Problems of Education in the Third State Duma, as a Reflection of the Spiritual Condition of Society

Abstract

Despite being a country of various blue stockings, Indian daughters particularly from the countryside and lower socioeconomic hierarchy have remained the victims of unfairness in learning opportunities from ancient to modern time. The present research work tries to examine the regional progress and inequality in education and determinants of lower educational prospects of girls in India on the basis of secondary data. Here, the disparity index and correlation coefficient are applied to analyze the gender discrepancy of education and the relationship between literacy and its major determinants respectively. It has been examined that despite the celebration of longtime independence, it is very distrustful to accept that one fourth proportion of the population of the country is not capable to read and write to an easy cohesion of words with understanding in any of language. Though various plans have been launched with prime target of enhancing the female literacy, yet in all over the nation, the disparity in literacy still exists which demands some impressive efforts for bringing the equity.

The role of the administration of the Kazan Educational District in the school policy of tsarism in towards of muslim tatars (second half of the 19h – beginning of the 20th centuries)

“…A characteristic feature of Soviet historiography was a negative interpretation of the tsarist government's measures in the field of schooling for non-Russian peoples, while at the same time emphasizing the progressive influence of Russian culture on them (BERKUTOV, 1968;DNIEPROV, 1985;EFIROV, 1939;GOROKHOV, 1941;KHAKIMOV, 1972;KHANBIKOV, 1967;MAKHMUTOVA, 1982;RUSTYAMOVA, 1958). After the collapse of the USSR, as interest in national history soared, historians wrote about different aspects of the state school policy towards Tatars-Muslims (FARKHSHATOV, 2000;FAZLIEV et al, 2019;GAFAROV, 2019;MAKHMUTOVA, 1998;RAKHIMOV, 1997;ZAGIDULLIN, 1992). There was an increase in the number of studies on the history of Tatar madrasas and the social and pedagogical activity of national education reformers.…”