ATTITUDE OF PRE-UNIVERSITY STUDENTS TOWARDS COMPUTER BASED LEARNING

 Abstract

 Computer has brought new revolution in the individual’s life. Every aspect of our social life is influenced by computers and their influence will go on the increasing day by day. Computer has been used in almost all fields of human life.  It is used in business and research. Almost in every field of human activity the computer can stretch its arms and make it perfect. The main purpose of this study is to find out the attitude of pre-university college students towards computer based learning. Traditional method of teaching helps an individual in their all-round development and it insists some moral values to the students.   The intension of this study is to find whether the PUC students in Christ University have positive attitude towards computer based learning or they would rely on traditional method of learning. For the purpose of this study the researcher framed questionnaire consists of 10 items & the questionnaire was administered to 20 PUC Students in Christ University. The result indicates that there is no significant difference between the male & female PUC students in their attitude towards computer based learning. Computer based learning develops positive attitude among the I PUC & II PUC students. They really enjoyed computer based learning which enhanced their learning abilities & they actively take part in classroom activities.

Introduction

Technology is the main support for the students learning developments nowadays. With shifting from the teacher-centered instruction to child-centered instruction, the role, activities, attitudes, reflections of the students become more important concern to overlook the effectiveness of technology in instruction. Computers are the main technology support as a tool for effective learning and teaching process. Computer based instruction and computers programs, tools as itself provides much facilities and supports to students’ educational life.

Computers are update mechanism for the education and it is not only for education, these developments affect all global, cultural, economic life standards as well.  Within the today’s application, it is important to get the meaningful learning for the students’ learning cycle. It is not necessary to get information directly from the instructors, what is important today is that experiencing reality, discovering reality with technology guidance. When we look at issues and ahead, we can commend that technology has main responsible process in instruction for today educational world. With the development of high technology improvements, students get main role in their learning process. Computers have role to support easy study of students with their learning process.

Computer Based Learning

The main concern in the classroom instruction today is to integrate technology, computer with instruction. Because it enhance the learning, create update, contemporary understanding of students. Computers tools such as word processors, spreadsheets, databases and multimedia authoring programs may help students learn actively. If the main concern is the examination of the how computer based learning effects the developments of learning of students, the attitudes, tendency and thoughts of the students should be handled. Therefore; application of computers to the instruction, statistical results from the questionnaire will reflect if there are the effects on developments of students’ learning and what their attitudes towards computer. Through the research inclusion and problem sentence, research handled the problem sentence that is attitudes of students towards computer based learning by applying questionnaires to students based on statistical evaluation.

Need for the study

 The main intention of the study is to make a survey on attitude of the PUC students towards computer based learning or to find whether they would rely on traditional method of learning.

Methodology

Operational Definitions

Attitude- In the present study attitude is defined as a feeling or predisposition to favor or be against objects, ideas, persons or groups. In this connection one may define attitude towards computer based learning as a matter of degree of agree, disagree etc.`

PUC-  Pre-university college students who enrolled themselves in an intermediate course for two yearsduration.

Computer based Learning - learning program using computers as a central staple.

Identification of the Population

The population under investigation included Pre-University college students from Christ University.

Sample

 The sample for present study was 20 pre- university students. Of the total sample there were 10 boys and 10 girls. Further from 20 students 10 samples from I PUC & 10 from II PUC.

Instrument used in the study

 For this research study, questionnaire was designed for analyzing students’ attitudes towards computers based learning.

There were 10 items at this instrument. Their responses that are Representing 10 items are on a series five-point Likert-scale.

(5-strongly disagree, 4-Disagree, 3- Neither agree nor disagree, 2- Agree and 1-Strongly agree).

Administration of the Tools

The self-developed questionnaire were adapted by the investigator to find the students attitude towards computer based learning and self-developed Performa to collect information on the variables such as gender & PUC class.

Statistical Analysis:

 ‘t’- test analysis was computed to find out differences in the variables such as gender and PUC classes.

  

Analysis and Interpretations of Data

In the present study the relevant data collected were the scores of the attitudes of the boys and girls from I PUC & II PUC students from Christ University. The data were employed by employing the above statistical techniques to arrive at meaningful conclusions.

 Testing of hypothesis related to variables - Gender

 Hypothesis -1

 There is no significant mean difference in the attitude to computer based learning among boys and girls.

Table-1 Showing the Mean, Standard Deviation and Std.Error Mean of the attitude with respect to boys and girls.

Group Statistics
	Gender	N	Mean	Std. Deviation	Std. Error Mean	t	Mean Difference
SCORE	male	10	33.5	5.94886	1.88119	0.208	0.5
	female	10	33	4.71405	1.49071

  From table 1, it is found that there is no significant mean difference in the attitude of male and female.

 Testing of hypothesis related to variables - Class

  Hypothesis -2

 There is no significant mean difference in the attitude of computer based learning among I PU and II PU Students

 Table-3 Showing the Mean, Standard Deviation and Std.Error Mean of the attitude with respect to I PU & II PU.

Group Statistics
	Gender	N	Mean	Std. Deviation	Std. Error Mean	t	Mean Difference
SCORE	male	10	34.3	4.80856	1.5206	0.893	2.1
	female	10	32.2	5.67255	1.79382

 From table 2, it is found that there is no significant mean difference in the attitude of I PU & II PU towards computer based learning.

 Results

 Computer-based learning is a new trend that has wide range of affections on all areas. It has an effect on education by influencing the students learning as a being technological and cultural functions.When it is examined the results of research and questionnaire, students have positive tendency towards computer based learning.The importance of the study is to emphasis that computer has an impact on students in learning activities. Both the male and female students from I PUC & II PUC possess positive attitude towards computer based learning. Though, the traditional methods teach some values , computer based learning make the concept of learning more interactive and enjoyable with sharing the knowledge in a collaborated manner.

  

APPENDIX

  

ATTITUDE OF PRE-UNIVERSITY STUDENTS TOWARDS COMPUTER BASED LEARNING

 Please provide following information about yourself

1.      Name               :

 2.      Age                 :

 3.      Gender            :           Male    Female

 4.      Name of the Institution:

 5.      Class                :

 Please use the following scale to describe your feelings for each question:

SD: Strongly disagree                                                 D: Disagree

N: Neither agree nor disagree                                     A: Agree

SA: Strongly Agree

Please select the response which best describe your feelings. Please select a response for each item.

S.NO		SD	D	N	A	SA
1.	Computer based learning replaces the traditional methods of teaching.
2.	Computer based learning develops the all-round personality of the students.
3.	Computer based learning teaches moral values to the students.
4.	Computer based learning helps me in improving my learning style.
5.	Computer based learning should be nothing more than the distribution of notes over the internet.
6.	Computer based learning creates more impact on teaching& learning process.
7.	Computer based learning evaluate learning materials on the internet.
8.	Computer based learning is more effective than traditional learning.
9.	Computer based learning makes my presentations more effective and enjoyable.
10.	I am not comfortable with Computer based learning

History of Education in India

Good Evening Sir,

I am forwarding my assignment.

S.Alfenomarie(1344902)

Dept. of Education

Thank U

 

 

 

Historical of Education in India

 

Historical Background of Education (India)

Introduction

Early History

Early education in India commenced under the supervision of a guru.Initially, education was open to all and seen as one of the methods to achieve Moksha, or enlightenment. As time progressed, due to superiority complexes, the education was imparted on the basis of caste and the related duties that one had to perform as a member of a specific caste.

Ø   Brahmans learned about scriptures and religion

Ø  Kshatriya was educated in the various aspects of warfare.

Ø  The Vaishya caste learned commerce and other specific vocational courses

Ø  Education was largely denied to the Shudras, the lowest caste. 

The earliest venues of education in India were often secluded from the main population. Students were expected to follow strict monastic guidelines prescribed by the guru and stay away from cities in ashrams. However, as population increased under the Gupta empire centers of urban learning became increasingly common and Cities such as Varanasi and the Buddhist center at Nalanda became increasingly visible.

Education in India in its traditional form was closely related to religion. Among the Heterodox schools of belief were the Jain and Buddhist schools. Heterodox Buddhist education was more inclusive and aside of the monastic orders the Buddhist education centers were urban institutes of learning such as Taxila and Nalanda where grammar, medicine, philosophy, logic, metaphysics, arts and crafts etc. were also taught. Early secular Buddhist institutions of higher learning like Taxila and Nalanda continued to function well into the common Era and were attended by students from China and Central Asia.

The Rigveda-mentions female poets called brahmavadinis, specifically Lopamudra and Ghosha.

Upanishads - By 800 BCE women such as Gargi and Maitreyi were mentioned as scholars in the

religious.

Pali canon- Maya, mother of the historic Buddha, was an educated queen while other women in India contributed to writing.

It is possible that later historian twisted the truth that the so-called lower castes in the society were denied the right to education only in order to pitch for better concessions and create a feel good factor to the leaders of society so they may corner the valuable mass support It is wrong to say that the teaching existed only in schools run by the upper cast teachers in their so-.called Gurukuls. The society was teaching its subjects in the exact and required skills as appropriate to the time. It is widely acclaimed now that the class room education does not teach the actual required skill sets either for life as it is perceived now or add value to the humanity at large.

Education System in India:

 

The present education system in India mainly comprises of primary education, secondary education, senior secondary education and higher education. Elementary education consists of eight years of education. Each of secondary and senior secondary education consists of two years of education. Higher education in India starts after passing the higher secondary education or the 12th standard. Depending on the stream, doing graduation in India can take three to five years. Postgraduate courses are generally of two to three years of duration. After completing post-graduation, scope for doing research in various educational institutes also remains open.

History of the Education System

Introduced by Lord Macaulay, during the british rule in 19^th  century.

Pattern:

10+2+3 = SSC+HSC+GRADUATION DEGREE

Government Efforts:

Ø  Financial Assistance

Ø  Various Grants

Ø  Educational Programme (SarvaSikshaAbhigyan)

Ø  Free Education

Achievements:

Ø  Rise in enrollment

Ø  Rise in literacy

Ø  Increase in educational institutes

Ø  Progress in technical and professional education

 

 

 

 

 

Table revealing the Growth of Educational Institutes

INSTITUTIONS	1950-51	2001-2002
Primary schools	210	664
Upper primary schools	13	220
Higher secondary schools	17	113
Universities	27	351
Professional Institutes	208	2409

 

 

India Education- Present Condition

After gaining independence in 1947, making education available to all had become a priority for the government. As discrimination on the basis of caste and gender has been a major impediment in the healthy development of the Indian society, they have been made unlawful by the Indian constitution. The 86th constitutional amendment has also made elementary education a fundamental right for the children between the age group- 6 to 14. According to the 2001 census, the total literacy rate in India is 65.38%. The female literacy rate is only 54.16%. The gap between rural and urban literacy rate is also very significant in India. This is evident from the fact that only 59.4% of rural populations are literate as against 80. 3% urban population according to the 2001 census. In order to develop the higher education system, the government had established the University Grants Commission in 1953. The primary role of UGC has been to regulate the standard and spread of higher education in India. There has been an educational institute in India. The higher education systems in India comprise of more than17000 colleges,20 central universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of National importance. This number will soon rise as the setting up of 30 more central universities, 8 new IITs, 7 IIMs and 5 new Indian Institutes of Science are now proposed.

The School System

India is divided into 28 states and 7 so-called “Union Territories”. The states have their own elected governments while the Union Territories are ruled directly by the Government of India, with the President of India appointing an administrator for each Union Territory. As per the constitution of India, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them. The role of the Government of India (GoI) was limited to coordination and deciding on the standards of higher education. This was changed with a constitutional amendment in 1976 so that education now comes in the so-called concurrent list. That is, school education policies and programmes are suggested at the national level by the GoI though the state governments have a lot of freedom in implementing programmes. Policies are announced at the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead role in the evolution and monitoring of educational policies and programmes.

There is a national organization that plays a key role in developing policies and programmes, called the National Council for Educational Research and Training (NCERT) that prepares a National Curriculum Framework. Each state has its counterpart called the State Council for Educational Research and Training (SCERT). These are the bodies that essentially propose educational strategies, curricula, pedagogical schemes and evaluation methodologies to the states' departments of education. The SCERTs generally follow guidelines established by the NCERT. But the states have considerable freedom in implementing the education system.

The National Policy on Education, 1986 and the Programme of Action (POA) 1992 envisaged free and compulsory education of satisfactory quality for all children below 14 years before the 21st Century. The government committed to earmark 6% of the Gross Domestic Product (GDP) for education, half of which would be spent on primary education. The expenditure on Education as a percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98.

The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18). The lower primary school is divided into five “standards”, upper primary school into two, high school into three and higher secondary into two. Students have to learn a common curriculum largely (except for regional changes in mother tongue) till the end of high school. There is some amount of specialization possible at the higher secondary level. Students throughout the country have to learn three languages (namely, English, Hindi and their mother tongue) except in regions where Hindi is the mother tongue and in some streams as discussed below.

There are mainly three streams in school education in India. Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country. A number of “central schools” (named KendriyaVidyalayas) have been established for the purpose in all main urban areas in the country, and they follow a common schedule so that a student going from one school to another on a particular day will hardly see any difference in what is being taught. One subject (Social Studies, consisting of History, Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools. KendriyaVidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT. In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to the needs of the Indian population there.

The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this was started as a replacement for the Cambridge School Certificate. The idea was mooted in a conference held in 1952 under the Chairmanship of MaulanaAbulKalam Azad, the then Minister for Education. The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination. In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate's Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country. The inaugural meeting of the Council was held on 3rd November, 1958. In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council was listed in the Delhi School Education Act 1973, as a body conducting public examinations. Now a large number of schools across the country are affiliated to this Council. All these are private schools and generally cater to children from wealthy families.

Both the CBSE and the ICSE council conduct their own examinations in schools across the country that are affiliated to them at the end of 10 years of schooling (after high school) and again at the end of 12 years (after higher secondary). Admission to the 11th class is normally based on the performance in this all-India examination. Since this puts a lot of pressure on the child to perform well, there have been suggestions to remove the examination at the end of 10 years.

 

Universities

India established a dense educational network (very largely for males) with a Western curriculum based on instruction in English. To further advance their careers many ambitious upper class men with money, including Gandhi, Nehru and Muhammad Ali Jinnah went to England, especially to obtain a legal education at the Inns of Court. By 1890 some 60,000 Indians had matriculated, chiefly in the liberal arts or law. About a third entered public administration, and another third became lawyers. The result was a very well educated professional state bureaucracy. By 1887 of 21,000 mid-level civil service appointments, 45% were held by Hindus, 7% by Muslims, 19% by Eurasians (European father and Indian mother), and 29% by Europeans. Of the 1000 top -level positions, almost all were held by Britons, typically with an Oxbridge degree.

The Raj, often working with local philanthropists, opened 186 colleges and universities. Starting with 600 students scattered across 4 universities and 67 colleges in 1882, the system expanded rapidly. More exactly, there never was a "system" under the Raj, as each state acted independently and funded schools for Indians from mostly private sources. By 1901 there were 5 universities and 145 colleges, with 18,000 students (almost all male). The curriculum was Western. By 1922 most schools were under the control of elected provincial authorities, with little role for the national government. In 1922 there were 14 universities and 167 colleges, with

46,000 students. In 1947 21 universities and 496 colleges were in operation. Universities at first did no teaching or research; they only conducted examinations and gave out degrees.

The Madras Medical College opened in 1835, and admitted women so that they could treat the female population who traditionally shied away from medical treatments under qualified male professionals. The concept of educated women among medical professionals gained popularity during the late 19th century and by 1894, the Women's Christian Medical College, an exclusive medical school for women, was established in Ludhiana in Punjab.

The British established the Government College University in Lahore, of present day Pakistan in 1864. The institution was initially affiliated with the University of Calcutta for examination. The prestigious University of the Punjab, also in Lahore, was the fourth university established by the colonials in South Asia, in the year 1882.

 

Mohammedan Anglo-Oriental College (MAO College), founded in 1875, was the first modern institution of higher education for Muslims in India. By 1920 it became The Aligarh Muslim University and was the leading intellectual center of Muslim political activity.The original goals were to train Muslims for British service and prepare elite that would attend universities in Britain. After 1920 it became a center of political activism. Before 1939, the faculty and students supported an all-India nationalist movement.

Chronology of main events:

·         1935- Central Advisory Board of Education (CABE) set up.

·         1976- Education made a joint responsibility of the state and the center.

·         1986- National Policy on Education (NPE) and Programme of Action (POA)

·         1992- Revised National Policy on Education (NPE) and Programme of Action (POA)

·         December 17, 1998: The Assam Government enacts a law making ragging in educational institutions a criminal offence.

·         November 1998: Prime Minister Atal Behari Vajpayee announces setting up of vidyavahini network to link up universities, UGC and CSIR.

 

Accreditation:

Accreditations for universities in India are required by law unless it was created through an act of Parliament. Without accreditation, the government notes “these fake institutions have no legal entity to call themselves as University/vishwvidyala and to award ‘degree’ which are not treated as valid for academic/employment purpose. The University Grants Commission Act 1956 explains “the right of conferring or granting degrees shall be exercised only by a University established or incorporated by or under a Central Act carlo bon tempo, or a State Act, or an institution deemed to be University or an institution specially empowered by an Act of the Parliament to confer or grant degrees. Thus, any institution which has not been created by an enactment of Parliament or a State Legislature or has not been granted the status of a Deemed to be University is not entitled to award degree.”

 

Accreditation for higher learning is overseen by autonomous institutions established by the University Grants Commission.

·         All India Council for Technical Education (AICTE)

·         Distance Education Council (DEC)

·         Indian Council of Agricultural Research (ICAR)

·         Bar Council of India (BCI)

·         National Assessment and Accreditation Council (NAAC)

·         National Council for Teacher Education (NCTE)

·         Rehabilitation Council of India (RCI)

·         Medical Council of India (MCI)

·         Pharmacy Council of India (PCI)

·         Indian Nursing Council (INC)

·         Dental Council of India (DCI)

·         Central Council of Homeopathy (CCH)

·         Central Council of Indian Medicine (CCIM)

·         Veterinary Council of India (VCI)

 

Prominent Educational Institutes in India:

There are pretty a good number of educational institutes in India that can compete with the best educational institutes of the world.

·         The Indian Institutes of Technology (IITs)

·         Indian Institutes of Management (IIMs)

·         Indian Institutes of Science

·         National Law Schools

·         Jawaharlal Nehru University is some such institutes.

 

Education for the Marginalized in India:

As education is the means for bringing socio- economic transformation in a society, various measures are being taken to enhance the access of education to the marginalized sections of the society. One such measure is the introduction of the reservation system in the institutes of higher education.Under the present law, 7.5% seats in the higher educational institutes are reserved for the scheduled tribes, 15% for scheduled castes and 27% for the non-creamy layers of the Other Backward Classes (OBCs). Under the Indian constitution, various minority groups can also set up their own educational institutes.Efforts are also being taken to improve the access to higher education among the women of India by setting up various educational institutes exclusively for them or reserving seats in the already existing institutes. The growing acceptance of distance learning courses and expansion of the Open University system is also contributing a lot in the democratization of higher education in India.

Conclusion

Despite all the efforts to develop the education system in India, access, equity and quality of education in India continue to haunt the policy makers till this date. This has mainly been due to the widespread poverty and various prejudices. The inability to check the dropout rates among the marginalized sections of the population is another cause of worry.However, the renewed emphasis in the education sector in the 11th five year plan and increased expenditure in both primary and higher education can act as palliatives for the Indian education system.

 

References

1.      Arnold, Edward. Education in India: A Letter from the Ex-Principal of an Indian Government college to His Appointed Successor. London:Bell&Daldy,1860.

2.      Bhattacharaya, Sabyasachi(ed) Education and the Disprivileged: Nineteenth & Twentieth centuries.NewDelhi:Oxford  University press 2007.

3.      Cotton, J.S. Progress of Education in India 1892-97, Third Quinquinneal Review,London: Her majestry’s stationery office,1898.

4.      Kumar, Krishna, “Textbooks and Educational Culture”. Economic and Political weekly 21, no.30, 1986, pg.1309-11.

5.      Maston,W.Indian Educational Policy. Madras: Christian Literature Society for India, 1936.

6.      Education commission, 1971. Education and National Development, vol.1, New Delhi NCERT.

7.      Government of India, 1965-66. Report of the commissioner for schedule castes and scheduled Tribes, New Delhi: Manager of Publications.

8.      Academic.Edu- Website

History of Education in India by Kumar Ragendren

 

 

 

 

 

The Development of Commerce Discipline in India

Josephine geetha

Roll No.1340101

History of Commerce Discipline

The first Commerce school was established in Chennai in 1886 by Trustees of Pachiyappa’s Charities. Commerce classes started in the Presidency College, Kolkata in 1903.The Sydenham College of Commerce and Economics was established in 1913 as the first institution for higher education in Commerce. Madras became a pioneer state where it started in 1886. In post-Independence period, Commerce education has emerged as one of the most potential pursuits in the wake of industrialization, economic development and techno-managerial revolution. Commerce has grown from a subject to a full -fledged faculty in most of the universities and had acquired a pride of place amongst different academic disciplines.   The Government of Madras laid the foundation of commerce education by setting-up commercial institute in Madras. Two other institutions were established during the next ten years (by 1896). One was set-up at Calicut and the other in the state of Kerala.

In the beginning of this century Calcutta Presidency College also introduced the teaching of commerce (1903). By about that time it was also introduced in Delhi. One more commercial institution was started in Bombay in 1912. At the graduate level the commerce edu­cation was introduced in 1913 in Sydenham College of Commerce and Economics in Bombay.

In 1920's (1921-22) the first Fiscal Commission was set-up and this commission made certain important recommendations In the light of these recommendations some major improvements were vis­ible in various industrial fields especially in the field of iron and steel industry, sugar industry, tea industry, cotton industry and jute industry.

A very rapid growth of commercial educational institutions was observed during 1920-40. The Indian Institute of Bankers was estab­lished in 1926, the Institute of Chartered Accountants of India was established in 1934. Later on in 1944, Institute of Works and Cost Accountants of India was established. In 1955, the Federation of Insurance Institutes was established.

To cope with the increasing demand for the trained people to transact commercial and governmental jobs, it became essential to introduce the commerce education at school level.

To start with the teaching of short-hand and typing was intro­duced in Government schools and aided schools and afterwards the teaching of commerce was introduced in such schools. Now the com­merce education has been included in the school curriculum.

In the new scheme of education (I.C. 10+2+3 pattern of educa­tion) sufficient attention has been paid to commerce education in Indian schools.

Recent Developments in the Commerce Discipline in India

India has one of the largest higher education systems in the world, and has been witnessing healthy growth in its number of institutions and enrollment in the last few decades.

Indian School of Business (ISB) Established in 2001, ISB is a not-for-profit,

independent management institution .It is ranked among the top 20 global business schools in the 2012 Annual MBA Rankings of the Financial Times in London.

It offers postgraduate, fellowship, post-doctoral and executive education programmesin management.ISB’s flagship programme, PGPM, had 770 student in 2012. Highlights ISB leads in terms of the author count of Indian faculty in the Financial Times’ list of top 40 management journals for the period 1990–2009.

ISB: 11 IIM Calcutta: 10 IIM Bangalore: 9IIT-Delhi: 5XLRI: 4.It has achieved this in a relatively short period of time.

References:

Website : Google - History of Commerce in India /

Higher Education in India: Twelfth Five Year Plan (2012–2017) and beyond FICCI Higher Education Summit 2012

Factors Influencing The Teaching Faculties In Pursuing Higher Education

Josephine Geetha

Commerce (Ph.D)

Roll No.:1340101

Abstract: The purpose of the study is to investigate the factors influencing the teaching faculties in pursuing higher education. The main factors considered for the study is the personal interest, financial constraints and inconvenience of the teaching faculties. Percentage analysis is used to analyse the influence of the factors. The data from ten teaching faculties revealed that pursuing higher education is out of their own interest and majority of the teaching faculties had no financial constraints or inconvenience as such to pursue their higher education. Hence the study reveals that the factors have positive influence on the teaching faculties in pursuing their higher education.   

Introduction

Higher education is the education provided by universities, colleges and other institutions that award academic degrees. Higher education includes both the undergraduate and the graduate levels. Higher education improves an individual’s quality of life, better access to health care, greater economic stability and security, more prestigious employment and greater job satisfaction. Since higher education plays a major role in the life of any individuals especially teaching faculties a need was felt to study whether factors like self interest, financial constraints and inconvenience had any impact on the teaching faculties in pursuing higher education.

Methodology:

A primary data was collected with the help of a scheduled interview and a Questionnaire was administered.

Data was collected from a sample size of ten teaching faculties.

Percentage analysis was implemented to analyse the data.

Findings and Interpretations:

The following table and chart prepared from the data collected reveals that the teaching faculties were interested in pursuing the higher education out of their own interest and majority of the teaching faculties had no financial constraints or inconvenience as such to pursue their higher education.

Table indicating the factors influencing the teaching                       faculties in pursuing higher education
Sl.No	Particulars	Teaching Faculties ( %)
		Yes	No
1	Personal Interest	100	0
2	Financial constraints	10	90
3	Inconvenience	20	80

Results : The first row in the table indicates 100% that is the
	personal interest of the teaching faculties
	The second row in the table indicates that 90%
	of the teaching faculties have no financial constraint
	The third row in the table indicates that 80%
	of the teaching faculties have no inconvenience

Chart showing the factors influencing the teaching faculties

                         in pursuing higher education

Conclusion:

From the findings the following conclusion are drawn from the study that the factors like personal interest, financial constraints and inconvenience have a positive influence on the teaching faculties in pursuing their higher education.

Due to time constraint the data collected is from a limited sample size, hence the study conducted is not an exhaustive study and thereby the conclusions drawn may not be generalized one.

field work

Good Noon sir,

I have attached field work report.

Thank you

History of Higher Education (Technical Education) in India and Karnataka

Name: Roopashree H. R.
Reg No: 1347102

I.HISTORY OF TECHNICAL EDUCATION IN INDIA

Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels:central, state, and local. Takshasila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. Western education became ingrained into Indian society with the establishment of the British Raj.

Technical Graduates: The number of graduates coming out of technical colleges increased to over 700,000 in 2011 from 550,000 in FY 2010. However, according to one study, 75% of technical graduates and more
than 85% of general graduates are unemployable by India's most demanding and high-growth global industries, including information technology. Nevertheless, that still means that India offers the largest pool of technically skilled graduates in the world

The history of imparting formal technical education in India can be traced back to mid-19th century, although it got momentum in 20th century with the setup of Constitution of Technical Education Committee of the Central University Board of Education (CABE) in 1943; Preparation of Sergeant Report in 1944 and Formation of All India Council of technical Education (AICTE) in 1945. With the country gaining independence in 1947, the development of technical education had become a major concern for the government of India to face the new challenges and move the country forward.



In order to maintain the standard of technical education, a statutory authority- The All India Council for Technical Education (AICTE)- was set up in 1945. AICTE irresponsible for planning, formulation and
maintenance of norms and standards, quality assurance through accreditation, funding in priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country[1].

The beginning of formal Technical Education in India can be dated back to the mid-19th Century. The major policy initiatives in the pre-independence period included the appointment of the Indian Universities Commission in 1902, the issue of the Indian Education policy resolution in 1904 and the Governor General's policy statement of 1913 stressing the importance of Technical Education. The establishment of the Indian Institute of Science in Bangalore, the Institute for Sugar, Textile and Leather Technology in Kanpur, the
National Council of Education in Bengal in 1905 and the Industrial Schools in several Information in this section has been taken from the website of AICTE, accessed in March 2007. 12 provinces marks the dawn
of the technical education in India in the early twentieth century

The All-India Council for Technical Education (AICTE) was set-up by the Government of India in November 1945 as a national level Apex Advisory Body to survey the national facilities for technical
education and to promote their development in a coordinated and integrated manner. To ensure this and

as stipulated by the National Policy of Education (1986), AICTE was vested with statutory authority for planning, formulation and maintenance of norms and standards, quality assurance through accreditation, funding in priority areas, monitoring and evaluation, maintaining parity of certification and awards and ensuring coordinated and integrated development and management of technical education in the country.

The AICTE Bill was introduced in both the Houses of Parliament and passed as the AICTE Act No. 52 of 1987. The Act came into force with effect from 28 March 1988. The statutory All India Council for
Technical Education was established on 12 May 1988 with a view to proper planning and coordinated development of technical education system throughout the country, the promotion of qualitative
improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected
therewith[2].

The purview of AICTE (the Council) covers programs of technical education including training and research in Engineering, Technology, Architecture, Town Planning, Management, Pharmacy, Applied Arts and
Crafts, Hotel Management and Catering Technology etc. at different levels.

The set up of Indian Institutes of Technology, Indian Institutes of Management and Indian Institutes of Science was a major step in the development of technical education in the country. The quality of
education of these institutes has managed to change the outlook of India so much that this ancient country which was earlier known for yoga and meditation is now known for computer engineers. However, it
does not mean that the challenge of making technical education accessible to the rural populace and other under developed sections of the society has been overcome

II.HISTORY OF TECHNICAL EDUCATION IN KARNATAKA

Some of the technical skilled educational institutions are started before Independence (since 1943), by name "Occupational Institutes". Then later, these are renamed as "Polytechnics"(multiple technical skills/many technical skills). All these Polytechnics were working under "Public Instruction Department", since before independence to till 1959.Since number of Polytechnics and Technical degree colleges are increased, the new department called "Technical Education Department" came into existence in 1959.[3]

A) University Visvesvaraya College of Engineering (UVCE) was established in the year 1917, under the name Government Engineering College, by Bharat Ratna Sir M. Visvesvaraya, and was affiliated to
University of Mysore. It is the 5th Engineering College to be established in the country. This is one of the oldest technical institutions in the country, imparting technical education leading to B.E, M.E, B.Arch, M.Sc (Engineering) and Ph D degrees in the various disciplines of Engineering and Architecture. The college is approved by the AICTE and the Government of Karnataka. The departments are accredited with five A+ for three years by the National Board of Accreditation, New Delhi.[4]

B) Visvesvaraya Technological University (VTU) is a collegiate public state university in Karnataka State, India. It was established on 1 April 1998 by the Government of Karnatakaas per VTU Act 1994, to
improve the quality of technical education in the state. Apart from a few notable exceptions, VTU has complete authority in the state of Karnataka. It is a statutory requirement for colleges offering any
program in engineering or technology in the state to be affiliated with the university.[5]

The university is named after Sir Visvesvaraya from Karnataka, the only engineer to be awarded a Bharat Ratna award, the highest civilian award in India. JnanaSangama, Belgaum is the headquarters of VTU.
Additionally, the university has three regional centers located in Bangalore, Gulbarga andMysore.

VTU is one of the largest universities in India with 208 colleges affiliated to it with an intake capacity of over 67100 undergraduate students and 12666postgraduate students. The university encompasses various technical & management fields which offers a total of 30 undergraduate [11] and 71 postgraduate courses.

III.CHALLENGES AND THE WAY FORWARD IN HIGHER TECHNICAL EDUCATION IN INDIA

Ø Need for a policy framework: Emphasizing the present status of technical education in India, Prof P Rama Rao, ARCI, and Hyderabadsuggested the need for a policy framework for improving the quality of
technical education in the country[2].

Ø Need for strengthening: In terms of the data, 97% of 10, 60,000 annual intakes of students are being accounted by the private institutions. The annual intake of students in all Indian Institute of Technology is 7,500, National Institute of Technology 35,000 and the rest i.e. 10, 17,500 is accounted by the private institutions. This, viewed along with the lowering of quality of engineering education, highlights the dysfunctional accreditation process and the need for strengthening the process to improve the quality of technical education.

Comparing the number of engineers graduating in a year, at different levels for India and the USA, Dr Rao indicated that only 5% of the Bachelor degree holders from India go for the Masters degree whereas the corresponding figure for USA is about 50%. The total Ph.D. degree holders in engineering discipline in India for the year 2009-10 is only 1500 whereas for USA it is 7500.

Looking at sector-wise data, in the field of aeronautical engineering the total number of students per year in B.Tech is 285, M.Tech 175 and PhD only 30. The scenario is not very different and encouraging for
the computer science and geology disciplines. India is also witnessing an acute shortage of faculty in engineering discipline which is about 50,000.



Ø Regional imbalance: There is also a regional imbalance in engineering education establishments. More than 505 of the engineering colleges are located in Andhra Pradesh, Karnataka, Maharashtra and Tamil Nadu which does not auger well for the balanced socio-economic development of the country.

Ø Absence of international flavor: Dr Rao also identified problems like absence of international flavor in both student and faculty, low research activity across the disciplines and asymmetry in technology assessment which are areas of concern and need policy guidelines.

Ø Level of excellence resources: India has success stories in technical education and human resource generation which can guide in policy formulation. Dr Y Nayudamma's model of balanced development of
the Indian leather sector through an academia-industry partnership and Institute of Chemical Technology established in the year 1933 are among the few examples that can be emulated. The level of excellence,
resources and level of autonomy should be synchronized in a policy for achieving quality technical education in India in the next five years.

Ø Complex relationship: Public-Private partnership is a complex relationship which needs well thought out policy guidelines along with proper checks and balances. Drawing upon the US experience in generating wealth for the nation by investing in academic Research and Development, Dr Rao stressed the need for increasing the R & D funding in India for building and sustaining a modern and vibrant nation.

Refrences:
1. http://en.wikipedia.org/wiki/Education_in_India
2. TECHNICAL EDUCATION SYSTEM IN INDIA: PRESENT SCENARIO:IJRESS
Volume 2, Issue 10 (October 2012) ISSN: 2249-7382 by Prof.Shivani
and ShashiKaurana
3. www.dte.kar.nic.im
4. http://en.wikipedia.org/wiki/University_Visvesvaraya_College_of_Engineering
5. http://en.wikipedia.org/wiki/Visvesvaraya_Technological_University

Development of Mathematics in India

Sameena Tarannum, Reg. no. 1345302, Research Scholar, Christ University

A Philosopher and Mathematician René Descartes (1596-1650) said "Mathematics is a more powerful instrument of knowledge than any other that has been bequeathed to us by human agency."

Mathematics is generally presented 'ready-made' to students with procedures, methods and applications in systematic and logical order. However, like any other academic subject, Mathematics also has a history which is rich in astonishing inventions and breakthroughs. This history gives a narrative and human context which adds colour and context to the discipline.  

Starting from the representation of numbers, through the methods of arriving at the solutions of unknown equations, to the expansion of classy techniques in managing the infinite and the infinitesimals, there has been an extensive variation in the choice of approaching, visualizing and understanding the problems and solutions amongst the Mathematicians.

 Mathematics in India has a very extended and consecrated history. Sulbasutras, the oldest existing texts (prior to 800 BCE) clearly state and make use of the so-called Pythagorean theorem. By the time of Aryabhata (c. 499 CE), the Indian Mathematicians were fully acquainted with most of the Mathematics that we currently teach at the elementary level in school. Starting with Aryabhata in the 5th century and extending up to Narayana Pandita of the 14th century, the Indian Mathematicians have blazed a trial in the study of several branches of Mathematics that include obtaining recurrence relation for the construction of sine table, finding solutions to unknown equations.

In the valley of the Indus river of India, the world's oldest civilization had developed its own system of Mathematics. The Vedic ShulbaSutras show that the earliest geometrical and Mathematical inquiries amongst the Indians arose from certain requirements of their religious rituals. Although Vedic mathematicians are known primarily for their computational genius in Arithmetic and Algebra, the basis and inspiration for the whole of Indian Mathematics is geometry. The beginnings of algebra can be traced to the constructional geometry of the Vedic priests, which are preserved in the ShulbaSutras.

The aim of this essay is to present a critical overview of Mathematics education in higher education level in India which typically refers to Mathematics taught at the undergraduate and post-graduate levels and would also cover research Mathematics. By focusing primarily on undergraduate Mathematics education and by generalizing from different experiences I hope to throw some light on curriculum and pedagogy in Mathematics. Only a tiny fraction of the Indian population (1.2 billion strong) enters higher education and is expanding rapidly over a last decade. India is therefore faced with the triangle of quality, quantity and equality.

India has the third largest higher education system in the world (after China and the USA) suggests that there is a great deal of Mathematics around as well. India is also home to some institutions where world class research in Mathematics is carried out. A sturdy group of Indian Mathematicians have been contributing to the growth of many areas of Mathematics. The legendary genius Srinivasa Ramanujan has inspired and stimulated generations of young Indians towards taking up Mathematics as a calling.

In twentieth century, Mathematical Sciences is growing exponentially. In India, the growth of Mathematical Sciences has not been less spectacular. In the first three decades of this century, only one university, namely, Calcutta University was producing PhD theses and today about a hundred of universities are producing PhDs in Mathematics. In fact, during the first twenty five years of its existence, IIT Kanpur has produced about three times the number of these produced by the entire country in the first five decades of this century.

As mentioned, the first set of theses came from Calcultta University and then followed by Madras University and this had to do great deal with the founding in the Indian Mathematical Society in 1907 which had its headquarters in Madras. However, solemn research started in the year 1927. In this period, we had Ramanujan from Madras University who contributed a lot to the world as a well-known Mathematician.  

The credit for starting research in North India goes to Ganesh Prasad who brought some inspiration for it from Calcutta University where he had served as Professor of Applied Mathematics during 1914-1917. He then continued his teaching in Benaras Hindu University from 1917 to 1923 and gave new crescendos to research and founded Benaras Mathematical Society which was renamed to Bharat Ganit Parishad.  Bombay University was started at the same time as Calcutta and Madras universities but it produced its first PhD thesis in Mathematics in the year 1942.  

The Indian Statistical Institute also contributed to the development of Operations Research in India by Prof. Mahalanobis. Two other centres Defence Science Organisation and Delhi University laid research in the same field and this led to the founding of the Operations Research Society of India. Research in Applied Mathematics developed greatly due to the starting of five Indian Institutes of Technology, the strengthening of Mathematics departments in regional colleges of engineering and the setting up of the Department of Applied Mathematics in Indian Institute of Science at Bangalore.

The most prestigious school of Mathematics is at the Tata Institute of Fundamental Research (TIFR), Bombay. During more than four decades of its existence, this school has done tremendous work of international standards in many areas of pure Mathematics.

All these universities have contributed immensely and these have laid a foundation to the development of Mathematics in all the universities in India.