Jmi Nic In Cdol Uccform Pdf

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जामिया मिल्लिया इस्लामिया नई दिल्ली:जामिया मिल्लिया इस्लामिया (Jamia Millia Islamia) ने हिन्दी या अंग्रेज़ी माध्यम के ज़रिए उर्दू ज़बान में एक साला कोर्स में दाखिले की पेशकश की है. इस कोर्स का मक़सद उर्दू सीखने की ख्वाहिश रखने वालों के लिए अवसर प्रदान करना है. डिस्टेंस माध्यम वाले इस पाठ्यक्रम में प्रवेश पूरे वर्ष किसी भी समय लिया जा सकता है. यह कोर्स छात्रों को उनकी सुविधा के अनुसार उर्दू सीखने की सुविधा प्रदान करने के लिए है.भारत में इस कोर्स के लिए नामंकन शुल्क 100 रूपए है, दक्षेस देशों के लोगों के लिए 20 अमेरिकी डालर और अन्य देशों के लिए 50 अमेरिकी डालर. यह कोर्स करने वालों से कोई ट्यूशन फीस नहीं ली जाएगी. एडमिशन फार्म और प्राॅस्पेक्टस उूर्द पत्राचार पाठ्यक्रम के आनरेरी डायरेक्टर कार्यालय, सेंटर फाॅर डिस्टेंस एंड ओपन लर्निंग, जामिया मिल्लिया इस्लामिया, नई दिल्ली-110025 से प्राप्त किया जा सकता है.इसके लिए अपने पते के साथ, 10 रूपए की डाक टिकट वाले 24 X 12 सेंटिमीटर के लिफाफे को उक्त पते पर भेजना होगा. ये एडमिशन फार्म जामिया की वेबसाइट से भी डाउनलोड किया जा सकता है.

A Report on the State of Urdu Literacy in India, 2010 Omar KhalidiMe?yar: Academic and Research Journal, Department of Urdu, IIUI, Vol: 2, No: 2, Jul-Dec 2010A Report on the State of Urdu Literacy in India, 2010Omar Khalidi.Introduction:What is the status of Urdu literacy in India at the turn of the twenty firstcentury as gauged through school education? Or how many students inprimary schools in various states of India are studying through Urdu asthe language of instruction? How many students are learning Urdu asone of the subjects under the three (or four) language formula in variouslevels of schools? Have the various levels of government?central,state, and local?facilitated or obstructed learning of Urdu in variousstates since independence?

To what can we attribute the uneven levelsof Urdu literacy and education in various states? Besides schools run bythe state, who are the other institutions involved in promoting Urduliteracy? This Report thus asks five critical questions as noted earlier,and answers to these questions will enable reasonable projections aboutthe future of literacy (as opposed to orality) in and education throughUrdu. Essentially, then, this Report quantifies and measures Urduliteracy in India since the 1950s. For the purposes of this Report,literacy is defined as the ability to read and write elementary Urdu in itsown script of Perso-Arabic origin. The term?education through Urdu,?is defined as education through the medium of Urdu from primary tosecondary level in most, if not all subjects.

In answering thesequestions, this Report will concentrate on the question of Urdu literacyand its higher stage, education through Urdu, in the states of UttarPradesh, Bihar and Delhi in northern India, and Andhra Pradesh,This Report is an abridged version of its detailed unpublished text. In thisabridged version, statistical tables showing the growth or decline of Urdu mediuminstruction have been omitted. Agha Khan Programme of Islamic Architecture, MIT.7A Report on the State of Urdu Literacy in India, 2010 Omar KhalidiKarnataka, and Maharashtra in southern India.

The role of institutionsoutside the formal schools system?in particular the Madarsas will bediscussed through a quantitative exercise to gauge the number ofstudents involved in this stream of education through Urdu. The Reportconcludes with a summary of key findings and a set of immediateaction proposals for reversing the decline of Urdu literacy.The Report is based on four primary sources. These are: statistics onUrdu literacy and education provided by the Union Government?sCommissioner of Linguistic Minorities located in Allahabad, U.P.; dataavailable from the District Educational Officers of the ministries ofeducation in various states, interviews with the officials of publicorganizations/NGOs, and information available from State MadarsaBoards, both official and non-official. It is surprising that previousofficial committees on Urdu, weather that chaired by I.K. Gujral or AliSardar Jaafari did not bother to collect detailed statistics running overyears to get a clear picture of Urdu literacy as measured by number ofpupils, schools, and teachers in the nation. Neither did the well-fundedNational Council for the Promotion of Urdu Language run by theMinistry of Human Resource Development.1Before the advent of British rule on the subcontinent at the dawn of thenineteenth century, Indians received education through two patterns.One, shaped by vocational relevance was given in locally dominantlanguages to cope with the day-to-day needs of society. The otherpattern was to provide education to the elites?sons of literati, theruling class and high officials?by readings of scriptures and historicaltexts through classical language such as Sanskrit, Arabic and Persian inPathshalas, Gurukul, Maktabs and Madarsas.

During the Mughals andits immediate successor states in the subcontinent, the language of theroyal courts, diplomacy, higher levels of administration, judiciary, andrevenue collection was Persian.2 With the consolidation of the colonialrule, the British abolished Persian (in 1836) as the language of judiciaryand administration, replacing it with English. The British administrationcould not resolve or was not interested in resolving the three basicissues of education: the content, the spread, and the medium or1 Interview with Director Hamidullah Bhatt, New Delhi 9 December 2005; interviewwith Ali Jawid, New Delhi May 14, 2010.

Jawid was director from April 2007 toJanuary 2009.2 A summary of education in medieval India is by Aziz Ahmad, An IntellectualHistory of Islam in India, (Edinburgh: University Press, 1969), pp. 52-65.8A Report on the State of Urdu Literacy in India, 2010 Omar Khalidilanguage of instruction. While sons of the Indian elite were educated inEnglish schools in urban areas, right from the primary level, the largemasses of the population went to schools imparting education throughregionally dominant languages in eastern, southern and western India.However, in large chunks of British territories of Punjab, NorthwestFrontier, Oudh, United Provinces (modern UP), the princely states ofHyderabad and Kashmir were exceptions to the rule, where Urdubecame the language of instruction in schools, and remained so until thelate 1940s. During the long years of struggle for independence,nationalist leaders such as Gopal Krishna Gokhale, (1866-1915),Mohandas Gandhi, (1869-1948) and intellectuals like MuhammadIqbal, (1876-1938), Rabindranath Tagore, (1861-1941) and MawlawiAbdul Haq (1870-1961) saw the need for universal elementaryeducation through mother tongue.

Jmi Nic In Cdol Uccform Pdf Converter

They hoped that education throughmother tongue would be the agent and catalyst for liberation from theEuropean intellectual hegemony, which they thought was as muchnecessary as political freedom from the colonial power.