Online Thesis Search Results

Title
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
ABBREVIATIONS
List of tables
List of Appendices
List of maps and pictures etc
1 Introduction
1.0 Contextual background of the study
1.1 Education in ancient Kerala
1.2 Antecedents of Travancore
1.2.1 Marthinda Varma (1706-1758)
1.3 Education in modern Travancore
1.4 Special significance of the study
1.5 Statement of the problem
1.6 Meaning and definition of key terms
1.6.1 History of education
1.6.2 Princely state of Travancore
1.6.3 Socio-economic and political perspective
1.7 Objectives of the study
1.8 Scope of the study
1.9 Organisation of the thesis
2 Review of related literature
2.0 Introduction
2.1 General studies
2.1.1 Studies related to socio-religious movements
2.1.2 Studies related to Christian education
2.1.3 Studies related to pre-primary education
2.1.4 Studies related to pre-school stage
2.1.5 Studies related to depressed classes
2.1.6 Studies related to womens education
2.1.7 Studies related to public school
2.1.8 Studies related to indigenous efforts for the development of education
2.1.9 Contribution of foreign Christian missionaries to education
2.1.10 Contribution of early Urdu novels towards the development of modern education
2.2 Regional studies
2.3 Studies conducted in Kerala
3 Methodology
3.1 Historical method
3.2 Collection of data
3.2.1 Primary sources
3.2.2 Secondary sources
3.3 Historical criticism
3.3.1 External criticism
3.3.2 Internal criticism
3.4 Historical report writing
3.4.1 Selection and organisation
3.4.2 Interpretation and synthesis
3.5 Style of writing
4 Education in the princely state of Travancore (part I)
4.0 Education in the princely state of Travancore (1817-1931)
4.1 Rani Gouri Parvathi Bai (1815-1829)
4.2 Swathi Thirunal Rama Varma (1829-1847)
4.3 Uthradam Thirunal Marthanda Varma (1847-1860)
4.4 Ayilyam Thirunal Rama Varma (1860-1880)
4.4.1 Vernacular education
4.4.2 Education women
4.4.3 Expansion of English education up to the level of higher education
4.4.4 Legal education
4.4.5 Art education
4.5 Visakham Thirunal Rama Varma (1880-1885)
4.6 Sri Mulam Thirunal Rama Varma (1885-1924)
4.6.1 Vernacular education
4.6.2 English education
4.6.3 Reformatory schools
4.6.4 Ayurveda (Indigenous system of medicine)
4.6.5 Agricultural demonstration farm
4.6.6 Training schools
4.6.7 Legal education
4.6.8 Female education
4.6.9 Education of the backward communities
4.6.10 Muslim education
4.6.11 Free primary education
4.6.12 Technical and art education
4.6.13 Travancore educational code of 1070 M.E (1894-95 A.D.)
4.6.14 The education code of 1085 M.E (1910 A.D.)
4.6.15 Private enterprise
4.6.16 Govinda Pillai committee
4.6.17 Library and reading room.
4.6.18 Adult education
4.6.19 Boy scout movement
4.6.20 Educational expenditure
4.6.21 Bifurcation of Maharajas college
4.6.22 University committee, 1917
4.6.23 University commission of 1923
4.7 Rani Sethu Lekshmi Bai (1924-31)
4.7.1 Vernacular education
4.7.2 Collegiate and English education
4.7.3 Female education
4.7.4 Education of backward classes
4.7.5 Muslim education
5 Education In the princely state of Travancore (part II)
5.0 Education in the Princely State of Travancore (1931-47)
5.1 Maharajah Chithira Thirunal Bala Rama Varma (1931-47)
5.1.1 Travancore education reforms committee
5.1.2 Mass education
5.1.3 Vernacular middle / high schools
5.1.4 Secondary education
5.1.5 Collegiate education
5.1.6 Female education
5.1.7 Muslim education
5.1.8 Education of depressed classes
5.1.9 Teacher education
5.1.10 Technical and professional education
5.1.11 Medical education
5.1.12 Fine arts education
5.1.13 Sanskrit education
5.1.14 Follow up of the education reforms committee
5.1.15 Swathi Thirunal Academy of Music, Trivandrum
5.1.16 Foundation of the University of Travancore
5.1.17 Education recoganisation committee
5.1.18 Introduction of compulsory primary education
5.1.19 Physical and health education
5.1.20 Health education
5.1.21 Teacher education
5.1.22 Adult education
6 Educational progress in Travancore: A multidimensional interactive view
6.1 Geographical factors
6.2 Economic factors
6.3 Social factors
6.3.1 Pial schools
6.3.2 Kalaris
6.3.3 Sanskrit oriented institutions
6.3.4 Sala
6.4 Linguistic factors
6.5 Political factors
6.6 Religious factors
7 Summary, findings and conclusions
7.0 The investigation: scope and mode
7.1 Background Factors
7.2 Major educational landmarks during the period 1817 to 1947 with a brief interpretation
7.3 Some historical perspectives and insights
7.4 Brief summary of findings and conclusions
CONCLUSION
7.5 Suggestions for further research
BIBILIOGRAPHY
APPENDICES