Rural Educational Reform in Yucatán: From the Porfiriato to the Era of Salvador Alvarado, 1910-1918

1985 ◽  
Vol 42 (2) ◽  
pp. 207-228 ◽  
Author(s):  
Ramón D. Chacón
Keyword(s):  
Educational Reform ◽  
Social Reform ◽  
Central Government ◽  
Mexican Revolution ◽  
National Level ◽  
Reform Movement ◽  
National Education ◽  
Mexican Society ◽  
National Education Policy ◽  
Reform Education

The majority of leaders who participated in the 1910 Mexican Revolution agreed that educational reform was essential if the laboring classes were to be assimilated into Mexican society. Despite these deepfelt concerns, in the arena of social reform, education during the years 1910-1920 played a tertiary role behind agrarian and labor reform, issues which received the greatest national attention. Thus, at the national level education failed to attract serious reform until the 1920s. There were, however, other reasons that explain the lack of support for educational change. The political instability that existed due to revolutionary internecine warfare, the shortage of revenues, and the lack of a national education policy further obstructed an educational reform movement. The shortcomings in governmental direction were compounded even more because in 1914 the central government adopted an educational policy of decentralization that gave the states control over education. This experiment in decentralization, lasting from 1914 to 1920, was a fiasco and left little doubt that the national government should assume control over education.

scholarly journals (الحركة الإصلاحية في عُمان في العصر الحديث (نور الدّين السالمي وأبي مسلم البهلاني، نموذجين (The reform movement in Oman in the modern era (Nour al-Din al-Salmi and Abu Muslim al-Bahlani, two examples))

2021 ◽  
Vol 18 (1) ◽  
pp. 57-93
Author(s):  
يوسف سعيد الكاسبي
Keyword(s):  
Educational Reform ◽  
Social Reform ◽  
Historical Review ◽  
Historical Research ◽  
Reform Movement ◽  
Loss Of Consciousness ◽  
Reform Movements ◽  
Religious Reform ◽  
Islamic World ◽  
Modern Era

شهدت عُمان خلال العصر الحديث - شأنها شأن العالم العربي والإسلامي - بروز حركات إصلاحية، كان لها أثر فعال ودور متميز في إصلاح مختلف المجالات الحيوية في هذا البلد العربي الإسلامي، وما كان ذلك ليتم أو يكتمل، إلاّ بالانطلاق من إصلاح الأوضاع الثقافية والعلمية، التي ظلت إلى ذلك الحين، تشكو تخلفا كبيرا نتيجة فقدان الوعي بأهميتها، ولقد ساهم بعض المفكرين العُمانيين في هذه الحركة الإصلاحية، نذكر من بينهم نور الدّين السالمي وأبي مسلم البهلاني، الذيْن سنجعل منهما نموذجين لبحثنا، كون إصلاحاتهما مست عديد الميادين، منها: الإصلاح التربوي والإصلاح الديني والإصلاح الاجتماعي. إن هذا البحث يندرج ضمن البحوث التاريخية، لذا كان من الطبيعي أن يقوم على المنهج التاريخي الاستعراضي، وكذا على المنهج الاستقرائي التحليلي، وقد حاولت فيه استقراء الجوانب المتعلقة بالحركة الإصلاحية في عُمان، متتبعا لها ومعلقا عليها من حين لآخر. الكلمات المفتاحية: الحركة الإصلاحية، العالم العربي الإسلامي، فقدان الوعي، عُمان، الثقافية، العلمية. Abstract During the modern era, Oman - like the Arab and Islamic world - witnessed the emergence of reform movements, which had an effective impact and a distinguished role in reforming the various vital areas in this Arab and Islamic country. Until then, it complains of a great backwardness as a result of losing awareness of its importance, and some Omani thinkers have contributed to this reform movement, among them we mention Nour al-Din al-Salmi and Abu Muslim al-Bahlani, whom we will make as models for our research. The fact that their reforms touched many fields, including: Educational reform, religious reform and social reform. This research falls within the historical research, so it was natural for it to be based on the historical review method, as well as the inductive analytical method, in which I tried to extrapolate the aspects related to the reform movement in Oman, following it and commenting on it from time to time. Keywords: The reform movement, the Arab Islamic world, loss of consciousness, Oman, cultural, scientific.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

Punarvivaham vs. Pativratyam: Pulugurta Lakshmi Narasamamba and the Widow Remarriage Question in Colonial Andhra

2021 ◽  
pp. 025764302110017
Author(s):  
Shaik Mahaboob Basha
Keyword(s):  
Twentieth Century ◽  
Social Reform ◽  
Reform Movement ◽  
Primary Sources ◽  
Child Marriage ◽  
Important Place ◽  
Early Twentieth Century ◽  
The Social ◽  
The Status ◽  
Women's Journals

The question of widow remarriage, which occupied an important place in the social reform movement, was hotly debated in colonial Andhra. Women joined the debate in the early twentieth century. There was a conservative section of women, which bitterly opposed the widow remarriage movement and attacked the social reformers, both women and men. Pulugruta Lakshmi Narasamamba led this group of women. Lakshmi Narasamamba treated widow remarriage (punarvivaham) with contempt and termed it as an affront to the fidelity (pativratyam) of Hindu women. According to her, widow remarriage was equal to ‘prostitution’, and the widows who married again could not be granted the status of kulanganas (respectable or chaste women). Lakshmi Narasamamba’s stand on the question of widow remarriage led to the emergence of a fiery and protracted controversy among women which eventually led to the division of the most famous women’s organization, the Shri Vidyarthini Samajamu. She opposed not only widow remarriage but also post-puberty marriage and campaigned in favour of child marriage. This article describes the whole debate on the widow remarriage question that took place among women. It is based on the primary sources, especially the woefully neglected women’s journals in the Telugu language.

scholarly journals Revolucionarios y bandidos: la trayectoria villista en la Revolución mexicana

2006 ◽  
Vol 31 (1) ◽  
Author(s):  
Maria Aparecida de S. Borges
Keyword(s):  
Key Words ◽  
19Th Century ◽  
Mexican Revolution ◽  
Status Quo ◽  
Northern Mexico ◽  
Mexican Society ◽  
The 19Th Century

As últimas décadas do século XIX no México podem ser caracterizadas por três aspectos: estabilidade política, desenvolvimento econômico, e, conseqüentemente, de relativa tranqüilidade social. No contexto revolucionário, em contraste, se assiste ao rompimento desse status quo. Neste artigo, a partir dos relatos de alguns personagens comprometidos com o movimento armado, traçarei um panorama a respeito dos problemas da violência e da criminalidade, entre os anos 1910 e 1920, no norte do país. Abstract In the last decades of the 19th century the Mexican society went through a period of political and economical stability, and relative social tranquility. On contrast, during the revolutionary context various armed movements promoted the disruption of this status quo. In this article, by the analysis of several testimonies, I intend to show some aspects regarding criminality and violence phenomena, during the 1910 and 1920 years on the Northern Mexico. Palavras-chave: Revolução mexicana. Banditismo. Criminalidade. Key words: Mexican Revolution. Banditry. Criminality.

scholarly journals The Transition enabling Lifelong Learning: A thematic generalization of the national education policy 2020 in India

2021 ◽  
Author(s):  
Manasa Chandramouli ◽  
K B Vinay ◽  
G V Naveen Prakash ◽  
N S Lingegowda ◽  
Madhusudhan H S, ◽  
...  
Keyword(s):  
Education Policy ◽  
Empirical Study ◽  
Lifelong Learning ◽  
Specific Area ◽  
National Education ◽  
National Education Policy ◽  
New Education

<p>Changes in the education policy is normally viewed with apprehension by the teachers, as it brings a change to a higher or lower level, involving novel skills of learning and running through for the improvisation of the tasks done routinely. This paper scouts the new education policy 2020 and its empirical study in which the data is investigated about the earlier policies in depth. It is a framework, helpful for developing expertise in the specific area where the teachers have often felt anxiety.</p>

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