Page 1
1
1
DIMENSIONS OF INDIAN EDUCATION
Unit Structure
:
1.0
Objectives
1.1
Introduction
1.2
Environmental Education; Meaning, Need, Significance and
Challenge
1.3
Peace Education
: Meaning, Need, Significance and Challenge
1.4
Value Education:
Meaning, Need,
Signi
ficance and Challenge
1.5
Human Right Education:
Meaning, Need, Significance and Challenge
1.6
Summary
1.7
Questions
1.8
References
1.0 OBJECTIVES
After reading this unit, you will be able to:
Acquire knowledge about meaning of Environmental Educ
ation;
Meaning, Need, Significance and Challenge.
Analyze the need and significance of environmental education
Understand the challenges faced in the field of Environmental
Development
Remember meaning and need of peace education
Understand significan
ce and
challenges of Peace Education
Explains the meaning and significance of Value education
Understands significance and challenges of Value Education
Describe the meaning of Human Right Education
Remember need and importance for Human Rights.
1
.
1
I
NTRO
DUCTION
The Indian education system is one of the largest in the world, with over
1.5 million schools and more than 37,000 higher education institutions. munotes.in
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The system is overseen by the Ministry of Education and consists of
formal, non
-
formal, and infor
mal
education
Through the process of environmental education, people can learn about
environmental problems, solve them, and take steps to protect the
environment. People have a deeper grasp of environmental issues as a
result, and they are more equipped t
o ma
ke wise choices. The term
"environmental education" (EE) refers to systematic initiatives to impart
knowledge about how natural environments work, and in particular, how
people may control their behaviour and ecosystems in order to live
sustainably. It
is
a multidisciplinary field that incorporates topics from
arithmetic, geography, ecology, earth science, chemistry, physics, and
atmospheric science.
You already know that environmental education is a process that helps
people become more aware of, conce
rned
about, and knowledgeable about
the environment as well as learn how to use this knowledge to sustainably
protect, conserve, and use the environment for the benefit of both current
and future generations.
UNESCO states that education is "the means for
diss
eminating knowledge
and developing skills for bringing about desired changes in behaviours,
values, and life styles" in regards to the role it plays in resolving
environmental issues.
Meaning
:
How can we better comprehend the environment in terms of i
ts n
umerous
components and how we interact with it? The definitions of environment
that are most frequently used are listed below.
“Environment includes a complex of natural, built and social components
in the life of the humanity and that the social compo
nent
s constitute a set
of cultural, moral, personal values and interventions”. (Tbilisi Conference,
1977).
“Environment includes water, air and land and the interrelationship which
exists among and between water, air and land and human beings, other
living
cre
atures, plants, micro
-
organisms and property”. (The Environment
Protection Act, 1986, Govt. of India).
“Environment is not only the sum of all the material things that constantly
interact with each other and which make up the mosaic of the country sid
e
la
ndscape. It is much more than this. It also includes the economic
structures and the outlook and habits of people in different parts of the
world”. (UNESCO,1990)
When these definitions are carefully examined, it becomes clear that
environment includes
both
natural and social components. If you were to
compare the definitions, you would see that they are quite inclusive and
cover not only the physical or biological features of the environment but
also its sociocultural components. Human
-
made objects that
are
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3
byproducts of civilization, technological advancement, and progress are
included in the socio
-
cultural components of the environment.
The social, cultural, economic, political, and religious facets of the
environment are explicitly referred to as the
soci
o
-
cultural environment.
All of these factors constantly affect how living and non
-
living organisms
interact.
Need of Environmental Education
:
Given the expanding scope, intensity, and most importantly, the need of
environmental education should be incl
uded
in official educational
settings, according to educationists from all around the world.
Environmental education is seen as a sort of sound educational practise
that harmonies society's daily existence. Only if all societal members
—
students, teachers,
sci
entists, experts, technologists, administrators, and
legislators, among others
—
participate in the challenging process of
resolving environmental issues can this become a reality. Only a society
that is conscious of its obligations and is environmentall
y aw
are will be
able to do this.
The younger generation's environmental education is significantly
influenced by schools. Environmental education shouldn't be viewed as an
extra subject in the school curriculum because it is a long
-
term investment
in build
ing
a sustainable society. Instead, it ought to be seen as a
fundamental educational reform meant to foster a society that is
environmentally aware. Therefore, the goal of environmental education is
to (1) cultivate in pupils healthy attitudes, values, and
pra
ctices in addition
to (1) disseminating environmental knowledge. (2) doing initiatives that
will help to raise environmental standards. (3) encouraging the adoption of
environmentally conscious lifestyles and the promotion of a conservation
ethic. (4)
fost
ering a desire for greater participation in environmental
activities with a community focus.
Education in, about, and for the environment is known as environmental
education. As a result, it has a very broad scope. It starts with using the
environment
as a
teaching tool for activities that may be made to preserve
our natural resources and maintain its health for this generation as well as
upcoming ones. Thus, it has connections to a wide range of ideas,
concerns, and principles relating to the preservat
ion
and protection of the
environment and all systems that support life, including the air, water, soil,
and others. Environmental education will not only help us see the damage
we have been doing to the environment, but it will also help us come up
with s
olut
ions to stop it from getting worse.
Children can be introduced to the beautiful natural world through
environmental education's many approaches, such as field excursions,
hiking trails, and other activities.
In order to foster a feeling of responsibili
ty a
nd international cooperation,
environmental education raises knowledge of the modern world's
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knowledge is a requirement for addressing significant environmental
issues.
Because of this,
kids
are not the only ones who can benefit from
environmental education. It includes every societal segment. As a result, it
should be directed at all community members in ways that take into
account their needs, interests, and motivations as well as those
of
their
various age groups and socioeconomic classes. Environmental education
should also take into account various socioeconomic and cultural contexts,
as well as the living circumstances of members of various societal
communities.
The following are the
env
ironmental education significance:
1
.
The greatest provider, promoter, and protector of man is nature. His
safety and survival will be improved the more he comprehends and
values nature's features and workings.
2
.
Man is a creature of nature, subject to its
fund
amental laws. He invites
danger by pushing over his boundaries and disobeying natural rules and
tendencies more and more.
3
.
The main source of resources for humans is nature. While he can use
them to suit his wants and for other purposes, he must guard a
gain
st
causing them more harm than good.
4
.
Harmony and balance are produced by the coordinated action of the
systems and parts of nature. Man ought to be aware of this and realise
that they are not gravely bothered.
5
.
The natural world has its own energy syste
ms a
nd sources. The more
man discovers, comprehends, and makes use of things, the richer his
environment and his existence will be.
6
.
Due to his superior abilities, man is the most active creator of artificial
objects and systems in his surroundings, as well
as
the greatest
consumer of natural resources.
The homeostasis and wellbeing of the environment may be harmed by
this.
7
.
Production and usage of nuclear energy, unplanned dam development,
and unchecked deforestation all seriously jeopardise the harmony and
cycl
e of nature.
8
.
Pollutants are produced as a result of rapid population growth, crowded
metropolitan areas, ever
-
expanding industrialisation, increased use of
chemicals in agriculture, unchecked production of industrial effluents
and biological waste, and
oth
er factors.
Since many environmental problems require understanding of social
science and scientific disciplines, environmental education encourages the
application of interdisciplinary and multidisciplinary knowledge. Students' munotes.in
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learning would become m
ore
purposeful, narrowly focused, and exciting
because environment serves as a basis for studying these subjects.
Additionally, it encourages teamwork and group dynamics, both of which
are important for resolving problems in the future. The inclusion of va
lue
education in environmental education is another benefit. It allows pupils
the chance to question their own beliefs and behaviours, come up with
original concepts, form judgements on what is good and bad for the
environment, assess their options, and ch
oose
environmentally friendly
ones.
Check your progress: 1
Note:
a) Write down the answers in the space given below.
1) Explain the meaning of Environmental Education
2) Describe any four significance of Environmental Education
1.3
PEACE EDUCATION
: MEANIN
G, N
EED,
SIGNIFICANCE AND CHALLENGE
The secret to developing a person's inner self is education. It is bringing
people closer together and unifying the nations. We now live in the digital
era, and civil society suffers as a result of violent conflicts and
war
in
many parts of the world. It is necessary to instill in people the importance
of education in fostering a culture of peace and to acknowledge its
importance. The foundation of modern
-
day fundamental human rights is a
culture of peace and nonviolence
.
Pr
omoting peace is the ultimate type of educational objective, and it is a
fundamental value that each person should appreciate. Peace is fostered
inside the family and is first taught by the father and mother to their
children. The harmony fostered at h
ome
was further strengthened at
school.
Peace is a broad notion having both practical and spiritual implications. It
may suggest a condition of inner peace or the resolution of a dispute.
"Peace is what you want it to be (or what you think it is)." In the
past
,
peace has been seen as both the absence of conflict or violence and, on the
other hand, the presence of social and mental states like harmony,
concord, security, and understanding.
There is no universally accepted definition for Peace Education. Ther
e is
good number of definitions available on the basis of different perceptions
and approaches. Some of the definitions given by eminent educationists
are given below: Webster defines peace “as a state of quiet or tranquility,
freedom from disturbance or a
gita
tion, calm repose”.
According to the definition given above, it is clear that peace cannot exist
without factors like tolerance, understanding, empathy, cooperation, and
respect for others' differences. Peace education can refer to any method or
educat
iona
l programme that promotes the aforementioned traits in people.
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According to Freire (2006) “Peace education is a mechanism for the
transformation from a culture of violence to a culture of peace through a
process of “conscientisation”
Betty Reardon def
ines
“Peace Education is the attempt to promote the
development of an authentic planetary consciousness that will enable us to
function as global citizens and to transforms the present human condition
by changing the social structures and patterns of thoug
ht t
hat have created
it”
According to John Dewey “Peace education is grounded in active
citizenship, preparing learners for assiduous participation in a democracy,
through problem
–
posing and problem
–
solving education, and a
commitment to transformative
act
ion in our societies.”
These concepts make it clear that the goal of peace education is to teach
people higher order human values. Additionally, "Peace education
definitions" show that it aims at people's overall growth and supports
instilling eternal
prin
ciples in their thoughts.
Need of Peace Education
:
Peace education is a way that helps in the acquisition of knowledge and
experience. It assists in the development of attitudes, abilities, and
behaviours that promote interdependence.
This idea was mos
tly
derived from intellectual principles. The qualities of
nonviolence, love, loyalty, objectivity, compassion, respect, and devotion
to all living things on our earth are fostered via peace education. It is a
performance that promotes harmonious interacti
on a
mongst people. Men
were able to protect values through this type of
practice. Some of the
important need of Peace Education are as following
1
.
Helpful in Resolving Conflict:
Conflict resolution
-
based peace
education related programs often concentrate on
the
social and
behavioural conflict symptoms, teaching people how to settle
interpersonal conflicts through overture tactics and peer
-
mediation.
2
.
Development of Democratic values:
Peace Education promote peace
through education for democracy is linked to
pote
ntial political unrest
among republican citizens who make up the majority of the population.
Through harshness or the abolition of conflict, and by suiting each
other, it helps to resolve those disputes and conflicts.
3
.
Creating Good citizens:
peace edu
cati
on provide opportunity to
students they must have develop the capacity for critical thought,
dialogue, open communication and unity, and multiple capacities for
tolerance, adjustment, or the righteous objection. By lowering the
likelihood of cruelty an
d ag
gression, these ideal democratic individuals
contribute to world peace. These presumptive essential abilities are
required to create a civilization with a peaceful culture.
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4
.
Peace Education for developing Human Rights:
A variety of peace
education prog
ramm
es focusing on raising awareness of human rights.
Its attention has been directed at the level of the policies that mankind
should implement in order to get closer to a peaceful world. The
fundamental goal is to instil in participants a desire for a pe
acef
ul
pattern in which every member of the human species can exercise their
personal freedoms and enjoy legal protection from violence,
persecution, and degrading treatment.
5
.
Globalization through Peace Education:
The modern idea of peace
education takes
int
o account the evolution of human mental
characteristics. It is necessary when conflict
-
inspiring attitudes and
certain behavioral patterns are present in the approaching phases of
human development, as well as when attitudes that promote unity are
elev
ated
in the upcoming stages of prosperous, healthy development.
The basic goal of peace education is the holistic, healthy development
of human awareness. It ought to be feasible by assisting individuals in
self
-
evaluation.
Significance of Peace Education
:
The
United Nations has made a number of statements regarding the need
of peace education. The first International Day of Peace was observed in
2013 by Ban Ki Moon, the Secretary General of the United Nations.
According to him, peace education is an effort
to
ignite the desire for
peace in people's minds and allocate resources to research how to do so.
The most recent Director
-
General of UNESCO, Koichiro Matsuura,
described it as having "fundamental importance to the mission of
UNESCO and the United Nations
." P
eace The only way to stop using
violence to settle conflicts at home and abroad is via education. People
must cooperate to assist young people in learning how to resolve conflicts
in an effective and peaceful manner.
1
.
To stop violent cycles from repeati
ng.
2
.
To advance peace.
3
.
To guarantee toleration.
4
.
To encourage an attitude of understanding in order to contribute to the
creation of a more equitable society.
5
.
To encourage equity and diversity.
6
.
In order to advance social fairness.
Opportunities for ref
orm
and positive change frequently increase both
during and after conflicts, as peace education initiatives aid teachers in
preparing students to lead the next generation in building a more just
society by better understanding and addressing issues that th
reat
en the
foundation of the rule of law.
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Challenges to Peace Education:
The dynamic Indian society is never homogeneous and has a wide range
of religious and cultural practises. People from many cultures and
religions are contributing members of the socie
ty i
n which they live. The
main goal of the welfare state is to ensure that all members of society may
coexist peacefully. To achieve social goals, society develops social
institutions including the home, school, media, and religion to instil values
like s
ocia
lisation, social justice, social control, religious tolerance,
peaceful cohabitation, nonviolence, and perception
-
altering awareness in
its members. Some other important challenges faced under peace
education are as following:
Challenges to human secur
ity
outlined in the Millennium Development
Goals include those caused by poverty, sickness, and environmental
disintegration.
Dangers from state
-
to
-
state conflict
Major abuses of human rights within states and threats of violence
Terrorism
-
related threats
Dan
gers posed by organised crime
Weapons production, etc.
Following are some factors that make it difficult to establish peaceful
coexistence: ineffectiveness of social institutions; religionist; fake
leadership; fake educational system; political interfe
renc
e; socioeconomic
disparities; a lack of cultural assimilation; a lack of socialisation among
the young; non
-
religious activities; a lack of media ethics; and a lack of
life skills for young people. The only way to free India from the grip of
demons lik
e po
liticised issues, misguided leaders, power dominance,
racial conflicts and riots, religionism, religious intolerance, and social
unrest is via education of students and young.
Peace starts with each individual and expands to the family, the
neighbourho
od,
the country, and the entire world. Progress and racial
inclusion are primarily dependent on peace. By fostering the information,
abilities, attitudes, and values that make up a culture of peace, peace can
be fostered or inculcated. Values like love, ho
nest
y, fairness, equality,
tolerance, harmony, togetherness, and self
-
control must be lived out in
order to achieve peace. Law making or any philosophy are not necessary
for achieving peace. Only when we, as people, start to comprehend our
psychological pr
oces
ses, does it happen. If we put off taking personal
responsibility and wait for some other new system to bring about peace,
we will just end up becoming the system's slaves.
A nation should start ' peace education' in its schools if it wants to assist i
ts
c
itizens in coexisting peacefully with people of other religions and
cultures. Belief that education may help people adjust personally, change
their attitudes to keep up with evolving social conditions, and reshape
society.1978's Elmer H. Johnson. Adjus
tmen
t, tolerance, fostering munotes.in
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9
universal and eternal values, education about religions rather than
religious education, and creating environments that encourage harmonious
living are essential elements for peaceful coexistence that should be
fostered among yo
ung
minds and the youth of India through formal
education.
Check Your Progress
-
2
1) Explain some challenges of Peace Education Education
2) Describe any four needs of Peace Education
1
.
4
VALUE EDUCATION:
MEANING, NEED,
SIGNIFICANCE AND CHALLENGE
Value educat
ion
refers to the process of inculcating moral and ethical
values in individuals. It is an essential aspect of education that aims to
develop a sense of morality, empathy, respect, and responsibility in
students.
The need for value education arises due to
the
increasing concerns about
the erosion of values and ethics in society. It is important to impart values
to children as they are the future of society and the world. Value education
is necessary to build responsible citizens who can contribute positive
ly t
o
society.
The significance of value education lies in its ability to shape the character
of individuals. It instills in them a sense of purpose, meaning, and
direction in life. It also helps individuals to understand their
responsibilities towards th
emse
lves, others, and the environment. Value
education encourages critical thinking and problem
-
solving skills that are
crucial for personal and professional success.
However, there are also challenges associated with value education. One
of the main chall
enge
s is the diversity of values and beliefs in society. It
can be difficult to create a consensus on which values to impart to
students. Another challenge is the lack of trained educators who can
effectively impart values to students.
Value education need
for
several reasons. Here are a few:
Moral development
:
Value education helps individuals develop a sense
of morality, ethics, and integrity. It teaches them about what is right and
wrong and guides them in making ethical decisions.
Personal development
:
Va
lue education also helps individuals develop
their personality by cultivating positive values such as empathy, respect,
kindness, honesty, and responsibility.
Social development
:
Value education promotes social cohesion and unity
by fostering values s
uch
as tolerance, acceptance, and cooperation. It also
helps individuals understand and appreciate different cultures and
backgrounds.
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Professional developmen
t:
Value education can benefit individuals in
their professional lives by teaching them about wor
k et
hics,
professionalism, and integrity.
Global perspective
:
Value education encourages individuals to be global
citizens by developing a sense of responsibility towards the environment
and society at large.
Overall, value education plays a crucial role
in
shaping individuals into
responsible and compassionate human beings who can contribute
positively to society.
Value Education's Significance:
Value education is the process through which people are taught the
principles they should aspire to in life.
It
can assist people in forming a
solid moral code, a sense of accountability, and a dedication to upholding
moral principles. The following are only a few of the main arguments in
favour of value education:
Promotes the growth of moral character: Value
educ
ation is essential for
people's moral development. It enables people to distinguish between
good and wrong and motivates them to base their judgments on moral and
ethical standards. Individuals can then benefit from this by being more
morally upright a
nd r
esponsible.
Empathy and compassion are fostered: Value education can assist people
in growing their compassion and empathy for
others.
Critical thinking is a skill that can be cultivated through value education.
Value education can encourage people t
o be
more open
-
minded and better
able to make informed judgements by educating them to think
independently and to analyze many view
points.
Value education can also aid people in developing their character. Value
education can assist people in developing
stro
ng character characteristics
that will serve them well throughout their lives by teaching them the
values that are seen to be important in life, such as honesty, integrity, and
hard effort.
Positively impacts general wellbeing; additionally, value educ
atio
n might
enhance general wellbeing. Value education can help people have more
meaningful and rewarding lives by educating people about the values that
are crucial in life.
Challenges in imparting value education
:
Value education involves t
he process
of i
mparting moral, ethical, and
social values to individuals. It is a critical aspect of education that helps munotes.in
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11
individuals become responsible and empathetic citizens. However, there
are several challenges in value education, some of which are:
Lack of tra
ined
teachers
:
Teachers play a crucial role in imparting
values to students. However, many teachers are not adequately trained in
value education. Therefore, they may not be able to effectively convey the
importance of values to their students.
Conflictin
g va
lues
:
In a diverse society, individuals have different values,
beliefs, and cultures. This can create conflicts when trying to impart
values to students. It is essential to find a balance between respecting
different cultures and beliefs while still co
nvey
ing universal values that
promote ethical and moral behavior.
Lack of emphasis
:
Many schools and educational institutions focus
primarily on academic achievements, which can lead to neglecting the
importance of values. Therefore, there needs to be a c
onsc
ious effort to
emphasize the importance of values in the curriculum.
Implementation challenges
:
Even when there is an emphasis on value
education, it can be challenging to implement it effectively. For instance,
students may not be receptive to value
educ
ation, and it may not be easy to
measure the impact of value education on students' behavior.
Changing societal values
:
Society's values and beliefs change over time,
and this can make it difficult to teach universal values that stand the test of
time
. Th
erefore, it is essential to regularly review and update value
education programs to reflect changing societal values.
In conclusion, value education is critical for creating responsible and
empathetic citizens. However, there are several challenges th
at n
eed to be
overcome to ensure that value education is effectively imparted to
students.
In conclusion, value education is an essential component of education that
aims to develop moral and ethical values in individuals. It is necessary to
build responsi
ble
citizens who can contribute positively to society. While
there are challenges associated with value education, it is important to
address them and continue to promote the importance of value education
Check your progress: 2
Note:
a) Write down the ans
wers
in the space given below.
1) Explain the significance and need of Value Education
2) Explain challenges faced in imparting Value Education
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1
.
5
HUMAN RIGHT EDUCATION:
MEANING, NEED,
SIGNIFICANCE AND CHALLENGE
Meaning:
Human rights education is the p
roce
ss of teaching individuals,
groups, and communities about the rights and responsibilities enshrined in
international human rights law. The goal of human rights education is to
promote understanding, respect, and protection for human rights and to
empow
er i
ndividuals to take action to defend them.
Human rights education can take many forms, including formal education
in schools and universities, training programs for professionals and
activists, public awareness campaigns, and community
-
based initiative
s. I
t
covers a wide range of topics related to human rights, including civil and
political rights, economic, social, and cultural rights, and the rights of
marginalized and vulnerable groups.
The aim of human rights education is to empower individuals to
beco
me
active and engaged citizens who are aware of their rights and the rights of
others. It also helps to promote social justice, democracy, and the rule of
law by fostering a culture of respect for human rights and the dignity of all
individuals.
There
are
several reasons or need of human rights education are:
o
Awareness and knowledge:
Human rights education increases
awareness andunderstanding of human rights and their importance. It
helps individuals and communities to understand the significance of
pr
otec
ting human rights, and how to respect and fulfill them.
o
Empowerment:
Human rights education empowers individuals to
know their rights and to stand up for themselves and others. This helps
to create a culture of accountability and responsibility for th
e pr
otection
of human rights.
o
Prevention of human rights violations:
Human rights education helps
to prevent human rights violations by raising awareness of the
consequences of such violations and encouraging individuals to speak
out against them.
o
Promot
ion
of social justice:
Human rights education promotes social
justice by fostering a culture of respect for diversity and equality. This
helps to create a society that is more tolerant and inclusive, and where
all individuals can live in dignity and with e
qual
opportunities.
o
Strengthening of democracy:
Human rights education strengthens
democracy by promoting the values and principles of human rights,
such as freedom of speech,
o
association, and assembly
This helps to create a society that is more
partici
pato
ry and accountable, where citizens are empowered to hold
their governments and institutions accountable.
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13
o
In summary, human rights education is essential to promote and protect
human rights, prevent human rights violations, promote social justice,
and
stre
ngthen democracy. It is an investment in the future of
individuals, communities, and society as a whole.
Human rights education is significant for several reasons:
Knowledge and awareness:
Human rights education helps students to
understand their right
s an
d the rights of others. It enables them to
develop an awareness of the issues related to human rights violations
and the importance of preventing them.
Empowerment:
Human rights education empowers students to be
active citizens who can stand up for th
emse
lves and others. It helps
them to develop critical thinking skills and a sense of responsibility
towards promoting and protecting hum
an rights
Social and cultural understanding:
Human rights education helps
students to understand and appreciate the di
vers
ity of cultures and
traditions. It encourages them to respect and embrace differences and
fosters a sense of global citizenship.
Moral and ethical values:
Human rights education promotes moral
and ethical values such as respect, dignity, and empathy.
It e
nables
students to understand the consequences of their actions and the
importance of treating others with kindness and compassion.
Preparation for the future:
Human rights education equips students
with the necessary skills and knowledge to become re
spon
sible and
active citizens. It prepares them to tackle the challenges of the future by
fostering critical thinking, problem
-
solving, and decision
-
making skills.
In summary, human rights education is important for students as it
helps to develop their k
nowl
edge, awareness, and understanding of
human rights issues. It also empowers them to become responsible and
active citizens who can promote and protect human rights, respect
diversity, and embrace global citizenship.
There are several Challenges in pr
ovid
ing human rights education.
Here are some of them:
Lack of resources:
Many educational institutions, particularly those in
low
-
income areas, may not have the necessary resources to provide
comprehensive human rights education. This can include textbook
s,
t
eaching materials, and trained teachers.
Cultural barriers:
Some cultures may not place a strong emphasis on
human rights education or may have different beliefs about what
constitutes a human right. This can make it challenging to provide
education t
hat
is culturally sensitive and relevant.
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Political resistance:
In some countries, there may be political
resistance to providing human rights education. Governments may view
such education as a threat to their authority or as a tool for opposition
groups
.
L
ack of awareness:
Many people may not be aware of their human
rights or the importance of human rights education. This can make it
difficult to create demand for such education.
Limited access:
Even when human rights education is available, not
everyo
ne m
ay have access to it. This can be due to factors such as
geographic location, economic status, or discrimination.
Resistance to change:
Some individuals or groups may resist human
rights education because it challenges their beliefs or values. This ca
n
ma
ke it difficult to create meaningful change in attitudes and behavior.
Overall, providing effective human rights education requires overcoming
these and other obstacles, and ensuring that education is accessible,
relevant, and engaging for all learners
.
Ch
eck your progress 4:
Note:
a) Write down the answers in the space given below.
1
.
Explain meaning of Human right education
1
.
Describe any four challenges faced in imparting of Human right
education.
1.6 SUMMARY
Overall, the Indian education system is evolvi
ng a
nd adapting to meet the
needs of the changing world, but there is still room for improvement to
ensure that every child has access to quality education.
Education is highly
important in India, as it is seen as the key to personal and national
progress.
Here
are some reasons why education is important in India:
Empowerment:
Education empowers individuals with knowledge, skills,
and confidence, enabling them to make informed decisions, pursue their
dreams, and contribute to society.
Social and Economic Mo
bili
ty:
Education provides a path to social and
economic mobility, helping individuals and families to break the cycle of
poverty and improve their standard of living.
Human Development:
Education is a fundamental aspect of human
development, enabling indi
vidu
als to realize their full potential and lead
fulfilling lives.
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National Development:
Education is crucial for the development of the
nation, as it contributes to economic growth, technological advancement,
and social progress.
Employment:
Education is
a pr
erequisite for many jobs in the modern
economy, and individuals with higher levels of education are more likely
to be employed and earn higher salaries.
Critical Thinking:
Education fosters critical thinking and problem
-
solving skills, enabling individ
uals
to analyze and solve complex problems
in their personal and professional lives.
Social Cohesion:
Education promotes social cohesion and cultural
understanding, helping to build bridges between different communities
and promote peace and harmony.
Overa
ll,
education plays a vital role in the development of India, both at
the individual and national level. It is essential for creating a brighter
future for the country and its people.
1
.
7
QUESTIONS
UNIT END EXERCISES:
1. Fill in the blanks:
a) Human r
ight
s education empowe
rs students to be _____________
who
can stand up for themselves and others.
b) Peace education is a mechanism for the transformation from a culture
of violence to a culture of peace throu
gh a process
of__________
.
c) _________
____
education helps students to understand and appreciate
the diversity of cultures and traditions.
2) Give answer in brief
:
a
)
Write is the significance of Environmental Education.
b
)
What is the meaning of human right education and why is it important?
c
)
Exp
lain
why peace education is important as a dimension of Indian
Education system
1
.
8
REFERENCES
Issues and trends in Education for Sustainable Development.
Paris:
UNESCO. 2018. pp.
26, 27.
ISBN
978
-
92
-
3
-
100244
-
1
MANGALORE UNIVERSITY CENTRE FOR DISTANCE
EDUCATION Mangalagangothri
-
574 199 COURSE 12
ENV
IRONMENTAL EDUCATION (Optional Course)
munotes.in
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Challenges In Indian
Education
16
Brackley(1993). Values for the Environment, J.T. Winnpenny,
Overseas Development Institute.
Essential Learning in Environmental Education (1990). A data base for
building activities and programmes, Centre for E
nvir
onmental
Education, Ahmedabad.
Inette Lobo (1999). Introduction to Environmental Education.Training
Modules in Environmental Education for DIETS, Government of
Karnataka.
Joseph Catherine (2011). Environmental Education.
NeelkamalPublications PVT L
TD,
Hyderbad.
Learning: The treasure within (1996) UNESCO.
Sharma, P.D. (1999). Ecology and Environment.RastogiPublications,
Meerut.
Sharma, R.C. and Merle C.Tan (1990).Source Book in Environmental
Education for Secondary School Teachers, UNESCO, Bangk
ok.
8.
Singh, Y.K. (2007). Teaching of Environmental Science, APH
Publishing House, New Delhi.
Sathyabhushan, Govinda R. and Anjana Mangalagiri
(1990).Environmental Education Hand book for Educational Planners.
NIEPA, New Delhi.
Tbilisi (1977). Inter Go
vern
mental Conference on Environmental
Education held at Tbilisi, UNESCO.
Galtung, J (1996), Peace by peaceful means : Peace and conflict,
Development and Civilization, PRIO: International Peace research
institute of oslo and sage publication.
Bharathida
san
University Tiruchirappalli
–
620 024 Centre For
Distance Education
http://thelazyyogi.com/
.
http://estudantedavedanta.net/index.html.
https://en.wikipedia.org/wiki/Peace_education.
http://www.co
-
operation.org/
.
http://peace
-
education.org.uk/why
-
education
-
for
-
peaceis
-
important.
[6]. Transforming Education for Peace
-
2008.
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17
International Journal of Innovative Science and Research Technology
ISSN No:
-
2456
-
2165
The stu
dy o
f challenges to peaceful co
-
existence in India: an
explorative study by Dr.m.doss, state training centre (scert),
pondicherry
Value Education: Meaning, Types, Importance & Needs
by
ishikshaeditor
updated:
February
16,
2023
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18
2
ISSUES IN CURRICULAR
TRANSACTIONS
Unit Structure :
2.
0
Introduction
2.
1
Objectives
2.
2
Progressive methods for teaching, learning and evaluation
2.
2.1
Meaning and Definition of Progressive methods
2.
2.2
Reasons why Progressive teaching i
s important for the
learners
2.
2.3
List of few Progressive methods of teaching
-
learning and
evaluation
2.
3
Technology based teaching
2.
3.1 Meaning of Technology Based Teaching
2.
3.2
Advantages of Technology
-
based teaching
2.3.3
Few Teac
hing Strategies to Engage Students Using
Technology
2.
3.4 Conclusion
2.
4
Parallel system of education (Private tuitions and mass
-
coaching
classes)
2.
4.1 Introduction
2.
4.2
Comparison of Educational Institutions versus tuition classes
and coach
ing classes
2.
4.3 Conclusion
2.
5
Check your progress
2.
6
Summary
2.
7
Key terms
2.
8
Questions
2.
9
References
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2.0 INTRODUCTION
Curriculum is a systematic and intended package of competencies such as
knowledge, skills, attitudes and values. Learners a
chieve these
competencies through well
-
organized learning experiences. Well
-
constructed curriculum will fail to achieve its goals through its ineffective
curriculum transaction and implementation. So, curriculum is transacted in
the educational settings ca
refully and effectively.Curriculum transaction
provides learning experiences for its learners by adopting appropriate and
effective instructional techniques. For effective transaction and
implementation of curriculum, we have to adopt suitable instructiona
l
techniques. Instructional techniques are used to enhance the curriculum
transaction. Instructional techniques fulfil the necessities of the curriculum
transaction and also enhances it. Progressive methods, technology
-
based
teaching plays a key role in en
riching the teaching
-
learning and evaluation
process.
This is module 2 and is written in the instructional mode where in it begins
with introduction to the topic followed by the objectives. The content is
presented in detail in a simple and an organized
manner. Further this
document is supported with ‘check your progress, A detailed summary is
also given. Few important questions are also mentioned along with
references.
2.1 OBJECTIVES
The objectives of this unit can be summarised as below:
Explain the me
aning of progressive method pf teaching
-
learning and
evaluation
List of few progressive method of teaching
Mention reasons why Progressive teaching is important for the learners
Advantages of Technology
-
based teaching
Mention few Teaching Strategies to
Engage Students Using
Technology
Comparison of
Educational Institutions versus tuition classes and
coaching classes
2.2 PROGRESSIVE METHODS OF TEACHING
-
LEARNING AND EVALUATION
2.
2.1
Meaning and Definition of Progressive methods:
“Education
is
not
pre
paration
for
life;
education
is
life
itself.”
John Dewey
The proponents of progressive teaching
-
learning, and evaluation are John
Dewey, Rousseau, Karl Marx.
It is defined as
an educational movement
which gives more value to experience than formal learning
.
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progressive
philosophy is concerned with both the students' academic
growth and their social
-
emotional well
-
being
.
Progressive
Education
is
based
on
the
principle,
espoused
by
John
Dewey
and
others,
that
education
must
prepare
students
for
active
par
ticipation
in
a
democratic,
global
society.
Thus, the focus is on raising critical thinkers and inquirers who
are active rather than passive learners. The teacher’s job is to nurture and
support children’s innate curiosity and desire to learn, fostering in
ternal
motivation rather than reliance on external rewards.
Definition:
Dewey (1938) described “progressive education as
a product of discontent
with traditional education
” which imposes adult standards, subject matter,
and methodologies”.
“Progressive Met
hod is defined as
an educational movement which gives
more value to experience than formal learning
”.
2.
2.2
Following are the reasons why Progressive teaching is important
for the learners:
1
.
Progressive teaching promotes higher
-
level thinking skills.
On
e of the enormous benefits of progressive teaching is that it encourages
students to think creatively and critically about new ideas, concepts, and
experiences. This helps them work through problems in novel ways and
develop innovative solutions In additio
n, students who get an opportunity
to learn through progressive methods, their higher level thinking skills are
developed.
2. Progressive teaching fosters‘learn how to learn’.
Another great benefit of progressive teaching that it encourages the
students
learn how to learn. Progressive education emphasises teaching
students how to think and providing them with the tools to do so
effectively. For example, progressive teachers encourage their students to
observe and experiment, ask questions, solve problems,
think creatively,
and communicate their ideas. By helping the students develop these skills
early on in their education, progressive teachers are setting them up for
success in school and life.
3. Assists students learn how to think for themselves.
Studen
ts are encouraged to ask questions, solve problems, and think
creatively in a progressive classroom. This emphasis on critical thinking
skills helps students develop into adults who can make informed decisions
about their lives. Additionally, by teaching s
tudents how to think for
themselves, progressive educators are helping to create a more democratic
society.
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4. Progressive teaching
-
learning methods also emphasises the
importance of cooperation and collaboration:
Students often work together in small gro
ups on projects or assignments in
a progressive classroom. This cooperative learning environment helps
students develop important social skills, such as communication and
teamwork. Additionally, by working together on projects, students learn to
respect th
e perspectives of others and to value diversity.
5. Progressive teaching
-
learning incorporates of creativity and
critical thinking
:
To support creative and critical thinking, progressive educators
incorporate hands
-
on activities and project
-
based learning
into their
classrooms. These types of activities encourage students to think about
concepts in new and innovative ways.
6. Helps to prepare students for the real world
:
In the real world, people often have to work together to solve problems in
the real w
orld. Progressive educators believe that it’s important for
students to learn how to work together cooperatively. To support this type
of learning, progressive classrooms typically feature a lot of group work.
Students might be asked to complete projects o
r assignments in teams, for
example, or to participate in debates or discussions with their classmates.
2.
2.3 List of few Progressive methods of teaching
-
learning and
evaluation:
1.
Inquiry
2. Experimentation
3. Field work
4. Project
-
based teaching
5. Use
of tools like computers
6. Discussion
7. Demonstration
8. Group work
9. Research
10. Simulation
1
2.
Debate
1.
Inquiry based:
Inquiry
-
based learning is a student
-
centered teaching method that
encourages students to ask questions and investigate real
-
world
problems.
In this type of learning environment, students are actively engaged in the
learning process and are given the opportunity to explore their natural
curiosities.
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This type of learning is often hands
-
on and allows students to connect
what they are l
earning in the classroom and the real world. Inquiry
-
based
learning has been shown to improve critical thinking skills, problem
-
solving skills, and creativity.
2. Experimentation Based:
Experimental teaching can be defined as a process that included a
proc
edure carried out to support laid down assumptions. This kind of
teaching method entails hands on activities that engages and motivates the
students during the teaching
-
learning process.
3. Field work based:
Field work can be defined as any curriculum com
ponent that involves
leaving the classroom and engaging in teaching and learning activities
through first
-
hand experience. Fieldwork provides opportunities to learn
through direct, concrete experiences, enhancing the understanding that
comes from observing
'real world' manifestations of abstract geographical
concepts and processes. In field
-
based learning,
teaching is extended to a
site outside of the classroom or laboratory, exposing students to a real
-
world setting.
4.
Project
-
based teaching:
Project
-
bas
ed learning (PBL) or project
-
based instruction is an
instructional approach designed to give students the opportunity to
develop knowledge and skills through engaging projects set around
challenges and problems they may face in the real world.
Students wor
k
on a project over an extended period of time that engages them in solving
a real
-
world problem or answering a complex question. As a result,
students develop deep content knowledge as well as critical thinking,
collaboration, creativity, and communicatio
n skills.
5.
Use of tools like computers:
Computers are an effective tool for teaching
-
learning process. Computers
in the classroom are becoming more common and they can be utilised to
assist to share work, participate in numerous activities, allow real t
ime
communication to enhance or expand lessons and gain information.
C
omputers are enjoyable and most students learn and retain more
information when they are having "fun while studying". It encourages
hands
-
on activities in the classroom. Using computers
to aid classroom
teaching benefits both, students and teachers by
allowing teachers to
impart more knowledge to their students.
6. Discussion:
Discussion is important to learning in all disciplines because
it helps
students process information rather tha
n simply receive it
. Leading a
discussion requires skills different from lecturing. The goal of a discussion
is to get students to practice thinking about the course material.
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Exchange o
f ideas between several people is the best process of learning
and teaching from one another. It is called
discussion method of teaching
and learning. In the classroom environment, discussion is the best way of
promoting conducive learning and convenient t
eaching situation. It refers
to the method of instruction which give pupils an opportunity to express
their views or opinions orally on certain issues.
7. Demonstration:
The word demonstration means to give demos or to perform the particular
activity or co
ncept. In demonstration method, the teaching
-
learning
process is carried in a systematic way. Demonstration often occurs when
students have a hard time connecting theories to actual practice or when
students are unable to understand applications of theorie
s.
Demonstration
as a teaching strategy refers to the visual presentation of
the action and activities or practical work related to the facts and
principles of a delivered lesson by the teacher in the classroom aiming to
facilitate the task of teaching and
learning.
8.
Group work:
Group work refers to
learning experiences in which students work together
on the same task. Group work can help build a positive and engaging
learning community through peer learning and teaching. Promoting peer
interactions can
positively affect learning experiences by preparing
students for work beyond the classroom.
Group work can be an effective
method to motivate students, encourage active learning, and develop key
critical
-
thinking, communication, and decision
-
making skills.
Group
activities enable students to discover deeper meaning in the content and
improve thinking skills. The most effective use of group work is that
which engages students with higher
-
level content that is thought
-
provoking, difficult to understand, or ha
s multiple interpretations.
9. Research based teaching:
Research
-
based instructional strategies are
strategies that have been
identified, by independent research, to be the most effective at influencing
student learning outcomes and student achievement
. In
a research
-
based
learning approach, students actively search for and then use multiple
resources, materials, and texts in order to explore important, relevant, and
interesting questions and challenges.
R
esearch
-
based learning involves
investigation of con
cepts and theories and allows students to become
solution seekers through an exploratory approach. Compared to a rigid
textbook
-
based style that encourages rote
-
learning, this puts the student at
the centre of knowledge acquisition.
10.
Simulation based t
eaching:
Simulated teaching is the technique of learning and training, which
develops the ability in an individual regarding problem solving behaviour.
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Challenges In Indian
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24
the role in an artificially cr
eated environment. Simulated teaching
is
an
educational
and development
strategy
that helps individuals improve
problem
-
solving abilities. Simulated teaching is a design that aims to
mirror real
-
life situations as nearly as possible, with students playing
the
roles of teachers.
1
2.
Debate based teaching:
As an instructional method, debating
involves students in expressing their
opinions from two competing perspectives with the goal of contradicting
each other's arguments
(Chang & Cho, 2010). debate encour
ages students
to learn course content better, since they are engaged in the individualistic
learning styles; (2) interactive learning course content actively, broadly,
deeply, and personally.
Did you know?
Progressive education is a pedagogical movement t
hat started back
in the late 19th century and has powered on in several forms till
date. For instance, in Europe, progressive education became what was
known as the New Education Movement.
2.3 TECHNOLOGY BASED TEACHING
2.
3.1
Meaning of Technology Based Te
aching:
Technology
-
based teaching constitutes
learning via electronic technology,
including the Internet, intranets, satellite broadcasts, audio and video
conferencing, bulletin boards, chat rooms, webcasts, and CD
-
ROM.
Learning
in which teachers use tec
hnology to teach and learners learn with
aid of technology is technology
-
based learning. Thus,
Technology
-
based
teaching
uses computer
-
based tools to enhance the teaching
-
learning and
evaluation process, typically by involving students actively rather than
passively.
2.
3.2 Advantages of technology
-
based teaching
:
1.
Offers a wider choice of learning materials
2. Help in making your learners digitally literate
3. Provides a fun and engaging learning environment
4. Learners can access course materials from an
ywhere at anytime
5. Helps in tracking learners’ progress
6. Educational technology is good for the ecosystem
7. Educational technology makes collaboration more effective
2.
3.3 Few Teaching Strategies to Engage Students Using Technology
:
1) Use of Multi
media
:
Vivid images, videos, instantaneous information, all of this capture
attention from students easily. Use of
various multimedia resources
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zing to your classroom sessions. Students enjoy distinctive resources and
variety of these resources keeps students engaged and interested in the
classrooms throughout.
Multimedia can stimulate
more than one sense at a
time, and in doing so, educators reach all different types of learners and
ho
ld student’s attention longer. Giving students the ability to create and
utilize different types of multimedia creates a more collaborative
classroom and allows students communicate and actually apply what they
are learning, enhancing the overall education
al experience.
2) Utilization of social media
:
Every kid, every teacher in fact everybody uses and enjoys social media.
So when this social media is used for teaching purposes, it turns out to be
of great use. Students love being social, collaborating, sha
ring, and
exchanging ideas. Various important aspects that are integral part of
teaching like collaboration and interaction can happen seamlessly via
social media. Not just that it is being used by all but it also enables you to
keep things all checked up
and helps you in assigning tasks, assignment
and other class related activities effortlessly.
Soc
ial media
also plays an
important role when you talk about keeping guardians updated about the
students’ performance and other school activities. Various platforms like
Facebook and
Twitter
are being used by educators worldwide and are
enjoyed by the masses.
3) Using Variety of Resources
:
Mix things up and add some engagement. The source of the information is
not just limit
ed to books in 21
st
century instead you can use podcasts,
videos, OERs, blogs and other resources to deliver knowledge. Kids enjoy
exploring various resources and widening their horizons. A mix of various
resources is enjoyed by students and is refreshing.
It even caters to
the
different learning needs
of the students, as one same reso
urce may not
be apt for all.
4) Making Most of Games and Perks of Gamification
:
Maybe this is the best part about tech integration. The thing that students
get to learn while gaming is the best thing. No doubts about the thing that
how much love kids hav
e for the games and here educational games are
there to help kids learn their important lessons while playing amazing
games. Students can get motivated by challenging each other and if done
on a mobile device, students are more likely to continue learning
outside
of the classroom. Using
educational games
is one of the best ways to use
technology in the
classroom to make students eager for learning.
And
gamification can be used as a
framework
for educat
ion
that can be
used anywhere and in any level of complexity. It can be directly applied to
contents, to the pedagogical framework (usually constructivism), or even
to other complementary frameworks.
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5) Use Technology to Empower Students and Reach Out
:
Tec
hnology nurtures artistic expression.
Engaged students are those who
actively express opinions, and don’t just passively ‘receive wisdom’.
Technology can give them a platform to explain their ideas, not just
regurgitate facts. Apart from this you can help
students reach out and learn
more. Social media helps you connect to people around the world and you
can get in touch with experts.
Modern technology
-
based art forms have encouraged artistic expression
among our diverse student population. These tools pr
ovide forms of
artistic communication for those students who have been constrained by
the traditional options of verbal and written communication.
You should
also help students to have a ‘voice’. One way to do this, for example, is to
get them to each set
up a blog or participate in other ways
to demonstrate
their learning
.
But
remember that not everyone’s the same: introvert
students might find Twitter intimidating, for instance. Instead, offer
multiple choices: podcasting, YouTube etc. To make this work, students
need to be aware of ethics of online world and the principles of
digital
citizenship
.
2.
3.4 Conclusion:
Thus,
Technology has a very positive impact on
education
and at the same
time may also pose negative effects.Teachers, and students should take
advantage of this in the good light and eliminate the drawbacks which are
pulling back many of students as well as schools from achieving
excellence. It is th
us time for every country to introduce a
more
technologically equipped education sector in the future.
Did you know?
As more educators are adopting technology for a 21st century
curriculum, the accessibility of educational content on a variety of
platfor
ms is key to bringing lessons to life in classrooms.
2.4 PARALLEL SYSTEM OF EDUCATION (PRIVATE
TUITIONS AND MASS
-
COACHING CLASSES)
2.
4.1 Introduction
:
Education is a basic tool in the formation of a better society. Because with
education someone will be g
uided to know various things such as the
norms and values of life, which in turn will affect their lifestyles and
behaviour. However, the presence of formal schools did not make many
people satisfied with the results obtained. Many of them then are still
l
ooking for additional lessons outside by educating their children to tuition
class institutions. Changes in patterns in the field of education that are
very fast alternating due to aspects of globalization in all fields so that it
affects the field of educ
ation, so that led to many institutions of tuition
classes.
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2.
4.2 Comparison of Educational Institutions versus tuition classes
and coaching classes
:
In the life of a high school student today, going for extra coaching classes
is as normal as going to s
chool. Though not every student finds the need
for coaching, most students still end up going for extra preparation for
their board exams or entrance exams. Going to school is already quite a
task as classes are longer with stay
-
backs, homework and regular
tests and
students are quite drained when they return home, only to get ready for
coaching. So, the question that arises quite often is why one must go to
school and coaching; isn’t one enough.
The reason is simple enough; school and coaching don’t have
the same
motives.
High school education
focuses on many different things, though mainly
focusing on academics; it also tries to incorporate extra
-
curricular
activities. The academics focus on helping the students pass their board
exams which can be conside
red as a standardized test and to pass this test,
students need to first be taught the lessons from scratch and then follow up
with practice and advanced questions. The level of teaching can be
considered to be only basic and not highly advanced.
On the o
ther hand, a
coaching center’s
aim is not to really teach the
student all the basics but to help the student work more efficiently on
solving the advanced questions, as they usually also prepare students for
more subjective entrance tests. Coaching centers
do not worry about extra
-
curricular activities as it isn’t their responsibility. They want to
incorporate as many hours of practice as possible and get students familiar
with harder questions.
In school, it is the students’ responsibility to understand wh
at is taught, as
the teacher focuses on the students as a whole, rather than individually. It
is also the students’ duty to find enough time to get sufficient practice and
finish the given assignments while also preparing for internal assessments.
Though t
eachers will help them if approached it still depends on the
student, if they approach and seek help.
Coaching institutes are chosen so that they can cater to the specific needs
of each student. So, they will pay attention to each student and guide every
s
tudent through their difficulties and make sure they all get sufficient
practice. Coaching doesn’t focus on the tests as their motive is to make
sure the student understands.
From this comparison what we actually learn is that both high school and
coachin
g centers have their own specific functions and that they cannot
substitute on another. Though
high school is mandatory, coaching is a
private decision
that totally depends on the students’ needs. But in either
case, the student must utilize the facilities
given to them for maximum
benefit. If they gain solely from their high school classes then there is no
need for further support but if needed, they definitely should seek the extra
help.
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2.
4.2 Conclusion:
The entire system along with all the stakeholders
(school, teacher, student,
parent) has passed on the responsibility of delivering ‘education’ to
coaching institutes. Clearly, they no more believe that school education is
important. And not anyone but it’s our country students whose aspirations,
dreams
or eagerness to learn is being crushed down by such beliefs.
We need to act, we need to bring back the confidence in our school
education system; a fundamental way of learning. We have created a
powerful ecosystem to deliver education but we are trying to
create
another parallel system of private coaching. This parallel system may not
be completely harmful but importance of education system as to be
retained.
2.5 CHECK YOUR PROGRESS
1. List any 5 Progressive methods of teaching
-
learning and evaluation
2.
Few Teaching Strategies to Engage Students Using Technology
3. Your view on the importance of parallel system of education
2.6 SUMMARY
The proponents of progressive teaching
-
learning, and evaluation are
John Dewey, Rousseau, Karl Marx.
Progressive
Educati
on
is
based
on
the
principle,
espoused
by
John
Dewey
and
others,
that
education
must
prepare
students
for
active
participation
in
a
democratic,
global
society.
Reasons why Progressive teaching is important for the learners
Progressive teaching promotes h
igher
-
level thinking skills.
Progressive teaching fosters ‘learn how to learn’
Assists students learn how to think for themselves
Progressive teaching
-
learning methods also emphasises the
importance of cooperation and collaboration
Progressive teaching
-
learning incorporates of creativity and critical
thinking
Helps to prepare students for the real world
List of few Progressive methods of teaching
-
learning and evaluation
Inquiry
Experimentation
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Transactions
29
Field work
Project
-
based teaching
Use of tools like comp
uters
Discussion
Demonstration
Group work
Research
Simulation
Debate
Technology
-
based teaching constitutes
learning via electronic
technology, including the Internet, intranets, satellite broadcasts, audio
and video conferencing, bulletin boards, chat ro
oms, webcasts, and CD
-
ROM.
Advantages of technology
-
based teaching
Offers a wider choice of learning materials
Help in making your learners digitally literate
Provides a fun and engaging learning environment
Learners can access course materials from anywh
ere at anytime
Helps in tracking learners’ progress
Educational technology is good for the ecosystem
Educational technology makes collaboration more effective
Few Teaching Strategies to Engage Students Using Technology
Use of Multimedia
Utilization of s
ocial media
Using Variety of Resources
Making Most of Games and Perks of Gamification
Use Technology to Empower Students and Reach Out
Changes in patterns in the field of education that are very fast
alternating due to aspects of globalization in all field
s so that it affects
the field of education, so that led to many institutions of tuition classes.
In the life of a high school student today, going for extra coaching
classes is as normal as going to school.
Coaching centre’s
aim is not to really teach
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questions, as they usually also prepare students for more subjective
entrance tests.
We need to act, we need to bring back the confidence in our school
educat
ion system; a fundamental way of learning.
2.7 KEY TERMS
Progressive methods, Technology based teaching, Parallel system of
education
2.8 QUESTIONS
1
.
Explain progressive method of teaching
-
learning. And state the reasons
why progressive method is important
for the students.
2
.
Explain in detail few technology
-
based teaching strategies.
3
.
Give your opinion on the comparison of Educational Institutions versus
tuition classes and coaching classes.
2.9
REFERENCE
1
.
D
ewey, John
(1938).
Experience and Education
. New York: Delta
Pi.
ISBN
978
-
0
-
684
-
83828
-
1
.
2
.
Berquist, William H. and Steven R. Philips (Editors) 1977.
A
Handbook of Faculty Development
.
Washin
gton D.C.:The Council
for the Advancement of Small Colleges.
3
.
https://www.teacherph.com/new
-
progressive
-
methodson%
4
.
https://teacherwise.wordpress.com/2013/12/21/amazing
-
facts
-
about
-
teachers
-
technology
-
use
-
in
-
the
-
classroom/
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31
3
RESEARCH RELATED ISSUES IN
EDUCATION
Unit Structure:
3.0
Objectives
3.1
Introduction
3.2
Funding in Research: Government, Non
-
Government and Foreign
3.3
Research Institutions: An overview
-
State Level, National Level and
Global Level
3.4
Action R
esearch at Pre
-
primary and Primary education levels
3.5
Use of technology for research: accessibility, availability and
authenticity
3.6
Conclusion
3.7
Summary
3.8
Questions
3.9
Reference
3.0 OBJECTIVES
After studying this unit, you will be able to:
D
iscuss the research related issues in India.
Understand the types of funding in research viz., Government, Non
-
Government and Foreign
Understand the Research Institutions viz., State Level, National Level
and Global Level.
Understand the Action Research
at Pre
-
primary and primary levels.
Understand the use of technology for research viz., accessibility,
availability and authenticity.
Understand the challenges faced by Research Institutions.
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3.1 INTRODUCTION
According to American Sociologist Earl
Robert Babbie, “research is a
systematic inquiry to describe, explain, predict and control the observed
phenomenon. It involves inductive and deductive method”
Research refers to systematic attempt to gain better understanding of the
educational process.
It is generally carried on with a view to improve its
efficiency.
There is a vast scope for research in the field of education. Research can
be carried on Educational Psychology, Philosophy of Education,
Sociology of Education, Comparative Education, Guid
ance and
Counseling, Educational Technology, etc.
Various Scientific Methods like Exploratory, Explanatory or Descriptive
are selected for carrying out Fundamental Research, Applied Research and
Action Research throughout the world for both Qualitative as
well as
Quantitative Research Approaches.
While conducting a research one has to face various challenges when there
is a lack of knowledge related to scientific training in the methodology of
research, related to funding, related to research institutions,
related to the
process of conducting the research and related to the use of technology.
Challenges are an indispensable part of life. However to help the learners
to apply skillful time management and understand various issues related to
research, this mo
dule is designed in such a manner that, it help the
students to overcome most of the above mentioned challenges.
3.2 FUNDING OF RESEARCH: GOVERNMENT, NON
-
GOVERNMENT AND FOREIGN
When we talk about research funding, almost every ministry of Indian
Governmen
t provide funding for the scholars to conduct research in
related field. Scholars choose various scientific methods viz., Exploratory,
Explanatory and Descriptive.
Research is carried out for various purposes like,
a
)
to investigate the problem which is not
clearly defined.
b
)
to get the real explanation of the phenomenon
c
)
to predict the result
d
)
to control the phenomenon
e
)
to search the cause for the happening
f
)
to describe the situation
g
)
to describe the behavior
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Conducting research require a lot of money. While prepa
ring research
proposal, the researcher have to estimate the cost of the project. They have
to disclose the required persons to be involved, months to be taken for the
research work and facilities required for the same.
The proposal must justify the allocat
ion of money for various heads of the
budget estimate and then it has to be submitted to either government, non
-
government or foreign institutions.
1
.
Government:
Various government institutions like University Grant Commission
(UGC), National Council of Edu
cational Research and Training (NCERT),
Indian Council for Social Science Research (ICSSR), etc. are known for
providing more and more funds for promoting research work throughout
the nation. Due to this more and more teachers as well as students are
getti
ng motivated to conduct research in their respective area of interest at
schools, colleges or universities.
Research proposal is submitted to the experts for evaluation and once it
get evaluated and recommended by the experts, grants are provided by the
respective institutions.
Junior Research Fellowship in Science, Humanities and Social
Science:
The Junior Research Fellowship (JRF) scheme of the University Grants
Commission (UGC) is open to candidates who qualify in the National
Eligibility Testing
(NET) of the UGC and the UGC
-
Council of Scientific
and Industrial Research (CSIR) joint test. However, please note that these
are qualifying tests only and do not bestow a fellowship upon the
candidate.
The objective of the JRF scheme is to provide opport
unities to NET
-
qualified candidates to undertake advanced studies and research leading to
M.Phil/Ph.D. Degrees in Humanities and Social Sciences including
Languages and Sciences.
Following Emoluments are provided to
Junior Research Fellowship in
Science, H
umanities and Social Science by
UGC as per Office
Memorandum dated 31
st
January, 2019 issued by Government of India,
Ministry of Human Resource Development, Department of Higher
Education.
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In 2022, UGC offered following Fellowship and Research Grant:
a
)
Savitribai Jyotirao Phule Fellowship for Single Girl Child
b
)
Dr. S. Radhakrishnan Post
-
Doctoral Fellowship
c
)
Dr. D. S. Kothari Research Grant for Newly Recruited Faculty
Members
d
)
Research Grant for In
-
Service Faculty Members
e
)
Fellowship for Superannuated Fac
ulty Members
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Web Page of UGC : Fellowship and Research Grant
Process to Apply for Fellowship Research Grant:
The applications for the fellowship programme is made available on the
official website
-
ugc.ac.in. Candidates need to complete the registrat
ions
by clicking on the link for each fellowship programme. Following the
registrations candidates can fill and submit the application form and the
application fee.
Step 1: Visit the official website of UGC
Step 2: Click on the ‘Fellowship Research Grants
Scheme 2022’ link
Step 3: Click on the registration link for the scheme to apply for
Step 4:
Enter the required details and complete the application form
Step 5: Upload all documents required
Step 6: Complete the payment procedure and submit the applicat
ion
2
.
Non
-
Government:
Almost every private educational institutions including HEIs (Higher
Educational Institutions) are run through Non
-
Government Organizations
registered under ‘The Indian Society Registration Act of 1860’ and
‘Bombay Public Trust Act 19
50’.
As per the Criteria 3 of National Assessment and Accreditation Council
(NAAC) which is meant for disclosing Research, Innovation and
Extension work, it is almost compulsory to provide funds to the
researchers who may be student or the staff of that o
rganization.
University Grant Commission (UGC) had also provided guidance to the
HEIs to support Research and Innovation by quoting National Education
Policy 2020 which had rightly admitted the fact that academic research is
an integral part to higher edu
cation system in most knowledge societies.
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Hence colleges itself had been given important roles to provide funds for
the research works.
Apart from those mentioned above, there are various organization running
in India which provides funds to the research
ers in the name of
fellowships or research grants.
As privatization is at its peak and there is a great demand of quality
education as well as quality textbooks and other learning materials
including printing and non
-
printing materials, the demand for the
research
had also increased. Researchers had to perform various research works by
using various research methodologies and find out the best methods,
maxims and study materials which will enhance education by adding
quality to it. For such types of resear
ch work, funds are made available by
the publishers itself or sometimes by the third party organization which is
involved in similar works.
3
.
Foreign:
As Government and non
-
government organizations provide funds to the
research scholars similarly, there are
various foreign institutions which do
provide funds for the research work.
The organizations mentioned below are some of the organizations which
provide funds to the Indian citizens for research work in related fields.
Most of these research institutions
are running in co
-
operation of
a
)
Indian
-
Republic of Korea Joint Applied R & D Program 2014 Funding
b
)
Deutsche Forschungsgemeinschaft (DFG
-
German Research
Foundation)
c
)
Indo
-
French Centre for the Promotion of Advanced Research
Foundation
d
)
Indo
-
US Science & Te
chnology Forum
e
)
UK India Education and Research Initiative (IFCPAR)
f
)
Global innovation Technology alliance
Check Your Progress
1
.
Elaborate Funding of Research by Government, Non
-
Government and
Foreign Institutions.
2
.
What is JRF? Explain the process for getti
ng Fellowship Research
Grant.
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3.3 RESEARCH INSTITUTIONS: AN OVERVIEW
–
STATE LEVEL, NATIONAL LEVEL AND GLOBAL
A research institution is an establishment founded for doing research
which may be basic research or an applied research. Research can be
car
ried out in any field however the term often implies natural science
research. There are also many research institutions which deals in social
science especially for historical and research purposes.
For implementing National Education Policy
-
2020, it ha
d been made
compulsory by the University Grant Commission (UGC) for all the Higher
Educational Institution to promote Research work in their campus. It is has
to be done with the objective of expanding knowledge, address gaps in
knowledge, replicate knowle
dge, improve practice and add voices of
individuals to knowledge.
1
.
State Level:
It is rightly said, “Research is the voyage of discovery.” It is the quest for
answers for unsolved problems.
At state level, universities and colleges serve as the research
institutions
for the teachers as well as the students. Apart from these there are various
other government and non
-
government organization which conduct
research in various areas and on various parameters.
Following are the research institutes located i
n Mumbai, the capital city of
Maharashtra:
Bhabha Atomic Research Centre
Centre for Excellence in Basic Sciences
Centre for Monitoring Indian Economy
Haffkine Institute
Homi Bhabha Centre f
or Science Education
Homi Bhabha National Institute
Indian Institute of Geomagnetism
Indira Gandhi Institute of Development Research
International Institute for Population Sciences
Maharashtra Economic Development Council
National Institute for Research in Reproductive Health
OrthoCAD Network Research Cell
R.R. Educational Trust College of Education and Research (B.Ed
College).
Reliance Institute of Life Sciences
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Tata Institute of
Fundamental Research
Tata Institute of Social Sciences
Tata Memorial Centre
Wadhwani Institute for Artificial Intelligence
Other than the above list there are v
arious research institutes located at
Nagpur and Pune.
2
.
National Level:
Since early medieval period, several astronomical observations were
carried out. The Kerala School of Astronomy and Mathematics was a
school of mathematics and astronomy founded by Mad
hava of
Sangamagrama in Kerala, India. This school flourished between 14
th
and
16
th
centuries. The original discoveries of the school seems to have ended
with Narayana Bhattathiri. While solving astronomical problems it had
independently discovered a numbe
r of important mathematical concepts.
If we look to the department of Science and Technology, there are almost
216 listed research institutes in the area of :
Agriculture Science
= 66
Biological and Medical Science
= 60
Chemical Science
= 09
Phys
ical Science and Mathematics
= 16
Earth Sciences
= 16
Engineering Sciences
= 23
Materials, Minerals and Metallurgy
= 09
Multi
-
Disciplinary and other areas
= 17
Total
= 216
3
.
Global Level:
Various research institutions flourished during the ea
rly medieval period
throughout the world.
As of 2006 there were 14,000 research centers in the United States.
The
expansion of universities into the faculty of research fed into these
developments as mass education produced mass
scientific communities
. A
growing public consciousness of scientific research brought public
perception to the fore in driving specific research developments. After
the
Second World War
and the
atom bomb
specific research threads were
followed:
environmental pollution
and
national defence
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Some of the most notable research centers across the world are :
a
)
Abdus Salam
International Centre for Theoretical Physic
s
b
)
Ames Research Center
c
)
Bell Labs
d
)
Biological Research Centre
e
)
Center for Advanced Life Cycle Engineering
f
)
Centrum Wiskunde & Informatica
g
)
The
Indian Council of Medical Research
h
)
Marine Sciences Research Center
i
)
Netherlands Organisation for Applied Scientific Research
j
)
Palo Alto R
esearch Center
k
)
Pennington Biomedical Research Center
l
)
SRI International
, or SRI. Also known as Stanford Research Institute
prior to 1977.
m
)
Sri Lanka Institute of Nanotechnology
n
)
Tata Institute of Fundamental Research
o
)
Thomas J. Watson Research Center
Check Your Progress
:
1
.
Compare research institutions at State, National and Global Level.
2
.
Make a list of all the research institutions available in Maharashtra.
3.4 ACTION RESEARCH AT PRE
-
PRIMARY AND
PRIMARY EDUCATION LEVEL
Sun Yat Sen had a very famous quote
-
“To understand is hard, once one
understand, action is easy”
Before taking any action it is necessary to understand the problem first
hence, to conduct any kind of research work, understanding
the problem is
a must.
Action research is an approach to professional development and improved
student learning in which teachers systematically reflect on their work and
make changes in their practice.
Conducting research is a useful tool for educators
because its logical
nature is very much essential for problem solving. Therefore, it is essential
to have a knowledge about everything about the research process.
Research is a systematic attempt to provide answers to questions. Answer
may abstract or c
oncrete depending upon the type of research.
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1
.
Pre
-
Primary Level
:
Most of the times, teachers at pre
-
primary level are engaged in using
outdated practices like daily rote exercises, holiday curricula, home works,
isolated skill and drill, etc. which results
in ineffective education.
Through Action research, teachers at primary level can discover various
methods, maxims and tools for the overall development of the child.
Benefits of Action Research for the teachers at Pre
-
Primary Level:
a
.
Teachers can invest
igate their own practice.
b
.
Teachers can develop deeper understanding of teaching
-
learning
process.
c
.
Teachers can select appropriate methods of teaching.
d
.
Teachers can deeply understand the children.
e
.
Teachers can design and implement their own methods and
maxims of
teaching.
2
.
Primary Level
:
Action research carried out at primary level is slightly different than that
of pre
-
primary level because of the difference of objectives at both the
levels.
The objectives at pre
-
primary level is to develop social, em
otional and
cognitive skill as well as developing literacy and numeracy the objectives
whereas the main objectives at primary level is to develop literacy,
numeracy, creativity, communication skills.
Benefits of Action Research for the teachers at Primar
y Level:
a
.
Teachers can design and implement new methods of teaching.
b
.
Teachers can design various activities to boost up creativity.
c
.
Teachers can select appropriate methods to boost up communication.
d
.
Teachers can develop appropriate teaching aids.
e
.
Teachers
can test the results of various maxims of teachings.
Check Your Progress
1
.
Compare the Action Research at Pre
-
Primary and Primary education
level.
2
.
Name any five topic on which you will like to conduct Action Research
for Pre
-
Primary or at Primary Level.
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3.
5
USE OF TECHNOLOGY FOR RESEARCH:
ACCESSIBILITY, AVAILABILITY AND
AUTHENTICITY
Etymologically, the word technology originates from two Greek words
-
Technology = Techno + logy
Techno implies skill, ability, art, or the means, way, or manner by which a
th
ing is picked up. Logy implies word, the articulation by which internal
idea is expressed, a maxim, or a saying.
Along these lines, in a real sense, technology implies words or talk about
the state of affairs picked up, yet in the contemporary utilization
,
technology has come to mean something other than what's expected
Technology has changed the way of performing the academic research at
Higher Education.
In this 21
st
century there is a tremendous technological
advancement which helps the researcher to sa
ve his/her time, effort and
cost of the research work without affecting its quality. Technology
provides diversity of experience, knowledge and skills which leads to
conduct competitive scientific research. Technology removes the
intimidation factor of res
earch to gather data for the academic research
1
.
Accessibility
:
.
To perform a research work, project or task, researchers requires
information or data. In old days it was very difficult to collect the data as
there were no access to internet and there wer
e no use of technology for
the research. However in today’s world we having access to unlimited
information on the web. Today we can get access to e
-
library also called
as electronic library around the globe in almost all the accredited higher
institutions
. These e
-
libraries provide access to lacks of books in just one
click at absolutely free of cost.
Technology have given researcher greater accessibility to gather
information by saving time, effort and cost. Accessibility of academic
articles is the mos
t essential advantages of the web. By using technology,
researchers can get the course materials straightforwardly throughout the
world. By the use of technology researcher can get instant data related to
his/her study, ideas or topic.
Researches can des
ign ‘Google Forms’ and share the links with the people
who will be acted as sample in the research and collect various
information from them without visiting physically at his/her own pace.
Todays ‘Google Forms’ are widely used by most of the research scho
lars
and even by those who have completed their Ph.D’s for gathering data for
further research or gathering data for preparing research papers on suitable
topics.
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Today technology had served as a boon for the researchers. For publishing
peer reviewed rese
arch papers today, researcher need not have to visit
universities or colleges to present his/her research papers. Now it can be
done through zoom, Google meet, etc.
2
.
Availability
:
Now a day’s technology is available in almost every field of education and
research throughout the world. Wide range of availability of technology
helps the researcher to collect raw data or information. It also helps the
researcher to analyze the data, investigate and look insight the
information. It helps the researcher to inte
rpret the result and communicate
it with the guide or peers.
Availability of Mobile, Laptop, Desktop, Tabs, etc with internet
connection have brought the world closer. Today almost every business
organizations, government institutions, research institutio
ns, educational
institutions are connected to technology and hence data about all of these
institutions and organizations are widely available globally.
3
.
Authenticity
:
With the advancement of technology, various website, social media
account, blogs, etc.
have been created by the people in large scale. They
keep on posting unnecessary materials to their sites or accounts. Most of
the information are either fake or it is in the form of sarcasm. So, it
becomes very difficult to use those data for research pu
rposes. Hence it
becomes very much necessary for the researcher to critically evaluate the
sources of information. Credible and reliable sources helps the researcher
to reach at a perfect conclusion whereas unreliable sources puts a question
mark on the cr
edibility of the research itself.
While conducting a research work four types of authenticity is required.
They are,
a
)
Authenticity of text which may be used as a source of information
b
)
Authenticity of the researcher who interprets the information
c
)
Authenti
city of the task
d
)
Authenticity of the actual social situation
One of the most important question that comes to the mind of the
researcher is that, how should he know whether the source is credible or
not?
Answer to the above question is very simple. Resear
cher has to look for
following parameters:
a
)
The author or researcher whose data is to be used must be an expert or
a well
-
respected publisher or researcher.
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b
)
One must look for the citations of the sources used.
c
)
One must have up
-
to
-
date information of the to
pic.
d
)
Researcher must look for the biasness in the sources he/she refers.
Check Your Progress
1
.
Elaborate Accessibility, Availability and Authenticity while using
technology for research purpose.
2
.
Make a list of 10 websites from where you can find authentic
information.
3.6 CONCLUSION
There is a nationwide hue and cry for raising the standard of research in
India. To fulfill the objectives of NEP
-
2020, UGC had adopted several
measures to raise the standard of research along with the financial
motivation for r
esearchers to take up better research projects. There are
various institutions within state, nation and the world which provide funds
to the researchers.
Action research can be conducted at any level for to find out answers to
unsolved problems. Research s
cholars can apply scientific methods to
study the problems.
There are various research related issues in India however with the
advancement of technology it had become easier for the researcher to
collect information or data from wide range of people. Als
o, with the use
of technology it is easy to process the raw data and reach a final
conclusion. However researcher has to take necessary precautions for the
authenticity or credibility of the information he gathers from the respective
sources.
3.7 SUMMARY
In this module we have learnt.
research related issues in India.
the role of Government, Non
-
Government and Foreign institutions for
funding related issues.
about State Level, National Level and Global Level institutions which
foster research work.
abo
ut the Action Research at Pre
-
Primary and Primary Level.
the role of technology for research viz., accessibility, availability and
authenticity.
about the challenges faced by Research Institutions.
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3.8
QUESTIONS
1
.
“Government, Non
-
Government and Foreign i
nstitutions play a vital
role in availing funds to the researcher” Elaborate.
2
.
How does State, Nation and Global institutions foster research work?
3
.
Write down the benefits of Action Research at Pre
-
Primary and
Primary level.
4
.
“Technology have given resear
cher greater accessibility to gather
information by saving time, effort and cost”. Explain with respect to
accessibility, availability and authenticity.
3.9 REFERENCES
Dr. Bipin Asthana, Dr. Vijaya Srivastava and Km. Nidhi Asthana,
Research Methodology, Ag
arwal Publications, Agra
Dr. Usha Rao, Action Research, Himalaya Publication House, Mumbai
Dr. Puvvada George Kumar, Research Methodology, APH Publishing
Corporation, New Delhi
Dr. S.K.Bawa, How to write a Research Report, APH Publishing
Corporation, Ne
w Delhi
Web reference:
https://www.vtaide.com/png/ERIC/Action
-
Research
-
EC.htm
https://www.aicte
-
india.org/o
pportunities/students/research
-
funds
https://en.wikipedia.org/wiki/Research_institute
https://www.ijcrt.org/papers/IJCRT2010254.pdf
munotes.in
Page 45
45
4
EMERGING
TRENDS
IN
INDIAN
EDUCATION
Unit Structure :
4.0
Objective
4.1
Intorduction
4.2
Entry
o
f Foreign Universities (F
U
) In India
In The
Words
of
M
Jagadesh Kumar,
U
GC
Chairman
4.3
Impact
o
f Foreign Universities
o
n Indian
Education System
4.4
Potential
Challenges
and
Concerns
4.5
Questions
4.6
References
4.0 OBJECTIVE
At
the end
of
this
unit the
learner
will be
able
to
1
.
Explain
the
meaning
of
emergence
of
foreign
universities
2
.
Explore
the
significance
of
emergence
of
foreign
universi
ties
in
India
3
.
Deduce
the
challenges
of
the
foreign
universities
emerging
in
India
4
.
Illustrate
the
proposal
of
foreign
universities
4.1 INTRODUCTION
The Indian Education System when it opens doors to foreign universities
then the
concern to
emergence of for
e
ign universities takes place. The
concern is whether the foreign universities
will
raise
the
standards
of
Indian
education
system.
With
the
blurring
of
borders,
the
free
flow
of
information,
cultural
transformation,
global
trade
has become
very
common.
Th
e
National Education Policy (NEP) 2020 again revived the debate after
2019 , whether
foreign
universities
will
be
allowed
in
the
Indian settings.
The internationalisation of Indian higher education is an important stated
aims of NEP 2020.
Such universities
will be the hub of multidisciplinary
education, quality education at lower
cost, emerging quality courses and
that will attract many more students from abroad to study
in
India.
At
the
munotes.in
Page 46
Challenges In Indian
Education
46
same
time,
Indian
students
will
be
provided
opportunities
to
visit
,
study,
conduct research abroad. The NEP 2020 even encourages Indian
Universities to set up their
Universities on foreign grounds and facilitate
student research and student exchange etc. the
credits acquired
in a
foreign
university
will
count
onwards
Ind
i
an
degree.
The main aim is to provide quality education of global standards but the
expenses must be
reasonable.
4.2 ENTRY OF FOREIGN UNIVERSITIES (FU) IN
INDIA
IN THE
WORDS OF M
JAGADESH KUMAR,
UGC CHAIRMAN
“Presence
of
Foreign
Higher
Education
Insti
t
utions
here
will
enable
Indian
students
obtain
foreign
qualifications
at
affordable
cost,
and
make
India
an
attractive
study
destination.”
M
Jagadesh
Kumar,
UGC
Chairperson
“We have already been approached
by a few foreign institutions to open their
campu
s
es in India. This will
help bring world
-
class pedagogy to India. Indian
students
(at
least
a
section
of them)
do
not
have
to
go
abroad
for
higher
studies
incurring huge
expenditure.
It
will
also
reduce
a
part
of
the outflow
of
foreign
exchange,”
Kumar
exp
l
ained.
Watch this
video
and
listen
to
the
process
of
thought towards
entry
of
Foreign
Universities
Entry of Foreign Universities in India: What will
be the impact ?
https://youtu.be/tbpV2beAzDU
In
line
with
the
recommendations
of
the
National
Education
P
olicy
(NEP),
2020,
the
University
Grants Commission (UGC) has initiated several
measures for the internationalisation of the
higher education system in
India. UGC notified the Guidelines on Internationalisation of
Higher
Education
in
2021,
which
included
p
rovisions
like
setting
up
an
Office
for
International
Affairs and Alumni
Connect
Cell
in
the
Universities.
To foster academic collaboration between Indian Higher Educational
Institutions (HEIs) and
foreign
HEIs,
“UGC
(Academic
Collaboration
between
Indian
and
Foreign
Higher
Educational
Institutions
to
offer
Twinning,
Joint
Degree
and
Dual
Degree
Programmes)
Regulations,
2022”
were
notified in the
Gazette
on 2nd May, 2022.
Source
-
https://www.ugc.gov.in/pdfnews/9214094_Draft
-
Setting
-
up
-
and
-
Operation
-
of
-
Campuses
-
of
-
Foreign
-
Higher
-
Educational
-
Institutions
-
in
-
India
-
Regulations
-
2023.pdf
The
key points
of
the
draft are
:
1
.
The
universities that
are
among
the
top
500
in
QS Rankin
g
in
the
overall
category
or
subject
-
wise
category are
eligible
to apply in
India
2
.
If
the
universities
do
not
participate
in
such
rankings
then
they
must
be
reputable
in
their
country
munotes.in
Page 47
Emerging
Trends
In
Indian
Education
47
3
.
The foreign university can decide its fee structure, hiring process,
admi
s
sion process,
and
the
Indian government
will
not
have
any say
in
such matters
4
.
The
foreign
universities
can
repatriate to
their
parent university
5
.
The
courses
offered
by
these
universities
should
not
be
against
the
interest
of
India’s
interests and beliefs
T
he
UGC has set the
following
parameters
to
safeguard the
Indian
national
interests:
1
.
The
UGC
can
examine
the
university
campuses
at
any
time
2
.
The
universities have
to
abide
by
India’s anti
-
ragging
and
other
criminal
law
policies
3
.
The
UGC
can
suspend
or
withd
r
aw the
university’s
approval
if
its
actions
are
against
the
policies
of India
4
.
The
foreign
universities have
to
submit
an
audit
and
annual
report
stating
that
their
working
is
in
line
with
Foreign Exchange
Management
Act, 1999
4.3 IMPACT OF FOREIGN UNIVER
SI
TIES ON INDIAN
EDUCATION SYSTEM
Recently
the
Government
has
taken
a
step
further
for
the
free
entry
to
A
-
grade
global
universities
into India
without
any restriction. This
will
include foreign universities
setting up
courses
or
entire
institutions
in
I
nd
ia.
No
doubt
such
a
step
will
have
a
great
impact
on
Indian
education
system
especially the
higher education.
During
the
early
1990s
some
of
the
foreign
universities
attempted
to
market
their
programmes
of
higher
education
in
India.
However,
these
were
i
n
collaboration
with
Indian
partners.
ADVANTAGES
1. BRAIN
DRAIN
:
Entry
of
foreign
Universities
will
definitely
reduce Brain
Drain
as
the
good opportunities to the Indian students will be present in their own
Country.
Students
will
get
quality
education
o
n
Indian
soil
and
would
remain
back
in
the
country
for
future
study
and
work.
Researchers
want
adequate
facilities
and
adequate
funding
to
do research
for publications
and furthering research.
2. MORE
RESEARCH
WORK
:
In
fact,
research
is
one
area
where
th
e
foreign
universities
can
make
a
world
of
difference
to
Indian
students
and
there
must
be
ways
to
encourage
some
research funds available with these universities to flow into India. So,
overall,
many
exciting
possibilities,
a
researcher
will
be
able
to
ex
plore
with
the
advent
of
these
universities
munotes.in
Page 48
Challenges In Indian
Education
48
3. BETTER OPPORTUNITIES
:
Each year about 90,000
-
1, 00,000 students go to US
alone
for higher
studies. It is clearly evident that foreign universities have better
infrastructures,
better
facilities,
and
better
fa
culties
and
therefore,
the
students
are
lured
by
and consider
studying
in them
as
better opportunities.
4. INDIAN CULTURE AND ETHOS:
When foreign universities will
enter our own
country and the students will be benefitted by the same kind
of education fo
r
which
they were going out and spending in dollars
moreover, they will be able to retain their
culture
as
well
as
ethos.
5. LESS EXPENSIVE:
If the foreign universities set up their campuses here in less
expense,
local
institutions
will
face
a
tough
comp
et
ition,
both
for
students
and
experienced
resource
persons.
Students
will
naturally
prefer
the
foreign
set
-
ups
as
they
are going to have world class infrastructure and further the
whole world of exposure
will
be
at
their
foot
step.
Such
facilities
cannot
be
provided
by
the
local
institutes
except
a
few.
No
doubt
the
education
will
be
quite
costly
but
still
it
will
be
cheaper
if
compared
to
going out
to
another
country for
the
same
course
of
study.
6. MORE CONVENIENT:
Kapil Sibal is in full swing and he ha
s
cleared the draft of
Foreign
Education Providers (Regulation) Bill to be placed before the Union
Cabinet.
It is expected that new bill will allow foreign providers to set up
Independent colleges
which will be treated as deemed universities, offering
inde
pe
ndent degrees without
having
to
seek
affiliation
from
an
Indian
university
or
tying
up
with
one
in
partnership.
These colleges will then be under the UGC supervision, going through
some sort of
accreditation process and regular reviews. This entire
exerc
is
e will definitely facilitate
the process of setting up of foreign
universities with their complete model in India.
Such
kind of
facilities
will
provide
more
convenience
to the
Indian students.
7. RAISE THE INDIAN EDUCATION STANDARD:
Foreign universities
’
entry into
India will raise academic standards of
Indian Universities. If foreign universities are
allowed entry in India it will
immediately increase competition for Indian institutes
with resultant
pressure on them to improve quality. Just as multinati
on
al companies
have
been
“transmission
belts”
for
state
-
of
-
art
practices
in
management,
foreign
universities are expected to bring with them the culture of rigor and
excellence in
research
and
academic
standards
with
possible
spin
-
off
effects
on
their
Indi
an
counterparts.
Indian
students
will
benefit
in
terms
of
getting
best
education
at
moderate
cost. Second, if the universities offer
internationally accredited programmes in India,
the Indian students will be
entitled to transfer of credits globally. Third
,
in the context
of General
Agreement on Trade in Services (GATS), Indian students will have skills
and
qualifications
which are
transferable
across
the
globe.
munotes.in
Page 49
Emerging
Trends
In
Indian
Education
49
8. CULTURAL RUB
-
OFF:
If quality Foreign Universities (FU)s set up campuses in
India, or enter
i
nt
o joint ventures with Indian universities, it will help our university
leaders, faculty, and students benchmark against global standards and best
practices,
and learn about global ways of doing things. Interactions with
academics and officials
from FUs m
ig
ht also help our government policy
-
makers see things from different
perspectives. Admittedly, any cultural
change is a gradual process and the rub off
effects
on
our
universities
may
take
time
to
materialize.
But
eventually
the
higher
levels
of interacti
on
made
possible by the presence of FUs in their backyard should push our
universities towards a culture of openness, competitiveness, research
orientation, and
innovation. The diffusion of this campus culture could be
seen in an even broader
context. Thus
,
we might expect rub off effects on
our national research laboratories,
many
of
which
are
still
bound
by
a
slothful,
inertial
culture.
For
instance,
scientists
from
CSIR or ICAR may
now have greater opportunities to collaborate with science and
technology
f
aculty members from FUs operating in India, and through them connect
more
easily to other
foreign faculty, global
funding bodies, or start
-
ups.
9. EMPLOYMENT:
The
set
up
of
foreign
universities
in
India
will
definitely
increase
the
employment opportuni
ti
es for the educated as well as the skilled workers
and non
-
educated. It is highly impossible to bring the entire manpower
from the country they
come
from.
10. RACISM:
Who does not know what is happening now
-
a
-
days in the universities of
Australia and U
.K
.? Newspapers are depleted with the News items of such
violence
occurring on day to day basis. Keeping in view such kind of
barbaric attacks by the
foreign students no parent would like to send their
wards to study abroad. It will be so
nice
if water
rea
ch
es
the
quencher
directly in
the
form
of
foreign universities.
Lets’
Ponder
Read
this
newspaper
article
and
think
about
the
benefits
of
having
foreign
universities
in
our
country
UGC
push
for
foreign
universities
in
India
attractive
to
UPenn's
Indian
-
orig
in
professors
University
of
Pennsylvania
professors
Rajeev
Alur
and
Vijay
Kumar
expressed
optimism
at
the
idea of the Ivy League institution playing a role
in India’s higher education goals while
speaking
to the
Free
Press
Journal.
Abhishek
Nair
Wednesday,
January
18,
2023,
10:29
AM IST
Source:
https://www.freepressjournal.in/education/ugc
-
push
-
for
-
foreign
-
universities
-
in
-
india
-
attractive
-
to
-
upenn
s
-
indian
-
origin
-
professors
munotes.in
Page 50
Challenges In Indian
Education
50
Check
Your
Progress:
What is the purpose for allowing Foreign Universities to set
-
up the
Institutes in India?
What
are
the
envisioned benefits of
Foreign
Universities
in
India?
4.4
POTENTIAL
CHALLENGES
AND
CONCERNS
1.
COMMERCIA
LIZ
ATION
AND
PRIVATIZATION
A
concern
is
that
FU
presence
will
contribute
to
increased
commercialization
and
privatization
of
Indian
higher
education.
It
is
true
that
FUs
in
India
will
largely
cater
to
the
needs
of
students
who
can
afford
it
financially.
Th
e
p
oint,
however,
is
that
our
higher
education
system
is
already
highly commercialized. Even without FUs, financially well
-
off
students will either go abroad
or
study
in
one
of
the
many
private
Indian
universities,
which
already
account
for
about
three
-
fo
urt
hs
of
total
student
enrolments.
Private
university fees
are
generally
higher
across
courses,
and
this
fee
difference
with
public
universities
is
even
higher
for
professional
courses.
Besides,
private universities, although not
-
for
-
profit in theory,
ofte
n a
ctually charge ‘capitation fees’
that
are
not
accounted for,
or sell
the
‘management
quota’ seats
for
money.
One must admit that a few dozen FUs will not substantially improve
overall access to higher
education
for
under
-
represented groups,
but
FUs
will
st
ill
fulfill
other
roles.
Their
main
role
will
be
to
provide
the
much
-
needed
competitive
differentiation
among
universities
where
standardization
is
the
current
norm,
which
in
turn
should
promote
meritocracy
and
excellence
in
terms
of
the
quality
of
stud
ent
s,
teachers,
and
the
administration.
In sum, the role
of FUs will be to solve the ‘quality’ rather than the ‘quantity’ problem of
higher education in India.
2.
ELITISM
:
Another
implication
of
allowing
FUs
to
operate
in
India
will
be
the
emergence
of
an
aca
demic
elite.
Elitism,
like
privatization,
is
a
pejorative
term.
However,
it
cannot
be
denied
that
the
best
global universities are in
some sense quite elitist. In fact, intellectual snobbery, up to a certain
point,
may
actually
be
desirable
if
Indian
in
sti
tutes
are
to
compete
with
the
world’s
best.
Indian
Institute of Science, Indian School of Business, and Ashoka University are
cases in point. We
need
more
of
these
institutes in
India
if
we
are
to
develop
a
world
-
class
academic
environment
that
could,
f
or
example,
produce
Fields
Medal,
Turing
Award,
or
Nobel
Prize
winners,
develop
the
latest cure for a disease, or nurture the fledgling start
-
up environment
through university
-
industry collaborations. In that sense, with the right
policy in place, FUs can
co
mplement the
strengths of the
best
Indian
public
and private
institutions.
munotes.in
Page 51
Emerging
Trends
In
Indian
Education
51
3.
FAIRNESS
CONSIDERATIONS
:
How
fair
is
all
this
to
Indian
universities,
and
should
we
not
provide
them
a
level
playing
field?
The answer depends on the kind of Indian university
we
are talking about. If we are talking
about the best Indian institutes that
seek to compete with the world’s best, we certainly must
give
them
autonomy at
par with the
FUs.
When it comes to other universities and institutes, the degree of autonomy
grant
ed
should
depend on their grade determined by considering factors
such as their potential for excellence
and their ability to take on the higher
responsibilities that come with greater autonomy. Such
institutes must,
however, continue to fulfill their soci
al
obligations (e.g., reservations) and
accept some government regulations (e.g., regarding course fees),
particularly if they accept
government
grants.
In other words, while these institutes (depending on their classification)
must be given greater
autono
my
than now on various matters, they must
also balance this with broader socio
-
economic
obligations.
Thus,
there
should
be
graded
autonomy
for
HEIs,
with
highest
autonomy
given
to
Indian
HEIs in
the
top
-
tier,
to
enable
them
to
compete
effectively
with
the
FU
s.
4.
POACHING
FACULTY
:
One
potential
concern
is
that
FUs
will
lure
the
best
faculty
in
Indian
HEIs
with
higher
pay
and
better working conditions. To reflect on this, one
needs to point out that with other, more
attractive, career options
increasingly a
vai
lable, the best students in India typically do not
choose an
academic career, and the few who do, usually migrate to greener pastures
abroad.
Part of this is certainly because faculty pay in India is low
compared to faculty pay abroad, let
alone corpora
te
pay packages. But pay,
while important, is never the main consideration for
serious scholars.
Often, more intangible factors come into play: the general lack of a
research
environment in many Indian universities, politics and nepotism in
faculty recruit
men
t and
promotion, a hierarchical university culture, and
so on. In this context, quality FUs with
adequate financial and academic
autonomy will be able to attract quality talents to academia.
While in the
short
-
run this may lead to poaching of the best f
acu
lty members from
Indian
universities,
in
the
medium
-
run
this
will
position
a
FU
teaching
job
as
a
desirable
career
option
for gifted students, and also force top Indian
HEIs to compete by sweetening their offers (e.g.,
through liberal research
grants, c
hai
r professorships, cash for publications, etc.) even if they
have
to remain within the rigid framework of government pay scales. FUs
offering the right
employment terms might also be able to attract talented
NRI faculty members desirous of
returning
to
I
ndi
a. Therefore,
faculty
poaching
may
be
a
blessing in
disguise
LET’S PONDER
Read
this
article
and
state
your
views
on
the
perceived
challenges
by
teachers
of
higher
education in
India
munotes.in
Page 52
Challenges In Indian
Education
52
https://educat
ion
today.co/blogs/?p=23880
To
conclude,
opening
the
door
for
foreign
universities
can
improve
India’s
soft
power
as
it
will
provide further impetus to the government’s Study in
India programme that seeks to attract
foreign
students. This
new
decision
indi
cat
es
GOI’s
intent
to
advance
its
motto
from
‘Education
for all’ to
‘Quality &
competitive
education for all’.
CHECK
YOUR PROGRESS:
What
are
the
potential
challenges
due
to
Foreign
Universities
coming
to
India.
Illustrate
examples
of
potential
Foreign
Univ
ers
ities
who
seek
entry
in
Indian
Education
System.
Read
this
article
and
state
why
the
proposal
of
entry
of
foreign
universities
in
india
has
a mixed
-
bag
effect?
https://www.deccanherald.com/supplements/dh
-
education/allowing
-
foreign
-
univ
ers
ities
-
in
-
india
-
pros
-
and
-
cons
-
1186099.html
PERSONAL
RESPONSE
Analyse
the
opportunities
and
challenges
of
Foreign
Universities
setting
up
their
education
in
India, and
write
in 200
words what
is your
personal
response
to it
.
4.5 QUESTIONS
1
.
Explain
the
me
aning
of
emergence
of
foreign
universities
in
Indian
education
system.
2
.
Explore
the
significance
of
entry
of
foreign
universities
in
India
3
.
Describe
challenges of
the
foreign
universities
emerging
in
India
4
.
Illustrate
the
proposal
of
foreign
universities as
h
aving
a
mixed
bag
effect.
4.6 REFERENCES
University
Grants
Commission
(Setting
up
and
Operation
of
Campuses
of
Foreign
Higher
Educational
Institutions in
India)
Regulations,
2023
-
Draft
https://www.ugc.gov.in/pdfnews/9214094_Draft
-
Setting
-
up
-
and
-
Operation
-
of
-
Campuses
-
of
-
Foreign
-
Higher
-
Educational
-
Institutions
-
in
-
India
-
Regulations
-
2023.pdf
Sardana
&
Hothi
(2011)
Entry
of
Foreign
Universities
and
their
Impact
on
the
Indi
an
Ed
ucation
System.
Zenith
International
Journal
of
Multidisciplinary Research
munotes.in
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Emerging
Trends
In
Indian
Education
53
http://www.zenithresearch.org.in/images/stories/pdf/2011/Aug
/13%2
0v
ol
-
1_issue
-
4_13_JYOTISARDANA.pdf
Deb
P(
2020)Vision
for
Foreign
Universities
in
the
National
Education
Policy
2020:
A
critique
https://www.rgics.org/wp
-
content/uploads/Foreign
-
Universities
-
in
-
India
-
Palash
-
Deb.pdf
https://www.rgics.org/wp
-
content/uploads/Foreign
-
Universities
-
in
-
India
-
Palash
-
Deb.pdf
https://english.mathrubhumi.com/features/specials/advent
-
of
-
foreign
-
u
niver
sities
-
in
-
india
-
1.8240898
munotes.in
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54
5
A
PRACTICAL WORK IN CHALLENGES IN
INDIAN EDUCATION
Each student is expected to submit a report on any one of the following:
a
)
Study any foreign university’s undergraduate course, comment on it,
compare it with a corresponding Indian undergraduate course an
d
suggest improvements in that Indian course
b
)
Study any Indian university’s choice
-
based curriculum, comment on it,
and suggest improvements in that Indian curriculum.
Unit Structure
:
5
.0
Learning Outcomes
5
.1
Introduction of Undergraduate Education
5
.
2
Foreign University’s Undergraduate Course
5
.2.1 Comments on Foreign University’s Undergraduate Course
5
.3
Indian University’s Undergraduate Course
5
.4
Comparison between Foreign and Indian University’s
Unde
r
graduate Course
5
.5
Suggestions for
Improve
ments in Indian University Course
5
.6
Let’s Sum Up
5
.7
Introduction of Indian Education System
5
.8
Indian University’s Choice
-
Based Curriculum (CBC)
5
.8.1 Pros of Choice
-
Based Curriculum
5
.8.2 Cons of Choice
-
Based Curriculum
5
.9
Comments on
Indian University’s Choice
-
Based Curriculum (CBC)
5
.10 Suggestions for Improvement in the Choice
-
Based Curriculum
5
.11 Let’s Sum Up
5
.12 References
5
.13 Format of a Report
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5
.0 LEARNING OUTCOMES
After thoroughly reading this module you wi
ll be able to:
Und
erstand the Meaning of Undergraduate Course
Define Undergraduate Course
Understand the Admission Process of Foreign University’s
Undergraduate Course
Understand the Admission Process of Indian University’s
Undergraduate Course
Reflect up
on Foreign and Ind
ian University’s Undergraduate Course
Compare between Foreign and Indian University’s Undergraduate
Course
Suggestions for Improvement in Indian University Course
Understand the meaning of Indian University’s Choice
-
Based
Curriculum.
Refl
ect upon Indian Un
iversity’s Choice
-
Based Curriculum.
Suggestions for Improvement in Indian University’s Choice
-
Based
Curriculum.
Develop a Positive Attitude towards Higher Education
5
.1 INTRODUCTION OF UNDERGRADUATE
EDUCATION
Undergraduate education is
education that is c
onducted after the
successful completion of the secondary education and a pre
-
requisite for
the postgraduate education. It generally includes the all post
-
secondary
programs till the bachelor’s degree level.An undergraduate is a college
or
university stude
nt who is yet to complete degree course or the graduation.
Undergraduates are college or university students who has completed the
high school successfully and admitted in college or university but are
pursuing their graduation degree.
A
student pursuing a
degree after successful completion of high school is
at the first level of higher education at a college or university is called as
an undergraduate student.
Undergraduate students are working towards
earning a bachelor’s degree.
An und
ergraduate (UG) deg
ree is also called
as a first degree or foundation degree in some country
.
List of Most Common Types of Bachelor’s Degrees
Architecture
Arts
Business Administration
Commerce
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Engineering
Fine Arts
Informational Technology
Law
Management
Studies
Medicine, B
achelors of Surgery
Science
In the following sections
5
.2 and
5
.3, for understanding purpose basic
details about one undergraduate course has been given each from foreign
university and Indian university.
5
.2 FOREIGN UNIVERSITY’S UNDE
RGRADUATE
COURSE
Unde
rgraduate Course Name
-
Bachelor of Arts (A.B.) in Economics.
College Name
-
Harvard College, USA.
Website
-
https://college.harvard.edu/admissions/apply
Economics
is a social
science that covers a
broad subject matter in
seeking to understand the social world. Economics studies the behavior of
social systems
—
such as markets, corporations, legislatures, and
families
—
as the outcome of interactions through institutions between
go
al
-
directed individual
s. Doing economic research involves asking
questions about the social world and addressing those questions with data
and models, employing mathematical and statistical tools whenever
possible to aid the analysis.
Applications Requirem
ents
-
All applicants
—
both international and U.S.
candidates, first
-
year and transfer
—
must complete the following
application components:
Common Application
or apply
Coalition, Powered
by Scoir
Harvard College Questions for the Common Application, or
Coalition
Application Harvard supplement
$85 fee (or
request a
fee waiver
)
SAT or ACT (with or without writing)
-
optional for 2022
-
2026
application cycles
Optional: AP or other exam
ination results
For fi
rst
-
year:
School Report (which includes
a counselor letter) and high school
transcript
Teacher Report (2)
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Midyear School Report (after your first semester grades)
Final School Report (for admitted students only)
Contact:
A.
Harvard Co
llege University Hall
Cambridge, MA 02138
B.
Harvard College Admissions Office and Griffin Financial Aid Office
86 Brattle Street Cambridge, MA 02138
5
.2.1 Comments on the Foreign University’s Undergraduate Course
:
The college or university is considered
as the last step of for
mal education
and first step toward the career path. It is of utmost significance to provide
a safe and cohesive learning environment and opportunities to the
students. If we browse through the Harvard College website and refer to
th
eir thoughts on student
we get the following important points:
Let Your Spirit Soar
:
College is about learning
—
and not all learning
happens in the classroom. Extracurricular activities help you grow your
talents and explore new interests. They create uniqu
e opportunities to
bond
with your classmates and develop skills that serve you well
throughout your life.At Harvard, activities will complement your studies.
Your commitment level is entirely up to you.
Student Organization
:
We have more than 450 student o
rganizations
focused on
everything from politics and photography to dance and debate.
Whatever your interests, you can explore them at Harvard.
Traditions
-
When you've been around as long as we have, you're bound
to pick up a few traditions. Here at Harva
rd, we take pride in ke
eping them
alive and starting new ones as each student class comes and goes. From
legends about the origins of the John Harvard statue to Commencement,
stories and rituals are constantly shaping the vibrant culture on campus.
Here's
a peek at some of the t
raditions that we keep alive to this day.
5
.3 INDIAN UNIVERSITY’S UNDERGRADUATE
COURSE
Undergraduate Course Name
-
Bachelor of Arts (B.A.) in Economics.
College Name
-
St. Xaviers’s College
(Autonomous)
, Mumbai, India.
Website
–
https://xaviers.ac/admissions/degree/under
-
graduate/ba
SEATS
F.Y.B.A. (360 seats)
Category
Criteria
Management Quota
Arts:
15% of 100 % of 360 seats
Case A
BALANCE SEATS
85%
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Chr
istian Minority
Arts:
50% of 85% of 360seats
Case B
Case C
General Category
Arts:
42% of 85% of 360seats
Case B
Case C
Others
i. Persons with Disability
Category:
Case B
Arts:
5% of 85% of 360 seats
ii. Special Category**:
Case C
Arts:
3% of 85% of 360
seats
Key:
Case A: Only for those the College is obliged to admit.
Case B:
First preference to all In
-
house students.
Case C: Vacant seats will be filled in by candidates applying from
other
Colleges/Boards in order of merit.
Special Category refers
to:
1
.
Wards of Transferred State / Central Govt. and Private Sector
employees, employees of Defence Department / ex
-
servicemen
2
.
Wards of Freedom Fighters
3
.
Award Winners at the District / State / National Levels in Sports or
Cultural Ac
tivities.
FEES
CLASS
FEE
S
F.Y.B.A (without Statistics)
Rs. 5,571/
-
F.Y.B.A (with Statistics)
Rs. 6,571/
-
S.Y.B.A (without Statistics)
Rs. 4,951/
-
S.Y.B.A (with Statistics)
Rs. 5,917/
-
T.Y.B.A (without Statistics)
Rs. 6,149/
-
T.Y.B.A (with Statistics
/ Psychology)
Rs. 7,149/
-
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FEE CONCESSION FOR BC STUDENTS
:
Under the Govt. of India Scholarship or Govt. of Maharashtra Freeship
scheme for BC students (SC / ST / DT / NT / OBC), certain Scholarships /
Freeships are provided
to the students who have the
certificate issued by
t
he Maharashtra Government.
Annual Family Income (AFI) Eligibility conditions for Scholarship /
Freeship:
1
.
SC students:
AFI
2
.
SC students:
AFI >Rs. 2 lakh p.a. (Freeship)
3
.
VJ / NT / SBC / OBC students
refer:
G.R.Kr.EBC
-
2014/
Pr.Kr.96 / Shikshan
–
dt 20/08/2016
NT / VJ / SBC / ST and OBC categories students will have to submit the
Non
-
Creamy
-
Layer Certificate for such fee concessions.
Candidates with necessary documents who qualify for the aforementioned
Scholarship / Freeship
are required to pay, along with the Exam Fees, a
nominal fee of Rs. 445 (for FY & SY) and Rs. 795 (for TY) at the time of
admission. They are exempted from all other fees.
Contact Us:
Principal's Visiting Hours:
Monday to Friday 10:
30 AM to 12:30 PM
+91
-
22
-
22620661
webadmin@xaviers.edu
5, MahapalikaMarg, Mumbai
-
400001, Maharashtra
5
.4 COMPARISON BETWEEN FOREIGN AND INDIAN
UNIVERSITY’S UNDERGRADUATE COURSE
Let us see the comparison between the foreign and Indian university’s
undergraduate course. For
now we shall discuss some
of the similarities
and differences in the education system of India and USA.
Similarities in Education System of India and USA:
The curriculum or the syllabus is structured and well
-
planned in both the
countries. The qualificati
on of teachers is given d
ue attention and the most
reasonably qualified teachers are appointed for the teaching purpose. In
both the countries the concept of private and public schools/
colleges and
universities exists. Also, willingness on the part of stu
dents and parents for
get
ting proper education is seen. There are different standards throughout
both the countries as each state determines the curriculum and/or syllabus
and different types of examinations.
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Differences in Education System of India and US
A:
In India most of the s
tudents’ interests are concentrated around few
particular popular courses for instance, medicine or engineering. Whereas
in USA hardly any student will say that she or he is interested in a
particular course rather they have some i
nterests in different are
as.
Examples of varied areas of interests of the students in USA are like
music, dance, physics, economics, history, geography, psychology,
philosophy, astronomy, etc. The US education system provides the
opportunity where the stud
ents can take a few cours
es in the areas that
interests them with the ultimate aim of ‘learning what you want to’.
The only reason behind discussing the similarities and differences was to
turn the attention of the academicians, teachers, students, policy
makers
and all the stake
holders towards the best practices adopted by USA and
other foreign universities in their education system. The following chart
attempts to compare bachelor’s degree in India and abroad.
Bachelor’s Degree in India vsAbroad
Bachelor
’s Degree in India
Bache
lor’s Degree in Abroad
Intense competition in the
admissions process
Intense competition though lesser
than India; meritocracy, in a
largely supportive way
Familiar study environment;
focus on theoretical learning
Intellectually
stimulating
environment;
emphasis on
practical learning
Affordable costs; Local
currency and value
-
for
-
money
Higher costs yet value for money
Limited research, innovation,
and support framework
Research
-
driven education;
Unfamiliarity with university
n
ames and their value or d
egrees
or pedagogy
Campus placements and job
security; Decent ROI
A life
-
altering experience and an
early start of a professional
journey; high ROI
Limited support to develop
personality & other soft
-
skills
Strong support and env
ironment
for forging pers
onality and other
soft skills
Easy access/proximity to
home; Home advantage
Homesickness, lesser cultural
support & familiarity, climatic
variations
PC
-
https://www.manyagroup.com/admissions/ug
-
in
-
india/
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5
.5 SUGGESTIONS FOR IMP
ROVEMENT IN INDIAN
UNIVE
RSITY COURSE
The following are the suggestions for improvement in Indian university
course that can be considered to match the international standards of
education.
International Rankings
:
Quality of education should be improvise
d
in order to make it to t
he top ranking universities.
Affordable Cost of Education
:
Education should be made affordable
at the undergraduate and postgraduate level.
Acquisition of Relevant Skills to Boost their Career Prospects
:
The
traditional concept
of education must be comp
letely transformed with
an objective to fulfill newer trends and diverse career options.
Wide Variety of Courses
:
Colleges and universities must offer wide
variety of courses to the students to choose according to their choice
a
nd interests.
Quality of
Education
:
All degree
-
granting universities in India
requires accreditation from the authorized agencies, thus, educational
reforms and enhancements in the quality of education must be given
due attention.
Placements and Job Assu
rances
:
Colleges and unive
rsities must work
upon the placements and job assurances for the students to get
motivated and participate pro
-
actively in the teaching and learning
process.
Project
-
Based Learning
:
More and more project
-
based learning
should be
listed in the undergraduat
e courses as it gives tremendous
experience plus knowledge for later use.
Career
-
Oriented Courses
:
Career
-
oriented courses must be offered
especially at the undergraduate level in India to foster industry
-
ready
students.
5
.6 LE
T’S SUM UP
Undergraduate ed
ucation plays an important role as a grooming platform
for the students in India before they embark on their careers. Although
India’s higher education system is the second largest in the world with
more than 550 institutions and
universities, along with 1
6,000 other
colleges offering undergraduate courses in an array of academic
disciplines. But, the education system of India should be planned in such a
manner that India should get noticed as an excellent destination for
students
from various social, econo
mic, cultural and geographical
backgrounds.
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5
B
5
.7 INTRODUCTION OF INDIAN EDUCATION
SYSTEM
Education system of India is unique in its nature as any other education
system in the world. It has its own problems and prospects and eve
ry
attempt hav
e been taken to make it more student
-
oriented and student
-
centric. At regular intervals various commissions have been constituted to
improve the quality of Indian education system. For instance, the
conception of quality assurance cell has be
en implemented
nationwide.
In order to ensure uniformity in the evaluation system the choice
-
based
credit system (CBCS) has been introduced at the under
-
graduate and post
-
graduate level by providing choice
-
based curriculum (CBC) to have
uniform education s
ystem. Accordi
ng to Kelkar&Ravishankar (2014),
42% of the teachers agreed that the objective of CBCS was achieved, 39%
of the teachers the objectives of CBCS were not met and 18% of the
teachers were uncertain. Majority of the teachers felt that the emphas
is of
CBCS was
on evaluation only while 20% teachers felt that the emphasis
was on teaching only and only 15% teachers felt that equal weightage
were given to teaching and evaluation in CBCS system.
Roy, Khanam
&Trribeni (2013) found and interesting infer
ence in their
study that students with science background and boys had higher level of
positive attitude towards CBCS in comparison to girl students and students
with Arts background. Every attempt has been made have uniformity in
India’s education system
ensuring the q
uality.
5
.8 INDIAN UNIVERSITY’S CHOICE
-
BASED
CURRICULUM (CBC)
Undoubtedly education plays a significant role in the nation building
process. Higher education sector is considered as the backbone of the
nation among all the sectors of educat
ion. This is b
ecause; mostly all sorts
of innovations and discoveries took place within the premises of higher
education. One such innovative strategy is the choice
-
based curriculum.
Choice
-
based curriculum (CBC) is a new way of implementing uniform
educat
ion system.
T
he implementation of choice
-
based curriculum need to have a clear
design thus the choice
-
based credit system (CBCS) works as the structure
or the framework to provide the choice
-
based curriculum. CBCS gives
emphasis on the continuous and comp
rehensive eval
uation. It gives 40%
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exam. Internal evaluation consists of one test for 20 marks, one
assignment for 10 marks and 10 marks: 5 marks for the active
participation in the class
and 5 marks f
or over all conduct of the learners
during class hours. The choice
-
based curriculum acts as an innovative
approach towards improvising the quality of the education and ensuring
the uniformity in the India’s education system.
The choice
-
base
d curriculum o
ffers the students to choose subjects from
the prescribed courses. The courses are termed as core course, elective
course, optional course, major or minor courses. The CBC attempts to
shift the focus from teacher centric to student centric ed
ucation by
per
mitting students for selecting the subjects of their choices. This system
aims at providing flexibility to the students with respect to the number of
subjects they would like to study in an entire semester. For the purpose of
evaluation, the
grade system i
s applied which is considered more valid as
compared to the conventional mark system. However, there are certain
aspects of CBC that need to be addressed through the pros and cons of
CBC. These are as follows
5
.8.1 Pros of Choice
-
Based Curri
culum
:
The foll
owing points can be considered as the merits or pros or advantages
of choice
-
based curriculum:
1
.
Major shift from the teacher centre to learner centre education.
2
.
Learners’ capacity to sustain the pressure of examination and credits
work as in
centives.
3
.
Prov
ision of choosing soft courses of different interdisciplinary and
intra
-
disciplinary subjects with core courses.
4
.
Learner can choose courses and papers as per their choice and
interest.
5
.
It promotes learners’ mobility from one institution to
another.
6
.
Ther
e is a possibility to take Indian education system at par with the
global education standards.
7
.
Learners can pursue their courses at different times as per their
convenience.
8
.
Through the flexibility in the offering of the courses the learne
rs can
realize
their real potentials.
9
.
It has broadened the base of the education system.
10
.
The knowledge of different soft courses may be helpful in
employment.
11
.
With CBC all
-
round development of the learners or multi facets
personality of learners are pro
moted.
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12
.
Stress
and anxiety of learners can be reduced through this learner
friendly education system.
13
.
It enhances the work efficiency of the learners.
14
.
It develops the professional skills of the learners.
15
.
The evaluation and assessment in the education sys
tem has become
uniform with CBC.
16
.
The maximum usage of ICT mediated teaching and learning
instructions are encouraged.
17
.
Greater importance is given for internal assessment activities too.
18
.
As it has flexibility in choosing credits at one time the slow lear
ners
can get ad
vantage from it.
19
.
With the common grading system equality among learners assessment
can be ensured through it.
20
.
As it can offer different courses at one time, globally education
system can be maintained through it.
21
.
It helps in building cohe
sive learning e
nvironment as everyone has to
take part in the learning process as per their competencies.
22
.
It inculcates essential values like cooperation and healthy work ethics
in the learners.
23
.
Work commitment habits can be strengthened of the learners.
24
.
Learners can
regulate their learning as per their capacity and ability.
25
.
It gives more emphasis on seminar presentations, assignments,
discussion, project, etc, based teaching.
5
.8.2 Cons of Choice
-
Based Curriculum
:
The following points can be considere
d as the demerit
s or cons or
disadvantages of choice
-
based curriculum:
1
)
Calculation of exact marks is challenging.
2
)
Regular teaching might affect with the additional internal assessment
activities and allied tasks.
3
)
Students transfer from one institution to
another would b
e a time
-
consuming and tedious job.
4
)
Maintaining compatibility between core course and soft papers would
be challenging.
5
)
Teachers’ workload has increased tremendously.
6
)
All the students might not be able to cope up with the offer of
pursui
ng one programme
of different nature at a time.
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7
)
Increment in work and burden on the part of the institution for
providing the flexibility in the selection of the credits.
8
)
Mastery of one course might not be achieved with so many courses
offered at a time.
9
)
As maximum auth
ority or choices are given to the students, the level
of indiscipline might increase.
10
)
Institutions of varied nature and standard may face problems in
maintaining the equality in terms of students’ mobility as everyone
would want to move to
the best instit
utions.
11
)
The students’ positive attitude towards examination might diminish as
much weightage is given to internal assessment activities.
12
)
More infrastructure will be required especially ICT mediums to
accommodate each and every students.
13
)
It may create a
problem in maintaining the cumulative record of each
student.
14
)
The gifted or talented students might get discouraged with the process
of equalization of performance.
15
)
Teachers will be engaged in planning, paper settings and arrangement
for
the examinations
and this might hamper the research work and
innovations.
16
)
The scope for subjectivity would increase as internal evaluation has
40% weightage.
17
)
Teachers will have to give extra time for planning of internal
assessment activities and setting
up of papers fo
r various
examinations.
5
.9 COMMENTS ON INDIAN UNIVERSITY’S
CHOICE
-
BASED CURRICULUM
Every system of education has its own uniqueness and challenges. In the
following section we shall critically comment on the Indian university’s
choice
-
ba
sed curriculum.
An important aspect of CBC is that the student
has the freedom to choose as many subjects as per her/his capacity in the
entire semester. But, at times it is possible that the student is already
overloaded with some project work or personal
problems, thus,
the as per
CBC design the student study for the subjects in the next year. It is always
good to see the students at the centre of any teaching learning process.
Similarly, the main objective of CBC is that it is student friendly and also
i
t aims at prepar
ing students industry ready.
Another important aspect of CBC is the flexibility provided to the students
for the subject selection as per their interests and based on the interests of
the students and the available market conditions, the co
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Challenges In Indian
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sub
jects can be updated. CBC would also help the students with varied
interests to have in
-
depth knowledge of any subject of their choice. For
instance, a student from the humanities might have an interest in sciences
can now with the introduc
tion of CBC purs
ue it as this system help such
students. CBC facilitates self
-
paced learning, i.e. the student can re
-
start
the course from exactly she/he had left. Major inventions and innovations
have direct bearing on the quality of higher education. Th
us, the quality
education is the major concern of the current higher education that could
be assessed only with such innovative approach and universally acclaimed
evaluation system i.e. CBC.
Kelkar
&
Ravishankar (2014) claimed that many universities/
auton
omous
institutio
ns have already implemented the semester system. The also
suggested that University of Mumbai has already made it compulsory
since 2011. The main objectives of introducing such programmes by UGC
are: Need for reforms in higher education; en
hanced learning
opportunities; ability to match learners’ scholastic needs and aspirations;
interuniversity transferability of learners; improvement in quality of
education and excellence; greater flexibility to complete the course;
standardization and com
parability of ed
ucational programmes across the
country.
Undoubtedly, CBC has added a new perspective and positivity in the
existing system of higher education. It provides complete freedom and
opportunity to the learners to pursue courses as per their cho
ice and
interest
. It is a system of evaluation which offers maximum opportunities
and avenues to the learners to learn core subjects along with the provision
of additional soft courses for their holistic development. CBC is proving to
bridge the gap betwee
n two students o
f different courses as it has a
provision of offering core subjects with the addition of different soft
courses. This also means that the students have an opportunity to pursue
core subjects as well as soft course of other department simult
aneously.
5
.10
SUGGESTIONS FOR IMPROVEMENT IN THE
CHOICE
-
BASED CURRICULUM
Currently the research activities got much attention and that is why it has
become necessary to reform the education system especially the higher
education system. This is beca
use to put it on
the path of academic
efficiency, efficacy and excellence. In India, the higher education is
imparted majorly from universities and colleges. Several of them have
already adapted the semester system in order to make the higher education
mor
e compatible. So
me of the major suggestions for improvement in the
Indian curriculum is as follows:
Similar to the flexibility offered for the undergraduate and postgraduate
courses, there should be a flexible system of education so that students
pursuing
professional and
non
-
professional courses can opt for courses
as per their choice and interests.
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67
The choice of the subjects that are going to be offered as the core
subjects and the electives subjects must be based on various parameters
and need to be eva
luated efficient
ly.
The elective courses should be offered from other discipline also, to
create the interest of the students in other courses as well.
Project related work should also be given as options in the elective
courses’ list.
The CBC can also
provide generic
electives that might be out of the
subjects for a better exposure in other fields.
Elective subjects should be based on the ability enhancement like soft
skills, spoken English, skill enhancement of the students.
Professional training sho
uld be given to
the teachers to handle the CBC
design efficiently.
Provision for both percentage and grading system should be offered.
Its adaptation should be mandatory to all the colleges and universities.
Equalization in standard of education system
should be mainta
ined in
order to check the mobility of the students.
Guidance and counselling sessions should be arranged for the teachers
and students to make CBC more effective.
The gap regarding the quality of education and provision of
infrastructur
e between centra
l and state universities should be taken
care of.
Indian education system is producing graduates who might be eligible for
a job but are not employable. The common reason behind it is because
they are lacking in knowledge, skills, values, c
onfidence and ac
ademic
efficiency as a whole. The present scenario of Indian higher education
system urgently needs necessary reformation and transformation. CBC can
be considered as the desired innovative approach that may work out for
Indian education sy
stem as it is co
nsidered as globally claimed evaluation
system.
5
.11 LET’S SUM UP
Present education system of India has got spread across the country in the
form of Primary Education, Secondary Education and Tertiary Education.
The last one of education s
ector has much i
mportance in the process of
developing nation. Major inventions and innovations have direct bearing
on the quality of higher education. So, quality is the major concern of the
present higher education which could be judged and assessed only
by the
universa
lly acclaimed system of evaluation and this could be possible
through the CBC. The CBC shall definitely help the students to study
freely and perform as per their potentials and capabilities and in this way
we might bring the best from each
and every stude
nt.
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68
5
.12 REFERENCES
1
)
Bhattacharjee, Krishnendu
&Hazra, Aarigin
&Biswas,
Tamasree&Saha, Mousumi. (2017). Choice Based Curriculum
Design. International Journal of Computer Trends and Technology.
53. 23
-
31. 10.14445/22312803/IJCTT
-
V53P105.
https://www.researchgate.net/publication/323631040_Choice_Based_
Curriculum_Design
2
)
Choice
-
Based Credit System in India: Pros and Cons Mohammad
Hasan Dr. Mohammad Pa
rvez Department
of Education, Aligarh
Muslim University, Aligarh
-
UP. India Journal of Education and
Practice ISSN 2222
-
1735 (Paper) ISSN 2222
-
288X (Online) Vol.6,
No.25, 2015
www.iiste.org
3
)
Draft RashtriyaUchatarShikshaAb
hiyan (RUSA)
-
UGC
published on
the web on 21.1.2013:
http://www.ugc.ac.in/pdfnews/5867549_rusa.pdf
.
4
)
Hanchinalkar, S.B. (2014) A Study of Choice
-
Based Credit System
Implemented at Secondary Teacher
-
Traning Institutes By University
of Mysore. Indian Journal o
f Experimental a
nd Innovation in
Education.Vol.3 (1).Handbook (2009), Distance Education Council
Regulations, DEC New Delhi.
5
)
Hasan, Mohammad &Parvez, Mohammad. (2015). Choice
-
Based
Credit System in India: Pros and Cons.
https://www.researchgate.
net
/publication
/334459238_Choice
-
Based_Credit_System
_in_India_Pros_and_Cons
6
)
Kelkar, A. S. &Ravishankar, L. (2014). Choice Based Credit System:
boon or bane. Current Science, Vol. 107 (8), pp. 1229
-
1230.
7
)
Moving Towards Choice Based Credit System (CBCS) i
n UG and PG
Prog
rams: A Road Map.http://hpuniv.nic.in/pdf/CBCS_IQAC13.pdf.
8
)
R. K. Wanchoo, Implementation of Choice Based Credit and Grading
System for UG/PG Programs: Salient Featyres A ppt, UCIET, Panjab
University Chandigarh.
9
)
Roy, N. R., Khanam, U. K. &
Devi, T. (2013).
Attitude Towards
Choice Based Credit System of PG level in Higher Education: A
Study on Assam University. Scholarly Research Journal for
Interdiscipilinary Studies, Vol. 1, pp. 11.98
-
1208.
10
)
U.G.C. Guidelines on Adaptation of Choice Based Cr
edit System.
Uni
versity Grants Commission Bahadurshah
ZafarMarg New Delhi.
110 002.
Website Links
:
h
ttps://en.wikipedia.org/wiki/Undergraduate_education#:~:text=Undergra
duate%20education%20is%20education%20conducted,level%20of%20a
%20bachelor's%20degree
.
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Practical Work In
Challenges In Indian
Education
69
https://www.vocabulary.com/dictionary/undergraduate#:~:text=An%20un
dergraduate
%20is%20a%20college,they%20haven't%20graduated%20yet
.
https://w
ww.manyagroup.com/admissions/ug
-
in
-
india/
https://college.harvard.edu/admissions/apply
https://xaviers.ac/admiss
ions/degree/unde
r
-
graduate/ba
https://vijaysvision.blogspot.com/2012/06/comparative
-
study
-
of
-
educationsystem.html?m=1
https://www.skillsyouneed.com/write/report
-
writing.html
5
.13 FORMAT OF A REPORT
A report is a written document that is concise, short, sharp, for a particular
purpose and audience. Generally a report consists of analyses
that often
make
suggestions for improvement. As it is a factual paper, thus, it needs
to be clear and well
-
structured.
The following is a format of a report for reference purpose:
Step 1:
Be clear with the topic:
It is the most important requirement to
write a valuabl
e report to be clear with the topic of report.
Step 2:
Let the to
pic stay in mind all the times:
This shall help you to
be focused and on the right track. It shall also help you to discard any
irrelevant information and help you in prepari
ng a report for
you audience.
Step 3:
The Structure of a Report:
Like the precise content,
requirements for structure vary, but commonly as a rough guide, you
should plan to include at the very least an executive summary,
introduction, the main body of yo
ur report and a
section containing your
conclusions and any recommendations.
Step 4:
Executive Summary:
The executive summary or abstract for a
report is the brief summary of the entire report. The summary should not
be more than half a page. It must summ
arize the entire
report.
Step 5:
Introduction :
The introduction sets out what you plan to say and
provides a brief summary of the problem under discussion. It should also
touch briefly on your conclusions.
Step 6:
Report
Main Body:
The main body of the re
port has to be
c
arefully planned and structured in a way that it leads the audience or the
readers towards the issue thoroughly.
Step 7:
C
onclusions and Recommendations:
This is the last part of the
report as it deals with the inferences that you draw fro
m the informatio
n
provided in the entire report.
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