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10120130406027 10120130406027 Document Transcript

  • International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), INTERNATIONAL JOURNAL OF MANAGEMENT (IJM) Volume 4, Issue 6, November - December (2013) ISSN 0976-6502 (Print) ISSN 0976-6510 (Online) Volume 4, Issue 6, November - December (2013), pp. 213-216 © IAEME: www.iaeme.com/ijm.asp Journal Impact Factor (2013): 6.9071 (Calculated by GISI) www.jifactor.com IJM ©IAEME AN IMPORTANCE OF ICT ON IMPROVEMENT IN QUALITY OF EDUCATION Chandrashekhar R. Suryawanshi Associate professor in Bharati Vidyapeeth Deemed University, Pune ABSTRACT Education and training have a significant positive impact on health, social and political participation, equal opportunities, economic growth rates, income and productivity, Use of ICT in education in developing countries like India is a need of an hour. Education in the country we found is very traditional. With advancement in information technology in all other sectors like banking , tourism and insurance etc. have adopted ICT effectively, which results in to gross growth in nations service sector.ICT in education will help the sector for easy access of knowledge, which will bridge the gap between formal, informal and non-formal education and will lower the dropout.ICT in education will improve the quality of teaching and learning, which results into employable, knowledgeable and skillful citizens. INTRODUCTION Education is foundation of being a good and responsible citizen. The purpose of education is to create and develop responsible and resourceful human being for betterment of the society. It is the level of education that helps people to earn respect and recognition. Education and training have a significant positive impact on health, social and political participation, equal opportunities, economic growth rates, income and productivity, especially from the point of view of the fair redistribution of the fruits of this growth. As a human right, education must be accessible by all. Today’s education system is based on a traditional model of education provision through a school with a teacher standing in front of a classroom of pupils or students. Efforts to address access to education concentrate on bringing more students into a physical school and classroom and have registered significant successes. However, a large number of children are still out of school. New innovative ways of reaching the rest of the learners who are left out from the formal schools system should be devised and here ICT have a vital role to play. Even those enrolled in school but marginalized by factors such as physical space constraints, lack of teachers and lack of learning materials would benefit from some application of ICT to reach and support them outside the formal school system. 213
  • International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 4, Issue 6, November - December (2013) INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Information and communications technologies (ICTs) are technologies used to communicate and to create, manage and distribute information. A broad definition of ICTs includes computers, the Internet, telephones, television, radio and audio visual equipment. The ability for users to communicate, collaborate and exchange information online is especially important for school nets, and in this context ICTs typically refer to computers, computer networks and the Internet, and increasingly other devices that can be used as network or Internet access devices such as iPADs and mobile phones and smart phones, i-phones. Information and communications technologies (ICTs) are technologies used to communicate and to create, manage and distribute information. IMPORTANCE OF ICT ICT has a direct impact on increasing access and lowering drop-out. ICT can be used to improve the quality of education by supporting teacher professional development, improving access to quality educational materials, promoting education and enhancing the effectiveness of educational management. ICT is useful to - transform pedagogy build new partnerships with communities bridge the gap between formal, non-formal and informal education motivate and enthuse students address individual learners provide immediate access to resources present information in new ways enable students to become capable IT users, information seekers, problem solvers, decision makers, communicators, and producers - create informed, responsible and global citizens promote lifelong learning ICT offers new possibilities for providing access to educational resources and courses for large numbers of learners and isolated communities. STATUS OF ICT IN INDIA As per the 2011 census, 72.2% of the population lives in Rural areas about 638,000 villages and the remaining 27.8% lives in more than 5,100 towns and over 380 urban . Education in India falls under the control of both the Union Government and the State Governments, the country’s decision-makers, at both the central and state levels, have chosen to explore the use of newer computer and Internet based ICTs for education, The Information and Communication Technology (ICT) in Schools Scheme has launched in December, 2004 to provide opportunities to secondary stage students to mainly build their capacity on ICT skills and make them learn through computer aided learning process. 214
  • International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 4, Issue 6, November - December (2013) KNOWLEDGE DRIVEN SOCIETY AND ECONOMY The “knowledge society” is one where growth, development and innovation are driven by the optimal use of information and information products. In knowledge societies the transition to knowledge-based economies is being driven by globalization and the changing world economy. Developing countries needs knowledge-based economies not only to build more efficient domestic economies, but to take advantage of economic opportunities outside their own borders. In the social sphere, the knowledge society brings greater access to information and new forms of social interaction and cultural expression. Individuals therefore have more opportunities to participate in and influence the development of their societies. ROLE OF EDUCATION IN KNOWLEDGE DRIVEN SOCIETY The phenomenon of differential access to ICTs is often labelled the “digital divide.” This is often assumed to be about the presence of ICT infrastructure and equipment. However, the ITU has identified three further drivers of ICT usage: language (ability to use languages in widespread use on the Internet), literacy (specifically a culture of reading) and learning (level of educational attainment).Education is, therefore, one of the most important components in creating knowledge societies, economic growth and prosperity. Education is not only the means by which individuals become skilled participants in society and the economy, it is also one of the key drivers in expanding ICT usage Seen within the context of the transition to the knowledge society, the following are the broad reasons for developing the pervasive use of ICTs within education systems: IMPORTANCE OF ICT IN QUALITY IMPROVEMENT IN RURAL PRIMARY AND SECONDARY EDUCATION In the development of inclusive knowledge societies the education and training sector is mainly responsible for producing skilled human resources required by industry as well as citizens who can participate in building a well governed society. ICT in turn can contribute to widening access to education, improving educational management and addressing issues of quality and relevance of the education system that are perennially faced by developing countries.ICT are seen as an important catalyst and accelerator for development, having the ability to attract investment, create job opportunities, promote knowledge building and sharing, facilitate innovation and contribute to good governance and more efficient and transparent provision of public services. ICT facilitate inclusiveness by enabling citizens anywhere to access information and knowledge. IMPROVING THE EFFICIENCY OF EDUCATION SYSTEMS The education system is a complex system that requires good management and administration if it is to be efficient and effective. ICT have proven themselves in almost every other industry, especially the private sector and increasingly in the public sector as well, in supporting management and administration. ICT enable teacher, planners, managers and policy makers to access to educational data when they need it. ICT also enable direct interaction between schools and teachers with parents fostering community engagement. They can be used to promote transparency and openness by making educational data including financing available to the public. This potential of ICT is acknowledged by governments with the deployment of Educational Management Information Systems (EMIS) in country. 215
  • International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online), Volume 4, Issue 6, November - December (2013) CONCLUSION ICT skills make a critical contribution to socio-economic development because of their importance to the knowledge economy. ICT can also contribute to the develop other important knowledge economy “new millennium” skills such as critical thinking, information retrieval, analytical capacity, problem solving, communication and ability to understand and manipulate new media. Another dimension to skills development can be found in the technical and vocational training sector where the introduction and use of ICT to develop ICT skills and competencies is in great demand. REFERENCES 1. Knowledge Society. From Wikipedia: http://en.wikipedia.org/wiki/Knowledge_society. 2. UNESCO Asia and Pacific Regional Bureau for Education (2004) Guidebook 1 - ICTs in Education and Schoolnets. Retrieved from: http://www.unescobkk.org/fileadmin/user_upload/ict/e books/SchoolNetKit/guidebook1.pdf . 3. An interesting deviant is CIET and the State Institutes of Education Technology (SIETs) which areheavily involved in deployment, mainly of audio-visual equipment, and training. 4. Intitutional Management of National ICT in Education Programs a lesion for developing countries by Alex Twinomugisha; Global E-Schools AND Communities Initiatives. 5. Chandrashekhar R. Suryawanshi, “Customer Experience Management; A New Dimension To Customer Retention”, International Journal of Management (IJM), Volume 4, Issue 2, 2013, pp. 224 - 226, ISSN Print: 0976-6502, ISSN Online: 0976-6510. 6. Prof. (Ms) Manisha Shinde-Pawar and Prof. (Mr) Chandrashekhar Suryawanshi, “Integrating Gis and Knowledge Management Resources in Indian Agriculture: Social and National Concern for Information Sharing”, International Journal of Management (IJM), Volume 4, Issue 1, 2013, pp. 258 - 265, ISSN Print: 0976-6502, ISSN Online: 0976-6510. 7. Chandrashekhar R. Suryawanshi, “Geothermal Energy; The Eco-Friendly Alternative Source of Energy”, International Journal of Advanced Research in Engineering & Technology (IJARET), Volume 4, Issue 2, 2013, pp. 81 - 84, ISSN Print: 0976-6480, ISSN Online: 0976-6499. 8. Chandrashekhar R. Suryawanshi, “Employee Retention in an Organization through Knowledge Networking; A Conceptual Framework”, International Journal of Marketing & Human Resource Management (IJMHRM), Volume 4, Issue 1, 2013, pp. 45 - 47, ISSN Print: 0976 – 6421, ISSN Online: 0976- 643X. 9. Defining Quallity In Education a paper presented by UNICEF at meeting of the International working group on education Florence Italy June 2000. 10. Guide book 1. ICT in Education and schoolnet. 216