÏοÏ
καÏαÏÏίÏÏηκαν αÏÏ Ïο NCERT. Îι
+ÏολιÏείεÏ, ÏμÏÏ, ÎÏοÏ
ν ÏημανÏική ελεÏ
θεÏία
ÏÏην Ï
λοÏοίηÏη ÏοÏ
εκÏαιδεÏ
ÏικοÏ
+ÏÏ
ÏÏήμαÏοÏ.</p>
+
+<p>Î Îθνική ΣÏÏαÏηγική για Ïην ÎκÏαίδεÏ
Ïη
Ïο 1986, και Ïο Î ÏÏγÏαμμα ÎÏάÏηÏ
+(POA) Ïο 1992, ÏÏοÎβλεÏαν Ïην ελεÏθεÏη και Ï
ÏοÏÏεÏÏική εκÏαίδεÏ
Ïη
+ικανοÏοιηÏÎ¹ÎºÎ®Ï ÏοιÏÏηÏÎ±Ï Î³Î¹Î± Ïλα Ïα
Ïαιδιά κάÏÏ ÏÏν 14 εÏÏν ÏÏιν Ïον 21ο
+αιÏνα. ΠκÏ
βÎÏνηÏη δεÏμεÏθηκε να αÏιεÏÏÏει
Ïο 6% ÏοÏ
ÎκαθάÏιÏÏοÏ
ÎθνικοÏ
+Î ÏοÏÏνÏÎ¿Ï (ÎÎÎ ) για Ïην εκÏαίδεÏ
Ïη, Ïο μιÏÏ
ÏοÏ
οÏοίοÏ
θα εÏενδÏονÏαν ÏÏην
+ÏÏÏÏοβάθμια εκÏαίδεÏ
Ïη. Îι δαÏÎ¬Î½ÎµÏ ÏÏην
ÎκÏαίδεÏ
Ïη ÏÏ ÏοÏοÏÏÏ ÎµÏί ÏοÏ
ÎÎÎ ,
+αÏ
ξήθηκαν εÏίÏÎ·Ï Î±ÏÏ Ïο 0,7 ÏÎ¿Î¹Ï ÎµÎºÎ±ÏÏ Ïο
1951-52 Ïε ÏεÏίÏοÏ
3,6 ÏÎ¿Î¹Ï ÎµÎºÎ±ÏÏ
+Ïο 1997-98.</p>
+
+<p>Το ÏÏÎ¿Î»Î¹ÎºÏ ÏÏÏÏημα ÏÏην Îνδία ÏÏοβλÎÏει
ÏÎÏÏεÏα εÏίÏεδα: Ïο καÏÏÏεÏο
+ÏÏÏÏοβάθμιο (Î·Î»Î¹ÎºÎ¯ÎµÏ 6 ÏÏ 10), Ïο ανÏÏεÏο
ÏÏÏÏοβάθμιο (11 και 12 εÏÏν), Ïο
+δεÏ
ÏεÏοβάθμιο (13 ÏÏ 15 εÏÏν) και Ïο ανÏÏεÏο
δεÏ
ÏεÏοβάθμιο (17 και 18
+εÏÏν). Το καÏÏÏεÏο ÏÏÏÏοβάθμιο ÏÏολείο Ï
ÏοδιαιÏείÏαι Ïε ÏÎνÏε
+“Ïάξειϔ, Ïο ανÏÏεÏο ÏÏÏÏοβάθμιο
ÏÏολείο Ïε δÏο, Ïο
+δεÏ
ÏεÏοβάθμιο Ïε ÏÏία και Ïο ανÏÏεÏο δεÏ
ÏεÏοβάθμιο Ïε δÏο. Îι μαθηÏÎÏ ÏÏÎÏει
+να μάθοÏ
ν, εÏί Ïο ÏλείÏÏον, Îνα κοινÏ
ÏÏÏγÏαμμα (εκÏÏÏ Î±ÏÏ ÏÎ¹Ï ÏοÏικÎÏ
+αλλαγÎÏ ÏÏη μηÏÏική γλÏÏÏα) μÎÏÏι Ïο ÏÎλοÏ
ÏοÏ
δεÏ
ÏεÏοβάθμιοÏ
+ÏÏολείοÏ
. Î ÏοβλÎÏεÏαι ÎÎ½Î±Ï ÎºÎ¬ÏÎ¿Î¹Î¿Ï Î²Î±Î¸Î¼ÏÏ
εξειδίκεÏ
ÏÎ·Ï ÏÏο ανÏÏεÏο
+δεÏ
ÏεÏοβάθμιο εÏίÏεδο. Îι μαθηÏÎÏ Ïε Ïλη
Ïη ÏÏÏα ÏÏÎÏει να μάθοÏ
ν ÏÏειÏ
+γλÏÏÏÎµÏ (ÏÏ
γκεκÏιμÎνα, Îγγλικά, ΧίνÏι και
Ïη μηÏÏική ÏοÏ
Ï Î³Î»ÏÏÏα) εκÏÏÏ Î±ÏÏ
+ÏÎ¹Ï ÏεÏιοÏÎÏ ÏÏοÏ
Ïα ΧίνÏι είναι η μηÏÏική
γλÏÏÏα και Ïε μεÏικά άλλα ÏÏολεία
+καÏεÏθÏ
νÏηÏ, για Ïα οÏοία θα ÏÏ
ζηÏήÏοÏ
με
Ïιο κάÏÏ.</p>
+
+<p>Î¥ÏάÏÏοÏ
ν, βαÏικά, ÏÏÎµÎ¹Ï ÎºÎ±ÏεÏ
θÏνÏÎµÎ¹Ï ÏÏο
ÏÏÎ¿Î»Î¹ÎºÏ ÏÏÏÏημα ÏÎ·Ï ÎνδίαÏ. Îι δÏο
+αÏÏ Î±Ï
ÏÎÏ ÏÏ
νÏονίζονÏαι Ïε ÎµÎ¸Î½Î¹ÎºÏ ÎµÏίÏεδο,
αÏÏ ÏÎ¹Ï Î¿ÏÎ¿Î¯ÎµÏ Î¼Î¯Î± Ï
ÏάγεÏαι ÏÏην
+ÎενÏÏική ÎιεÏθÏ
νÏη ÎεÏ
ÏεÏοβάθμιαÏ
ÎκÏαίδεÏ
ÏÎ·Ï (CBSE) και ÏÏοοÏιζÏÏαν,
+αÏÏικά, για Ïαιδιά ÏÏν Ï
ÏαλλήλÏν ÏηÏ
κενÏÏÎ¹ÎºÎ®Ï ÎºÏ
βÎÏνηÏÎ·Ï ÏοÏ
μεÏαÏίθενÏαι
+ÏεÏιοδικά και μÏοÏεί να ÏÏειαÏÏεί να
μεÏακινηθοÏν Ïε οÏοιονδήÏοÏε ÏÏÏο
+καÏÎ¿Î¹ÎºÎ¯Î±Ï Î±Î½Î¬ Ïη ÏÏÏα. ÎεÏικά “κενÏÏικά
ÏÏολεία” (ονομαζÏμενα
+Kendriya Vidyalayas) ιδÏÏθηκαν για Ïο ÏκοÏÏ Î±Ï
ÏÏ Ïε
Ïλα Ïα μεγάλα αÏÏικά
+κÎνÏÏα ÏÎ·Ï ÏÏÏαÏ, και ακολοÏ
θοÏν Îνα κοινÏ
ÏÏÏγÏαμμα, ÎÏÏι ÏÏÏε ÎÎ½Î±Ï Î¼Î±Î¸Î·ÏήÏ
+ÏοÏ
μεÏαβαίνει αÏÏ Ïο Îνα ÏÏολείο ÏÏο άλλο
μια οÏοιαδήÏοÏε ημÎÏα, δεν θα
+διαÏιÏÏÏÏει ÏÏεδÏν καμία διαÏοÏά Ïε
εκείνα ÏοÏ
διδάÏκονÏαι. Σε αÏ
Ïά Ïα
+ÏÏολεία, Îνα μάθημα (ÎοινÏνικÎÏ ÎÏιÏÏήμεÏ,
ÏοÏ
ÏεÏιλαμβάνει ÎÏÏοÏία,
+ÎεÏγÏαÏία και ÎγÏγή ÏοÏ
ÏολίÏη) διδάÏκεÏαι
ÏάνÏοÏε ÏÏη γλÏÏÏα ΧίνÏι, ÎµÎ½Ï Ïα
+άλλα μαθήμαÏα διδάÏκονÏαι ÏÏα Îγγλικά. Τα
ÏÏολεία Kendriya Vidyalayas
+δÎÏονÏαι εÏίÏÎ·Ï ÎºÎ±Î¹ άλλα Ïαιδιά, εÏÏÏον Ï
ÏάÏÏοÏ
ν διαθÎÏÎ¹Î¼ÎµÏ Î¸ÎÏειÏ. Îλα ÏοÏ
Ï
+ÏÏηÏιμοÏοιοÏν ÏÏολικά βιβλία ÏοÏ
γÏάÏÏηκαν και εκδίδονÏαι αÏÏ Ïο
+NCERT. Î ÏÏÏθεÏα Ïε αÏ
Ïά Ïα κÏαÏικά ÏÏολεία,
ÎÎ½Î±Ï Î±ÏιθμÏÏ Î±ÏÏ Î¹Î´Î¹ÏÏικά
+ÏÏολεία ανά Ïην ÏÏÏα ακολοÏ
θοÏν Ïο
διδακÏÎ¹ÎºÏ ÏÏÏγÏαμμα (syllabus) ÏÎ·Ï CBSE,
+αν και μÏοÏεί να ÏÏηÏιμοÏοιοÏν
διαÏοÏεÏικά ÏÏολικά βιβλία και να ακολοÏ
θοÏν
+διαÏοÏεÏικά ÏÏογÏάμμαÏα διδαÏκαλίαÏ. ÎÏοÏ
ν κάÏοιον Î²Î±Î¸Î¼Ï ÎµÎ»ÎµÏ
θεÏÎ¯Î±Ï Ïε αÏ
Ïά
+ÏοÏ
μÏοÏοÏν να διδάÏκοÏ
ν ÏÏÎ¹Ï ÎºÎ±ÏÏÏεÏεÏ
ÏάξειÏ. H CBSE διαθÎÏει εÏίÏÎ·Ï ÎºÎ±Î¹
+141 ÏÏ
νδεδεμÎνα ÏÏολεία Ïε 21 Î¬Î»Î»ÎµÏ ÏÏÏεÏ, Ïα
οÏοία κÏ
ÏίÏÏ ÎµÎ¾Ï
ÏηÏεÏοÏν ÏιÏ
+Î±Î½Î¬Î³ÎºÎµÏ ÏοÏ
εκεί ÎÎ½Î´Î¹ÎºÎ¿Ï ÏληθÏ
ÏμοÏ.</p>
+
+<p>Το δεÏÏεÏο κενÏÏÎ¹ÎºÏ ÏÏήμα είναι Ïο
ÎÎ½Î´Î¹ÎºÏ Î Î¹ÏÏοÏοιηÏÎ¹ÎºÏ ÎεÏ
ÏεÏοβάθμιαÏ
+ÎκÏαίδεÏ
ÏÎ·Ï (ICSE). ΦαίνεÏαι ÏÏι αÏ
ÏÏ Ï
ιοθεÏήθηκε ÏÏÎ¿Ï Î±Î½ÏικαÏάÏÏαÏη ÏοÏ
+ΣÏÎ¿Î»Î¹ÎºÎ¿Ï Î Î¹ÏÏοÏοιηÏÎ¹ÎºÎ¿Ï Cambridge. ΠιδÎα αÏ
Ïή
ÏÏ
ζηÏήθηκε Ïε Îνα ÏÏ
νÎδÏιο
+ÏοÏ
διοÏγανÏθηκε Ïο 1952, Ï
ÏÏ Ïην ÏÏοεδÏία
ÏοÏ
ÏÏÏε Î¥ÏοÏ
ÏÎ³Î¿Ï Î Î±Î¹Î´ÎµÎ¯Î±Ï, ÏοÏ
+Maulana Abul Kalam Azad. ΠβαÏικÏÏ ÏÏÏÏÎ¿Ï ÏοÏ
ÏÏ
νεδÏίοÏ
ήÏαν η θÎÏÏιÏη
+Παν-ÎνδικÏν ÎξεÏάÏεÏν ÏοÏ
θα
ανÏικαθιÏÏοÏÏαν Ïο ÏÏοεÏÏÏμενο αÏÏ Ïο
εξÏÏεÏικÏ
+ΣÏÎ¿Î»Î¹ÎºÏ Î Î¹ÏÏοÏοιηÏÎ¹ÎºÏ Cambridge. Τον ÎκÏÏβÏιο
ÏοÏ
1956, ÏÏη ÏÏ
νάνÏηÏη ÏοÏ
+ÎιαÏολιÏÎµÎ¹Î±ÎºÎ¿Ï Î£Ï
μβοÏ
λίοÏ
Îγγλο-ÎνδικήÏ
ÎκÏαίδεÏ
ÏηÏ, Ï
ιοθεÏήθηκε μια ÏÏÏÏαÏη
+για Ïην ίδÏÏ
Ïη ενÏÏ ÎÎ½Î´Î¹ÎºÎ¿Ï Î£Ï
μβοÏ
λίοÏ
ÏοÏ
θα διαÏειÏίζεÏαι ÏÎ¹Ï ÎµÎ¾ÎµÏάÏειÏ
+ÏοÏ
ΤοÏÎ¹ÎºÎ¿Ï Î£Ï
νδικάÏοÏ
ÎξεÏάÏεÏν ÏοÏ
Î
ανεÏιÏÏημίοÏ
ÏοÏ
Cambridge ÏÏην Îνδία,
+και θα ÏÏ
μβοÏ
λεÏει Ïο ΣÏ
νδικάÏο για Ïον
βÎλÏιÏÏο ÏÏÏÏο ÏÏοÏαÏÎ¼Î¿Î³Î®Ï ÏÏν
+εξεÏάÏεÏν ÏÏÎ¹Ï Î±Î½Î¬Î³ÎºÎµÏ ÏÎ·Ï ÏÏÏαÏ. Î
εναÏκÏήÏια ÏÏ
νεδÏία ÏοÏ
ΣÏ
μβοÏ
λίοÏ
Îλαβε
+ÏÏÏα ÏÏÎ¹Ï 3 ÎοεμβÏίοÏ
ÏοÏ
1958. Τον ÎεκÎμβÏιο
ÏοÏ
1967 Ïο ΣÏ
μβοÏλιο
+θεÏμοθεÏήθηκε ÏÏ Î£ÏμαÏείο, ÏÏμÏÏνα με Ïον
ÎÏμο ÏεÏί ΣÏμαÏείÏν (Societies
+Registration Act) ÏοÏ
1860. Το ΣÏ
μβοÏλιο αναÏεÏÏÏαν
ÏÏο ÎÏμο ΣÏολικήÏ
+ÎκÏαίδεÏ
ÏÎ·Ï ÏοÏ
ÎελÏί ÏοÏ
1973, ÏÏ Îνα ÏÏμα
ÏοÏ
θα διοÏγανÏνει ÏÎ¹Ï Î´Î·Î¼ÏÏιεÏ
+εξεÏάÏειÏ. ΣήμεÏα, Ïολλά ÏÏολεία Ïε Ïλη Ïη
ÏÏÏα ÎÏοÏ
ν διαÏÏ
νδεθεί με Ïο
+ΣÏ
μβοÏλιο αÏ
ÏÏ. Îλα αÏ
Ïά είναι ιδιÏÏικά
ÏÏολεία και γενικά εξÏ
ÏηÏεÏοÏν
+Ïαιδιά ÏλοÏÏιÏν οικογενειÏν.</p>
+
+<p>ΤÏÏο η CBSE ÏÏο και Ïο ΣÏ
μβοÏλιο ICSE διεξάγοÏ
ν ÏÎ¹Ï Î´Î¹ÎºÎÏ ÏοÏ
Ï ÎµÎ¾ÎµÏάÏÎµÎ¹Ï ÏÏα
+ÏÏολεία ανά Ïη ÏÏÏα ÏοÏ
είναι διαÏÏ
νδεδεμÎνα μαζί ÏοÏ
Ï ÏÏο ÏÎÎ»Î¿Ï ÏÏν 10 εÏÏν
+ÏÏÎ¿Î»Î¹ÎºÎ®Ï ÎµÎºÏαίδεÏ
ÏÎ·Ï (μεÏά Ïο δεÏ
ÏεÏοβάθμιο εÏίÏεδο) και ξανά ÏÏο ÏÎÎ»Î¿Ï ÏÏν
+12 εÏÏν (μεÏά Ïο ανÏÏεÏο δεÏ
ÏεÏοβάθμιο
εÏίÏεδο). ΠεγγÏαÏή ενÏÏ Î¼Î±Î¸Î·Ïή ÏÏην
+11η Ïάξη βαÏίζεÏαι, ÏÏ
νήθÏÏ, ÏÏÎ¹Ï ÎµÏιδÏÏειÏ
ÏοÏ
Ïε αÏ
ÏÎÏ ÏÎ¹Ï Î Î±Î½-ÎνδικÎÏ
+εξεÏάÏειÏ. ÎÏειδή αÏ
ÏÏ Î±Ïκεί μεγάλη ÏίεÏη
ÏÎ¬Î½Ï ÏÏο Ïαιδί να αÏοδÏÏει καλά,
+ÎÏοÏ
ν Ï
ÏάÏξει ÏÏοÏάÏÎµÎ¹Ï Î³Î¹Î± Ïην καÏάÏγηÏη
ÏÏν εξεÏάÏεÏν ÏÏο ÏÎÎ»Î¿Ï ÏÏν 10
+εÏÏν.</p>
+
+<h3>ÎÏοκλειÏÏικά ΣÏολεία</h3>
+
+<p>ÎκÏÏÏ Î±ÏÏ Ïα ÏαÏαÏάνÏ, Ï
ÏάÏÏοÏ
ν και
ÏÏεÏικά λίγα ÏÏολεία ÏοÏ
ακολοÏ
θοÏν ξÎνα
+εκÏαιδεÏ
Ïικά ÏÏογÏάμμαÏα, ÏÏÏÏ Ïο
λεγÏμενο Senior Cambridge, αν κι αÏ
Ïά
+ÎÏοÏ
ν εÏ
ÏÎÏÏ Î¾ÎµÏεÏαÏθεί αÏÏ Ïην καÏεÏθÏ
νÏη ICSE Ïε άλλα μÎÏη. ÎεÏικά αÏÏ
+αÏ
Ïά Ïα ÏÏολεία ÏÏοÏÏÎÏοÏ
ν εÏίÏÎ·Ï ÏÏοÏ
Ï
μαθηÏÎÏ Ïη δÏ
ναÏÏÏηÏα να ÏεÏάÏοÏ
ν
+ÏÎ¹Ï ÎµÎ¾ÎµÏάÏÎµÎ¹Ï ÏοÏ
ICSE. ÎÏ
Ïά είναι ÏÏ
νήθÏÏ
ÏÎ¿Î»Ï Î±ÎºÏιβά ÏÏολεία εÏÏÏεÏικήÏ
+οικοÏÏοÏÎµÎ¹Î±ÎºÎ®Ï ÏοίÏηÏηÏ, ÏÏοÏ
ÏÏÎλνοÏ
ν Ïα
Ïαιδιά ÏοÏ
Ï Î¼ÎµÏικοί Îνδοί ÏοÏ
+εÏγάζονÏαι ÏÏο εξÏÏεÏικÏ. ÎαÏά κανÏνα
διαθÎÏοÏ
ν ÏανÏαÏÏική Ï
Ïοδομή, Ïαμηλή
+ÏÏÎÏη διδαÏκÏνÏÏν/μαθηÏÏν και ÏÎ¿Î»Ï Î»Î¯Î³Î¿Ï
Ï
μαθηÏÎÏ. Πολλά αÏÏ Î±Ï
Ïά ÎÏοÏ
ν
+δαÏκάλοÏ
Ï Î±ÏÏ Ïο εξÏÏεÏικÏ. Î¥ÏάÏÏοÏ
ν
εÏίÏÎ·Ï ÎºÎ¹ άλλα αÏοκλειÏÏικά ÏÏολεία,
+ÏÏÏÏ Ïο Doon School ÏÏην ÏεÏιοÏή Dehradun, Ïα οÏοία
δÎÏονÏαι μÏνο μικÏÏ
+αÏÎ¹Î¸Î¼Ï Î¼Î±Î¸Î·ÏÏν και ÏÏεÏνοÏ
ν Ï
ÏÎÏογκα
δίδακÏÏα.</p>
+
+<p>ÎκÏÏÏ Î±ÏÏ Ïλα αÏ
Ïά, Ï
ÏάÏÏοÏ
ν και ελάÏιÏÏα
ÏÏολεία, διάÏÏαÏÏα ανά Ïην ÏÏÏα,
+ÏÏÏÏ Ïο ÏÏολείο Rishi Valley ÏÏην Andhra Pradesh, Ïα
οÏοία ÏÏοÏÏαθοÏν να
+αÏοκοÏοÏν αÏÏ Ïο κÏ
ÏίÏÏ ÎµÎºÏαιδεÏ
ÏικÏ
ÏÏÏÏημα ÏοÏ
ÏÏοÏθεί Ïην αÏοÏÏηθιÏÏική
+μάθηÏη και να εÏαÏμÏÏοÏ
ν καινοÏομικά ÏÏ
ÏÏήμαÏα ÏÏÏÏ Ïη ÎονÏεÏοÏιανή
+μÎθοδο. Τα ÏεÏιÏÏÏÏεÏα ÏÏολεία αÏ
ÏÎ¿Ï ÏοÏ
είδοÏ
Ï ÎµÎ¯Î½Î±Î¹ ακÏιβά, ÎÏοÏ
ν Ï
Ïηλή
+αναλογία δαÏκάλÏν-μαθηÏÏν και ÏÏοÏÏÎÏοÏ
ν
Îνα μαθηÏÎ¹Î±ÎºÏ ÏεÏιβάλλον ÏÏο οÏοίο
+Ïο κάθε Ïαιδί μÏοÏεί να διδαÏθεί με Ïον
Î´Î¹ÎºÏ ÏοÏ
ÏÏ
θμÏ. Îα ήÏαν ÏολÏ
+ενδιαÏÎÏον και διδακÏÎ¹ÎºÏ Î½Î± γίνει μια
μελÎÏη ÏοÏ
να διεÏεÏ
νήÏει Ïην εÏίδÏαÏη
+ÏοÏ
είÏε Ïο ÎµÎ¯Î´Î¿Ï ÏοÏ
ÏÏολείοÏ
ÏÏη ζÏή ÏÏν
μαθηÏÏν ÏοÏ
Ï.</p>
+
+<h3>ΠολιÏειακά ΣÏολεία</h3>
+
+<p>Πκάθε ÏολιÏεία ανά Ïη ÏÏÏα, διαθÎÏει Ïη
δική ÏÎ·Ï ÎιεÏθÏ
νÏη ÎκÏαίδεÏ
ÏÎ·Ï Î·
+οÏοία λειÏοÏ
Ïγεί Ïο Î´Î¹ÎºÏ ÏÎ·Ï ÏÏολικÏ
ÏÏÏÏημα, με Ïα δικά ÏÎ·Ï ÏÏολικά βιβλία,
+και Ïο Î´Î¹ÎºÏ ÏÎ·Ï ÏÏÏÏημα αξιολÏγηÏηÏ. ÎÏÏÏ
αναÏÎÏαμε και ÏÏιν, Ïο διδακÏικÏ
+ÏÏÏγÏαμμα, η ÏαιδαγÏγική μÎÎ¸Î¿Î´Î¿Ï ÎºÎ±Î¹ Ïο
ÏÏÏÏημα αξιολÏγηÏÎ·Ï Î±ÏοÏαÏίζονÏαι Ïε
+μεγάλο Î²Î±Î¸Î¼Ï Î±ÏÏ Ïο SCERT ενÏÏÏ ÏηÏ
ÏολιÏείαÏ, ακολοÏ
θÏνÏÎ±Ï ÏμÏÏ ÏÎ¹Ï ÎµÎ¸Î½Î¹ÎºÎÏ
+καÏεÏ
θÏ
νÏήÏÎ¹ÎµÏ Î¿Î´Î·Î³Î¯ÎµÏ ÏοÏ
ÏÏιÏε Ïο NCERT.</p>
+
+<p>Πκάθε ÏολιÏεία ÎÏει ÏÏία είδη ÏÏολείÏν
ÏοÏ
ακολοÏ
θοÏν Ïο ÏολιÏÎµÎ¹Î±ÎºÏ ÏÏολικÏ
+ÏÏÏγÏαμμα. ΠκÏ
βÎÏνηÏη λειÏοÏ
Ïγεί Ïα δικά
ÏÎ·Ï ÏÏολεία, Ïε οικÏÏεδα και
+κÏιÏιακή Ï
Ïοδομή ÏοÏ
ανήκοÏ
ν ÏÏην ίδια Ïην
κÏ
βÎÏνηÏη και αμοίβει Ïο
+ÏÏοÏÏÏÎ¹ÎºÏ Î¼Îµ δικοÏÏ ÏÎ·Ï Î¿Î¹ÎºÎ¿Î½Î¿Î¼Î¹ÎºÎ¿ÏÏ ÏÏÏοÏ
Ï. ÎÏ
Ïά είναι γενικά γνÏÏÏά Ïαν
+<em>κÏ
βεÏνηÏικά ÏÏολεία</em>. Τα δίδακÏÏα
είναι ÏÎ¿Î»Ï Ïαμηλά Ïε ÏÎÏοια
+ÏÏολεία. ÎεÏά, Ï
ÏάÏÏοÏ
ν ιδιÏÏικά ÏÏολεία,
με Ïα δικά ÏοÏ
Ï Î¿Î¹ÎºÏÏεδα και
+κÏίÏια. ÎÎ´Ï Ïα δίδακÏÏα είναι Ï
Ïηλά και οι
δάÏκαλοι ÏληÏÏνονÏαι αÏÏ Ïη
+διοίκηÏη ÏοÏ
ÏÏολείοÏ
. Σε αÏ
Ïά Ïα ÏÏολεία
εγγÏάÏονÏαι, ÏÏ
νήθÏÏ, Ïαιδιά
+οικογενειÏν ÏÎ·Ï Î±ÏÏÎ¹ÎºÎ®Ï Î¼ÎµÏÎ±Î¯Î±Ï ÏάξηÏ. Το
ÏÏίÏο ÎµÎ¯Î´Î¿Ï Î±ÏοÏελείÏαι αÏÏ
+ÏÏολεία ÏοÏ
λαμβάνοÏ
ν κÏαÏικÎÏ
εÏιδοÏήÏÎµÎ¹Ï Î±ÏÏ Ïην κÏ
βÎÏνηÏη, αν και Ïο
+ÏÏολείο είÏε αÏÏίÏει αÏÏ Î¹Î´Î¹ÏÏÎ¹ÎºÏ ÏοÏÎα,
με Ïα δικά ÏοÏ
οικÏÏεδα και
+κÏίÏια. ÎÏ
ÏÎÏ Î¿Î¹ εÏιδοÏήÏÎµÎ¹Ï ÎÏοÏ
ν Ïην
Îννοια να βοηθήÏοÏ
ν ÏÏη μείÏÏη ÏÏν
+διδάκÏÏÏν και να εÏιÏÏÎÏοÏ
ν ÎÏÏι και Ïε
ÏÏÏÏÎÏ Î¿Î¹ÎºÎ¿Î³ÎÎ½ÎµÎ¹ÎµÏ Î½Î± ÏÏείλοÏ
ν εκεί
+Ïα Ïαιδιά ÏοÏ
Ï. Σε μεÏικÎÏ ÏολιÏείεÏ, ÏÏÏÏ
η Kerala, αÏ
Ïά Ïα ÏÏολεία
+μοιάζοÏ
ν ÏÎ¿Î»Ï Î¼Îµ Ïα κÏ
βεÏνηÏικά ÏÏολεία
αÏÎ¿Ï Î¿Î¹ δάÏκαλοι ÏληÏÏνονÏαι αÏÏ Ïην
+κÏ
βÎÏνηÏη και Ïα δίδακÏÏα είναι Ïα ίδια
ÏÏÏÏ ÎºÎ±Î¹ ÏÏα κÏ
βεÏνηÏικά ÏÏολεία.</p>
+
+<h3 id="Kerala">Î ÏεÏίÏÏÏÏη ÏÎ·Ï Kerala</h3>
+
+<p>Î ÏολιÏεία ÏÎ·Ï Kerala, Îνα μικÏÏ ÎºÏαÏίδιο
ÏÏη ÎοÏιο-ÎÏ
Ïική ακÏή ÏÎ·Ï ÎνδίαÏ,
+είναι διαÏοÏοÏοιημÎνη αÏÏ Ïην Ï
ÏÏλοιÏη
ÏÏÏα καÏά ÏολλοÏÏ ÏÏÏÏοÏ
Ï ÏÏη
+διάÏκεια ÏÏν ÏελεÏ
ÏαίÏν λίγÏν δεκαεÏιÏν.
Îια ÏαÏάδειγμα, ÎÏει Ïο Ï
ÏηλÏÏεÏο
+ÏοÏοÏÏÏ Î±Î»ÏαβηÏιÏÎ¼Î¿Ï Î¼ÎµÏÎ±Î¾Ï ÏλÏν ÏÏν
κÏαÏιδίÏν, και είÏε ανακηÏÏ
Ïθεί, εδÏ
+και ÏεÏίÏοÏ
δÎκα ÏÏÏνια, ÏÏ Î· ÏÏÏÏη ÏλήÏÏÏ
εγγÏάμμαÏη ÏολιÏεία. Το
+ÏÏοÏδÏκιμο εÏιβίÏÏηÏ, ÏÏÏο ÏÏν ανδÏÏν ÏÏο
και ÏÏν γÏ
ναικÏν, είναι ÏολÏ
+Ï
ÏηλÏ, και κονÏά Ïε εκείνο ÏοÏ
ανεÏÏÏ
γμÎνοÏ
κÏÏμοÏ
. Îαι οι εÏιδÏÏÎµÎ¹Ï Ïε
+Î¬Î»Î»ÎµÏ ÏαÏαμÎÏÏοÏ
Ï, ÏÏÏÏ Ïο ÏοÏοÏÏÏ
γονιμÏÏηÏαÏ, Ïα ÏοÏοÏÏά ÏÎ±Î¹Î´Î¹ÎºÎ®Ï ÎºÎ±Î¹
+βÏεÏÎ¹ÎºÎ®Ï Î¸Î½Î·ÏιμÏÏηÏαÏ, είναι μεÏÎ±Î¾Ï ÏÏν
καλÏÏεÏÏν ÏÏη ÏÏÏα, αν ÏÏι οι
+καλÏÏεÏεÏ. Το ÏοÏοÏÏÏ ÏÏ
νολικήÏ
γονιμÏÏηÏÎ±Ï Î²ÏίÏκεÏαι κάÏÏ Î±ÏÏ Ïο κÏίÏιμο
+ÏοÏοÏÏÏ Î±Î½ÏικαÏάÏÏαÏÎ·Ï ÏοÏ
2.1 για ÏÎ¹Ï ÏελεÏ
ÏÎ±Î¯ÎµÏ Î´Ïο δεκαεÏίεÏ. ΠιθανÏÏ ÏÏ
+μια ÏαÏενÎÏγεια ÏÎ·Ï Î¿Î¹ÎºÎ¿Î½Î¿Î¼Î¹ÎºÎ®Ï ÎºÎ±Î¹
κοινÏÎ½Î¹ÎºÎ®Ï Î±Î½Î¬ÏÏÏ
ξηÏ, Ïα ÏοÏοÏÏά
+αÏ
ÏοκÏονιÏν και αλκοολιÏÎ¼Î¿Ï ÎµÎ¯Î½Î±Î¹, εÏίÏηÏ,
ÏÎ¿Ï Ï
Ïηλά. Îι κÏ
βεÏνηÏικÎÏ
+ÏολιÏικÎÏ Î®Ïαν, εÏίÏηÏ, ÏÎ¿Î»Ï Î´Î¹Î±ÏοÏεÏικÎÏ
αÏÏ ÎµÎºÎµÎ¯Î½ÎµÏ Ïε Ïλη Ïην Ï
ÏÏλοιÏη
+ÏÏÏα, οδηγÏνÏÎ±Ï ÏÏο αναÏÏÏ
Î¾Î¹Î±ÎºÏ Î¼Î¿Î½ÏÎλο
ÏοÏ
ιÏÏÏει ÏÏην Kerala, με Ï
ÏηλÎÏ
+δαÏÎ¬Î½ÎµÏ Î³Î¹Î± Ïην Ïαιδεία και Ïο κοινÏνικÏ
κÏάÏοÏ, γνÏÏÏÏ Î¼ÎµÏÎ±Î¾Ï ÏÏν
+οικονομολÏγÏν ÏÏ “ÎονÏÎλο ÏÎ·Ï Kerala“.</p>
+
+<p>Î Kerala Îδειξε εÏίÏÎ·Ï Îνα ενδιαÏÎÏον για να
δοκιμάÏει νÎοÏ
Ï ÏÏÏÏοÏ
Ï
+βελÏίÏÏÎ·Ï ÏοÏ
ÏÏÎ¿Î»Î¹ÎºÎ¿Ï ÎºÎ±Î¹ εκÏαιδεÏ
ÏικοÏ
ÏÎ·Ï ÏÏ
ÏÏήμαÏοÏ. Îάθε ÏοÏά ÏοÏ
Ïο
+NCERT ÏÏÏÏεινε νÎÎµÏ Î¹Î´ÎεÏ, η ÏολιÏεία ÏÎ·Ï Kerala
ήÏαν εκείνη ÏοÏ
ÏιÏ
+δοκίμαζε ÏÏÏÏη. Î ÏολιÏεία ÏειÏαμαÏίÏθηκε
με Ïο ΠεÏιÏεÏÎµÎ¹Î±ÎºÏ Î ÏÏγÏαμμα
+Î ÏÏÏÎ¿Î²Î¬Î¸Î¼Î¹Î±Ï ÎκÏαίδεÏ
ÏÎ·Ï (DPEP) με γοÏÏÏο, αν
και Ï
ÏήÏξαν ανÏιÏÏάÏÎµÎ¹Ï Ïε
+αÏ
ÏÏ ÎµÎº μÎÏοÏ
Ï Î´Î¹Î±ÏÏÏÏν κÏκλÏν, κι ακÏμη Ïο
εÏάÏμοÏε ÏÎÏαν ÏÏν ÏÏÏÏοβάθμιÏν
+ÏάξεÏν. Î ÏολιÏεία ήÏαν εÏίÏÎ·Ï Î· ÏÏÏÏη ÏÏη
ÏÏÏα ÏοÏ
εγκαÏÎλειÏε Ïο
+ÏαÏαδοÏÎ¹Î±ÎºÏ ÏÏ
μÏεÏιÏοÏÎ¹ÎºÏ Î¼Î¿Î½ÏÎλο
διδαÏÎºÎ±Î»Î¯Î±Ï Ï
ÏÎÏ ÎµÎ½ÏÏ ÏαÏαδείγμαÏοÏ
+κοινÏÎ½Î¹ÎºÎ¿Ï Î´Î¿Î¼Î·ÏιÏμοÏ. Το ÏελεÏ
Ïαίο
ÏÏÏÏοαναÏÎÏθηκε ÏÏο ÎÎ¸Î½Î¹ÎºÏ Î Î»Î±Î¯Ïιο
+ÎιδακÏÎ¹ÎºÎ¿Ï Î ÏογÏάμμαÏÎ¿Ï ÏοÏ
NCERT Ïο ÎÏÎ¿Ï 2000,
και η Kerala άÏÏιÏε να Ïο
+δοκιμάζει αÏÏ Ïο εÏÏμενο ÎÏοÏ. Î ÏÏÏÏοÏ
διάδÏαÏÎ·Ï Î¼ÎÏα ÏÏην Ïάξη και η
+μεθοδολογία αξιολÏγηÏÎ·Ï Î¬Î»Î»Î±Î¾Î±Î½. ÎνÏί ÏÏν
άμεÏÏν εÏÏÏήÏεÏν ÏοÏ
θα μÏοÏοÏÏαν
+να αÏανÏηθοÏν μÏνο με αÏομνημÏνεÏ
Ïη ÏÏν
μαθημάÏÏν, ÏÏ
μÏεÏιελήÏθηÏαν ÏÏÏο
+ÎμμεÏÎµÏ ÏÏο και ανοικÏÎÏ ÎµÏÏÏήÏειÏ, οÏÏÏÏ
ÏÏÏε ο μαθηÏÎ®Ï Î½Î± ÏÏÎÏει να
+ÏκεÏÏεί ÏÏιν αÏανÏήÏει, και οι αÏανÏήÏειÏ
μÏοÏοÏÏαν να είναι Ï
ÏοκειμενικÎÏ
+ÎÏÏ ÎºÎ¬Ïοιο βαθμÏ. ÎÏ
ÏÏ Ïήμαινε ÏÏι οι
μαθηÏÎÏ ÎÏÏεÏε να ÏÏνÎÏοÏ
ν αÏ
ÏÏ ÏοÏ
+είÏαν μάθει και ÎÏÏεÏε να είναι Ïε θÎÏη να
ÏÏηÏιμοÏοιήÏοÏ
ν Ïη γνÏÏη ÏοÏ
Ï Ïε
+ÏÏ
γκεκÏιμÎÎ½ÎµÏ ÎºÎ±ÏαÏÏάÏÎµÎ¹Ï Î³Î¹Î± να
αÏανÏήÏοÏ
ν ÏÎ¹Ï ÎµÏÏÏήÏειÏ. ΣÏ
γÏÏÏνÏÏ, η νÎα
+μÎÎ¸Î¿Î´Î¿Ï Î±ÏοÏÏÏÏιÏε καÏά ÏÎ¿Î»Ï Ïην ÏίεÏη και
Ïα Ïαιδιά άÏÏιÏαν να βÏίÏκοÏ
ν
+ενδιαÏÎÏοÏ
ÏÎµÏ ÎºÎ±Î¹ εÏ
ÏάÏιÏÏÎµÏ ÏιÏ
εξεÏάÏειÏ, ανÏί να ÏοÏ
Ï ÏÏοκαλοÏν
+άγÏοÏ. Îαζί με αÏ
Ïά, ειÏήÏθη και Îνα
ΣÏÏÏημα ΠεÏιεκÏÎ¹ÎºÎ®Ï ÎºÎ±Î¹ ΣÏ
νεÏοÏÏ
+ÎξιολÏγηÏÎ·Ï (CCE), Ïο οÏοίο ÎÏαιÏνε Ï
Ï' ÏÏη
ÏοÏ
Ïη ÏÏ
νολική ÏÏοÏÏÏικÏÏηÏα
+ÏοÏ
μαθηÏή και μείÏÏε Ïην εξάÏÏηÏη αÏÏ Î¼Î¯Î±
και μÏνον Ïελική εξÎÏαÏη για να
+αÏοÏαÏιÏθεί η ÏÏοαγÏγή ÏÏην εÏÏμενη Ïάξη.
ΣήμεÏα, η CBSE ÎÏει Ï
λοÏοιήÏει
+εÏίÏÎ·Ï Ïο CCE, αλλά μ' Îναν Ïιο εÏ
ÎλικÏο
ÏÏÏÏο.</p>
+
+<p>Î Kerala Ï
ÏήÏξε, εÏίÏηÏ, η ÏÏÏÏη ÏολιÏεία ÏÏη
ÏÏÏα ÏοÏ
ειÏήγαγε Ïην
+ΠληÏοÏοÏική Ïαν ανÏικείμενο ÏÏοÏ
δÏν Ïε δεÏ
ÏεÏοβάθμιο εÏίÏεδο. ÎÏÏιζε αÏÏ
+Ïην 8η Ïάξη με Îνα ÏÏÎ¿Î»Î¹ÎºÏ Î²Î¹Î²Î»Î¯Î¿
ειÏαγÏÎ³Î¹ÎºÏ ÏÏα Microsoft Windows και Ïο
+Microsoft Office. ÎÎÏα ÏμÏÏ Ï' Îνα ÏÏÏνο, η κÏ
βÎÏνηÏη αναγκάÏθηκε να
+ÏÏ
μÏεÏιλάβει και Ïο ÎλεÏθεÏο ÎογιÏμικÏ
ÏÏο διδακÏÎ¹ÎºÏ ÏÏÏγÏαμμα, λÏÎ³Ï ÎνÏονÏν
+διαμαÏÏÏ
ÏιÏν αÏÏ ÎµÎ½Î¸Î¿Ï
ÏιÏÎ´ÎµÎ¹Ï Ï
ÏοÏÏηÏικÏÎÏ ÏοÏ
ÎλεÏθεÏοÏ
ÎογιÏÎ¼Î¹ÎºÎ¿Ï ÎºÎ±Î¹
ÏάÏη
+ÏÏην εÏ
νοÏκή ÏÏάÏη ÏοÏ
ÏήÏε μια ÎνÏÏη
ÏÏολικÏν δαÏκάλÏν ÏοÏ
ÏεÏιελάμβανε ÏÏ
+μÎλη Ïην ÏλειοÏηÏία ÏÏν κÏ
βεÏνηÏικÏν
δαÏκάλÏν. Τελικά, αÏÏ Ïο ÎÏÎ¿Ï 2007, ÏÏα
+ÏÏολεία διδαÏκÏÏαν μÏνο Ïο GNU/Linux και Ïλοι
οι ÏÏολικοί Ï
ÏολογιÏÏÎÏ ÎµÎ¯Ïαν
+εγκαÏεÏÏημÎνο μÏνο Ïο GNU/Linux. Îκείνη Ïην
εÏοÏή, και ίÏÏÏ Î±ÎºÏμη και
+ÏήμεÏα, αÏ
Ïή ήÏαν η Ïιο μαζική εγκαÏάÏÏαÏη
GNU/Linux ÏÏα ÏÏολεία, και Îγινε
+ÏÏÏÏοÏÎλιδο ακÏμη και Ïε Î¬Î»Î»ÎµÏ ÏÏÏεÏ. Îάθε
ÏÏÏνο, αÏÏ Ïο 2007 και μεÏÎÏειÏα,
+ÏεÏίÏοÏ
500,000 Ïαιδιά ÏελειÏνοÏ
ν Ïα ÏÏολεία
ÎÏονÏÎ±Ï Î¼Î¬Î¸ÎµÎ¹ ÏÎ¹Ï Î¹Î´ÎÎµÏ ÏοÏ
+βÏίÏκονÏαι ÏίÏÏ Î±ÏÏ Ïο ÎλεÏθεÏο ÎογιÏμικÏ
και ÏÎ¹Ï ÎµÏαÏμογÎÏ ÎºÎ±Î¹ Ïο
+λειÏοÏ
ÏÎ³Î¹ÎºÏ ÏÏÏÏημα GNU/Linux. Î ÏολιÏεία
κινείÏαι ÏÏÏα ÏÏÎ¿Ï Îνα μονÏÎλο
+ÎνεÏγοÏοιημÎÎ½Î·Ï Î±ÏÏ Ïην ΠληÏοÏοÏική
ÎκÏαίδεÏ
ÏηÏ. Τελικά, η ΠληÏοÏοÏική δεν
+θα διδάÏκεÏαι ÏÏ Îνα ξεÏÏÏιÏÏÏ Î´Î¹Î´Î±ÎºÏικÏ
ανÏικείμενο. ÎνÏιθÎÏÏÏ, Ïλα Ïα
+άλλα ανÏικείμενα θα διδάÏκονÏαι με Ïη
βοήθεια ÏÎ·Ï Î Î»Î·ÏοÏοÏικήÏ, με ÏÏÏÏο
+ÏÏÏε Ïα Ïαιδιά θα αÏοκÏοÏν, αÏÏ Ïη μια ÏλεÏ
Ïά, ικανÏÏηÏÎµÏ ÏληÏοÏοÏÎ¹ÎºÎ®Ï ÎºÎ±Î¹
+θα μαθαίνοÏ
ν, αÏÏ Ïην άλλη, να
ÏÏηÏιμοÏοιοÏν εκÏαιδεÏ
ÏικÎÏ ÎµÏαÏμογÎÏ
(Ïαν κι
+ÎµÎºÎµÎ¯Î½ÎµÏ ÏοÏ
αναÏÎÏοÏ
με Ïιο κάÏÏ) και ÏÏÏοÏ
Ï ÏÏο ÎιαδίκÏÏ
ο (ÏÏÏÏ Ï
λικÏ
+κειμÎνÏν αÏÏ Î¹ÏÏοÏÎµÎ»Î¯Î´ÎµÏ ÏÏÏÏ Î·
ÎικιÏαίδεια, εικÏνεÏ, κινοÏμενα ÏÏÎδια και
+βίνÏεο) για να μελεÏοÏν Ïα μαθήμαÏά ÏοÏ
Ï
και να λÏνοÏ
ν αÏκήÏειÏ. Îι δάÏκαλοι
+και οι μαθηÏÎÏ Î¬ÏÏιÏαν ήδη να
ÏÏηÏιμοÏοιοÏν εÏαÏμογÎÏ ÏÏÏÏ Ïο <a
+href="http://directory.fsf.org/project/drgeo/"> Dr. Geo</a>, Ïο <a
+href="http://en.wikipedia.org/wiki/GeoGebra"> GeoGebra</a>, και Ïο <a
+href="http://en.wikipedia.org/wiki/KTechLab"> KtechLab</a> για Ïη
μελÎÏη ÏηÏ
+γεÏμεÏÏÎ¯Î±Ï ÎºÎ±Î¹ ÏÏν ηλεκÏÏονικÏν.
ÎÏαÏμογÎÏ ÏÏÏÏ Ïο <a
+href="http://directory.fsf.org/project/sunclock/"> Sunclock</a>, Ïο <a
+href="http://en.wikipedia.org/wiki/Kalzium"> Kalzium</a> και Ïο <a
+href="http://directory.fsf.org/project/ghemical/"> Ghemical</a> είναι
εÏίÏηÏ
+δημοÏÎ¹Î»ÎµÎ¯Ï Î¼ÎµÏÎ±Î¾Ï ÏÏν δαÏκάλÏν και ÏÏν
μαθηÏÏν.</p>
+
+<p>Î ÏÏÏÏοβοÏ
λία ÏοÏ
ÏήÏε η Kerala εÏηÏεάζει
ÏÏÏα και Î¬Î»Î»ÎµÏ ÏολιÏÎµÎ¯ÎµÏ ÎºÎ¹ ακÏμη
+και ÏÎ¹Ï ÏολιÏικÎÏ ÏÎ·Ï ÎÏ
βÎÏνηÏÎ·Ï ÏηÏ
ÎνδίαÏ. ΠολιÏÎµÎ¯ÎµÏ ÏÏÏÏ Î· Karnataka και
+η Gujarat ÏÏεδιάζοÏ
ν ÏÏÏα να ειÏαγάγοÏ
ν
ÎλεÏθεÏο ÎογιÏÎ¼Î¹ÎºÏ ÏÏα ÏÏολεία ÏοÏ
Ï,
+και μεÏικÎÏ Î¬Î»Î»ÎµÏ ÏολιÏÎµÎ¯ÎµÏ ÏÏÏÏ Î· Maharashtra
εξεÏάζοÏ
ν αÏ
Ïή Ïην εÏιλογή. Î
+νÎα εκÏαιδεÏ
Ïική ÏολιÏική ÏÎ·Ï ÎÏ
βÎÏνηÏηÏ
ÏÎ·Ï ÎÎ½Î´Î¯Î±Ï Î¼Î¹Î»Î¬ για δομηÏιÏμÏ, για
+μία ενεÏγοÏοιημÎνη αÏÏ Ïην ÏληÏοÏοÏική
εκÏαίδεÏ
Ïη, για ÎλεÏθεÏο ÎογιÏμικÏ
+και για διαμοιÏαÏÎ¼Ï ÎµÎºÏαιδεÏ
ÏικÏν ÏÏÏÏν.
ÎÏÎ»Î¹Ï ÎºÎ¬ÏÎ¿Î¹ÎµÏ Î±ÏÏ ÏÎ¹Ï Î¼ÎµÎ³Î±Î»ÏÏεÏεÏ
+ÏολιÏÎµÎ¯ÎµÏ ÏÏαγμαÏοÏοιήÏοÏ
ν μ' εÏιÏÏ
Ïία Ïη
μεÏάβαÏη ÏÏο ÎλεÏθεÏο ÎογιÏμικÏ,
+ÏÏÏε είναι βάÏιμη η ελÏίδα ÏÏι ολÏκληÏη η
ÏÏÏα θα ακολοÏ
θήÏει Ïα βήμαÏά ÏοÏ
Ï
+Ï' Îνα ÏÏεÏικά ÏÏνÏομο ÏÏÎ¿Î½Î¹ÎºÏ Î´Î¹Î¬ÏÏημα.
ÎÏαν αÏ
ÏÏ ÏÏ
μβεί, η Îνδία μÏοÏεί να
+ÎÏει Ïην μεγαλÏÏεÏη βάÏη ÏÏηÏÏÏν GNU/Linux και
γενικά ÎλεÏθεÏοÏ
ÎογιÏμικοÏ.</p>
+
+<h4>ÎιβλιογÏαÏικÎÏ ÏαÏαÏομÏÎÏ</h4>
+
+<p>http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html<br
/>
+http://varnam.org/blog/2007/08/the_story_behind_macaulays_edu<br />
+http://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education</p>
+
+<hr />
+<a id="sasi"></a>Î <a href="http://swatantryam.blogspot.com/">V. Sasi
+Kumar</a> είναι διδάκÏÏÏ ÏÏ
ÏÎ¹ÎºÎ®Ï ÎºÎ±Î¹ μÎÎ»Î¿Ï ÏοÏ
Î.Σ. ÏοÏ
ÎÎÎ ÎνδίαÏ. Îίναι
+Ï
ÏοÏÏηÏικÏÎ®Ï ÏοÏ
ÎλεÏθεÏοÏ
ÎογιÏÎ¼Î¹ÎºÎ¿Ï ÎºÎ±Î¹
ÏÎ·Ï ÎµÎ»ÎµÏ
θεÏÎ¯Î±Ï ÏÎ·Ï Î³Î½ÏÏηÏ.
+
+<div class="translators-notes">
+
+<!--TRANSLATORS: Use space (SPC) as msgstr if you don't have notes.-->
+ </div>
+</div>
+
+<!-- for id="content", starts in the include above -->
+<!--#include virtual="/server/footer.el.html" -->
+<div id="footer">
+<div class="unprintable">
+
+<p>ΠαÏακαλοÏμε ÏÏείλÏε εÏÏÏήÏÎµÎ¹Ï Î³Î¹Î± Ïα ÎÎÎ
& GNU ÏÏο <a
+href="mailto:address@hidden"><address@hidden></a>. Î¥ÏάÏÏοÏ
ν
εÏίÏÎ·Ï <a
+href="/contact/">άλλοι ÏÏÏÏοι για να
εÏικοινÏνήÏεÏε</a> με Ïο ÎÎÎ. ÎνενεÏγοί
+ÏÏνδεÏμοι και Î¬Î»Î»ÎµÏ Î´Î¹Î¿ÏθÏÏÎµÎ¹Ï Î®
ÏÏοÏάÏÎµÎ¹Ï Î¼ÏοÏοÏν να ÏÏαλοÏν ÏÏο <a
+href="mailto:address@hidden"><address@hidden></a>.</p>
+
+<p>
+<!-- TRANSLATORS: Ignore the original text in this paragraph,
+ replace it with the translation of these two:
+
+ We work hard and do our best to provide accurate, good quality
+ translations. However, we are not exempt from imperfection.
+ Please send your comments and general suggestions in this regard
+ to <a href="mailto:address@hidden">
+
+ <address@hidden></a>.</p>
+
+ <p>For information on coordinating and submitting translations of
+ our web pages, see <a
+ href="/server/standards/README.translations.html">Translations
+ README</a>. -->
+ÎÏγαζÏμαÏÏε ÏκληÏά και κάνοÏ
με Ï,Ïι
καλÏÏεÏο μÏοÏοÏμε για να ÏαÏÎÏοÏ
με
+ακÏιβείÏ, ÎºÎ±Î»Î®Ï ÏοιÏÏηÏÎ±Ï Î¼ÎµÏαÏÏάÏειÏ.
ΩÏÏÏÏο, δεν εξαιÏοÏμαÏÏε αÏÏ
+αÏÎλειεÏ. ΠαÏακαλοÏμε, ÏÏείλÏε Ïα ÏÏÏλιά
ÏÎ±Ï ÎºÎ±Î¹ ÏÎ¹Ï Î³ÎµÎ½Î¹ÎºÎÏ ÏαÏαÏηÏήÏειÏ
+ÏÎ±Ï ÏÏεÏικά με αÏ
ÏÏ Ïο θÎμα ÏÏο <a
+href="mailto:address@hidden"><address@hidden></a>.</p><p>Îια
+ÏληÏοÏοÏÎ¯ÎµÏ ÏÏεÏικά με Ïο ÏÏ
νÏονιÏÎ¼Ï ÎºÎ±Î¹
Ïην Ï
Ïοβολή μεÏαÏÏάÏεÏν ÏÏν
+ιÏÏοÏελίδÏν μαÏ, δείÏε Ïο <a
+href="/server/standards/README.translations.html">ÎεÏαÏÏάÏειÏ
ÎÎÎÎÎΣÎÎÎ</a>.</p>
+</div>
+
+<p>ΠνεÏ
μαÏικά δικαιÏμαÏα © 2011 ÎÏ. V. Sasi
Kumar.</p>
+
+<p>
+<!--TRANSLATORS: Please note that the license here is CC-BY-SA -->
+ÎÏ
Ïή η Ïελίδα διαÏίθεÏαι Ï
ÏÏ Ïην άδεια: <a
rel="license"
+href="http://creativecommons.org/licenses/by-sa/3.0/us/deed.el">Creative
+Commons ÎναÏοÏά ÎημιοÏ
ÏγοÏ-ΠαÏÏμοια Îιανομή
3.0 Îδεια ÎνÏμÎνÏν
+ΠολιÏειÏν</a>.</p>
+
+<!--#include virtual="/server/bottom-notes.el.html" -->
+<div class="translators-credits">
+
+<!--TRANSLATORS: Use space (SPC) as msgstr if you don't want credits.-->
+<p><strong>ÎÏÏική μεÏάÏÏαÏη ÏÏα ελληνικά:</strong> <a
+href="http://savannah.gnu.org/users/ksmus">ÎÏÏÏÎ±Ï ÎοÏ
ÏαÏείÏηÏ</a> (2013)
+<br/>ΣÏ
νÏήÏηÏη / εÏικαιÏοÏοίηÏη: <a
+href="http://savannah.gnu.org/users/gzarkadas">ÎεÏÏÎ³Î¹Î¿Ï Î.
ÎαÏκάδαÏ</a>
+(2015)
+</p></div>
+
+<p class="unprintable"><!-- timestamp start -->
+ÎνημεÏÏθηκε:
+
+$Date: 2015/08/01 19:58:20 $
+
+<!-- timestamp end -->
+</p>
+</div>
+</div>
+</body>
+</html>
Index: po/edu-system-india.el-en.html
===================================================================
RCS file: po/edu-system-india.el-en.html
diff -N po/edu-system-india.el-en.html
--- /dev/null 1 Jan 1970 00:00:00 -0000
+++ po/edu-system-india.el-en.html 1 Aug 2015 19:58:21 -0000 1.1
@@ -0,0 +1,390 @@
+<!--#include virtual="/server/header.html" -->
+<!-- Parent-Version: 1.77 -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
+
+<title>The Education System in India
+- GNU Project - Free Software Foundation</title>
+
+<!--#include virtual="/education/po/edu-system-india.translist" -->
+<!--#include virtual="/server/banner.html" -->
+
+<div id="education-content">
+
+<!-- begin edu navigation bar -->
+<ul id="edu-navigation">
+ <li><a href="edu-contents.html">Education Contents</a></li>
+ <li><a href="edu-cases.html">Case Studies</a></li>
+ <li><a href="edu-resources.html">Educational Resources</a></li>
+ <li><a href="edu-projects.html">Education Projects</a></li>
+ <li><a href="edu-faq.html">FAQ</a></li>
+ <li><a href="edu-team.html">The Team</a></li>
+</ul>
+<!-- end edu navigation bar -->
+
+</div> <!-- id="edu-content" -->
+
+<p class="edu-breadcrumb">
+<a href="/education/education.html">Education</a> →
+<a href="/education/education.html#indepth">In Depth</a> →
+The Education System in India</p>
+<!--GNUN: OUT-OF-DATE NOTICE-->
+<!--#if expr="$OUTDATED_SINCE" --><!--#else -->
+<!--#if expr="$LANGUAGE_SUFFIX" -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="no" -->
+<!--#include virtual="/server/top-addendum.html" -->
+<!--#endif -->
+<!--#endif -->
+<h2>The Education System in India</h2>
+
+<p>by <strong>Dr. V. Sasi Kumar</strong><a href="#sasi"> (1)</a></p>
+
+<h3>In the Beginning</h3>
+
+<p>In ancient times, India had the Gurukula system of education in which
+anyone who wished to study went to a teacher's (Guru) house and
+requested to be taught. If accepted as a student by the guru, he would
+then stay at the guru's place and help in all activities at home. This
+not only created a strong tie between the teacher and the student, but
+also taught the student everything about running a house. The guru
+taught everything the child wanted to learn, from Sanskrit to the holy
+scriptures and from Mathematics to Metaphysics. The student stayed as
+long as she wished or until the guru felt that he had taught everything
+he could teach. All learning was closely linked to nature and to life,
+and not confined to memorizing some information.</p>
+
+<p>The modern school system was brought to India, including the English
+language, originally by Lord Thomas Babington Macaulay in the 1830s. The
+curriculum was confined to “modern” subjects such as science
+and mathematics, and subjects like metaphysics and philosophy were
+considered unnecessary. Teaching was confined to classrooms and the link
+with nature was broken, as also the close relationship between the
+teacher and the student.</p>
+
+<p>The Uttar Pradesh (a state in India) Board of High School and
+Intermediate Education was the first Board set up in India in the year
+1921 with jurisdiction over Rajputana, Central India and Gwalior. In
+1929, the Board of High School and Intermediate Education, Rajputana,
+was established. Later, boards were established in some of the states.
+But eventually, in 1952, the constitution of the board was amended and
+it was renamed Central Board of Secondary Education (CBSE). All schools
+in Delhi and some other regions came under the Board. It was the
+function of the Board to decide on things like curriculum, textbooks and
+examination system for all schools affiliated to it. Today there are
+thousands of schools affiliated to the Board, both within India and in
+many other countries from Afghanistan to Zimbabwe.</p>
+
+<p>Universal and compulsory education for all children in the age group
+of 6-14 was a cherished dream of the new government of the Republic of
+India. This is evident from the fact that it is incorporated as a
+directive policy in article 45 of the constitution. But this objective
+remains far away even more than half a century later. However, in the
+recent past, the government appears to have taken a serious note of this
+lapse and has made primary education a Fundamental Right of every Indian
+citizen. The pressures of economic growth and the acute scarcity of
+skilled and trained manpower must certainly have played a role to make
+the government take such a step. The expenditure by the Government of
+India on school education in recent years comes to around 3% of the GDP,
+which is recognized to be very low.</p>
+
+<blockquote><p>“In recent times, several major announcements were
+made for developing the poor state of affairs in education sector in
+India, the most notable ones being the National Common Minimum Programme
+(NCMP) of the United Progressive Alliance (UPA) government. The
+announcements are; (a) To progressively increase expenditure on
+education to around 6 percent of GDP. (b) To support this increase in
+expenditure on education, and to increase the quality of education,
+there would be an imposition of an education cess over all central
+government taxes. (c) To ensure that no one is denied of education due
+to economic backwardness and poverty. (d) To make right to education a
+fundamental right for all children in the age group 6–14 years. (e) To
+universalize education through its flagship programmes such as Sarva
+Siksha Abhiyan and Mid Day Meal.”
+<a href="http://en.wikipedia.org/wiki/Education_in_india">Wikipedia:
+Education in India</a>.</p></blockquote>
+
+<h3>The School System</h3>
+
+<p>India is divided into 28 states and 7 so-called “Union
+Territories”. The states have their own elected governments while
+the Union Territories are ruled directly by the Government of India,
+with the President of India appointing an administrator for each Union
+Territory. As per the constitution of India, school education was
+originally a state subject —that is, the states had complete
+authority on deciding policies and implementing them. The role of the
+Government of India (GoI) was limited to coordination and deciding on
+the standards of higher education. This was changed with a
+constitutional amendment in 1976 so that education now comes in the
+so-called <em>concurrent list</em>. That is, school education policies
+and programmes are suggested at the national level by the GoI though the
+state governments have a lot of freedom in implementing programmes.
+Policies are announced at the national level periodically. The Central
+Advisory Board of Education (CABE), set up in 1935, continues to play a
+lead role in the evolution and monitoring of educational policies and
+programmes.</p>
+
+<p>There is a national organization that plays a key role in developing
+policies and programmes, called the National Council for Educational
+Research and Training (NCERT) that prepares a National Curriculum
+Framework. Each state has its counterpart called the State Council for
+Educational Research and Training (SCERT). These are the bodies that
+essentially propose educational strategies, curricula, pedagogical
+schemes and evaluation methodologies to the states' departments of
+education. The SCERTs generally follow guidelines established by the
+NCERT. But the states have considerable freedom in implementing the
+education system.</p>
+
+<p>The National Policy on Education, 1986 and the Programme of Action
+(POA) 1992 envisaged free and compulsory education of satisfactory
+quality for all children below 14 years before the 21st Century. The
+government committed to earmark 6% of the Gross Domestic Product (GDP)
+for education, half of which would be spent on primary education. The
+expenditure on Education as a percentage of GDP also rose from 0.7 per
+cent in 1951-52 to about 3.6 per cent in 1997-98.</p>
+
+<p>The school system in India has four levels: lower primary (age 6 to
+10), upper primary (11 and 12), high (13 to 15) and higher secondary (17
+and 18). The lower primary school is divided into five
“standards”,
+upper primary school into two, high school into three and higher
+secondary into two. Students have to learn a common curriculum largely
+(except for regional changes in mother tongue) till the end of high
+school. There is some amount of specialization possible at the higher
+secondary level. Students throughout the country have to learn three
+languages (namely, English, Hindi and their mother tongue) except in
+regions where Hindi is the mother tongue and in some streams as
+discussed below.</p>
+
+<p>There are mainly three streams in school education in India. Two of
+these are coordinated at the national level, of which one is under the
+Central Board of Secondary Education (CBSE) and was originally meant for
+children of central government employees who are periodically
+transferred and may have to move to any place in the country. A number
+of “central schools” (named Kendriya Vidyalayas) have been
+established for the purpose in all main urban areas in the country, and
+they follow a common schedule so that a student going from one school to
+another on a particular day will hardly see any difference in what is
+being taught. One subject (Social Studies, consisting of History,
+Geography and Civics) is always taught in Hindi, and other subjects in
+English, in these schools. Kendriya Vidyalayas admit other children also
+if seats are available. All of them follow textbooks written and
+published by the NCERT. In addition to these government-run schools, a
+number of private schools in the country follow the CBSE syllabus though
+they may use different text books and follow different teaching
+schedules. They have a certain amount of freedom in what they teach in
+lower classes. The CBSE also has 141 affiliated schools in 21 other
+countries mainly catering to the needs of the Indian population there.</p>
+
+<p>The second central scheme is the Indian Certificate of Secondary
+Education (ICSE). It seems that this was started as a replacement for
+the Cambridge School Certificate. The idea was mooted in a conference
+held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then
+Minister for Education. The main purpose of the conference was to
+consider the replacement of the overseas Cambridge School Certificate
+Examination by an All India Examination. In October 1956 at the meeting
+of the Inter-State Board for Anglo-Indian Education, a proposal was
+adopted for the setting up of an Indian Council to administer the
+University of Cambridge, Local Examinations Syndicate's Examination in
+India and to advise the Syndicate on the best way to adapt its
+examination to the needs of the country. The inaugural meeting of the
+Council was held on 3rd November, 1958. In December 1967, the Council
+was registered as a Society under the Societies Registration Act, 1860.
+The Council was listed in the Delhi School Education Act 1973, as a body
+conducting public examinations. Now a large number of schools across the
+country are affiliated to this Council. All these are private schools
+and generally cater to children from wealthy families.</p>
+
+<p>Both the CBSE and the ICSE council conduct their own examinations in
+schools across the country that are affiliated to them at the end of 10
+years of schooling (after high school) and again at the end of 12 years
+(after higher secondary). Admission to the 11th class is normally based
+on the performance in this all-India examination. Since this puts a lot
+of pressure on the child to perform well, there have been suggestions to
+remove the examination at the end of 10 years.</p>
+
+<h3>Exclusive Schools</h3>
+
+<p>In addition to the above, there are a relatively small number of
+schools that follow foreign curricula such as the so-called Senior
+Cambridge, though this was largely superseded by the ICSE stream
+elsewhere. Some of these schools also offer the students the opportunity
+to sit for the ICSE examinations. These are usually very expensive
+residential schools where some of the Indians working abroad send their
+children. They normally have fabulous infrastructure, low student-teacher
+ratio and very few students. Many of them have teachers from abroad.
+There are also other exclusive schools such as the Doon School in
+Dehradun that take in a small number of students and charge exorbitant
+fees.</p>
+
+<p>Apart from all of these, there are a handful of schools around the
+country, such as the Rishi Valley school in Andhra Pradesh, that try to
+break away from the normal education system that promotes rote learning
+and implement innovative systems such as the Montessori method. Most
+such schools are expensive, have high teacher-student ratios and provide
+a learning environment in which each child can learn at his/her own pace.
+It would be interesting and instructive to do a study on what impact the
+kind of school has had on the life of their alumni.</p>
+
+<h3>State Schools</h3>
+
+<p>Each state in the country has its own Department of Education that
+runs its own school system with its own textbooks and evaluation system.
+As mentioned earlier, the curriculum, pedagogy and evaluation method are
+largely decided by the SCERT in the state, following the national
+guidelines prescribed by the NCERT.</p>
+
+<p>Each state has three kinds of schools that follow the state
+curriculum. The government runs its own schools in land and buildings
+owned by the government and paying the staff from its own resources.
+These are generally known as <em>government schools</em>. The fees are
+quite low in such schools. Then there are privately owned schools with
+their own land and buildings. Here the fees are high and the teachers
+are paid by the management. Such schools mostly cater to the urban
+middle class families. The third kind consists of schools that are
+provided grant-in-aid by the government, though the school was started
+by a private agency in their own land and buildings. The grant-in-aid is
+meant to help reduce the fees and make it possible for poor families to
+send their children. In some states like Kerala, these schools are very
+similar to government schools since the teachers are paid by the
+government and the fees are the same as in government schools.</p>
+
+<h3 id="Kerala">The Case of Kerala</h3>
+
+<p>The state of Kerala, a small state in the South Western coast of
+India, has been different from the rest of the country in many ways for
+the last few decades. It has, for instance, the highest literacy rate
+among all states, and was declared the first fully literate state about
+a decade back. Life expectancy, both male and female, is very high,
+close to that of the developed world. Other parameters such as fertility
+rate, infant and child mortality are among the best in the country, if
+not the best. The total fertility rate has been below the replacement
+rate of 2.1 for the last two decades. Probably as a side-effect of
+economic and social development, suicide rates and alcoholism are also
+very high. Government policies also have been very different from the
+rest of the country, leading to the development model followed in Kerala,
+with high expenditure in education and welfare, coming to be known as
+the “Kerala Model“ among economists.</p>
+
+<p>Kerala has also always shown interest in trying out ways of improving
+its school education system. Every time the NCERT came up with new ideas,
+it was Kerala that tried it out first. The state experimented with the
+District Primary Education Programme (DPEP) with gusto, though there was
+opposition to it from various quarters, and even took it beyond primary
+classes. The state was the first in the country to move from the
+traditional behaviorist way of teaching to a social constructivist
+paradigm. It was mentioned in the National Curriculum Framework of NCERT
+in the year 2000, and Kerala started trying it out the next year. The
+transaction in the classroom and the evaluation methodology were changed.
+Instead of direct questions that could be answered only through
+memorizing the lessons, indirect questions and open ended questions were
+included so that the student needed to think before answering, and the
+answers could be subjective to some extent. This meant that the students
+had to digest what they studied and had to be able to use their
+knowledge in a specific situation to answer the questions. At the same
+time, the new method took away a lot of pressure and the children began
+to find examinations interesting and enjoyable instead of being
+stressful. A Comprehensive and Continuous Evaluation (CCE) system was
+introduced along with this, which took into consideration the overall
+personality of the student and reduced the dependence on a single final
+examination for deciding promotion to the next class. At present, the
+CBSE also has implemented CCE, but in a more flexible manner.</p>
+
+<p>Kerala was also the first state in the country to introduce
+Information Technology as a subject of study at the High School level.
+It was started in class 8 with the textbook introducing Microsoft
+Windows and Microsoft Office. But within one year the government was
+forced to include Free Software also in the curriculum by protests from
+Free Software enthusiasts and a favorable stance taken by a school
+teachers association that had the majority of government teachers as its
+members. Eventually, from the year 2007, only GNU/Linux was taught in
+the schools, and all computers in schools had only GNU/Linux installed.
+At that time, perhaps even today, this was the largest installation of
+GNU/Linux in schools, and made headlines even in other countries. Every
+year, from 2007 onwards, about 500,000 children pass out of the schools
+learning the concepts behind Free Software and the GNU/Linux operating
+system and applications. The state is now moving towards IT Enabled
+Education. Eventually, IT will not be taught as a separate subject.
+Instead, all subjects will be taught with the help of IT so that the
+children will, on the one hand, learn IT skills and, on the other, make
+use of educational applications (such as those mentioned below) and
+resources in the Internet (such as textual material from sites like
+Wikipedia, images, animations and videos) to study their subjects and to
+do exercises. Teachers and students have already started using
+applications such as <a href="http://directory.fsf.org/project/drgeo/">
+Dr. Geo</a>, <a href="http://en.wikipedia.org/wiki/GeoGebra">
+GeoGebra</a>, and <a href="http://en.wikipedia.org/wiki/KTechLab">
+KtechLab</a> for studying geometry and electronics. Applications like
+<a href="http://directory.fsf.org/project/sunclock/">
+Sunclock</a>, <a href="http://en.wikipedia.org/wiki/Kalzium">
+Kalzium</a> and <a href="http://directory.fsf.org/project/ghemical/">
+Ghemical</a> are also popular among teachers and students.</p>
+
+<p>The initiative taken by Kerala is now influencing other states and
+even the policies of the Government of India. States like Karnataka and
+Gujarat are now planning to introduce Free Software in their schools,
+and some other states like Maharashtra are examining the option. The new
+education policy of the Government of India speaks about constructivism,
+IT enabled education, Free Software and sharing educational resources.
+Once a few of the larger states successfully migrate to Free Software,
+it is hoped that the entire country would follow suit in a relatively
+short time. When that happens, India could have the largest user base of
+GNU/Linux and Free Software in general.</p>
+
+<h4>References</h4>
+
+<p>http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html<br
/>
+http://varnam.org/blog/2007/08/the_story_behind_macaulays_edu<br />
+http://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education</p>
+
+<hr />
+<a id="sasi"></a><a href="http://swatantryam.blogspot.com/">V. Sasi Kumar</a>
is a doctor
+in physics and a member of the FSF India Board of Directors. He advocates
+for Free Software and freedom of knowledge.
+
+</div><!-- for id="content", starts in the include above -->
+
+<!--#include virtual="/server/footer.html" -->
+<div id="footer">
+<div class="unprintable">
+
+<p>Please send general FSF & GNU inquiries to
+<a href="mailto:address@hidden"><address@hidden></a>.
+There are also <a href="/contact/">other ways to contact</a>
+the FSF. Broken links and other corrections or suggestions can be sent
+to <a href="mailto:address@hidden"><address@hidden></a>.</p>
+
+<p><!-- TRANSLATORS: Ignore the original text in this paragraph,
+ replace it with the translation of these two:
+
+ We work hard and do our best to provide accurate, good quality
+ translations. However, we are not exempt from imperfection.
+ Please send your comments and general suggestions in this regard
+ to <a href="mailto:address@hidden">
+ <address@hidden></a>.</p>
+
+ <p>For information on coordinating and submitting translations of
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+Please see the <a
+href="/server/standards/README.translations.html">Translations
+README</a> for information on coordinating and submitting translations
+of this article.</p>
+</div>
+
+<p>Copyright © 2011 Dr. V. Sasi Kumar.</p>
+
+<p><!--TRANSLATORS: Please note that the license here is CC-BY-SA -->
+This page is licensed under a <a rel="license"
+href="http://creativecommons.org/licenses/by-sa/3.0/us/">Creative
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+
+<!--#include virtual="/server/bottom-notes.html" -->
+
+<p class="unprintable">Updated:
+<!-- timestamp start -->
+$Date: 2015/08/01 19:58:21 $
+<!-- timestamp end -->
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