This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It provides background on the Indian education system and challenges like low literacy rates and high dropout rates. Open and distance learning has helped increase access to education. ICT has further enhanced open and distance education by making teaching and learning more engaging and practical. Institutions in North-East India like Krishna Kanta Handiqui State Open University have successfully used ICT-enabled open and distance learning to provide educational opportunities to thousands of learners.
The document discusses primary education in India. It notes that while India has made progress towards universal primary education, many challenges remain. Approximately 20% of Indian children aged 6-14 are still not enrolled in school. For those who are enrolled, the quality of education is generally poor, with most students failing to attain basic literacy and numeracy levels. Factors like a lack of properly trained teachers, low standards, and an overemphasis on rote learning rather than conceptual understanding are cited as contributing to the low quality of primary education in India. Overall, the document suggests that improving the system and focus on developing children's skills and knowledge will be important to address this ongoing issue.
Higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 25,000 colleges. However, enrollment rates are only around 12% currently, and increasing to 30% by 2020 would require 800 new universities and 40,000 new colleges. The main challenges are meeting the large demand-supply gap in higher education and increasing spending on education to the recommended levels.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
WHY WE NEED TO RE-ENGINEER OUR HIGHER EDUCATION INSTITUTIONS?Saurabh Chandra
1) Indian higher education has grown significantly since independence but institutions still struggle with weaknesses and failing to meet changing needs.
2) The system needs re-engineering to address major issues like inadequate research output, funding and quality compared to countries like the US and China.
3) The UK higher education system is one model that India could study and draw from given its world-class reputation, to help reform governance and management techniques in Indian institutions.
The document discusses the education sector in India. It begins by defining education and describing the various stages and methods of education. It then discusses the education sector specifically in India, noting that India has one of the largest networks of higher education institutions in the world. It provides statistics on the number of colleges, universities, and students enrolled in higher education in India. The document also discusses government initiatives to improve the education system and notes that the education services sector in India is poised for major growth in the coming years.
11.higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 26,000 colleges. However, there is a large gap between the demand and supply of higher education, with only 12.4% of students currently accessing it. To increase this rate to 30% by 2020, India would need 800 new universities and 40,000 new colleges. Other key challenges include maintaining education quality as quantity increases, strengthening research and development, and addressing faculty shortages. The government is taking initiatives such as establishing new universities and colleges, increasing seats, and reforming regulations to help overcome these challenges.
The human resource challenges for higher educationkrupa118
The document discusses the human resource challenges facing higher education in India. It notes that while India has over 700 universities and 35,000 colleges, the quality of education remains low, with two-thirds of institutions below standard. Key challenges include a lack of access, with only 30% of the eligible population currently enrolled, as well as shortages of qualified faculty. Research output is also falling short, with just 4% of research expenditures coming from universities compared to 17% in the US. The document examines challenges around equity and access for women, rural populations, and lower castes, as well as a decline in traditional fields of study and over-reliance on reservations in admissions.
Higher education access in India is limited, with only 10% of the college-aged population having access. Geographic disparities exist, as northern India is less developed economically than southern India, resulting in fewer higher education opportunities. Social and economic status also influence access, as India's caste system historically discriminated against lower castes, limiting their financial resources and access to education. The government has implemented affirmative action policies like quotas to increase lower caste representation in education, though the effects have been limited. Disparities in India are similar to issues in the United States regarding lower economic class citizens having less access to higher education.
The document discusses primary education in India. It notes that while India has made progress towards universal primary education, many challenges remain. Approximately 20% of Indian children aged 6-14 are still not enrolled in school. For those who are enrolled, the quality of education is generally poor, with most students failing to attain basic literacy and numeracy levels. Factors like a lack of properly trained teachers, low standards, and an overemphasis on rote learning rather than conceptual understanding are cited as contributing to the low quality of primary education in India. Overall, the document suggests that improving the system and focus on developing children's skills and knowledge will be important to address this ongoing issue.
Higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 25,000 colleges. However, enrollment rates are only around 12% currently, and increasing to 30% by 2020 would require 800 new universities and 40,000 new colleges. The main challenges are meeting the large demand-supply gap in higher education and increasing spending on education to the recommended levels.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
WHY WE NEED TO RE-ENGINEER OUR HIGHER EDUCATION INSTITUTIONS?Saurabh Chandra
1) Indian higher education has grown significantly since independence but institutions still struggle with weaknesses and failing to meet changing needs.
2) The system needs re-engineering to address major issues like inadequate research output, funding and quality compared to countries like the US and China.
3) The UK higher education system is one model that India could study and draw from given its world-class reputation, to help reform governance and management techniques in Indian institutions.
The document discusses the education sector in India. It begins by defining education and describing the various stages and methods of education. It then discusses the education sector specifically in India, noting that India has one of the largest networks of higher education institutions in the world. It provides statistics on the number of colleges, universities, and students enrolled in higher education in India. The document also discusses government initiatives to improve the education system and notes that the education services sector in India is poised for major growth in the coming years.
11.higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 26,000 colleges. However, there is a large gap between the demand and supply of higher education, with only 12.4% of students currently accessing it. To increase this rate to 30% by 2020, India would need 800 new universities and 40,000 new colleges. Other key challenges include maintaining education quality as quantity increases, strengthening research and development, and addressing faculty shortages. The government is taking initiatives such as establishing new universities and colleges, increasing seats, and reforming regulations to help overcome these challenges.
The human resource challenges for higher educationkrupa118
The document discusses the human resource challenges facing higher education in India. It notes that while India has over 700 universities and 35,000 colleges, the quality of education remains low, with two-thirds of institutions below standard. Key challenges include a lack of access, with only 30% of the eligible population currently enrolled, as well as shortages of qualified faculty. Research output is also falling short, with just 4% of research expenditures coming from universities compared to 17% in the US. The document examines challenges around equity and access for women, rural populations, and lower castes, as well as a decline in traditional fields of study and over-reliance on reservations in admissions.
Higher education access in India is limited, with only 10% of the college-aged population having access. Geographic disparities exist, as northern India is less developed economically than southern India, resulting in fewer higher education opportunities. Social and economic status also influence access, as India's caste system historically discriminated against lower castes, limiting their financial resources and access to education. The government has implemented affirmative action policies like quotas to increase lower caste representation in education, though the effects have been limited. Disparities in India are similar to issues in the United States regarding lower economic class citizens having less access to higher education.
- Education in India has traditionally been imparted through religious institutions like temples and by Brahmin priests, with a focus on religious texts and duties specific to social classes. Currently, education is provided by both public and private sectors under the guidelines of the central and state governments.
- The higher education sector in India is large and growing, with over 150 million people aged 18-23. It has seen significant expansion in institutions and enrollment in recent decades. However, challenges remain around low enrollment rates, quality of education, management structures, and regulatory frameworks.
- Moving forward, there are opportunities to increase private and foreign investment and partnerships to help meet the growing demand and supplement public funding, though reforms are still needed regarding accredit
This document discusses the problems facing education in Pakistan and potential solutions. It finds that Pakistan is lagging in achieving education goals and has low literacy and enrollment rates. The education system lacks proper planning, funding, and quality control. It is not aligned with local needs and realities. There are also large disparities between provinces in infrastructure, resources, and outcomes. Overall, the education system is poorly configured and unable to meet Pakistan's development needs despite numerous reform plans. Solutions proposed include improving access, quality, planning, and reducing regional disparities to make education more effective.
Status of Education in India by Mohit RajputMohit Rajput
The document summarizes key findings from the Annual Status of Education Report (ASER) 2014 on the status of education in India. Some key points:
- Literacy rates have increased over time but remain uneven, with only about half of students in 5th standard being at the expected literacy level.
- Infrastructure in schools has improved but quality remains low, with less than half of students able to perform basic tasks like division.
- Learning levels have declined since 2010 and are deteriorating further, with many students unable to read at the appropriate grade level.
- Challenges exist in both public and private schools, and interventions are needed to improve foundational skills for many students.
- The education sector in India is valued at approximately $91.7 billion in FY18 and is expected to reach $101.1 billion in FY19.
- There are over 39,000 colleges and 900 universities in India as of 2017-18. The number of colleges and universities has been growing steadily each year.
- Enrollment in higher education has also been increasing with over 36 million students enrolled in 2017-18 and a gross enrollment ratio of 25.8% that year. The government aims to increase gross enrollment to 30% by 2020.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
A Study of Job Satisfaction among College Teachers with Special Reference to ...Dr. Amarjeet Singh
The study examined the development of education
in India. All the factors which influence excellence in the
field of education are the quality, competence and character
of teachers apart from the infrastructure, cognitive and noncognitive qualities of students and parental support.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
OCCE 2018 Keynote: Authentic and Contextual Learning with ICT in IndiaAmina Charania
OCCE 2018, Keynote: Amina Charania. This presentation highlights Constructivist use of ICT in education-India story and presents best practices in India in government schools.
This document discusses challenges facing the education sector in India, with a focus on higher education and management education. It notes that India's education system must rapidly improve to meet the needs of the country's large young population and changing economy. The goals of higher education in India should be to develop critical thinking skills, create new knowledge, increase social mobility, and mold citizens while respecting India's diversity. However, the current system struggles with issues of quality, access, and inclusion. Expansion of the system is needed to achieve targets like increasing enrollment rates to 20% or more of the relevant population.
Education in India - The Sunshine SectorDeepak Pareek
The document discusses education in India. It states that education is key to development and helps spread prosperity equally in society. Quality education can help tackle health and social issues by fostering awareness, and has positive impacts on income, productivity, and empowering citizens. Education contributes to social stability and addressing the underlying drivers of poverty like conflict and fragility. It also provides statistics on the size of India's education system and market, government spending on education, and the performance of education across Indian states. It discusses regulations around school and higher education in India.
Major problems in India's education system include inadequate teacher qualifications and support, low teacher motivation and high absenteeism, and flawed teaching methodologies like overreliance on rote learning. These issues have led to poor learning outcomes, with many students unable to perform basic math or reading skills. Potential solutions include improving teacher training, increasing teacher motivation through better working conditions, reforming teaching methodologies to emphasize understanding over memorization, and addressing India's linguistic diversity in education policy. Addressing these challenges could help improve access to quality education across India.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
India has over 250 million school-going students, the most of any country. It has over 39,000 colleges and 900 universities enrolling 36.64 million students. The government has launched several initiatives to improve education like linking universities to villages, establishing innovation labs, and skill development programs. Recent developments include $1.75 billion in foreign investment in education since 2000 and plans to raise $15.52 billion from private sources to improve infrastructure. The sector is projected to adopt new approaches and have 50% enrollment by 2030 with many top global universities and annual R&D spending of $140 billion.
Higher Education: Challenges and Prospectsritimoni
Higher education in India: Challenges and prospects. Role of higher education, higher education and sustainable development, HE and human capital formation, challenges prevalent behind ensuring a knowledge society etc
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
The document discusses several challenges facing higher education in India. It notes that while the government has introduced reforms, bills aimed at structural changes are facing issues being implemented. It highlights problems with accessibility, equity, and quality of higher education. Private institutions have grown to meet demand, but privatization also creates new issues. Overall, the challenges reflect needs for improved infrastructure, curriculum innovation, research, and addressing disparities across regions and socioeconomic groups. Government funding limitations mean greater private sector involvement is needed, but the non-profit structure creates financial constraints.
The document discusses the present scenario and need for foreign direct investment in higher education in India. It notes that while India has a long history of higher education, modern universities were only established in 1857 and there were just 20 universities and 500 colleges at independence in 1947. Currently there are over 600 universities but the gross enrollment ratio remains low at 18.8%, below many other countries. The government aims to increase this to 30% by 2020 but lacks the resources, creating a need for private investment. Allowing foreign investment could help meet targets by improving infrastructure, technology, and quality of education, but it may also risk commercializing education and benefitting foreign countries more than India.
Information technology implementation for educational development of rural In...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document provides a review of information technology implementation for the educational development of rural India. It discusses several key points:
1) It provides an overview of the Indian education system, including the roles of public and private sectors as well as various supporting institutions.
2) It identifies several problems faced by students in rural areas, such as lack of adequate teachers and infrastructure like classrooms and toilets.
3) It discusses how information and communication technologies (ICT) like computers, internet, mobile phones can help improve quality of education through distance learning programs and training teachers.
4) It outlines several approaches that have been used to promote education in rural India using ICT, including village knowledge centers, e
- Education in India has traditionally been imparted through religious institutions like temples and by Brahmin priests, with a focus on religious texts and duties specific to social classes. Currently, education is provided by both public and private sectors under the guidelines of the central and state governments.
- The higher education sector in India is large and growing, with over 150 million people aged 18-23. It has seen significant expansion in institutions and enrollment in recent decades. However, challenges remain around low enrollment rates, quality of education, management structures, and regulatory frameworks.
- Moving forward, there are opportunities to increase private and foreign investment and partnerships to help meet the growing demand and supplement public funding, though reforms are still needed regarding accredit
This document discusses the problems facing education in Pakistan and potential solutions. It finds that Pakistan is lagging in achieving education goals and has low literacy and enrollment rates. The education system lacks proper planning, funding, and quality control. It is not aligned with local needs and realities. There are also large disparities between provinces in infrastructure, resources, and outcomes. Overall, the education system is poorly configured and unable to meet Pakistan's development needs despite numerous reform plans. Solutions proposed include improving access, quality, planning, and reducing regional disparities to make education more effective.
Status of Education in India by Mohit RajputMohit Rajput
The document summarizes key findings from the Annual Status of Education Report (ASER) 2014 on the status of education in India. Some key points:
- Literacy rates have increased over time but remain uneven, with only about half of students in 5th standard being at the expected literacy level.
- Infrastructure in schools has improved but quality remains low, with less than half of students able to perform basic tasks like division.
- Learning levels have declined since 2010 and are deteriorating further, with many students unable to read at the appropriate grade level.
- Challenges exist in both public and private schools, and interventions are needed to improve foundational skills for many students.
- The education sector in India is valued at approximately $91.7 billion in FY18 and is expected to reach $101.1 billion in FY19.
- There are over 39,000 colleges and 900 universities in India as of 2017-18. The number of colleges and universities has been growing steadily each year.
- Enrollment in higher education has also been increasing with over 36 million students enrolled in 2017-18 and a gross enrollment ratio of 25.8% that year. The government aims to increase gross enrollment to 30% by 2020.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
A Study of Job Satisfaction among College Teachers with Special Reference to ...Dr. Amarjeet Singh
The study examined the development of education
in India. All the factors which influence excellence in the
field of education are the quality, competence and character
of teachers apart from the infrastructure, cognitive and noncognitive qualities of students and parental support.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
OCCE 2018 Keynote: Authentic and Contextual Learning with ICT in IndiaAmina Charania
OCCE 2018, Keynote: Amina Charania. This presentation highlights Constructivist use of ICT in education-India story and presents best practices in India in government schools.
This document discusses challenges facing the education sector in India, with a focus on higher education and management education. It notes that India's education system must rapidly improve to meet the needs of the country's large young population and changing economy. The goals of higher education in India should be to develop critical thinking skills, create new knowledge, increase social mobility, and mold citizens while respecting India's diversity. However, the current system struggles with issues of quality, access, and inclusion. Expansion of the system is needed to achieve targets like increasing enrollment rates to 20% or more of the relevant population.
Education in India - The Sunshine SectorDeepak Pareek
The document discusses education in India. It states that education is key to development and helps spread prosperity equally in society. Quality education can help tackle health and social issues by fostering awareness, and has positive impacts on income, productivity, and empowering citizens. Education contributes to social stability and addressing the underlying drivers of poverty like conflict and fragility. It also provides statistics on the size of India's education system and market, government spending on education, and the performance of education across Indian states. It discusses regulations around school and higher education in India.
Major problems in India's education system include inadequate teacher qualifications and support, low teacher motivation and high absenteeism, and flawed teaching methodologies like overreliance on rote learning. These issues have led to poor learning outcomes, with many students unable to perform basic math or reading skills. Potential solutions include improving teacher training, increasing teacher motivation through better working conditions, reforming teaching methodologies to emphasize understanding over memorization, and addressing India's linguistic diversity in education policy. Addressing these challenges could help improve access to quality education across India.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
India has over 250 million school-going students, the most of any country. It has over 39,000 colleges and 900 universities enrolling 36.64 million students. The government has launched several initiatives to improve education like linking universities to villages, establishing innovation labs, and skill development programs. Recent developments include $1.75 billion in foreign investment in education since 2000 and plans to raise $15.52 billion from private sources to improve infrastructure. The sector is projected to adopt new approaches and have 50% enrollment by 2030 with many top global universities and annual R&D spending of $140 billion.
Higher Education: Challenges and Prospectsritimoni
Higher education in India: Challenges and prospects. Role of higher education, higher education and sustainable development, HE and human capital formation, challenges prevalent behind ensuring a knowledge society etc
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
The document discusses several challenges facing higher education in India. It notes that while the government has introduced reforms, bills aimed at structural changes are facing issues being implemented. It highlights problems with accessibility, equity, and quality of higher education. Private institutions have grown to meet demand, but privatization also creates new issues. Overall, the challenges reflect needs for improved infrastructure, curriculum innovation, research, and addressing disparities across regions and socioeconomic groups. Government funding limitations mean greater private sector involvement is needed, but the non-profit structure creates financial constraints.
The document discusses the present scenario and need for foreign direct investment in higher education in India. It notes that while India has a long history of higher education, modern universities were only established in 1857 and there were just 20 universities and 500 colleges at independence in 1947. Currently there are over 600 universities but the gross enrollment ratio remains low at 18.8%, below many other countries. The government aims to increase this to 30% by 2020 but lacks the resources, creating a need for private investment. Allowing foreign investment could help meet targets by improving infrastructure, technology, and quality of education, but it may also risk commercializing education and benefitting foreign countries more than India.
Information technology implementation for educational development of rural In...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document provides a review of information technology implementation for the educational development of rural India. It discusses several key points:
1) It provides an overview of the Indian education system, including the roles of public and private sectors as well as various supporting institutions.
2) It identifies several problems faced by students in rural areas, such as lack of adequate teachers and infrastructure like classrooms and toilets.
3) It discusses how information and communication technologies (ICT) like computers, internet, mobile phones can help improve quality of education through distance learning programs and training teachers.
4) It outlines several approaches that have been used to promote education in rural India using ICT, including village knowledge centers, e
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
Higher Education in India An Analysis of Trends Challenges and Opportunitiesijtsrd
The global community has come to the conclusion that a nations educational system has a direct bearing on its level of economic prosperity. Education is the key to a nations success. It is unavoidable that an educated population will be found in a developed nation. The higher education system in India is the third largest in the world, after the systems found in the United States and China respectively. Since its independence, India, which is still considered a developing nation, has been making consistent advancements in the sphere of education. Even if there have been a lot of obstacles in the way of Indias higher education system, there are also a lot of potential to overcome these obstacles and make Indias higher education system much better. It requires more openness and responsibility from those responsible. It is of the utmost significance that fresh scientific study on how individuals learn, in addition to the function that educational institutions like colleges and universities will play in the new millennium. People in India who have a high level of education and relevant experience are what our economy needs to make progress. India is a source of people with a very high level of expertise for other countries. As a result, it will not be difficult at all for India to move our country from the category of developing nation to that of developed nation. This study intends to emphasise the increasing number of universities and colleges in accordance with the requirements of higher education, as well as problems and opportunities in Indias system of higher education. Dr. B. Vijaya | Mrs. Nivedita "Higher Education in India: An Analysis of Trends Challenges and Opportunities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57531.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57531/higher-education-in-india-an-analysis-of-trends-challenges-and-opportunities/dr-b-vijaya
1. The document discusses globalization and its impact on education, particularly for the Kawar tribe in Gadchiroli district of Maharashtra, India.
2. It finds that the literacy rate of the Kawar tribe is only 23.97%, with most education attained being primary level. Higher education rates are very low at under 5%.
3. While some changes have occurred due to education, such as in standard of living and occupation, most Kawar tribe members are unaware of globalization and its goals for education. They see education primarily as a means to employment due to poverty limiting higher education attainment.
This document summarizes the key challenges facing higher education in India, with a focus on management education. It discusses how the goals of higher education need to balance factors like preparing students for the job market while also developing critical thinking. It outlines issues like low enrollment rates, lack of access for disadvantaged groups, outdated regulations, shortage of quality faculty, and underfunding. It argues that reforms are needed to expand access, improve quality and relevance, and ensure the education system contributes to sustainable development and social inclusion.
This document discusses challenges facing the education sector in India, with a focus on higher education and management education. It notes that India's education system must rapidly improve to meet the needs of the country's large young population and changing economy. The goals of higher education in India should be to develop critical thinking skills, create new knowledge, increase social mobility, and mold citizens while respecting India's diversity. However, the current system struggles with issues of quality, access, and inclusion. Expansion of the system is needed to achieve targets like increasing enrollment rates to 20% or more of the relevant population.
This document summarizes the key challenges facing higher education in India, with a focus on management education. It discusses how the goals of higher education need to balance factors like preparing students for the job market while also developing critical thinking. It outlines issues like low enrollment rates, lack of access for disadvantaged groups, outdated regulations, shortage of quality faculty, and underfunding. Private institutions have grown but need better regulation. Overall, expansion of the system is needed while ensuring quality and inclusion to meet India's growing needs and achieve sustainable development.
Status of Elementary Education in Uttarakhandijtsrd
Education, after food, clothing, and shelter, is the most basic requirement for humans in todays society. Before school, we only interact with our family, parents, and other immediate family members, and this primary exposure not only generates new ideas in us, but also instils sociable practises such as identification, relationship, sharing, support, and empathy, all of which are important contributors to adulthood. Because primary education serves as a firm basis for further education, career choices, and peoples lifestyles, it is one of the most basic and important concerns.Because of many government measures implemented even in rural locations, enrolment in primary schools has been a flourishing tale in the state of Uttarakhand. However, keeping these children until their education is completed remains a major challenge. Female are more likely than male students to drop out of primary school. The purpose of this paper is to look into the various factors that contribute to this high dropout rate, to assess the impact of primary education standards on the states HDI and the consequences of this, to learn about the various initiatives taken by the government and other non governmental organisations to fulfil the right to education in Uttarakhand, and to look into the various challenges that come with achieving the RTE Right to Education Act and possible solutions for these problems in State. Alka "Status of Elementary Education in Uttarakhand" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49276.pdf Paper URL: https://www.ijtsrd.com/economics/other/49276/status-of-elementary-education-in-uttarakhand/alka
The document discusses the historical background of education in India, from ancient systems like Gurukul to the current structure. It outlines the key stages of education in India and the roles of organizations like UGC. Literacy rates have increased but there is still work to be done to achieve 100% literacy. Education is closely tied to business, providing skilled labor and specialists. It impacts business positively by enabling flexibility, innovation, and technology adoption. Business also impacts education by creating more specialized roles and an entrepreneurial culture. Measures are needed to improve standards and keep education relevant to industry needs.
11.fracas over privatisation quality assurance and corruption in indian highe...Alexander Decker
This document summarizes the state of higher education in India. It discusses issues with privatization of education leading to profit-motive and lack of infrastructure/quality. It also notes disparities in access to education between rural/urban, gender, religion, and socioeconomic groups. While India has many universities, overall quality is low with few ranked globally. The document calls for reforms to improve access, equity and quality through regulation and accountability.
Educational Development of Physically Challenged Persons in India '“ Policies...ijtsrd
Education is the most important vehicle for social, economic and political transformation. Unfortunately, globally numerous Physically Challenged Persons (PCPs) and particularly Children with Disabilities (CWDs) do not get adequate opportunity of education because of social neglect, and absence of support systems in the home and inadequacy of sufficient facilities particularly in schools. The situation is worst for low-income countries compare to high-income countries. In India, as for all children, education is vital for CWDs in itself but also instrumental for participating in employment and other areas of social activity. However, educational outcomes for children and adults with disabilities remain poor in both rural and urban India. The circumstance is more vulnerable for girl children with disability. The situation is started to change. The NSSO data shows some improvement in literacy level. The MHRD has introduced various programmes to provide educational opportunities to PCPs in an inclusive environment and emphasize on the requirement of appropriate vocational training skills to make them self reliant and productive members of the society. But, the coverage under the scheme has remained limited. Eventually, CWDs should have equal access to quality education, because this is key to human capital formation and their participation in social and economic life. Dr. Sujoy Kanti Ghoshal"Educational Development of Physically Challenged Persons in India '“ Policies and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd13038.pdf http://www.ijtsrd.com/other-scientific-research-area/other/13038/educational-development-of-physically-challenged-persons-in-india-'“-policies-and-challenges/dr-sujoy-kanti-ghoshal
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
20 A STUDY ON RECENT SKILL DEVELOPMENT AND WOMEN EMPOWERMENT FORCASTING 201hariharan n
The document discusses women's empowerment and skill development in India from 2012-2022. It finds that while women make up 49% of the population, their participation in economic activity is only 34%. Education plays a key role in skill development and empowerment by increasing literacy, decision making ability, and access to resources. However, there are still constraints to women's education like limited access in rural areas, lack of infrastructure, and early marriage. The government has implemented programs to boost literacy rates from 7.3% in 1951 to 54% in 2011, though a gap remains compared to men. Overall, education and skill development are necessary to fully include women in India's development.
The Indian education system emphasizes primary education up to age 14. While education is meant to be free and child labor is banned, economic disparity and social conditions make enforcing these policies difficult. At the secondary level, the system focuses on inclusion, vocational training, science, and traditional elements like yoga. Higher education is overseen by the University Grants Commission and autonomous institutions. Overall, the government is working to reform and improve education access and quality across urban and rural areas through initiatives like Sarva Shiksha Abhiyan, but challenges remain in achieving universal education.
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This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
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11.effectiveness of open and distance education and the relevance of ict
1. Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.1, 2012
Effectiveness of Open and Distance Education and the
Relevance of ICT: A North-East Indian Perspective
Prasenjit Das, Ritimoni Bordoloi*
Department of English, Krishna Kanta Handiqui State Open University, Guwahati 781006, Assam, India
* E-mail of the corresponding author: ritimonibordoloi@gmail.com
Abstract
In today’sKnowledge Society, it is almost accepted by common agreement that open and distance learning
(ODL) has enabled people to develop different levels of proficiency in various fields. The application of
information and communication technology, commonly known as ICT in ODL has not only made
teaching-learning an interesting activity, but has also helped in inculcating a practical mindset among the
learners. ICT-enabled learning as a surrogate system of the conventional ODL has released a lot of avenues
for the people. In this context, it is not surprising to find that the relevance of ICT in the education sector of
the North Eastern part of India has been being increasingly realized in recent times. The National
Knowledge Commission of India too that has laid unprecedented attention on the ICT sector and its use in
educational purposes, thereby helping to restore the potentials of ICT to every individual hailing from each
and every corner of India. This paper seeks to address some of the assumptions that ICT enabled teaching
learning has the potential to drastically change the educational scenario of the North Eastern part of India.
Key Words:ICTs and Open and Distance Learningin North East of India
1. Indian Education: A Brief Survey
As a lifelong process, education has considerably changed the meaning of existence in the contemporary
world. Education is termed as the bedrock of our socio-economic development as it providesnecessary and
relevant knowledge on various fields, acquaints people with many need-based skills, and directs attention
towards an achievable goal, thereby changing the whole socio-economic set-up of a country. In Indiatoo,
such an understanding has resulted in the consideration of education as a vital pre-requisite for the
development and the welfare of an individual in particular and the entire human society in general.
Education is one of the main indicators of Human Capital Formation or Manpower Planning. So, in a
democratic country like India, each individual has the basic right to get educated irrespective of all forms of
disparities and discriminations. It is important to note that open and distance education has joined hands with
the conventional face-to-face mode of education in order to translate the need to extend education beyond all
barriers into a reality.
Democratization of education has received further fillip by the Constitution of India under the Article 45,
which has made education free and compulsory for all children in the age group between 6 to 14 years. Still,
the effect of the motto Education for Allcould not be tuned towardactuality for which the Government of
India hadto take necessaryand futuristicinitiatives to bring education to every common household of the
country. The Government of India even made provisionsfor making education aFundamental Right under the
86th Amendment of the Constitution in 2002. So, naturally, the achievements are clearly visible in the rapid
growth in the number of a strong, literate, robustmanpower in India,a country known for being the largest
elementary education provider in the world. It is also to be noted that India is the third largest country having
a well-organized system of higher education after USA and China. But, in spite of all developmental
measures, the alarming success rate has generated concerns from both the public and private providers of
education in the country. While currently India is having a literacy rate of 64.28%, there is still a big gender
gap as the male literacy percentage is 75.26% compared to the 53.67%of female literacy(according to the
Census Report of 2001). But the gap between the male and the female literacy rate hassignificantlydeclined
as seen in the Census report of 2011. Of late, the total literacy rate of India is 74.4% where the male literacy is
38
2. Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.1, 2012
82.14% and the female rate is 65.46%, while the gap between the two is reduced to 16.68%. But, the high rate
drop-out has posited other challenges in front of the policy makers of Indian education. For instance, the
drop-out rates in primary, elementary and secondary level are 26.45%, 49.95% and 61.74% respectively in
the year 2005-06. (GOI, 2005-06). In 2008-09, however, these ratesare reduced to 24.93% in primary level,
and 42.5% in the elementary level respectively. Besides these, rural-urban disparity, occupational disparity,
gender disparity, and inter-state disparity are some other factors hindering the participation of the common
people in the education system which has raised serious concerns. Degree inflation has been seen as another
big issue producing a large number of graduates without satisfying the required qualification necessary for an
employment. Thus, we need such educational programmes as well as delivery processes that canmotivate the
learners to upgrade theirskillsand develop human resource in the real sense of the term.
As far as the Indian higher education system is concerned, more and more emphasis is laid on educational
planning and formation of a competent human capital. It is mainly because of the fact that the alleviation of
poverty, guiding the youth in the right direction, and motivating them to adopt need-based educationetc. can
be ensured only through proper manpower planning which will enhance the employability of our human
resources. In the present situation however, the Indian education system has attained a high success rate in
producing a youth power by enhancing theirskills and capabilities. It needs to be mentioned that
demographically, nearly 51% of India’s population is under 25 years of age, and 66% of India’s population is
under 35 years of age (according to the Census Report of India, 2001), a percentage gaining popularity as the
demographic dividend.While discussing education as a means of human resource development, Amartya Sen
has aptly termed education as “essentially a capacity building and it widens the choice of the people and
empower the nation.” (Elena Philip, 2008) Thus, in India,the major aim of higher education has been realized
through the dissemination of knowledge, proper use ofinformation networks and mass media technologies,
improvement of productivity etc. which have certainly ensured the prospect of sustainability and
employability of the educated lot of the country.
Objectives of the Paper: Considering this background and the achievements of the Indian higher education
system in general, an attempt has been made in this paper:
• To study the relevance of open and distance education in India, especially in the North East
• To trace the growth and applications of information and communication technology (ICT) in the
educational institutions of the North East offering education mainly through the ODL mode
• And finally, to examine how ICT has brought in a remarkable change in the processes of
educational transactions in the North East of India.
Methodology or Data Source: The paper is solely based on secondary information collected from different
sources like books, journal articles, reports of various organization and commission under Government of
India, articles published in national and local news papersas well as the resources available in various
websites including www.kkhsou.org and www.idolgu.org.
2. Gross Enrolment Ratio:Still a Big Challenge for India
Although India has huge potential to improve demographically, it has less than 14% GER which is
comparatively poor against the increasing population.While India hasset the target to meet 15% GER by 2015,
and 20% GER by 2020,theaverage high income countries have a ratio above 60 percent. For instance, the
corresponding ratio is above 80% in the USA, above 70% in Sweden, Norway, New Zealand, above 60% in
the UK and Australia, above 40%in several European countries, and more than 20% in many developed and
developing countries such as Mexico, Malaysia, Thailand, Chile and Brazil. There is even an inter-state
variation in the development of higher education in terms of enrolment ratio. Some Indian States have
expanded their higher education system fast, but many are still lagging behind. For example, the enrolment
ratio is as high as 29% in Chandigarh, but less than 5% percent in Jammu and Kashmir (4.95%), 4.33% in
Nagaland, 6.6 % in Assamrespectively. In fact Arunachal Pradesh has the lowest GER of about 3% (CABE
Report, Government of India). These details show that the North Eastern Region ofIndia is far lagging behind
in achieving thetargeted HR development.What India needs at this stage is to make room for more
educational avenues at cheaper cost and with fast access. Therefore, until and unless there is marked reform
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in the educational system and its various sectors, the upliftofthe social and economic conditions of this
country will remain an unimagined dream. Thus, of late in India, there can be seen agreat demand to create a
well managed educational institutions and infrastructure,sothat the dream of building a knowledge-based
society soon becomes a reality. Our contention is that ICT-enabled teaching learning has emerged as the
saviourin this situation, but the problem is that its capacity has not yet been fully realized, and its resources
too have not yet been fully exploited.
So, the picture seems to be clear that demographically India has great potential, yet the growth of
manpower and the level of its engagement in productive activities are yet to be fully harnessed. There is a
huge gap in manpower planning in the educational institutions, at the same time the government too has
failed measurably to provide employment opportunities to those who already have acquired the necessary
skills. Besides this, there can also be seen considerable differences among the states and regions in terms of
employment, gender differences in all stages of education, regional disparities in Gross Enrolment Ratio
and literacy level etc. When we are to achieve the target of Inclusive Growth, the progress towards
Millennium Development Goals, the formation of Human Capitalhas to be accelerated.In this context,
proper education is the only way to achieve these goals as far as our need and desire are concerned. It is
also because the educated people can use the capital more effectively, quickly adapt themselves with new
technologies, and learn from their previous mistakes. At the same time, they are more flexible in their
approaches and attitudes. That is why perhaps making education accessible to all has thus been considered
one of the most important human rights in India backed strongly by the system of open and distance
learning.
3. Achievements of Open and Distance Education in India particularly in the North East
It has almost been unanimously accepted that open and distance education is perhaps the most
effectivemodeof teaching learning for today’s generation. The 11th Five Years Plan has set the target of
covering around 40% of the total number of students under the open and distance learning system. This
system aims to redress social or educational inequalities and to offer opportunities to those who are
deprived of education for reasons more than one,and to those who want to continue their education even
after they have finished their formal education in the conventional mode. Open and distance education thus
seeks to remove the barriers and restrictions placed on students, as evident in the conventional education
system, by opening up learning opportunities in a wider perspective, and enabling learners to learn more
congenially and periodically. In open and distance education, content delivery system, student support
services and a variety of evaluation methods have drastically changed the functioning of an educational
institute. It’s being a learner-centric approach, along with the print media, a number of non-print media
such as radio, telephone, audio cassettes, video cassettes, computer and electronic media etc. haveprovided
the scope for both synchronous and asynchronous interactions. Moreover, as a cost-effective mode of
education, ODL has covered a wide section of the people in a society in a short while. Open schools and
open universities have playedcrucial role in promoting the accessibility of education to all. Subsequently,
this mode is also increasingly being termed as ‘Independent Learning’, ‘Flexible Learning’ as well as
‘Self-Learning’.
Experiences in India has it that open and distance education provides greater scope for experiments and
innovation for which flexibility can be inserted into the system to cater to the needs of a heterogeneous
group of learners conditioned by the changes of time, and the requirements of the society. For example,
choice-based credit system and convergence approach are the two relatively innovative means bringing
home the advantages of open and distance mode of learning. These means have successfully assisted a
modern learner to get educated even through the joint cooperation of both the conventional and ODL modes
of education by enabling them to transfer their credit at their best choice andaccording to their own
convenience. Thus, open and distance education at a higher level,has played a central role in bringing
multifaceted human resource development and enabling learnersto adapt themselves to the paradigm shift
in education in contemporary times, and providing various opportunities to get absorbed in the job market
and self-employment.
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In India, at present, we have 14 open universities out of which one is national and other 13 are state open
universities. Besides, it has 12 open schoolsalong with 140dual mode providersof higher education. Indira
Gandhi National Open University (IGNOU),the only central open university of India, was established by an
Act of the Parliament in 1985, with the major objective to widenaccess to higher education. In the
North-East of India, there was relatively lower number of enrolment in IGNOU in 1987, when the IGNOU
regional center was established in Guwahati, Assam. But today, IGNOU has more than twenty two
thousand students in the North East alone. But other than IGNOU, at present in the North East of India, we
have total 12 conventional universities out of which six of them provide education through dual mode.
These are
Institute of Distance and Open Learning (IDOL), Gauhati University, Assam
Directorate of Distance Education (DDE), Dibrugarh University, Dibrugarh, Assam
Center for Distance Education (CDE), North-East Hills University, Shillong, Meghalaya
Institute of Distance Education (IDE), Rajib Gandhi University, Arunachal Pradesh
Directorate of Distance Education (DDE), Sikkim Manipal University, Sikkim
Directorate of Distance Education (DDE), Tripura University, Tripura
If we take the case of the NE State like Assam where the history of ODL is not more than 15 years old,
open and distance learning has solved many of the problems of outreaching. In Assam particularly, we have
found that the system of open and distance learning was successfully introduced for the first time by the
Institute of Distance and Open Learning (Formerly known as Post Graduate Correspondence School) in the
Gauhati University campus in 1998. IDOL Gauhati University has contributed immensely to the HR
development of India by producing more that 10,000 post-graduates in various disciplines. In recent times,
Krishna Kanta Handiqui State Open University, the only state open university of the North East, established
in the year 2006, is yet another ODL institute which has provided educational opportunities to the learners
in a successful rate. It has been successful in motivating a total of 10,383 learners in 2010-11 to take
admission in the Bachelor Preparatory Programme (BPP), and a total of 14,373 in all Bachelor Degree
Programmes in 2008-09. (In 2010-11, the total no. of students taking admission in Bachelor Degree
Programme being 15,033).This university has played prominent role in providing education even to the
inmates of Guwahati Central Jail, Jorhat Central Jail, Abhyapuri Jail and BiswanathChariali Jail. Thus, in a
democratic country like ours, we have to enjoy the basic human rights like the right to education, and the
authority (the Government) should ensure education for all people by adopting the convenient mode of
education system that will benefited this country in a large scale. ODL institutes in this region of India,
have thus rendered great services to mass education in a large scale.
4. ICT and Its Use in Open and Distance Education:
Information and communication technology has rendered great services in the field of open and distance
education in the whole of India. It has been realised that democratisation of education is possible only when
the applications of ICT is ensured to its optimum level. Defined as a diverse set of technological tools and
resources used to communicate,create, disseminate, store, and manage informationICTs have made the
processes of teaching-learning interesting, and has also inculcated a practical mindset among the learners.
In fact, the use of ICTs hasbroken the trends of the conventional ODL system by providing learners and
experts comfortable places to discuss, share and exchange knowledge and information on various
topicsthrough a global network. As we all can see, the growth and penetration of digital technologies in
recent years have greatly influenced education and the educational practices in India. The proposed 11th five
year plan suggests the allocation of more than 600 hundred crores of rupees specifically for integrating ICT
in school education. The Indian Government also has plans to spend abundant resources on information and
communications technologies (ICT) aimed at enhancing access and at improving educational quality in
India through both the regular and the distance mode. As the Government increases its investments in ICTs
for education, continued efforts, must be made to ensure that investments in technology positively impact
all aspects of education, including intangible aspects such as community development, psychological and
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cognitive developments, development of social skills, and development of critical and creative faculty.
Thus, while dealing with the issue of using ICTs in Open and Distance education, one cannot but refer to
what the National Knowledge Commission (NKC, 2009) of India has to say. It has stated: “The biggest
challenge in higher education, therefore, is the provision of quality higher education to the greatest number,
at the lowest possible cost to the learner.” What is also important is that the fact that the National
Knowledge Network (NKN) also aims at establishing a strong and robust Indian network which will be
capable of providing secure and reliable connectivity to all participating educational institutes. It is hoped
that using NKN, all vibrant institutions of India will be able to transcend space and time limitations in
accessing information and knowledge, and derive all associated benefits for themselves and society. Print
media, Audio media, Audio-Visual media, Telecommunication and Multimedia Communication are the
different stages of the use of ICTs in India,which are being experienced in educational transaction in all
higher educational institutes throughout India.
The application of ICT has helped in spreadingeducation in two obvious ways—one is access, and the other
is effective teaching-learning. It has given the facility to reach out to a large number of people effectively in
no time. For example, with the help of transmission networks and satellite based communication systems
an institute can access a large number of the population. After telephones, fax machines and mobile phones,
and now computers have brought technologies closer to people. The latest trends in teleconferencing which
includes—audio conferencing, video conferencing and computer conferencing, have made the application
of ICTs much more productive and efficient. Subsequently, there emerged various other technologies to suit
the requirements of the content being used for teaching.Electronic mail or E-mail so to call it has become
the order of the day. Of late Web 2.0 technologies have greatly transformed the educational environment
with various tools like Blogs, Wikis and Rich Site Summary (RSS) as student support services irrespective
of the mode in which one is conducting the teaching. Other than these,E-portals and Social Networking
Sites within the educational institutions are gaining tremendous popularity in bringing together all those
concerned with a meaningful educational interaction. Communication technologies have, to a great extent,
replaced both the teacher and the text books by placing the learners at their own in the learning process.The
point we are discussing here seeks to address to what extent the ODL mode in India has adapted itself with
the use of ICTs for enhancing the teaching–learning processes.
5.ICT-based ODL in the North East of India:
In an economically underdeveloped and educationally stagnant Indian region like the North East where ODL
still needs expansion, ICT-enabled education may be considered a solution to the various problems of
outreaching. As we all can see, the growth and penetration of digital technologies in recent years have greatly
influenced the educational practices in North East India as well. Of late, the North-East, like the other parts of
India, has experienced tremendous growth in the use of technology to enhance learning through the distance
mode. Indira Gandhi National Open University (IGNOU) provides multi-channel, multiple media
teaching-learning packages for instruction and self-learning. The educational radio and television channels
like GyanDarshan, a fully digital 24 hour exclusive Educational TV channel, GyanVani, a unique Radio
Service of IGNOU, have played a prominent role in supplementing the teaching-learning process. This
exemplifies the feasibility of using ICTs to effectively enhance the learners support services even in the
North Eastern part of India.
In the context of entering into ICT-based learning in Assam, the Institute of Distance and Open Learning
(IDOL), Gauhati University as well as Krishna KantaHandiqui State Open University (KKHSOU),
Guwahati, have taken a number of visionary initiatives. IDOL, GU has launched the first e-portal of the
North-East namely www.bodhidroom.idolgu.org on November 13, 2009. This portal has thus become a key
tool for the delivery and development of educational contents to be used by teachers, experts and students not
only from the North-East but also from other parts of the world. Similarly, K. K. Handiqui State Open
University has earned a distinction in the North East region by promoting the use of ICTs in higher education
through its initiative to produce audio and audio-visual materials for the learners. It is also planning to launch
its web portal shortly. Rightfully proposed to name this portal as e-dristi, this portal is intended to provide a
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number of facilities like provision of audio book and e-radio service, audiovisual programmes and so on.
Besides these, various social networks (such as www.snkkhsou.org, facebook, twitter) are gaining
tremendous popularity among the students community. Of late, Community Radio has attracted many
students from the Mass Communication sector. The first Community Radio Station of the North East of India
“Gnan Taranga” has been set up under the auspices of KKHSOU, Guwahati. This is followed by “Radio
Luit”, which has so far been the second CRS of the NE set up by Gauhati University under the Institute of
Distance and Open Learning (IDOL). Such marked developments bear testimony of Assam’s looming large
as a ‘knowledge community’ in a technology driven world. Other institutes, as far as the latest information
goes, are also making their own ICT-based systems prevail very shortly. Such initiatives are sure to have a
direct impact on quality of education as well as on the increase of Gross Enrolment Ratio in the North Eastern
Region.
The applications of NKN, National Program on Technology Enhanced Learning (NPTEL), National
Mission for Education through Information and Communication Technology (NMEICT), SIRD linked with
Satellite hub for with SITs (Satellite Interactive Terminal) in the North East can bring in a marked
difference in the functioning of the educational institutes of this region. KKHSOU is the first among the
Universities of the North East to be connected with NKN. Following the Government announcement in the
Budget Speech of 2008-09,an initial amount of Rs. 100 crores the year 2008-09 was allocated for establishing
the National Knowledge Network with an objective to bring together all the stakeholders in Science,
Technology, Higher Education, Research & Development and Governance. This has been a major boon in the
education of the North East as it can be extensively used in areas like Agriculture, Education and Health.
National Knowledge Network (NKN) will facilitate creation, acquisition and sharing of Knowledge
resources among the large participating Institutions; collaborative research; country wide classrooms
(CWCR) etc. and help the country to evolve as a major Knowledge Society in the true sense.
6. Measures to be taken for Ensuring ICT-based Education in the North East of India:
Information and communication technology is a very useful way to reach more and more people in less
time. Besides, the basic purpose of open and distance learning is to make learning and knowledge reach the
unreached. Therefore, the application of technology has a commendable impact in open and distance
learning system. But the accessibility, equity, sustainability and the use of effectiveness should be
considered while using technology for educational purpose. Therefore, some effective measures must be
taken to ensure and extend the use of ICTs in open and distance education particularly in the North East of
India. The measures should invite response not only from the administrators of education and policy
makers, but also from every stake holder concerned with a sustained growth and penetration of ICT -based
education in the NER of India. The following may be seen as some of the measures to be adopted for
enhancing ICT-based education in the North East of India.
• It should be ensured that all ODL institutions of the North East of India are well connected with NKN
and NPTEL networks. Through such networks all the institutes of can share knowledge and expertise.
• The Ministry of Human Resource Development of India has launched the project i.e. the National
Mission for Education through Information and Communication Technology (NMEICT) for giving
quality education to the learners in the shortest possible time so that it will be helpful in creating
aknowledge-enabled working population. In North East, various courses have been designed by using
such technology for the educational purpose. Besides, National Programme on Technology Enhanced
Learning (NPTEL) provides E-Learning through on-line web and video courses in Engineering,
Sciences and Humanities subjects. Although this mission of NPTEL is intended to enhance the quality
of Engineering education in the country providing free online course ware, local institutes like Krishna
Kanta Handiqui State open University and the Institute of Distance and Open Learning, Gauhati
University can very well tie up with the premiere institute like the IITG (Indian Institute of Technology,
Guwahati), the provider of resources through NPTEL, so that students can utilize those resources.
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• The State Institute of Rural Development, particularly in Assam, has developed the satellite hub for
spreading information and enhancing the capacities and skills of the people living in the state. Krishna
Kanta Handiqui State Open university is the first open university in the north east, to think of launching
some interactive educational programmeswith the link of Satellite Interactive Terminal of SIRDfor the
benefit of the learners of the state.
• Content development is another crucial area that is too often overlooked. The bulk of existing
ICT-based educational material is likely to be in English. Apart from this standard language, there is a
need to develop original educational content in the vernacular languages too. Radio Programs,
Interactive Multimedia Learning Materials on CD-ROM or DVD, Web-based courses etc. should adapt
existing content, and convert print-based content to digital media. These are tasks for which educational
content development specialists such as instructional designers, scriptwriters, audio and video
production specialists, programmers, multimedia course authors, course editor and web-developers are
needed. The audio and video cassettes which are developed by KKHSOU for the education purpose are
to bemade available in websites like www.youtube.com.
• Various courses should be launched by using available ICTs in order to utilize the local resources in a
productive form. Open universities as well as different directorates of ODL can play a significant role in
the formation of functional literate (trained manpower) of the masses in the society.
• It is observed that in India, at present, there is a dire need to develop and rejuvenate the manpower
through training for those who are mostly engaged in agriculture sectors. ITI for development of small
scale industries, electricity, construction, servicing in motor vehicles and other services are other areas
of concern in which there is dearth of trained manpower. It is observed in the NE that by enhancing such
capabilities, the viability of the workforce can be boosted up in the authentic way for developing the
productivity of the nation. These types of training can be held through the both conventional and
distance modes by using proper application of ICTs. Therefore research should be conducted (before
using ICTs) on the availability and quality of the physical and human resources for enhancing and
accelerating the manpower in the society.
• Another challenge to meet is quality improvement and how it can be
addressed through modernisation, research, and networking of the universities and other educational
departments in this region through ICTs. Networking through local area network (LAN), wide area
network (WAN), Information and Library Network (INFLIBNET) would also lead to increased
academic activities and research.
• And finally, the universities of Assam and the NE must be able to
remain autonomous in bringing in innovations in teaching-learning through Open Educational
Resources. The emphasis should also be laid on conferring autonomous status even on the colleges of
Assam so that they can provide means to interact across geographical boundaries of institutions, to
improve infrastructure and to start mutual collaboration and cooperation among the higher educational
institutes for optimum utilisation of available resources.
References:
Aggarwal, D. D. (2007): “Future of Distance Education”, Sarup and Sons, New Delhi
Ambani, M. and K. Birla (2000): “A Policy Framework for Reforms in Education” (http://www.nic.in)
Basu,. S. (2008): “Innovation in Open and Distance Learning”, SecondFoundation Day Lecture, Guwahati.
Chandra, R. (ed) (2005): “Trends in Higher Education”,Kalpaz Publications, Delhi.
Davis George (edited) (2008): “Quality Education, Prospects and Challenges”, A.P.H. Publishing
Corporation, New Delhi
Michael M. Moore et al (edited) (2002):“Open and Distance Learning Trends, Policy and Strategy
Considerations”,UNESCO
Patrick Alan Danaher and Abdurrahman Umar (edited) (2010): “Teacher Education through Open and
Distance Learning”, Common Wealth of Learning
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Srivastava, M. et.al. (2007): “Reaching out to the Un-reached through ODL: Role of IGNOU in the North
East Region”, Indian Journal of Open Learning, Vol.16, No.2
Singh, A. K. (2006): “Degree Devaluation in Higher Education, Unemployment andUnemployability
among the Graduates in India”, Journal of Educational Planning and Administration, Vol. XX,
October.
Sukhadeo, T. (2006): “Higher Education in India, Emerging Issues Related to Access,Inclusiveness and
Quality”,Nehru Memorial Lecture, New Delhi, November 24.
Government Reports:
• Census of India 2001
• NSSO Report 55th Round
• Planning Commission Report, Government of India
• MHRD Report, Government of India
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