educationalleadership-170508065444409.pptx

leadership

1. EDUCATIONAL LEADERSHIP Course Instructor &Supervisor Dr. Anjali Sharma (Associate Professor) Prepared By: Students of Education Management SUPRATIM DASGUPTA UPASANA MADHUKALYA RONJINI KONWAR Department of Education ,Tezpur University, Assam 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 1

2. LEADERSHIP??? The art or process of influencing people so that they will strive willingly and enthusiastically towards the achievement of group goals. FEATURES Existence of followers Involves community of interest between the leader & his followers Influencing followers/ subordinates FUNCTIONS OF A LEADER Goal setter Planner Executive 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 2

3. LEADERSHIP THEORIES 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 3

4. Great Man Theory The Great Man theory is a 19th-century idea according to which  history  can be largely explained by the impact of "great men", or heroes; highly influential individuals who, due to either their personal charisma, intelligence, wisdom, or political skill used their power in a way that had a decisive historical impact. The theory was popularized in the 1840s by Scottish writer Thomas Carlyle. Carlyle stated that "The history of the world is but the biography of great men", reflecting his belief that heroes shape history through both their personal attributes and divine inspiration. Leaders are born not made 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 4

5. Trait theory The trait theory states that leaders have certain innate traits that enable them to lead, such traits as assertiveness, dependability, persistence and adaptability it is convenient to list the elements that Ralph Stodgill (1974), the originator of the trait theory, determined. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 5

6. Situational Theory The  Situational Leadership Model  is a model developed by Paul Hersey and Ken Blanchard The fundamental underpinning of the Situational Leadership Model is that there is no single "best" style of leadership. Effective leadership is task-relevant, and the most successful leaders are those who adapt their leadership style to the Performance Readiness (ability and willingness) of the individual or group they are attempting to lead or influence. Effective leadership varies, not only with the person or group that is being influenced, but it also depends on the task, job or function that needs to be accomplished 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 6

7. Behaviorist Theory Skinner argued that we respond to every kind of reinforcement, and that our behavior and personality traits can be shaped and controlled by the society.  Leaders are trained to make them effective. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 7

8. Humanistic Theory Humanistic Leadership is an ethical philosophic approach that is at once: compassionate, reasonable and strategic Humanistic Leaders are compassionate. They never forget that the people they are working with and for are real people with real strengths, real weaknesses and, most importantly, real emotions. Humanistic Leaders are ethical. They don’t just give lip service to their values. They actually live them and lead by example. No one wants to follow a hypocrite. Humanistic Leaders are reasonable. They are willing to listen to dissenting views because they want to base their decisions on reality and not on assumption. Humanistic Leaders are strategic. They review all their options, consider the  pros and cons of each solution and choose the one that will give them and their team the best chance of success. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 8

9. Participative Theory Involvement in decision-making improves the understanding of the issues involved by those who must carry out the decisions. People are more committed to actions where they have involved in the relevant decision-making. People are less competitive and more collaborative when they are working on joint goals. When people make decisions together, the social commitment to one another is greater and thus increases their commitment to the decision. Several people deciding together make better decisions than one person alone 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 9

10. Contingency Theory Fiedler's contingency theory is one of the contingency theories that states that effective leadership depends not only on the style of leading but on the control over a situation. There needs to be good leader-member relations, task with clear goals and procedures, and the ability for the leader to give out rewards and punishments. Lacking these three in the right combination and context will result in leadership failure. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 10

11. Path Goal Theory The path-goal theory can best be thought of as a process in which leaders select specific behaviors that are best suited to the employees' needs and the working environment so that they may best guide the employees through their  path  in the obtainment of their daily work activities ( goals ) While Path-Goal Theory is not a detailed process, it generally follows these basic steps as shown in the graphic below: Determine the employee and environmental characteristics Select a leadership style Focus on motivational factors that will help the employee succeed 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 11

12. Transformational Theory Transformational leadership  is a style of leadership where a leader works with subordinates to identify needed change, creating a vision to guide the change through inspiration, and executing the change in tandem with committed members of a group. Transformational leadership serves to enhance the motivation, morale, and job performance of followers through a variety of mechanisms; these include connecting the follower's sense of identity and self to a project and to the collective identity of the organization; being a role model for followers in order to inspire them and to raise their interest in the project; challenging followers to take greater ownership for their work, and understanding the strengths and weaknesses of followers, allowing the leader to align followers with tasks that enhance their performance. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 12

13. Transactional Theory Transactional leadership , also known as  managerial leadership , focuses on supervision, organization, and performance; transactional leadership is a style of leadership in which leaders promote compliance by followers through both rewards and punishments. Unlike transformational leaders, those using the transactional approach are not looking to change the future, they look to keep things the same. Leaders using transactional leadership as a model pay attention to followers' work in order to find faults and deviations. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 13

14. Aspirational Theory Leaders (and their teams) who find meaning and purpose in their role are more likely to flourish in life, and to be in a better position to positively influence the lives of others. This is the fundamental mindset of an aspirational leader. They see their leadership as a privilege and not just a position, and they develop a sense of meaning and purpose in being a leader. An aspirational leader is someone who intentionally focuses on positively influencing the capacity of their people to flourish in their professional and personal lives and to strive to perform at their best. Regardless of your leadership role, you’re accountable for creating an environment where people can flourish, so they operate at their best possible level with a sense of meaning and pride in achieving their goals. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 14

15. Servant Theory This implies that leaders primarily leads by serving others- customers, employees and community. This includes listening , empathy, healing, awareness, foresight, commitment to others growth and development and community building. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 15

16. EDUCATIONAL LEADERSHIP??? involves working with teachers and other education professionals on systemic plans to improve educational programming and outcomes. process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims. leaders include: teachers, superintendents, principals, administrators, department chairs, provosts and deans. FEATURES Vision Influence Work Culture Accountability 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 16

17. CASE STUDY: Building leadership capacity to lead learning at Mangere Central School, South Auckland, New Zealand The story looks at how leadership capacity has developed and grown at Mangere Central School through a determined focus on the practices of the school leaders. The main purpose was to highlight teacher’s desire to address the problem of inequities and underachievement. The principal Maria Heron believes in the strength to grow leadership in others. She draws the right people from inside and outside the school community, encourages them to take the lead in initiatives and trusts in their ability to get things done. She had the vision of a Professional Learning Community into reality to create their own unique, knowledge-building and inquiry approach. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 17

18. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 18

19. School leadership is intentional and direct School-wide collective responsibility for raising student achievement -There is a school-wide collective responsibility and accountability for raising student achievement at Mangere Central School through targeting learning and teaching the individual. Target students change through the year as they reach the standards. Each teacher’s appraisal includes a focus on five target students in each area. The middle leaders’ appraisals are linked to their team’s 25 students in each area and the principal’s appraisal is linked to the success of all 100 students in each area.  Aligning target students with charter targets and teacher inquiries with teacher appraisals has led to transformed pedagogies and practices.   10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 19

20. Inquiry-mindedness is a way of thinking -Teachers' inquiries are collaborative which allows them to draw on the expertise of others in their team and across the school. Teachers do not feel personally threatened by under-achievement. They are committed to learning from each other, sharing what works, and building new knowledge. Teacher inquiries are focused and target professional learning. The inquiry process is organic with leaders using the school's intranet to share curriculum resources, readings, research, and tools that will underpin the pedagogical growth of middle leaders as they lead their teams. Teachers record their learning journey evidence in ways that suit them, including through online portfolios. The challenges are worth it - leaders at Mangere Central School understand classroom teachers need particular skills, dispositions and capabilities to do this work, so targeted professional learning is an important part of the ongoing inquiry process. They provide the kind of educational leadership that will support the learning of the teachers in their teams. Building genuine reciprocal relationships- Mangere Central School teachers believe that nurturing and caring are at the heart of successful learning, so a key driver for them is building reciprocal coaching relationships throughout the school community. This also occurs with parents as community supporters. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 20

21. Questions asked What are you doing to support that student? What are you doing that’s working? [How am I positively contributing?] What are you doing that’s not working? [How am I contributing to the problem?] What are the changes you are going to make?[to your teaching practice] Do you use any model? What kind of teaching model do you use? The importance of language, identity and culture - Three-way student-led conferences have been long-established linking child, parent and teacher in the process of learning relationships. Developing tools together - Another key success strategy to accelerate learning at Mangere Central School has been the teachers developing a wide range of tools together to support their work. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 21

22. Role of an Educational Leader 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 22

23. The educational leader has an influential role in inspiring, motivating, affirming and also challenging or extending the practice and pedagogy of educators. It is a joint endeavour involving inquiry and reflection, which can significantly impact on the important work educators do with children and families. With the role’s introduction, a number of myths have emerged about its responsibilities. One of these is that the educational leader must complete all of the programming for all educators. This is a narrow and potentially limiting view of this important role. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 23

24. Considerations when choosing an educational leader When designating an educational leader, consideration needs to be given to whether the person is: suitably qualified and experienced willing to make time for the role and eager to learn more approachable and well respected knowledgeable about theories, pedagogy and the relevant learning frameworks skilled at supporting educators of varying abilities and learning styles 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 24

25. Educational leader strategies Educational leader strategies The most effective educational leader views their role as collegial and seeks to play an integral role in mentoring, guiding and supporting educators. As part of continuous improvement, the educational leader should consider what strategies are needed to improve the educational program in the approved service. Strategies might include: leading and being part of reflective discussions about practice and implementing the learning framework mentoring other educators by leading quality practice discussing routines and how to make them more effective learning experiences observing children and educator interactions, and making suggestions on how to improve interactions and intentional teaching talking to parents about the educational program 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 25

26. working with other early childhood professionals such maternal and child health nurses and early childhood intervention specialists considering how the program can be linked to the community by working with other community services and groups such as Dalits and other backward classes establishing systems across the service to ensure there is continuity of learning when children change room or attend other services, and then in their transition to school assisting with documenting children’s learning and how these assessments can inform curriculum decision making. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 26

27. Qualities of an educational leader Ideally the educational leader needs to be someone with qualifications in early childhood education. It generally makes sense for that person to have acquired the greatest knowledge of education theories and research. However, more broadly, when appointing an educational leader consideration should be given to an educator’s: Knowledge of theories of learning and development—someone who has an interest in reading widely and sharing information with other educators in bite-sized chunks knowledge of curriculum approaches and the strengths and weaknesses of each approach in particular settings or with particular children access to current research about curriculum and a desire to guide others in reflecting on their practice knowledge of individual children and learning styles so that approaches can be differentiated to meet complex needs of children from a range of backgrounds and abilities, and personal qualities and a willingness to listen as well as coach, mentor and reflect alongside their team. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 27

28. 1. Resource Provider Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools. Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade-level language arts pacing guide. 2. Instructional Specialist An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies ( Marzano , Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues. When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 28

29. 3. Curriculum Specialist Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments. Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments. 4. Classroom Supporter Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching , or observing and giving feedback. Blase and Blase (2006) found that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22) Marcia asks Yolanda for classroom support in implementing non-linguistic representation strategies, such as graphic organizers, manipulatives, and kinaesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for co-teaching the lesson to Marcia's students and discussing it afterward. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 29

30. 5. Learning Facilitator Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a back mapping model ( Killion , 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings. 6. Mentor Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional. Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 30

31. 7. School Leader Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10-year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from non-attenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate. 8 . Data Coach Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction. Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender, and previous school. They then plan instruction on the basis of this data. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 31

32. 9. Catalyst for Change Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” .Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement. 10. Learner Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve. Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 32

33. SOME EXAMPLES OF SUCCESSFUL EDUCATIONAL LEADERS IN INDIA 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 33

34. Ranu Kawatra , president and chief executive of Pearson Education (India).  The London-based Pearson Plc (aka Pearson Group) is arguably the world’s largest and most diversified education and publishing conglomerate (revenue: £5.9 billion or Rs.50,740 crore in 2011), and has a diverse business mix comp-rising textbooks publishing, digital learning, online testing and assessment, bricks-n-mortar institutions and online and vocational education. The company maintained a low profile in India until January last year when it invested a massive $127 million (then Rs.577 crore ) to acquire a 76 percent equity stake in the Bangalore-based Tutor Vista Pvt. Ltd. Since then, Pearson Education — the major business division of the Pear-son Group — has rolled out its products and services in India with rapid speed. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 34

35. Prajodh Rajan , chief executive EuroKids International Ltd (EIL, estb . 1998).  With 29 owned and 783 franchised preschools with an enrolment of 55,000 pupils, EIL is the country’s largest preschool education company. A business management graduate of Madras University, Rajan signed up with EIL in 1999 when it was a wholly-owned subsidiary of Egmont Inter-national Holdings, a Denmark-based children’s books publishing company. In 2004 together with three of his colleagues ( Uday Mathur , Ganesh Vishwanathan and Vikas Phadnis ), Rajan bought out Egmont’s share-holding in EIL and set the company on a fast-growth track in the preschool sector, which has mercifully been spared the heavy hand of government regul-ation . As a result over 50,000 preschools have mushroomed countrywide mainly under the franchise model. Although some education purists decry the franchise model on grounds that the quality of learning dispensed tends to be uneven, by introducing, testing and improving ECE play-n-learn pedagogies within EIL’s 29 owned preschools, the company has made standardised, high-quality, globally benchmarked preschool education accessible to hundreds of thousands of middle class households countrywide.  10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 35

36. Hemendra Kothari, promoter-chairman of the Hemendra Kothari Foundation ( estb . 2008),  a Mumbai-based philanthropic organisation focused on wildlife conservation, education and health. A former Bombay Stock Exchange heavyweight (D.S Purbhoodas & Co) and former chairman of DSP Merrill Lynch, Kothari sold his interest in the firm to Merrill Lynch and the Bank of America for over $500 million in the period 2005-09. Currently he chairs DSP Blackrock Investment Managers Pvt. Ltd, a private equity and mutual funds firm which manages assets of over Rs.41,000 crore . An enthusiastic and committed  wildlife conservationist, Kothari promoted the eponymous foundation to reduce the dependence of tribal people residing in habitations abutting wildlife sanctuaries on thinning and depleting forests. Currently HKF supports NGOs working with over 100 schools sited near the Ranthambhore , Pench , Tadoba , Andhari and Mudhumalai tiger reserves, educating and upskilling children to prepare them for employment in non-traditional occupations. Moreover, HKF supports 21 schools run by the Nashik Education Society with an aggregate enrolment of 27,000 students. Mr Kothari hopes to favourably impact and upgrade neglected communities living near forests. This will stablilise the fragile environments in which tiger reserves and sanctuaries are located .  10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 36

37. Amarchand , Dungarshi , Harakchand , Shanti & Jitendra Gala, promoter-directors of Navneet Publications (India) Ltd ( estb . 1959). A low-profile Mumbai-based school textbooks publishing company, Navneet has established an excellent reputation over the past half century. Currently the company which commissions, prints and publishes textbooks mapped with the syllabuses of the state examination boards of Maharashtra and Gujarat, has more than 5,000 educational, preschool and general titles in print. The company’s high-quality textbooks are prescribed by 25,000 nurseries, primary and secondary schools reaching over 30 million students in the country’s premier industrial states. With 2,800 employees on its muster roll, Navneet Publications (annual revenue: Rs.610 crore ) is the sole textbooks publishing company listed on the Bombay Stock Exchange. In 2008, it entered the digital learning space and currently its digitised texts — marketed under the brand eSense — are being prescribed in 925 primary- secondaries in Maharashtra and Gujarat. Moreover the company has also diversified its operations to enter the schools management and brick-n-mortar preschools businesses. Currently Navneet provides management services and advice to over 80 schools in Andhra Pradesh, and has promoted three preschools in Mumbai and one in Pune under the Leapbridge brand name 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 37

38. HISTORICAL EDUCATIONAL LEADER AND REFORMER BHARAT RATNA PANDIT MADAN MOHAN MALVIA Pandit Madan Mohan Malaviya and His Philosophy of Education Family Background of Pandit Malaviya Pandit Madan Mohan Malaviya was born on December 25, 1861 in an orthodox Brahmin family at Prayag Born in an educated orthodox Hindu family at Prayag (Allahabad) in 1861, Madan Mohan Malaviya name to be recognized as an outstanding and noble son of India. His multifaceted personality made him, at the same time, 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. Among Malaviya’s many achievements, the most monumental was the establishment of the Banaras Hindu University or Kashi Hindu Vishvidyalaya . In the course of his lifetime Banaras Hindu University came to be known as a Capital of Knowledge of Indian Philosophy and a centre of excellence in fields of Science and research and Literature , Aesthetics , Management Sciences and Social Sciences, Cultural Studies , Commerce ,Law , Professonal courses such as Medical and Engineering and many more disciplines and the University has been acknowledged across India and the World. . 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 38

39. Pandit Madan Mohan Malaviya created history in Indian education with this institution - the first of its kind in the country. He chose Banaras as the site, because of the centuries old tradition of learning, wisdom and spirituality inherent to the place. His vision was to blend the best of Indian education called from the ancient centres of learning - Takshashila and Nalanda and other hallowed institutions, with the best tradition of modern universities of the west. Great minds and personalities like Annie Besant, Mahatma Gandhi, Rabindranath Tagore, Shyama Charan De and many others joined hand with him in his quest for knowledge, arousing the national spirit in India and winning freedom with the power of education and righteousness. Malaviya passed away in 1946. But his spirit still lives and there are many who bear the torch that he lit, Many more stand ready to shoulder the mantle of his responsibility 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 39

40. 10/5/2024 Anajli Sharma et.al.Department of Education Tezpur University 40