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  • Educational Psychology
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  • EDUCATION INTRODUCTION
  • 1.1 EDUCATION MEANING
  • 1.1.1 EDUCATION IN DERIVATIVE MEANING
  • 1.1.2 EDUCATION MEANING , FROM The POINT OF VIEW OF A WESTERN THINKERS
  • 1.1.3 EDUCATION MEANING TO NARROWER AND BROADER
  • 1.1.4 EDUCATION COMPREHENSIVE DEFINITION
  • 1.2 EDUCATION SCOPE
  • 1.3 EDUCATION TYPES
  • 1.4 EDUCATIONAL PROCESS ELEMENTS
  • 2. EDUCATION FOUNDATION
  • 2.1 PHILOSOPHICAL
  • 2.1.1 EDUCATION AND PHILOSOPHY RELATIONSHIP
  • 2.1.2 EDUCATIONAL PHILOSOPHY SCOPE
  • 2.1.3 EDUCATIONAL PHILOSOPHY AREAS
  • 2.1.4 EDUCATIONAL PHILOSOPHIES
  • 2.2 PSYCHOLOGICAL FOUNDATION
  • 2.2.1 EDUCATIONAL PSYCHOLOGY SCOPE
  • 2.2.2 ROLE OF PSYCHOLOGY
  • 2.3 SOCIOLOGICAL FOUNDATIONS
  • 2.3.1 EDUCATIONAL SOCIOLOGY SCOPE
  • 2.3.2 SOCIOLOGICAL ROLES IN EDUCATION
  • 3.1 EDUCATION CHARTER ACT, 1813
  • 1.3.1 CHARTER ACT, 1813
  • 3.2 EDUCATION LORD MACAULAY'S REPORT
  • 3.2.1 Criticism of Macaulay's Minute
  • 3.3 WOODS DESPATCH, 1854
  • 3.3.1 DESPATCH OBJECTIVE
  • 3.3.2 DESPATCH RECOMMENDATIONS
  • 3.3.3 DESPATCH SIGNIFICANCE
  • 3.4 WILLIAM (HUNTER COMMISSION) REPORT 1882
  • 3.4.1 WILLIAM REPORT 1882 RECOMMENDATIONS
  • 3.5 CALCUTTA UNIVERSITY COMMISSION REPORT 1917-1919 (SADLER COMMISSION)
  • 3.6 DR. ZAKIR HUSSAIN
  • 4.1 EDUCATION MUSLIM MOVEMENTS
  • 4.1.1 CAUSES BEHIND THE DEOBAND MOVEMENT
  • 4.1.2 SILENT FEATURES OF DEOBAND MOVEMENT
  • 4.1.3 CRITICAL APPRECIATION DEOBAND MOVEMENT
  • 4.2 THE ALIGARH MOVEMENT IN EDUCATION
  • 4.2.1 ALIGARH MOVEMENT OBJECTIVES IN EDUCATION
  • 4.2.2 ACHIEVEMENTS OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.2.3 SALIENT FEATURES OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.2.4 IMPACT OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.3 ANJUMAN HIMAYAT-UL-ISLAM IN EDUCATION
  • 4.4 THE NADVA MOVEMENT IN EDUCATION
  • 4.4.1 ESTABLISHMENT NADVA DAR-UL-ULOOM (1898) MOVEMENT IN EDUCATION
  • 4.4.2 OBJECTIVES NADVA DAR-UL-ULOOM (1898) MOVEMENT IN EDUCATION
  • 4.4.3 CURRICULUM OF NADVA MOVEMENT IN EDUCATION
  • 4.4.4 SALIENT FEATURES OF NADVA MOVEMENT IN EDUCATION
  • 4.4.5 IMPACT OF NADVA MOVEMENT IN EDUCATION
  • 4.5 THE JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.1 OBJECTIVES OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.2 STAGES AND CURRICULUM JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.3 SALIENT FEATURES OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.4 IMPACTS OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 5.1 FIRST EDUCATION CONFERENCE 1947 IN PAKISTAN
  • 5.2. COMMISSION ON NATIONAL EDUCATION, 1959
  • 5.3. A NEW EDUCATIONAL POLICY (1969)
  • 5.2.1 GENERAL CHANGES IN COMMISSION ON NATIONAL EDUCATION, 1959
  • 5.4 NATIONAL EDUCATION POLICY 1972-80
  • 5.5 NATIONAL EDUCATION POLICY, 1979
  • 5.5.1 NATIONAL EDUCATION POLICY, 1979
  • 5.5.2 NATIONAL EDUCATION POLICY 1979
  • 5.5.3 NATIONAL EDUCATION POLICY 1979
  • 5.5.4 NATIONAL EDUCATION POLICY 1979
  • 5.5.5 NATIONAL EDUCATION POLICY 1979
  • 5.5.6 NATIONAL EDUCATION POLICY 1979
  • 5.6 NATIONAL EDUCATION POLICY 1992
  • 5.6.1 NATIONAL EDUCATION POLICY 1992
  • 5.6.2 NATIONAL EDUCATION POLICY 1992
  • 5.6.3 NATIONAL EDUCATION POLICY 1992
  • 5.6.4 NATIONAL EDUCATION POLICY 1992
  • 5.7 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.1 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.2 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.3 THE NATIONAL EDUCATION POLICY1998-2010
  • 6. ESTABLISHMENT OF "UNIVERSITY OF EDUCATION" IN PAKISTAN
  • 6.1 OBJECTIVE OF UNIVERSITY OF EDUCATION
  • 6.2 PROGRAMMES OFFERED IN 2009-2010
  • 7.1 EDUCATION SECTOR REFORMS (2003)
  • 7.2 NATIONAL PLAN OF ACTION FOR BASIC AND NON-FORMAL EDUCATION
  • 7.3 PROPOSED EDUCATION POLICY
  • 7.3.1 PROPOSED EDUCATION POLICY
  • 7.3.2 PROPOSED EDUCATION POLICY
  • INTRODUCTION TO EDUCATION MCQS SECTION - I

2. EDUCATION FOUNDATION

Foundations of Education:

Sociology, philosophy, psychology, and the history of education are among the disciplines covered in the Foundations of Education course. These fields contribute to how we interpret educational institutions and teaching-learning procedures there.

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