concept of teaching-GOALS

The Scheme of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching
has the following goals:

  To ensure a coordinated approach so as to holistically address the various

shortcomings relating to teachers and teaching across the educational spectrum
ranging from school education to higher education including technical education;
using the best international practices for excellence.

  To create and strengthen the institutional mechanisms (Schools of Education,

Institutes of Academic leadership and Education Management, Subject based
networks, Teaching-learning Centres etc.) at the Centre & in the States, for
augmenting training and discipline-wise capacity building of faculty and their
periodic assessment for excellence.
  To empower teachers and faculty during through training, re-training, refresher and
orientation programmes in generic skills, pedagogic skills, discipline specific content
upgradation, ICT and technology enabled training and other appropriate
interventions.

MISSION
The Mission goals are sought to be achieved through a combination of:

  Programmatic and scheme based interventions: pre-service & in-service training

through existing and new institutional structures, new academic programmes &
courses, strengthening post-graduate and doctoral programmes, pre-scheduling
year long training calendars, online training;

  Project based activities: ICT based training, training of Mathematics, Science,

Language teachers for schools, Core science & engineering courses in technical
education, general courses in social sciences, humanities and vocational courses.

aims to infuse innovation in pedagogy (teaching)

purpose of learning-
leading to better learning outcomes. Given the massive growth of
education at all levels including elementary, secondary, higher,
technical & vocational, there is a corresponding increase in demand for
teachers. The PMMMNMTT focuses on Integrated Teacher education
programmes to cater to the professional development needs for both pre-
service and in-service teachers & faculty.
The Mission also aims to build effective leadership & management in
schools and higher education institutes. Leadership for Academic
Programme (LEAP) covering 15 top NIRF ranking institutions/universities
with foreign component has additionally been launched on
14th November 2018, whereby, senior professors having a minimum of 8
years of teaching experience, 3 years of administrative experience and
30 scopus publications will undergo training in India, as well as,
collaborating institutions abroad, so as to address the leadership
shortage in higher education and fill the gap of academic leadership.

To ensure that newly appointed Assistant Professors in Colleges, and

Universities are oriented properly, the PMMMNMTT focuses on
induction training to faculty. Additionally, the mission recognizes that
the evaluation process needs to be made more scientific to encourage
the development of multiple skills of students. This is one of the priority
actions aimed at improving the professional capability and performance
of teachers to deliver effective and quality learning.
The main objective of the mandatory induction programmes is to
sensitise and motivate the faculty to adopt
 learner-centred approaches
 ICT integrated learning
 new pedagogic approaches to teaching- learning
 assessment tools in higher education.

The induction programme includes:

 teaching and research methodologies (flip classrooms, collaborative learning, case approach)
 use of ICT
 curriculum structure and design
 sensitisation to gender and social diversity
 professional ethics
 sharing of best practices
 updation of developments in their field of study, etc.

syllabus or curriculum-

teaching method-

discipline-

teacher-In selecting teachers Malaviyaji ‘cast his net’ nationwide. He had a predatory instinct for
talent. Wherever he saw exceptional talent he tried to grab it for BHU. His vision for BHU was to
incorporate all the above mentioned subjects at one place. According to Pt. Madan Mohan Malaviya,
“A teaching university would but half perform its function if it does not seek to develop the
heartpower of its scholars with the same solicitude with which it develops their brain-power. Hence
it is that the proposed university has placed formation of character in youth as one of its principal
objects. It will seek not merely to turn out man as engineers, scientists, doctors, merchants,
theologists, but also as men of high character, probity and honour, whose conduct through life
would show that they bear the hallmark of a great university.”

Student-

School-

Evaluation-

Mahamana considered education to be the most powerful tool for the

progress of Bharat. He believed that illiteracy of Bharatiyas is due to the
socio-cultural and political-economic decline of Bharat. According to him,
education is the only mean to alleviate the country’s plight.  Therefore, he
spent more important part of his life in education.
Teaching of national values or nationalism is very important for Vidyarthis
and according to Mahamana; Hindutva is the basis of Indian nationality.
Therefore, he considered achieving nationalism based on Hinduism as one
of the aims of education.
1. 1. INTRODUCTION • Born in a Brahmin family at Allahabad on December 25,1861. • He
received his early education at the Hardeva's Dharma Gyanopadesh Pathshala and in 1879 did his
matriculation from the Muir Central College, now christened as Allahabad University. He passed
his LL.B. examination in 1891. • He was a great patriot, an educationist with a vision, a social
reformer, an ardent journalist, reluctant but effective lawyer, a successful parliamentarian and an
outstanding statesman. • Being a freedom fighter, he realized the need for a newspaper to educate
the masses of India and started Abhyudaya, the Hindi weekly in 1907 and made it a daily in 1915.
Apart from this, he also started a Hindi monthly, Maryada, and English daily Leader in 1909. •
Pandit Malaviya strongly believed in religious wisdom and wished to awaken spiritual belief in
the people. • He remained in the Indian political arena for more than fifty years. • Died on
November 12, 1946 (aged 84) in Varanasi.
2. 2. WORKSINSECTORS EDUCATIONIST JOURNALIST LAWYER POLITICIAN FREEDOM
ACTIVIST • Mohan Malaviya’s poems (sawaiyas) published in ‘Harischandra Chandrika’
magazine • Started the Hindi paper `Maryada' • Realized the need of an English Newspaper •
President of the Indian National Congress • Member of the Imperial Legislative Council • Member
of the Central Legislative Council • Civil Lawyer in Allahabad High Court • Defended Chora
Chori incident • Changed the working language as Devnagri Lipi in Allahabad High court •
Founded BHU • Ass. Master at gvt. High school Allahabad • Formed many Sanskrit and spiritual
schools • Member of Round Table Conference INC • Active member in Non- Co operative
Movement • He opposed partition of India
3. 3. SOCIAL PHILOSOPHY • He worked for the upliftment of economically weaker sections of the
society. • He supported widow remarriage and opposed child marriage both for boys and girls. •
He favored the idea of social upliftment of women and opined that they should be properly
educated. • He was against untouchability and suggested several reforms for the socio-economic
upliftment of Harijans. He wished to see then social and economically prosperous by raising their
educational standards. • He was a prospective visionary. • He always talked about the equality of
men and women in our society.
4. 4. EDUCATION PHILOSOPHY • Pandit Malaviya wanted education to be given to all as he
believed that poverty lies in the ignorance of the people. • Education was necessary for the growth
of the economic activities in all branches of national production: in agriculture, small industries,
manufactures, science and commerce. • He wished to put Indian thoughts together and devise a
system of education - technical, scientific and industrial. • Pandit Malaviya wanted primary
education to be universally understood as the root of the progress and hence primary education
was made compulsory. • In his opinion the moral advantages of education were not to be diluted
since they were essential for creating good and responsible humans. • He wished that the
education imparted to children should be made interesting and should contain the knowledge from
their religious texts.
5. 5. • Mahamana argued that education extended to men would limit the goals of education, but if
women were educated then substantial change could be achieved. • Speaking in a traditional idiom
he pointed out that the importance of the mother is ten times more than that of the father. • He was
very particular about the nature of education that should be imparted to women as they were the
mother's of the future citizens of India. • The curriculum for women must combine ancient
knowledge, culture and values along with a modern scientific education which have direct impact
upon the development of good future citizens. WOMEN’S EDUCATION
6. 6. • The Calcutta Commission in 1917 had recommended the establishment of an intermediate
college in every district that would help students acquire industrial skills in their own region. • For
Malaviya, the university was tree with its roots in primary education; the secondary schools
provided the nourishment to the tree. But the system was not oriented towards training the people
in different fields BUT it trained students to become clerks in government offices and courts. •
The need of the hour was more universities and centers of higher learning producing experts and
scholars who would dispel the ignorance in the country. SECONDARYAND HIGHER
EDUCATION
7. 7. • He recommended teaching science and drawing at primary and secondary levels. • Finally a
research institute was formed in 1911 at Bangalore-Indian Institute of Science. • He seemed to
think that practical application of scientific knowledge of science by science students would
contribute to the expansion of engineering colleges. • Benaras Hindu University founded in 1916
was a community initiative and the government did not provide much by way of financial support.
It was the people of India who financially supported the funding of the university. SCIENTIFIC
AND TECHNOLOGICAL DEVELOPMENT
8. 8. • सत्यमेव जयते • “Truth alone triumphs” • Is a mantra from the ancient Indian scripture
Mundaka Upanishad. Upon independence of India, it was adopted as the national motto of India. •
The slogan was popularized and brought into the national lexicon by Pandit Madan Mohan
Malaviya in 1918 when serving his second of four terms as President of the Indian National
Congress. SATYAMEV JAYATE
9. 9. 1861 1889 1893 1902-1903 1904 1907 Born in Allahabad L.L.B. in Allahabad Practice at
Allahabad High Court Construction of Hindu Boarding House in Allahabad Proposal of
establishing university under chairmanship of Kashi Naresh Editorship of the Abhyudaya
TIMELINE 1918 President of Indian National congress 1916 The Banaras Hindu University
Foundation Ceremony 1939 Vice Chancellor, B.H.U. 1909 President of Indian national congress
1922 President of Hindu Maha Sabah 1931 Member of Round table conference 1946 Passed
Away 2015 Bharat Ratan
10. 10. CONCLUSION • To conclude, it can be said that there is no difference between Mahayana”s
vision and globalization regarding the higher education. • Let us prepare ourselves to face the
situation through learning information technology for the qualitative higher education. • Let us
make our institution different from others with value addition of Mahamana Madan Mohan
Malaviya vision. • If we want corruption free society, we do not advocated for a lot of act as
janlokpal etc, but we try to reform our higher education, on the basis of our great visionaries. •
Making University not the copy of London or USA, which attract knowledge seekers from all over
world, believe in globalization but also believe in indigenous culture of nation. • Malaviya ji was a
great visionary he could realize the dangers and ill effects of infected education • For Malaviya ji,
to keep alive the sense of duty towards God and towards our motherland, to serve our fellowmen,
to promote public welfare and to be prepared to sacrifice everything for the sake of motherland,
was the real purpose of higher education.
11. 11. NOT BELIEVE IN MAKING NOISE BUT MAKE VOICE .
 Hinduism and the railway bridge were coming to terms with each other. This could
be seen in the untiring efforts of Pt. Madan Mohan Malviya that had led to the
creation of a modern Hindu University, whose purpose among others is to
stimulate studies in Hindu literature and culture, religion and philosophy. But
what has it actually accomplished? The recognized and apparently outstanding
achievement of the Hindu University has been the creation of an efficient
department of engineering.

The proposed university placed the formation of character in youth as one of its principal
objects.  Malaviya ji said:

it will seek not merely to turn out men as engineers, scientists, doctors, merchants,
theologians, but also as men of high character, probity and honour, whose conduct through
life will show that they bear the hall-mark of a great university.  Such character can be most
securely built upon the solid foundation of religion.

This could be seen in the untiring efforts of Pt. Madan Mohan Malviya that had led to the
creation of a modern Hindu University, whose purpose among others is to stimulate studies
in Hindu literature and culture, religion and philosophy. But what has it actually
accomplished? The recognized and apparently outstanding achievement of the Hindu
University has been the creation of an efficient department of engineering.

Therefore, the essence of Malaviya ji’s  vision was that if India had to be freed and made into
a prosperous nation it was necessary to impart holistic education that could enthuse a
transformative process in India.  For this industrial and technical education was necessary. 

His far reaching vision also made him realize the importance of commercial education as a
factor in national and international progress. 

Born on 25 December 1861 in Teerth-Raj Prayaga, Madan Mohan Malviya Ji, is remembered for
protecting Bharatiya culture and spreading of traditional and modern knowledge through
education. In his formal education, he got opportunity to learn general mathematics, cultural,
religion, physical education, traditional Bharatiya knowledge and philosophy.

Mahamana was a teacher and a philosophical politician. In 1909 and 1918 he was elected
President of the Congress. But the teacher who was present in his heart was upset at the plight of
contemporary Bharat and wanted to uplift Bharat through education. He wanted to promote
education in order to strengthen the foundation of Bharatiya nation. In order to fulfil this dream,
on February 4, 1916, he founded the Kashi Hindu University in Banaras, a city of learning.
Throughout his life, he served the country, society and the nation.

Malviya Ji was not an educationist in formal terms, as he did not present his educational views or
principles or plans in a systematic way. Indeed, he was more than an educationist as his actions
not only produced educational principles but introduced applied aspects also. His educational
ideology is clearly revealed by his speeches and writings. Main tenets of educational philosophy
of Mahamana are being presented here.
Mahamana considered education to be the most powerful tool for the
progress of Bharat. He believed that illiteracy of Bharatiyas is due to the
socio-cultural and political-economic decline of Bharat. According to him,
education is the only mean to alleviate the country’s plight.  Therefore, he
spent more important part of his life in education.
Holistic development of the Vidyarthi was the core value of the educational philosophy of
Mahamana. In his views, only intellectual development is not the goal of true education.  Real
education in Mahamana’s view, aims at all-round development of human life. In his view,
education is that which can develop the physical, intellectual, mental and emotional aspects of the
Vidyarthi. He wanted to make education a power to awaken the nation, so that the new generation
can serve the society and the nation with selfless spirit.

Physical development is another important idea of Mahamana as he believed that a person with
weak body cannot be a part of the society aimed at building a strong nation. According to him, an
important objective of education system is physical development. In the article titled ‘Mera
Bachpan’, Mahamana wrote extensively about three pillars of health, i.e. ‘Aahar, Shayan and
Brahmacharya.’ He also favoured regular physical exercise, Yogasanas and Pranayama for
strengthening body.

Teaching of national values or nationalism is very important for Vidyarthis

and according to Mahamana; Hindutva is the basis of Indian nationality.
Therefore, he considered achieving nationalism based on Hinduism as one
of the aims of education.
Mahamana’s notion of ‘Hindu’ was very broad as today’s narrow Hindu-Muslim dispute is
contrary to his concept of Hindutva. Without any religious discrimination, he considered all the
inhabitants of this subcontinent Bharat to be Hindu. In fact, he saw Hinduism as the best way of
life. He viewed the development of the patriotism spirit as an essential educational goal. In his
opinion, an educated person should be selfishly devoted to the nation.

Education of women is another core value of Mahamana’s educational philosophy. Even he

considered the education for women more important than the education of men. The idea of
Mahamana Ji was that on the basis of a national program, women should have the opportunity to
read and understand the better aspects of ancient and modern cultures. According to him,  the
women should have been so strong that they could play an important role in the
reconstruction of Bharat.
Curriculum should be according to need and requirement of Bharat. Mahamana is of the view that
every society and country sets the curriculum according to its needs based on country, time and
circumstances. In Kashi University, he focused on providing ancient as well as modern education
in the forms of ancient Bharatiya culture, philosophy, literature and history, teaching of
Veda-Vedang and Sanskrit literature, study of modern science, metallurgy, mining work,
engineering and agricultural science, humanities, social science and sciences including
medical science, Ayurveda and Astronomy etc.

Moreover Malviya Ji wanted to develop the sense of service and virtue in Vidyarthi from the very
beginning. He considered the development of character to be more important than the intellectual
and professional development for the growth of the person and the progress of the nation. Thus
Mahamana set a very broad objective of education. He wanted to create a patriotic, virtuous,
characterful, self-dependent Bharatiya citizen through education.